More Effective Decentralized Education Management and Governance Quarterly Report No. 21

July 2010

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. 21

Contract 497-M-00-05-00029-00

October to December 2009

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

Table of Contents ..................................................................................................................................... i

List of Figures ......................................................................................................................................... iii

List of Tables .......................................................................................................................................... iii

Executive Summary ................................................................................................................................ v

Ringkasan Eksekutif ............................................................................................................................. xvi

1. Project Management and Coordination .............................................................................................. 1

1.1 Project Coordination and Collaboration with Government and Stakeholders (Task 1) .......... 2

1.2 Monitoring, Evaluation, and Reporting (Task 2 and 3) ........................................................... 4

1.3 Project Data Management System (PDMS) (Task 4) ............................................................. 6

2. School and Community Programs ...................................................................................................... 8

2.1 Elementary School Level (Task 5) .......................................................................................... 9

2.2 Junior Secondary School Level (Task 5) .............................................................................. 11

2.3 School-Based Management Secretariat (MONE) (Task 5) .................................................. 12

3. District Level Management and Governance/ Advocacy .................................................................. 13

3.1 Education Governance (Task 6) ........................................................................................... 13

3.2 Education Finance (Task 7) .................................................................................................. 18

3.3 Education Planning and Management (Task 7) ................................................................... 21

3.4 Management of District Education Personnel (SIMPTK/Sistem Informasi Manajemen

Pendidik dan Tenaga Kependidikan), Supervision, and Assets Management Systems

(Task 7) ............................................................................................................................... 24

4. Aceh Expansion Program .................................................................................................................. 34

4.1 Coordination with Provincial and other Donor Stakeholders ................................................ 34

4.2 Program Implementation ...................................................................................................... 35

5. EMIS/ICT/Data Management ............................................................................................................ 39

5.1 ICT Grants (Task 8) .............................................................................................................. 39

5.2 EMIS Pilot (Task 8) ............................................................................................................... 46

5.3 EMIS Pilot Dissemination ..................................................................................................... 50

5.4 DBE Website ....................................................................................................................... 55

6. Public-Private Alliance (Task 9) ......................................................................................................... 57

6.1 Outreach activities for PPA at National Level ....................................................................... 57

6.2 Gramedia Widiasarana Indonesia (Grasindo) ...................................................................... 57

ii More Effective Decentralized Education Management and Governance

6.3 Sampoerna School of Education .......................................................................................... 57

The Conoco Phillips Alliance: Central Java and Yogyakarta ..................................................... 58

7. Dissemination and Sustainability ...................................................................................................... 60

7.1. National Policy and Practice (Task 10)................................................................................ 61

7.2. Provincial Engagement (Task 11) ....................................................................................... 67

7.3. Disseminating DBE1 Programs (Task 12) ........................................................................... 72

7.4 Documenting Good Practice (Task 13) ................................................................................ 77

7.5 Disseminating District Level Programs and Developing Service Providers (Task 14) ......... 78

7.6 Sustainability ......................................................................................................................... 83

Annex 1: Provincial Reports .................................................................................................................. 86

Annex 2: Success Stories ................................................................................................................... 114

Annex 3: Training for Project Beneficiaries ......................................................................................... 116

Annex 4: Documents uploaded in the website .................................................................................... 119

Annex 5: Deliverables Status: June 30, 2010 ..................................................................................... 122

Annex 6: Status of project documents uploaded in USAID Development Experience

Clearinghouse (DEC) ............................................................................................................. 126

Annex 7: Contribution of DBE1 in District Policy Development per June 2010 .................................. 127

Annex 8: Abbreviations, Acronyms and Glossary ............................................................................... 128

More Effective Decentralized Education Management and Governance iii

List of Figures

Page

Figure 1.1: Project Implementation Tracking Presentation Organizations ............................................. 6

Figure 2.1: SDS Features ..................................................................................................................... 11

Figure 4.1: BOSP Results in East Aceh ................................................................................................ 35

Figure 5.1: Illustration of SD/MI Dispersion Location in Pidie and Aceh Tengah ................................. 49

Figure 5.2: Manual and Internet Data Flow Concept ............................................................................ 52

Figure 5.3: Website Hits ........................................................................................................................ 55

Figure 6.1: News of ERA Impact Study on DBE Website ..................................................................... 59

List of Tables

Page

Summary of Selected Achievements Cumulative through June 2010 .................................................. xv

Ringkasan Pencapaian Hingga Juni 2010 ........................................................................................ xxviii

Table 1.1: Monitoring, Evaluation and Reporting* .................................................................................. 5

Table 1.2: DBE1 Programs Organizations .............................................................................................. 6

Table 1.3: Progress in Managing PDMS* ............................................................................................... 7

Table 2.1: Targets for School-Based Management Program (Elementary) ........................................... 9

Table 2.2: Targets for School-Based Management Program (Junior-Secondary) ............................... 12

Table 3.1: Summary of Progress in District Governance* .................................................................... 14

Table 3.2: Progress in Education Finance* ........................................................................................... 18

Table 3.3: Summary of Education Planning Progress* ......................................................................... 21

Table 3.4: Summary of Progress in Personnel, Supervision and Asset Management* ....................... 24

Table 3.5: Persons participating in SIMA try-out, Purworejo, Feb-March 2010 .................................... 29

Table 3.6: SIMA rollout, April-June 2010 .............................................................................................. 30

Table 3.7: Planned Dissemination of SIMA .......................................................................................... 31

Table 4.1: Summary of Progress in Implementing Aceh Expansion program ...................................... 37

Table 5.1: Progress in ICT Grants Implementation .............................................................................. 39

Table 5.2: Progress in ICT Grants Completion ..................................................................................... 40

Table 5.3: Summary of Grants Awarded ............................................................................................... 41

Table 5.4: DigiSchool Dissemination Schedule .................................................................................... 44

Table 5.5: Pangkep Grant Cash Flow ................................................................................................... 45

Table 5.6: Progress with EMIS Pilot ..................................................................................................... 46

Table 5.7: Progress with EMIS Pilot Dissemination .............................................................................. 51

iv More Effective Decentralized Education Management and Governance

Table 5.8: Top 10 Requests for Documents until the Last Quarter ...................................................... 56

Table 7.1: Facilitators to be certified, by Province and Gender ............................................................ 63

Table 7.2: Dissemination achievements (school level program) .......................................................... 72

Table 7.3: Number of schools implementing DBE1 programs under dissemination (at June 2010) .... 73

Table 7.4: Summary of Dissemination Effort to June 2010 .................................................................. 73

Table 7.5: Summary of DBE1 Dissemination Programs to end of June 2010 (Program Realization) .. 74

Table 7.6: Summary Budget of District Level Dissemination Programs to end of June 2010 .............. 78

Table 7.7: Progress of Service Provider program in new districts as at June 2010 ............................. 80

Table A3-1: Number of training activities from January to March 2010 .............................................. 116

Table A3-2: Summary of persons trained from January to March 2010 ............................................. 116

Table A3-3: Analysis of training beneficiaries by Institutions .............................................................. 117

Table A3-4: Analysis of training beneficiaries by activities ................................................................. 118

Status of Uploading Documents to Development Education Clearing House (DEC) ......................... 126

Executive Summary This report covers the twentieth first quarter of project implementation, from

April through June 2010. This is the third quarter of implementation for the

workplan covering the twelve months of project implementation for the DBE1

project from October 2009 through September 2010. This workplan

incorporates revisions to the previous workplan (October 2008 until April

2010) and a modification made to extend DBE1 assistance in education

management and governance to up to 18 additional districts in Aceh.

The main objective of the workplan, which was approved during the previous

quarter, is to make use of the extension and expansion of the program to

further increase sustainability and support dissemination. The key underlying

themes, which reinforce this focus, are as follows:

Institutionalize the changes through policy development

Deepen the change through further developing the capacity of the

system, and

Disseminate good practice through developing the capacity of service

providers.

In line with these themes, a number of important meetings were held this

quarter with counterparts at national and provincial levels as well as at district

level.

A workshop was held with representatives of the Secretariat, DBE1, and

USAID at Bogor on 1-2 June 2010 to discuss facilitator certification and agree

on the process and objectives of the certification program. DBE1 also attended

a series of meetings with MONE, Directorate for Kindergarten and

Elementary Schooling, Directorate for Junior Secondary Schooling, MORA,

the AusAID-funded AIBEP, the World Bank and the national BOS team to

discuss plans for national program of training for junior-secondary and

elementary schools in all provinces on school-based management (MBS).

DBE1 continued to meet with the AusAID-funded SEDIA management in

Aceh to develop the cooperation between the two projects ensuring that

programs are well coordinated in order to maximize the impact and

sustainability of both.

In June, DBE1 presented the School Database System++

(SDS++

) at a national

workshop conducted by the Education Statistics Center of MONE‟s Research

and Development Body (PSP Balitbang Kemendiknas). Under the theme

‘Revitalizing Data Collection Management to Improve Quality of Education’,

this meeting was attended by more than 100 participants from 33 provinces,

33 districts and 30 Education Quality Assurance Bodies from all over

Indonesia.

Meetings continued this quarter with the East Java Provincial Regional

Development Planning Body (Bappeda) and provincial education office

(Dinas Pendidikan) focusing on three initiatives, collectively known as Inova:

(1) a functional literacy and empowerment program; (2) the Total Education

Delivery System (TEDS) and (3) aligning national, provincial and district

strategic plans.

DBE1 also met with senior officials of the Provincial Education Office in

Kupang together with representatives of MONE (Directorate of Kindergarten

and Elementary Schooling) and USAID in May. NTT Province has expressed

interest in the work of DBE1 and in the certification of trainers for possibly

use in provincial programs for school-based management.

During this quarter province level workshops were conducted in all partner

provinces to support the project‟s withdrawal from districts and to further

strengthen the understanding and role of provinces in supporting

implementation and dissemination of DBE1 programs. National, provincial

and district stakeholders attended these workshops, which showcased the

outcomes of DBE1 interventions in districts. Close out meetings were also

held in all districts in which final reports were submitted on project

achievements and plans for ongoing dissemination and sustainability were

discussed.

At school level, DBE1‟s focus across all provinces has shifted from training

principals, strengthening school committees and school development planning

(RKS/M preparation). This core activity at school and community level was

completed some time ago. Focus is now on supporting implementation,

sustainability and dissemination. As the RKS are four-year school

development plans, schools and madrasah in Cohort 1 have implemented their

plans. DBE1 has now assisted all schools to monitor and evaluate

implementation and to prepare a new school development plan for the 2010-

2014 period. While in 2005-6 DBE1 specialists and district coordinators

provided the training, this time District Facilitators did so.

DBE1 continues to consult with MONE‟s Directorate of Elementary

Schooling (Direktorat Pembinaan TKSD). Attention this quarter focused on

the certification of district facilitators. In was previously agreed with the

Secretariat that the DBE1 materials for school-based management could be

adopted by MONE as one model in elementary schools throughout the

country. A target of 1,000 plus pengawas to implement school-based

management dissemination programs was set in the workplan. Some 2,085

district facilitators have now been trained. This figure includes: (1) the original

core group of five or six facilitators in each partner district plus additional

pengawas who joined district forums supported by DBE1, (2) a further 1,003

facilitators in East Java, Central Java and Yogyakarta trained for

dissemination programs, and (3) an additional 207 facilitators trained during

this quarter in three new provinces: West Sumatra, South Sumatra and NTT.

The target of 1,000 trained facilitators has thus been exceeded by a large

number through various dissemination programs. However it is important not

to overstate the figure or include individuals who have not been fully trained

as this will increase the risk of poor quality dissemination efforts.

Consequently, 230 facilitators are to be certified as fully competent facilitators

in key components of the DBE1 school-based management package. The list

of certified facilitators will be provided to MONE‟s Directorate for

Kindergarten and Elementary Schooling, and other stakeholders. The majority

are prepared to train schools in RKS preparation although many are also

competent to provide training in school leadership, SDS and school committee

strengthening. The great majority of these District Facilitators are pengawas or

school supervisors either from the District Education Office or district

branches of MORA.

District level activity continued to be the major focus, as activity at the level

of school and community has decreased with the completion of core tasks.

During the quarter DBE1 continued work to improve the capacity of district

governments and other stakeholders in planning and financing education

development, and increasing accountability and transparency by facilitating

opportunities for parents, community members and other stakeholders to voice

their concerns and aspiration for better quality education in the district.

In this period, DBE1 assisted development of four policies/instruments in

partner districts, namely Tebing Tinggi, Jepara and Soppeng (some of which

were begun and reported in the last quarter). Cumulatively, we have assisted in

the development of 41 instruments/policies, of which 38 are considered

completed. (An annex to this report provides a full description.) This quarter

DBE1 also initiated training for DPRD members in six districts, and public

consultations for inputs in plans and financial analysis continued to contribute

substantially to DBE1 governance agenda.

Capacity building activities for district education councils (Dewan

Pendidikan) were completed this quarter in an additional six districts,

achieving the target of 49 districts. Results of DBE1‟s district financial

analysis (AKPK) were used to help participants understand the problem of

underfunding in certain areas, in particular the very low allocation for teaching

and learning processes and imbalances between the different levels of

education. Education council members agreed to address these issues and to

advocate for increases in budget allocation for teaching and learning. Further,

they plan to promote the development of partnerships with the private sector

with the aim of increasing financial resources for education development.

Finally, they committed themselves to more actively monitor whether

education provision is in compliance with local regulations and ordinances.

During the quarter DBE1 also continued training or „policy briefing‟ for local

parliament (DPRD) members in four provinces: North Sumatra, West Java,

Banten and East Java. The majority of participants were newly-elected, had no

specific education background and attended an education management

capacity event for the first time. On the whole, they were very actively

involved in the workshop process. Among the issues and commitments arising

from these workshops were the following: (1) the need to actively monitor the

extent to which education provision in the district is in compliance with

national education standards and minimum service standards; (2) the need to

validate data used in education profiles; (3) special education; (4) budget

allocations for teaching and learning, (5) the need for schools to have an RKS;

(6) distribution of teachers; (7) funds to support children from low-income

families to cover personal cost; and (8) budget priorities.

Also this quarter, a draft local government regulation on Management and

Provision of Education was completed in Jepara, Central Java. DBE1‟s legal

advisor, together with the provincial team, provided extensive assistance to the

district in identification of stakeholders, establishment of the preparation team,

problem identification, preparation of an academic paper, and preparation of

the draft regulation. By going through these stages, the district has been able

to prepare a high-quality document. After revising the draft regulation on the

basis of the inputs provided during the public consultation, the improved

version will be officially submitted to Head of District for approval and further

processing to DPRD.

Work on district education finance (AKPK) was completed during the

reporting period in the original DBE districts with the finalization of AKPK

for Bogor. The target of 45 districts has been reached. Education finance work

has continued in the Aceh expansion districts as well as in the three new

districts where service providers are being trained. Similarly work on school

unit cost analysis (BOSP) was completed in the previous quarter for the

original partner districts and has been ongoing in new and expansion districts.

Work continued this quarter on a personal cost survey in collaboration with

MONE‟s Research and Development Agency. The aim is to estimate the cost

borne by parents to send a child to school, including such items as transport

and school uniforms. This information can then become the basis for district

governments to provide financial assistance to those families who are not able

to send their children to school. Or, in other words, the personal cost survey

helps district governments to meet their obligations as required under

Government Regulation No 19 of 2008 regarding Education Financing and

supports achievement of universal nine-year basic education.

In July 2009, the DBE1 task order was modified in order to extend district

level services to all 18 districts in Aceh that have not received DBE support.

The programs are limited to financial analysis, strategic planning and

education governance. Work is now well advanced in all 18 districts, with

most programs either completed or nearing completion in the majority of

districts. Progress has been impressive in light of the tight timeframe and

challenging logistics. The final and most demanding part of the program,

completion of a district strategic plan (renstra) based on data analysis and

public consultation, is nearly complete in three districts and at various stages

of completion in a further 15. Financial analysis (BOSP) is now complete in

all 18 districts and AKPK in all but three, where it is nearly complete. The

response of districts continues to be very positive and public consultations to

share results of these financial analyses are providing very useful inputs into

the policy and planning process in these districts.

In the first year of the project, DBE1 awarded ICT innovation grants to

consortia comprised of private sector and government institutions such as

district education office, district library, and schools. The total anticipated

value of 14 grants awarded increased from $287,884 to $292,901 as a result of

an increase to the grant for Pangkep District in South Sulawesi due to damage

to the new ICT tower caused by natural disaster. As of June 2010, $275,570,

about 94%, has been disbursed to the grantees in the form of equipment and

cash to cover activities including training expenses. Six grantees received

disbursements during this quarter. Six grants were in the process of being

finalized; three grants are fully completed and three more are in the final stage

of preparing completion reports. We expect the remaining three grants to be

completed in the next quarter. DBE1 monitors performance of this grants

program by reviewing reports and direct observation in the field. An example

of the practical outcomes of this grant program is as follows.

A grant to a consortium led by PT ITS Kemitraan in Surabaya, East Java, has

resulted in: (1) a district education portal that integrates all schools connected

to DigiSchool and PadatiWeb, (2) a DigiSchool portal that records school data

on academic, financial, human resources, inventory, communication forum,

and teaching learning process, and (3) SMS management that provides

information on students grade, daily students attendance, academic calendar,

and meeting broadcast for parents via mobile phone. Equipment was provided

by DBE1 and the District Communication and Information Office

(Diskominfo) budgeted about Rp 260 million for DigiSchool dissemination for

about 645 schools in Surabaya (SD, SMP, SMA, and SMK). Training and

technical facilitation to support the initiative is scheduled to be finalized in

August 2010. As an encouragement, Diskominfo will give awards to schools

that enter complete data into DigiSchool Portal.

An EMIS Strengthening Pilot program is being implemented in two districts in

Aceh: Aceh Tengah and Pidie. The main purpose of the pilot is to test new

ways to improve the flow of data from schools to districts within MONE‟s

EMIS. Full scale implementation began in the last quarter. The pilot field

work was completed during this quarter and a conference to present results

took place at end of June 2010.

Together with MONE‟s Education Statistics Center, in March – April DBE1

trained 252 stakeholders at school, sub-district, and district-level to improve and

synchronize their data usage and management. By using SDS++

, participating

schools and madrasah can now develop their school plan, produce supporting

documents for various purposes including meeting official reporting

requirements. In addition, using a simple Personal Digital Assistant (PDA) with

SDS++

supervisors can easily obtain data from schools and transfer this

information to sub-district and district education office.

DBE1 continues to manage the project website for DBE123. As of June 2010,

the DBE website received 2,002,625 hits since the website was launched in

2005. This quarter‟s total hits (253,002) is slightly lower than last quarter‟s

total hits (260,779). The top ten requests for documents through the last

quarter was dominated with requests for resource materials uploaded by DBE1

including related government legal documents such as ministerial decrees,

laws, and government regulations. Also among the top ten downloads were

DBE1 and DBE3 manuals.

Public Private Alliances (PPAs) are a way for the strengths of the private and

public sectors to complement each other. By joining forces, our assistance to

the people of Indonesia can be significantly expanded. During the quarter,

DBE1 continued to explore the possibility of forming alliances with

corporations to support DBE activities. Follow-up meetings with Gramedia

Widiasarana Indonesia and the Sampoerna School of Education took place. It

was decided that DBE1 would not pursue a PPA with Grasindo at this time as

the proposal was not competitive. Meanwhile, it was agreed to support the

Sampoerna School of Education by assigning a consultant to assist and work

with the school team to develop a formal degree program at S1 and/or S2 level

based on the DBE1 program. A small study was also conducted to determine

the impact of the ConocoPhillips Alliance project on schools. All the sample

schools indicated positive outcomes and impact after the reconstruction/

rehabilitation processes was completed. The respondents were very

enthusiastic explaining about the outcome and the impact of the program. The

community participation approach that DBE1 employed engendered high

degrees of community ownership and satisfaction.

DBE1‟s core strategy is to develop exemplars of good practice in management

and governance, both at school and at district level, and to support the

dissemination of these to other schools and districts. During this, the final

period of project implementation, the focus has shifted to supporting increased

dissemination and sustainability. During the first four to five years DBE1

worked with partners to develop, pilot, finalize and begin to institutionalize

methodologies designed to implement GOI policy in ways that support good

practice in the management and governance of basic education. While

sustainability and dissemination have been core goals since the

commencement of DBE1 activity in 2005, it is in this final year that these

goals have taken center stage.

Beyond achieving sustainability of project outcomes in target districts and

supporting dissemination within and across districts, it is intended that this

process will influence government policy, creating a much wider impact. Our

main approach is to (1) develop good methodologies, good practice, and

formalize these in practical manuals, (2) build the capacity of facilitators and

service providers to use these, and (3) support policy development at district,

provincial and national levels to institutionalize the good practice.

During this quarter, DBE1 completed close out in the original target districts.

Notwithstanding this close-out, the scale and scope of dissemination programs

has been increasing towards the end of the project. We know from experience

that provinces and districts typically release funds for development towards

the end of the calendar year. It is thus likely that after this quarter new

dissemination programs will commence. It will be very strategic if USAID is

able to continue to support the development and progress of dissemination as

well as sustainability of core project interventions and outcomes after the

completion of the current DBE1 contract period.

Work continued on various impact studies and meta-analyses which are

intended to ultimately inform policy development at national levels. The meta-

analysis of data collected as part of the district interventions continued with

international consultants working with members of the national DBE1 team.

Preliminary results were presented to USAID and stakeholders in a workshop

held in May. Using data collected from 25 districts (in five provinces) using

the SIPPK and AKPK tools, the study explored the extent to which resources

have been used effectively, efficiently and equitably in the education sector.

In addition to funding and resource allocations, the database includes data on

students, teachers, other staff, physical plant, equipment, materials, exam

results and other features of over 11,000 elementary and about 2,400 junior

secondary schools.

The study describes a fairly well-funded, decentralizing education system in

which the available resources are mostly consumed by day-to-day operations;

the great majority of operating expenditures go to the salaries of teachers. The

study also highlights inefficiencies in how education is financed, the most

glaring example of which is that the system currently pays for more

elementary and junior secondary teachers than it actually needs. Significant

differences are evident in education spending from one district, sub-district or

even school to the next. However, some schools in the low spending districts

produce better outcomes than many schools in the high spending districts.

Furthermore, schools with higher percentages of better educated teachers, or

with more female teachers, tend to have higher average exam scores. In

contrast, elementary schools with more teachers who have had pre-service

teacher education actually have lower average exam scores. Schools where

more students go to kindergarten, as well as schools in areas that have less

poverty among the population also have higher average exam scores.

Before finalizing the report, which raises policy implications for the

Indonesian Government related to funding and resource allocation, initial

findings based on computer generated correlations need further analysis. In the

coming quarter this analysis will be conducted, and the report will be

finalized, submitted to USAID and disseminated to national stakeholders.

A study on the impact of district level interventions was also conducted in this

quarter and is expected to be completed and published in the coming quarter.

Further analysis is required. Preliminary results suggest that district and

provincial stakeholders from all regions are very appreciative of the outcomes

and products resulting from DBE1 interventions at district level. In many

cases, interventions such as BOSP and renstra have resulted in substantial

improvements in district funding for basic education, more strategic planning

and better targeted policies. There is also a consistent request from

stakeholders for ongoing support from USAID and DBE1 to continue to

develop management and governance of basic education in districts.

Another study to determine the impact of school level dissemination programs

was conducted this quarter and results incorporated into an updated version of

the major Impact Study submitted in draft form to USAID at the end of the

previous quarter. This study will be published and shared with stakeholders in

the coming quarter. In brief, the new study shows that schools involved in

dissemination programs produced good quality school development plans

which are impacting in positive ways on schools. The majority also involved

community stakeholders, mainly as school committee members, in the process

although to a lesser extent than was typical in DBE1 target schools. The

quality of the programs, although quite varied, is generally satisfactory.

Furthermore, it is clear that the quality of the dissemination process improved

between 2008 when the first dissemination survey was conducted and 2010

when the latest study was conducted. In 2010, more schools had completed

preparation of school development plans and the quality of these was better

than in 2008. More schools were implementing more varied programs, making

the dissemination process more comprehensive. More schools received

mentoring as follow-up to class-based training. The participation of school

committees increased.

It is also significant to note that 66% of comparison schools sampled in DBE1

target districts had replicated or were in the process of replicating one or more

DBE1 program. Of these, 58% took part in district-funded dissemination

activities, while the remaining 42% took part in dissemination programs

initiated at the local level, often by active DBE1-trained facilitators, and

funded by the schools themselves.

In response to demand, in this quarter DBE1 trained 207 new district

facilitators in the projects‟ school-based management methodologies in three

non-target provinces: West Sumatra, South Sumatra and NTT. A series of two

one-week workshops was conducted in each location, using experienced

district facilitators from DBE1 partner districts to train their colleagues in the

new provinces and districts. The program included school committee

strengthening, leadership training, SDS, RKS and, in NTT and West Sumatra,

BOSP. While Training of 60 Trainers in NTT was funded by DBE1 and

coordinated by the Catholic school system, in South Sumatra it was

coordinated and funded by the provincial MORA office and in West Sumatra

by the districts. A high level of commitment, punctuality and very positive

feedback from participants was evident. In South Sumatra, the Head of the

Pengawas Working Group (Ketua Pokjawas) commented that: „In the first

phase of activities each participant paid a levy of Rp 100,000, while the

second phase was funded entirely by the provincial office (MAPENDA),

South Sumatra, and was attended by more participants.‟ All three provinces

sent senior participants to attend the workshop conducted in Bogor with

national MONE counterparts and USAID to discuss plans to certify district

facilitators. All have indicated that they intend to begin disseminating the

DBE1 school-based management program in schools early in the new school

year (July-August 2010).

During the quarter DBE1 also continued to provide a very limited form of

assistance and monitoring to schools, district and provincial education offices

(MONE and MORA) as well as other organizations to disseminate DBE1

programs in target provinces and districts. The original target for

dissemination was 3,000 schools that disseminate at least one DBE1 program.

The new target was exceeded already in 2009.

Through the end of June 2010, Rp 15 billion, or approximately $1.67 million,

has been allocated by our Indonesian partners for dissemination of DBE1

school-based management programs in 57 districts. In addition, approximately

$26,000 has been expended for DBE1 district level programs, primarily

BOSP, in 19 districts. This is an increase of around $200,000 since the end of

the previous quarter (March 2010). Of this total amount, Rp 10.25 billion

came from annual district budgets (APBD) and the remainder, Rp 4.75 billion,

from a variety of non-APBD sources including MORA, school funds

(predominately BOS), and the non-government sector (e.g. Muhammadiyah).

As a result of this substantial commitment, some 10,703 schools, in addition to

the 1,310 DBE1 target schools, have now prepared school-development plans

and/or implemented other aspects of the DBE1 school-based management

package such as strengthening school committees, improving leadership or

implementing school database systems (SDS). This means that over 2,300,000

Indonesian children have benefited from the dissemination programs to date.

This is in addition to the 340,000 children who have benefited from the

program in target schools.

These are all programs which were funded by schools, local governments and

non-government agencies and have been budgeted, planned and implemented

as a result of the DBE1 initiative. Although the first half of the year is

typically not the time in which districts conduct development programs, a

range of activities took place in this quarter. The quality and effectiveness of

dissemination programs in general was assessed in an impact study conducted

this quarter and mentioned above. While DBE1 is unable to monitor all

activities, we do monitor a sample and continue to advocate for adherence to

the DBE1 model.

For district-level activity, higher level service providers are required from

outside the districts. In order to increase sustainability and support

dissemination, DBE1 developed a program to prepare service providers. There

are three components to this program: (1) working with a group of universities

to prepare them to be able to implement DBE1 district level programs in new

districts, (2) working with the private Sampoerna Foundation to enable this

institution to implement DBE1 school-based management programs, and (3)

collaborating with other international donors to enable them to adopt or adapt

DBE1 methodologies for both school and district levels.

Currently, we are working with three service providers in three provinces:

Universitas Pendidikan Indonesia (West Java), Universitas Muhammadiyah

Surakarta (Central Java) and Universitas Negeri Makassar (South Sulawesi).

These service providers are working with DBE1 assistance in the following

districts: Cimahi (West Java), Surakarta (Central Java) and Barru (South

Sulawesi). Formal agreements were made with each of the districts in late

2009 and in the case of Surakarta, in May 2010. Progress in implementing the

different DBE1 programs at the district level has been very satisfactory. In all

districts all programs are ready for either internal or external consultation,

except the AKPK program for Surakarta that will start in August and the

renstra program for Cimahi where the financing plan remains to be prepared.

During this quarter, DBE1 also completed a training program commenced in

the previous quarter to enable the Sampoerna Foundation (SF) in Jakarta to

make use of DBE1 school-based management materials in its in-service school

development program. Training was provided on the overall DBE1 approach,

leadership training, BOS reporting, school committee strengthening, SDS and

school development planning (RKS). The response of participants and of the

institution has been extremely enthusiastic.

Strategies to increase sustainability are integrated into DBE1‟s approach

across the program. The strategies and activities described above which are

being implemented to support dissemination also support sustainability of

project outcomes in very real and concrete ways. For example, by working

with other donors and with service providers we support the dissemination of

DBE1 approaches to new schools, districts and provinces. At the same time

we prepare institutions and individuals to support the implementation of better

management and governance of basic education in the future.

The broad approach in this, the final phase of project implementation, is to

deepen and strengthen the impact of programs at all levels by supporting

districts and schools to implement plans and develop policies for ongoing

improvement based on the experience and outcomes of financial analysis,

educational data management and strategic planning. The development and

certification of district facilitators and service providers and the possible

integration of DBE1 materials and manuals into curriculum for post-graduate

studies in school management and governance are all sustainability

mechanisms. Meanwhile developments at national level are a further support

for sustainability. Provincial and district workshops were conducted in May-

June and provincial workshops in June. National stakeholders participated in

these events to further support sustainability.

It will be very strategic if USAID is able to track the development and

progress of dissemination along with the sustainability of core project

interventions and outcomes after the completion of DBE1 in partner districts.

Summary of Selected Achievements Cumulative through June 2010

Activity Target Achievement

Schools/madrasah assisted for producing annual plans and budgets

1,076 SD/MI and 196 SMP/MTs

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

District Officials trained and supported N/A

1,878

plus 1,210 for dissemination

School Committees, parents, and community members trained and supported

N/A 31

Members of education governance related institutions trained and supported

N/A 197

Renstra Completed/Ongoing 45 42/3

AKPK Completed/Ongoing 45 45

BOSP Completed/Ongoing 49 62

SIPPK Completed/Ongoing 45 45

RENJA Completed/Ongoing 202 35

LAKIP Completed/Ongoing 20

2

34

District Policies Development Assisted by DBE1

N/A 41

ICT Grant Disbursed $287,884

(IDR 2,669,599,451).

$292,901

(Rp 2,716,363,874)

Private sector funds leveraged through PPAs $677,775 $1,547,000

Number of schools replicating or committed to replicate DBE1 programs

3,000 10,703

Government and non-government funding for replication of DBE1 programs

NA $1,618,387

(Rp15,030,829,230)

Community contributions to school development attributed to DBE1 programs

N/A $ 847,900

(IDR 8,055,056,676)

1 Compared to previous quarters, number of committees trained for this period is considerably lower because in this

quarter DBE1 completed many of its school-level programs. For more information please refer to Annex 3.

2 New targeted activity

Ringkasan Eksekutif Laporan ini mencakup triwulan ke 21 yang berlangsung dari April hingga Juni

2010 dari pelaksanaan proyek yang telah berlangsung selama ini. Pelaksanaan

kegiatan DBE1 ini merupakan pelaksanaan triwulan ke tiga dari rencana kerja

12 belas bulan yaitu dari Oktober 2009 hingga September 2010. Rencana kerja

ini menyertakan perubahan-perubahan rencana untuk periode Oktober 2008

hingga April 2010 dan modifikasi yang dilakukan sesuai dengan keputusan

USAID untuk memperpanjang dukungan DBE1 dalam manajemen dan

tatalayanan pendidikan di 18 kabupaten/kota baru di Provinsi Aceh.

Tujuan utama dari rencana kerja yang telah disetujui dalam triwulan lalu

adalah untuk menggunakan perpanjangan dan penambahan program guna

mendukung lebih jauh lagi upaya mendukung kesinambungan dan diseminasi

program-program DBE1. Sehubungan dengan hal itu, kegiatan-kegiatan DBE1

terfokus kepada upaya-upaya sebagai berikut:

Melembagakan perubahan melalui pengembangan kebijakan

Memperdalam perubahan yang telah terjadi dengan mendukung

peningkatan kapasitas lebih jauh, dan

Mendiseminasi praktik-praktik yang baik (good practice) dengan

mengembangkan kapasitas dari service providers.

Sejalan dengan upaya-upaya ini, berbagai pertemuan penting telah dilakukan

dengan pemangku kepentingan di tingkat nasional, provinsi, dan

kabupaten/kota.

Pada tanggal 1 dan 2 Juni yang lalu, USAID dan DBE1 bertemu dengan wakil

dari Sekretariat Manajemen Berbasis Sekolah (MBS) Kementerian Pendidikan

Nasional (Kemendiknas) untuk mendiskusikan mengenai sertifikasi fasilitator

dan menyetujui mengenai tujuan dan proses yang akan dilakukan dalam

sertifikasi tersebut. DBE1 juga ikut serta dalam beberapa pertemuan dengan

Direktorat Pembinaan TK/SD dan Direktorak Pembinaan SMP, Kemendiknas,

Kementerian Agama, proyek AIBEP yang dibiayai oleh AusAID, Bank Dunia,

dan tim BOS nasional untuk mendiskusikan program nasional untuk melatih

sekolah dasar dan sekolah menengah pertama di seluruh provinsi dalam

Manajemen Berbasis Sekolah (MBS.) DBE1 juga terus bertemu dengan

proyek SEDIA yang dibiayai oleh AusAID di Aceh untuk mengembangkan

kerjasama agar program-program yang ada dapat dikordinasikan dengan baik

dan dapat memaksimalkan dampak dan kesinambungan dari ke dua proyek ini.

Pada bulan Juni, DBE1 memaparkan Sistem Database Sekolah++

(SDS++

)

dalam lokakarya nasional yang diselenggarakan oleh Pusat Statistik

Pendidikan Badan Penelitian dan Pengembangan (PSP Balitbang)

Kemendiknas. Bethemakan “Revitalisasi Kelembagaan Pendataan untuk

Meningkatkan Kualitas Manajemen Pendidikan,” kegiatan ini dihadiri oleh

lebih dari 100 peserta dari 33 provinsi, 33 kabupaten/kota dan 30 Lembaga

Penjamin Mutu Pendidikan (LPMP) dari seluruh Indonesia.

Tim DBE1 juga bertemu dengan Badan Perencanaan Pembangunan Daerah

dan Dinas Pendidikan Provinsi Jawa Timur untuk membicarakan mengenai

kebijakan inovatif Pemerintah Provinsi Jawa Timur dalam meningkatkan

pendidikan, yaitu (1) Keaksaraan Fungsional dan program pemberdayaan

terkait, (2) Total Education Delivery System (TEDS,) dan sinkronisasi

perencanaan pendidikan di tingkat kabupaten, provinsi, dan nasional.

Pada bulan Mei, bersama-sama dengan wakil dari USAID dan Direktorat

Pembinaan TK/SD, DBE1 juga bertemu dengan wakil senior dari Dinas

Pendidikan Provinsi Nusa Tenggara Timur (NTT) di Kupang. Pertemuan ini

dilakukan karena Pemerintah Provinsi NTT menyatakan ketertarikan yang

tinggi untuk program DBE1 serta program sertifikasi kepada pelatih yang

kemungkinan akan digunakan untuk mendukung program Pemerintah Provinsi

NTT dalam mendukung MBS.

Dalam periode ini, lokakarya tingkat provinsi juga dilakukan di beberapa

provinsi dalam rangka keberakhiran program DBE1 di kabupaten/kota mitra.

Lokakarya yang bertujuan untuk mendorong pemerintah provinsi untuk

mendukung pelaksanaan dan diseminasi program DBE1 di daerahnya dihadiri

oleh pemangku kepentingan dari tingkat kabupaten/kota, provinsi, dan

nasional. Lokakarya yang sama untuk tingkat kabupaten/kota juga dilakukan

di semua kabupaten/kota mitra. Dalam kesempatan ini, DBE1 menyerahkan

Laporan Akhir yang berisikan pencapaian program dan juga mendiskusikan

rencana kabupaten/kota mitra dalam mendukung diseminasi dan

kesinambungan program DBE1 di masa yang akan datang.

Di tingkat sekolah, kegiatan-kegiatan utama di tingkat sekolah dan masyarakat

seperti pelatihan dan pendampingan pengembangan RKS/M dan

pengembangan kapasitas Kepala Sekolah dan Komite Sekolah telah selesai

beberapa waktu lalu. Saat ini, kegiatan DBE1 di kabupaten/kota mitra lebih

banyak dilakukan dalam mendukung pelaksanaan, kesinambungan program,

dan diseminasi program setelah DBE1F berakhir. Karena RKS adalah rencana

pengembangan sekolah untuk jangka waktu empat tahun, sekolah dan

madrasah dari Kohor 1 telah melaksanakan program-program mereka. DBE1

juga mendampingi sekolah dalam memonitor dan mengevaluasi pelaksanaan

dari program-program yang ada dalam rencana sekolah dan dalam

menyiapkan rencana baru untuk periode 2010-2014. Jika pada tahun 2005-

2006 spesialis dan District Coordinator DBE1 yang melatih sekolah, maka

kali ini hal tersebut dilakukan oleh District Facilitator.

Pada periode April hingga Juni ini, DBE1 terus berkonsultasi dengan

Direktorat Pembinaan TK/SD Kementerian Pendidikan Nasional. Kegiatan

DBE1 pada periode ini terfokus kepada program sertifikasi District

Facilitators. Salah satu persetujuan yang telah dicapai dengan Sekretariat

MBS adalah Kemendiknas akan mengadopsi materi DBE1 dalam MBS

sebagai model yang dapat digunakan di sekolah dasar di Indonesia. Lebih dari

1,000 pengawas telah ditargetkan untuk melaksanakan MBS dan hal ini telah

disertakan dalam rencana kerja DBE1. Saat ini telah ada 2,085 fasilitator

kabupaten/kota yang telah dilatih oleh DBE1. Jumlah ini mencakup (1)

kelompok inti yang terdiri dari lima atau enam fasilitator di setiap

kabupaten/kota mitra DBE1 dan juga pengawas yang tergabung dalam Forum

Fasilitator yang didukung oleh DBE1, (2) 1,003 fasilitator dari Jawa Timur,

Jawa Tengah, dan Yogyakarta yang dilatih untuk mendukung kegiatan

diseminasi, dan (3) 207 fasilitator yang dilatih di tiga provinsi yaitu Jawa

Barat, Sumatera Selatan, dan Nusa Tenggara Timur.

Dengan demikian, target untuk melatih 1,000 District Facilitator atau

fasilitator kabupaten telah jauh terpenuhi melalui upaya diseminasi. Namun,

adalah hal yang penting untuk tidak memperbesar angka ini atau

mengikutsertakan mereka yang belum di latih secara penuh karena hal tersebut

akan meningkatkan resiko dari adanya upaya diseminasi yang tidak memiliki

mutu yang baik. Sehubungan dengan itu, 230 fasilitator telah di sertifikasi

sebagai mereka yang memiliki kompetensi penuh dalam melaksanakan

program-program utama DBE1 dalam mendukung MBS. Daftar dari fasilitator

akan diberikan kepada Direktorat Pembinaan TK/SD Kemendiknas dan juga

pemangku kepentingan lainnya. Sebagian besar dari fasilitator kabupaten ini

telah siap untuk melatih sekolah dalam mengembangkan RKS walaupun

mereka juga memiliki kompetensi dalam melaksanakan pelatihan dalam

kepemimpinan, SDS, dan penguatan komite sekolah. Sebagian besar dari

Fasilitator ini adalah pengawas dari Dinas Pendidikan atau Departemen

Agama.

Dalam triwulan ini, karena kegiatan utama di tingkat sekolah telah selesai,

kegiatan di tingkat kabupaten/kota menjadi fokus utama DBE1. DBE1 terus

berupaya untuk mengembangan kapasitas pemerintah kabupaten/kota dan

pemangku kepentingan lainnya dalam perencanaan dan pengganggaran sektor

pendidikan serta dalam peningkatan akuntabilitas dan transparansi. Hal ini

dilakukan dengan memberikan kesempatan kepada orang tua murid, anggota

masyarakat, dan pemangku kepentingan lainnya untuk menyuarakan aspirasi

dan kepentingan mereka dalam mendukung upaya peningkatan mutu

pendidikan di kabupaten/kota masing-masing.

DBE1 telah mendampingi pengembangan empat kebijakan/instrumen,yaitu

kebijakan di i Tebing Tinggi, Jepara, dan Soppeng (beberapa dari

pengembangan kebijakan telah diawali pengerjaannya dan dilaporkan dalam

pelaporan triwulan lalu.) DBE1 telah mendampingi pengembangan 41

kebijakan/instrumen dan 38 diantaranya telah selesai. (Lampiran yang

berisikan informasi rinci mengenai kegiatan DBE1 dalam mendampingi

pengembangan kebijakan/instrumen di kabupaten/kota mitra dapat dilihat

dibagian akhir laporan ini.) DBE1 juga telah melatih anggota DPRD di 6

kabupaten/kota, melakukan uji publik untuk memaparkan hasil analisis dari

keuangan pendidikan, dan mendapatkan masukan dalam rencana strategis

dinas pendidikan yang dapat dilakukan untuk mendukung kesinambungan

dalam meningkatkan tatalayanan pendidikan.

Sementara itu, kegiatan peningkatan kapasitas Dewan Pendidikan juga telah

dilakukan di enam kabupaten/kota mitra, sehingga saat ini DBE1 telah

mencapai target yang telah ditetapkan sebelumnya yaitu 49 kabupaten/kota.

Hasil Analisis Keuangan Pendidikan Kabupaten/Kota juga digunakan untuk

membantu anggota Dewan Pendidikan untuk lebih mengerti permasalahan

terkait keuangan pendidikan yang minim di beberapa daerah tertentu, terutama

rendahnya alokasi dana untuk mendukung kegiatan belajar mengajar dan

ketidaksetaraan dalam pengalokasian dana untuk jenjang-jenjang yang

berbeda. Anggota Dewan Pendidikan setuju untuk bersama-sama membahas

masalah-masalah terkait pendidikan dan mendukung penambahan dana untuk

mendukung kegiatan belajar mengajar. Mereka juga berencana untuk

mempromosikan program-program kerjasama dengan sektor swasta guna

meningkatkan alokasi dana untuk mendukung perbaikan sektor pendidikan.

Anggota Dewan Pendidikan juga menyatakan komitmen untuk melakukan

kegiatan monitoring untuk melihat apakah kegiatan pendidikan dilakukan

sesuai dengan peraturan dan kebijakan pemerintah lokal.

DBE1 juga meneruskan kegiatan upaya penguatan kapasitas anggota Dewan

Perwakilan Rakyat Daerah (DPRD) Kabupaten/Kota mitra di Sumatera Utara,

Jawa Barat, dan Jawa Timur. Sebagian besar peserta kegiatan adalah mereka

yang baru terpilih, tidak memiliki latar belakang bidang pendidikan, dan baru

pertama kali ikut serta dalam acara penguatan kapasitas manajemen dan

tatalayanan pendidikan. Dalam kegiatan ini, peserta mendiskusikan berbagai

topik, diantaranya: (1) adanya kebutuhan untuk secara aktif mengadakan

kegiatan monitoring agar kegiatan pendidikan di kabupaten/kota dilakukan

sesuai dengan standar pendidikan nasional dan standar pelayanan minimal, (2)

adanya kebutuhan untuk menggunakan data yang valid sebagai basis profil

pendidikan, (3) pendidikan khusus, (4) alokasi dana yang cukup untuk

kegiatan belajar mengajar, (5) kebutuhan sekolah untuk memiliki RKS, (6)

distribusi guru, (7) adanya dana bantuan untuk anak-anak yang berasal dari

keluarga berpenghasilan minim agar dapat membayarkan biaya pribadi yang

harus dikeluarkan jika ingin bersekolah, dan (8) adanya prioritas dalam

penentuan dan alokasi dana.

Selain itu, Draft Rancangan Peraturan Daerah (Ranperda) dalam Pengelolaan

dan Penyelengaraan Pendidikan telah diselesaikan di Jepara, Jawa Tengah.

Legal advisor dari DBE1 bersama dengan tim DBE1 Jawa Tengah

memberikan bantuan secara menyeluruh kepada pemangku kepentingan

terkait di Kabupaten Jepara dalam mengindentifikasi pemangku kepentingan,

menyiapkan tim pengembang Draft Ranperda, mengidentifikasi masalah,

menyiapkan naskah akademik, dan menyiapkan peraturan-peraturan dalam

Peraturan Daerah tersebut. Karena Draft Ranperda dikembangkan dengan

melalui tahapan-tahapan yang disebutkan sebelumnya, tim pengembang

mampu menghasilkan dokumen yang memiliki mutu yang cukup tinggi.

Setelah memperbaiki Draft Ranperda tersebut berdasarkan masukan yang

didapat pada saat uji publik, Draft Ranperda akan diserahkan kepada Bupati

Jepara untuk disetujui dan diproses lebih lanjut oleh DPRD.

Pendampingan DBE1 kepada kabupaten/kota mitra dalam Analisis Keuangan

Pendidikan Kabupaten/Kota telah diselesaikan dalam periode ini dan DBE1

berhasil memenuhi target untuk menyelesaikan AKPK di 45 kabupaten/kota.

Sementara itu, kegiatan terkait keuangan pendidikan terus dilakukan di

kabupaten/kota yang turut serta dalam perluasan program DBE1 di Aceh dan

juga di tiga kabupaten/kota baru dimana DBE1 juga tengah melatih Service

Providers. Untuk kegiatan Biaya Operasional Satuan Pendidikan, DBE1 juga

telah menyelesaikan di kabupaten/kota mitra dan tengah melakukan

pendampingan di kabupaten/kota perluasan program di Aceh maupun di

Barru, Surakarta, dan Cimahi.

DBE1 juga berkerja sama dengan Balitbang Kemendiknas dalam kegiatan

survei biaya personal. Kegiatan ini bertujuan untuk memperhitungkan biaya-

biaya yang harus dikeluarkan oleh orang tua untuk mengirimkan anaknya ke

sekolah, termasuk biaya-biaya seperti biaya seragam dan transportasi.

Informasi ini kemudian dapat digunakan oleh pemerintah kabupaten/kota

sebagai dasar dalam penghitungan bantuan keuangan yang diberikan kepada

keluarga-keluarga yang tidak mampu untuk mengirimkan anaknya ke sekolah.

Hasil survei dalam biaya personal ini dapat membantu pemerintah

kabupaten/kota dalam memenuhi kewajibannya seperti yang tertera dalam

Peraturan Pemerintah 19 Tahun 2008 yang membahas keuangan pendidikan

dan juga untuk mendukung tercapainya program Wajib Belajar Sembilan

Tahun.

Pada bulan Juli 2009, task order DBE1 telah dimodifikasi untuk memperluas

dukungan DBE1 kepada 18 kabupaten di Aceh yang selama ini belum

termasuk dalam program awal. Dukungan yang diberikan kepada 18

kabupaten ini terbatas kepada kegiatan analisis keuangan, pengembangan

rencana strategis, dan governance. Kegiatan DBE1 di 18 kabupaten/kota ini

telah berjalan dengan baik dan hampir selesai. Perkembangan ini cukup

membanggakan terlebih mengingat jadwal kerja yang sangat padat dan

keadaan di lapangan yang cukup sulit. Kegiatan program yang paling akhir

dan banyak memerlukan bantuan adalah finalisasi rencana strategis (renstra)

dinas pendidikan yang berbasis data dan masukan dari peserta kegiatan uji

publik hampir selesai di 3 kabupaten/kota dan akan selesai di 15

kabupaten/kota lainnya. Untuk BOSP, seluruh kabupaten/kota telah

menyelesaikannya; untuk AKPK telah diselesaikan di tiga kabupaten/kota dan

hampir selesai di kabupaten/kota lainnya. Tanggapan dari kabupaten/kota

terhadap kegiatan-kegiatan ini sangat baik. Selain itu, masukan dari peserta

kegiatan uji publik sangat bermanfaat dan dijadikan input dalam proses

perencanaan pendidikan di kabupaten/kota tersebut.

Dalam tahun pertama pelaksanaan proyek, DBE1 merancang kompetisi ICT

dimana hibah diberikan kepada pihak pemenang yang terdiri dari konsorsium

atau gabungan sektor swasta dan pemerintah, seperti dinas pendidikan,

perpustakaan daerah, dan sekolah. Jumlah total 14 hibah tersebut bertambah

dari $287,884 menjadi $292,901. Penambahan jumlah ini disebabkan karena

USAID menyetujui penambahan jumlah hibah untuk Kabupaten Pangkep,

Sulawesi Selatan, karena adanya bencana alam yang merusakkan menara TIK.

Per Juni 2010, $275,570 atau sekitar 94% dari total hibah telah diserahkan

kepada pihak penerima hibah dalam bentuk peralatan maupun tunai untuk

mendukung kegiatan utama hibah, termasuk biaya pelatihan. Dalam triwulan

ini, enam penerima hibah menerima pembayaran hibah tersebut. Dari 14

hibah yang ada, tiga hibah telah diselesaikan dan tiga hibah lagi sedang dalam

proses penyiapan laporan. DBE1 berharap tiga hibah yang sedang dalam

proses finalisasi bisa menyelesaikan segala sesuatunya pada triwulan depan.

DBE1 juga melakukan pemantauan terhadap pelaksanaan hibah-hibah ini

melalui laporan dan kunjungan langsung ke lapangan. Berikut adalah contoh-

contoh dari hal praktis yang dihasilkan oleh hibah.

Hibah yang diberikan kepada konsorsium yang dipimpin oleh PT. ITS

Kemitraan di Surabaya, Jawa Timur, menghasilkan: (1) portal pendidikan kota

Surabaya yang menyambungkan semua sekolah ke DigiSchool dan

PadatiWeb, (2) DigiSchool yang dapat digunakan dengan mudah untuk

mengakses informasi setiap sekolah seperti kegiatan belajar mengajar,

keuangan sekolah, SDM, inventori, dan kegiatan pembelajaran, (3)

Manajemen SMS yang dapat memberikan berbagai informasi seperti nilai

siswa, absensi harian siswa, kalender akademis, maupun rencana pertemuan

yang dapat disebarluaskan ke handphone milik orang tua. Disamping peralatan

yang disiapkan oleh DBE1, Kantor Dinas Komunikasi dan Informasi

(Diskominfo) menyediakan dana sebesar Rp. 260 juta untuk diseminasi

DigiSchool di 645 SD, SMP, SMA, dan SMK di Surabaya. Kegiatan pelatihan

dan fasilitasi teknis untuk mendukung upaya diseminasi ini diharapkan akan

selesai pada bulan Agustus 2010. Sebagai bentuk dukungan pemerintah Kota

Surabaya, sekolah yang dapat mengisi data dan informasi dalam DigiSchool

secara lengkap akan diberikan penghargaan.

Program percontohan untuk penguatan EMIS telah dimulai di dua

kabupaten/kota di Aceh, yaitu Aceh Tengah dan Pidie. Tujuan utama dari

program percontohan ini adalah untuk mencoba cara baru dalam memperbaiki

alur komunikasi data antara sekolah dan kabupaten yang menggunakan EMIS

dari Kemendiknas. Implementasi lengkap dari kegiatan ini telah dilaksanakan

dalam periode yang lalu dan lokakarya untuk memaparkan hasil kerja telah

dilakukan pada akhir Juni 2010.

Bersama-sama dengan Pusat Statistik Pendidikan Kemendiknas, DBE1 melatih

252 pemangku kepentingan di tingkat sekolah, kecamatan, dan kabupaten/kota

untuk memperbaiki dan mensinkronisasi pengunaaan dan manajemen data

mereka. Dengan menggunakan SDS++

, sekolah dan madrasah kini dapat

mengembangkan rencana kerja sekolah/madrasahnya dan menghasilkan

berbagai laporan yang dapat diserahkan kepada berbagai pihak, termasuk

laporan-laporan wajib kepada Dinas Pendidikan. Selain itu, dengan

menggunakan Personal Data Assistant (PDA,) pengawas dapat dengan mudah

mendapatkan data dari sekolah dan memindahkan informasi ini secara

elektronik ke kantor Dinas Pendidikan tingkat kecamatan maupun

kabupaten/kota.

Seperti juga periode-periode sebelumnya, DBE1 mengelola situs DBE. Per

Juni 2010, situs ini telah dikunjungi sebanyak 2,002,625 kali. Dalam triwulan

ini, situs menerima kunjungan sebanyak 253,002 dan angka ini mengalami

sedikit penuruan dari 260,779 kali kunjungan di periode sebelumnya. Pada

triwulan ini DBE1 juga terus mengunggah berbagai informasi dari DBE123 ke

situs tersebut. Materi yang paling banyak diminati adalah materi yang di

unggah oleh DBE1, terutama Peraturan Menteri dan Peraturan Pemerintah.

Materi DBE1 dan DBE3 termasuk materi yang paling banyak diunduh.

Program kemitraan merupakan salah satu cara untuk memperkuat hubungan

antara sektor publik dan swasta. Dengan menggabungkan ke dua sektor ini,

masyarakat Indonesia dapat dibantu secara lebih baik lagi.

Dari bulan April hingga Juni, DBE1 terus mempelajari kemungkinan untuk

mengembangkan kerjasama dengan perusahaan-perusahaan swasta yang bisa

mendukung kegiatan DBE1 dan melakukan beberapa pertemuan lanjutan

dengan Gramedia Widiasarana Indonesia dan Sampoerna School of Education.

Dengan Gramedia, DBE1 memutuskan untuk tidak bekerja sama dengan

Grasindo karena proposal yang didapatkan kurang kompetitif. Sedangkan

untuk Sampoerna School of Education, diputuskan untuk tetap bekerjasama

dimana seorang konsultan membantu mengembangkan program pendidikan

formal tingkat S1 atau S2 di Sampoerna School of Education dan program

pendidikan formal tersebut berdasarkan program DBE1. Suatu penelitian kecil

juga dilakukan untuk menentukan dampak dari program kemitraan yang telah

dilakukan dengan ConocoPhillips dan semua sekolah yang didatangi

menunjukkan hasil kerja dan dampak yang positif. Responden sangat antusias

dalam menjelaskan hasil yang didapat serta dampak dari program kemitraan

dimana DBE1 tidak hanya membantu membangun (rehabilitasi dan

rekonstruksi) kembali sekolah yang rusak akibat gempa di Jawa Tengah dan

Yogyakarta pada tahun 2006 namun juga mendukung partisipasi dan

pemberdayaan orang tua dan masyarakat dalam proses tersebut.

Salah satu strategi utama DBE1 adalah mengembangkan contoh-contoh dari

good practice dalam manajemen dan tatalayanan di tingkat sekolah maupun

kabupaten/kota. DBE1 juga berupaya untuk mendukung penyebarluasan

contoh-contoh tersebut ke lebih banyak sekolah dan kabupaten/kota lainnya.

Dalam tahun terakhir pelaksanaan program, DBE1 kini lebih terfokus dalam

mendukung upaya diseminasi dan menjaga kesinambungan program. Dalam

empat tahun pertama, DBE1 berkerja sama dengan pemangku kepentingan

dalam mengembangkan good practices (contoh-contoh yang baik,)

menyelesaikan, dan memulai melakukan pelembagaan untuk pendekatan yang

selama ini telah dilakukan. Hal ini dilakukan untuk mendukung kebijakan

Pemerintah Indonesia dalam meningkatkan manajemen dan tata layanan

pendidikan dasar. Walaupun hal ini merupakan salah satu tujuan utama dari

DBE1 sejak tahun 2005, dalam tahun terakhir ini, hal ini menjadi fokus utama

dari kegiatan DBE1.

Selain mencapai kesinambungan kegiatan di kabupaten/kota mitra dan

mendukung diseminasi dalam dan di kabupaten/kota lainnya, DBE1 berupaya

agar proses yang selama ini dijalani dapat mempengaruhi kebijakan

pemerintah yang pada akhirnya bisa memiliki hasil dengan jangkauan yang

lebih luas lagi. Dalam hal ini, pendekatan DBE1 adalah (1) mengembangkan

pendekatan yang baik, good practice, dan merumuskan hal ini dalam panduan,

(2) meningkatkan kapasitas dari fasilitator dan service provider dalam

menggunakan ini, dan (3) mendukung pengembangan kebijakan di tingkat

kabupaten, provinsi, dan nasional dalam melembagakan good practice.

Dalam periode ini, DBE1 telah mengakhiri kegiatan di kabupaten/kota mitra.

Walaupun demikian, skala dan lingkup dari upaya diseminasi program DBE1

terus meningkat walaupun proyek akan berakhir dalam waktu dekat. Belajar

dari pengalaman yang telah ada, pemerintah provinsi dan kabupaten/kota

biasanya mengeluarkan dana untuk pembangunan di akhir tahun kalendar.

Dengan demikian, besar kemungkinan bahwa setelah triwulan ini kegiatan-

kegiatan pendukung diseminasi program DBE1 akan mulai dilakukan. Adalah

menjadi hal yang strategis jika USAID dapat terus mendukung perkembangan

dan kemajuan dari upaya diseminasi dan menjaga kesinambungan dari

program-program utama dan hasil-hasil yang ada setelah program-program

DBE1 berakhir nanti.

DBE1 juga melakukan kegiatan-kegiatan terkait bebeberapa studi dampak dan

meta-analisis yang pada akhirnya bertujuan untuk memberikan masukan

dalam proses pengembangan kebijakan di tingkat nasional. Meta-analisis

dilakukan oleh beberapa konsultan internasional yang berkerjasama dengan

tim DBE1 dengan menggunakan data yang dikumpulkan dari berbagai

kegiatan DBE1 di tingkat kabupaten/kota. Hasil awal dari analisis ini telah

dipaparkan kepada USAID dan pemangku kepentingan pada bulan Mei yang

lalu. Dengan menggunakan data terkait SIPPK dan AKPK dari 25

kabupaten/kota dari lima provinsi, penelitian ini mempelajari apakah

sumberdaya dalam sektor pendidikan telah digunakan secara efektif, efisien,

dan bertanggung jawab. Selain mencakup informasi mengenai keuangan

pendidikan dan alokasi dana, database yang ada juga menyimpan berbagai

informasi misalnya informasi terkait siswa, guru, staff sekolah lainnya,

peralatan, dan materi yang digunakan di sekolah. Informasi ini dikumpulkan

dari lebih dari 11,000 sekolah dasar dan 2,400 sekolah menengah pertama.

Penelitian ini menggambarkan sistem pendidikan desentral yang mendapatkan

dana yang cukup dimana sebagian besar sumber daya di habiskan oleh

kegiatan sehari-hari dan sebagian besar biaya operasional digunakan untuk

pembayaran gaji guru. Penelitian juga mengungkapkan bagaimana sektor

pendidikan tidak didanai secara efektif. Contoh yang paling jelas adalah guru

sekolah dasar dan sekolah menengah pertama mendapatkan gaji yang jauh

lebih besar dari jumlah yang mereka butuhkan. Juga terlihat adanya perbedaan

yang nyata dalam belanja sektor pendidikan dari satu kabupaten, kecamatan,

maupun sekolah ke kabupaten, kecamatan, maupun sekolah lainnya. Namun

demikian, sekolah yang berada di kabupaten yang memiliki dana minim bisa

menghasilkan hasil yang lebih baik jika dibandingkan dengan sekolah yang

ada di kabupaten yang memiliki dana tinggi. Selain itu, sekolah yang guru-

gurunya berpendidikan tinggi atau lebih banyak wanita, cenderung untuk

memiliki hasil ujian yang lebih tinggi dari rata-rata. Namun demikian, sekolah

dasar yang guru-gurunya telah mendapatkan pendidikan dasar guru ternyata

memiliki hasil ujian yang lebih rendah dari rata-rata. Sekolah dimana

muridnya telah menjadi murid TK sebelumnya dan sekolah yang berlokasi di

daerah yang angka kemiskinannya rendah cenderung untuk memiliki nilai

ujian yang lebih tinggi dari rata-rata.

Karena hasil dari laporan ini akan diberikan sebagai masukan kepada

pemerintah nasional dan akan memiliki implikasi dalam kebijakan terkait

dengan pendanaan dan alokasi sumber daya, sebelum laporan meta-analisis ini

selesai, hasil-hasil awal yang didapat berdasarkan analisis dan korelasi data

perlu di analisis lebih jauh lagi. Kegiatan analisis tersebut akan dilakukan di

triwulan depan. Berdasarkan informasi yang lebih lengkap, laporan akan di

finalisasi, diserahkan kepada USAID, dan disebarluaskan kepada pemangku

kepentingan tingkat nasional.

DBE1 juga melakukan penelitian mengenai dampak dari kegiatan DBE1 di

tingkat kabupaten/kota selama ini. Karena analisis lebih lanjut diperlukan

untuk kelengkapan penelitian ini, diharapkan keseluruhan penelitian akan

selesai dan di terbitkan pada triwulan depan. Hasil awal menunjukkan bahwa

pemangku kepentingan di tingkat kabupaten/kota maupun provinsi sangat

menghargai hasil dan produk yang telah ada karena kegiatan DBE1 ditingkat

kabupaten/kota ini. Contoh-contoh di kabupaten/kota juga menunjukkan hasil

pendampingan dalam BOSP maupun renstra telah mengakibatkan perubahan

yang cukup berarti dalam pendanaan pendidikan dasar, perencanaan yang

lebih baik dan strategis, serta kebijakan pendidikan yang memiliki tujuan yang

lebih baik. Selain itu, pemangku kepentingan dari seluruh kabupaten/kota dan

provinsi mitra juga meminta USAID untuk meneruskan dukungan dalam

upaya memperbaiki manajemen dan tata layanan pendidikan dasar di daerah

mereka.

Dalam periode April hingga Juni ini DBE1 juga telah melakukan penelitian

untuk melihat dampak dari pendampingan DBE1 di tingkat sekolah selama ini.

Hasil dari penelitian tersebut telah disertakan dalam laporan Studi Dampak

yang draftnya telah diserahkan kepada USAID pada akhir triwulan yang lalu.

Penelitian ini akan di terbitkan dan disebarluaskan untuk pemangku

kepentingan lainnya di triwulan depan. Penelitian ini juga menggambarkan

bahwa sekolah yang terlibat dalam upaya diseminasi program DBE1 dapat

menghasilkan rencana sekolah yang bermutu baik. Seperti yang terjadi di

sekolah mitra DBE1, walaupun belum maksimal, sebagian besar sekolah juga

melibatkan masyarakat sekitar atau komite sekolah dalam proses

pengembangan rencana sekolahnya. Mutu dari program-program yang

tercantum dalam rencana sekolah, walaupun cukup bervariasi, dinilai cukup

baik. Selain itu, berdasarkan survey diseminasi yang dilakukan pada tahun

2008 dan kemudian pada tahun 2010 yang lalu, ditemui bahwa mutu dari

proses diseminasi telah banyak mengalami peningkatan. Jika dibandingkan

dengan hasil survei tahun 2008, telah lebih banyak sekolah yang

mengembangkan rencana sekolahnya dengan mutu yang juga lebih baik.

Selain itu, lebih banyak sekolah melaksanakan program-program yang lebih

bervariasi, lebih banyak sekolah juga mendapatkan pendampingan dan lebih

banyak anggota komite sekolah yang terlibat. Karena itu, dapat dikatakan

bahwa proses diseminasi yang dilakukan akhir-akhir ini sudah lebih

menyeluruh jika dibandingkan dengan sebelumnya.

Juga penting untuk diperhatikan bahwa 66% dari sekolah yang berada di

kabupaten/kota mitra telah atau tengah mengadakan proses diseminasi dari

program DBE1. Dari sekolah-sekolah ini, 58% turut serta dalam kegiatan

diseminasi yang didanai oleh biaya APBD sedangkan 42% sisanya mengikuti

program diseminasi yang dilakukan di tingkat lokal dimana kegiatan-kegiatain

ini sering sekali dimulai oleh pengawas yang telah dilatih oleh DBE1 dan

dibiayai oleh sekolah-sekolah itu sendiri.

Menjawab berbagai permintaan yang ada, dalam periode ini DBE1 melatih

207 fasilitator yang baru dalam metodologi MBS dan fasilitator ini berasal

dari tiga provinsi non-mitra yaitu Sumatera Barat, Sumatera Selatan, dan Nusa

Tenggara Timur. DBE1 mengadakan dua lokakarya yang masing-masing

berlangsung selama satu minggu di ke tiga provinsi ini. Dalam lokakarya ini,

DBE1 menggunakan fasilitator dari kabupaten/kota mitra yang telah dilatih

oleh DBE1 sebelumnya untuk melatih para fasilitator baru tersebut. Program-

program yang dilatihkan adalah penguatan komite sekolah, pelatihan

kepemimpinan, SDS, RKS, dan juga BOSP untuk provinsi NTT dan Sumatera

Barat. Di NTT, kegiatan ini dibiayai oleh DBE1 dan dikoordinasikan oleh

sistem sekolah Katolik lokal disana. Di Sumatera Selatan, kegiatan di biayai

dan dikoordinasikan oleh Kantor Departemen Agama Provinsi sementara di

Sumatera Barat oleh kabupaten/kota peserta kegiatan. Dalam kegiatan di

provinsi-provinsi ini, peserta memiliki komitmen yang tinggi dalam

melaksanakan proses pelatihan dan hal ini terlihat dari tanggapan yang positif

dan kehadiran mereka yang tepat waktu dalam kegiatan-kegiatan tersebut. Di

Sulawesi Selatan, Ketua Kelompok Kerja Pengawas mengatakan bahwa,”Pada

fase pertama, setiap peserta harus membayar biaya sebesar Rp. 100,000. Pada

fase kedua, kegiatan dibiayai sepenuhnya oleh Mapenda Departemen Agama

Sumatera Selatan dan kegiatan ini diikuti oleh lebih banyak peserta.” Ke tiga

provinsi ini juga mengirimkan wakil senior untuk mengikuti lokakarya yang

diselenggarakan di Bogor dengan Kemendiknas maupun USAID dalam rangka

membicarakan rencana sertifikasi pengawas. Wakil dari Sumatera Selatan,

Sumatera Barat, dan NTT telah menyatakan akan memulai diseminasi

program MBS DBE1 pada awal tahun ajaran yang akan datang yaitu sekitar

Juli-Agustus 2010.

Pada triwulan ini, DBE1 juga terus memberikan bantuan yang terbatas dan

kegiatan monitoring kepada sekolah, Dinas Pendidikan dan Departemen

Agama tingkat kabupaten/kota dan provinsi dan juga organisasi lainnya untuk

mendiseminasikan program DBE1 di provinsi dan kabupaten/kota mitra. Pada

awalnya, target yang ingin dicapai adalah 3,000 sekolah mendiseminasikan

paling tidak satu program MBS DBE1. Target ini dan juga target yang baru

telah terlewati pada tahun 2009 lalu.

Hingga akhir Juni 2010, sekitar Rp. 15 milyar atau lebih kurang $1.67 juta

telah dialokasikan oleh pihak mitra Indonesia untuk mendukung diseminasi

program DBE1 dalam manajemen berbasis sekolah di 57 kabupaten/kota.

Selain itu, sekitar $26,000 telah dibelanjakan untuk mendukung diseminasi

program DBE1 di tingkat provinsi, terutama BOSP, di 19 kabupaten/kota. Jika

dibandingkan dengan akhir triwulan lalu (Maret 2010,) hal ini merupakan

penambahan sekitar $200,000. Dari jumlah total ini, Rp. 10.25 milyar berasal

dari APBD dan sisanya yaitu Rp. 4.75 milyar dari berbagai sumber termasuk

Departemen Agama, dana sekolah yang sebagian besar diambil dari dana

BOS, dan sektor non pemerintah seperti Muhammadiyah. Sebagai hasil dari

komitmen yang sangat penting ini, sejumlah 10,703 sekolah non-mitra, telah

menyelesaikan rencana kerja sekolah dan/atau melaksanakan komponen lain

dari paket MBS yang dikembangkan oleh DBE1 seperti penguatan komite

sekolah, peningkatan kemampuan kepemimpinan untuk kepala sekolah, atau

melaksanakan Sistem Database Sekolah (SDS.) Hal ini berarti, hingga saat ini,

lebih dari 2,300,000 siswa Indonesia telah merasakan keuntungan dari

program diseminasi ini. Jumlah ini merupakan tambahan dari 340,000 siswa

dari sekolah mitra yang juga telah merasakan keuntungan program DBE1.

Sebagai hasil dari inisiatif DBE1, program-program tersebut dibiayai oleh

sekolah, pemerintah lokal dan institusi non pemerintah dan telah didanai, di

rencanakan, dan dilaksanakan. Walaupun biasanya kabupaten/kota tidak

merencanakan program pembangunan dan pendidikan dalam enam bulan

pertama, berbagai kegiatan untuk mendukung perencanaan tetap dilaksanakan.

Mutu dan tingkat keefektifan dari program diseminasi secara umum telah

dinilai dalam studi dampak yang dilakukan di periode ini dan telah disebutkan

diatas. Walaupun DBE1 tidak mampu untuk memonitor semua kegiatan,

DBE1 tetap melakukan pemantauan dan beradvokasi agar sekolah-sekolah

tetap mengacu kepada model dan metodologi yang telah dikembangkan oleh

DBE1.

Untuk kegiatan di tingkat kabupaten/kota, Service Providers dengan

kemampuan yang memadai diperlukan dari luar kabupaten/kota mitra. Guna

meningkatkan keberlanjutan program dan mendukung diseminasi, DBE1

mengembangkan program penyiapan Service Providers yang terdiri dari tiga

komponen: (1) bekerjasama dengan beberapa universitas guna menyiapkan

mereka dalam melaksanakan program DBE1 di kabupaten/kota baru, (2)

bekerjasama dengan pihak swasta, Sampoerna Foundation, sehingga institusi

ini dapat melaksanakan program MBS DBE1, dan (3) berkolaborasi dengan

lembaga donor internasional lainnya sehingga mereka dapat mengadopsi dan

mengadaptasi metodologi yang telah dikembangkan oleh DBE1 untuk

kegiatan di tingkat sekolah dan kabupaten/kota.

Saat ini DBE1 tengah bekerja sama dengan tiga Service Providers di tiga

provinsi: Universitas Pendidikan Indonesia di Jawa Barat, Universitas

Muhammadiyah Surakarta di Jawa Tengah, dan Universitas Negeri Makassar

di Sulawesi Selatan. Ke tiga Service Providers, dengan bantuan DBE1,

memberikan pendampingan di Cimahi (Jawa Barat,) Surakarta (Jawa Tengah,)

dan Barru (Sulawesi Selatan.) DBE1 telah menandatangani persetujuan

kerjasama resmi dengan Cimahi dan Barru pada akhir 2009 dan dengan

Surakarta pada bulan Mei 2010. Kemajuan dalam pelaksanaan program

tingkat kabupaten/kota di ke tiga kabupaten/kota ini sangat baik. Semua

kabupaten/kota saat ini sudah siap untuk mengadakan konsultasi baik internal

ataupun external untuk program tingkat kabupaten/kota selain AKPK di

Surakarta yang akan dimulai pada awal Agustus dan renstra di Cimahi yang

saat ini sedang dalam tahap penyiapan perencanaan keuangan.

Pada triwulan ini, DBE1 juga telah menyelesaikan program pelatihan bersama

Sampoerna Foundation yang bertujuan agar Sampoerna Foundation dapat

menggunakan materi MBS DBE1 pada program pengembangan sekolah (in-

service school development program) mereka. DBE1 memberikan pelatihan

dalam pendekatan DBE1 secara keseluruhan, pelatihan kepemimpinan,

pelaporan BOS, SDS, dan pengembangan RKS. Tanggapan dari Sampoerna

Foundation terhadap upaya-upaya ini sangat positif.

Strategi untuk meningkatkan keberlanjutan program DBE1 diintegrasikan

dalam pendekatan-pendekatan DBE1 di semua program. Berbagai strategi dan

kegiatan yang disebutkan diatas yang tengah dilakukan untuk mendukung

diseminasi juga dilakukan untuk mendukung keberlanjutan program. Strategi

dan kegiatan ini dilakukan secara konkrit dan memiliki hasil yang sangat

nyata. Misalnya, dengan bekerjasama dengan lembaga donor atau Service

Providers lain, DBE1 mendukung penyebarluasan program-program DBE1 ke

sekolah, kabupaten/kota, dan provinsi baru. Pada saat yang bersamaan DBE1

juga menyiapkan pihak lembaga dan perorangan untuk mendukung upaya

pelaksanaan manajemen dan tatalayanan pendidikan dasar di masa yang akan

datang.

Pendekatan umum yang dilakukan pada saat akhir pelaksanaan kegiatan-

kegiatan DBE1 adalah untuk memperdalam dan memperkuat dampak dari

program DBE1 di semua jenjang dan mengembangkan kebijakan untuk

perbaikan yang berkelanjutan yang berdasarkan pengalaman dan hasil dari

analisis keuangan, manajemen data pendidikan, dan rencana strategis sektor

pendidikan. Pengembangan dan sertifikasi dari fasilitator kabupaten/kota dan

Service Providers dan kemungkinan disertakannya materi dan pedoman DBE1

kedalam kurikulum untuk program pasca-sarjana dalam bidang manajemen

dan tatalayanan adalah mekanisme yang dilakukan untuk menjaga

kesinambungan program.Selain itu, pengembangan kebijakan pada tingkat

nasional juga merupakan bentuk dukungan lebih jauh untuk mendukung

keberlanjutan program. Dalam hubungan ini, lokakarya tingkat provinsi dan

kabupaten/kota telah dilakukan dalam periode ini dan pemangku kepentingan

tingkat nasional juga telah ambil bagian.

Adalah menjadi hal yang strategis jika USAID dapat mengikuti perkembangan

dan kemajuan dari diseminasi dan keberlanjutan dari program-program utama

DBE1 serta hasil yang dicapai setelah kegiatan DBE1 di kabupaten/kota mitra

berakhir.

Ringkasan Pencapaian Hingga Juni 2010

Kegiatan Target Pencapaian

Schools/madrasah yang dibantu dalam mengembangkan rencana tahunan dan anggaran

1,076 SD/MI dan 196 SMP/MTs

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

Jumlah wakil kabupaten/kota yang dilatih dan didukung

N/A 1,878 ditambah 1,210 untuk diseminasi

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

N/A 33

Anggota dari badan tata layanan yang dilatih dan didukung

N/A 197

Renstra yang telah selesai/Renstra yang sedang dalam proses penyelesaian

45 42/3

AKPK yang telah selesai 45 45

BOSP yang telah selesai 49 62

SIPPK yang telah selesai 45 45

RENJA yang telah selesai 204 35

LAKIP yang telah selesai 204 34

Kebijakan Kab/Kota yang pengembangannya di dukung oleh DBE1

N/A 41

Hibah ICT yang telah dibayarkan $287,884

(IDR 2,669,599,451).

$292,901

(Rp 2,716,363,874)

Dana pihak swasta yang diperoleh melalui program kemitraan

$677,775 $1,547,000

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

3,000 10,703

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

NA $1,618,387

(Rp15,030,829,230)

Jumlah kontributsi masyarakat yang berhubungan dengan program DBE1.

N/A $ 847,900

(IDR 8,055,056,676)

3 Jika dibandingkan dengan periode-periode triwulan yang lalu, jumlah komite yang dilatih cukup rendah. Hal ini

disebabkan karena pada periode ini DBE1 telah menyelsaikan sebagian besar kegiatan di tingkat sekolah. Informasi lebih lanjut bisa dilihat di Annex 3.

4 Aktifitas baru

More Effective Decentralized Education Management and Governance 1

1. Project Management and Coordination Project management in the quarter was mainly concerned with closing out the

program in districts, ensuring the sustainability of outcomes and managing program

implementation in the Aceh expansion districts. Routine internal coordination,

planning and training meetings were held at provincial and national level to ensure

that project management is responsive and timely at all levels. We held 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.

In order to support sustainability at the school and district levels and encourage take

up (dissemination/replication) of DBE1 approaches at the national and provincial

levels we continued to maintain a high level of engagement with provincial and

national stakeholders throughout the quarter. This was achieved in several ways,

including: (1) conducting workshops to review and receive inputs of district draft

plans, financial analyses and policies with stakeholders from provinces and the

community, (2) submitting final reports to stakeholders and conducting close-out

workshops in all districts, (3) holding strategic workshops in all provinces to support

sustainability and synergy between province and district planning, and (4) continuing

ongoing consultation with MONE and with other relevant national stakeholders

including MORA, MOHA and other donors.

During this quarter, all district offices were closed and equipment handed over to

local government partners. Contracts for district coordinators were completed and

close-out workshops were held in all districts in which completion reports were

submitted to the districts, outcomes of the program were discussed along with plans

for ongoing development and sustaining improvements. Province level workshops

were also conducted to enable districts to share the outcomes of the program and

lobby for ongoing support and synergizing province plans with the districts.

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)

2 More Effective Decentralized Education Management and Governance

During this quarter DBE1 also worked with USAID to plan for a proposed extension

of the program through June 2011.

1.1 Project Coordination and Collaboration with Government and

Stakeholders (Task 1)

The following is a summary of some of the major meetings with counterparts that

took place during the quarter. Technical aspects of these meetings and others are also

described in subsequent sections of the report.

Meetings with MONE Directorate of Kindergarten/Elementary Education on

certification of District Facilitators

Based on ongoing consultations, a workshop was held with representatives of the

Secretariat, DBE1, and USAID at Bogor on 1-2 June 2010 to discuss facilitator

certification and agree on the process and objectives of the certification program.

Meeting with MONE and other donors on MBS training

DBE1 attended a series of meetings with MONE, Directorate for Kindergarten and

Elementary Schooling, Directorate for Junior Secondary Schooling, MORA

(MAPENDA), AIBEP, DBE1, AusAID, the World Bank and the national BOS team

to discuss plans for national program of training for junior-secondary and elementary

schools in all provinces on school-based management (MBS). Discussions will

continue in the coming quarter.

On April 1st a meeting was held to prepare for training in School Development

Planning in the Context of the 2010, BOS Program. The meeting was attended by

DBE1, the national BOS Team, the management team for the National Standard

School and Candidate for International Standard (SSN / RSBI) program at Junior-

Secondary level, the AusAID-funded AIBEP, and TRIMS (World Bank developed

database for reporting Minimum Service Standards). Teams were formed for RKS,

Finance, and Self-Evaluation. Each team consisted of representatives from the SSN /

SBI program, DBE1, AIBEP, and Directorate for Junior Secondary Schooling. Each

team was responsible for their respective tasks, such as the RKS team to develop

guidelines for the preparation of RKS which can be used by schools of all sizes and

levels.

Meeting with MONE on EMIS

DBE1 presented the School Database System++

(SDS++

) to participants at a national

workshop conducted by the Education Statistics Center of the Research and

Development Body of Ministry of National Education (PSP Balitbang Kemendiknas)

in Jakarta from June 22 to 24. Taking the theme of "Revitalizing Data Collection

Management to Improve Quality of Education," this meeting was attended by more

than 100 participants from 33 provinces, 33 districts and 30 Education Quality

Assurance Bodies from all over Indonesia.

Meeting with AusAID on Aceh program

DBE1 continued to have meetings with AusAID SEDIA project staff both in Aceh.

More Effective Decentralized Education Management and Governance 3

These meetings continue the cooperation between the two projects ensuring that

programs are well coordinated in order to maximize the impact and sustainability of

both.

Provincial Meetings in East Java on Policy Innovations

Meetings with the East Java Provincial Regional Development Planning Body

(Bappeda) and provincial education office (Dinas Pendidikan) continued this quarter

to further develop strategies to support the provincial government‟s plans to improve

the quality of education and the development of innovative education-sector policies.

These meetings focused on three initiatives, collectively known as Inova: (1) a

functional literacy and empowerment program; (2) the Total Education Delivery

System (TEDS) and (3) aligning national, provincial and district strategic plans.

Meeting with Provincial Education Office in NTT

DBE1 met with the Secretary and senior officials of the Provincial Education Office

in Kupang together with representatives of MONE (Directorate of Kindergarten and

Elementary Schooling) and USAID in May. The Secretary, standing in for the Head

of the Office, expressed interest in the work of DBE1 and particularly in the

certification of trainers for possibly use in provincial programs for school-based

management. The Province sent a representative to attend the training on Flores. In

NTT the program was coordinated by the Arch-Diocese of Ende and participants

included pengawas and others from the government and Catholic education systems

in three districts on the island of Flores: Ende, Nagekao and Ngada.

Provincial Stakeholder Meetings

In this quarter DBE1 conducted reporting and planning meetings in all provinces with

provincial stakeholders from the Education Office, Bappeda, MORA, Education

Council (Dewan Pendidikan) and Education Commission from local parliament.

National stakeholders, representing MONE, MORA and Menkokesra also attended

these meetings. Although the approach and outcomes varied between provinces, in

general these meetings resulted in improved understandings of DBE1 programs and

outcomes in districts and the role of the province in helping to sustain these and

support districts in improving the management and governance of basic education.

District Close-Out Meetings

Close out meetings were also held in all districts this quarter in which final reports

were submitted on project achievements and plans for ongoing dissemination and

sustainability were discussed.

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

Ongoing efforts to promote donor harmonization and the adoption or

adaptation of DBE1 programs and approaches by other donors will include

further meetings with the World Bank, AusAID and multi-donor meetings.

4 More Effective Decentralized Education Management and Governance

1.2 Monitoring, Evaluation, and Reporting (Task 2 and 3)

DBE1 has completed eight routine monitoring reports during the five years of DBE1

assistance to the schools and districts (Baseline Edition 1 and 2 plus monitoring

progress reports 1-6). The final report (the seventh monitoring progress report) will be

submitted to USAID by the end of September 2010. Data collection for school level

has been completed in the end of March 2010. The school level data consists of

Measure 6 for Cohort 1 schools and Measure 5 Cohort 2 schools. Some of the district

level data such as DPISS, Renstra, BOSP/AKPK, and GGSP have been collected in

the period June-July 2010 and the rest of them (ICT, Asset, Supervision) will be

collected in August 2010.

Special Studies Related to Deliverables

During this quarter, in addition to monitoring Project Performance Indicators, DBE1

conducted a number of special studies to better determine the impact of DBE1

programs. This included: (i) studies on impact of school level interventions (school

development planning (RKS), annual planning and budgeting (RKT/RKAS),

leadership and school committee training); (ii) a study on the extent, quality and

impact of dissemination/replication of DBE1 interventions; and (iii) special studies on

DBE1 district level planning and financial analyses to provide inputs for education

policy at all levels of government.

An initial draft report on the impact study for school programs was completed and

submitted to USAID towards the end of the previous quarter. During this quarter, the

report was revised based on comments from USAID. DBE1 will discuss with USAID

the means to disseminate the report once it is finalized.

An initial study on replication was submitted to USAID in October 2008. This first

study aimed to inform DBE1 planning and practice for the remainder of the project

implementation period in order to maximize the effort to replicate the RPS program

and to enable DBE1 to better advice and guide counterpart governments and non-

government institutions on replication. A follow up study was completed during this

quarter. This second study focused on the quality of school/community level

interventions and the impact on dissemination schools. The report on this study along

with a study of impact in comparison schools was integrated into the major impact

study revised this quarter. This report will be finalized early in the coming quarter. In

addition, based on the findings of these impact studies, a paper was drafted this

quarter for submission to an international academic journal. It is expected that the

paper will be finalized in the coming quarter.

Data collection for the third study was carried out this semester. Two methods of data

collection were applied: first, an instrument was used to gather stakeholder opinions

(Dewan Pendidikan, DPRD, CSO, and Local Media) about DBE1‟s district level

programs. Provincial Specialists used this instrument to gather information about the

program such as the amount of funds allocated by districts and provinces (BOSDA or

district/province school operational grant) as a result of BOSP (School Unit Cost

Analysis). The instrument also asks who was involved in AKPK (District Education

Financial Analysis), BOSP and Renstra. The second method was FGD (Focus Group

More Effective Decentralized Education Management and Governance 5

Discussion). The FGD was conducted in two districts per province to explore in more

depth the dynamics of implementation and impacts identified. Analysis of this data is

currently being conducted and a report is scheduled for submission in September

2010.

During the quarter DBE1 also continued the meta-analysis of data that the project has

gathered through SIPPK, AKPK and BOSP. Data for analysis programs were

collected in 25 districts. The results of all of the completed programs were compiled

into a database. During this quarter initial findings were drafted and discussed with

USAID. The study is expected be completed in the coming quarter and shared with

GOI and other stakeholders.

Table 1.1: 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 09 Completed Completed -

Routine monitoring reports 9 reports Sep 10 8 reports - Final report

Special study on implementation & impact of DBE1 school development planning

1 report Mar 10 Completed Completed Final draft pending USAID

feedback

Special study on implementation & quality of dissemination programs

2 reports Apr 10 1 report completed

Interim report commenced

Final report

Special study on implementation & impact of district level programs

2 reports May 10 Commenced Commenced First drafts

Implementation & impact of DBE1 ICT grants program

Annual Jun 10 Routine Initial report drafted

Initial report

completed

* New targets expected to be mandated in contract modification January 2010

Anticipated Next Steps

Submit monitoring Report 7.

Complete revised school level impact study report, incorporating report on

impact of dissemination, submit to USAID and discuss plan for dissemination

to national stakeholders

Complete academic paper on impact study

Finalize initial report on data analysis for meta-study for review by USAID

Complete impact study on DBE1 district level interventions.

Continue to monitor grant implementation and submit report to USAID in next

quarter.

6 More Effective Decentralized Education Management and Governance

1.3 Project Data Management System (PDMS) (Task 4)

Updating Routine Data Reporting

Data has been inputted to PDMS on a regular basis since the beginning of the project.

DBE1 has continuously been working to improve the validity of data submitted and

the organization of the data. During the quarter the DBE1 Project Implementation

Tracking was organized into regular programs and specific programs that apply to

district or school levels (Figure 1.1). Regular programs are programs that are

applicable to all DBE1 districts/schools while specific programs are programs that are

applicable to selected DBE1 district/schools (Table 1.1).

Figure 1.1: Project Implementation Tracking Presentation Organizations

Table 1.2: DBE1 Programs Organizations

Regular Programs Specific Programs

School Level RPS, RKS/M, School Committee, Leadership, Forum DF, and SDS

Replication of RKS/M, School Committee, Leadership, and SDS

District Level AKPK, BOSP, Renstra, DPISS, Dewan Pendidikan, Konferensi DPRD, Lakip, and Renja

ICT Grants, EMIS Aceh (SDS++

), MSDM, Manajemen Aset, Aceh Expansion

More Effective Decentralized Education Management and Governance 7

Table 1.3: Progress in Managing PDMS*

Activity Target Volume

Target Date

Status at end of

Quarter (cumulative)

Achievement this Quarter

Target next Quarter

Improve PDMS queries - Sept 10 Routine Routine Routine

Finalize & distribute PDMS User Guide

- Sept 10 In process In process Guide finalized

Data input, update, and cleaning

Monthly Sept 10 Routine Routine Routine

Finalize & distribute PDMS User Guide

Sept 10 Print and distribute

Update replication data Quarterly Sept 10 Routine Routine Routine

Update selected project implementation data

Quarterly Sept 10 Routine Routine Routine

* New targets mandated in contract modification January 2010

Anticipated Next Steps

Improve data quality through accurate data input, update and cleaning process

in a timely manner.

Continuous improvement on PDMS functionalities and features.

Enhance province ICT team productivity in school and district level data

management.

8 More Effective Decentralized Education Management and Governance

2. School and Community Programs DBE1 works at both school / community and at district levels to improve the

management and governance of basic education. At the school and community level

the program includes school development planning (Rencana Kerja Sekolah or RKS)

supported by a computer-based school data-base (SDS), and strengthening of the role

of school committees and principals as school leaders.

The core activity at school and community level was completed some time ago. Focus

is now on supporting implementation, sustainability and dissemination.

A target of 1,000 plus pengawas to implement school-based management

dissemination programs has been set in the workplan. As reported in the previous

quarterly report, some 1,878 district facilitators have now been trained. This figure

includes the original core group of 5-6 facilitators in each target district plus

additional pengawas who have joined district forums supported by DBE1 to support

dissemination and sustainability and an additional 1,003 facilitators in East Java,

Central Java and Yogyakarta to support dissemination. Also, as reported below in the

section on dissemination, during this quarter a number of dissemination programs

were conducted for new districts in non-target provinces. This resulted in the training

of a further 207 pengawas and others as facilitators in three new provinces: West

Sumatra, South Sumatra and NTT.

The target of 1,000 trained facilitators has thus been exceeded by a large number

through various dissemination programs. However it is important not to overstate the

figure or include individuals who have not been fully trained as this will increase the

risk of poor quality dissemination efforts. As explained in the Dissemination section

of this report, below, 230 facilitators are to be certified as fully competent facilitators

in key components of the DBE1 school-based management package. The list of

certified facilitators will be provided to the national Directorate for Kindergarten and

Elementary Schooling, and other stakeholders. The majority are trained to train

schools in RKS preparation although many are also trained to provide training in

school leadership, SDS and school committee strengthening. The great majority of

these District Facilitators are pengawas or school supervisors either from the District

Education Office or district branches of MORA.

The routine district forums were phased out prior to closing out the program in target

districts towards the end of this quarter. This activity was discussed with some

districts as part of the close-out process. In some cases the forums are already

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

More Effective Decentralized Education Management and Governance 9

institutionalized and will continue to be sponsored by districts or other sources into

the future. For example, in Bojonegoro, East Java, a school based management

development team (Tim Pengembangan MBS) has evolved out of the DBE1 district

facilitator group and continues to meet regularly.

2.1 Elementary School Level (Task 5)

Table 2.1: Targets for School-Based Management Program (Elementary)

Target Completed Expected achievement

Leadership 1,076 1,076 1,076

School Committee Strengthening

1,076 1,076 1,076

SDS 1,076 1,034 1,076

RKS 1,076 1,076 1,076

School Development Planning

All target schools and madrasah had completed their plans by the end of the previous

year. RPS/RKS are four-year school development plans, while RKT are annual work-

plans which align to the school year (July-June) rather than the GOI financial year

(January-December).

During 2009, the focus for support shifted from RKS preparation to implementation.

The main strategy was to facilitate the preparation of annual work-plans (RKT) and

budgets in schools which translate the priorities identified in school development

plans into operational annual plans. In late 2009 all elementary schools and madrasah

in all target districts (Cohort 1 and 2) were given assistance to prepare workplans.

As the RPS/RKS are four-year school development plans, schools and madrasah in

Cohort 1 should have implemented their plans and should be preparing new plans for

the 2010-2014 period. To facilitate this process all Cohort 1 elementary schools and

madrasah were assisted to prepare a school data base (SDS) which then provided the

school profile required for preparation of a new school development plan. Previously

these schools produced RPS in line with the current regulations at the time. They have

now prepared RKS in line with the latest manual and newer regulations.

While in 2005-6 DBE1 specialists and district coordinators provided the training, this

time District Facilitators provided the training. The program has run well and District

Facilitators proved to be quite capable of providing the support required to prepare

school plans. By the end of this quarter all Cohort 1 elementary schools had

completed preparation of new RKS.

For example, all schools from Cohort 1 in North Sumatra completed their RKS/M for

2010-2014. These documents have been reviewed and sanctioned by respective

Education Offices. The RKS/M development process was completed for a further 81

Cohort 1 SD/MI in East Java. All partner schools in Jepara, Kudus, Boyolali,

Karanganyar, and Klaten were assisted to update their RKS/RKT and RKAS in this

quarter. Amidst the their busy activities such as preparation of end-of-year

examinations, accreditation, and rehabilitation of schools buildings, District

10 More Effective Decentralized Education Management and Governance

Facilitators met with schools three times to help them prepare their 2010-2013 plans.

Anticipated next steps

Continue to provide limited monitoring to assess the sustainability of

interventions in target schools and districts following project close out

School level impact study to be finalized and published next quarter

School Committee Strengthening

In the previous quarter training was completed for school committees and village

officials to enable them to lobby for funding from village budgets for school

development programs identified in RPS/RKS. Mentoring and assistance was

provided to school committees and village officials to follow up on the training given

in this and the previous quarter.

Anticipated next steps

Continue to provide limited monitoring to assess the sustainability of

interventions in target schools and districts following project close out

School level impact study to be finalized and published next quarter

Leadership Training

No major activity took place this quarter. Delivery of two one-day training sessions

designed to strengthen the leadership capacity of school principals was completed in

all districts early in the year. The focus was on developing understandings and skills

for participative management to support the involvement of community, school

committees and teachers in the preparation and implementation of school

development plans, workplans and budgets.

Anticipated next steps

Continue to provide limited monitoring to assess the sustainability of

interventions in target schools and districts following project close out

School level impact study to be finalized and published next quarter

School Database System (SDS)

First round of the School Database System (SDS) activities sessions is completed for

almost all DBE1 schools/madrasah in 50 districts. This first round implementation

was carried out starting from early 2008 up to mid 2009. In the mean time, second

round implementation was carried out in almost all DBE1 schools/ madrasah in 30

districts starting from late 2009 up to early 2010.The second round of training was

limited to Cohort 2 schools. Because the Cohort 2 schools were in the process of

updating school data for RKS; therefore follow up training was provided to enable

the schools to update school profile data using SDS.

More Effective Decentralized Education Management and Governance 11

Figure 2.1: SDS Features

A challenge was encountered after technical facilitation ended. DBE1‟s series of

activities for SDS was aimed toward capacity building. However, we have found that

most schools do not routinely update data in SDS because the schools do not have an

administrative staff (tenaga administrasi sekolah – TAS) that is specifically assigned

to handle school data. The lack of TAS is actually in contradiction to Permendiknas

No. 24 Year 2008 (issued in June 11, 2008) regarding School/Madrasah

Administrative Staff5.

Anticipated Next Steps:

Arrange consultation with district education office, Bappeda, and DPRD

regarding the importance of providing TAS for each and every

school/madrasah because school management is a tedious, time consuming,

and is a full time job.

2.2 Junior Secondary School Level (Task 5)

The core programs of leadership training for principals, introductory training for

school committees, and RKS were completed in all target schools and madrasah last

year - with the exception of one school which did not complete RKS as this school

was required to use a different format provided by MONE for schools designated by

the Ministry as „national standard‟.

No further activity was conducted for these schools during the reporting period.

5 Pasal 2: Penyelenggara sekolah/madrasah dapat menetapkan perangkapan jabatan tenaga administrasi pada

sekolah/madrasah yang diselenggarakannya.

Pasal 3: Penyelenggara sekolah/madrasah wajib menerapkan standar tenaga administrasi sekolah/madrasah sebagaimana diatur dalam Peraturan Menteri ini, selambat-lambat 5 (lima) tahun setelah Peraturan Menteri ini ditetapkan.

RKS ProfileRKS Profile

SRCSRC

BAN AccrediationBAN AccrediationFormForm

BOS ReportsBOS Reports

INPUT PROCESS OUTPUT

School ProfileSchool Profile

School ProgramSchool Program

BOS TransactionBOS TransactionRKS ProgramRKS Program

SchoolSchoolDatabase Database

SystemSystem(SDS)(SDS)

12 More Effective Decentralized Education Management and Governance

Table 2.2: Targets for School-Based Management Program (Junior-Secondary)

Target Completed Anticipated achievement

Leadership 203 203 203

RKS 203 202 202

School Committee Strengthening

203 203 203

2.3 School-Based Management Secretariat (MONE) (Task 5)

DBE1 continues to consult with MONE‟s Directorate of Elementary Schooling

(Direktorat Pembinaan TKSD). The focus this quarter was on the certification of

district facilitators, reported in the section below on Dissemination and Sustainability.

In consultations last year it was agreed with the Secretariat that the DBE1 materials

for school-based management could be adopted by MONE as one model in

elementary schools throughout the country. Despite the efforts of the Secretariat, up until

now it has not been possible to obtain the Director‟s signature for a forward to this set

of manuals. Signed introductory statements have been obtained from Bpk Fuad, from

Menkokesra and Bpk Firdaus from Mappenda, MORA. It was previously agreed that

DBE1 will provide training in the materials to members of the MBS Secretariat once

the signed introductory statement is finalized.

The materials have been finalized, edited and formatted by the commercial printer,

HaloHalo.

Anticipated next steps

Signed introductory statements (kata pengantar) to be obtained from the

Director of the Direktorat Pembinaan TK dan SD for the manuals

Training in DBE1 MBS materials to be provided to the MONE Secretariat

team.

Final published manuals to be disseminated to stakeholders

Complete work on preparing a list of certified DBE1 facilitators for the

Directorate and other stakeholders

More Effective Decentralized Education Management and Governance 13

3. District Level Management and Governance/ Advocacy

This program component intends to improve the capacity of district governments and

other stakeholders in planning and financing education development, and increasing

accountability and transparency by facilitating opportunities for parents, community

members and other stakeholders to voice their concerns and aspiration for better

quality education in the district. During the quarter, the major activities implemented

were in the areas of governance, education finance and education development

planning. These activities are described next.

* New targets mandated in contract modification January 2010

3.1 Education Governance (Task 6)

Education Sector Good Governance and Stakeholder Forums

In this period, DBE1 assisted development of three policies/instruments in partner

districts, namely Tebing Tinggi, Jepara

and Soppeng (some of which were

begun and reported in the last quarter).

Cumulatively, we have assisted

development of 41 instruments/policies,

of which 38 are considered completed.

(See Annex 7 for full description). DBE1

initiated training for DPRD members in

6 districts, and public consultations for

inputs in plans and financial analysis

continued to contribute substantially to

DBE1 governance agenda.

District Level Program Goals

Assist 45 districts to produce 5 year strategic education development plans (Renstra)

and financial analyses (AKPK)*

Assist 49 districts to compete operational cost analyses (BOSP)*

Assist 20 districts to make annual plans & budgets in line with strategic plan*

Assist 49 new elected (2009) district legislatures (DPRD) to review district planning

and operational budgets *

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

Participants of workshop to develop Jepara District Draft Regulation on Education

14 More Effective Decentralized Education Management and Governance

Table 3.1: Summary of Progress in District Governance*

Activity Target Volume

Target Date

Status at end of Quarter

(cumulative)

Achievement this Quarter

Target next

Quarter

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

49 Mar 10

49 completed

6 -

Complete training/facilitation for new elected (2009) district legislatures (DPRD) to review district planning and operational budgets**

49 June 2010 44 25 1

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

15 Jun 10 41 3 2

Facilitate project close workshops for provinces & districts to advocate for provincial support for district programs

6 Jun 10 2 5

* New targets mandated in contract modification January 2010

** New Targeted Activity

Capacity Building for Education Governance Stakeholders

During the quarter training for DPRD members continued in four provinces. In North

Sumatra one major event was organized bringing together 35 DPRD members from

six districts from 23-25 May. A special event was organized for DPRD members (8)

of Binjai on 31 May. The majority of participants was newly-elected, had no specific

education background and attended an education management capacity event for the

first time. Participants were very actively involved in the workshop process and often

interrupted presentations as they wanted to share their ideas. By the end of the

workshop participants committed themselves to (i) actively monitor the extent to

which education provision in the district is in compliance with national education

standards and minimum service standards; (ii) be pro-active in validating data used in

education profile preparation; (iii) promote the provision of special education; (iv)

support a legislative agenda to institutionalize education innovations; and (v) support

to increase the budget allocation for

teaching and learning.

Two events took place in the West

Java/Banten region. The first for West

Java districts (12-14 April) with 27

participants out of 30 persons invited

and the second for Banten districts (14-

16 April) with eleven participants out of

15 persons invited. On the basis of the

presentations and the following

discussions the following key issues

emerged: (i) the need for schools to have

a RKS; (ii) the unequal distribution of

Community Participation Specialist explained how district strategic plan could benefit by

including school plans

More Effective Decentralized Education Management and Governance 15

teachers; (iii) a confusion about provincial and national support; (iv) the amount

needed to support children from low-income families to cover personal cost; and (v)

budget priorities. By the end of the workshop participants recommended that the Head

of the Education Office issue a regulation requiring all schools to prepare RKS and

prepare a draft regulation to be issued by the Head of the District to address the issue

of unequal teacher distribution. The relevant regulation issued by Sukabumi may

serve as an example for this. Further attention is to be given to school rehabilitation

and construction and the development of laboratories at SMP and SMA schools.

Further, there should be a clear policy on the support to be provided to children from

low-income families who are not able to cover personal expenditure. Finally, the

participants agreed to establish a communication forum for DPRD members of all

districts in West Java to advocate for changes in national policies that burden districts,

such as teacher certification and the provision of grants that are not in accordance

with district needs.

In East Java two different events were

organized. The first took place in Malang

for 20 participants from for districts from

6-8 April and the second in Kediri for 17

participants from three DBE1 supported

districts and one other district

(Mojokerto district) from 6-8 May. To

help DPRD members understand the real

problems faced at the district and school

level, two resource persons shared their

experience during the workshop, namely

the Secretary of the Education of Office

of Tuban and a primary school

supervisor also from Tuban. This

initiative was very effective and helped to keep the discussions close to the reality on

the ground. In addition, there was a third resource person, a member of the education

committee of DPRD East Java, who was able to provide some useful guidance, in

particular to the newly elected district DPRD members. Participants were impressed

by the information-based approach in planning and financial analysis and strongly

supported that this would be continued in the future. Also in East Java participants

proposed the establishment of a forum for DPRD education committee members to

improve the communication between the districts and the province. Mojokerto

district, a non-DBE1 supported district participating in the second workshop, was

very interested in the DBE1 information-based planning approach and hoped to get

some technical support in the future.

The last training program for education council members took place in North Sumatra

in the period 6 to 30 April. The program was implemented at district level which

made it possible to expose far more council members and other stakeholders to

program achievements. On average 17 persons participated in four districts and 13

persons in the fifth district where the program was implemented. Total participation

was 80 persons with 68 male and 12 female participants. AKPK results helped

Members of Education Committee of Bojonegoro and Mojokerto Districts

16 More Effective Decentralized Education Management and Governance

participants understand the problem of underfunding of certain expenditure

categories, in particular the very low allocation for teaching and learning processes,

and imbalances between the different levels of education. Education council members

intend to address these issues and advocate for increases in budget allocation for

teaching and learning. Further, they plan to promote the development of partnerships

with the private sector with the aim of increasing financial resources for education

development. Finally, they committed themselves to more actively monitor whether

education provision is in compliance with local regulations and ordinances.

Policy Development

The key event during the reporting period was the completion of the draft local

government regulation on Management and Provision of Education of Jepara, Central

Java. The DBE1 legal advisor, together with the provincial team, provided extensive

assistance to the district in structuring the preparation process and in this way

prevented that the district would opt for short-cuts to speed up the process. On the

basis of her advice, the process comprised the following stages: identification of

stakeholders, establishment of the preparation team, problem identification,

preparation of academic paper, and preparation of the draft regulation. These are the

proper stages in local government regulation preparation and by going through these

stages, the district has been able to prepare a high-quality document.

The process started in early January 2010 and cumulated in the public consultation

that took place on May 25. Public participation was impressive in terms of number of

persons (over 60 persons) and in terms of organizations represented which included

DPRD, Bappeda, Finance Department, Ministry of Religious Affairs Office,

education council, education foundations, higher education institutions, school

principals from primary, junior and senior secondary schools, school supervisors,

community learning centers, early childhood association, school committees, teacher

association, NGO, media, private sector and community fishermen forum. It was

stimulating to note that participants started to arrive from 7.30 a.m. onwards, which, it

should be said, was a novelty for us.

The local government preparation team took full responsibility for the public

consultation and provided the general explanation on the draft regulation, moderated

the process and provided all answers to the questions from the floor. The consultation

was vibrant with wide opportunities for participants to ask questions ranging from

school principals to higher education institutions to school foundation to community

fishermen association. Frequently raised issues or concerns included the cost of

education, teachers and education personnel, non-formal education, and child safety

in schools. In general, the inputs were substance related and the preparation team was

able to relate questions to the issues identified during the preparation process and the

relevant articles addressing these issues.

Participants stayed until the end of the public consultation, including DPRD members,

which clearly illustrated their interest in the event. By the end of the public

consultation the Head of the Education Committee of DPRD, Jepara expressed his

appreciation to the preparation Team and stated the following: “The Team has

More Effective Decentralized Education Management and Governance 17

prepared a draft regulation on the basis of sound research, which means that the

DPRD can limit its work to assess the extent to which the regulation is

implementable”. After the consultation was finished, some participants who did not

get an opportunity to provide their comments during the consultation, provided them

to the Team in writing, which is another indication of the high interest in education

development in Jepara.

After revising the draft regulation on the basis of the inputs provided during the public

consultation, the improved version will be officially submitted to Head of District for

approval and further processing to DPRD. Lessons learnt include the following:

Inclusion of non-government stakeholders in the preparation team has

enriched the process and as a result the draft document does not only reflect

the views of the provider of education services but also those of the users of

the services.

Multi-stakeholder involvement in the preparation process has improved

mutual understanding resulting in a kind of joint commitment to collective

action. Prior to the preparation process the cooperation between the different

stakeholders (for instance between Education Office and education council

and NGOs) was rather rigid, which has fundamentally changed as a result of

working together on a draft regulation.

Inclusion of some members who have the right networks with the Bupati and

members of DPRD, has substantially enhanced the Team‟s effectiveness.

Inclusion of at least one person having adequate legal drafting skills is

necessary.

The availability of detailed information from SIPPK, Renstra, AKPK and

BOSP has made the preparation of the academic paper much easier (naskah

akademik).

In summary: Jepara has been able to prepare a high quality draft local government

regulation in slightly over five months, which is a very reasonable period for the

preparation of such a document.

Anticipated Next Steps:

Complete training for new local legislatures (DPRD) on education policy

development

Continue to provide technical assistance for the development of innovative

policies and approaches for education development in East Java Province

Facilitate assistance in policy development in other districts that request the

assistance.

18 More Effective Decentralized Education Management and Governance

3.2 Education Finance (Task 7)

District Education Finance Analysis (AKPK) and School Unit Cost Analysis

(BOSP) School Operational Expenditure

It is positive to report that AKPK work has been completed during the reporting

period in the original DBE districts with the finalization of AKPK for Bogor and that

the target of 45 districts has been reached. Education finance work has continued in

the Aceh expansion districts (see Section 4) as well as in the three new districts where

service providers are being trained (see Section 7.)

Table 3.2: Progress in Education Finance*

Activity Target Volume

Target Date

Status at end of Quarter (cumulative)

Achievement this

Quarter

Target next

Quarter

Complete AKPK 45* Mar 10 45 1 -

Final draft of AKPK manuals and software

1 set Mar 10 Completed Finalization -

Complete BOSP 49* Mar 10 626 1 -

Final draft of BOSP manuals and software

1 set Mar 10 Completed -

Sanction of BOSP materials by MONE (BSNP)

1 set Jun 10 BSNP fully supports DBE1 methodology; however, official sanction has not been made

- -

* New targets mandated in contract modification January 2010

On May 27 a public consultation was conducted in Bogor reviewing the AKPK and

BOSP results. Participation was varied with representatives (26) from Education

Office, District Finance Department, education council, teacher association, and

school principals of SD/MI, SMP/MTs, SMA/MA/SMK.

As to AKPK, recommendations included: (i) finance section of district Education

Office should have complete information on education sector funding (APBD/Kota,

APBD/Province, APBN (deconcentration funds, BOS and funding directly managed

by MONE) to effectively evaluate education sector performance and plan and budget

for the coming years; (ii) stakeholder participation in policy preparation should be

increased; (iii) finance section of district Education Office should continue to conduct

AKPK analyses for APBD 2010 actual expenditure and the budget for 2011 with a

view to ensuring that the budgeting process is well informed; (iv) to reduce the share

of personnel cost of APBD (87-89% in the period 2008/09) with the view of making

more funds available for non-personnel expenditure such as investment and school

operational expenditure.

6 Includes 15 additional districts completed BOSP under dissemination strategy where districts and province covered most of

the cost and DBE1 provided technical assistance.

More Effective Decentralized Education Management and Governance 19

As to BOSP, the following findings and recommendations came up. Since 2009,

Bogor has been topping up BOS with annual contribution of Rp 100,000 per SDN

student and Rp 120,000 per SMPN student. BOSP estimates (Rp 594,633 per SDN

student per year and Rp 897,211 per SMPN student per year) show that this

contribution is not enough to meet school operational needs. Because of budget

constraints, however, Bogor is unable to increase its school funding. The reduction in

financial assistance to SMA/MA students from low-income households from Rp

150,000 in 2009 to Rp 90,000 in 2010 is another example of the pressure on Bogor‟s

budget. At the senior secondary level the picture of school funding is different as

school revenue exceeds BOSP estimates. It is recommended that the surplus is used to

increase teacher quality. Like in many other districts, schools have to pre-finance

school expenditure because of late BOS transfers, forcing them to some form of

financial acrobatics that certainly do not meet the principles of proper accounting and

accountability.

Personal Cost Survey

The personal cost survey aims to estimate the cost borne by parents to send a child to

school. This information can then become the basis for district governments to

provide financial assistance to those families who are not able to send their children to

school. Or, in other words, the personal cost survey helps district governments to meet

their obligations as required under Government Regulation No 19 of 2008 regarding

Education Financing and supports achievement of universal 9-year basic education.

The cost analysis study conducted by the Research and Development Agency of

MONE in 2004, was used as the basis for selecting the cost components to be

included in the DBE1 personal cost survey. However a number of cost components

were added on the basis of DBE1 field experience. The following cost components

were included in the survey.

Writing pads School uniform, including sport clothing

School books School (bag, shoes and others)

Pens and pencils Transportation to and from school

Student work sheets Food and drinks at school

Supporting learning materials, exercise books School outing

Practice materials, exercises, skill training, computer training

Globe

School fee Dictionary

Student organization fee Calculator

Extra-curricular activities Other cost

Extra lessons, courses

Sample Frame

Respondents include parent (father or mother or the two parents) or the student‟s

guardian. The sample of respondents is drawn in the following way.

20 More Effective Decentralized Education Management and Governance

Survey at the SD level

In each district the number of SD included in the survey is six with five public

primary schools and one private primary school or one public or private madrasah.

Two out of the six SD are located in the district capital, two in a semi-urban area and

two in a remote area. The number of respondents (parents) per school is eight with

four parents of grade-1 learners and four parents of grade-6 learners. For each grade,

two parents with middle to high income and two parents with low to middle income

are selected. The income level is not absolute but school specific. The total number of

respondents at the SD level is 48.

Survey at the SMP level

In each district the number of SMP included in the survey is four with three public

junior secondary schools and 1 private junior secondary school or one public or

private madrasah. Two out of the four SMP are located in the district capital, one in a

semi-urban area and one in a remote area. The number of respondents (parents) per

school is eight with four parents of grade-1 learners and four parents of grade-3

learners. For each grade, two parents with middle to high income and two parents

with low to middle income are selected. The income level is not absolute but school

specific. The total number of respondents at the SMP level is 32.

A pilot survey was conducted in Indramayu from 21 to 25 June. Schools to be

included in the survey were selected by District Education Office Secretary and Head

of the Planning Department. Further enumerators were selected from DBE1 district

facilitators and Education Office staff. High integrity was an important selection

criterion. Through its branch offices the District Education Office informed the

schools to be included in the survey. Data collection took place during the last week

of June and first week of July and survey results are currently being processed. The

survey report will be available by mid-July.

The following recommendations were made on the basis of the pilot:

1. Local language skills should become one of the criteria for enumerator

selection as language problems occurred in the remote areas.

2. To distinguish between essential and non-essential components. The essential

components are the ones the child must have to attend school. The non-

essential ones are the ones the child may not have but s/he can still attend

school.

3. The questionnaire should become more structured.

4. Coaching for enumerators should become two days instead of one day and

should include a half-day field exercise

5. The sample size should be increased (number of schools and number of

respondents per school) in view of respondents‟ heterogeneity.

6. Some additional information should be collected. For instance whether the

child continues to the next grade or level.

More Effective Decentralized Education Management and Governance 21

Anticipated Next Steps:

Finalize survey report for Indramayu

Update the methodology and sample frame and roll out the program to another

three districts of three provinces

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). As reported previously, RPK will fall short of target by one

district. The reason is that we had planned to conduct RPK in Nganjuk district, East

Java, but before the work was to be taken up there several months ago, MONE/World

Bank announced that it wished to conduct a pilot capacity development planning

methodology in that district. DBE1 decided to provide support to MONE and not

conduct the RPK in that district.

Table 3.3: Summary of Education Planning Progress*

Activity Target Volume

Target Date

Status at end of Quarter

(cumulative)

Achievement this Quarter

Target next

Quarter

Complete renstra and sanction by districts

45* May 10 42 7 3

Final draft of renstra manuals and software

1 set May 10 Final draft Final draft -

Sanction of renstra

manuals and software by MOHA

1 set Jun 10 On-going support for DBE1 methodology by MOHA

- -

Train and install SIPPK 45* May 10 45 2 -

Final draft of SIPPK manuals and software

1 set May 10 Final draft Final draft -

Complete RPK 13 Mar 09 12

- -

Revise RPK manuals & materials with MONE/World Bank

1 set Mar 09 DBE1 has provided inputs

- -

Assist districts in annual performance appraisal (LAKIP)

20** March 2010

34 6 -

Assist districts in annual planning and budgeting (Renja) in line with renstra

20** June 2010

35 28 -

* New targets mandated in contract modification January 2010

** New targeted activity

District Strategic Development Planning (Renstra)

22 More Effective Decentralized Education Management and Governance

Education strategic planning has almost

come to an end in the seven DBE1

supported project provinces with

planning work completed in 42 districts

and almost completed in five districts

where internal and or external

consultations and document finalization

are the remaining tasks. Major

education planning work was carried

out in West Java/Banten region where

the renstras for Bogor, Subang and

Ciligong were completed. In Garut the

document is currently being updated on

the basis of the public consultation results. In South Sulawesi the renstra for

Makassar was completed. After completion of the public consultations for the

renstras of Tebing Tinggi and Tanjung Balai during the previous reporting period,

document finalization is hampered by local elections disputes in Tebing Tinggi and

investigations at the Education Office in Tanjung Balai.

The public consultation on the renstra

for Ciligon took place on 31 May with

active participation of stakeholders.

Some important recommendations were

made requiring changes in priorities as

the fund availability estimates remained

unchanged. Bappeda showed interest in

the working table used in the planning

process as they think that it may be a

good tool for renstra preparation by

other district offices to help them ensure

consistency in the planning process from

education profile to strategic issues to

targets, programs and activities. In Bogor the renstra public consultation took place

on 22 April and in Subang on 23 June. In Subang, participation in the public

consultation was excellent with vice Head of District, district Secretary, and

representatives from DPRD, education council, NGOs, media, Bappeda, and the

District Finance Department, and school principals from primary to senior secondary

education attending the event. The Vice-Head of the District was very appreciative of

the planning work undertaken by the Education Office as the renstra 2010-2014

prepared by this office was the first planning document prepared on the basis of data

and reviewed by stakeholders during a public consultation. He indicated that he hoped

that this would inspire the other district offices to follow the Education Office‟s

example. DPRD members expressed the hope that the planning document would

effectively guide the annual planning and budgeting processes and would not become

a document without meaning. Some interesting issues raised during the public

consultation include the following: (i) the need to introduce performance-based

Subang SIPPK team members

Participants of Renstra public consultation session in Cilegon

More Effective Decentralized Education Management and Governance 23

remuneration for teachers; (ii) the need for improved monitoring and evaluation of

teacher and school principal performance; and (iii) the need to recruit ICT qualified

school supervisors. The public consultation in Subang was a good example of the

usefulness of these events as stakeholders ideas enriched the planning document and,

at the same time, put some more modern management approaches on the agenda. It is

now up to the district Education Office to decide whether they are willing and able to

follow up on these suggestions.

Preparing Dinas Pendidikan Performance Accountability Report on Dinas

Pendidikan Performance (LAKIP) and District Annual Planning and Budgeting

After successfully completing the multi-year planning work in almost all DBE1

supported districts, the focus during this quarter shifted towards capacity development

for Renja preparation. Support was only provided to the districts that had already

completed their multi-year plan. The number of districts trained in the reporting

period was 5 with the following breakdown: North Sumatra (five districts), West Java

(0 districts), Banten (0 districts), East Java (0 districts) and South Sulawesi (0

districts). Renja training for the districts in Aceh and Central Java was already

completed in the previous reporting period, which brings the total number of districts

participating in Renja training component to 35. Training duration was three days and

the number of participants was five to six persons per districts.

In all training in the different provinces much emphasis was given to the need to pay

adequate attention to the different stages in the planning process, which are plan

preparation, implementation, and monitoring and evaluation. All districts brought

their LAKIP report prepared during the previous reporting period to the training

program, which provided a useful picture of 2009 plan implementation. They also

brought their draft Renja. A document review and experience during the training

program shows the following:

Although districts are fully aware of the need to link annual to medium-term

planning, it is difficult for them to keep a strategic focus during the planning

process as there is a lot of pressure from the different departments and sections

from within the Education Office to make sure that the activities important to

them are included in the Renja. In this way the strategic planning focus is lost,

resulting in a simple operational activity plan meeting the needs of the

different parties concerned.

In addition to pressure from within the Education Office, there is also pressure

from outside the office, in particular from politicians high-ranking district

government officials who have the tendency to promote their own agenda.

A number of districts still have difficulties in moving towards results-oriented

planning, often resulting in targets formulated at activity level. For instance,

the target has been formulated in terms of the number of classrooms to be

constructed, which should be to increase student participation with the activity

classroom construction. Once the target is formulated at activity level it is

difficult to formulate the related outcome indicators in the Renja.

Experience during the different training programs shows that there is often not

24 More Effective Decentralized Education Management and Governance

a standard format for Renja preparation, resulting in different formats used in

the province.

A number of districts have committed themselves to upgrade their Renjas on

the basis of what was learnt during the training and in-service support

program.

Anticipated Next Steps:

Follow up with MOHA regarding sanction of renstra manuals and software

Continued support for renstra finalization in remaining districts

3.4 Management of District Education Personnel (SIMPTK/Sistem

Informasi Manajemen Pendidik dan Tenaga Kependidikan),

Supervision, and Assets Management Systems (Task 7)

Personnel, supervision and asset management systems are the last programs to be

developed in the project. We began to develop personnel management in late 2007

and found it to be a complex process because it involves vast numbers of civil

servants and highly political ramifications related to salaries, financial rewards and

promotions. Work was suspended during the previous quarter because the DBE1 team

working on personnel management was also responsible for supervision; supervision

work required unanticipated urgent action based on strong request from MONE (see

below). However, work on personnel management resumed in the current quarter and

will be completed by August 2010. During the quarter no further work was carried out

on supervision management draft instruments developed earlier, because as will be

explained below, the supervision development team spent most of their time

completing DBE1 inputs for the national BOS program. We expect to complete

development and testing supervision materials in the next quarter. Considerable

progress was made in finalizing assets/preventive maintenance software and training

materials drafted in previously.

Table 3.4: Summary of Progress in Personnel, Supervision and Asset

Management*

Activity Target Volume

Target Date

Status at end of

Quarter (cumulative)

Achievement this Quarter

Target next Quarter

Develop computerized personnel management & tracking system (SIMPTK)

1 set March 09 pilot conducted and software drafted

Further development of software and manuals

Finalize software and training materials

Install SIMPTK & train data operators & district decision makers

6 districts Jul 10 - - Implementation in 6 districts

More Effective Decentralized Education Management and Governance 25

Activity Target Volume

Target Date

Status at end of

Quarter (cumulative)

Achievement this Quarter

Target next Quarter

Develop manual & training program for school management supervision

6 districts April 09 1 pilot In process. Supplemental activity to produce supplemental BOS reporting manual for MONE

Complete instruments and training materials

Train district staff & supervisors on supervision management

6 district Apr 10 Not yet - Implementation in 6 districts -

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

1 set July 09 Draft manuals, training materials and software final

- Finalization

Install system & train districts to use asset management tracking system

6 districts Jun 10 Completed Rollout in 6 districts

-

* New targets to reflect FY 2010 contract modification

Personnel Management System (SIMPTK)

Development of Personnel Management System has continued during the reporting

period. A first and key step was the development of a new form for data collection.

The format builds upon the format used for data collection under NUPTK but is more

detailed and slightly more structured. For instance, as to information on training

attended the format distinguishes between promotion, subject, teaching and learning

process related training which was not the case under the NUPTK system. Teacher

data can be collected with the help of e-based format or manually.

Further the application for data processing was developed, which is similar to the

SIPPK application as it uses Excel formats for data entry, then Access for data

processing and once again Excel outputs for presenting outputs. The application is

individual teacher based, which will make it possible to conduct very detailed

analyses resulting in major improvements in education planning.

To motivate teachers to complete the formats, a number of special features was built

into the application, namely to (i) calculate credit points related to writing and

publication of professional papers, presentations at and participation in of seminars

and training programs; (ii) update the teacher‟s portfolio on the basis of participation

in for instance training programs; and (iii) to produce updated curriculum vitae for

each individual teachers.

The application was piloted in Kota Mojokerto (East Java) starting from 18 May 2010

and in Purworejo (Central Java) from 24 May. In Mojokerto all SD/MI and SMP/MTs

in the municipality were involved in the pilot with a total of over 1,700 teachers who

completed the data collection. In Purworejo the pilot was conducted in all SD/MI and

SMP/MTs in two sub-districts with a total of 800 teachers. In both districts all

teaching staff were involved in the pilot (civil servants and non-civil servant teachers

and teaching support staff). In all schools data was collected through e-forms which

26 More Effective Decentralized Education Management and Governance

made data processing easy. The teachers were happy with the credit points and

portfolio features and in some cases a bit over-enthusiastic as they included too many

irrelevant courses with the aim of obtaining more credit-points or an improved

portfolio.

The application outputs are currently being developed. This will include a set of the

standardized tables and a feature to prepare customized outputs to address specific

local personnel planning and management needs. Further, the application includes a

feature to simulate policy effects by using different sets of filters and staff ranking

mechanism. In the future the application can be linked to the SIPPK application using

the school name as the common identifier, as we know for each teacher where s/he

works.

Anticipated Next Steps:

Complete Personnel Management application, finalize the manual and related

training program

Roll out the system to five additional districts.

School Supervision Management System

MONE plans to implement a major program for the development of school-based

management (SBM) capacity for all SD/MI and SMP/MTs in the country (around

235,000 schools). The number of participants in the program is three per school:

(school principal, treasurer and school committee) and program implementation is

scheduled for 2011. The program will cover such areas as school self evaluation,

school planning, both medium-term (RKS) and annual planning (RKT), and financial

administration at the school level.

Since 2009, the ministry has been promoting a new set of minimum service standards

(MSS) specifying the standards to be met at the school as well as the district level.

The new MSS differ from the old ones as they have a stronger input related focus. It is

clear that school related MSS should guide the planning work at the school level,

which may require changes in school planning approaches used until now. There

should also be a strong link between the financial administration system at the school

level and school planning as the system should report on plan achievements. Further,

the ministry intends to introduce a process of school self evaluation, the results of

which should be used by the school team to formulate a school profile indicating the

gaps between existing school conditions and those required based on MSS and/or

National Education Standards.

Over the past years different units within MONE and different groups of

consultants/donors have developed approaches and methodologies for the

development of School Based Management (SBM) capacity. This, however, has been

done in a rather uncoordinated manner resulting in a wide variety of training materials

that are not always mutually consistent, and a pool of SBM trainers who do not

always convey the same message.

MONE has recognized this problem and taken the initiative to address this issue by

bringing together the different groups in SBM development. These include MSS team

More Effective Decentralized Education Management and Governance 27

(ADB), AIBEP (AUSAID), the World Bank, DBE1 (USAID), the different teams

within MONE involved in development of National Standard Schools (SNN),

International Standard Pilot-Project Schools (RSBI), government officials from the

Planning Bureau, Directorates of Primary and Junior Secondary Education, and the

national BOS team. Agreement was reached to establish a team tasked with the

development of a uniform approach and set of training materials for SBM

development. The team has three sub-teams each of which involved in one of the

following areas: school self-evaluation, school development planning (RKS) and

school financial management. Bpk Nandang, DBE-1‟s school level interventions

coordinator, was asked to coordinate the school development planning sub-team and

Bpk Robert Soeharno, DBE1‟s planning and management specialist, joined the school

financial management sub-team.

The overall scope of work for training materials development is wide and includes:

school self-evaluation and the link with school profile and RKS; medium-term and

annual school planning and budgeting; organization, roles and responsibilities for

financial management, including accounting, financial reporting and controlling. In

principle, it was agreed to use the DBE1 developed application (BOS Software) as the

basis for financial management at the school level.

In view the high priority given by MONE to the implementation of the SBM training

program, a lot of pressure has been put on the different sub-teams to streamline

approaches and methodologies developed by the different partners and to develop the

related training modules. This has taken up the greater part of the time of the two

DBE1 specialists involved and has resulted in some delays in other development

work, in particular for the development of the Human Resource Information Support

System (HRISS). By the end of June 2010, each of the three sub-teams has produced

a complete set of training modules.

Anticipated Next Steps

The schedule for completion of the preparation for training program implementation

is as follows:

July 12-14: Finalization of draft materials (internal)

July Week 3: Materials revision and preparation of the sets for field testing

August Week 1: Piloting/Field testing for schools

August Week 2: Revision of training modules based on piloting results and

recruitment and selection of trainers –

September Week 4 through October: Training of Trainers (TOT) at Central,

Provincial and District level

January 2010: Start with training of school teams.

It is safe to assume that DBE1 specialists will continue to play an important role in the

preparation of the SBM training program, scheduled to be implemented in 2011, in

the months to come.

28 More Effective Decentralized Education Management and Governance

Asset/Preventive Maintenance Management System for SD/MI

The District Education Office typically has among the largest number of assets of all

district units, because of the large number of schools. To manage these assets

effectively, DBE1 has been developed an asset management system that will:

1. Assist schools to properly record their assets, which include land, building,

class- and other rooms, and equipment. Properly recording means having

detailed information on when the assets were acquired, at what cost, including

from which source of funding, and where the assets are located (for details see

Permendagri 17 of 2007 regarding technical guidance on district-owned

assets);

2. Assist schools to have up-to-date information on land size adequacy, number

of class- and other rooms, adequacy and condition of each room (roof, wall,

floor, electricity and sanitation), and the extent to which rooms and equipment

meet the national standards;

3. Enable districts to have a complete picture of their assets at school level and

the extent to which school conditions in the district are in compliance with

national standards (for details see Permendiknas 24 of 2007 regarding national

standards for infrastructure and equipment).

4. All of this information is

essential to meet auditing

requirements, prepare preventive

maintenance plans, and prepare a

medium-term plan detailing how

the district plans to meet national

education standards for

infrastructure and equipment.

DBE1 has developed a special

application (SIMA = Asset

Management Information

System) to process all the

information from the school to

sub-district and district level. Furthermore, a comprehensive set of guidelines

and manuals was prepared comprising: (i) introduction to school asset

management; (ii) school-based asset management (data collection, asset

condition assessment, and maintenance management process); (iii) district-

based asset management (district-wide asset configuration); and (iv) how to

use the SIMA application.

System Try-out

The system try-out took place in Purworejo, Central Java during the period 19

February to 23 March 2010. The software application helped to meet and integrate the

requirements set out in the Decree of the Minister of National Education regarding

National Standards for School Infrastructure and Equipment and the Decree of the

National stakeholders took part in Asset Management Training of Trainers in Nganjuk

More Effective Decentralized Education Management and Governance 29

Minister of Home Affairs regarding Guidelines for District Assets Recording. The

cost of implementing the program in the try-out was Rp 1.5 million per school.

The following table shows the people trained and the number of people participating

in the public consultations for each of the stage of the try-out.

Table 3.5: Persons participating in SIMA try-out, Purworejo, Feb-March 2010

District and Activity

Total Training Participants

8 days

TOT (2 days)

Introduct-ion (1 day)

District (2 days)

School (2 days)

Public Consultation

(1 day)

PURWOREJO:

District Education Office staff

13 1 1 4 6 1

Head of Sub-district Technical Unit/UPTD

47 0 1 16 17 13

School supervisor 69 10 12 18 18 11

Head of Section 13 1 4 2 5 1

Principal 39 0 0 0 32 7

Teacher 32 0 0 0 32 0

Others: Bappeda, DPRD, Dewan Pendidikan.

14 0 0 0 2 12

DPPKAD 5 0 0 0 4 1

TOTAL 232 12 18 40 116 46

The try-out of the system was conducted in 28 SD and 4 MI - public and private -

within two sub-districts (Kec. Gebang and Bener) and was completed in April 2010.

A total of16 primary school supervisors and 16 assistants for asset supervision (one

from each of the 16 sub-districts in Purworejo) have now been trained as facilitators.

Following this initial training they facilitated training for 74 schools principles and 74

classroom teachers. After the training, the schools were assisted in completing the e-

form for asset recording. Data were recorded and processed at the school level so that

each school is able to see its position relative to national standards for school

facilities.

After completion of the work at the school level, school-based data and results were

first aggregated at the branch office/UPTD level and then at the district level,

resulting in a complete picture of assets owned by the district and the extent to which

the district meets national education standards.

As to ownership, Purworejo District now knows that 83% of the SD/MI were built on

desa-owned land, 12% on privately-owned land and only 5% on district-owned land,

which may create difficulties in the future as for instance a desa may ask for a

financial contribution for the use of its land. It was positive to note that the majority

of class- and other rooms were in good/reasonable condition and that only a small

number of rooms required major rehabilitation. As to the extent of meeting the

national education standards, the data showed amongst others that 60% of the

classrooms are too small (< 56m2), and that there is still a need for principal rooms in

61 schools, school health facilities (58 UKS) and school libraries (50 units).

30 More Effective Decentralized Education Management and Governance

System Rollout

After successful completion of the try-out in Purworejo, the asset management system

was introduced in another five DBE1 districts and in Purworejo itself in the period

April to June 2010. Staff from Purworejo were actively involved in the rollout. The

districts, number of SD/MI, dissemination and completion dates are as follows:

Table 3.6: SIMA rollout, April-June 2010

District/Province SD MI Explanation

Purworejo, Central Java 33 9 In 2 districts, completed on June 17

Aceh Tengah, Aceh 20 0 In 2 sub-districts, completed on June 19

Tebing Tinggi, North Sumatra 20 In 2 sub-districts, completed on June 4

Karawang, West Java 86 5 Dissemination in 68 in 3 sub-districts, completed on June 23

Nganjuk, East Java 15 5 In 2 sub-districts, completed on June 28

Soppeng, South Sulawesi 18 1 In 3 sub-districts, completed on June 15

Total SD/MI = 212 192 20

In Purworejo, 18 school supervisors, 5 district education staff, 16 education asset

managers, 74 school principals and another 74 school teachers were trained in how to

utilize the SIMA application. The Education Office of Purworejo plans to introduce

the system in SMP/MTs, starting with a pilot for five schools in July 2010. The

system was also introduced in MI and private SD. Since the SIMA has a feature to

identify the asset owner, privately-owned assets are not included in the picture of

publicly-owned assets at the district level. Furthermore, the benefit of the system for

MI and private schools is that it provides an asset profile for each school showing the

extent to which the school assets meet national standards. SIMA also helps he Dinas

identify schools that have rooms requiring minor repairs and to facilitate them to carry

out maintenance work at an early stage so that the quality of the facility does not

deteriorate.

Dissemination

The introduction in Purworejo, Central Java Province, was so successful that the

Provincial Education Office decided to introduce the system in eleven BEC supported

districts. Agreement was reached that BEC funds would be used for the introduction

of the asset management system. An initial program familiarization event will take

place in Salatiga from July 15 to 16. The Head of the Education Office of Purworejo,

his staff and school principals will act as facilitators and share their experience with

the new system.

In Karawang, West Java, at the initiative of Head of Education Branch Office the

system was successfully introduced in 15 SD in Karawang Timur sub-district. The

cost was Rp 600,000 per school and system introduction was completed. In Soppeng,

South Sulawesi, the system is currently being introduced in 203 SD. Three district

facilitators and one ex-district coordinator working on a voluntary basis, facilitate the

More Effective Decentralized Education Management and Governance 31

introduction. They are supported by two non-permanent teachers having the skills to

use SIMA and the cost per school is Rp 300,000. It is planned that the work will be

completed by the end of July.

Table 3.7: Planned Dissemination of SIMA

No District Dissemination

Target Status

1 Central Java:

Purworejo and another ten districts

All remaining schools in the district

The Bupati of Purworejo has decided that the system will be implemented in all schools in the district. (Funding from the Basic Education Capacity (BEC) MONE-World Bank, starting from July or August 2010, and expected to be completed by the end of 2010.

The Provincial Education Office of Central Java has initiated a meeting with ten districts to promote the introduction of SIMA. DBE1 has been requested to facilitate the meeting. It is planned to use BEC/World Bank funds to support system introduction in the ten districts and throughout Purworejo, once funds have become available.

2 Aceh Besar, Aceh All schools Waiting for BEC fund disbursement – targeted in 2011. At the request of Kasubdin Pendidikan Dasar Aceh to DBE1 Aceh.

3 Province of West Java Introduction in 50 schools providing special education, in all schools providing education meeting international standards, and at 4 training centers

The Secretary of provincial Education Office of West Java requested DBE1 to support and stated that his office has the required funding to support system introduction

4 Nganjuk All schools in 18 sub-districts

The Head of Education Office plans to use 2011 funding for dissemination to all schools in 18 sub-districts.

The Head of the Education Commission, DPRD, Nganjuk stated that he will ensure that DPRD will support the budget for this program.

Stakeholders’ Comments on the suitability of SIMA for asset management at the

district level.

Bupati/Walikota:

SOPPENG: instructed the Head of the District Education Office to complete

the asset recording activity in the District Education Office.

PURWOREJO: indicated that he wants to replicate the asset management

program in all SD and SMP in the district.

TEBING TINGGI: Indicated that he hopes that the District Education Office

will disseminate the program to other schools in the district

Head of District Education Office:

ACEH TENGAH: instructed Head of Asset Division and Asset Supervisors to

ensure that schools periodically continue data collection and asset reporting

through the DBE1 e-form and gradually disseminate the system to other

schools in the cluster.

PURWOREJO: stated that the program has assisted the District Education

32 More Effective Decentralized Education Management and Governance

Office to record education assets, which was a difficult exercise in the past.

Further, he requested DBE1 support when meeting with officials from the

Ministry of Home Affairs for technical consultations. He says he is committed

to introduce asset management in 14 other sub-districts using funds from BEC

(Basic Education Capacity Program) and World Bank/MONE. He further

requested that a special asset management application be developed for use at

Sub-District Education Office, District Education Office, senior high schools

and vocational schools.

TEBING TINGGI: the high turnover of school principals has caused major

difficulties as school principals often take asset track records home after

completion of their assignments. This is the reason why schools often have

only very recent data on school assets and rehabilitation/ construction.

Education Council:

SOPPENG: requests the Head of Soppeng District Education Office to

replicate asset management in all primary schools, which is then to be

continued to the junior and senior secondary level.

DPPKAD

SOPPENG: schools should have their land certificated. Indicated that the

district plans to provide funding for land certification for 100 schools for

2010.

PURWOREJO: requests that the District Education Office asset management

application be synchronized/integrated with SIMDA Asset of DPPKAD.

TEBING TINGGI: SIMA is very helpful in conducting a census of district-

owned assets, as the system provides easy access to codes and names for the

different asset categories. The concept of preventive maintenance is well

received by the District Property Administration Division, because it clearly

establishes the link between asset damage as a result of poor maintenance

work and the high cost of major maintenance. Photos showing how assets

gradually deteriorate as a result of a lack of maintenance are very informative.

Preventive maintenance to be carried out together with community at an early

stage is very appropriate for implementation in schools/madrasah.

On the basis of the above, it is safe to conclude that the introduction of the asset

management system has been very successful as we have moved from piloting to

rollout to dissemination in a three month period, which is a first for a new DBE1

program.

Anticipated Next Steps:

Support community-based preventive maintenance.

Finalization of the following manuals

School Asset Management to Meet National Education Standards;

School Assets Data and Analysis for the District Education Office;

Community Based Preventive Maintenance for School Equipment and

More Effective Decentralized Education Management and Governance 33

Infrastructure; and

Glossary and References for School Asset Management.

As a new decree has been issued by Minister of National Education on the

Minimum Service Standards for basic education at both the district and school

level (Permendiknas 15/2010), update SIMA so that the system will also show

district performance against MSS.

34 More Effective Decentralized Education Management and Governance

4. Aceh Expansion Program DBE1‟s task order was modified in July 2009 in order to extend district level services

to all 18 districts in Aceh that have not received DBE support. The programs are

limited to financial analysis, strategic planning and education governance; school

level programs in these 18 districts were not mandated. The contract modification in

part was based on an assessment of the feasibility for expanding the DBE1 program in

Aceh that was carried out in 20087. Work commenced in the final quarter of 2009.

4.1 Coordination with Provincial and other Donor Stakeholders

DBE1 maintained consultations with provincial officials and other donors,

particularly AusAID SEDIA Project. Coordination with SEDIA has continued to be

very good since the beginning of program preparation.

In late 2010, the provincial education office appointed three staff to work closely with

DBE1 to monitor program implementation and in consulting with district officials.

The provincial education office asked DBE1 to assist in creating a province-wide

database along the lines of the district level database to support strategic planning

(SIPPK); DBE1 has been undertaking this activity.

DBE1 has been sharing results of results of the project‟s financial analysis work with

the provincial level working group that is working on an equity strategy to better

allocate provincial funds to districts. This includes provincial government, the

AusAID-funded SEDIA project, DBE1 and other donors. DBE1 will continue to

support these province level working groups in the coming months.

DBE1 participated in a meeting with this working group in Banda Aceh on 29 June

bringing together the different donor/consultant groups with the aim to rationalizing

assistance. As a result of the meeting, the World Bank committed to support DBE1

programs and to adjust its programs to the needs on the ground. It appeared that the

AusAID-funded LOGIC 2 project might involve some duplication of DBE1 work on

finance, but we have discussed the situation with AusSAID contractors who agreed

that they will not duplicate work done by DBE1 but will in fact try to learn from our

experiences.

7 “Report on Assessment of the Feasibility of Expanding the DBE1 Program in Aceh”, August 2008.

District Level Program Goals

Initiate in 18 new districts in Aceh and complete in as many districts as possible

School Unit Cost Analysis, District Education Finance Analysis, District Strategic

Plans, and Governance for Education

More Effective Decentralized Education Management and Governance 35

4.2 Program Implementation

Work is now well underway in all 18 districts, with most programs either completed

or nearing completion in the majority of districts. Progress has been impressive in

light of the tight timeframe and challenging logistics. The final and most demanding

part of the program, completion of a district strategic plan (renstra) based on data

analysis and public consultation is nearly complete in three districts and at various

stages of completion in a further 15. Financial analyses (BOSP) is now complete in all

18 districts and AKPK in all but three, where it is nearly complete. The response of

districts continues to be very positive and public consultations to share results of these

financial analyses are providing very useful inputs into the policy and planning

process in these districts.

In order to manage this demanding program and achieve objectives within the limited

time frame remaining to the project, DBE1 established three teams, each under the

management of an experienced regional coordinator: West Aceh, Central Aceh and

East Aceh.

As at the end of the quarter, five districts in the West Aceh region have completed

BOSP analysis. In addition, Kabupaten Simeulue has completed the first two

workshops but not yet the final analysis or consultations. In East Aceh the process is

complete in five districts. Kabupaten Aceh Tenggara and Kabupaten Gayo Lues are

currently conducting final analyses. BOSP analysis is complete in three districts in the

Central Aceh region, Kabupaten Pidie Jaya, Bireuen and Kota Sabang. In these

districts BOSP results are now being fed into the policy making process. The process

in the remaining three districts in Central region is almost complete.

As an example, the following graph illustrates the results of BOSP in the East Aceh

region:

Figure 4.1: BOSP Results in East Aceh

36 More Effective Decentralized Education Management and Governance

Work on the district financial analysis, AKPK, is now complete in 15 districts, six in

Central Aceh, four in West Aceh and five in East Aceh. In these districts the process

of public consultation is ongoing. The remaining three districts are at various stages

of completing the process and are expected to complete in the coming quarter. In

general the response has been very positive.

In Lhoksemawe, for example, 40 people attended the public consultation event held

on 15-16 June. Representatives of the local legislature (DPRK) indicated that they

would use the results of BOSP and AKPK to lobby for increased support for

education in parliament. The Head of the Education Office indicated that he was very

pleased with the BOSP and AKPK results. Prior to the DBE1 program, he

commented, budget proposals did not have a strong basis and the process was

typically based only on thinking and estimations, and in consequence did not get

strong support from the local parliament. He went on to explain that he will advise the

Legal Bureau (Biro Hukum) to prepare a local regulation (perda) which can become a

local law (qanun) to ensure that future budgeting and spending on basic education

will be based on these financial analyses.

District officials were trained in SIPPK methodology and data input and analysis

commenced in six districts late last year. Work continued in the first quarter of 2010

and in the April-June quarter SIPPK was completed in all districts with the following

exceptions. In Kabupaten Aceh Tenggara and Gayo Lues data collection and analysis

is still in process. Data inputting is around 50% complete. Kota Sabang is also still

compiling population and poverty data. In Simeuleu the process is in the final stages.

District strategic planning (renstra) has been a major focus this quarter. Using the

results of SIPPK, renstra preparation is now in process in almost all districts. In

Kabupaten Aceh Utara, Bireuen, and Bener Meriah in the Central Aceh region the

process is 50% complete. The first two workshops were conducted along with follow

up mentoring to identify strategic issues based on the data analysis (SIPPK)

completed in the previous quarter. The process also commenced with initial

workshops in Kota Sabang, Kota Lhoksemawe and Pidie Jaya in Central Aceh.

In East Aceh, the focus has been on Aceh Tamiang, Aceh Timur, and Kota Langsa,

where renstra is in the final stages of public consultation, and in Aceh Singkil and

Kota Subulussalam where initial workshops and data collection on education service

are underway. The remaining two districts in this region, Aceh Tenggara and Gayo

Lues, are still completing preparation of SIPPK and have not yet commenced the

planning workshops.

In West Aceh, preparation of a draft renstra document has been completed in Aceh

Barat, Nagan Raya and Aceh Barat Daya districts in preparation for public

consultation events scheduled for the coming quarter. In Kabupaten Aceh Jaya

workshops on education service provision have been completed along with the initial

workshop to identify vision, mission and strategic issues. In Simeulue the planning

process commenced in June. While it was previously agreed that renstra preparation

in Subulussalam would be facilitated by GTZ, a formal letter from Dinas Pendidikan

Kota Subulussalam this quarter requested support from DBE1.

More Effective Decentralized Education Management and Governance 37

Implementation is proceeding smoothly as the DBE1 specialists are experienced in

providing the technical assistance and conducting training for these programs. In

general, the commitment of both the province and the districts remains very high and

the participants have been serious in their attendance and participation in DBE1

activities.

Among the challenges, our teams have found that district officials typically lack skills

and experience required for this level of analysis and strategic planning. DBE1 has

been addressing this issue by providing close supervision, ongoing training and

mentoring. In order to proceed with the very heavy demands of this program and the

short timeline provided, DBE1 has drawn on the pool of experienced specialists from

other target provinces and much of the training and mentoring has been conducted in

district clusters.

Table 4.1: Summary of Progress in Implementing Aceh Expansion program

Activity Target Volume Target Date

Status at end of

Quarter (cumulative)

Achievement this Quarter

Target next

Quarter

Launch program and sign agreements with 18 districts

18 March 2010

18 (completed last quarter)

- -

Establish offices and contract and train new staff

8 staff & 1 supplemental

office

September 2009

Completed last quarter

-

-

Complete BOSP 18 March 2010

Commenced in all 18 districts.

Completed in 13 districts

Completed in 9 additional districts.

Commenced in 9 more districts

Completed in all 18 districts.

Complete AKPK 18 March 2010

Commenced in all 18 districts.

Completed in 15 districts

Completed in 15 districts.

Commenced in 3 more districts.

Completed in all 18 districts

Complete SIPPK & renstra 18 August 2010

Commenced in all 18 districts

SIPPK

completed in 12 districts

Renstra almost complete in 3 districts

Commenced in 12 more districts

SIPPK

completed in all 18 districts

Renstra completed in as many districts as possible

Facilitate workshops for district governance related stakeholders to review plans

18 August 2010

Not yet Not yet Commenced in 9 districts

Facilitate workshops for district to present plans & budgets to provincial stakeholders and advocate for district support

3 workshops (6 districts/workshop)

August 2010

Not yet Not yet Commenced in 9 districts

38 More Effective Decentralized Education Management and Governance

Anticipated Next Steps:

Continue to attend coordination meetings with Aceh provincial stakeholders

and other donors

Complete AKPK in all 18 districts

Complete SIPPK in all 18 districts

Complete renstra in 6 districts

Conduct governance events and public consultations in as districts where

renstra is complete

Continue to coordinate closely with SEDIA (AusAID) and the World Bank on

use of DBE1 materials and results.

More Effective Decentralized Education Management and Governance 39

5. EMIS/ICT/Data Management DBE1‟s Task Order mandates a number of ICT related activities. These include an

assessment of MONE‟s Education Management and Information system (EMIS),

developing and maintaining a project web site and Project Data Management System

(PDMS,) (reported in Section1), and development of innovative solutions for data

transfer and management including programs to enable the wider community and

private business to access information through various media. All of the above

activities have been or are in the process of being implemented and are described

below.

5.1 ICT Grants (Task 8)

In the first year of the project, DBE1 designed a competition to award grants to

consortia comprised of private sector and government institutions such as district

education office, kandepag, district library, district planning board, and schools.

Fourteen grants were awarded, eleven grants are completed, and remaining three

grants are in the process of implementation. Two categories of grants awarded were:

(1) ICT Innovation and Education Management Grants (EMG) to improve education

management and (2) Education Hotspots grants that aimed to provide internet access

to schools, education offices, and community as a whole.

Table 5.1: Progress in ICT Grants Implementation

Activity Target Volume

Target Date

Status at end of Quarter

(cumulative)

Achievement this Quarter

Target next

Quarter

Complete grant awards 14 Mar 09 14 awarded - -

Complete disbursement of funds/procurement

14 Dec 09 11 grants completed, 3 grants ongoing

3 grants completed

3 grants

Complete grant implementation

14 Jun 10 11 6 3

Compliance monitoring & reporting Jun 2010

3 Sep 10 Continuous based on milestones

Up to date As per milestones

Final evaluation & publication (mid 2010)

14 Sep 10 SOW for final evaluation drafted

SOW for final evaluation submitted

Conduct final evaluation

ICT Related Program Goals

Complete implementation of 14 ICT grants

Complete pilot to test use of ICT to improve data flow for MONE EMIS in two

selected districts in Aceh (Pidie and Aceh Tengah)

Continue to manage DBE website which will be handed over when project ends in

2010

40 More Effective Decentralized Education Management and Governance

Six grants were being finalized this quarter; three grants fully completed (Table 5.2,

denoted as „C‟) and three grants are in the final progress report writing process

(denoted as „C*‟). We expect the remaining three grants to be completed in the next

quarter (Table 5.2, denoted as „P‟). In general, almost all grantee are highly

dependent on DIS technical assistant in progress report writing; on the condition DIS

are highly occupied then report writing is delayed. In other cases, grantee highly

occupied with other activities resulting in postponing ICT grant implementation

activities.

Table 5.2: Progress in ICT Grants Completion

No DISTRICT CATEGORY LEAD CONSORTIUM

LOCAL GOVERNMENT

CONSORTIUM MEMBER

COMPLETION STATUS

Din

as

Pendid

ikan

Perp

usd

a

Kandepag

Bappeda

Univ

ers

ity/

SM

K

Educt

aio

n

Board

Din

as Info

kom

ICT C

ente

r

Pre

Aw

ard

Pro

cess

Gra

nt

Aw

ard

Pro

cure

ment

Launch

ing

On G

oin

g

Co

mp

lete

d

CENTRAL JAVA

1 Kab.

Karanganyar Tier-2 EMG

PT Indomaya Wira

Sejahtera √ √ √ - - - - - √ √ √ √ √ P

2 Kab. Klaten Tier-2 EMG CV Cosmo Jaya √ √ √ - - - - - √ √ √ √ √ C

3 Kab.

Karanganyar

Tier-1

Hotspot

PT Indomaya Wira

Sejahtera √ √ √ - - - - - √ √ √ √ √ C*

EAST JAVA

4 Kota

Surabaya Tier-2 EMG PT ITS Kemitraan √ - - - - - - - √ √ √ √ √ C*

5 Kab. Tuban Tier-1

Hotspot PT Tridata Cakrawala √ √ - - - - - - √ √ √ √ √ C

6 Kota

Surabaya Tier-1 EMG PT ITS Kemitraan √ - - - - - - - √ √ - √ √ C

NORTH SUMATRA

7 Kab. Tapanuli

Utara Tier-2 EMG Web Media √ - √ - - - - - √ √ √ √ √ C

SOUTH SULAWESI

8 Kab. Pangkep Tier-2 EMG YPK Amanah √ - √ - - - - - √ √ √ √ √ C*

9 Kab. Soppeng Tier-1

Hotspot Indo Komputer √ √ - - - - - - √ √ √ - √ C

10 Kab.

Engrekang

Tier-1

Hotspot

PT. Rekayasa Teknologi

Informasi √ - √ - - - √ - √ √ - √ √ C

11 Kab. Tier-1 EMG Turatea Computer Centre - - √ - - - - - √ √ √ - √ C

More Effective Decentralized Education Management and Governance 41

No DISTRICT CATEGORY LEAD CONSORTIUM

LOCAL GOVERNMENT

CONSORTIUM MEMBER

COMPLETION STATUS

Din

as

Pendid

ikan

Perp

usd

a

Kandepag

Bappeda

Univ

ers

ity/

SM

K

Educt

aio

n

Board

Din

as Info

kom

ICT C

ente

r

Pre

Aw

ard

Pro

cess

Gra

nt

Aw

ard

Pro

cure

ment

Launch

ing

On G

oin

g

Co

mp

lete

d

Jeneponto

BANTEN

12 Kota

Tangerang

Tier-2

Hotspot CV Almagada Jaya* √ √ √ √ - - - - √ √ √ √ √ P

WEST JAVA

13 Kab.

Karawang Tier-2 EMG CV Trisatya Pratama* √ - √ √ √ √ - - √ √ √ √ √ P

14 Kab.

Sukabumi

Tier-1

Hotspot

Yayasan Tarbiyah

Islamiyah (YASTI)* √ √ - - - - - √ √ √ √ √ √ C

The total anticipated value of 14 grants awarded increased from $287,884 (IDR

2,669,599,451) to $292,901 (IDR 2,714,749,451). The increase is a result of USAID

approval to increase the grant for Pankep, South Sulawesi (see below) due to natural

disaster that broke ICT tower. As of June 2010, $275,570 (IDR 2,559,365,872), about

94%, has been disbursed to the grantees in the form of equipment and cash to cover

grant main activities including training expenses. In the quarter, six grantees received

disbursements (Table 5.3, denoted by bold blue color font). In addition, although

grant activities have been completed, three grantees have not received final

disbursement pending final progress report; and one grantee was in the process of

closing procedure (denoted in red color font).

Table 5.3: Summary of Grants Awarded

No. Grantee

Progress

Grant Amount

(Rp.)

Cummulative Realization

(Rp)

Obligation Amount (Rp.)

a. ICT INNOVATIONS & EMG

a.1.* Pangkajene Kepulauan, South

Sulawesi - YPK Amanah

551.602.500

524.983.907

26.618.593

a.2.* Jeneponto, South Sulawesi - PT

Turatea Computer Center

25.252.500

24.902.500

350.000

a.3. Karawang, West Java - CV Trisatya

Pratama

292.518.451

258.146.415

34.372.036

42 More Effective Decentralized Education Management and Governance

No. Grantee

Progress

Grant Amount

(Rp.)

Cummulative Realization

(Rp)

Obligation Amount (Rp.)

a.4. Karanganyar, Central Java - PT

Indomaya Wira Sejahtera [Tier-2]

258.532.500

206.721.000

51.811.500

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

347.461.000

347.461.000

-

a.6.* Surabaya, East Java - PT ITS

Kemitraan [Tier-1]

50.184.000

50.184.000

-

a.7.* Surabaya, East Java - PT ITS

Kemitraan [Tier-2]

311.557.100

322.536.000

(10.978.900)

a.8.* North Tapanuli, North Sumatra – PT

Webmedia

361.742.000

364.475.600

(2.733.600)

b. b. EDUCATION HOTSPOT

b.1.* Soppeng, South Sulawesi - Indo

Komputer

31.243.000

30.755.000

488.000

b.2.* Sukabumi, West Java - Yayasan

Tarbiyah Islamiah (YASTI)

60.670.400

61.142.500

(472.100)

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

Cakrawala*

69.754.000

69.788.000

(34.000)

b.4.* Enrekang, South Sulawesi - PT

Rekayasa Teknologi Informasi

25.925.000

25.925.000

-

b.5. Tangerang, Banten - CV Almagada

Jaya

300.930.000

249.777.250

51.152.750

b.6.* Karanganyar, Central Java - PT

Indomaya Wira Sejahtera [Tier-1]

27.377.000

22.567.700

4.809.300

Grand Total (Rp.)

2.714.749.451

2.559.365.872

155.383.579

Grand Total (USD=9,000 IDR)

292.901

275.570

17.331

* Grants completed

(xxx) denoted negative obligated amount due to increase of US$ rate to IDR during procurement process. This is DBE1 responsibility because almost all procurement was carried out by DBE1

Monitoring

DBE1 monitors performance of the grants program by reviewing reports of achieving

certain milestones and by direct observation in the field on a regular basis. Toward the

end of the project DBE1 will carry out an impact assessment with the assistance of an

international specialist.

More Effective Decentralized Education Management and Governance 43

Most grantees have been submitting reports and documents as required (although

some are late), and disbursements have been made against these milestones. In

addition to compliance monitoring, DBE1 staff continue to monitor implementation in

the field. Some highlights of monitoring of two grants are as follows.

Surabaya, East Java. The grant to the consortium led by PT ITS Kemitraan produces

results such as: (i) District education portal that integrates all schools connected to

DigiSchool and PadatiWeb, (ii) DigiSchool portal that records school data on

academic, financial, human resources, inventory, communication forum, and teaching

learning process, and (iii) SMS management that provides information on students

grade, daily students attendance, academic calendar, and meeting broadcast for

parents via mobile phone. Equipment was provided by DBE1 to enable such features

as: (i) District Education Office: computer server, access point, and GSM modem, (ii)

UPTD Gubeng and Kenjeran: one set of computer each including modem for Internet

connection, and (iii) Thirteen DBE schools in Gubeng and Kenjeran: one set of

computer each including its modem for Internet connection.

Further, District Communication and Information Office (Diskominfo) budgeted

about Rp.260 million for DigiSchool dissemination for about 645 schools in Surabaya

(SD, SMP, SMA, and SMK). A meeting regarding DigiSchool dissemination was

carried out on April 23, 2010 attended by Kepala Diskominfo Kota Surabaya Bapak

Ir. Chalid Buhari, Kepala Bidang Aplikasi dan Telematika Bapak Irvan Dani Ananda,

Pak Khakim (lead grantee), and national and provincial DBE1staff. The dissemination

training activities were carried out mid May to end June 2010 (Table 5.4), and

conducted in four different training locations, i.e. Diskominfo office, Golden City

Mall, BLC Telkom Taman Flora, and BLC Telkom Margoyoso. Remaining 87

schools (out of 645 schools) received on site training due to limited training location.

Following training sessions, each school received one day on site technical facilitation

(by 20 ITS facilitators, meaning 20 schools per day). The technical facilitation is

scheduled to be finalized in August 2010. As an encouragement, Diskominfo will give

awards to schools that enter complete data into DigiSchool Portal.

In addition, Education Office of Surabaya also has been supporting implementation of

DigiSchool by:

Issuing circular letter requesting all DBE1-partner schools to establish

school‟s ICT team that consists of three teachers who are responsible for

DigiSchool implementation.

Providing a special room that hosts the System‟s computer server and other

equipment.

Providing Internet bandwith so DigiSchool can be accessed by schools and

sub-district education offices.

Providing meeting rooms that can be used for DigiSchool training.

Inviting principals and sub-district education office heads to discuss

implementation of DigiSchool

Supporting Diskominfo in disseminating DigiSchool as mentioned above.

44 More Effective Decentralized Education Management and Governance

From Education Office viewpoint, DigiSchool allows the Office to obtain up-to-date

and accurate information from schools such as number of students, schools‟

employees, or equipment condition easily. With such accessibility Education Office

can establish plans to improve schools‟ conditions based on latest school data. Also,

because DigiSchool enables teaching/learning activities through Internet, the

Education Office can use this facility to try to improve the quality of education in its

schools.

In terms of sustainability, in addition to dissemination efforts mentioned above,

Surabaya Education Office which is responsible for the system maintenance is also

planning to continue working with PT ITS Kemitraan to develop more programs for

DigiSchool. As for other districts, DBE1 believes that when implemented at school,

sub-district, and district levels, DigiSchool provides up-to-date school information

that can easily be used by District Education Office. Similar principles can also be

used at province and national level. In terms of system mainenance, servers can be

placed at district level for schools, sub-district, and District Education Offices to

access.

DigiSchool Dissemination Meeting

Table 5.4: DigiSchool Dissemination Schedule

Region Training Schedule Number of Schools

SD/MI SMP/MTs SMA/MA/SMK

Wilayah Barat 18 May - 4 June 2010 124

Wilayah Selatan 18 May - 3 June 2010 111

Wilayah Pusat-1 18 May - 10 June 2010 167 3

Wilayah Pusat-2 18 May - 9 June 2010 85 42 26

Total by Level 487 45 26

Grand Total 558

Pangkep, South Sulawesi. The grant to the consortium led by YPK Amanah carries

out activities as follows: (i) provide internet service provider (ISP) services, (ii)

Internet Café, (iii) introducing ICT to remote locations (pulau Salemo), and (iv)

provide training on local area network, internet, and computer technicians. ICT Grant

for Pangkep is the only simplified cost reimbursement (SIG) type of grant. This

means that grantee disbursement is dependent on its achievement. Further, any

changes in grant amount is allowable (because it is not fixed grant) providing memo

of justification is issued and approved. For instance, additional grant amount is given

More Effective Decentralized Education Management and Governance 45

URAIAN Nop 2009 Des 2009 Jan 2010 Feb 2010 Mar 2010 Apr 2010 Mei 2010 TOTAL

Saldo Awal - 12.465.000 12.825.000 9.855.000 6.967.500 9.327.500 11.952.500

Pemasukan ( Cash In )

Tambahan Dana dari DBE1 - - - - 14.400.000 38.380.645 45.150.000 97.930.645

Dana dari Konsorsium/ Cost Sharing - - - - - - - -

Pendapatan Sewa Bandwidth Untuk

Client 4.050.000 4.050.000 4.050.000 - - - - 12.150.000

Pendapatan Warnet (AmanahNet) 5.600.000 6.850.000 2.475.000 1.800.000 4.100.000 4.700.000 5.200.000 30.725.000

Pendapatan Training Publik 3.300.000 2.750.000 4.125.000 5.500.000 5.225.000 6.875.000 6.875.000 34.650.000

Pendapatan Training Privat 900.000 600.000 300.000 900.000 1.500.000 2.100.000 4.200.000 10.500.000

Pendapatan Training In House - - - - - - - -

Total Cash In 13.850.000 14.250.000 10.950.000 8.200.000 25.225.000 52.055.645 61.425.000 185.955.645

Pengeluaran ( Cash Out )

Biaya Sewa Bandwidth Telkom - - - - 38.380.645 - 38.380.645

Biaya Sewa Telkom Spedy - - - 412.500 825.000 825.000 825.000 2.887.500

Equipment (Server & Tower

Recontruction) - - - - 14.400.000 - 45.150.000 59.550.000

Operasional Cost - - - - - - - -

Maintenance Cost 1.385.000 1.425.000 1.095.000 820.000 672.500 897.500 1.107.500 7.402.500

Honor Instruktur Training Publik 990.000 825.000 1.237.500 1.650.000 1.567.500 2.062.500 2.062.500 10.395.000

Honor Instruktur Training Privat 270.000 180.000 90.000 270.000 450.000 630.000 1.260.000 3.150.000

Honor Instruktur Training In House - - - - - - - -

Total Cash Out 1.385.000 1.425.000 1.095.000 1.232.500 15.897.500 40.103.145 47.082.500 108.220.645

Saldo Akhir per Bulan 12.465.000 12.825.000 9.855.000 6.967.500 9.327.500 11.952.500 14.342.500 77.735.000

to purchase a new sturdier 4-leg tower to replace the

original 3-leg tower that was broken due to natural

disaster. The tower is essential for ISP operation.

Instillation was completed in April 2010.

Even though cash generated by the ISP component is not

as much as expected, other grant component activities do

generate sufficient cash to maintain/sustain the program

(see cash flow, Figure 5.5 below). Grantee‟s biggest

expenses is for bandwidth fees. Howver, this is now not a

really a problem because grantee uses Jardiknas

bandwidth for ISP bandwidth in return for Jardiknas use

of DBE1 tower. Therefore, it appears that the program

will be sustained after the grant officially closes.

Table 5.5: Pangkep Grant Cash Flow

Anticipated Next Steps

Assist grantees in grant final reporting process.

Continue compliance monitoring by reviewing each grantee‟s progress reports

for completeness and compliance of general reporting requirements.

Conduct impact evaluation and reporting.

New 4-Leg Tower

46 More Effective Decentralized Education Management and Governance

5.2 EMIS Pilot (Task 8)

The EMIS Strengthening Pilot program is being carried out in two selected districts in

Aceh: Aceh Tengah and Pidie. The program has two phases: preparation and

implementation phases. Preparation phase was completed in 2009. Full scale

implementation began in the last quarter. The pilot field work was completed during

this quarter and a conference to present result took place at end of June 2010.

Table 5.6: Progress with EMIS Pilot

Activity Target Volume Target Date

Status at end of Quarter

(cumulative)

Achievement this Quarter

Target next Quarter

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

Implement Work Plan Phase-2

Oct 09 Work Plan Phase-1 completed, Phase-2 in progress

Work Plan Phase-2 completed

Work Plan Phase-2 fully implemented

Procure equipment district, sub district and school

62 computers, 52 printers, 20 Smart Phones

Jan 10 Printers, Desktop Computers, and Smartphone‟s completed

Procurement of equipment completed

none

Conduct resource assessment district, sub district, and schools

52 SD/MI, 2 UPTD/KCD, 2 DEO and Kandepag

Oct 09 Resource Assessment completed and implemented

Resource Assessment Report submitted to USAID

none

Train district, sub district, and schools

Train in ICT Strengthening and EMIS Strengthening using SDS++

Apr 10 ICT Strengthening trainings completed

ICT training materials submitted to USAID

none

EMIS Strengthening training is near completion

EMIS Strengthening training completed

none

Monitoring and evaluation** (initial, measure-1, and measure-2)

52 SD/MI, 5 UPTD/KCD, 2 DEO

May 10 Initial and measure-1 completed

Measure-1 completed;

Measure-2 initially begun

Measure-2 completed

Evaluate and disseminate results for MONE policy on data flows

National workshop

Jun 10 Full scale implementation near completion

TOT for SDS++ Dissemination completed

National Workshop for MONE completed

Final Report submitted

* SDS++ is further development of School Database System (SDS) which has been piloted in over 1000 schools. SDS++ will include two additional features: Monthly Report and Laporan Individu Sekolah/Madrasah (LI-SD of Padatiweb) which directly relates to MONE‟s EMIS.

** Monitoring and evaluation utilizes Resource Assessment Instruments

More Effective Decentralized Education Management and Governance 47

Full Scale Implementation

After successfully testing the School Database System++

(SDS++

) program at the end of

2009, DBE1 continued with program implementation in Pidie and Aceh Tengah

Districts. Together with the Ministry of National Education (MONE) Education

Statistics Center, throughout March and April 2010 DBE1 trained stakeholders at

school, sub-district, and district-level to improve and synchronize their data usage and

management. In these two months DBE1 trained a total of 252 people consisting of

principals, administrative staff and teachers of 52 partner schools, supervisors of

kindergarten and elementary schools, Islamic school supervisors, and representatives of

the Office of Religious Affairs and District Education Office of both districts. By using

SDS++

, participating schools and madrasah can now develop their school plan, produce

supporting documents for various purposes such as the Elementary School Individual

Report (Laporan Individu-Sekolah Dasar –LI-SD/M) and BOS usage report, as well as

their own school report card. In addition, with SDS++

and using a simple Personal

Digital Assistant (PDA,) supervisors can easily obtain data from schools and transfer

this information to sub-district and district education office. Transfer of information can

also be done between sub-district and the district education office. In addition to

uploading more valid data to the MONE EMIS (Padatiweb), district and sub-district

education office personnel can also use the PDA to display aggregated school data such

as academic performance in the sub-district.

The Head of Pidie Education Office responded positively to DBE‟s support in

implementing the SDS++

program in his district. He explained that the Education

Office plans to expand this program to other schools, pending a review of the

implementation result. Furthermore, the Education Office will issue a Decision Letter

requesting each school to establish its own ICT team to support the implementation of

SDS++

in more sub-districts. Participants were also very enthusiastic about this

program. Ibu Nursiah, the Principal of SDN Pangge Pilok, Pidie, mentioned that,

rather than filling out forms manually, the school uses SDS++

to produce school‟s

monthly report digitally and send the report to Education Office.

Ibu Nurazizah from SDN Bambong dan Ibu Marliah from MIN Reubee, Pidie, were in the

process of linking their PDA with their desktop to synchronize data. Using the PDA enables

school data to be easily transferred to the sub-district and district education office

Ibu Sitti Aisyah from SDN 3 Aree, Pidie, inputting BOS transactions information into

the System

48 More Effective Decentralized Education Management and Governance

Meanwhile, in Aceh Tengah, a

representative of MONE Education

Statistics Center visited schools in order

to directly observe the training sessions.

He indicated that he hopes that with

EMIS/ICT strengthening efforts in these

two districts more effective and efficient

data management can be achieved and

stakeholders at school, sub-district, and

district level can be encouraged to use

data that is valid and up-to-date. The

Head of the Education Office of Aceh

Tengah said he hopes that participating

principals, school personnel, teachers

and supervisors can disseminate the knowledge and skills to others. A representative

of the Aceh Tengah Parliament encouraged those who were trained to continue using

the system in their respective places. Bapak Bardan also indicated that he hopes this

effort will help improve the quality of human resources in Aceh Tengah.

Monitoring and Evaluation

Monitoring and evaluation (M&E) was carried out in the period April - July 2010.

Two measures of success were taken: the first was completed and the second is

ongoing. While the first measure aims to assess whether schools/madrasahs,

UPTD/KCD, and district education office (DEO) installed SDS++

in their sites

following series of training sessions, the second assesses whether (i) school/madrasah

update, verify, and validate their data, and (ii) sub-district and district offices

synchronized school/madrasah data using PDA. Each school and madrasah was

provided with a computer and printer, each sub-district office (UPTD/KCD) was

provided with a computer and PDA, and the district offices in both districts was

provided with a PDA.

The assessment of SDS++

installation at schools and madrasah took longer than

expected. April, May, and June turned out not to be an ideal time for additional

activities in schools and madrasah. Notwithstanding the regulation (Permendiknas No.

24, 2008) regarding School/Madrasah Administrative Staff8, schools do not typically

have school administrative staff (tenaga administrasi sekolah – TAS) that are assigned

full time to handle school data. During this period, in addition to the regular 24 - 35

hours per week teaching learning process, schools were busy with final exams and

new school enrollment.

8 Pasal 2: Penyelenggara sekolah/madrasah dapat menetapkan perangkapan jabatan tenaga administrasi pada

sekolah/madrasah yang diselenggarakannya.

Pasal 3: Penyelenggara sekolah/madrasah wajib menerapkan standar tenaga administrasi sekolah/madrasah sebagaimana diatur dalam Peraturan Menteri ini, selambat-lambat 5 (lima) tahun setelah Peraturan Menteri ini ditetapkan.

Ibu Sitti Aisyah from SDN 3 Aree, Pidie, inputting BOS transactions information into the

System

More Effective Decentralized Education Management and Governance 49

Figure 5.1: Illustration of SD/MI Dispersion Location in Pidie and Aceh Tengah

The implementation of SDS++

in schools required a lot of technical assistance from

the DBE1 ICT team. In the assessment, the DBE1 team found out that almost all

schools and madrasah had commenced installation of the software but awaited further

technical assistance to complete the process. In addition, about six schools did not

start installation at all even though they had been provided with a computer at the

school. The team also found out that several computers were stored at the principal‟s

house for security reasons. The same circumstances applied for sub-district offices

(UPTD/KCD). As a result, the DBE1 ICT team assisted each and every school,

madrasah and sub-district office in the installation processes including asking the

principal to provide a secure location to enable computer use at the school/madrasah.

MONE National Workshop

From June 22 to 24 in Jakarta, the

Education Statistics Center of Research

and Development Body of Ministry of

National Education (PSP Balitbang

Kemendiknas) conducted a meeting

aimed to inform participants on the

Center‟s nationwide efforts to collect

education-based data as well as

implement different applications to

support such efforts. Taking the theme

of "Revitalizing Data Collection

Management to Improve Quality of

Education," this meeting was attended

by more than 100 participants from 33

provinces, 33 districts and 30 Education Quality Assurance Body from all over

Indonesia.

EMIS & ICT Specialist, Ibu Tita Rachmaniah (second from left), presented the SDS++

Program

50 More Effective Decentralized Education Management and Governance

In this meeting DBE1 presented the School Database System++

(SDS++

) to the

participants. Collaborating with the Education Statistics Center, DBE1 developed

SDS++

to support schools, sub-district, and district education office in the

management of school and education-based data. Besides aiming to support schools to

manage their data and information efficiently and in accordance to their needs,

another purpose of SDS++

is to facilitate a digital exchange of data and information

between schools, sub-district and district education office. So far, DBE1 has tried-out

the SDS++

Program in districts of Aceh Tengah and Pidie. DBE1 has also conducted

Training of Trainers in Purworejo, Jepara, Tuban, Bojonegoro, and Enrekang districts.

Local governments in these districts have given a commitment to disseminate and

implement this program in their regions.

In general, the SDS++

Program is in line with the Education Statistics Center‟s

priority. Since 2010, the Center has been collecting data for its Web-Based Education

Data and Information Portal using digital means such as electronic questionnaires. In

the meantime, one of the SDS++

outputs

is the standard SD/MI Individual Sheet

(LI-SD/MI) which can be electronically

exported to the portal.

DBE1 also demonstrate how to use the

SDS++

application and a Personal Data

Assistant (PDA) as a tool for data and

information digital transfer. DBE1

efforts received positive feedback from

the participants as representatives from

21 provinces, districts, or Education

Quality Assurance Body requested more

information about the SDS++

program.

Anticipated Next Steps

Monitor and evaluate SDS++

usage at the school/madrasah, sub-district offices,

and District Education Offices and district MORA offices (Measure-2).

5.3 EMIS Pilot Dissemination

DBE1 contracted modification dated 2010 tasked DBE1 to disseminate EMIS

Strengthening Pilot program in five districts in addition to Aceh Tengah and Pidie

districts. By the second week of February 2010 two districts requested DBE1

technical assistance for the EMIS Strengthening program. The districts are Tuban and

Bojonegoro of East Java province. Further, the following districts expressed their

interest to disseminate the program before the project ends in September 2010:

Sukabumi – West Java; Jepara and Purworejo – Central Java; and Enrekang – South

Sulawesi. For final program implementation, each district have provided funds to

cover the costs while DBE1 will provide technical assistance as necessary. To follow

up, DBE1 apply the following steps: (i) provide training of trainers (TOT) for the six

districts, (ii) provide district and school level trainings (together with trainers from the

Guided by DBE1 staff, one of the participants tries out the SDS++ application on a PDA

More Effective Decentralized Education Management and Governance 51

first step), and (iii) provide technical assistance (as requested) on district final

program implementation. In addition, prior to dissemination DBE1 national ICT team

carried out training for province ICT team (DIS/JDIS/DIA). Step one and step two

were concluded while step three will follow.

Table 5.7: Progress with EMIS Pilot Dissemination

Activity Target Volume

Target Date

Status at end of Quarter

(cumulative)

Achievement this Quarter

Target next Quarter

Socialization of EMIS Pilot Program for candidate five districts

6 districts May 2010 2 districts conducted

2 districts conducted

4 districts receive socialization

Train DBE1 staff at targeted province and districts

DIA, JDIS, DIS, and SDS Facilitators

Jun 2010 completed DBE1 staffs and SDS Facilitators trained

None

Provide Training for Trainers

6 districts Jun 2010 completed 6 districts receive training of trainers

None

Provide Technical Assistance for Dissemination

6 districts Sep 2010 Not yet Not yet Not yet

Monitoring & Evaluation

6 districts Aug 2010 Not yet Not yet Not yet

Introduction and Planning on EMIS Strengthening Workshop using SDS++

The workshop was conducted on 10 -12 May 2010 in Yogyakarta and was attended by

USAID CTO Ibu Mimy Santika, DBE1 COP Bapak Dan Moulton, Head of PSP

Balitbang Kemendiknas Bapak Ade Cahyana, and Join Team of PSP and DBE1. The

participants of the workshop were heads/staff of provincial education offices of South

Sulawesi, West Java, East Java, Central Java, and DI Yogyakarta. Other participants

were heads/staff of district education offices of Enrekang, Sukabumi, Jepara,

Purworejo, Tuban, and Bojonegoro.

During the workshop Ibu Mimy Santika emphasized that EMIS Strengthening using

SDS++

is a continuation of DBE1 EMIS Assessment activity that was carried out in

2007. The purpose of EMIS Strengthening is to help school/madrasah, UPTD/KCD,

and district education office/Kandepag providing multiple outputs, including LI-SD/MI

electronic questionnaire, from a single application software. Further, Ibu Mimy

reminded that quality data and information is a synergy of supply of quality data,

demand for quality data, and capacity to produce quality data.

52 More Effective Decentralized Education Management and Governance

Manual Data Flow (Kab./Kota → Sekolah)

InternetData Flow(Kab./Kota → PSP)

Internet Data Flow (PSP→ LPMP)

Internet Query Data Flow (LPMP → Propinsi)

Internet Query Data Flow (PSP→ Unit2 Kerja)

UNIT – UNIT KERJAUNIT – UNIT KERJA

Dinas Pendidikan

Provinsi

Dinas Pendidikan

Provinsi

Dinas Pendidikan

Kabupaten / Kota

LPMPLPMP

$

SEKOLAH

JARDIKNAS

Pusat Statistik Pendidikan

BALITBANG

Various Activities during SDS++ Introduction and Planning Workshop

Figure 5.2: Manual and Internet Data Flow Concept

In the mean time, Pak Ade Cahyana gave concept regarding education data flow

starting from school/madrasah up to PSP Balitbang. At present data flow from the

school/madrasah level are carry out manually to district education office, by passing

sub-district education office, while data flow from district education office is carry out

via internet (Jardiknas) into Padatiweb. He also mentioned that data collected from

More Effective Decentralized Education Management and Governance 53

16

26

61

0

10

20

30

40

50

60

70

Dinas Pendidikan KCD/UPTD Sekolah

schools/madrasah were not satisfactorily yet and that data publication is still one year

behind. DBE1 model of electronic data flow using SDS++

is expected to provide

solutions for such a problems.

In between the workshop sessions Join Team of PSP-DBE1 carried out a meeting

discussing LI-SD/MI new establishment. The discussion was attended by DBE1

national ICT team and PSP team: Retno Wibowo, Ade Nasrun, Hopman Nababan,

Sudarwati, Agus Purwadi, Fuad, and Adil. Here PSP team notify that LI-SD/MI 2009

(discussed and agrred on February 2009) was improved into LI-SD/MI 2010/2011

(established in May 2010) and look forward that DBE1 will follow this new

establishment. The new establishment covers: (i) class-based curriculum is changed into

school-based curriculum (kurikulum menurut kelas diubah menjadi kurikulum menurut

sekolah), (ii) add data on internet connection availability at school, (iii) omit/delete

data on students who also attended madrasah after school hours, (iv) enrich school

category from three categories into six categories: SPM (standar pelayanan minimal –

lowest category), RSSN (rintisan sekolah standar nasional), SSN (sekolah standar

nasional), RSBI (rintisan sekolah berstandar international), SBI (sekolah berstandar

international), and SD SMP Satu Atap., (v) add Penjaskes course (health and sport)

into course composition, (vi) delete grade average courses, (vii) record only the latest

school final exams grade, (viii) add school accreditation value with „not accredited‟,

and (ix) add age range of teachers into 50 – 59 years of age.

Training on Trainers (TOT) for District and School Levels

After successful workshop in Yogya, each districts set schedule for district and school

level TOT. The TOT was

carried out starting from 24

May to 18 June 2010.

However, DBE1 team

mentioned that for the training

implementation, districts have

to wait until DBE1 ICT team

finalized software revision as

requested by PSP i.e. LI-

SD/MI 2010.

In total, participants of

School level SDS++

TOT

comprised of 103 participants (16

Dinas Pendidikan, 26 KCD/UPTD,

and 61 school/madrasah).

Total partipants on District level

SDS++

TOT consist of 86 participants

(Bappeda, Dinas Pendidikan,

DP2KJAD, DPRD. KCD/UPTD,

Manajer BOS, Sekolah, and Tim BOS

Kabupaten).

No. Kab./Kota Diseminasi

TOT Schedule Tim Nasional

Sub-District & District Level

(2 days)

School Level (3 days)

USAID - DBE1 Wali Padatiweb

Terkait

1. Enrekang – South Sulawesi

24 -25 May 2010

26, 27, 29 May 2010

Rianti

Tita M. Rachmaniah

Hamdan Hadenan

Hopman Nababan

2. Bojonegoro – East Java

25 -26 May 2010

27 – 29 May 2010

Dirga Prahadi

Budi Setiawan

Agus Purwadi

3. Jepara – Central Java

31 Mei – 1 June 2010

2 – 4 June 2010

Rianti

Tita M. Rachmaniah

Anton Gerhana

Ade Nasrun

4. Tuban – East Java

31 Mei – 1 June 2010

2 – 4 June 2010

Dirga Prahadi

Budi Setiawan

Agus Purwadi

5. Purworejo - Central Java

7 – 8 June 2010 9 – 11 June 2010

Panji Wasmana

Sigit Masanto

Fuad

6. Sukabumi – West Java

14 – 15 Juni 2010

16 – 18 Juni 2010

Panji Wasmana

Rudi Sopiana

Sudarwati

54 More Effective Decentralized Education Management and Governance

4

36

13

38

12

1

0

5

10

15

20

25

30

35

40

BAPPEDA Dinas Pendidikan

DP2KAD DPRD KCD/UPTD Manajer BOS

Sekolah Tim BOS Kabupaten

SDS++

TOT at Bojonegoro & Tuban

SDS++

TOT at Purworejo & Sukabumi

SDS++ TOT at Jepara & Enrekang

More Effective Decentralized Education Management and Governance 55

Anticipated Next Steps

Revise SDS++ software to fulfill LI – SD/MI 2010 requirements

Provide technical assistance for six districts that disseminate EMIS

strengthening.

5.4 DBE Website 9

As of June 2010, the DBE website received 2,002,625 hits since the website was

launched in 2005. This quarter‟s total hits (253,002) is slightly lower than last

quarter‟s total hits (260,779). After an increase of website hits in April 2010 to May

2010 (81,898 to 102,926), DBE website hits decreased to only 68,178 hits in June

2010 (see right side of Figure 5.3). This quarter‟s weekly average hits is 18,671 with

the highest hits recorded at 3rd

week of May (26,581 hits) and the lowest hits at the 4th

week of June (6,750 hits). (see left side of Figure 5.3)

Figure 5.3: Website Hits

During the quarter, DBE1 continued to upload information from DBE123 into various

sections of the Website, primarily: News and Resource Materials. Annex 4 contains a

list and description of uploaded information. The top ten requests for documents up

until the last quarter were dominated with resource materials uploaded by DBE1

related government legal documents which are ministerial decrees, law, and

government regulations. Also among the top ten downloads were DBE1 and DBE3

manuals (see Table 5.8 below).

9 http://www.dbe-usaid.org/

56 More Effective Decentralized Education Management and Governance

Table 5.8: Top 10 Requests for Documents until the Last Quarter

Resource Materials Download Frequency

Date Upload

(mm-dd-yy)

Duration since

upload date (days)

Daily Download Frequency

How to Fill SD/MI Profile Instruments Manual

8.718 1-Jul-09 359 24.28

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

10.726 28-Jul-08 692 15.50

Bantuan Operasional Sekolah (BOS) 2009 Manual Book

6.885 11-Feb-09 499 13.80

Law number 14 year 2005 regarding Teachers and University Lecturers

13.974 15-Aug-07 1,035 13.50

Teknologi Informasi Komunikasi untuk Kehidupan, Pembelajaran dan Pekerjaan

15.236 31-Jul-06 1,410 10.81

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

9.629 27-Nov-07 933 10.32

District Education Board Strategic Planning Preparation Manual

3.402 1-Jul-09 359 9.48

National Education Minister Regulation number 50 year 2007 regarding Education Management Standard by Local Government

4.692 23-Jan-09 517 9.08

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

8.465 27-Nov-07 933 9.07

Minister of National Education Regulation number 39 Year 2009 regarding Teachers and School Supervisors Workload

2.358 7-Oct-09 263 8.97

Anticipated Next Steps

Continuous improvement, maintenance, and update on website content.

Continuous update on Geographic Information System (GIS).

Event list improvement to display calendar activities filtered by province or by

DBE components.

Add new feature called photo gallery to depict various DBE activities.

Add search engine facility to help website users retrieve information.

Convert DBE website to Drupal CMS (Content Management System) and

move the hosting to a local webhosting service

More Effective Decentralized Education Management and Governance 57

6. Public-Private Alliance (Task 9)

6.1 Outreach activities for PPA at National Level

During the quarter, DBE1 has been exploring the possibility to form alliances with

corporations to support DBE activities. Follow up meetings with Indonesian

organizations such as Gramedia Widiasarana Indonesia and Sampoerna School of

Education have been conducted to initiate alliances. The following meetings are

highlighted:

6.2 Gramedia Widiasarana Indonesia (Grasindo)

Follow up meetings took place with Gramedia Widiasarana Indonesia (Grasindo)

during the quarter. The final mock up of the DBE1 MBS package was presented to

Grasindo in mid April, so that Grasindo could calculate their contributions to the

partnership. To ensure that the partnership with Grasindo is a good deal, DBE1 seek

pricing from three other vendors as a comparison to the Grasindo contributions.

After receiving information from other vendors, it was decided that because of

Grasindo contributions were not competitive enough and because of the limitation of

time to renegotiate with Grasindo, that DBE1 would not pursue a PPA with Grasindo.

6.3 Sampoerna School of Education

Sampoerna School of Education (SSE) prepared a draft proposal and submitted to

DBE1 and USAID at the end of March. Follow up meetings with SSE took place

during the quarter. It was decided that because of the complexity of the program

proposed by SSE and because of the limitation of time, that DBE1 would not pursue a

PPA at this, but DBE1 would continue to offer limited support for SSE initiatives.

SSE requested DBE1 technical assistant in developing a credit earning program

within SSE based on the existing DBE1 modules and materials. DBE1 agreed to

support SSE by assigning DBE1 Provincial Coordinator for West Java & Banten to

assist and work with the SSE Team to plan for and develop a foundation for design

conversion mechanism of the DBE1 program into a credit earning program which is

integrated into a formal degree program of S1 and/or S2 level in SSE. The timeframe

for this collaboration is between May and September 2010.

Private Public Alliances (PPA) Program Goals

Explore the possibility to form alliances with corporations

58 More Effective Decentralized Education Management and Governance

The Conoco Phillips Alliance: Central Java and Yogyakarta

Impact Study

From 31 May to 3 June 2010, DBE1 conducted a small study to see the impact of this

project on the schools. The study was carried out in a sample of 15 schools or 43% of

total schools. The schools for the sample were randomly selected and it covered all of

districts and type of schools (SD-MI, SMP-MTs, public-private and PKBM). The

respondents were principals, teachers and students. Data was collected through

interviews.

All the sample schools indicated positive outcome and impact after the

reconstruction/rehabilitation processes was completed. The respondents were very

enthusiastic explaining about the outcome and the impact of the school

reconstruction/rehabilitation. Almost all sample schools visited indicated that the

classroom atmosphere is now more comfortable and teachers are also enjoying

teaching in the new classroom because it is safe, clean and has better air circulation.

Students are also much happier and can have better concentration in the classroom.

Some schools mentioned that since the school library now has new books, students

often come to the library and enjoy reading much more.

Almost all respondents said that they are proud of the new building. Students are

more diligently studying and come to school on time. Some schools (10 out of 15

schools) said that the new student enrollment increased; one school, SMP PGRI in

Bantul district, experienced a 112% increase and they are now planning to build

additional two classrooms to anticipate the 2010/2011 new school year. Some schools

(2 out of 15) said that it is static; and some schools (3 out of 15) said that enrollment

decreased. All madrasah indicated that the new student enrollment is increased

significantly. Beside the new student enrollment, some schools (8 out of 15 schools)

said that the final exam result (UASBN) is also increased. Some schools (3 out of 15)

said that it is static; and some schools (4 out of 15) said that it decreased.

The community participation approach that DBE1 employed engendered high degrees

of community ownership and satisfaction. Some schools mentioned that the

surrounding communities often come to school to see the building condition or use

the school hall for village activities, like pengajian (praying) or community regular

meeting. We also found that all school buildings are well maintained - all schools said

that they use BOS fund for the school building preventive maintenance.

News of the above-mentioned study (as shown in Figure 6.1 below) was forwarded to

ConocoPhillips Indonesia as well.

More Effective Decentralized Education Management and Governance 59

Figure 6.1: News of ERA Impact Study on DBE Website

Rehabilitation of SDN Kledokan, Sleman was completed in November 2008. After one and half years, the building is well

maintained.

Classroom condition at SDN 01 Jurangjero, Klaten

60 More Effective Decentralized Education Management and Governance

7. Dissemination and Sustainability DBE1‟s core strategy is to develop exemplars of good practice in management and

governance, both at school and at district level, and to support the dissemination of

these to other schools and districts.

Singling out good practice requires an agreement on what is meant by the term „good

practice‟ and how we can identity it. Good practice in DBE1 is defined through

reference to international research, reports on previous and concurrent projects in

Indonesia and lessons learned through our own project experience and systems for

monitoring and evaluation.

With the various definitions found in recent MONE policy documents in mind, DBE1

defines good practices as those which meet stakeholder needs and help implement

current policy which improves basic education in efficient and effective ways.

During this, the final period of project implementation, the focus has shifted to

supporting increased dissemination and sustainability. During the first four to five

years DBE1 worked with partners to develop, pilot, finalize and begin to

institutionalize methodologies designed to implement GOI policy in ways that support

good practice in the management and governance of basic education. While

sustainability and dissemination have been core goals since the commencement of

DBE1 activity in 2005, it is in this final year that these goals have taken center stage.

Beyond achieving sustainability of project outcomes in target districts and supporting

dissemination within and across districts, it is intended that this process will influence

government policy, creating a much wider impact.

Sustainability is an essential element in good practice. Dissemination is at the heart of

the project‟s strategic approach. Our main approach is to (1) develop good

methodologies, good practice, and formalize these in practical manuals, (2) build the

capacity of facilitators and service providers to use these, and (3) support policy

development at district, provincial and national levels to institutionalize the good

practice.

During this quarter, DBE1 completed close out in the original target districts.

Notwithstanding this close-out, the scale and scope of dissemination programs has

been increasing dramatically towards the end of the project. We know from

experience that provinces and districts typically release funds for development

towards the end of the calendar year. It is thus likely that after this quarter, many new

dissemination programs will be commencing. It will be very strategic if USAID is

able to continue to support the development and progress of dissemination as well as

sustainability of core project interventions and outcomes after the completion of the

current DBE1 contract period.

More Effective Decentralized Education Management and Governance 61

7.1. National Policy and Practice (Task 10)

DBE1 continued to work closely with national counterparts throughout this quarter

with the aim of mainstreaming the good practice developed through the project and

influencing national policy and practice. Our ongoing work with the MONE

Secretariat for School Based Management (Directorate for Kindergarten and

Elementary Schooling), with the Directorate for Junior Secondary Schooling, and

with other donors has been influential in the development of national policy and

practice in relation to school-based management.

Certification of facilitators

In response to a request from MONE‟s

Director of Kindergarten and

Elementary Schooling, a major focus

this quarter was on certification of

district facilitators. Following earlier

consultations, a workshop was held with

representatives of the Secretariat,

DBE1, and USAID at Bogor on 1-2

June 2010 to discuss facilitator

certification and agree on the process

and objectives of the certification

program.

The purpose of certifying a group of

facilitators who have been trained by DBE1 is to ensure the quality of training in

specified fields for which the facilitator is certified. The areas in question are: school

development planning (RKS), school committee strengthening, school leadership,

school database system (SDS), and financial management of school support funds;

BOS 2010. It was also proposed that facilitators for Asset Management and Human

Resource Management be given certificates.

It was agreed at the workshop that the process and criteria developed by DBE1 for

DBE1 meeting with MONE to discuss certification of facilitators

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

62 More Effective Decentralized Education Management and Governance

certification are appropriate. Prior to the workshop, all district facilitators were

assessed against the agreed criteria by a team comprised of local counterparts, school

representatives and DBE1 coordinators. Following the workshop, a validation process

was undertakan to confirm the candidates nominated by the province. It was further

agreed that a DBE1 team together with the Secretariat will conduct random validation

in early July 2010. It was also agreed that a gender balance should be sought in the

certification process.

The workshop decided that certificates will be issued by DBE1 in the first instance.

Consultations are underway with the Directorate with the aim of getting agreement for

the certificate to be formerly acknowledged by the Director.

During this quarter, as described later in

this section, DBE1 also facilitated

dissemination programs in three new

provinces in response to requests: South

Sumatra, West Sumatra and East Nusa

Tenggara (NTT). The Director

particulary requested that facilitators be

certified from NTT in order that training

could be provided in the future from the

eastern to western provinces of

Indonesia. It was thus agreed that an

initial assessment would be made for

certifying facilitators in these provinces.

Once these provisionally certified participants have had the opportunity to conduct

training, late August or early September, their certification will be confirmed through

a field validation process as part of monitoring to be coordinated by DBE1 in each

province.

It is anticipated that the MBS Secretariat will disseminate the final list of facilitators

who have been certified by DBE1. The following parties will be given a list of

facilitators:

1. Provincial and District Education Offices,

2. National and Regional Offices of Religious Affairs

3. Other donors

4. Foundations and non-government education providers

5. Service Providers

6. The Archdiocese of Ende

Excluding the group from NTT and other dissemination provinces, a total of 230 are

expected to be certified. As shown in the figure below, of these 195 are men and 35

women.

Padang Panjang District Secretary tried to use SDS

More Effective Decentralized Education Management and Governance 63

Table 7.1: Facilitators to be certified, by Province and Gender

Province Male Female Total

Aceh 7 4 11

North Sumatra 17 3 20

West Java & Banten

31 6 37

Central Java 44 8 52

East Java 65 8 73

South Sulawesi 31 6 37

Total 195 35 230

Collaboration with MONE and other donors

In the previous quarter DBE1 commenced collaboration with MONE and other

donors to develop an integrated training program to support the implementation of

school-based management policies. The program continued in this quarter. The first

workshop was held on February 19, 2010 at Hotel Century. This workshop identified

the types of training program materials developed by donors so far: RKS, school

financial management, and school self-evaluation. Participants included

representatives of the Directorate of Kindergarten and Elementary Schooling, the

Directorate of Junior Secondary Schooling, MORA (MAPENDA), AIBEP, DBE1,

USAID, AusAID, the World Bank and the national BOS team. This workshop was

funded by the Indonesian state budget.

In the second workshop, conducted on 1 April 2010 at the Century Hotel, a number of

sub-topics to be followed up in national training materials for SD/MI and SMP/MTs

were agreed on. This workshop, attended by the same participants, was funded by the

World Bank. Subsequently a third workshop, also funded by the World Bank was

held on May 20 to 21 at the Sultan Hotel. At this workshop, participants from the

Directorate of Junior Secondary Schooling, MORA (MAPENDA), AIBEP, DBE1,

AusAID, the World Bank and the national BOS team commenced preparation of draft

modules for RKS, school financial management, and school self-evaluation.

A fourth workshop, held on 12-14 July at the Novotel Hotel in Bogor, reviewed the

draft training modules. Discussion focused on the overall flow of the modules. As a

result, draft modules were completed for RKS, school financial management and

school self evaluation. Documentation of the meeting proceedings was also

completed. Participants included representatives of the Directorate of Junior

Secondary Schooling, the Minimum Service Standards (SPM) team, DBE1, the World

Bank, and the national BOS team. This workshop was funded by the World Bank.

The following activities were agreed as follow-up to these workshops:

Piloting of the modules will be conducted late in September 2010 in one

district in Yogyakarta province (funded by World Bank).

Training of facilitators will be conducted late 2010. Technical details are still

under discussed (funded by World Bank).

64 More Effective Decentralized Education Management and Governance

School level training (principals, school treasurers, and school committees)

will be conducted in early 2011.

The length of the school level training is proposed as follows: two days for

schools that are advanced, three days for average standard schools, and four

days for schools that are judged to be less advanced.

School level training will be funded by the AusAID (under a grant agreement

with the government of Australia) at an estimated cost of AUD 20 million.

Meta-analysis

During the quarter DBE1 continued work on various impact studies and meta-

analyses which are intended to ultimately inform policy development at national

levels. The meta-analysis of data collected as part of the district interventions

continued with international consultants working with members of the national DBE1

team. A draft report, entitled Efficiency, Effectiveness and Equity in Indonesian

Decentralized Basic Education, was prepared this quarter. Preliminary results were

presented to USAID and stakeholders in a workshop held in May.

To determine the extent to which resources have been used effectively and efficiently

in the education sector, this study drew on data gathered by 25 districts (in five

provinces). It also examined whether and to what extent the current mechanisms for

financing education promote greater equity. The initial analysis relies on two tools

developed and used by DBE1. The first is the District Planning Information Support

System (SIPPK), which generates a database containing the results of the official

annual school census. It includes data on students, teachers, other staff, physical plant,

equipment, materials, exam results and other features of over 11,000 elementary and

about 2,400 junior secondary schools. The analysis also draws on the District

Education Finance Analysis (AKPK) tool, developed and used by DBE1 to assist in

evaluating the allocation and use of resources by districts. The AKPK contains data

on the national, provincial and district resources budgeted for and expended on

education in 25 districts.

Together these data sets tell a story of a fairly well-funded, decentralizing education

system in which the available resources are mostly consumed by day-to-day

operations. For example, the great majority of operating expenditures go to the

salaries of teachers. Furthermore, there are great inefficiencies in how education is

financed, the most glaring example of which is that the system currently pays for

more elementary and junior secondary teachers than it actually needs. In addition,

because districts develop and manage their own budgets, there are pronounced

differences in what is spent on education from one district, sub-district or even school

to the next. In the districts for which DBE have data, some spend less than Rp

1,000,000 per elementary school student, while others spend almost Rp 2,500,000.

And some schools in the low spending districts produce better outcomes than many

schools in the high spending districts.

While per pupil expenditure is not a determinant of student performance on

examinations in elementary or junior secondary school, analysis of school

characteristics does reveal other factors that do have relationships with student

More Effective Decentralized Education Management and Governance 65

outcomes. For example, schools with higher percentages of better educated teachers,

or with more female teachers, have higher average exam scores. In contrast,

elementary schools with more teachers who have had pre-service teacher education,

actually have lower average exam scores. Schools where more students go to

kindergarten, as well as schools in areas that have less poverty among the population

also have higher average exam scores.

Before finalizing the report, which raises policy implications for the Indonesian

Government related to funding and resource allocation, initial findings based on

computer generated correlations need further analysis. In the coming quarter this

analysis will be conducted, and the report will be finalized, submitted to USAID and

disseminated to national stakeholders.

Impact studies

A study on the impact of district level interventions was conducted in this quarter and

is expected to be completed and published in the coming quarter. Further analysis is

required. However, preliminary results from the field are consistent in that district and

provincial stakeholders from all regions are very appreciative of the outcomes and

products resulting from DBE1 interventions at district level. In a significant number

of cases, interventions such as BOSP and renstra have resulted in substantial

improvements in district funding for basic education, more strategic planning and

better targeted policies. There is also a consistent request from stakeholders for

ongoing support from USAID and DBE1 to continue to develop management and

governance of basic education in districts.

A study to determine the impact of school level dissemination programs was also

conducted this quarter and results incorporated into an updated version of the major

Impact Study submitted in draft form to USAID at the end of the previous quarter.

This study will be published and shared with stakeholders in the coming quarter.

In brief, the new study investigated the impact of dissemination on non-target schools

by surveying two groups: (1) 89 schools which were surveyed in a 2008 study of

dissemination and (2) a sample of 105 comparison schools in clusters adjacent to

target school clusters within target districts. The latter group has been monitored

routinely since a baseline survey was conducted in 2006.

On the basis of these studies we can say with confidence that schools involved in

dissemination programs followed to varying extent the DBE1 methodology and

produced good quality school development plans. The majority also involved

community stakeholders, mainly as school committee members, in the process

although to a lesser extent than was typical in DBE1 target schools.

The studies demonstrate that the quality of the programs, although quite varied, is

generally satisfactory. Furthermore, it is clear that the quality of the dissemination

process improved between 2008 when the first survey was conducted and 2010 when

the second two surveys were conducted. In 2010, more schools had completed

preparation of school development plans and the quality of these was better than in

2008. More schools were implementing more varied programs, making the

dissemination process more comprehensive. More schools received mentoring as

66 More Effective Decentralized Education Management and Governance

follow-up to class-based training. The participation of school committees increased.

Although varied in terms of process and impact, in general these dissemination

programs are resulting in improved management and governance of schools. From the

two studies conducted in this quarter it is clear that in the view of the majority of

school principals, the dissemination of DBE1 programs has had a positive impact on

their schools. Some 90% of principals in the sample dissemination schools identified

concrete impacts along with 88% of those from sample non-target schools which

replicated one or more DBE1 program. In most cases, those principals from both

groups who felt there was no significant impact had not completed the program.

When we compare the condition of these schools with those in the baseline survey

conducted in these same districts in 2005, it is clear that the impact of non-project

funded dissemination programs on non-target schools is profound. The baseline

survey found that only 2% of the target schools had good quality development plans.

None had plans which conformed to government requirements. Where there were

plans, these were typically based on a given budget and not on identifying school

needs through data-analysis and proposing plans for improvement. Many were „cut

and paste‟ and did not adequately reflect the local school context. School budgets

were typically prepared by school management to meet administrative requirements.

Parents and community played no significant role. School committees were unaware

of their role and responsibilities. School plans were often not implemented and were

generally not monitored.

After participating in dissemination programs, in 2010, 69% of the sample schools10

had completed preparation of a good quality school development plan and around

70% of planned programs had been implemented. (The completion rate for

comparison schools which joined RKS dissemination programs was somewhat lower

at 59% as was the implementation rate at 41%.) Many schools from both samples had

implemented more than one DBE1 program. As a result, many school committees are

becoming more active, school principals are adopting more open and participative

management practices and schools are learning to manage data using SDS software.

Implementation of school plans is resulting in better managed resources, better

targeted budgets, and activities which improve the quality of the school in a range of

ways.

It is also significant to note that 66% of the non-target schools sampled in DBE1

target districts had replicated or were in the process of replicating one or more DBE1

program. Of these, 58% took part in district-funded dissemination activities, while the

remaining 42% took part in dissemination programs initiated at the local level, often

by active DBE1-trained facilitators, and funded by the schools themselves.

Anticipated Next Steps

Follow-up with the aim of finalizing the forward, and obtaining signature of

MONE Director TK-SD for the school-based management manuals.

10

This figure excludes sample schools in Klaten where the dissemination program stalled after „socialization‟.

More Effective Decentralized Education Management and Governance 67

Conduct follow-up training with MONE on school-based management

materials

Publish and disseminate reports on district level impact study, meta-analysis

and school-level impact study to national stakeholders

7.2. Provincial Engagement (Task 11)

In regions where the response of provinces has been favourable we continue to

develop shared approaches to support dissemination and sustainability. In East Java,

for example this includes developing a team of provincial facilitators. In Central and

East Java, the province is also funding dissemination of programs such as RKS and

BOSP. Some of the activities relating to provincial engagement have been reported

above in the section on district level programs. Collaboration with MORA at province

level has also been a strong feature in Central Java, Yogyakarta and East Java.

Provincial Workshops

During this quarter province level workshops were conducted in all provinces to

support the project‟s withdrawal from districts and to further strengthen the

understanding and role of provinces in supporting implementation and dissemination

of DBE1 programs. These workshops showcased the outcomes of DBE1 interventions

in districts. The purpose was to enable provincial and district governments and

stakeholders to learn more about the program and to encourage them to invest in

programs to disseminate and sustain good practice approaches such as school-based

management, district planning, data management and policy development.

In addition, DBE1 continues to coordinate with provinces to support provincial policy

improvements. Although we attempt to work with all, demand and readiness varies

somewhat between provinces. Some examples of ways in which DBE1 has supported

provincial policy development during this quarter are as follows:

In Central Java, the Head of the provincial Education Office reportedly agreed to

disseminate the DBE1 BOS reporting program to all districts in the province. To this

end he sent all his program staff to attend the DBE1 training on June 3rd.

Left: Partner districts in Central Java took part in discussion with Provincial Education Office on linking education issues between districts and the province. Right: DBE1 symbolically

presented products to South Sulawesi Provincial Bappeda

68 More Effective Decentralized Education Management and Governance

In the provincial workshop in South Sulawesi, DBE1 partners reported on

achievements of the program and discussed ways to synchronize the programs of

districts with those of province. A number of recommendations were made, couched

in the language of government policy, linked to current policy and including activities

for implementation. These included:

1. Province and district governments to support the implementation of DBE1

programs in all schools in South Sulawesi.

2. The development of education-sector planning and policy should be based on

up-to-date and valid data and information.

3. To support stakeholders at province and district level to establish regulations

on education.

4. To use school-based management to improve quality of education.

5. School Committee and Education Council to bridge and voice community and

schools aspirations to district and provincial government.

6. To continue use facilitators who have been trained by DBE1 to support

improvement of education management and governance.

Inova in East Java

In East Java, a set of three initiatives, collectively known as Inova, has become the

focus of collaboration between DBE1 and the provincial Bappeda: (1) a functional

literacy and empowerment program; (2) the Total Education Delivery System (TEDS)

and (3) aligning national, provincial and district strategic plans. In June, DBE1

conducted a series of parallel workshops to address each of these initatives in

cooperation with the East Java Provincial Bappeda at the Purnama Hotel Batu in East

Java.

DBE1 jointly conducted a study with UM, BPNFI and UNESA to assess and map

levels of literacy as a basis for developing a Learn to Read and Write program which,

according to initial planning, can be completed in ten lessons. In line with the request

from Bappeda, in addition to the eradication of illiteracy and development of

functional literacy, the proposed strategy will also address the economic

empowerment of learners, especially the poor, so that hopefully their economic

situation can improve after they become literate. One of the approaches is an activity

that has been developed by the local NGO, YPASEM Lamongan. This will be linked

with other empowerment activities are also being developed by the government.

In order to better plan and manage the provision of basic education in this province,

DBE1 has assisted in the development of a data collection instrument for a Total

Education Delivery System (TEDS). The instrument is designed for data collection in

formal education institutions, non-formal courses and Islamic religious studies

schools (madrasah diniyah). To support the preparation of the instrument, Bappeda

provided three resource persons from teacher training institutions (Surabaya State

University, the University of Tri-Buana Tungga Dewi and Trunojoyo University). It is

expected that this instrument will enable the collation of complete information on

basic education services, whether formal, non-formal or religious. The instrument was

More Effective Decentralized Education Management and Governance 69

finalized in the workshop, ready for piloting.

Following the Batu workshop, the instrument was piloted in a workshop on June 24th

at the education office in Pasuruan, attended by representatives of five madrasah

diniyah, three training (short course) institutions, schools and the District Educational

Office. It was found that the instrument needs to be improved with the inclusion of a

questionnaire for madrasah diniyah and training institutions, and incorporating school

data from SIPPK. It is planned to continue this process, revising and verifying the

instrument in the coming quarter.

DBE1 also supported a study of education indicators in national, provincial and

district renstra in East Java. The study aimed to compare indicators used in the

national Medium Term Development Plan for Education, the Provincial Medium

Term Development Plan and District Strategic Plans (Renstra). It involved seven

districts which worked as partners with DBE1 to develop renstra. DBE1 collaborated

with Bappeda, the Department of Education and Religious Affairs, and Education

Offices in each district to complete the study. The Batu workshop produced a formula

to synergize these indicators, and, based on the data, identified indicators that have

been achieved and not yet achieved at each level.

On 11th June 2010, DBE1 met with the Head of Bappeda and Head of Bappeda’s

Community Education section. It was agreed that the collaboration will continue

through December 2010. Furthermore it was agreed that that the methods for the

eradication of illiteracy and development of functional literacy require further testing.

In this context, the Head of Bappeda proposed a budget of Rp 500 million for the

trial.

Dissemination in South Sumatra, West Sumatra and NTT

In January 2010, USAID received a

letter from the Governor of NTT

requesting assistance. As a result and in

response to demand from local

government and non-government

agencies in NTT and also in Sumatra,

DBE1 conducted an ambitious program

this quarter to train 207 new district

facilitators in the projects‟ school-based

management methodologies in three

non-target provinces: West Sumatra,

South Sumatra and NTT.11

A series of two one-week workshops

was conducted in each location, using experienced district facilitators from DBE1

partner districts to train their colleagues in the new provinces and districts. The

program included school committee strengthening, leadership training, SDS, RKS

and, in NTT and West Sumatra, BOSP.

11

This included a total of 89 in South Sumatra, 42 in West Sumatra and 76 in NTT

Participants of dissemination workshop in South Sumatra

70 More Effective Decentralized Education Management and Governance

While Training of 60 trainers in NTT was funded by DBE1 and coordinated by the

Catholic school system, in South Sumatra the program was coordinated and funded by

the provincial MORA office and in West Sumatra by the districts. In Solok (West

Sumatra) Bappeda took the lead while in Padang Panjang (West Sumatra) the local

Education Office coordinated the program. A local NGO with previous experience

with the USAID-funded LGSP also took a lead in coordinating the program in West

Sumatra.

In NTT the program was coordinated by the Arch-Diocese of Ende and participants

included pengawas and others from the government and Catholic education systems

in three districts on the island of Flores: Ende, Nagekao and Ngada. In Kupang, DBE1

together with representatives of MONE (Directorate of Kindergarten and Elementary

Schooling) and USAID met with the Secretary and senior officials of the the

Provincial Education Office. The Secretary was interested in the work of DBE1 and

particularly in the certification of trainers for possibly use in provincial programs for

school-based management. The Province sent a representative to attend the training

on Flores.

The training in NTT ran very well. A high level of commitment, punctuality and very

positive feedback from participants was evident. Many of the 76 participants in NTT

have extensive prior experience with AusAID and UNICEF -funded projects NTT

PEP, IABEP and CLCC. As a result, the learning was relatively fast and in

general participants could rapidly appreciate the practical aspects of the DBE1

methodologies presented. Some indicated that they prefer the DBE1 model of RKS to

previous models as it is clearer, more logical and targeted.

In NTT a pre-selection process for certifying DF was conducted by senior officials

from each of the three districts together with representatives of MONE, USAID and

DBE1 Jakarta. Consideration was given to the experience of participants in previous

projects (both as trainee and trainer) as well as performance in the DBE1 training.

Following the initial training,

participants had already commenced

implementing SDS in neighboring

schools in Nagekeo in order to provide

data for use in the RKS training in the

second session. In addition, in Ngada

initial training has already been provided

to 30 elementary schools and 10 junior-

secondary schools using the DBE1

materials. At the closing of the second

workshop, participants were able to give

a presentation on RKS and BOSP to the

Bupati and Deputy Head of Parliament from Nagekeo. The officials indicated that

they fully support the program, and the Bupati indicated his appreciation and support

by committing to provide 20 laptops for participants from Nagekeo District. He also

indicated that he expects the DBE1 program will not be limited to just the participants

but should be disseminated to other schools and personnel. The local coordinators of

SDS training in NTT

More Effective Decentralized Education Management and Governance 71

the training requested that USAID-DBE1 provide further assistance in training for

Asset Management, Personnel Management, and DPRD briefing.

In South Sumatra, the program took place over April-May under the auspices of the

provincial office of MORA. A group of 60 MORA school supervisors (pengawas)

attended the first and second sessions. This comprised 39 men and 21 women from 14

districts in South Sumatra region with the largest group of participants, some 27

supervisors, from Palembang City. The commitment of these participants was evident

in their full attendance of the program and active participation in the workshops.

Separately the Head of the Pengawas Working Group (Ketua Pokjawas) commented

on the commitment and support of supervisors: „In the first phase of activities each

participant payed a levy of Rp 100,000, while the second phase was funded entirely

by the provincial office (MAPENDA), South Sumatra, and was attended by more

participants.‟ At the request of the MORA provincial coordinators, the second session

was also attended by an additional 26 participants.

The two districts in West Sumatra conducted the training independently in order to

keep costs down. Both districts are small cities, both have prioritized education and

both aim to develop their capacities and reputations as centres of education within

their respective regions. Consultations in Padang Panjang took place with the Mayor,

District Secretary, Kepala Dinas, Bappeda and a local NGO. It was explained that

Padang Panjang City had previously tried to conduct a simple BOSP analysis

independently and using their own methodology, with the aim of influencing

government policy on funding. Last year the district adopted two significant policies:

(1) free schooling (for residents) combined with (2) compulsory education until the

end of senior high school (SMA3). The two are linked as they feel it is not realistic to

require 12 years of schooling without funding it to enable students to participate.

However the independent BOSP was reportedly unsuccessful in convincing

legislators (DPRD) and other decision makers of how much funding is required.

Consequently the policy has not yet been well implemented. The district is thus very

keen on having a BOSP analysis well done, including consultations with policy

makers. For this reason, BOSP was included in the dissemination program.

A total of 22 participants attended in Padang Panjang, and 20 in Solok, drawn in both

places from school supervisors, school principals and officials from the Education

Offices. Responses from both formal and informal program evaluation were very

positive.

The response of participants and local coordinators in all provinces was very positive.

In all cases, the performance of district facilitators, for the most part pengawas, from

DBE1 partner districts was exemplary. All three provinces sent senior participants to

attend the workshop conducted in Bogor with national MONE counterparts and

USAID to discuss plans to certify district facilitators. All have indicated that they

intend to begin disseminating the DBE1 school-based management program in

schools early in the new school year (July-August 2010). DBE1 will continue to

support and monitor this development in the coming quarter.

72 More Effective Decentralized Education Management and Governance

Anticipated Next Steps

Continue to develop programs with provincial administrations to support

dissemination and sustainability of DBE1 programs including school-based

management, renstra implementation and other district level programs

Support provincial governments to develop policy in response to demand and

opportunity

Monitor and support dissemination programs in NTT, South Sumatra and

West Sumatra and complete district facilitator certification process in these

locations

7.3. Disseminating DBE1 Programs (Task 12)

During the quarter DBE1 continued to assist schools, district and provincial education

offices (MONE and MORA) as well as other organizations to disseminate DBE1

programs. DBE1 staff monitor dissemination closely and report regularly on plans for

dissemination as well as actual dissemination. The data reported below is actual

implementation, not planning data (tracked separately in PDMS). The original target

for dissemination was 3,000 schools that disseminate at least one DBE1 program. In

the table below that target was revised in accordance with the modification of DBE1

task order. The new target was exceeded already in 2009.

Table 7.2: Dissemination achievements (school level program)

Activity Target Volume

Target Date

Status at end of Quarter

(cumulative)

Achievement this Quarter

Target next

Quarter

School based management programs disseminated

7,000 schools

Dec 09 10,703 1,111 Ongoing

Provide TOT, materials masters, supervision

50 districts Dec 09 50 All districts received complete set of materials

Complete

Conduct Pengawas Forums to

include DF & replication facilitators

9 days x 50 June 10 Approx. 3 x 50 ongoing Complete

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

50 + districts

March 10 Complete All districts received complete set of materials

Complete

Through the end of June 2010, Rp 15 billion, or approximately $1.67 million12

, has

been allocated for dissemination of DBE1 school-based management programs in 57

districts. In addition, approximately $26,000 has been expended for DBE1 district

level programs, primarily BOSP, in 19 districts.13

This is an increase of around

$200,000 since the end of the previous quarter (March 2010).

12

Using a nominal exchange rate of Rp9,000 = $1

13 This amount of expenditure does not include funds already expended for implementing the first of the dissemination activities,

i.e., training of Trainers (TOT). For example, the Provincial Religious Affairs Offices (Kanwil Agama) of Central Java and Yogyakarta provinces funded TOT in the quarter for their school supervisors and other officials, but those trainers have not yet trained schools (expected in the next quarter). Because the program has not been disseminated in schools, the total amount for that activity (Rp.323 million) is not reported as expenditure for dissemination.

More Effective Decentralized Education Management and Governance 73

Of this amount, Rp 10.25 billion came from annual district budgets (APBD) and the

remainder, Rp 4.75 billion, from a variety of non-APBD sources including the

Ministry of Religious Affairs (MORA), school funds (predominately BOS), and the

non-government sector (e.g. Muhammadiyah). DBE1 school-based management

programs have now been disseminated in 57 districts.

Table 7.3, below, indicates the number of schools which have participated in

dissemination programs to implement DBE1 methodologies using funds from APBD

and other sources.

Table 7.3: Number of schools implementing DBE1 programs under

dissemination (at June 2010)

Province SD/MI

(Elementary) SMP/MTs

(Junior Sec.) SMA/MA

(Senior Sec.) Total

Aceh 157 5 2 164

North Sumatra 294 24 318

Banten 113 542 655

West Java 485 40 525

Central Java 3,654 225 6 3,885

East Java 4,097 381 85 4,563

South Sulawesi 578 15 593

Total 9,378 1,232 93 10,703

Table 7.4 below provides a summary of dissemination funding and programs to date.

Based on project data available at this time, and using the assumption that on average

four participants per school attended training activities, it can be projected that some

42,812 persons have been trained in dissemination programs. These are all programs

which were funded by schools, local governments and non-government agencies and

have been budgeted, planned and implemented as a result of the DBE1 initiative.

Table 7.4: Summary of Dissemination Effort to June 2010

Period Cumulative Number of

Schools Districts Budget (Rp) Participants14

Oct 2006 - June 2010 10,703 57 15,030,829,230 42,812

As a result of this substantial effort, these 10,703 schools, in addition to the 1,310

DBE1 target schools, have now prepared school-development plans and/or

implemented other aspects of the DBE1 school-based management package such as

strengthening school committees, improving leadership or implementing school

database systems (SDS).

In many cases these schools have also participated in the dissemination of programs

14

Assuming four participants per school.

74 More Effective Decentralized Education Management and Governance

to improve quality of teaching and learning (DBE2 or DBE3 programs). While it is

not possible to say with certainty on the basis of this quantitative data alone, it is

reasonable to suggest that this dissemination effort is contributing in a significant way

to the improvement of schooling for many. This means that over 2,300,000

Indonesian children have benefited from the dissemination programs to date.15

This is

in addition to the 340,000 children who have benefited from the program in target

schools.16

The table below shows the level of commitment from counterpart funding agencies to

dissemination in each year in each province, 2006 to 2010. There are two categories

of dissemination identified: district-funded (APBD) and non-district funded

dissemination programs. The first of these covers all programs planned and funded

under the district budget (APBD). The second category includes dissemination

programs funded by non-government school networks such as the Islamic

organization, Muhammadiyah, together with programs for madrasah funded by the

Department of Religious Affairs, and programs funded by the schools themselves,

often working together in school clusters (gugus) under the leadership of local sub-

district education officials.

Table 7.5: Summary of DBE1 Dissemination Programs to end of June 2010

(Program Realization)

Province

Funding Sources and Number of Schools

Number of

Districts

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

government foundations. MORA etc)

Rp No. of

schools Rp

No. of schools

2006

South Sulawesi 1 129,000,000 12

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

2007

North Sumatra 4 462,000,000 58 3,000,000 30

West Java 1 100,000,000 28

Central Java 2 300,000,000 124

East Java 4 408,000,000 67 31,000,000 67

South Sulawesi 2 144,000,000 49

National Total 2007 13 1,414,000,000 326 34,000,000 97

2008

Aceh 1 50,000,000 19

15

Extrapolating from the number of schools which have participated in dissemination programs we can say that approximately 2,311,848 students attend schools which have participated in dissemination programs. This figure is conservative as it assumes an average enrolment of 216 children per school, based on the actual average enrolment in DBE1 target elementary schools. Since some of the schools in dissemination programs are junior- and senior-secondary level the real figure should be somewhat higher.

16 DBE1 currently works in 1,076 elementary schools and madrasah, and 196 junior secondary schools and madrasah; a total

of 1,272. The total number of students enrolled in these schools is 346,432; of whom 234,480 are enrolled in elementary and 112,423 in junior secondary schools and madrasah.

More Effective Decentralized Education Management and Governance 75

Province

Funding Sources and Number of Schools

Number of

Districts

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

government foundations. MORA etc)

Rp No. of

schools Rp

No. of schools

North Sumatra 4 328,786,000 45 8,200,000 7

Banten 3 180,000,000 40 17,500,000 5

West Java 4 359,470,000 117 22,850,000 74

Central Java 6 1,348,000,000 446 80,463,478 151

East Java 6 633,000,000 344 194,000,000 126

South Sulawesi 6 864,785,000 264 8,400,000 15

National Total 2008 30 3,764,041,000 1,275 331,413,478 378

2009

Aceh 2

769,000,000 125

North Sumatra 6 330,975,000 95 33,900,000 44

Banten 8 770,000,000 572 25,800,000 24

West Java 4 679,920,000 185 40,200,000 148

Central Java 12 182,000,000 165 649,229,522 1,677

East Java 9 2,170,689,700 2,847 1,496,850,000 1,870

South Sulawesi 6 530,203,480 180 66,450,000 73

National Total 2009 47 4,663,788,180 4,044 3,081,429,522 3,961

2010

Aceh 1

20,925,000 20

North Sumatra 2 100,000,000 20 12,640,000 46

Banten 1

9,000,000 14

West Java 1

20,250,000 27

Central Java 13 78,125,000 123 531,119,050 1,504

East Java 8 101,652,000 234 739,446,000 762

National Total 2010 26 279,777,000 377 1,333,380,050 2,373

Grand Total 57 10,250,606,180 5,610 4,780,223,050 6,654

As the above tables and the following examples of dissemination activities conducting

during this quarter show, dissemination has taken off in many districts. In many areas,

district governments, MORA, and the schools themselves are implementing training

programs developed by DBE1 with their own funding and using facilitators trained by

the project. The examples below illustrate the depth and breadth of dissemination

taking place across the country. The first half of the year is typically not the time in

which districts conduct development programs. Notwithstanding this, as shown

below, a range of activities has taken place with funding from schools and madrasah,

from APBD (district budgets) and from DIPA (Daftar Isian Pelaksanaan Anggaran,

generally MORA budgets).

76 More Effective Decentralized Education Management and Governance

Aceh: From April 19 to 23, ten Facilitators from Aceh Besar were trained to develop

RKS/M in SMP/MTs and to use the School Database System (SDS) in their district.

The aim was to prepare Facilitators to support the dissemination of DBE1 programs in

their districts in the future. In Banda Aceh, supervisors were trained on how to

conduct effective monitoring and evaluation of RKS/M programs implementation,

while in Aceh Besar participants learned to develop school profiles based on relevant

school and community data.

North Sumatra: In this reporting period, a total of 48 schools from two sub-districts in

Deli Serdang took part in training to develop RKS. Participating schools used

available funds from BOS (Rp 12,700,000) to finance the activity.

West Java / Banten: Facilitator Forums were held in Sukabumi and Tangerang for

supervisors of non-partner schools. Participants learned about the RKS development

process and facilitation techniques. In Tangerang, training was provided to support

the district‟s plan to disseminate the RKS development process to schools in all sub-

districts.

Central Java: From April 25 to 27, all SD/MI supervisors (60 people) from Sragen

District were trained in the RKS/M development process.

East Java: The following dissemination activities took place in districts in East Java:

Bangkalan, 12-15 April: RKS development process for 55 schools from Galih

sub-district. Activity was funded by schools.

Sampang, 12-15 April: RKS/M training for principals, treasurer and

committee members of 18 schools

Tuban, 15-17 April: RKM training for 21 MI and 9 MTs from three sub-

districts.

Sampang, 16-19 April: RKS development process for 40 SDN.

Tuban, 19-22 April: RKS training for 20 SMA from Tuban district.

Participants included principals, committe members, and teachers.

South Sulawesi: During this period facilitator forums were held in Luwu, Pinrang, and

Palopo. Supervisors from schools took part and learned about RKS development

process as well as budget development for schools annual plan.

The quality and effectiveness of dissemination programs in general was assessed in an

impact study conducted this quarter and reported above. While DBE1 is unable to

monitor all activities, we do monitor a sample and continue to advocate for adherence

to the DBE1 model. Based on the results of the impact study, in order to be effective,

dissemination programs should include all aspects of the program – especially

including on-site mentoring or pendampingan, and should also include all

components of the school community including school committee representatives.

More Effective Decentralized Education Management and Governance 77

Anticipated Next Steps:

Continue to monitor dissemination activities in target districts and provinces

Monitor and support dissemination of school level programs in three new

provinces: South Sumatra, West Sumatra and NTT – new facilitators who

were trained this quarter will commence introducing the programs in a number

of new districts in these provinces.

7.4 Documenting Good Practice (Task 13)

During this quarter, DBE1 finalized a substantial report based on a major study into

the impact of school-based management programs including dissemination programs.

As a result of this study we are able to say with confidence that DBE1 has impacted in

significant ways on large numbers of schools. The study also enables us to identify

factors associated with success (and conversely, of failure) in efforts to disseminate

DBE1 programs. Key factors associated with maximum impact are identified as

follows:

1. The program is firmly and explicitly based on government policy.

2. Stakeholder ownership is strong.

3. Institutional and human capacity is built.

4. Technical assistance rather than funding is provided.

5. The program is manageable and affordable for local partners.

6. Scope and geographical focus is limited.

7. A complete and integrated school-based management program, including on-

site mentoring (pendampingan) is provided.

8. Commitment is built at provincial and district level.

The final version of this report, which is due to be

published in the coming quarter, confirms the impact

of dissemination programs on schools and madrasah

and recommends that USAID provide ongoing support

in the basic education sector to continue the

development, implementation and dissemination of

good practices in the management and governance of

Indonesian schools.

Meanwhile a small team is preparing a paper for

publication in an international academic journal based

on the findings of the Impact Study. According to an

independent consultant working with the team on this

paper, the depth and breadth of the Impact Study

stands out, there is a scarcity of thorough or

independent research into the impact of development

projects in education in Indonesia.

Perubahan Sebagai Benih Sukses Di Masa Depan

78 More Effective Decentralized Education Management and Governance

In addition, a book entitled Perubahan Sebagai Benih Sukses di Masa Depan (Change

as the Seed of Future Success) was finalized for publication this quarter. The book is a

collection of stories from the field illustrating project success at the level of

individual, school and districts. The authors are specialists and district coordinators

from DBE1. A forward was contributed by Abdul Malik Fadjar, former Minister of

Education and Coordinator of the national team for education reform. It is expected

that the book will be published and disseminated early in the coming quarter.

Anticipated Next Steps:

Final draft of the Impact Study to be produced and disseminated to

stakeholders

Publish and disseminate Perubahan Sebagai Benih Sukses di Masa Depan

(Change as the Seed of Future Success)

An academic paper, based on the Impact Study, to be finalized and submitted

for publication in an appropriate development research journal.

7.5 Disseminating District Level Programs and Developing Service

Providers (Task 14)

The main district level program replicated with non-DBE1 funding has been the

school unit-cost analysis (BOSP). So far, 19 non-target districts have conducted the

BOSP analysis with funding as shown in Table 7.6, below. All of this activity

occurred in 2009. The most significant funding was Rp207,750,000 from the East

Java district budget.

Table 7.6: Summary Budget of District Level Dissemination Programs to end of

June 2010

Province District

District & Provincial budgets (APBD)

Other funds (BOS,non-

government foundations, MORA etc)

DBE1 Total

Rp Rp Rp Rp

Central Java 4 3,000,000 26,500,000 9,850,000 39,350,000

East Java 15 204,750,000 100,850,000 305,600,000

Total 19 207,750,000 26,500,000 110,700,000 344,950,000

For district-level activity, higher level service providers are required from outside the

districts. In order to increase sustainability and support dissemination, DBE1

developed a program to prepare service providers. There are three components to this

program: (1) working with a group of universities and one NGO to prepare them to be

able to implement DBE1 district level programs in new districts, (2) working with the

private Sampoerna Foundation to enable this institution to implement DBE1 school-

based management programs, and (3) collaborating with other international donors to

enable them to adopt or adapt DBE1 methodologies for both school and district levels.

Each of these is discussed below.

More Effective Decentralized Education Management and Governance 79

Service Providers for District Level Programs

Throughout the project DBE1 piloted a small program to develop academic staff from

selected universities as service providers. A more major program was conducted mid-

2009 with the Indonesian University of Education (UPI) in Bandung. Based on these

pilots, DBE1 designed an intensive program to develop the capacity of three

additional service providers in the final period of implementation.

This program aims to enhance the sustainability of DBE1 programs by developing the

capacity of service providers. Currently, we are working with three service providers

in three provinces: Universitas Pendidikan Indonesia (West Java), Universitas

Muhammadiyah Surakarat (Central Java) and Universitas Negeri Makassar (South

Sulawesi). In each province we work with four professional university staff, two

specializing in education finance related DBE1 programs (AKPK and BOSP) and two

specializing in education planning related programs (Renstra and Renja). The

participants were jointly selected from the service provider institutions in a merit-

based selection process in late 2009. In the reporting period the service providers

continued their field work in the following districts: Cimahi (West Java), Surakarta

(Central Java) and Barru (South Sulawesi). Formal agreements were made with each

of these districts in late 2009 and in the case of Surakarta, in May 2010.

After an introductory training on DBE1 programs that took place in Bogor in

February 2010, the focus of the program moved from the national to the provincial

level. In each province additional training was provided by DBE1 provincial

specialists before providing technical assistance to the district planning and education

finance teams. For instance, in Central Java preparatory training was conducted one

week before the actual work at the district level. The two-day training covered

training strategy at the district level, steps in the training process and training

substance. Also in South Sulawesi, preparatory training activities for service providers

were organized at DBE1 provincial office. In West Java, also a number of preparatory

training events were organized.

After the off-the-job training at DBE1 provincial offices, the service providers,

together with DBE1 specialists, commenced the capacity development work for

district officials.

In Central Java, DBE1 provincial specialists had to play a dominant role in

conducting data analysis (SIPPK) as the service providers lacked the necessary

computer skills. Once the data analysis stage was completed, service providers and

DBE1 provincial specialists shared the task of providing technical support to the

district planning team on an equal basis. In summary, service providers‟ capacity is

adequate to provide BOSP and education planning support, but major work remains to

be done to develop their computer skills. The AKPK component remains to be

implemented.

In South Sulawesi, the service providers were the key actors in facilitating the BOSP

and AKPK components with DBE1 provincial specialists only providing technical

back-stopping after facilitation at the district level. The service providers facilitated

the last stages of the BOSP preparation process by themselves as well as in-service

80 More Effective Decentralized Education Management and Governance

support for AKPK preparation. They also prepared the presentation materials for the

internal consultation completely independently. Also in South Sulawesi, during the

initial stages of the renstra preparation process, service providers played a minor role

in district facilitation. However, during the process their role gradually increased and

they played a central role in the last two workshops in the planning process.

In West Java, a similar development took place with limited role of service providers

in the earlier stages of the renstra which gradually increased during the planning

process. Service providers played a much more important role during the in-service

support. As to the AKPK and BOSP components, service providers were the key

actors in the facilitation process from the very beginning and consequently DBE1

provincial specialists only provided some technical back-up support. Progress in

implementing the different DBE1 programs at the district level has been very

satisfactory.

In all districts all programs are ready for either internal or external consultation,

except the AKPK program for Surakarta that will start in August and the renstra

program for Cimahi where the financing plan remains to be prepared. In particular in

Surakarta and Barru, district commitment to education planning work was high as the

districts are in the process of preparing their Medium-term Regional Development

Plan (RPJMD) requiring technical inputs from the different district offices, including

the Education Office. In Surakarta, the Head of the Education Office showed his

strong commitment to the education planning work by actively participating on a full-

time basis in the first Renstra training program. Further, the Education Office

provided extra funding to expand the planning team from 13 to 20 members. The

same happened in Cimahi where the district Education Office supported additional

district staff to participate in internal consultations. In Barru agreement was reached

between Education Office and service providers to conduct workshops and provide

in-service support on Saturday and Sunday which made it easier to harmonize routine

activities at the office with education development work. The strong commitment in

Surakarta has resulted in a draft renstra successfully prepared in slightly over one

month, which is an „absolute record‟ for DBE1.

The following table provides a summary of activities from each location:

Table 7.7: Progress of Service Provider program in new districts as at June

2010

Province-District Activity Progress

West Java - Kota Cimahi AKPK The result is ready for public consultation

BOSP The result is ready for public consultation

Renstra Ready for workshop # 3 on financing

Central Java - Kota Surakarta

AKPK Will commence in August 2010

BOSP The result is ready for internal consultation

Renstra The result is ready for internal consultation

South Sulawesi - Kabupaten Barru

AKPK The result is ready for public consultation

BOSP The result is ready for public consultation

Renstra The result is ready for internal consultation

More Effective Decentralized Education Management and Governance 81

Notwithstanding this satisfactory progress, it should be said that it has been a major

challenge to harmonize the agendas of the three parties involved in service provider

capacity development because of the work load at each of the three home

organizations, namely the university, district Education Office, or DBE1

commitments to other districts. This, at some times, has resulted in a situation

whereby the education development work at the district level had to be implemented

without active involvement of some or all service providers. Despite these constraints

it can be safely concluded that service providers have become skilled in delivering

DBE1 education programs, although additional capacity development work remains

to be done in the months to come.

The enthusiasm of the institutions and individuals participating in the program has

been generally high, linked to an awareness of the demand for service provision. An

example of this is in South Sulawesi where the service provider representatives have

discussed the potential to use their new capacity in assisting districts to develop

renstra after the election of new district heads later in the year. With this in mind, a

workshop will be held after each district completes the program to jointly evaluate the

program, assess the capacity of each institution as a service provider and plan follow

up activity. This activity should involve provincial counterparts.

The role of PATTIRO, 17

an NGO included in the original service provider training

proved problematic in Surakarta City, where the individual specialists from

PATTIRO were to provide training to government officials. It appears that as a result

of PATTIRO‟s previous activity as a „watchdog‟ on government, the district was

unwilling to work with the group as a service provider. In order to continue the

program it was necessary to withdraw the PATTIRO personnel. This may be regarded

as a lesson learnt for the future.

Colllaboration with the Sampoerna Foundation

During this quarter, DBE1 also

completed the training program

commenced in the previous quarter to

enable the Sampoerna Foundation (SF)

in Jakarta to make use of DBE1 school-

based management materials in its in-

service school development program

and also possibly in pre-service teacher

training. Training was provided on the

overall DBE1 approach, Leadership

training, BOS reporting, school

committee strengthening, SDS and

school development planning (RKS).

The response of participants and of the institution has been extremely enthusiastic.

17

Pusat Telaah dan Informasi Regional

SDS Training with Sampoerna Foundation

82 More Effective Decentralized Education Management and Governance

The Sampoerna Foundation has an impressive profile with a new teacher training

institute and a history of implementing corporate-social responsibility programs for

private companies in basic education sector. While the managers and field trainers

from the Sampoerna Foundation have built strong experience in the delivery of

programs to improve teaching and learning and, to some extent, to help implement

school-based management, it is clear that they do not have the experience in linking

these programs to government policy and systems – especially given the current

dynamic context. It is this perspective which DBE1 has been able to bring to the

Sampoerna Foundation, potentially resulting in significant improvements and

enhancing their approach. A workshop is planned for the coming quarter to conduct

joint evaluation and facilitate planning for follow-up activities.

Collaboration with other International Donors

DBE1 continued throughout this quarter to encourage coordination with other donors,

with the aim of supporting both dissemination and sustainability of outcomes and

sharing lessons learnt.

MONE‟s BEC (Basic Education Capacity) program, supported through a World Bank

Trust Fund (BEC-TF), aims to help the Government of Indonesia (GOI) to achieve the

Millennium Development and Education for All Goals by supporting good

governance in education. BEC-TF plans to assist local government partners to

increase their skills in using information in the planning, management, and

monitoring of educational governance and service delivery. Fifty local government

partners will each receive a Local Basic Education Capacity (L-BEC) grant totaling

Rp 2,5 billion over three years to help them implement their Capacity Development

Plan (CDP) for the Education Sector. However, due to difficulties encountered in the

regulations governing fund disbursement through the MOF, grants have not yet been

disbursed.

DBE1 has been in discussion with the World Bank since before the project

commenced and we have continued to dialogue and share experience since BEC-TF

began. A number of cases were described in the previous quarterly report, in which

districts in consultation with World Bank consultants have indicated that they plan to

use BEC funds to implement DBE1 methodologies. These include SDS, RKS and

RKAS, developing the capacity of pengawas for supervision, leadership, and school

committee workplanning. However as the funds have not yet been disbursed, no plans

have been implemented at this stage.

According to the World Bank, district governments will themselves determine how

they intend to use the funds. It seems likely that some may go down the path of

delivering DBE1 style programs or deepen the work already conducted by DBE. The

grant-funds have a relatively high degree of flexibility as long as district‟s stay within

the general boundaries of improving capacity, as measured by the BEC Local

Governance Capacity Assessment (LGCA) tool, across at least one of the five

strategic areas of BEC-TF: (1) Management Control Systems; (2) Information

Management Systems; (3) Efficient Resource Use; (4) Transparency and

Accountability; and (5) Education Service Provision Standards.

More Effective Decentralized Education Management and Governance 83

In Aceh, DBE1 has also been in close consultation with the AusAID-funded SEDIA

project since it commenced in 2009. The SEDIA project has shown great interest in

DBE1 approaches and materials as well as the resource of consultants and district

facilitators developed through the project. When the DBE1 expansion program closes

out in September 2010 it is likely that SEDIA will re-employ some consultants and

continue to support districts in the development and implementation of governance

and management programs initiated by DBE1.

Anticipated Next Steps:

Continue on-the-job training of new service providers in West Java, Central

Java, and South Sulawesi, to complete development of resntra and develop a

cadre of professionals to provide services to assist and improve capacities of

local governments in education finance analysis and education development

planning and policy development

Conduct a workshop in each of the three service-provider districts to evaluate

the program, assess the capacity of partner institutions to act as service

providers for DBE1 district level interventions and to plan a possible follow-

on program to further develop capacity

Meet with PATTIRO to discuss the possibility of a revised MOU and

depending on outcomes design and commence a new program with PATTIRO

Conducte final workshop for evaluation and discussion of follow up with the

Sampoerna Foundation

Assist with linking DBE1 certified Service Providers to potential clients for

Service Provider services.

7.6 Sustainability

Strategies to increase sustainability are integrated into DBE1‟s approach across the

program. The strategies and activities described above which are being implemented

to support dissemination also support sustainability of project outcomes in very real

and concrete ways. For example, by working with service providers we support the

dissemination of DBE1 approaches to new schools, districts and provinces. At the

same time we prepare instititutions and individuals to support the implementation of

better management and governance of basic education in the future.

The broad approach in this, the final phase of project implementation, is to deepen

and strengthen the impact of programs at all levels by supporting districts and schools

to implement plans and develop policies for ongoing improvement based on the

experience and outcomes of financial analysis, educational data management and

strategic planning.

One sustainability mechanism for school-level programs is the monthly facilitator

forum being held for school supervisors in each district followed up with school visits

to monitor and support implementation of school development plans (RKS). These

monthly forums are designed to provide ongoing professional development and to

help keep the facilitators motivated. Ongoing facilitator forum activities took place in

84 More Effective Decentralized Education Management and Governance

most districts this quarter. As reported in the section on Dissemination above, for

some time now new facilitators trained through these forums have successfully

conducted training in dissemination programs in a number of districts.

As reported in the section on School and

Community programs, DBE1 has now

trained some 1,878 facilitators,

including core facilitators, additional

members of facilitator forums and

around 1,000 more who have been part

of the larger dissemination programs in

Central Java, Yogyakarta and East Java.

This represents a significant resource for

both sustainability and further

dissemination of school-based

management using DBE1

methodologies. A further 207 have taken

part in dissemination programs in NTT, West Sumatra and South Sumatra, taking the

total to over 3,000. Of this total group, some 230 have been selected to be certified as

fully competent, independent facilitators in key components of the DBE1 school-

based management package. It is intended to add a small group of certified facilitators

from NTT, West Sumatra and South Sumatra once they have had the opportunity to

implement the program in August to this group. The list of certified facilitators will be

provided to the national Directorate for Kindergarten and Elementary Schooling,

along with MORA, service providers, non-government agencies, provinces, districts

and other donors.

During this reporting period, the process of assisting all Cohort 1 schools to develop

new school development plans (RKS) was completed, further institutionalizing the

process. This training was delivered fully by district facilitators with only minimum

back-up from DBE1 personnel. For district-level programs, sustainability of outcomes

is being achieved in a similar way by supporting districts to develop accountability

statements (LAKIP), annual work-plans and district budgets based on strategic plans

and to support the development of policy informed by DBE1 supported analysis of

educational finance and data management.

Close out workshops at district level and workshops in provinces to share information

and strengthen program sustainability were conducted this quarter. For example

DBE1 Aceh conducted district close out workshops in May. As in other regions,

district stakeholders responded positively to the presentations on DBE1 programs and

achievements. In Banda Aceh, for example, the Education Council representative

described significant change in the management and governance of schools now that

they have become more transparent, accountable, and responsive to community

inputs. In Aceh Besar, stakeholders reiterated that the Head of Education Office

Circular Letter will be used as a basis to request all schools to prepare their own

RKS/M using the DBE1 approach and methodology. In Aceh Tengah and Pidie, the

District Education Office agreed to continue using DBE1-trained supervisors to

Facilitators and supervisors from Tapanuli Utara reviewed school plans

More Effective Decentralized Education Management and Governance 85

facilitate and encourage schools to develop their RKS/M as well as to build capacity

of school committees and principals. In Bireuen, participants recommended to the

District Education Office to conduct SDS training for all schools in the region.

Engagement with province-level administrations also strengthens sustainability, as

described above. The development of service providers and possible integration of

DBE1 materials and manuals into curriculum for post-graduate studies in school

management and governance is another sustainability mechanism. Meanwhile

developments at national level are a further support for sustainability. District

workshops were conducted in May-June and procincial workshops in June. National

stakeholders participated in these events to further support sustainability.

As suggested, it will be very strategic if USAID is able to track the development and

progress of dissemination along with the sustainability of core project interventions

and outcomes after the completion of DBE1 in partner distrticts.

Anticipated Next Steps:

Pending finalization of program extension, negotiate ongoing collaboration

with provinces to support sustainability of project outcomes and dissemination

to new districts.

86 More Effective Decentralized Education Management and Governance

Annex 1: Provincial Reports

Aceh

DBE1 activity April – June 2010

District-level programs

District

Education

Planning and

Capacity

Assessment

HRD (Personnel) Management, Asset Management, and School

Supervision System

Asset Management System

On June 19, DBE1 held workshop to train schools on the asset management

system. As the next step in this training, schools agreed to continue to use the

DBE1-developed e-form to assist their asset management and regularly

update their asset information. The Education Office agreed to monitor and

evaluate the condition of schools‟ assets, and principals will issue a decision

letter as a basis for schools to establish their own asset team in charge of

management and monitoring.

Dissemination

Supervisors and

District

Facilitators

Forum

Training of Trainers for Aceh Besar Facilitators of RKS/M Development

Process.

From April 19 to 23, ten Facilitators from Aceh Besar were trained to

develop RKS/M in SMP/MTs and to use the School Database System (SDS)

in their district. This training was conducted to prepare Facilitators to support

dissemination of DBE1 programs in their districts in the future.

Facilitators Forum in Banda Aceh and Aceh Besar.

In Banda Aceh, supervisors were trained on how to conduct proper

monitoring and evaluation of implementation of RKS/M programs while in

Aceh Besar, participants learned to develop school profile based on schools‟

related data.

More Effective Decentralized Education Management and Governance 87

DBE1 activity April – June 2010

Education Management Information System

Aceh EMIS Pilot

District, Sub-District, and School-Level SDS++

Workshop

SDS++

workshop in Pidie and Aceh Tengah.

From April 1 to 7, DBE1 trained supervisors and representatives of the Pidie

Office of Religious Affairs as well as representatives of the Pidie Education

Office while from April 2 to 13 principals, supervisors, head of sub-district

education offices, the Head of District Education Office from Aceh Tengah,

and others were also trained. In Pidie, DBE1 had to allocate additional

training time because most supervisors were nearing retirement and some

experienced difficulty in learning ICT. In Aceh Tengah, participants

indicated that they hope the District Government will provide more support

so more schools can use SDS++

.

Partnerships

Engaging District,

Province

Stakeholders

Meeting of Technical and Supervisory Team of Banda Aceh

On April 9, DBE1 together with the Mayor and Head of Banda Aceh

Parliament took part in a meeting of the Technical and Supervisory Team of

Banda Aceh. Among other issues discussed, participants agreed to use

DBE1-collected and developed data as basis for action.

Provincial Education Council Workshop

On April 7, a „sharing of experience‟ workshop took place in Aceh, attended

by Education Council representatives from 18 districts, the Provincial

Education Council, Office of Religious Affairs, Provincial Supervisors

Coordinating Body, and others. One of the agreements made at this meeting

was for the Provincial Education Council to encourage the Provincial

Government to use the results of DBE1 analysis in AKPK, BOSP, and SIPPK

as a basis for the Government‟s decision making process.

Aceh Education Office and International Donors Meeting.

On June 29, DBE1 together with other international donors such as the

World Bank‟s BEC-TF, HKI, and AusAID‟s Logica2, met with Provincial

Education Office to reduce the chance of program duplication in target

districts or schools. In this meeting, DBE1 also presented the results of

88 More Effective Decentralized Education Management and Governance

DBE1 activity April – June 2010

AKPK and BOSP financial analyses. The Education Office also advised that

the results of BOSP have become one basis for calculating the distribution of

education-sector budget for district education offices.

District Close Out Workshop

DBE1 Aceh conducted district close out workshops in May. District

stakeholders responded positively to the presentation on DBE1 programs and

achievements. In Banda Aceh, for example, the Education Council indicated

that they saw significant change in the management and governance of

schools now that they are more transparent, accountable, and responsive to

community inputs. In Aceh Besar, stakeholders reiterated that the Head of

Education Office Circular Letter will be used as a basis to request all schools

to prepare their own RKS/M and use the DBE1-approach and methodology.

In Aceh Tengah and Pidie, the District Education Office agreed to continue

using DBE1-trained supervisors to facilitate and encourage schools to

develop their RKS/M as well as to build capacity of school committees and

principals. In Bireuen, participants recommended to the District Education

Office to conduct SDS training for all schools in the region.

North Sumatra

DBE1 activity April – June 2010

School-level programs

School planning

(RPS/RKS/RKT)

School Planning 2010-2014 for Cohort 1 SD/MI

All schools from Cohort 1 have completed their RKS/M for 2010-2014. These

documents have been reviewed and sanctioned by respective Education

Offices.

District-level programs

District

Education

Governance

Capacity Building for Partner District Education Councils

Prior to the Education Council workshop, several heads of Education Councils

in DBE1 partner districts acknowledged that their Council‟s level of

participation in planning, budgeting, and monitoring of education-sector

financing is still very low. To provide them with the necessary information,

More Effective Decentralized Education Management and Governance 89

DBE1 activity April – June 2010

DBE1 conducted Education Council workshops for five districts in the period

of April 6 to 30. These meetings aimed to provide members of Education

Council with knowledge related to education sector planning at both school

and district levels, financing and analyzing of education finance, school

operational costs, and how to develop better work-plan. Members of councils

also learned about the importance of monitoring education-sector related

outputs as well as advocacy to support education policy in their districts. A

total of 79 participants attended from Tapanuli Selatan, Sibolga, Tapanuli

Utara, Tebing Tinggi, and Deli Serdang districts.

In Tapanuli Selatan, for example, as a result of the Council Workshop,

participants agreed to conduct the following:

Advocacy: To support an increase of the teaching-learning activity

budget to 10% in 2010 District Budget

Monitoring: To monitor the implementation of several district policies

such as Decree 10 Year 2008 which required students to have the

ability to read and write in Arabic.

Capacity Building: To encourage all school committees in the district

to know more about their roles and functions.

In Deli Serdang, Council members agreed to monitor the implementation of

several education-sector financial related activities such as 2010 DAK, 2010

BOS, and 2010 financial support for poor students. Also, council members

agreed to monitor implementation of a decree (Decision Letter) of the Head of

the Education Office requiring all SD, SMP, and SMA to prepare an RKS. The

last monitoring activity was helpful in supporting the sustainability of the

DBE1 program at school level because the issuance of such a letter by the

Education Office was also assisted by DBE1.

Meanwhile, in Tapanuli Utara, Education Council members indicated that they

hope DBE1 will assist with the development of Draft of Decree on Education.

Capacity Building for Members of Partner District Parliaments

DBE1 also conducted workshops for members of parliament in Deli Serdang,

Dairi, Tanjungbalai, Tapanuli Utara, Tapanuli Selatan, Sibolga, and Binjai. In

these events, parliament members were introduced to topics such as national

education standards, minimum service standards for education,

90 More Effective Decentralized Education Management and Governance

DBE1 activity April – June 2010

synchronization of school and district levels planning, and the importance of

having district decree on education.

A total of 43 participants from these districts‟ parliament education committee

appreciated the informative sessions because most of them were newly elected

and had very little knowledge about the sector. Further, participants learned

about district past budget allocation which is still very low for teaching-

learning activities, became aware that their involvement in education sector

planning process is low as well, and learned that valid and up-to-date data is

essential to support proper policy making process. As a result, they established

plans in accordance to their functions (legislative, budgeting, and monitoring)

to produce policies that will try to answer strategic issues of education in the

long run. They also were aware of the possibility that these policies would not

be implemented and need further support from the parliament members. Most

of them also expressed their hope that DBE1 would continue to assist them in

the future.

District

Education

Planning and

Capacity

Assessment

District Education Planning (Renstra - LAKIP - Renja)

District Education Office Strategic Plan (Rencana Strategis or Renstra)

After completing public consultation sessions for stakeholders in Tanjungbalai

and Tebing Tinggi during last quarter, DBE1 continued to assist both districts‟

renstra development team members to finalize their strategic plans.

Development of a Report on Accountability and Performance of

Government Institutions or LAKIP (Laporan Akuntabilitas Kinerja Instansi

Pemerintah.)

From May 19 to 20, DBE1 held a workshop to review LAKIP of Tapanuli

Utara, Deli Serdang, Sibolga, Tanjungbalai, and Tebing Tinggi districts.

Because all participating districts had already completed preparation of LAKIP

prior to the workshop, the meeting was held to enable districts representatives

to share their experience in developing the document and review the results of

their work. In this meeting, participants reported similar experiences:

Inconsistencies in flow of reporting requested by Bappeda.

More Effective Decentralized Education Management and Governance 91

DBE1 activity April – June 2010

Report is not supported by up-to-date, complete, or accurate supporting

data

Document development team members change from one year to

another

These members often are not equipped with the capacity or knowledge

to complete the documents properly

Further review of the documents found that although all districts attempted to

complete their LAKIP in accordance to the standards set in edict (Decision

Letter) of the Head of the State Administrative Body (Lembaga Administrasi

Negara or LAN,) the quality of work was still not satisfactory. For example, all

districts provided quantitative information regarding evaluation of institution‟s

work performance. However, no qualitative analysis regarding or

comprehensive strategy as response to the situation was given in the document.

To improve the quality of their document in the future, participants agreed to

do the following:

Better coordination with Bappeda

Improve the capacity of LAKIP development team members

Develop a mechanism in each district to support a better data collection

effort

District Office Yearly Plan (Rencana Kerja or Renja)

Subsequent to the above-mentioned LAKIP workshop, stakeholders from the

same districts (Tapanuli Utara, Deli Serdang, Sibolga, Tanjungbalai, and

Tebing Tinggi) attended review of their Renja. Because all of these districts

have completed their yearly plan, the activity was more focused toward

improving participants ability to prepare a good plan. Through discussions and

group work, participants learned the link between Renja and Renstra as well as

Renja and LAKIP. They also understood the importance of having accurate

supporting data and information such as goals to be achieved, supporting

activities, and indicators in preparation of document.

District

Education

Planning and

Capacity

Assessment

HRD (Personnel) Management, Asset Management, and School

Supervision

Asset Management

92 More Effective Decentralized Education Management and Governance

DBE1 activity April – June 2010

In North Sumatra, DBE1 efforts to improve District Education Office asset

management was conducted in Tebing Tinggi. The activities were carried out

from April to June and attended by a total of 147 people. Detail of activities

are as follow:

Activities Date

Training of Trainers 27-28 April

Training at school level 18-19 May

Facilitating schools to complete E-Forms 20-25 May

Training at district level 31 May -1

June

Facilitation at district level 2 June

Final workshop 4 June

As a result of facilitation at school level, participants were able to analyze,

identify, and document situations and problems related to schools‟ assets. They

also learned to link between the schools‟ asset real condition and determining

priority for preventive maintenance or different types of repair work. For

example, for infrastructure, 80% of school assets were in good condition, 15%

were slightly damaged, and 5% were moderately damaged. To solve this

situation, school recommends district to allocate budget for preventive

maintenance while use funds from BOS to repair assets that were slightly

damaged.

Some of the outcomes of this training in Asset Management in Tebing Tinggi

are as followst:

District Education Office, principals, and staff in charge of schools‟ assets

now can easily obtain information regarding school assets and whether or

not the situation is in accordance with the national Government

requirements as stated in Permendiknas 24/2007 and Permendagri 17/2007

Schools can easily obtain relevant information such as the status of land on

which the school is located as well as the condition of buildings and

classrooms

Data and information is kept by the school, not principal

More Effective Decentralized Education Management and Governance 93

DBE1 activity April – June 2010

Synchronization of reporting between the Education Office and the District

Asset Administration Section

Schools understand the importance of valid data to support data collection

and usage process

District Education Office appreciated DBE1 assistance and planned to

disseminate the programs to all schools in Tebing Tinggi.

Dissemination

District

Dissemination

Activities

In this reporting period, a total of 48 schools from two sub-districts in Deli

Serdang took part in training to develop RKS. Participating schools used

available funds from BOS (Rp. 12,700,000) to finance the activity.

ICT & Data Management

ICT/Hotspots

and Grants

As the implementation of the ICT Grant in Tapanuli Utara was completed last

quarter, the grantee spent most of the time in this period completing the Final

Report. The results of work as well as supporting equipment from this program

will be officially handed over to Tapanuli Utara District Government in July.

Monitoring and Evaluation

Routine

Monitoring

From April to June, monitoring and evaluation activities that took place in

North Sumatra included data collection related to BOSP, AKPK, Renstra, and

Governance programs in Tebing Tinggi.

Team members also started to collect data for DBE1 impact study.

Partnerships

Engaging

District,

District Close Out Workshop

From June 9 to 17, District Close Out Workshops were conducted for all

94 More Effective Decentralized Education Management and Governance

DBE1 activity April – June 2010

Province

stakeholders partner districts of DBE1. Participants included stakeholders from school and

district level. In Tebing Tinggi, the workshop was officially opened by the

Mayor of the Municipality while in others by the Assistant to the Head of the

District or Mayor. In all districts, stakeholders expressed appreciation for

DBE1 assistance and indicated that they hope that the programs will be

extended in the future.

West Java & Banten

DBE1 activity January– March 2010

District-level programs

District

Education

Governance

Capacity Building for Members of Partner Districts Parliaments

DBE1 West Java/Banten held two separate workshops for members of

Parliaments from both provinces. In West Java, the event was carried out from

April 12 to 14 and attended by a total of 27 people from all partner districts

(Sukabumi, Karawang, Indramayu, Garut, Subang, and Bogor.) The workshop

in Banten took place from April 14 to 16. Eleven representatives of partner

district parliaments (Tangerang, Cilegon, and Lebak) took part.

In the workshop for West Java parliament members, stakeholders presented

relevant materials to ensure that participants received first-hand information.

For example, a former member of parliament from Sukabumi and the current

Head of Sukabumi Education Council presented the information on functions

and roles of Parliament members. The presentation on planning and budgeting

of education sector finance was given by the Secretary of Cilegon District of

Education. The Principal of SDN Sukasari 4 Tangerang, who is also a DBE1-

trained Facilitator, gave a presentation on efforts to improve management and

governance at school level.

Participants responded positively to the information provided and used the

sessions to share experiences related to education sector. Most districts

representatives agreed that lack of involvement of Parliament members in the

policy decision making process in general is often caused by their limited

knowledge of education and relevant issues. In Sukabumi, for example, of the

123 existing District Regulations, only three were the result of Parliament

initiatives. Representatives from Subang also acknowledged that there was

More Effective Decentralized Education Management and Governance 95

DBE1 activity January– March 2010

very little reliable data available that could be used as a basis for their decision

making process.

As a result of these discussions and presentations, participants agreed to

establish a communication forum for education committee members of

parliament from districts in West Java. Through this forum, members will be

able to provide input to district education office or other district institutions in

the executive branch on matters related to education. Representatives from

participating districts also made recommendations to their district education

offices. Members of parliament will recommend that the Bogor Education

Office issue a Head of Education Office Decision letter requiring all SD and

SMP in the district to prepare an RKS. Members of parliament in Garut

requested that the management of education in the district be done in

accordance to Permendiknas 19 Year 2007.

In a similar workshop for representatives of Banten partner districts,

participants recommendations to respective district education office or district

government included:

Cilegon: The need to have a Decree on Education to regulate

implementation of free education in the region.

Lebak: To support the preparation of education-related policies.

District

Education

Planning and

Capacity

Assessment

District Education Planning (Renstra - LAKIP - Renja)

District Education Office Strategic Plan (Rencana Strategis or Renstra)

In West Java and Banten, DBE1 assisted in renstra development for Subang,

Garut, Bogor, and Cilegon districts. During a public consultation session in

Bogor, the Mayor of the municipality requested that other district offices

prepare a similar strategic planning document to that of the Education Office.

Participants also agreed to monitor implementation of Education Office‟s

renstra together. During a similar session in Cilegon a representative of

Bappeda requested that the Cilegon District Education Office share

information on its document with other district offices.

In this period, DBE1 also assisted renstra team members from the new district

Cimahi in validating its SIPPK data.

District Office Yearly Plan (Rencana Kerja or Renja)

96 More Effective Decentralized Education Management and Governance

DBE1 activity January– March 2010

In this period DBE1 held a workshop for partner districts to review their latest

Renja. In the meeting it was found that most districts did not use their Renstra

as basis to develop the Renja. Instead, they included regular activities or the

results of musrenbang as input for the yearly plan. The format for reporting

was not consistent from one district to another as district offices followed

instructions from respective Bappeda as guidelines. With the information

sessions from DBE1, participants were able to synchronize their Renstra and

Renja documents and revise their Renja documents accordingly. It is hoped

that district representatives will use the same approach when preparing Renja

documents in the future.

HRD (Personnel) Management, Asset Management, and School

Supervision

Asset Management

DBE1 assisted stakeholders in Karawang in asset management in this period.

The activity commenced with district level training of trainers which was then

followed with cluster-level training sessions. During the sessions at cluster

level, participants discussed issues related to their assets such as the unclear

status of lands where school buildings are located and the current practice of

building rehabilitation which is typically not in accordance with requirements

stated in current regulations.

Afterwards, participants took part in a workshop in which data was aggregated

for review at sub-district and district levels. They also agreed that similar asset

management efforts should be conducted in 32 schools in Talagasari sub-

districts, 35 in Rengasdengklok, and 31 in Karawang Timur. Meanwhile,

during a public consultation session held on June 23, the Head of the District

stated that asset management is one of Karawang‟s priorities and requested the

process to be disseminated to 27 sub-districts. He also indicated that he hopes

that the results of DBE1‟s work with the district will enable the district to

provide complete and accurate information as required by the National Audit

Body. Other stakeholders, including the Head of Bappeda, the Head of

Education Committee of Parliament, the Education Council Head and other

representatives of the Education Office responded positively to DBE1‟s

assistance and expressed appreciation for the results of this work.

More Effective Decentralized Education Management and Governance 97

DBE1 activity January– March 2010

District

Education

Finance

District Education Finance Analysis/Analisis Keuangan Pendidikan

Kabupaten/Kota (AKPK) and School Unit Cost Analysis/Biaya

Operasional Satuan Pendidikan (BOSP)

In the April to June period, DBE1 assisted stakeholders in Cimahi and Bogor

to analyze the state of their district education finance and unit costs. In Cimahi,

after analyzing the results of their school unit cost calculation, participants

agreed that school needs should be used as the basis for adding or subtracting

components listed in the calculation. It was also agreed that a separate team

will be established to further study results of the calculation for SMP and

SMA.

In Bogor, during a public consultation to discuss SIPPK and BOSP results, a

number of recommendations were made by participants, including the

following:

The Education Office Finance Division should have education-related

finance data not only from the Education Office but also from other

Offices and sources (the Province Budget, National Budget, BOS, etc.)

This comprehensive data can then be used as input to plan, budget, and

monitor the education sector in the future.

Legal documents that are related to efforts to improve the quality of

education, i.e., MOU between Education Office and donor

organization, should be shared with District Parliament and the public.

To gradually increase the budget for activities related to teaching and

learning and education quality improvement efforts.

Dissemination

Supervisors and

District

Facilitators

Forum

Facilitators Forums were held in Sukabumi and Tangerang for supervisors of

non-partner schools. In these meetings, participants learned about the RKS

development process and facilitation techniques. In Tangerang, training was

provided to support the district‟s plan to disseminate the RKS development

process to schools in all sub-districts.

98 More Effective Decentralized Education Management and Governance

DBE1 activity January– March 2010

Education Management Information System

School Database

System (SDS++

)

District, Sub-District, and School-Level SDS++

Workshop

An SDS++

workshop was held from July 14 to 15 for school, sub-district, and

district-level stakeholders in Sukabumi. Participants, which included

representatives of Education Office in charge of ICT and data, staff of sub-

district education office, and BOS managers, responded positively to the

sessions. They indicated that they believe that SDS++

simplifies the exchange

of data among schools, sub-district and district education office. Furthermore,

participants indicated that they feel the usage of a PDA enables them to carry

and transfer data in a safer and easier manner. During the training at school

level, one of the supervisors mentioned that the system should be disseminated

to other schools.

ICT & Data Management

PDMS

The total number of training sessions conducted in West Java up until June is

761 and in Banten 320 sessions, resulting in total of 1,081 events. As for the

total number of training activities for the period of April to June, there were 26

training sessions in West Java and three in Banten.

Up until the end of June, some 9,594 participants attended from West Java,

while the number from Banten was 3,102. For the period of January to March,

a total of 355 people from West Java and 172 people from Banten were

trained.

ICT/Hotspots

and Grants

In this reporting period, DBE1 assisted grantees in Karawang and Tangerang

to complete their sixth and fifth report, respectively.

Monitoring and Evaluation

Monitoring and

Evaluation

From April to June, DBE1 collected monitoring and evaluation data for the

following:

An impact study of Renstra, AKPK, and BOSP programs

A review of stakeholders opinion on DBE1 programs at district level

Data and information from non-partner schools on school level

activities

Partnerships

Engaging

District,

Province

stakeholders

District Close Out Workshop

In West Java and Banten, closing out workshops was conducted from June 21

to July 1. Responses from stakeholders were very positive and included the

More Effective Decentralized Education Management and Governance 99

DBE1 activity January– March 2010

following:

Districts appreciated DBE1 efforts to improve education-sector

management and governance

Districts plan to build the capacity of facilitators, principals, school

committee members, RKS working group members, as well as those

who were involved in DBE1 district level activities

Districts plan to continue use DBE1 developed modules and materials

Participants also expressed the need to synchronize programs of work between

district education office with that of province.

Central Java

DBE1 activity April – June 2010

School-level programs

School planning

(RPS/RKS/RKT)

School Development Planning for 2010-2014 period for Cohort 1 schools

In this period, all partner schools in Jepara, Kudus, Boyolali, Karanganyar, and

Klaten were facilitated by District Facilitators to update their RKS/RKT and

RKAS. Amidst schools‟ busy activities such as preparation of end-of-year

examinations, accreditation, and rehabilitation of schools buildings, Facilitators

met with schools three times to help them prepare their 2010-2013 plans. As a

result, 95 schools were able to complete the process while nine schools (five in

Boyolali, one in Klaten, two in Jepara, and one in Karanganyar,) were still in

the process of doing so. For schools that have not completed the RKS/RKT and

RKAS update, Facilitators would continue to monitor this activity as well as

remind schools of the importance of documents.

District-level programs

District

Education

Governance

Facilitation of Jepara District Regulation Draft on Education

With assistance from DBE1 Central Java, the Jepara District Government

finalized its District Regulation Draft on Education in this reporting period.

During a public consultation session which was held on May 25 at the Office

of the Jepara District Secretary, participants expressed their hope that

regulations included in the document will be used to help District Government

100 More Effective Decentralized Education Management and Governance

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to improve education situation in Jepara. On this occasion, the Head of the

Education Committee of Jepara Parliament also mentioned that the draft

should be sent immediately to the Legal Department and further reviewed by

Parliament for approval consideration. This statement was a positive

encouragement for those in the draft development team who at the beginning

of the process were not sure about response of law makers to this document.

After the public consultation, the draft was finalized and officially presented to

the Head of the District on June 17.

Some lessons learned from this process were:

Because draft development team membership consisted of representatives of

district government as well as non-government institutions, consensus tends

to take a long time. However, as a result of team composition as well as

these long discussions, regulations included in the document were not only

to assist service providers but also service users.

Document development process was accelerated by usage of district‟s data

and information from other DBE1 activities such as SIPPK, Renstra,

AKPK, and BOSP.

Team members met and developed the document after office hours allowing

them to work without significant interruption.

Involvement from different stakeholders in the draft development process

could act as catalyst for better communications among related institutions in

the district. Such good communications and corporations will be needed to

ensure that Decree on Education was implemented properly and effectively.

The biggest challenge that DBE1 Central Java faced was to initially link

stakeholders from different institutions and encourage them to work

together. Representatives of the Education Office, for example, tend to be

pragmatic in approaching the tasks while those of Education Council and

NGOs tend to be the opposite. However, through persuasion and

discussions, team members could work together well.

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DBE1 activity April – June 2010

District

Education

Planning and

Capacity

Assessment

HRD (Personnel) Management, Asset Management, and School

Supervision System

Human Resource Development (Personnel) Management System

DBE1 Central Java worked together with Purworejo stakeholders to improve

their Personnel Management system. As a first step, DBE1 trained participants

in using an e-form to enter data related to Teachers and Teaching Staff

(Pendidik dan Tenaga Kependidikan.) These participants then trained others in

their schools to fill out the e-forms while DBE1 facilitated the e-form

completion process. At the end of June, participants had entered data for 900

Teachers and Teaching Staff. However, further verification showed that 607

teachers from 70 SD and SMP still need to provide more information. Some of

the challenges that DBE1 team members found were a lack of ability

program‟s amongst participants (teachers) to train their colleagues properly

which resulted in work results that were incomplete or below expectation.

Second, Education Office and related stakeholders still do not have a clear plan

on how to further manage the compiled data. This affects participants‟

motivation in completing the whole process.

Asset Management System

In this reporting period, DBE1 carried out Training of Trainers, facilitated e-

form completion process, and conducted a public consultation session. The

ToT was held for all DBE1 Data Information Specialists (DIS) and Junior DIS

and aimed to provide them with necessary information to be used when

completing the process in their provinces. For Central Java, the process took

place in Purworejo. As a result, a total of 74 SD/MI from Gebang and Bener

sub-districts were able to complete their asset management-related data and

present the aggregated information during the public consultation session in

June. From this exercise, District Education Office found that 12 of the DBE1

partner schools were moderately damaged and decided to provide assistance in

repair and maintenance.

The main challenges that schools faced were:

Lack of capacity to correctly determine level of damage in their

schools‟ assets leads to incorrect reporting.

Results of BPK survey often do not portray the school‟s real condition.

102 More Effective Decentralized Education Management and Governance

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Schools have too many items to be recorded, resulting in incomplete

reporting.

To try to solve these problems, more school supervisors need to be trained so

they can assist schools in managing and maintaining their assets properly.

School Supervision Management System

In Central Java, a program to improve the school supervision management

system was also conducted in Purworejo. Because DBE1 became aware of

problems in the implementation of BOS programs at school and district levels,

our efforts were concentrated upon providing assistance to schools and district

stakeholders to better administer funds received from 2010 BOS. In this

connection, a workshop to build a shared understanding of the 2010 BOS

implementation procedure was held on May 11. The workshop‟s goal was to

introduce DBE1-developed Technical Guidelines on how to administer BOS

funds. A subsequent training session was held to prepare principals and

members of District BOS team as trainers. These trainers then disseminated the

knowledge by training principals, BOS treasurer, and computer operators to

use DBE1-developed software in administering the funds and reporting the

implementation as well.

District Education Office Strategic Plan (Rencana Strategis or Renstra)

In Surakarta, the district renstra was developed rapidly. This was because the

District Education Office was very interested to have its document completed.

This was obvious in the continuous support of the Head of District Education

Office throughout the whole process.

Support for Renstra: District Planning Information Support System

(Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota or SIPPK.)

In Surakarta City, the renstra development process started with verification of

supporting data and training of three representatives of Surakarta Education

Office as SIPPK team members. This activity also included two

representatives from University of Muhammadiyah Surakarta as Service

Providers. The trained Service Providers were able to use this opportunity to

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DBE1 activity April – June 2010

understand SIPPK and renstra development process better.

District

Education

Finance

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

Together with Service Providers from University of Muhammadiyah,

Surakarta, DBE1 assisted Surakarta stakeholders to calculate and analyze their

schools unit costs for SD/MI, SMP/MTs, and SMA/MA. Some of the

challenges were: (a) some vice principals who attended the process did not

want to take the responsibility as decisions makers, (b) participants from

NGOs tend not to provide inputs, (c) representatives from the Education

Council tend to agree with inputs from schools. To overcome these challenges,

facilitators of the process encouraged all participants to provide as much input

as possible. DBE1 also learned that to enable Service Providers to perform

their functions as a facilitator well, ample preparation time is needed.

Dissemination

District

Dissemination

Activities

From April 25 to 27, all SD/MI supervisors (60 people) from Sragen District

were trained in the RKS/M development process.

Education Management Information System

School Database

System (SDS++

)

District, Sub-District, and School-Level SDS++

Workshop

In Central Java, an SDS++ activity took place in Jepara and Purworejo. The

main challenge of the process was the cost of PDA that was considered to be

rather expensive by both the Education Offices from both districts.

ICT & Data Management

ICT/Hotspots

and Grants

In Klaten, the following grant programs have been complete: development of

an Internet Café in the District Library and ICT-based training for

representatives of Education Office, Office of Religious Affairs, and District

Library and Archive Office. All assets related to this grant implementation

have been handed over to the grantees. CV Cosmo Jaya and other grantees

have also agreed to continue implementation of the programs after DBE1 ends

in July.

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In Karanganyar, the lead grantee conducted monitoring and evaluation

activities and used the result as input for the final report. The grantee also

verified equipment to be handed over to stakeholders: Karanganyar and

Jatipuro Sub-District Education Offices, District Archive and Public Library,

and Office of Religious Affairs.

Monitoring and Evaluation

Routine

Monitoring

The following monitoring and evaluation activities took place in Central Java

in this period:

Measure 3 for 20 non-target schools in Cohort 1 districts (Jepara,

Kudus, Boyolali, Karanganyar, and Klaten.) Out of 20 schools

surveyed, it was found that 16 have already developed an RKS/M with

their own funds while four used funds from the District Budget.

Monitoring of governance activities in Kudus, Boyolali, Klaten, and

Karanganyar.

Impact Study data collection for SIPPK, BOSP, AKPK, and Renstra as

well as a survey of stakeholder opinion in nine districts and FGD in

Jepara and Boyolali.

Partnerships

Engaging

District,

Province

stakeholders

Signed Cooperation Guidelines (Kerangka Acuan Kerjasama or KAK) with

Surakarta Municipality Government

DBE1 signed Cooperation Guidelines Number 014/KAK/DBE1/I/2010 with

Surakarta Education Office in May. The agreement covered DBE1 assistance

to develop Surakarta‟s renstra, AKPK and BOSP and Service Providers for

these activities are lecturers from the University of Muhammadiyah, Surakarta.

District Close Out Workshop

District close-out workshops were held for all nine partner districts in Central

Java. In these workshops, principals, members of school committees, education

More Effective Decentralized Education Management and Governance 105

DBE1 activity April – June 2010

council representatives and/or members of parliament gave presentations on

the impact of DBE1 programs so far. Participants of these events included the

Head of District, Head of Bappeda, Head of the Education Office,

representatives from NGOs, and schools. All partner districts expressed their

hope that DBE1 will continue their assistance in the future.

Sharing Experience Workshop with Provincial Government

On May 24, DBE1 hosted a workshop to share experience and achievements

with representatives of Central Java Provincial Government as well as partner

districts. In this occasion, DBE1 informed that although assistance to districts

has been completed, DBE1 will continue to assist the Provincial Government

until June 2011. The event was also attended by a representative of

Coordinating Ministry for People‟s Welfare and Ministry of Religious Affairs.

East Java

DBE1 activity April – Juni 2010

School-level programs

School planning

(RPS/RKS/RKT)

School Development Planning for 2010-2014 period for Cohort 1 schools

By June, DBE1 East Java completed facilitation of RKS/M development

process for 81 Cohort 1 SD/MI.

District-level programs

District

Education

Governance

Capacity Building for Members of Partner Districts Parliaments

Two workshops for members of DBE1 East Java partner-district parliaments

were held during this quarter to provide information related to budgeting and

analyzing education sector finance and efforts to improve quality of education.

The first workshop was held from April 6 to 8 and attended by members of

Mojokerto, Bangkalan, Sampang and Pasuruan Parliaments. The Secretary of

Tuban Education Office, one SD Principal from Tuban, and one member of

Education Committee of East Java Parliament also took part to talk about

impact of DBE1 programs so far. As a result of this workshop, participants

agreed to use SIPPK as tool to obtain and manage data related to education and

to establish East Java Education Committee Forum to enhance communication

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DBE1 activity April – Juni 2010

among Parliament members on education issues. The second event was carried

out from May 6 to 8 and attended by representatives of Nganjuk, Bojonegoro,

and Tuban District Parliaments. In addition, representatives from non-partner

Mojokerto District also participated and requested DBE1 facilitation to

develop its‟ Education Office renstra.

District

Education

Planning and

Capacity

Assessment

District Education Planning (Renstra - LAKIP - Renja)

Development of a Report on Accountability and Performance of

Government Institutions or LAKIP (Laporan Akuntabilitas Kinerja

Instansi Pemerintah.)

DBE1 facilitated the development of LAKIP in Bangkalan, Sampang, Nganjuk,

Mojokerto, Bojonegoro, Tuban, and Pasuruan. Participants indicated that they

felt that this assistance was very helpful to improve the transparency and

accountability of participating Education Offices.

District Office Yearly Plan (Rencana Kerja or Renja)

A Renja development workshop was held from March 30 to April 1 in Kediri

for stakeholders from Nganjuk, Bangkalan, Sampang, Tuban, Mojokerto,

Pasuruan and Bojonegoro. As a next step, DBE1 facilitated development of

Renja in each district.

HRD (Personnel) Management, Asset Management, and School

Supervision System

Human Resource Development (Personnel) Management System

DBE1‟s Personnel Management System software was tested by three SD and

three SMP teachers from Mojokerto on April 29 and 30. The District

Education Office responded positively to the test results and supported a

subsequent Personnel Management System workshop held for representatives

of 86 SD/MI and SMP/MTs (principal, teacher, and administrative staff) on

May 19 to 21. The workshop aimed to train these personnel on the system so

that they can then train others in their schools. Personnel data inputted in the

system will then compiled and aggregated for further analysis at District level.

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DBE1 activity April – Juni 2010

Asset Management System

A series of Asset Management workshops was held throughout May to June

for stakeholders from schools and two sub-districts in Nganjuk. During a

public consultation session on July 7, the Head of the District Education Office

expressed his appreciation for DBE1 assistance. He also informed the meeting

that the Asset Management System will be disseminated to all schools in the

other 18 sub-districts in Nganjuk. Parliament Education Committee Head

stated that the Parliament will approve budget request for this activity.

Dissemination

District

Dissemination

Activities

The following dissemination activities took place in several districts in East

Java:

Bangkalan, 12-15 April: RKS development process for 55 schools from

Galih sub-district. Activity was funded by schools.

Sampang, 12-15 April: RKS/M training for principals, treasurer and

committee members of 18 schools

Tuban, 15-17 April: RKM training for 21 MI and 9 MTs from three

sub-districts.

Sampang, 16-19 April: RKS development process for 40 SDN.

Tuban, 19-22 April: RKS training for 20 SMA from Tuban district.

Participants included principals, committe members, and teachers.

Education Management Information System

School Database

System (SDS++

)

District, Sub-District, and School-Level SDS++

Workshop

In East Java, Training of Trainers for SDS++

was carried out in Tuban and

Bojonegoro. In Bojonegoro, a training session was held from May 25 to 29

and attended by 11 participants from schools and 18 from Sub-District/District

Education Office. In Tuban, a similar activity was carried out from May 31 to

June 4. A total of 28 people from both schools and Education Office took part.

As the next step, Bojonegoro will disseminate the System in all SD/MI in

Dander and Baureno sub-districts while Tuban will do same in Jenu,

Merakurak, and Semanding sub-districts.

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ICT/Hotspots

and Grants

On April 23, DBE1 held a meeting with the Information and Communication

Office (Dinas Infokom) of Surabaya Municipality and the lead grantee of the

ICT Grant program in Surabaya (ITS Kemitraan.) The meeting was held

because Dinas Infokom plans to disseminate the DigiSchool program to all

645 schools in Surabaya (SD, SMP, SMA, and SMK). Participants agreed that

the training session to support this plan will be held from May 17 to 18 June.

Monitoring and Evaluation

Monitoring and

Evaluation

From April to June, DBE1 East Java conducted the following:

Monitoring and Evaluation from non-partner schools in Cohort 1

districts

Impact Study and Stakeholders opinion gathering

Partnerships

Engaging

District,

Province

stakeholders

Development of East Java Provincial Innovative Education Policy

From June 8 to 10, DBE1 met with stakeholders from the East Java Provincial

Bappeda. The goal of the tmeeting was to discuss further: (1) mapping and

data management system to support illiteracy eradication program, (2) he

development of a Total Education Delivery System instruments, and (3) a

review of education indicatators listed in the Province‟s and Districts‟ strategic

planning documents. Also present in this meeting were representatives from

several universities (Universitas Malang and Universitas Surabaya.)

Total Education Delivery System Instrument Try Out

As next step to the above mentioned meeting, a pilot of the Total Education

Delivery System Instrument was conducted in Pasuruan on June 24.

Participants at this activity were representatives of five Madrasah Diniyah,

three vocational institutes, and religious-based school of Education Office

(Perguruan Agama Dinas Pendidikan.) As as result of this try out, the

questionnaire used in data collection will need to be revised. Further, training

of enumerators will be conducted on July 20.

District Close Out Workshop

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DBE1 activity April – Juni 2010

DBE1 East Java carried out district close-out workshops from June 1 to 24.

Similar to other provinces, stakeholders from all partner districts indicated that

they would like to see the DBE1 programs continued.

Other

Other activities

(not in Work

Plan)

USAID Visit to Pasuruan Education Office and schools and East Java

Bappeda.

The new USAID Education Office Director visited schools in Pasuruan and

met with stakeholders from Pasuruan District as well as the East Java

Province. When visiting schools, the new Director learned first hand about

school-level management and governance as well as teaching and learning

activities. During her meetings with the district stakeholders, she was given

information on DBE123 activities and achievements in Pasuruan. Discussions

at the meeting with East Java Bappeda addressed DBE1‟s support in

developing East Java‟s innovative efforts to improve quality of education in

the province.

South Sulawesi

DBE1 activity April – Juni 2010

School-level programs

School planning

(RPS/RKS/RKT)

School Development Planning for 2010-2014 period for Cohort 1 schools

DBE1 South Sulawesi assisted Cohort 1 schools in South Sulawesi partner

districts to finalize their latest RKS/M and RKT.

District-level programs

District

Education

Planning and

Capacity

Assessment

District Education Planning (Renstra - LAKIP - Renja)

District Education Office Strategic Plan (Rencana Strategis or Renstra)

DBE1 South Sulawesi held a renstra workshop for Makassar and Barru

districts from April 13 to 16. In addition to representatives from the Education

Offices of South Sulawesi Province and both districts, the workshop was

110 More Effective Decentralized Education Management and Governance

DBE1 activity April – Juni 2010

attended by the DBE1 Chief of Party and Central Java Provincial Coordinator.

The representative of South Sulawesi Education Office took this occasion to

mention that province‟s renstra was developed in a participative manner and

in accordance to MONE‟s Renstra as well as the Province‟s Mid-Term Plan.

However, he also mentioned that because of lack of information, there was no

confirmation if province budget allocation to support free-education program

was already in accordance to the agreed split of 60% of budget shouldered by

province and 40% by district.

The event also provided an opportunity for the DBE1 Central Java Provincial

Coordinator to share experiences from facilitating the renstra process in nine

partner-districts in Central Java. Participants learned that the commitment of

the district education office, the role of facilitators, and the availability of up-

to-date and valid SIPPK data all played an important role in a successful

renstra process.

DBE1 facilitated renstra document development throughout May and July in

Barru District. A public consultation session will be held after the inauguration

of the new Head of District and the issuing of a new District Mid-Term Plan.

S similar facilitation process was also conducted with stakeholders from

Makassar District. After a public consultation event held on the 10th of June,

the document was finalized and is now ready to be printed out.

District Office Yearly Plan (Rencana Kerja or Renja)

From March 31 to April 2, DBE1 assistend in the development of Renja in

seven partner-districts. A total of 21 people took part in the process, all

representatives of the districts‟ education offices. DBE1 did not facilitate the

process in the sense of taking the lead. Rather, participants were grouped

according to their divisions and tasked to review issues such as ways to

establish indicators and monitor the achievement of those indicators. The aim

is for all district renja development teams to produce documents that are in

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DBE1 activity April – Juni 2010

accordance with standards and expectations.

HRD (Personnel) Management, Asset Management, and School

Supervision System

Asset Management System

As a follow up to the Training of Trainers that was held from April 22 to 23

for 15 representatives from Soppeng Education Office and three from Office

of Asset and Finance Management and Recording (Dinas Pencatatan

Pengeleloaan Keuangan dan Aset Daerah), DBE1 conducted further training

for representatives from 20 SD. District-level training was conducted from

May 31 to June 2 for representatives of eight Sub-District Education Offices.

The participants reviewed data and information that had previously been

inputted by schools. Participants were also able to use the School Asset Data

Aggregator (SADA) which enabled them to aggregate data from schools at the

levels of sub-district and district. This type of information enables education

officials to compare each sub-district‟s asset management results. One lesson

learned from this effort concerned the need for all levels and divisions of the

Education Office to agree on similar recording procedures to be used in

accordance to national regulations. Results of this work were presented to

district stakeholders at a workshop on June 15.

District

Education

Finance

District Education Finance Analysis/Analisis Keuangan Pendidikan

Kabupaten/Kota (AKPK) and School Unit Cost Analysis/Biaya

Operasional Satuan Pendidikan (BOSP)

Integrated AKPK and BOSP Consultation Session

From July 11 to 12, DBE1 facilitated an internal consultation session to

discuss AKPK and BOSP results with stakeholders of Barru District. A total of

21 people from the Education Office, the District Asset Finance Management

Body (Badan Pengelola Keuangan Aset Daerah,) and schools. One of the

results of this workshop was that participants agreed on the urgent need for a

regulation on the allocation of school operational costs, in particular to specify

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DBE1 activity April – Juni 2010

the minimum cost requirements for components that support teaching and

learning activities. Review of an analysis of Barru District education finance

showed that although budget allocated for teaching and learning was still

below the expected 20%, it increased from 1.8% in 2009 to 11.3% in 2010.

Dissemination

Supervisors and

District

Facilitators

Forum

During this period supervisor forums were held in Luwu, Pinrang, and Palopo.

Supervisors from schools took part and learned about RKS development

process as well as budget development for schools annual plan.

Education Management Information System

School Database

System (SDS++

)

District, Sub-District, and School-Level SDS++

Workshop

A Training of Trainers session was held at sub-district and district level from

May 24 to 25 and attended by 16 people from the Enrekang Education Office,

Parliament, and Bappeda while a similar meeting for schools was held on May

26 to 28. These sessions aimed to improve the flow of information and data

from schools to sub-district and district education offices. With the SDS++

System, schools are able to update their data and information easily while sub-

district and district education offices can get aggregated data and have it

updated regularly.

ICT/Hotspots

and Grants

In Soppeng, DBE1 assisted the ICT grantee to finalize implementation of its

grant program. Although the original trainer for the program did not perform

as expected and had to be changed, in the end participants were able to

complete the required task of producing a science-based multi media

teaching/learning kit in English. DBE1 is currently assisting the grantee to

finalize its report and preparing for equipment hand over to district

stakeholders.

Partnerships

Engaging

District,

Province

stakeholders

District Close Out Workshop

Close out workshops for partner-districts in South Sulawesi were held from

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DBE1 activity April – Juni 2010

May 25 to July 18. In these workshops, participants reviewed the

achievements of DBE1 programs as well as shared experience obtained in the

process. Stakeholders from all districts expressed their hope that DBE1

programs would be extended longer.

Province End of Program Workshop

Meanwhile, DBE1 also hosted workshop to report achievements of programs

as well as to try to synchronize programs of districts with those of province.

Several recommendations of the participants were:

1. Province and district governments to support implementation of DBE1

programs in all schools in South Sulawesi.

2. The development of education-sector planning and policy should be

based on up-to-date and valid data and information.

3. To support stakeholders at province and district level to establish

regulations on education.

4. To use school-based management to improve quality of education.

5. School Committee and Education Council to bridge and voice

community and schools aspirations to district and provincial

government.

6. To continue use those who have been trained by DBE1 to support

improvement of education management and governance.

114 More Effective Decentralized Education Management and Governance

Annex 2: Success Stories

RKS Dissemination in Cirebon City

As a result of their participation in the best practice workshop held by DBE in the

Province of West Java / Banten Bogor some time ago, the Education Office in

Cirebon City ran an RKS dissemination program on December 9th

2009. The program

aimed to help the Office achieve its plan to make education in the city better and more

effective. The socialization activity was attended by approximately 300 school

principals (SD /MI, SMP/MTs, SMA/MA/SMK) and a number of education

stakeholders from the city.

The response of participants to the

material presented by DBE1 was very

enthusiastic and positive. Although the

time allocated to DBE1 was initially

only two hours, in the event the

presentation extended well beyond

this limit. This was as a result of the

number of questions and comments

made by participants, especially

focussing on a desire to see the

socialization followed by training and

guidance for schools in how to prepare an RKS. In addition, many participants

indicated that they want the manual and materials delivered by DBE1 to be copied

and distributed to the participants. Cirebon City Education Department has not yet

given a definite response to the proposals and the expectations communicated by the

participants. At the conclusion of the socialization event, about 300 flash disks / USB

were piled on the specialists‟ laptops indicating the demand for copies of the material

presented. Coordinators suggested that the guidelines and manuals on RKS

preparation could be copied and taken for use by all principals and school committees

in the Cirebon district who were present at the time. Many participants also requested

hard copies of RKS Guidelines from the specialists. According to comments made by

many participants, the RKS materials presented by DBE1 seemed very logical and

easy to understand. The RKS training strategies adopted by DBE1 were thought to be

more effective in producing a higher quality RKS than other alternatives.

Since this socialization event and up until now, the process of RKS dissemination in

Cirebon City continues to unfold. Many principals, especially from SD / MI, (about

57%) have independently prepared RKS using the DBE1 version and approach.

Furthermore, some have also tried a distance learning approach via email with the

DBE1 specialists in order to get guidance in preparing RKS. According to

information received from several pengawas and school principals, some schools

have complained about the verification of RKS conducted by the Education

Department as a result of a policy that requires schools to have RKS if they need

More Effective Decentralized Education Management and Governance 115

assistance from APBD II. This is, in turn, is the result a lack of Education Office

personnel in the past who understood how schools should prepare an RKS in

accordance with the guidelines published by DBE1 (Permendiknas No. 19/2007) in

terms of standard of content, process and outcomes. In addition there is still an

assumption that DBE1 will close in June 2010. While on the other hand, according to

the Head of Planning at the Education Office in Cirebon City, RKS will be reinforced

in a local regulation (perda) in the city of Cirebon to be known as the „Law on RKAS,

RKS and financial management in schools‟ which is currently being developed in

several stages.

116 More Effective Decentralized Education Management and Governance

Annex 3: Training for Project Beneficiaries From the period of April to June, DBE1 conducted a total of 107 training sessions.

The number of training sessions decreased from last period (256 sessions) because

DBE1 was finalizing its activities at both school and district levels. The total number

of people trained also was reduced rather significantly from 3,486 people in the

January to March period to 1,334 people in this quarter. DBE1 focused most of its

activities at assisting Cohort 1 schools to complete their 2010-2014 plans and this

could be seen from the high number of principals, teachers, and others from schools

(477 people) that took part in DBE1 training sessions.

(Please see Tables A3-1 and A3-2 on number of training activities and persons trained

below for more details.)

Table A3-1: Number of training activities from January to March 2010

Apr May June Total

1 Aceh 4 1 0 5

2 Sumatera Utara 5 13 3 21

3 Banten 2 0 1 3

4 Jawa Barat 14 8 4 26

5 Jawa Tengah 5 4 13 22

6 Jawa Timur 10 10 4 24

7 Sulawesi Selatan 3 3 0 6

Total 43 39 25 107

No. Province2010

Table A3-2: Summary of persons trained from January to March 2010

Component Male Female Total

District Facilitator 13 3 16

School Principal/Vise 101 78 179

School Committee 3 - 3

School teacher 95 91 186

District Education Staf 295 84 379

MORA District Staf 9 1 10

Local Government 10 7 17

Parent (non School Committee) - - -

CSO 4 - 4

DPRD 109 13 122

Education Board 51 8 59

Supervisor 116 20 136

Other 117 106 223

Total 923 411 1,334

More Effective Decentralized Education Management and Governance 117

In addition to the high number of participants from schools, a high number of

representatives of MONE and MORA (389 people in total) also constituted to the

total number of people trained for the April to June period. In addition, a total of 358

Service Providers and Service Users also took part in DBE1 activities. These numbers

indicate that for programs at school and district levels, representatives of MONE and

MORA continued to be involved.

Table A3-3 below shows analysis of training beneficiaries by institutions while table

A3-4, shows analysis of training beneficiaries by activities.

Table A3-3: Analysis of training beneficiaries by Institutions18

18

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

No Component Male Female Total

1 DBE1 65 24 89

2 DBE2 1 1

66 24 90

1 Kantor Cabang Dinas 10 10

2 Kepala Bidang 18 1 19

3 Kepala Dinas 11 2 13

4 Kepala Seksi-KCD-UPTD 30 10 40

5 Kepala Unit 84 27 111

6 Staf 142 44 186

295 84 379

1 Kepala Seksi 1 1

2 Kepala Unit 7 7

3 Staf 1 1 2

9 1 10

1 Tokoh Masyarakat 3 3

3 - 3

1 Bapedda 2 2 4

2 Dinas Terkait 5 1 6

3 Kantor Pemda 3 4 7

10 7 17

1 Guru 95 91 186

2 Kepala Sekolah 101 78 179

3 Lainnya 34 78 112

230 247 477

1 District Facilitator 13 3 16

3 Pengawas 116 20 136

2 Lainnya 8 1 9

137 24 161

1 CSO 4 4

2 Dewan Pendidikan 51 8 59

3 DPRD 109 13 122

4 Lainnya 2 1 3

5 LSM/NGO 4 2 6

6 Media 3 3

173 24 197

Grand Total 923 411 1,334

SERVICE USER

DBE

MONE

MORA

SCHOOL COMMITTEE

LOCAL GOVERNMENT

SCHOOL

SERVICE PROVIDER

118 More Effective Decentralized Education Management and Governance

No Activities Name Male Female Total

1 Data Completion 2 1 3

2 Data Processing 2 1 3

3 Workshop DPISS 2 1 3

6 3 9

1 Workshop #2 5 1 6

5 1 6

1 Workshop # 1 26 12 38

2 Workshop # 2 15 8 23

3 Workshop #3 Tk. Gugus 27 9 36

68 29 97

1 Pendampingan 6 16 2 18

2 Pendampingan 7 19 3 22

3 Pendampingan 10 16 2 18

4 Pendampingan 11 45 4 49

96 11 107

1 Fasilitasi Dewan Pendidikan 44 8 52

2 Fasilitasi DPRD 33 5 38

3 Konferensi DPRD 96 18 114

4 Other 38 10 48

211 41 252

1 Workshops 59 16 75

59 16 75

1 Konsultasi publik di Kab/Kota 34 32 66

2 Output Dinas Pendidikan 48 5 53

3 Pelatihan agregasi data dan hasil dari SD/MI ke UPTD, dan dari UPTD ke Dinas Pendidikan 66 12 78

4 Pelatihan Manajemen Asset di UPTD 43 39 82

5 Pendampingan ke UPTD dan Dinas Pendidikan 32 12 44

6 Pendampingan SD/MI 38 26 64

7 TOT Manajemen Sarpras 78 14 92

339 140 479

1 Supervision, Personnel, and Asset 122 177 299

122 177 299

1 Other Training Activity 93 42 135

93 42 135

1 Stakeholder Workshops 83 25 108

83 25 108

1 Pelatihan DPISS 26 3 29

2 Pelatihan Renstra 46 10 56

3 Pendampingan Entry Data 20 1 21

4 Pendampingan Ws.#1 8 8

5 Pendampingan Ws.#2,3 22 8 30

6 Pertemuan Forum SKPD 7 3 10

7 Ws.#1 Analisis Layanan 4 2 6

8 Ws.#3 Visi sp. Kegiatan 14 4 18

9 Ws.#4 Tujuan Strategis 13 5 18

10 Other 21 10 31

181 46 227

1 SDS (SD/MI)-Workshop Tk. Gugus 29 12 41

2 SDS (SMP/MTs)-Workshop Tk. Gugus 18 8 26

47 20 67

Grand Total 1,310 551 1,861

SDS

Aceh Expansion (DPISS)

AKPK

BOSP

GGSP

LAKIP

Manajemen Asset

MSDM

Other Training Activitiy

RENJA

FORUM DF

RENSTRA

Table A3-4: Analysis of training beneficiaries by activities

More Effective Decentralized Education Management and Governance 119

Annex 4: Documents uploaded in the website

News update:

DBE1 Introduced School Database System++ (SDS+ +) during Coordination Meeting

of Education Statistics Center of Research and Development Body of Ministry of

National Education

June 26, 2010

Dissemination of Management and Governance Program in East Nusa Tenggara

Province

June 4, 2010

Education Stakeholders from Lembata District, Nusa Tenggara Timur, visited

Bojonegoro District, East Java

May 2, 2010

DBE1 implemented School Data Base System++ (SDS++) program as part of

EMIS/ICT strengthening effort in Pidie and Aceh Tengah, Aceh

April 15, 2010

Resource Materials update:

Good Practice in Implementing Indonesian Decentralized Basic Education Policies

June 24, 2010

Minister of National Education Regulation number 24 Year 2008 regarding

School/Madrasah Administrative Staff Standards

June 9, 2010

Government Regulation Number 19 Year 2010 regarding Implementation

Procedures of Duty, Authority, and Financial Position of Governor as representative

of The Government in the Province

May 20, 2010

DBE1 Quarterly Report 19

May 6, 2010

120 More Effective Decentralized Education Management and Governance

DBE1 Quarterly Report 18

May 6, 2010

DBE1 Quarterly Report 17

May 6, 2010

More Effective Decentralized Education Management and Governance 121

Top 10 downloaded documents:

Teknologi Informasi Komunikasi untuk Kehidupan, Pembelajaran dan Pekerjaan

(15,236 downloads)

Law number 14 year 2005 regarding Teachers and University Lecturers

(13,974 downloads)

Republic of Indonesia Government Regulation number 32 year 2008 regarding

Guideline for District Annual Budget (APBD) compilation Year 2009

(10,726 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

(9,629 downloads)

How to Fill SD/MI Profile Instruments Manual

(8,718 downloads)

National Education Minister Regulation number 34 year 2007 regarding National

Exam Year 2007-2008

(8,465 downloads)

Attachment to Republic of Indonesia Government Regulation No. 38 Year 2007

regarding Division of Government Matters among Central, Province, and District

level Government

(8,380 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

(8,014 downloads)

School Committee: Organization

(7,801 downloads)

School Committee: Simple Accounting Methods

(7,633 downloads)

122 More Effective Decentralized Education Management and Governance

Annex 5: Deliverables Status: June 30, 2010

Deliverables Due Status Documents

Deliverable 1: Prepare indicative work

plans for the reminder of the project annually for submission to USAID.

Due: Annual work plan

submission in subsequent years remains the same.

COMPLETED

Submitted October 2008. Revised plan to be submitted Oct 2009

Workplan

Deliverable 2: Modify staff scope of work

and estimated person/month to meet the needs for the remainder of the project

Due: During the third

year of the project implementation.

COMPLETED

Submitted November 2008

Included in Workplan

Deliverable 3: Update Performance

Monitoring Plan and a Results Framework specifying indicators, baseline data and targets – to measure progress at both activity and Project Objective level. Data will be used as inputs to USAID‟s Annual Report to AID/W.

Due: Annual report

submitted to USAID.

COMPLETED

Submitted October 2008

Annual Report

Deliverable 4: Conduct a selection of new

sub-districts and schools for replication in collaboration with local governments. USAID anticipates the number of schools to be targeted for replication to be approximately 3,000, and the contractor must have USAID approval on the selection criteria and the total number of schools and sub-districts to be selected. Where practical, the selection of new sub-districts and schools would be coordinated with other DBE partners.

Due: During the fourth

year of the project implementation.

COMPLETED

By end of fourth year more than 7,000 schools are implementing at least one DBE1 program under the dissemination program

Updated in quarterly reports

Selection of any new districts in Aceh will use the same approach, but after the completion of the 2008 assessment (see Deliverable 22).

COMPLETED

18 districts mandated in Aceh modification signed by USAID July 2009

RTI proposals for Aceh modification

Deliverable 5: Modify scope of work

(SOW) of District Coordinators to include replication and to meet local government and project‟s priorities in the remaining period of the project. In expanded areas in Aceh, District Coordinators hired and trained to work with local governments, school committees and schools on planning, budgeting and management to support improved basic education.

Due: During the third

year of the project implementation.

COMPLETED

Approved by USAID June 2, 2008

Revised SOW for DC

Deliverable 6: Assessment of Education

Management Information System (EMIS) in Indonesia [Completed].

Due: During the first

year of program implementation.

COMPLETED

Submitted April 2007

Report

Deliverable 7: Update and maintain Project

Data Management System (PDMS) regularly and provide periodic and ad hoc analyses to USAID.

Due: Continue on

regular basis.

ONGOING UNTIL END OF PROJECT

Updated Users Guide to be published in next quarter

Deliverable 8:To support institutionalization

and replication, the contractor will design and deliver a workshop in each province for the project districts and project staff to highlight best practices. The workshop will be delivered in coordination and conjunction with DBE 2 and 3.

Due: Before end of March 2009.

COMPLETED

Agreement with USAID to conduct workshops between July 27 and August 6,2009 in conjunction with DBE23

No

More Effective Decentralized Education Management and Governance 123

Deliverables Due Status Documents

Deliverable 9: Develop medium term

education sector development plans (renstra) for at least 35 project district governments.

Due: By the end of the

fourth year of assistance to each local government.

COMPLETED

35 plans completed 9 plans in process.

District strategic plans (in Bahasa Indonesia)

Deliverable 10: Develop education finance

plans and budgets (AKPK = District Education Finance Analysis, and BOSP = School Unit Cost Analysis) at least in 35 project districts to support education sector development plans.

Due: By the end of the

fourth year of assistance to local government.

COMPLETED

44 AKPK completed 61 BOSP completed

District finance reports (in Bahasa Indonesia)

Deliverable 11: Complete a second report

describing progress and recommendations to implement greater democratic participation, transparency, and accountability in the education sector.

Due: During the fourth

year of the project implementation.

COMPLETED

Draft approved by USAID December 2009. Final formatting and translation underway

Report.

Deliverable 12: Summary of materials on

local government education planning, management and governance, as well as participatory community school management practices. The report will help DBE1 refines its replication strategy to meet efficient and effective dissemination of best practices.

Due: Eighteen months

from contract award, with comprehensive updates at the end of year three and end of activity.

COMPLETED

#2 submitted May 2009

#3 submitted May 2010

Report 2 Includes Deliverables12,13 and 23.

Deliverable 13: Document outcomes

highlighting DBE1 best practices, how they were developed, tested, and the extent of successful replication. The report will inform MONE and MORA the implementation of national policy at the lower level (districts and schools) and the recommendations for national policy dialogues.

Due: Comprehensive

updates at the end of year three and year four.

COMPLETED

#2 submitted May 2009

#3 datedJanuary 2010. Approved by USAID

Report# 2 Includes Deliverables12, 13 and 23.

Report# Includes Deliverables 13 and 23.

Deliverable 14: For each PPA (Public

Private Alliance), prepare a report describing summary of the contributions of the parties, including the amount of leverage brought by the contractor; a description of private resources and level of innovations; and a summary of how the interests and objectives of each partner converge. PPA initiatives in the remaining period of the program depend on directions from USAID/Office of Education.

Due: On semi-annual

basis.

COMPLETED

#3 submitted September 2008

#4 submitted July 2009

#5 submitted January 2010

#6 Final submitted June 2010

Report

Deliverable 15: Monitor and report on-

going ICT-based small grants. Following the Mid-Term Review, USAID does not plan to initiate new education hotspots or associated small grants.

Due: Continue on a

regular basis. Underway

Final report to be submitted August 2010.

Reports included in quarterly project reports

Deliverable 16: Prepare special

reports/analyses occasionally requested, including input to planned mid-term and final evaluations in 2008 and 2009.

Due: Upon request

with delivery as agreed by the CTO.

Pending USAID requests

Occasional reports as requested

124 More Effective Decentralized Education Management and Governance

Deliverables Due Status Documents

Deliverable 17: Develop a complete

program for disseminating school-based management activities to other schools/areas. To the extent possible, incorporate Active Learning into school-based management in DBE1 activities for elementary schools. School-based management packages will be provided to DBE3 for junior secondary schools.

Due: Beginning of

year four of project implementation.

Underway

Materials including module on Pakem has been approved by MONE/MORA. Final printing of 1,500 copies to be distributed to every province in the next quarter

Integrated replication packet

Deliverable 18: With written concurrence

from MONE and USAID, place staff at MONE‟s School Based Management secretariat to provide the networking and liaison between MONE, USAID, and DBE 123.

Due: During the fourth

year of program implementation.

COMPLETED

Assignment began October 2008 with USAID approval

No

Deliverable 19: Assist central and local

government institutions as well as donors,in identification, training, and standard-setting for certification of service provider(s) in education management and governance that can implement DBE1 programs throughout the country.

Due: During the fourth

year of the program implementation.

PARTIALY

COMPLETED

Criteria for certifying school based management facilitators agreed with MONE April 2010

No

Deliverable 20: Update materials for

training on local governance to improve communication and coordination within and between education stakeholders (legislative members, education council, local media, non-governmental organizations) promoting transparency and accountability in education sector.

The training and other activities will be conducted with local governments and civil society organizations.

Due: During the third

and fourth years of the project implementation.

Underway

Report to be submitted July 2010.

Governance materials

Deliverable 21: Design expansion or

replication of DBE1 program in Aceh, to be implemented in Aceh with contributions from the Aceh provincial government, and dependent on funding and approval from USAID. Recommendations are derived from an assessment conducted by the contractor in the third year of the contract.

Due: Design due

during the third year of the project implementation, and subject to the availability of additional funds, implementation during fourth and fifth years.

COMPLETED

Feasibility study submitted August 2008

Design document and workplan

Deliverable 22: Carry out pilot data

collection and maintenance activity in Aceh in collaboration with MONE (Pusat Statistik Pendidikan or Center for Education

Statistics). Results of the pilot activity submitted to GOI to improve MONE‟s Education Management Information System (EMIS).

Due: During the fourth

year of the project. Underway

Results continuously shared with MONE. Final report to be submitted August 2010

Completion report

More Effective Decentralized Education Management and Governance 125

Deliverables Due Status Documents

Deliverable 23: Produce a periodic report

describing the institutionalization and transfer of DBE1 products (training materials, manuals, reports regarding local government and school education planning, management, and governance, as well as community participation in management practices) to MONE and MORA.

Due: Semi-annually

for the remaining of the program period.

Partially

COMPLETED

Report #1 submitted May 2009

Second dated January 2010. Approved by USAID.

Third and final report to be submitted July 2010

.

Report 1 Includes Deliverables 12, 13 and 23

Report 2 Includes Deliverables 13 and 23

Deliverable 24:The contractor will conduct

a Bos Impact Assessment to report on the impact of BOS on expenditure patterns at some DBE-supported schools.

Due: During the fourth

year of implementation Underway

Report to be submitted July 2010

Report

126 More Effective Decentralized Education Management and Governance

Annex 6: Status of project documents uploaded in USAID Development Experience Clearinghouse (DEC)

Status of Uploading Documents to Development Education Clearing House

(DEC)

Report Date uploaded

to DEC

Report on “Good Practices in Implementing Indonesian Decentralized Basic Education Policies”

06-22-2010

Monitoring Progress Report 1 dated September, 2006 09-28-2009

Monitoring Progress Report 2 dated September , 2007 09-28-2009

Monitoring Progress Report 3 dated November, 2007 09-28-2009

Monitoring Progress Report 4 dated June, 2008 09-28-2009

USAID Chevron Vocational Training Monitoring and Evaluation (final report DBE1 special report) dated September 2007

09-28-2009

Annual Report III Oct 2007 – Sep 2008 03-31-2009

Annual Report IV Oct 2008 – Sep 2009 03-31-2010

Study of Legal Framework/Summary of Laws of Regulations (2007) 03-05-2009

Study of Legal Framework/Summary of Laws of Regulations (2009) 02-16-2010

Replication of DBE1 School Dev Planning Oct 2008 03-05-2009

Public Private Alliance Sept 2008 –Year 3 03-05-2009

Public Private Alliance Sept 2007 – Year 2 03-05-2009

Public Private Alliance – Year 1 dated 14 August 2006 03-05-2009

School Reconstruction Central Java Monitoring Progress Rpt 1 August 2008 03-05-2009

District Ed. Finance Analysis (DEFA) Oct 2007 03-05-2009

EMIS Assessment June 2007 03-05-2009

ICT Grants Sept 2006 DBE1 ICT Grants Report 03-05-2009

Review of Materials on Education Planning, Management and Governance June 2007 03-05-2009

More Effective Decentralized Education Management and Governance Oct06_Sept07 Annual Report Year 2

03-05-2009

More Effective Decentralized Education Management and Governance April 05_Sept06 Annual Report Year 1

03-05-2009

Policy Reform in Education Planning Oct 2007 03-05-2009

More Effective Decentralized Education Management and Governance 127

Annex 7: Contribution of DBE1 in District Policy Development per June 2010

No Province District Policy Status DBE1 Contribution

1 DBE1 National Technical Guideline on School Finance Management Based on 2010 BOS Manual

Complete Full Technical Assistance

2 Aceh Aceh Besar Circular letter of Head of Educaction Office requesting schools to have RKS/M and integrating of school plan into district‟s.

Complete Full Technical Assistance

3 Aceh Besar Revision of Qanun no. 23/2002 to 5/2008 on education.

Complete Provided input

4 Banda Aceh Circular letter of Head of Education Office requesting SD, SMP, SMA, and SMK to have RKS/RKT/RKAS and SD to take part in SDS

Complete Full Technical Assistance

5 Aceh Tengah

Circular letter of Head of Education Office requesting SD, SMP, SMA, and SMK to have RKS

Complete Full Technical Assistance

6 North Sumatra

Deli Serdang Decision letter of Head of Education Office requesting SD, SMP, and SMA to have RKS.

Complete Full Technical Assistance, Education Office developed document.

7 Tanjung Balai

Decision to allocate budget for poor students Complete Full Technical Assistance

8 Tapanuli Selatan

Circular letter of Head of Education Office requesting SD, SMP, SMA, SMK and private schools to have RKS and RKT

Complete Full Technical Assistance

9 Dairi Circular letter of Head of Education Office requesting schools to have RKS

Complete Full Technical Assistance

10 Tebing Tinggi*

Circular letter of Head of Education Office requesting schools to have RKS, RKT and RKJM using DBE1-developed methodology.

Complete Full Technical Assistance

From April to June, DBE1 assisted three districts (Tebing Tinggi, Jepara, and Soppeng) in finalizing their policy-related documents. These districts and policies are marked with *

128 More Effective Decentralized Education Management and Governance

Annex 8: Abbreviations, Acronyms and Glossary

Abbreviations & Acronyms

ADD Alokasi Dana Desa [Village Budget Allocation]

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

Balitbang Badan Penelitian dan Pengembangan [Research and Development Body]

Bappeda Perencanaan Pembangunan Daerah [Regional Development Planning

Agency]

Bappenas Perencanaan Pembangunan Nasional [National Development Planning

Agency]

BIA BOS (Bantuan Operational Sekolah) Impact Analysis

BOP Bantuan Operasional Pendidikan [Education Operational Grants]

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

More Effective Decentralized Education Management and Governance 129

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

Kandepag Kantor Departemen Agama [District Religious Affairs Office]

KKG Kelompok Kerja Guru [teachers‟ working group]

KKRPS Kelompok Kerja RPS [school RPS team]

KTSP Kurikulum Tingkat Satuan Pendidikan [School Unit Curriculum]

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]

Musrenbangdes Musyawarah Perencanaan Pembangunan Desa [Village Development

Planning Forum]

NGO Non Governmental Organization

P4TK Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga

Kependidikan [Center for Educators and Education-Related Personnel

130 More Effective Decentralized Education Management and Governance

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

Permendiknas Peraturan Menteri Pendidikan Nasional [Minister of National Education

Regulation]

PKBM Pusat Kegiatan Belajar Mengajar [Teaching and Learning Center]

PMP Performance Monitoring Plan

PMTK Peningkatan Mutu dan Tenaga Kependidikan [Quality Improvement of

Education and Education Staff]

PPA Public-private alliances

Ranperda Rancangan Peraturan Daerah [Draft of District Regulations]

RAPBS Rencana Anggaran, Pendapatan, dan Belanja Sekolah [School Budget

Plan]

Rembuk

Nasional

National meeting

RKAS Rencana Kegiatan dan Anggaran Sekolah [School Activities and Budget

Plan]

RKS Rencana Kerja Sekolah [School Work Plan]

RKT Rencana Kerja Tahunan [Annual Work Plan]

RKTL Rencana Kerja Tindak Lanjut [Future Action Plan]

RPJMD Rencana Pengembangan Jangka Menengah Daerah [District Mid-Term

Development Plan]

RPK Rencana Pengembangan Kapasitas [Capacity Development 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

More Effective Decentralized Education Management and Governance 131

Educator and Education Staff)

SIPPK Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota [District

Planning Information Support System]

SMP Sekolah Menengah Pertama [junior secondary school]

SNP Standar Nasional Pendidikan [National Standards for Education]

SOAG Strategic Objective Agreement [USAID and Menko Kesra]

SOTK Struktur Organisasi dan Tata Kerja [Organizational and Work Structure]

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

Badan Kepegawaian Daerah District Personnel Board

Bupati Head of a district

Departemen Agama Ministry of Religious Affairs

Departemen Keuangan Department of Finance

Departemen Pendidikan Nasional Ministry of National Education

Dewan Perwakilan Rakyat

Daerah

District Parliament (DPRD)

Dinas Provincial, district, or city office with sectoral responsibility

Dinas Pendidikan dan

Kebudayaan (Dinas P&K)

Provincial or district educational office

Gugus School cluster

Kabupaten District (administrative unit), also referred to as a regency

Kanwil Agama Provincial Religious Affairs Office

Kecamatan Sub-district

Kepala Dinas Pendidikan Head of provincial or district education office

132 More Effective Decentralized Education Management and Governance

Kepala Sekolah School principal

Komisi Committee in national or local legislatures

Komite sekolah School committee

Kota City (administrative unit)

Madrasah Ibtidaiyah Islamic primary school (MI; MIS Swasta; MIN Negeri)

Madrasah Tsanawiyah Islamic junior secondary school (MT)

Madrasah Pendidikan dan Agama Department of Religious Affairs directorate for Islamic

religious schools (Mapenda)

Menko Kesra Coordinating Ministry for People‟s Welfare

Pengawas School inspector

Renstra Satuan Kerja Perangkat

Daerah (Renstra SKPD)

Strategic Plan for local government work unit

(e.g. District Education Development Plan)

Sekolah Dasar primary school (SD)

Sekolah Menengah Pertama junior secondary school (SMP)

Surat Keputusan Decree/defining conditions, outcomes of a decision

Wali Kota Mayor

Widyaiswara Trainer