PROJECT COMPLETION REPORT ON THE SENIOR … · EBTANAS – Evaluasi Belajar Tahap Akhir Nasional...

ASIAN DEVELOPMENT BANK PCR:INO 23077

PROJECT COMPLETION REPORT

ON THE

SENIOR SECONDARY EDUCATION PROJECT (Loan 1360-INO)

IN

INDONESIA

March 2003

CURRENCY EQUIVALENTS

Currency Unit – Rupiah (Rp)

At Appraisal At Project Completion 15 June 1995 30 April 2001

Rp1.00 = $0.000446 $0.0000926 $1.00 = Rp2,240 Rp10,837

ABBREVIATIONS

ADB – Asian Development Bank BAGPRO – Bagian Proyek (Project Implementation Unit at Provincial Level) BAPPENAS – Badan Perencanaan Pembangunan Nasional (National

Development Planning Agency) BME – benefit monitoring and evaluation CDC – Curriculum Development Center DC – direct contracting DGPSE – Directorate General of Primary and Secondary Education DP – direct purchase DSE – Directorate of Secondary Education EBTANAS – Evaluasi Belajar Tahap Akhir Nasional (National School-Leaving

Examination) EDC – Examination Development Center IS – international shopping LCB – local competitive bidding MA – Madrasah Al iyah (Islamic Senior Secondary School) MOEC – Ministry of Education and Culture (now MONE) MOF – Ministry of Finance MONE – Ministry of National Education (previously MOEC) MORA – Ministry of Religious Affairs MPMBS – Management Peningkatan Mutu Berbasis Sekolah (School

Based Quality Improvement) PIU – Project Implementation Unit PPPG

– Pusat Pengembangan Penataran Guru (Center for Teacher

Training Development) PROPENAS – Program Pembangunan Nasional (National Development

Program) PSC – Project Steering Committee REPELITA – Rencana Pembangunan Lima Tahun (Five-Year Development

Plan) SMU – Sekolah Menengah Umun (General Senior Secondary School

under MONE)

NOTES

(i) The fiscal year (FY) during the period of Project implementation ran from 1 April to 31 March. (From 2001, FY runs from 1 January to 31 December).

(ii) In this report, "$" refers to US dollars.

CONTENTS

Page

BASIC DATA ii I. PROJECT DESCRIPTION 1 II. EVALUATION OF DESIGN AND IMPLEMENTATION 1

A. Relevance of Design and Formulation 1 B. Project Outputs 2 C. Project Costs 7 D. Disbursements 7 E. Project Schedule 8 F. Implementation Arrangements 8 G. Conditions and Covenants 8 H. Consultant Recruitment and Procurement 8 I. Performance of Consultants, Contractors, and Suppliers 10 J. Performance of the Borrower and the Executing Agency 10 K. Performance of ADB 10

III. EVALUATION OF PERFORMANCE 11

A. Relevance 11 B. Efficacy in Achievement of Purpose 11 C. Efficiency in Achievement of Outputs and Purpose 12 D. Preliminary Assessment of Sustainability 12 E. Environmental, Sociocultural, and Other Impacts 13

IV. OVERALL ASSESSMENT AND RECOMMENDATIONS 13

A. Overall Assessment 13 B. Lessons Learned 14 C. Recommendations 14

APPENDIXES 1. Accomplishments Vs Planned Targets 16 2. Financing Plan 20 3. Loan Disbursement 22 4. Project Implementation Schedule 23 5. Status of Compliance with Loan Covenants 28 6. Comparison of Appraisal and Actual Consultant Services 31 7. Staff Development Program at Appraisal and Actual 34 8. Details of Civil Works 37 9. Details of Equipment, Furniture, and Instructional Materials 41

10. Contract and Procurement Packaging 43

BASIC DATA A. Loan Identification 1. Country 2. Loan Number 3. Project Title 4. Borrower 5. Executing Agency 6. Amount of Loan 7. Project Completion Report Number

Indonesia 1360-INO Senior Secondary Education Project Republic of Indonesia Ministry of National Education $110 million 736

B. Loan Data

1. Appraisal – Date Started – Date Completed 2. Loan Negotiations – Date Started – Date Completed 3. Date of Board Approval 4. Date of Loan Agreement 5. Date of Loan Effectiveness – In Loan Agreement – Actual – Number of Extensions 6. Closing Date – In Loan Agreement – Actual – Number of Extensions 7. Terms of Loan – Interest Rate – Maturity (no. of years) – Grace Period (no. of years) – Commitment Charge

24 November 1994 15 December 1994 8 June 1995 10 June 1995 18 July 1995 22 August 1995 20 November 1995 3 October 1995 - 30 April 2001 29 October 2002a - pool-based variable lending rate system 25 years 5 years 0.75% per annum

8. Disbursements a. Dates Initial Disbursement

13 December 1995

Final Disbursement

1 June 2002

Time Interval

78.0 months

Effective Date

3 October 1995

Original Closing Date

29 October 2002

Time Interval

84.8 months

a Closing of loan account was delayed because of MONE’s plan to request for loan extension for the payment of outstanding withdrawal applications, and refund of outstanding advances in the imprest account. In March 2002, the Borrower confirmed that it would not request for a loan extension, and the loan account was closed on 29 October 2002, after the outstanding balance was refunded.

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b. Amount ($ million)

Item

Original Allocation

Last Revised

Amount Cancelled

Amount Available

Net Amount

Allocation Disbursed 01 Civil Works 8.79 8.95 1.75 7.20 7.20

(including Furniture) 02A Equipment: Education 8.74 18.54 4.30 14.24 14.24 02B Equipment: Other 2.30 2.16 0.24 1.92 1.92

03 Instructional Materials 5.53 12.19 2.76 9.37 9.38 04 Staff Development: 2.99 25.76 6.33 19.43 19.43

Overseas Training 05A Consulting Services: Education 3.39 4.02 0.35 3.67 3.67 05B Consulting Services: 0.77 1.28 0.01 1.27 1.26

Institutional Development 06A Strategic Studies and Pilot 1.98 1.09 0.45 0.64 0.64

Activities: Studies and Planning 06B Strategic Studies and Pilot 3.08 1.91 1.52 0.39 0.39

Activities: Pilot Activities 07 Interest and Commitment Charge 18.63 18.63 4.20 14.43 14.43 08 Unallocated 6.20 0.00 0.00

09.1 Local Costs: Equipment 4.19 0.00 0.00 09.2 Local Costs: Instructional

Materials 7.05 0.00 0.00

09.3 Local Cost: Staff Development 21.05 0.00 0.00 09.4 Local Costs: Consulting Services 5.31 0.00 0.00 09.5 Local Costs: Studies and

Planning 1.28 0.00 0.00

09.6 Local Costs: Pilot Activities 8.72 0.00 0.00 Total 110.00 94.52 21.91 72.55 72.55

10. Local Costs (Financed)

ADB Government − Amount ($ million) 25.24 43.73 − Percentage of Local Costs 37% 63% − Percentage of Total Costs 18% 31%

C. Project Data

1. Project Cost ($ million)

Item Appraisal Estimate Actual Foreign Exchange Cost 62.40 47.30

Local Cost 136.16 68.97

Total Cost 198.56 116.28

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2. Financing Plan ($ million)

Appraisal Estimate Actual Item Foreign Local Total Foreign Local Total − Borrower-financed 0.00 88.56 88.56 0.00 43.73 43.73 − ADB-financed 43.77 47.60 91.37 32.88 25.24 58.12

Total 43.77 136.16 179.93 32.88 68.98 101.85

IDC Costs − Borrower-financed 0.00 0.00 0.00 0.00 0.00 0.00 − ADB-financed 18.63 0.00 18.63 14.43 0.00 14.43

Total 18.63 0.00 18.63 14.43 0.00 14.43 ADB = Asian Development Bank, IDC = interest during construction. 3. Cost Breakdown by Project Component ($ million)

Appraisal Estimate Actual Component Foreign Local Total Foreign Local Total

A. Staff Development 3.48 21.05 24.53 3.39 16.04 19.43

B. Instructional Materials 6.44 7.05 13.49 4.51 4.86 9.37

C. Facilities Development − Civil Works and Furniture 10.24 35.31 45.55 7.20 11.42 18.62 − Equipment − Educational 10.18 3.27 13.45 11.07 3.17 14.24 Other 2.68 0.92 3.60 1.69 0.23 1.92

D. Consultant Services − Education 3.95 2.09 6.03 3.67 0.00 3.67 − Institutional Development 0.90 3.23 4.12 0.85 0.40 1.26

E. Strategic Studies and Pilot Activities − Studies and Development Planning 2.301 1.28 3.59 0.40 0.24 0.64 − Pilot Implementation 3.59 20.62 24.21 0.09 2.00 2.09

F. Special Programa − Scholarships and Grants-in-Aid 0.00 16.37 16.37 0.00 0.00 0.00 − Information and Communication 0.00 1.86 1.86 0.00 0.00 0.00

G. Incremental Recurrent Costs − Project Facilities 0.00 9.17 9.17 0.00 29.89 29.89 − PIU 0.00 4.03 4.03 0.00 0.71 0.71

H. Taxes and Duties 0.00 9.93 9.93

I. IDC 18.63 0.00 18.63 14.43 0.00 14.43 Total Project Cost 62.40 136.16 198.56 47.30 68.97 116.28

IDC = interest during construction, PIU = project implementation unit. a Scholarships were financed through National Program for Scholarships and School Block Grants.

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4. Project Schedule

Item Appraisal Estimate Actual

(a) Civil Works - Start Date - Completion Date

2nd quarter 1997 3rd quarter 2000

3rd quarter 1996 3rd quarter 2000

(b) Procurement of Equipment

- First Procurement - Last Procurement - Completion of Installation

4th quarter 1996 4th quarter 1999 4th quarter 1999

1st quarter 1996 3rd quarter 2000 3rd quarter 2000

(c) Furniture

- First Procurement - Last Procurement - Completion of Installation

4th quarter 1996 4th quarter 1999 4th quarter 1999

3rd quarter 1996 3rd quarter 2000 3rd quarter 2000

(d) Consulting Services

- Date of Award - Completion of Work

2nd quarter 1996 4th quarter 1999

4th quarter 1995 4th quarter 1999

(e) Staff Development

- Date of Award - Completion of programs

1st quarter 1996 3rd quarter 2000

1st quarter 1996 4th quarter 2000

5. Project Performance Report Ratings

Ratings Implementation Period Development Objectives Implementation Progress October to December 1995 Satisfactory Satisfactory January to December 1996 Satisfactory Satisfactory January to December 1997 Satisfactory Satisfactory January to December 1998 Satisfactory Satisfactory January to December 1999 Satisfactory Satisfactory January to December 2001 Satisfactory Satisfactory

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D. Data on Asian Development Bank Missions

Name of Mission

Date

Persons

(no.)

Person-Days

(no.)

Specialization of Membersa

Loan Fact-Finding 28 March to 8 April 1994 4 44 a=1, b=1, c=1 Appraisal 24 November to 15 December 1994 4 88 a=1, b=1, c=1,

d=1 Inception 21 to 28 November 1995 2 16 a=1, e=1 Loan Review 10 to 24 September 1997 2 15 a=1, e=1 Loan Review 24 November to 9 December 1998 2 32 a=1, e=1 Midterm Review 13 to 26 April 1999 2 28 a=1-h=1, I=1 Subtotal during implementation 8 91 Project Completionb 7 to 23 November 2001 3 51 f=1, g=1, e=1 Total 19 274 Note: a a = senior project economist, b = programs officer, c = education planning (consultant), d = secretary, e = assistant project

analyst, f = education specialist, g = project implementation specialist (consultant), h = education finance (consultant). b The project completion report was prepared by Ayako Inagaki, education specialist and mission leader; Asel Arago, assistant

project analyst; Barry Adler, staff consultant; and Cecilia Fajardo, project officer.

I. PROJECT DESCRIPTION 1. The objective of the Senior Secondary Education Project1 was to help the Government of Indonesia achieve its objectives of improving the quality of senior secondary education; addressing imbalances in the provision and standards of educational facilities and resources; and improving the institutional capacity of the Ministry of Education and Culture (MOEC)2 to deliver senior secondary education. The three key components of the Project were (i) improvement of quality, (ii) enhancement of equity and access, and (iii) institutional development. The Project was to upgrade about 1,250 schools and train principals, teachers, and staff in about 3,000 schools and four teacher training development centers (PPPGs). Direct benefits were planned for about 1.2 million students, 65,000 teachers, and 14,000 disadvantaged youth who, without the scholarships and grant programs that the Project provided, could not have enrolled in senior secondary education. 2. The Project was to address educational standards by upgrading curricula, developing and distributing textbooks and learning materials, and providing rooms, furniture, and educational materials for libraries and laboratories. The teaching process was to be improved by retraining teachers, upgrading four PPPGs, improving delivery methods, and strengthening supervision by upgrading the skills of supervisors and principals. Improved accreditation systems for teachers, principals, and supervisors were to be developed and pilot tested. The examination system was to be improved and a school-based student assessment system developed and pilot tested. The Project was to increase access to senior secondary education by rehabilitating existing school facilities in both urban and rural areas, by developing and testing alternative approaches to delivery of senior secondary education, and by providing scholarships and grants-in-aid to deserving and disadvantaged students. Skills of administrative and supervisory staff at all levels would be upgraded, and systems and procedures improved. The benefit and monitoring system of the Ministry of National Education (MONE) at the senior secondary level would be strengthened. The Project included provision of overseas fellowships, in-country training, consultant services, equipment, furniture, textbooks, and learning materials. It also included the building and furnishing of new libraries and laboratories, rehabilitation of existing school facilities, and financial assistance for scholarships and grants-in-aid. 3. Specific Project benefits would include better qualified and more competent and confident teachers; better qualified principals and supervisors; an improved national examination system and school-based student assessment systems; and improved external and internal efficiency of the senior secondary education system. The scholarships and grants-in-aid would directly benefit disadvantaged students, with priority to qualified female students. Proven approaches of testing alternative methods for delivering senior secondary education would be considered for replication. (Refer to Report and Recommendation of the President, footnote 1, paras. 52−87).

II. EVALUATION OF DESIGN AND IMPLEMENTATION A. Relevance of Design and Formulation 4. The Project is consistent with the country assistance plan (1995−1998) of the Asian Development Bank (ADB), which articulates priority for human development, especially the

1 ADB. 1995. Report and Recommendation of the President to the Board of Directors on a Proposed Loan to

Indonesia for the Senior Secondary Education Project. Manila. 2 MOEC was designated as the Ministry of National Education (MONE) in 1999.

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provision of basic social services such as education, as a key strategy for poverty reduction and diminution of gender disparities. The three key components are in line with the major education policies and strategies stated under REPELITA V3 (the 5th Five-Year Development Plan, 1995−2000) and PROPENAS.4 The variety and complexity of Project inputs in each component, and the Project’s wide geographical coverage, constituted a challenge in terms of achieving Project targets during implementation and ensuring a sustainable impact. The Project was designed with full involvement of MONE staff, which was later in charge of Project implementation. That resulted in a high level of ownership. After 1999, and in anticipation of the decentralization of education management that became effective in January 2001, the Project was able to redirect its emphasis from centralized management of education to a more decentralized approach by piloting school-based management and institutional development at the provincial and district levels.

B. Project Outputs

1. Quality Improvement

a. Teacher Training and Professionalization; Upgrading of Teacher Training Development Centers

5. The Project helped reduce teacher-subject mismatches by systematically upgrading and retraining teachers, and familiarizing them with the national curriculum.5 The training included both subject matter content and upgrading of pedagogical qualifications. About 21,0006 teachers were retrained (compared with 4,000 estimated at appraisal) and 4,670 teachers were upgraded to S1 level7 (vs 2,400 at appraisal) through merit-based scholarships. Four PPPGs were supported in terms of improved delivery in the core subjects of mathematics (Yogyakarta), natural sciences (Bandung), social sciences (Malang), and languages (Jakarta). These PPPGs were further supported by upgrading 37 master teachers and specialists in teaching methodology, rehabilitating existing facilities, and providing equipment and software. Also, the quality of teacher training was enhanced by providing 156 person months of international and 114 person months of local consultant services (as proposed at appraisal) to support teacher management, program development for teacher development centers, management of teacher development centers, and pilot-testing of a new teacher accreditation system.

b. Curriculum Evaluation and Delivery Improvement

6. The Curriculum Development Center (CDC) of MONE has the responsibility for review and update of the national curriculum (1994−2003) to ensure its continued relevance. The Project provided training in curricula preparation, and effective teaching for CDC and MONE staff responsible for curricula preparation at the provincial level. The Project funded overseas study visits of 18 CDC staff. In-service training was provided for 76 staff from MONE’s provincial offices (76 were estimated at appraisal). The training focused on curriculum development, particularly on local content, and on development of related instructional materials. In-service training was provided for 585 supervisors (compared with 600 estimated at appraisal). 3 The 5 th Five Year Development Plan 1995−2000. 4 National Development Plan, 2000−2004. 5 National Curriculum 1994−2003. The next curriculum review will be in 2004. 6 Originally, training was to focus on history, economics, social science, and health and physical education. Through

additional Government funding, training was also provided on the national constitution (Pancasila), geography, Bahasa Indonesia, English, physics, chemistry, biology, and mathematics.

7 Equivalent to a Bachelor’s degree, the minimum qualification for senior secondary teachers.

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International consultants were engaged for 37 person months (compared with 48 estimated at appraisal), and local consultants were engaged for 72 person months (vs 84 estimated at appraisal) to strengthen curriculum development and evaluation, to review basic course outlines, and to detail syllabi for 12 subjects.8 Consultants also worked to improve academic supervision, and to develop an accreditation system for supervisors and principals.

c. Development, Production, and Distribution of Textbooks and

Instructional Materials

7. To strengthen the capability of the Book Center to develop textbooks and instructional materials of higher quality, the Project provided staff development, consultant services, and desktop publishing equipment, and supported the development of instructional materials. Consultants were contracted to review the planning guidelines for the supply of textbooks, and their actual distribution to schools. The Project developed prototype textbooks and teachers’ guides in six subjects for distribution to schools, and organized workshops for private publishers and printers. As part of staff development, 12 textbook writers and authors were selected for overseas training. In-country training was provided to 29 illustrators, designers, and editors (vs a target of 32). Core activities of this component were supported by 27 person months of international consultant services (vs 33 estimated at appraisal), and 36 person months of local consultant services. About 67,000 teachers’ guides (compared with 97,000 estimated at appraisal) and 12.4 million textbooks (vs 2.9 million at appraisal) in four subjects (six subjects were estimated at appraisal) were supplied to 7,840 general senior secondary schools (SMUs) under MONE and to Islamic senior secondary schools (MAs) through the Ministry of Religious Affairs (MORA) (1,800 were estimated at appraisal).

d. Improvement of National Examination System and Development of School-Based Student Assessment for General Senior Secondary Education Level

8. The capacity of provincial and district examination staff was strengthened through training, particularly through improvement of examinations and administration. Sixty-two provincial and district staff (vs 60 estimated at appraisal) received 1,488 person months of training (compared with 1,440 at appraisal). Consultant services helped in the development of test item banks at the Examination Development Center (EDC) and the administration of the national school-completion examination (EBTANAS) by the Directorate of Secondary Education (DSE). Twenty person months of international, and 70 person months of local consultant services were provided for test-bank networking and the development of test item banks. The school-based periodic assessment at grades 10, 11, and 12 was systematized, and principals and teachers were trained in its application. Twelve principals and 120 teachers were trained in each province. Consultants working on the item bank development also supported pilot testing of the school-based periodic assessment. Furthermore, 20,880 teachers’ guides and test administration manuals were produced and distributed (vs 2,000 estimated at appraisal).

8 The syllabi focused particularly on non-core subjects such as history, art, geography, economics, health, and

physical education, where development lagged behind that of the core subjects of mathematics, natural sciences, social sciences, languages, and Pancasila, or the national constitution.

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e. Provision and Improvement of Libraries and Science and Language Laboratories

9. To encourage reading and to facilitate class research, the Project provided library rooms, furniture, and reference materials for 439 SMUs that previously had no libraries (vs 260 estimated at appraisal), Most were in remote rural areas where students had difficulty acquiring books and reference materials. One master librarian in each of the 27 provinces was given a fellowship for a Master’s degree at a local university, and 2,854 teacher librarians participated in in-service training in library management (vs 2,400 estimated at appraisal). To strengthen teaching in basic sciences, new science laboratory rooms and furniture were provided to 541 schools (compared with 260 estimated at appraisal); most were in rural areas. These schools were supplied with science equipment kits and manuals. To ensure proper operation and maintenance of the facilities, a technician, trained in equipment repair and maintenance, was assigned to each laboratory. About 1,460 science laboratory technicians (compared with 1,200 estimated at appraisal) and 193 language laboratory technicians (114 at appraisal) were trained.

2. Equity and Access

a. Rehabilitation of Existing SMUs

10. Based on results of Technical Assistance (TA) 1458-INO,9 the school mapping exercise of MONE had identified and categorized SMUs for rehabilitation. Assistance was to be given to 35 schools requiring complete rehabilitation, 182 schools that needed major rehabilitation, 198 schools that required moderate rehabilitation, and 210 schools that required only minor repairs. Maintenance of school facilities was also covered.10 The Project supported 703 schools (compared with 408 estimated at appraisal).

b. Planning and Pilot Testing of Alternative Types of SMUs

11. The existing school mapping exercise was extended to include private SMUs and MAs, as a basis for rational expansion of the public SMU system. It served also as a basis for pilot testing different types of SMUs to meet the varying needs of the country, such as (i) large SMUs in densely populated areas, (ii) model SMUs, and (iii) other types of SMUs, targeting students in remote areas and handicapped students. The pilot testing for model SMUs was implemented successfully. The number of model SMUs have increased significantly (para 18). However, the pilot testing of large SMUs in densely populated areas and of other types of SMUs in remote areas and for handicapped students were not implemented. The additional school mapping and categorization, the studies for each type of SMU, and the pilot testing utilized 12 person months of international consultant services (compared with 60 estimated at appraisal), and 127 person months of local consultant services (126 months were estimated at appraisal). Those services had been earmarked for secondary school development, and school operations and management.

9 ADB. 1990. Technical Assistance to Indonesia for Rationalization of Operation and Maintenance in Primary and

Secondary Education. Manila. 10 Minor repair refers to light rehabilitation or refurbishment of school facilities. Maintenance refers to protection,

preservation, or preventive maintenance to enhance sustainability of the facilities.

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c. Removal of Financial Barriers to Participation of Disadvantaged

Students in Senior Secondary Education 12. A total of 7,920 full scholarships and 48,000 grants-in-aid (3 students per school) were provided (vs about 1,980 scholarships and 12,000 grants-in-aid estimated at appraisal). Female students received 60% of fellowships and grants-in-aid. These scholarships and grants-in-aid were financed through the National Scholarships and School Block Grant Program, which will continue until June 2003.

3. Institution Building

a. Improvement of School Management

13. Improvement of school management was to include: (i) the development of performance indicators to document progress resulting from the Project, and to provide criteria for upgrading schools; (ii) provision of 600 computers and training for 1,200 administrative staff in the use of these computers (actual achievement was 1,940); (iii) training of 2,000 principals (2,814 were actually trained), 2,000 administrators (2,639 were actually trained), and 2,000 treasurers (1,895 were actually trained) in 2,000 rural schools; (iv) training of about 3,000 guidance counselors in both public and private schools (2,492 were actually trained); and (v) provision of about 14,000 administrative handbooks and manuals (53,320 were provided). Also provided were 24 person months of local consultant services to help implement a comprehensive school management approach.

b. Upgrading of DSE Staff at the Central Level

14. The Project sought to improve the qualifications of DSE staff by training them in planning and managing education, in formulating and implementing development programs, and in monitoring and evaluation. For training in several areas of administration and management, the Project provided overseas fellowships for 7 staff (vs 6 estimated at appraisal), local fellowships for 12 staff (8 were estimated at appraisal), and in-country training for 38 staff (40 estimated at appraisal). It provided overseas study tours to increase knowledge about educational systems in other countries for 23 officers and unit heads (compared with 20 estimated at appraisal).

c. Improvement of Facility Maintenance and Resource Mobilization at

the School Level

15. The Project provided 12 person months of international, and 24 person months of local, consultant services in training in preventive maintenance to institutionalize MONE’s preventive maintenance capability for facilities and equipment, and to ensure the sustainability of rehabilitation works. A total of 438 provincial and district officers, (compared with 360 estimated at appraisal) and 2,970 school personnel (compared with 3,000 estimated at appraisal), were trained. The Project also funded information and communication activities to enhance the awareness and participation of parents’ associations and communities in educational activities. Another 12 person months of local consultant services were provided to develop programs to help parents’ associations organize and mobilize resources for schools.

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d. Improvement of the Benefit Monitoring and Evaluation System

16. The Project enhanced MONE’s benefit monitoring and evaluation (BME) system by developing indicators for senior secondary education; and to monitor progress, address constraints, and assess the impact of the Project on beneficiaries. The Project provided 15 person months of consultant services to design and conduct periodic surveys and analyses of benchmark and performance indicators. Also monitored were indicators of internal efficiency such as repetition and dropout rates, student: teacher ratios, and unit costs; as well as indicators of external efficiency such as transition rates into higher education, EBTANAS scores, and social demand for senior secondary education.

e. Project Management Support

17. To build the capability of all project implementing units (PIUs), the Project included management-related training and workshops for project managers, treasurers, procurement officers, and other staff. Project and operations management were assisted by providing 24 person months of international consultant services (compared with 24 estimated at appraisal) and 492 person months of local consultancies (vs 600 at appraisal). The project management consultant helped set up the management and reporting system, trained staff at the central PIU and provincial-level PIUs (BAGPRO), monitored implementation of the different components by participating agencies, and instituted remedial measures when necessary. The operations management advisers at the provincial level helped the provincial-level PIUs, who initially had low management capability. At the district level, local coordinators were engaged to facilitate the preparation of detailed technical specifications for each school, and the implementation of activities. The Project provided training for two central PIU staff, and for each provincial-level PIU, in project management, and in management of fellowships and educational programs. One central PIU staff, and one each of the provincial-level PIUs, were trained in financial and procurement management. A manager for each central and provincial-level PIU was to participate in a 1-month study tour in Asia to better understand the management of educational projects in other countries. That program was not implemented. Instead, the component was used to improve teachers’ capabilities to teach natural sciences (IPA) and mathematics.

f. Piloting of School-Based Quality Improvement Management

18. To foster school-based planning and implementation of Project activities, the piloting of school-based quality improvement management (MPMBS) was introduced in 140 SMUs in 1999. MPMBS consisted of a school management training workshop for district officials and schools, and the provision of a quality improvement school grant of Rp30 million. The number of pilot schools increased to 626 in 2000. Another 252 schools were added in 2001.

4. Summary of Project outputs 19. The physical outputs, as envisioned at appraisal, have been exceeded in many cases. For most other activities, outputs have been fully or almost fully achieved. The original targets were exceeded for staff development, the provision of equipment and facilities, civil works, instructional materials, and piloting activities. The provision of additional Project outputs was possible because the rupiah depreciated against the US dollar significantly during Project implementation. Decisive for the selection of additional inputs was the high interest of SMU teachers to gain S1 degrees, the extension of teachers’ training to cover an additional eight SMU subjects, and the shortening of the comparative learning model study program from 2

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weeks to 1 week to give more candidates the chance to learn from overseas experience. Providing additional laboratories necessitated the provision of laboratory equipment. Because schools increased their demand for instructional materials, the original target was surpassed significantly. Modifications made to outputs during Project implementation did not adversely affect Project costs, time schedules, or expected benefits. ADB approved a reallocation of loan savings among categories, and approved the Government’s request to increase the outputs, mainly in civil works, equipment, and furniture, in order to further strengthen the Project’s achievement. Appendix 1 shows the Project’s accomplishments vs planned targets. C. Project Costs 20. The total Project cost, including taxes, duties, interest, and other charges during implementation, was estimated at $198.6 million equivalent. Of that, $62.4 million (31%) was direct and indirect cost in foreign exchange, and $136.2 million equivalent (69%) was local currency cost. The foreign exchange cost included $18.6 million equivalent for interest during construction. ADB provided a loan of $110 million from its ordinary capital resources to finance 100% of the foreign exchange cost, and about 32% of local currency cost. The Government was to finance, from its own resources, the remaining local currency cost of $88.6 million equivalent. The remaining local currency costs comprised the entire cost of taxes and duties, recurrent expenditures during implementation, and special programs; the entire local cost of civil works and furniture; and about 49% of the implementation costs of the Project pilot studies. At Project completion, the actual Project cost was $116.3 million − about 41% below the original cost estimate. 21. The loan was reduced to $94.5 million after a comprehensive portfolio review by the Government and ADB in late 1998 and 1999. Until this period, the Indonesian rupiah depreciated by 217% against the US dollar, from Rp2,240 (June 1995) to Rp7,100 (October 1999). Also, costs were lower than planned for institutional development, consultant services, strategic studies, and pilot activities; some loan funds were reallocated among categories. At closure of the loan account, there was further cancellation of about $22 million, including interest on construction costs. (Appendix 2 gives the original Project cost estimates, the actual expenditures, and the revised financing plan). D. Disbursements 22. Total loan disbursements were $72.5 million, representing 66% of the approved loan. The amount cancelled from the original loan totaled $37.5 million. Loan disbursement was slow from mid-1997 until late 1998 because of the severe economic crisis in Indonesia. To mitigate its impact, ADB agreed to increase its share of financing up to 80% for a 1-year period for all categories that ADB did not finance 100%. Appendix 3 shows the actual quarterly disbursements. 23. An imprest account was established in accordance with ADB’s Guidelines on Imprest Fund and Statement of Expenditures Procedures. Items eligible for financing through the imprest account included local currency expenditures for civil works, staff development, consultant services, textbooks and instructional materials, studies and pilot testing, establishment of the central and provincial-level PIUs, and training of PIU staff. Also included were activities under advance action, as well as locally purchased furniture, equipment and instructional materials, local consulting services, in-country training, and incremental Project operating costs. A statement of expenditures was used to reimburse and liquidate eligible expenditures. This arrangement facilitated Project implementation, and its use caused no major

8

problems. The use of an imprest account was generally effective in facilitating timely Project implementation. E. Project Schedule 24. Project implementation was expected to cover a period of 5 years from the date of effectivity, with physical completion scheduled for 31 December 2000, and loan closing for 30 April 2001. Project implementation began in July 1995, when the central PIU was established, and was physically completed on 30 April 2001. However closing of loan account was delayed because of MONE’s plan to request for loan extension for the payment of outstanding withdrawal applications, and refund of outstanding advances in the imprest account. In March 2002, the Borrower confirmed that it would not request for a loan extension, and the loan account was closed on 29 October 2002, after the outstanding balance was refunded. F. Implementation Arrangements 25. Project implementation was generally carried out as designed at appraisal. The Project’s Executing Agency (EA) was the Directorate General of Primary and Secondary Education (DGPSE), with the DSE responsible for day-to-day Project implementation. The DSE director was designated as Project director and was responsible for overall Project execution and supervision. Policy guidance was provided by a project steering committee (PSC), chaired by the Director General of DGPSE, with representatives from CDC and EDC, the Book Center, and BAPPENAS. Representatives from MORA and other units of MONE (such as the Directorate of Private Schools) were invited to participate in the PSC. The Project was implemented by a PIU at the national level, and by provincial-level PIUs. A full-time Project manager headed the national PIU. An additional committee, the Project Management Coordinating Committee (PMCC), was set up to focus on loan activities and to complement PSC activities. PMCC’s role was to provide technical advice and support for Project implementation. Noteworthy features of Project implementation were the regular involvement of the PMCC and PSC and its representatives, in close collaboration with the PIU, as well as the continuity of PIU staff throughout implementation. G. Conditions and Covenants 26. There were no significant delays in declaring the loan effective. All loan covenants have been progressively complied with, and generally on time (Appendix 5). H. Consultant Recruitment and Procurement 27. International and local consultants needed for Project implementation were selected and engaged in accordance with ADB’s Guidelines on the Use of Consultants. Thirty-eight international and 77 local consultants, for 1,277 person months were provided through the Project. The estimate at appraisal was 31 international and 85 local consultants for 1,165 person months. Consultants were recruited and engaged through three contracts: Package 1, Curriculum Evaluation and Delivery Improvement (involving 26 international and 42 local consultants); Package 2, Teacher Management and School Development (involving 9 international and 12 local consultants); and Package 3, Institutional Development (involving 3 international and 23 local consultants). The work assigned to the consultants was completed successfully. A review of selected reports prepared by some consultants, as well as discussions with some beneficiaries, indicated satisfactory quality of consultants’ services. Some minor modifications to personnel and person months were made during implementation but they did

9

not adversely affect costs or time constraints. ADB’s procedures for consultant recruitment caused no problems although there was a significant delay in fielding the consultants for the second package (see para. 24). Highlights of Project implementation were the high quality of education materials produced, the successful training provided to local counterparts, and the excellent working relationship among the consultants and MONE. Appendix 6 summarizes the Project consulting services. 28. Staff development through the Project comprised both overseas fellowships and local training. The PIU prepared the objectives, selection criteria, subject areas, and venues for the staff development program. Provincial-level PIUs screened candidates that their schools nominated, and administered the fellowships subject to guidelines that DSE established. Candidates for overseas fellowships were required to demonstrate appropriate proficiency in the language of instruction. Recipients of overseas fellowships were required to serve in relevant positions for a reasonable time period after completion of training. MONE arranged for trainees to use their new skills in relevant positions. Candidates for the scholarship programs were selected according to Government procedures, based on equitable distribution across provinces and districts. First priority went to qualified females. The Project provided overseas and local training (in-province and in-country). A total of 48,653 candidates were trained through this component; 28,324 were proposed at appraisal. Appendix 7 shows both the proposed staff development at appraisal, and actual staff development. 29. ADB approved advance action and subsequent retroactive financing for the following activities: (i) data collection, surveys, and categorization of SMUs to determine which SMUs the Project would assist, (ii) Project management, (iii) training for staff of the central PIU and provincial-level PIUs, and orienting staff of other relevant agencies, (iv) engagement of consultants; and (v) translation of ADB documents into Bahasa Indonesia, and their distribution among key central and provincial PIU staff. Retroactive financing of advance action, which was limited to expenditures from appraisal to loan effectiveness, was estimated at $380,000. Although the central PIU was established in April 1995, it did not take advantage of the use of advance action and retroactive financing. The Government used its own funds to proceed with envisaged activities. 30. The procurement of goods, services, and civil works from loan funds was in accordance with ADB’s Guidelines for Procurement under ADB Loans. Civil works consisted of rehabilitating existing SMUs and PPPGs, and building new libraries and laboratories. For most rehabilitation activities, the concerned school principals or administrators were made responsible for awarding contracts through direct engagement of contractors.11 MONE had responsibility for more extensive rehabilitation and construction, in coordination with provincial PIUs (Appendix 8). Following the Government’s decentralization policy, provincial PIUs procured books and instructional materials, computers, teaching equipment, other specialized equipment, and vehicles through local competitive bidding (LCB) procedures (in lieu of direct purchase at appraisal). Provincial PIUs also procured library and laboratory furniture through LCB. The reproduction of teachers’ guides and textbooks was contracted to publishers that were prequalified by the Book Center, by DSE, and/or by provincial offices. Appendix 9 includes the list of equipment, furniture, and instructional materials for the four PPPGs procured through the Project. No significant problems were encountered in packaging contracts, preparing tender documents, or evaluating bids. It was noted that while small civil works were originally to be

11 The RRP (para. 94) indicates that for most of the rehabilitation activities, which are estimated to cost less than the

equivalent of $100,000 per school, direct engagement of contractors by the concerned school principals as administrators is accepted.

10

procured through direct contract, they were in fact procured using LCB procedures. Appendix 10 includes details of contract and procurement packaging. I. Performance of Consultants, Contractors, and Suppliers 31. School principals or administrators and provincial PIUs were to be responsible for the civil works component. The designs of educational facilities, although simple, were appropriate for the functions they support. Thirty-eight international and 77 local consultants, through three separate contracts, were engaged during Project implementation. Consultant services are considered highly successful in terms of the quality of outputs delivered and training provided to Project stakeholders. The performance of contractors and quality of construction was satisfactory. Generally, there were no serious delays. The equipment suppliers also performed satisfactorily, and there were no major delivery problems. Field visits to selected facilities showed that both civil works and equipment procured through the Project were appropriate and, generally, adequate. J. Performance of the Borrower and the Executing Agency 32. MONE’s performance is considered generally satisfactory. The Borrower has shown a strong commitment to senior secondary education, which has been given high priority in the budgets of various development plans. This commitment and MONE’s experience in the execution of externally aided projects are reflected in project implementation. Project activities involving various Government departments and agencies, external aid organizations, contractors, and suppliers were well coordinated by MONE through the central PIU and coordination with provincial PIUs, EDC, CDC, and the Book Center. MONE cooperated fully with ADB’s review missions. Documentation of disbursement, procurement, consulting, and staff development was satisfactory and was made readily available to ADB. But the Project’s financial management system and the Borrower’s accounting procedure have not been optimal, as observed through delays in submission of withdrawal applications. 33. MONE was ably supported by the PIU. Strong PIU leadership was supported by qualified PIU operational staff, who became familiar with ADB’s procedures and guidelines during Project implementation. The PIU’s overall performance was effective in ensuring that the Project was completed on time, and within budget. The PIU handled Project implementation competently, in close collaboration with the concerned Government agencies. Responsible parties rectified defects when reported to the PIU. 34. Despite the Project’s complexity, the central PIU and provincial-level PIUs in all 27 provinces were adequately trained in ADB procedures and project management, and demonstrated strong coordination during implementation. Initial PIU activities included translation of ADB documents into Bahasa Indonesia, and their distribution to provincial-level PIUs. Although retroactive financing provided through advance action procedures was not used, the Government used its own funds to proceed with envisaged activities (para. 29). The processing of loan disbursement could have been better. But overall, the performance of the Borrower and MONE is rated as satisfactory. K. Performance of ADB 35. ADB’s performance in Project preparation and appraisal was satisfactory, and monitoring and supervision, partly satisfactory. The Government appreciated ADB’s agreement to cancel loan savings, approve minor changes in Project scope, and reallocate loan funds

11

among categories. ADB monitored the Project through review missions and progress reports that the PIU submitted each quarter. Six ADB missions, totaling 215 person days, were fielded from 1994−2001. The Project manager and Project secretary attended ADB seminars in Jakarta and Manila to facilitate Project implementation and to learn about ADB requirements. ADB’s resident mission also provided administrative support. 36. The continuity of ADB staff who had prepared the Project, and their involvement in monitoring its implementation, were positive in terms of establishing a firm working relationship among all parties involved. But the last full-fledged ADB review mission was for the mid-term review of the Project in early 1999, 2 years before the original loan closing date. Other ADB review missions were often short and combined with review of other ADB-funded projects. These reviews often focused on the financial and other quantitative aspects of Project implementation, with inadequate time and support given to the technical aspects. More frequent ADB reviews of the Project would have helped the PIU identify loan savings earlier and thus, finalize outstanding withdrawal applications for loans. ADB’s performance is considered partly satisfactory.

III. EVALUATION OF PERFORMANCE A. Relevance 37. The increase of universal basic education in Indonesia, from 6 to 9 years, has prompted the Government to develop a senior secondary education system that is more equitable and relevant, and of higher quality, in anticipation of more junior secondary graduates. In targeting its objectives, the Project was able to cover the entire sector and address fundamental issues such as teacher training, curricula and examination, the development and supply of instructional materials, improvement of facilities, school management, and equity of access to senior secondary education. Furthermore, through its effort to expand education services to remote and poorer regions of the country, the Project is consistent with the overall poverty reduction objective of ADB which sets education as one of the key strategies. 38. After its 1999 mid-term review, the Project reassessed and prioritized its activities. The Project adjusted to evolving sociopolitical conditions, especially by encouraging a more decentralized approach to the improvement of quality, and the enhancement of equity and access through piloting of MPMBS. Furthermore, in anticipation of a new curriculum for 2004, the Project has strengthened its curriculum improvement activities by preparing pilots of a competence-based curriculum. The Project’s relevance has remained high throughout implementation. B. Efficacy in Achievement of Purpose 39. The physical outputs as envisaged at appraisal were in many cases, greatly exceeded. The envisaged outputs for most other activities were fully, or substantially, achieved, except for the pilot testing of SMUs in densely populated areas, remote areas, and for handicapped students. The original targets were exceeded for staff development, civil works, provision of equipment, instructional materials and facilities, and pilot activities. As a result, the skills of 4,670 more teachers have been upgraded. Additional studies have been initiated to improve curriculum contents. Staff of the CDC and provincial education offices have upgraded their skills in curriculum development. Staff of the EDC and provincial education offices have upgraded their skills in test-item development, and teachers have been trained in classroom-based assessment. Book Center staff have upgraded their skills in manuscript development and

12

textbook design. Beneficiary schools are now equipped with adequate science and language laboratories, libraries, textbooks, and other supplementary instructional materials. 40. PIU assessments of the benefits of training and the application of new skills indicate that the participants perceive both aspects as satisfactory. Rehabilitation of school facilities was considered satisfactory or highly satisfactory. Improved laboratories and new laboratory equipment have supported learning, and increased both the interest and motivation of students to learn resulting in more knowledge and skills among students. Most equipment delivered was considered relevant, and is well utilized. Many schools reported high utilization of libraries and textbooks, provided through the Project. The impact of the fellowship component was significant; 97% of recipients reported that they would continue their studies even after termination of their fellowships. Female students received 60% of fellowships and grants-in-aid, which enhanced gender equity in SMU access. In pilot schools, self-management skills have improved, and a more proactive school management system has evolved. 41. Considering all factors, the Project was effective in improving the quality and equity of access of senior secondary education in Indonesia. The net enrollment in Project-supported schools, increased from 511,818 in 1995−1996 to 578,782 in 1999−2000. The net enrollment in poor regions has significantly increased. It is considered that the provision of scholarships and grants-in-aid for disadvantaged students, including females, had a positive impact on the enhancement of equity of access. The Project has also contributed to build institutional capacity of senior secondary schools and to increase public awareness of the importance of senior secondary education. C. Efficiency in Achievement of Outputs and Purpose 42. Considering that the Project was physically completed on time and Project outputs were substantially achieved and exceeded in some cases, the physical execution of the Project was efficient. Management structures and procedures put in place for Project implementation was in line with the Loan Agreement and plans developed at appraisal stage. Project management competently handled Project implementation in close collaboration with concerned Government agencies. The PSC, which guided the Project, provided sound policy direction. An enhanced BME system, developed through the Project, ensured the establishment of both internal and external efficiency indicators for Project monitoring. The Project was able to increase its cost effectiveness by reassessing and prioritizing its activities, and by canceling and reallocating part of loan fund. 43. The Project was efficient in achieving its objective. Internal efficiency in the Project-supported schools has increased, including in the remote and poorer areas. Dropout rates have decreased from 1.25% to 1.06%, and repetition rates have decreased from 0.60% to 0.41%. Completion rates have increased from 96.3% to 97.8%. Geographically segregated data shows that the drop-out rate has decreased significantly in poorer and remote areas such as Papua, East Nusa Tenggara, and West Nusa Tenggara compared to some areas in Java. D. Preliminary Assessment of Sustainability 44. The general assessment of sustainability is positive for numerous reasons. The Government is committed to further develop the SMU system. Funds have been committed for scholarships and grants-in-aid for at least 5 years after Project completion. The Government plans to continue the Project using MONE operational funds, and focusing on priority issues including (i) expanding school-based management, including social preparation, training for

13

schools and communities, and provision of proposal-based school grants, to an additional 800 SMUs; (ii) upgrading teacher skills by strengthening the Subject Matter Teacher Forums; and (iii) building institutional capacity at the district level for implementation of the examination system and piloting of competency-based curricula. 45. Project experience has shown that enhancing school-based management is effective in ensuring sustainability of interventions at the school level. Increased school autonomy and ownership have stimulated schools to be proactive in self-management, mobilizing resources, and enhancing community involvement. A positive impact on maintenance of school facilities was also observed. In line with the national policy of decentralizing the management of education to the district, school, and community levels, school-based management will be a major development strategy for SMU improvement. The Project has paved the way for this strategy. 46. MONE has gained significant experience through the Project and has learned how to further improve management of education projects, especially for senior secondary education. E. Environmental, Sociocultural, and Other Impacts 47. The Project included rehabilitation work and construction of new facilities to improve existing schools with minimal adverse environmental impact. Through information and communication activities at community level, the Project has also helped increase public awareness of the importance of senior secondary education, and has encouraged community participation in education.

IV. OVERALL ASSESSMENT AND RECOMMENDATIONS A. Overall Assessment 48. The Project has been effective in achieving its objectives, and adjusting to newly evolving socioeconomic conditions and policies, considering the variety of Project inputs that had to be provided and its wide geographical scope − and despite the impact of the economic crisis and major sociopolitical changes that occurred during Project life. As a result, the Project has had a positive impact on improvement of educational quality, enhancement of equity, and access of the SMU system. The net enrollment of SMUs has increased from 2,577,341 in 1995−1996 to 2,896,864 in 1999−2000. The number of SMU teachers has increased from 208,943 to 215,676, while the number of teachers with S1 degree has increased from 115,613 to 148,931. Dropout rates have decreased from 4.9% to 3.2% and repetition rates have decreased from 0.6% to 0.4%. Female participation has risen by 21.5% from the period 1995−1996 to 1999−2000, while male participation has risen by 5%. Population growth may contribute to the increased participation rates, but they can also be attributed to the Project’s positive impact. The Project has improved educational quality by addressing and focusing on curriculum development, teacher training, development of textbooks and instructional materials, a better approach to teaching, improved academic supervision, better school management, student assessment, and national examinations. The delivery of senior secondary education has been improved by rehabilitating school facilities, by providing equipment and library facilities and books, and by supporting the planning and pilot testing of more appropriate and effective delivery alternatives for senior secondary education. Funding scholarships and grants-in-aid for deserving and disadvantaged students had a positive impact on equal access. MONE staff capabilities at central and local levels have been upgraded, enabling them to more effectively carry out their functions and responsibilities. The Government’s commitment to pursue the

14

Project objectives by strengthening priority activities can be expected to increase the Project’s impact and sustainability. The Project is therefore rated as successful. 49. The Project framework was adequate in monitoring achievements both in terms of Project outputs and its impact on Project schools and the SMU system. The Project benefit monitoring and evaluation system was adequate. However, it could have provided a more in-depth assessment of the potential and actual distribution of benefits from a gender and other socially disadvantaged groups perspective. B. Lessons Learned 50. Although the Project is considered successful, the PIU felt that relatively more time was devoted to delivering Project inputs and less time was devoted to site monitoring, impact analysis, and quality assurance of Project outputs. In the future, results-based Project management should respond to this weakness. Also, the Project design could have focused on fewer objectives, which would have helped enhance the quality of Project implementation. 51. Some planned activities were beyond the Project’s scope, such as the development of PPPGs as centers of excellence. A more careful assessment of each planned intervention at the time of Project design would have been beneficial. 52. Continuity of PIUs and of Project managers, and staff management skills, are crucial elements for successful projects. C. Recommendations

1. Project-Related 53. To ensure maintenance of the achieved quality of educational services, it is essential that Government continues to focus on institutional capacity at the district level, social preparation, and capacity building at the school and community levels. 54. Support for the planning and operationalization of curriculum improvement, teacher development, examination systems, and enhancement of school-based management is important. Such follow-up to the Project should continue through the duration of the current PROPENAS, until 2004. 55. Mechanisms for the transfer of management knowledge from the national government to district governments should be strengthened. Considering that EDC, CDC, and the Book Center lack strong coordination mechanisms at the district level, the PIU should coordinate and provide technical support for curriculum improvement, development of examination systems, and textbook development and supply. 56. The Project Performance Audit Report may be prepared in 2004 to further assess the Project’s operational performance and developmental impact.

2. General 57. Executing agencies should further strengthen collaboration with the Ministry of Finance, BAPPENAS, and ADB to improve the efficiency of processing of loan withdrawal applications. It is also recommended that ADB conduct project reviews more frequently, including a review

15

several months before the loan closing date to help the executing agencies finalize outstanding applications for loan withdrawals. 58. Quality assurance, effective project implementation, transparency and accountability are essential elements to ensure maximum benefit of project interventions. While institutional capacity building for decentralization is underway, there is a need to clarify the role of BAPPENAS, MOF, and of line ministries in the coordination, monitoring, problem resolution, and knowledge sharing in a decentralized setup. New lending arrangements for projects that regional governments implement need to include relevant mechanism for quality assurance and accountability. 59. The improvement of quality of an entire educational subsector requires attention to policy and systemic issues. A stand-alone project can rarely succeed. As ADB’s educational policy emphasizes, a series of overlapping projects with similar focus and objectives, and linked to a comprehensive policy reform framework, are an alternative that could produce better results and more sustainable impacts. It is recommended that future projects are designed within a policy framework that allows a set of interventions taking a long-term view.

16 Appendix 1

ACCOMPLISHMENTS VS PLANNED TARGETS

Table A1.1: Programs Which Exceeded the Target

Program Target Realization Unit %

1 2 3 4 5 6 7 8 9

10 11 12 13 14 15 16 17

18 19 20 21

22 23 24 25

26 27

28 29 30 31 32 33 34 35 36 37

A. Staff Development Doctoral in educational planning and management Fellowship and Master’s degree program in country Comparative study education management Merit Fellowship (D3 key S1) Comparative study learning models In-service training subject matter In-service training teachers library Training of principals Training of school administrations In-service training in preventive maintenance In-service training of science lab technicians In-service training of science language lab technicians Training computerization of urban school In-service training curriculum Development Project management Financial management Procurement management B. Civil Works New laboratory technicians and furniture New language laboratories and furniture New library rooms and furniture Moderate and light rehabilitation C. Equipment and Facilities Science laboratory equipment Language laboratory equipment Library equipment Vehicles D. Piloting Activities Piloting of models SMU SMU MIS Development and piloting E. Instructional Materials Supply of textbooks (6 subjects) Reference materials new and existing library Test Item bank development Test administration manuals Model school operation manuals School management manuals School financial management manuals Preventive maintenance manuals Strengthening of parents associations Guidance Counseling Manual

2

95 20

2,400 6

3,186 2,400 2,000 2,000 3,360 1,220

114 1,200

60 56 28 28

260 114 260 406

260 114 260 26

16 5

2,880 1,110 2,000 1,500

54 3,360 3,360 3,360 3,360 3,360

4

101 23

4,669 12

20,954 2,831 2,814 2,639 3,400 1,461

193 1,640

76 102 56

4,256

541 206 439 703

794 214 497 32

626 6

12,441 1,738

17,790 3,000

17,790 10,250 19,470

9,800 17,790

4,000

person person person person person person person person person person person person person person person person person

school school school school

school school school

lot

school lot

volume volume volume volume

set volume

set set

volume volume

200 106 115 195 200 658 118 141 132 10

110 169 137 127 150 300 300

208 181 169 172

305 188 191 123

3913 120

432 157 890 200

3,294 305 579 292 529 119

D3 = diploma level 3, S1 = sarjana level 1, SMU = general senior secondary school, MIS = management information system. Source: Ministry of National Education 2001

Appendix 1 17

Table A1.2: Programs Which Met the Target Program Target Realization Unit %

1 2 3 4 5 6 7 8

9 10 11 12 13

14 15 16 17 18 19 20

21 22

23 24 25 26 27 28 29 30

31

32

A. Staff Development Doctoral fellowship science learning methods Subject matter training in curriculum development Writers/authors training on writing text development Comparative study on Project management Comparative Study training management Master in linguistics (in country) In-service training for illustrator Master education planning and management B. Consultant Services Package I (Curriculum and Instructional Material Dev) Package II (Teachers Management and Teacher Dev) Package II (Instructional Development) Project implementation coordination Benefit monitoring and evaluation C. Study Team Study of minimize teachers mismatch Dev teachers exam and accreditation system Dev of principals dev accreditation system Periodic exam framework dev and piloting Categorization SMU Feasibility study for flagship SMU Feasibility study for large SMU D. Civil Works and Furniture Renovations of classroom and dormitories PPPG Office renovations E. Equipment Equipment for PPPG Desktop publishing equipment Optical scanner for EBTANAS Computer laboratory equipment Computer for EBTANAS Computer for urban school Office equipment Communication equipment F. Instructional Materials Development and distribution of learning models

G. Special Program Merit Fellowship SMU

2

18 12 28 4 4

10 4

238 183 108 36 15

24 48 24 18 36 12 36

4 28

4 5

16 100 81

600 28 28

14

55.9

2

18 12 28 4 4

10 4

238 183 108 36 15

24 48 24 18 36 12 36

4 28

4 5

16 100 81

600 28 28

14

55.92

person person person person person person person person

month month month month month

month month month month month month month

school school

lot unit unit unit unit unit unit unit

set

person

100 100 100 100 100 100 100 100

100 100 100 100 100

100 100 100 100 100 100 100

100 100

100 100 100 100 100 100 100 100

100

100

EBTANAS = National School Completion Examination, PPPG = Center for Teacher Training Development, SMU = general senior secondary school. Source: Ministry of National Education 2001

18 Appendix 1

Table A1.3: Programs Which Fell Short of Target Program Target Realization Unit %

1 2 3 4 5

6 7 8

10

11

A. Staff Development Master teachers/methods specialist PPPG In-service training designers In-service training editors Training school treasures In-service training examination system for principals and school teachers In-service training on academic supervision Training guidance counselors In-service training educations administration B. Consultant Services Operation management C. Instructional materials Development of prototype textbook guides (partial accomplishment)

35 10 12

2,000 3,564

600

3,000 40

624

36

30 9

10 1,895 3,436

585

2,492 38

456

4

person person person person person

person person

man-month

set

86 90 83 95 96

97 83 95

73

11

PPPG = Center for Teacher Training Development. Source: Ministry of National Education 2001

Table A1.4: Benefits and Application of Managerial Training Training Benefit Application

Poor

Good

Very Good

Poor

Good

Very Good

Academic Supervision SMU Testing System Principal’s Creativity Principal’s Development Management Preventive Maintenance Pentaloka BP3

0 0 0 0 0 0

67 50 29 53 70 56

33 50 71 47 30 44

3 0 0 0 8 6

52 63 86 47 65 33

45 38 14 53 27 61

SMU = general senior secondary school, BP3 = parents association. Source: Ministry of National Education 2001

Appendix 1 19

Table A1.5: Benefits and Application of Teacher-Learning Training Training Benefit Application

Poor

Good

Very Good

Poor

Good

Very Good

Subject matter Training Action Research Subject matter Teachers Physical exercises Subject Teachers’ Testing: Management Econometrics Management and Utilization of Natural -Sciences Lab Management and Utilization language Lab Counseling Guidance Teacher Upgrading D3 to S1 Program

0 0 0 0 3 0 2 7 7 0

65 60 56 60 70

39 54

53 33 46

35 40 44 40 26

61 45

40 60 54

2 5 0 20 4

0 5

20 13 2

40 60 52 40 87

43 72

47 20 63

59 35 48 40 10

57 23

33 67 35

D3 = diploma level 3, S1 = sarjana level 1. Source: Ministry of National Education 2001

Table A1.6: Benefits and Application of Teacher-Learning Support Training

T Training Benefit Application

Poor

Good

Very Good

Poor

Good

Very Good

School Computers Administration Management SMU Treasurer Librarian Management for Natural Science Laboratory Operator Management for Natural Language Laboratory Operator Administration Computer

100 0 0 4 0

0

0

0 56 44 48 22

80

35

0 44 56 48 78

20

65

0 0 4 8 0

0

18

100 67 48 52 67

80

35

0 33 48 40 33

20

47

SMU = general senior secondary school. Source: Ministry of National Education

20

Appendix 2

FINANCING PLAN ($ million)

At Appraisal Project Cost ADB Financing Government Financing Foreign Local Total Foreign Local Total Foreign Local Total

A. Staff Development - In-country 0.00 20.55 20.55 0.00 20.55 20.55 0.00 0.00 0.00 - Overseas 3.48 0.50 3.98 3.48 0.50 3.98 0.00 0.00 0.00

B. Instructional Materials 6.44 7.05 13.49 6.44 7.05 13.49 0.00 0.00 0.00 C. Facilities Development

- Civil Works and Furniture 10.24 35.31 45.55 10.24 0.00 10.24 0.00 35.31 35.31 - Equipment Educational 10.18 3.27 13.45 10.18 3.27 13.45 0.00 0.00 0.00 Other 2.68 0.92 3.60 2.68 0.92 3.60 0.00 0.00 0.00

D. Consultant Services - Education International 3.95 0.50 4.45 3.95 0.50 4.45 0.00 0.00 0.00 Local 0.00 1.59 1.59 0.00 1.59 1.59 0.00 0.00 0.00 - Institutional Development International 0.90 0.13 1.02 0.90 0.13 1.02 0.00 0.00 0.00 Local 0.00 3.10 3.10 0.00 3.10 3.10 0.00 0.00 0.00

E. Strategic Studies and Pilot Activities - Studies and Development Planning 2.31 1.28 3.59 2.31 1.28 3.59 0.00 0.00 0.00 - Pilot Implementation 3.59 20.62 24.21 3.59 8.72 12.31 0.00 11.90 11.90

F. Special Program - Scholarships and Grants-in-Aid 0.00 16.37 16.37 0.00 0.00 0.00 0.00 16.37 16.37 - Information and Communication 0.00 1.86 1.86 0.00 0.00 0.00 0.00 1.86 1.86

G. Incremental Recurrent Costs - Project Facilities 0.00 9.17 9.17 0.00 0.00 0.00 0.00 9.17 9.17 - PIU 0.00 4.03 4.03 0.00 0.00 0.00 0.00 4.03 4.03

H. Taxes and Duties 0.00 9.93 9.93 0.00 0.00 0.00 0.00 9.93 9.93 I. Interest During Construction 18.63 0.00 18.63 18.63 0.00 18.63 0.00 0.00 0.00

Total Cost 62.40 136.16 198.56 62.40 47.60 110.00 0.000 88.56 88.56

Appendix 2 21

Actual Costs and Financing

Project Cost ADB Financing Government Financing Foreign Local Total Foreign Local Total Foreign Local Total

A. Staff Development 3.39 16.04 19.43 3.39 16.04 19.43 0.00 0.00 0.00

B. Instructional Materials 4.51 4.86 9.37 4.51 4.87 9.37 0.00 0.00 0.00

C. Facilities Development - Civil Works and Furniture 7.20 11.42 18.62 7.20 0.00 7.20 0.00 11.42 11.42 - Equipment Educational 11.07 3.17 14.24 11.07 3.17 14.24 0.00 0.00 0.00 Other 1.69 0.23 1.92 1.69 0.23 1.92 0.00 0.00 0.00

D. Consultant Services - Education 3.67 0.00 3.67 3.67 0.00 3.67 0.00 0.00 0.00 - Institutional Development 0.85 0.49 1.26 0.85 0.41 1.26 0.00 0.00 0.00

E. Strategic Studies and Pilot Activities - Studies and Development Planning 0.40 0.24 0.64 0.40 0.24 0.64 0.00 0.00 0.00 - Pilot Implementation 0.09 2.00 2.09 0.09 0.29 0.39 0.00 1.71 1.71

F. Other Administrative Cost 0.00 30.61 30.61 0.00 0.00 0.00 0.00 30.61 30.61

I. Interest During Construction 14.43 0.00 14.43 14.43 0.00 14.43 0.00 0.00 0.00 Total Cost 47.30 68.97 116.28 47.30 25.24 72.55 0.00 43.73 43.73

Appendix 2

21

PIU = project implementation unit Source: Ministry of National Education 2001

22 Appendix 3

LOAN DISBURSEMENT

Actual Disbursement Actual Cumulative Actual Disbursementa Year Quarter ($ million) ($ million) (%)

1995 I 0.00 0.00 0.00

II 0.00 0.00 0.00 III 0.00 0.00 0.00 IV 1.01 1.01 1.39

1996 I 0.00 1.01 1.39 II 0.28 1.29 1.78 III 0.00 1.29 1.78 IV 1.03 2.32 3.20

1997 I 2.19 4.51 6.22 II 3.76 8.27 11.40 III 3.72 11.99 16.53 IV 2.50 14.49 19.97

1998 I 1.30 15.79 21.76 II 2.20 17.99 24.80 III 1.15 19.14 26.38 IV 3.98 23.12 31.87

1999 I 1.61 24.73 34.09 II 1.24 25.97 35.80 III 2.53 28.50 39.28 IV 2.36 30.86 42.54

2000 I 1.37 32.23 44.42 II 9.78 42.01 57.90 III 5.26 47.27 65.16 IV 4.97 52.24 72.01

2001 I 1.19 53.43 73.65 II 6.10 59.53 82.05 III 10.66 70.19 96.75 IV 0.00 70.19 96.75

2002 I 0.00 70.19 96.75 II 2.38 72.57 100.03 III 0.00 72.57 100.03 IV -0.02 72.55 100.00

Note: Reimbursement of balance in special account. a Based on current value of loan account.

Source: Loan Financial Information System

Appendix 4 23

PROJECT IMPLEMENTATION SCHEDULE

19953 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

A. Quality Improvement

1. Curriculum Evaluation and DeliveryImprovement- Consultant Services

AppraisalActual

- Production/distribution of learning models Appraisal

Actual- Evaluation of Curriculum 1994

AppraisalActual

- Supervisor accreditationAppraisalActual

- Staff developmentAppraisalActual

2. Intructional Materials Development- Consultant Services

AppraisalActual

- Development of prototype materials Appraisal

Actual- Procurement of equipment

AppraisalActual


- Supply of teachers' guidesAppraisalActual

- Supply of texbooksAppraisalActual

3. Library Development- Construct library rooms

AppraisalActual

- Procure furnitureAppraisalActual

- Procure equipment and materialsAppraisalActual

1996 1997 1998Project Component/ActivityYear and Quarter of Implementation

1999 2000

24 Appendix 4

19953 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4


4. Science Laboratory Development- Construct lab rooms

AppraisalActual

- Procure furniture and equipmentAppraisalActual


5. Language Laboratory Development- Construct laboratory rooms

AppraisalActual

- Procure furnitureAppraisalActual

- Procure equipmentAppraisalActual


6. SMU Examination Development- Framework study for period exam

AppraisalActual

- Consultant servicesAppraisalActual

- Development of item test banksAppraisalActual


7. Teacher Training- Pilot teacher relocation

AppraisalActual

- Principal accreditationAppraisalActual


1999 2000

Appendix 4 25

19953 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

- Consultant ServicesAppraisalActual

- Upgrading of PPPG FacilitiesAppraisalActual

- Train master teachersAppraisalActual

- Teacher examination and accreditationAppraisalActual

- Train teachersAppraisalActual

B. Equity and Access

1. Rehabilitation of Existing SMUs- Total rehabilitation

AppraisalActual

- Heavy rehabilitationAppraisalActual

- Moderate rehabilitationAppraisalActual

- Light rehabilitationAppraisalActual

2. Development Planning for New SMUs- Categorization of SMUs

AppraisalActual

- Consultant servicesAppraisalActual

- Plan for various types of SMUsAppraisalActual

- Piloting SMU PlusAppraisalActual

- Piloting other model SMUsAppraisalActual


1999 2000

26 Appendix 4

19953 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

3. Access to Disadvantaged Groups- Scholarship/Grant-in-aid

AppraisalActual

C. Institutional Development

1. School Management Improvement- Consultant services

AppraisalActual

- Staff trainingAppraisalActual

2. Upgrading of DSE Staff- Staff development

AppraisalActual

- SMU MIS developmentAppraisalActual

3. Sustainability Improvement- Consultant services

AppraisalActual


- Information and communication campaignAppraisalActual

4. Project Management Support

a. PIU Establisment- Consultant services

AppraisalActual


- Office renovationAppraisalActual

- Procure equipment and furnitureAppraisalActual


1999 2000

Appendix 4 27

19953 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

b. Benefit Monitoring and Evaluation- Periodic survey and analysis

AppraisalActual

5. Support for Operational Expenditures- Recurrent funding

AppraisalActual

Legend : - preparatory activity - actual activity


1999 2000

28 Appendix 5

STATUS OF COMPLIANCE WITH LOAN COVENANTS

Covenants Reference Status

A. Standard 1. Maintenance and audit of separate accounts for the ADB-financed components of the Projects. Unaudited Project accounts must be furnished not later than six 6 months after the end of each fiscal year; audited accounts and the auditor's report must be furnished no later than 9 months after the end of each fiscal year.

LA, Section 4.06(b)

Complied with

2. Quarterly reports must be submitted on how the Project is carried out, and on operation and management of Project facilities.

LA, Section 4.07 (b)

Complied with

3. Project Completion Report (PCR) to be furnished no later than 3 months after physical completion of the Project.

LA, Section 4.07 (c)

Complied with

B. Project-Specific 4. Directorate General of Primary and Secondary Education (DPGSE) shall be the Executing Agency with Directorate of Secondary Education (DSE) taking responsibility for day-to-day implementation of the Project. The Director of DSE shall be designated as the Project director, and shall be responsible for the overall execution and supervision of the Project.

LA, Schedule 6, para 1

Complied with

5. The Borrower shall establish a Project Implementation Unit (PIU) and appoint a Project manager acceptable to ADB to head the PIU and the key PIU staff within 1 month of the effective date.

LA, Schedule 6, para.3

Complied with

6. The BAGPROs shall be responsible for Project implementation at the provincial level. The Borrower shall, within 3 months of the effective date, establish and appoint staff to BAGPROS at the provincial office (Kanwil) level.

LA, Schedule 6, para

Complied with

7. The PIU shall prepare the objectives, criteria for selection, subject areas, and venues for the staff development programs, and submit such programs to ADB for approval before the overseas and local training activities begin. The BAGPROs shall screen the candidates nominated by the Ministry of Education and Culture (MOEC) and Ministry of Religious Affairs (MORA) schools in their respective areas and shall administer the fellowship in accordance with the guidelines established by the Directorate of Secondary Education (DSE).

LA, Schedule 6, para. 4 Complied with

Appendix 5 29


8. The Borrower shall ensure that as a prerequisite to qualifying for fellowships for overseas training, the candidates demonstrate an appropriate level of proficiency in the language of instruction.

LA Schedule 6, para. 7

Complied with

9. The Borrower shall require the recipients of overseas fellowships to serve in positions relevant to their training for a reasonable period of time after completing their training. For this purpose, the Borrower shall cause MOEC to prepare a bonding agreement acceptable to ADB to be signed by each recipient of an overseas fellowship financed under the Project to ensure that he or she will return to provide services to the Borrower after overseas training.

LA Schedule 6, para. 7

Complied with

10. The Borrower shall commence the pilot reduction of mismatch of about 4,000 general senior secondary school (SMU) teachers for the 3 Year period beginning with the school year 1997−1998.

LA, Schedule 6, para. 8

Three categories of mismatch were identified; 334 teachers were redeployed, and 4,386 retrained.

11. The Borrower shall select candidates for the student scholarships financed through the Project in accordance with the Borrower’s procedures, and shall ensure that such selection is based on merit, paying attention to equitable distribution across provinces and districts and, as a general rule, giving first priority to students from low-income households. Furthermore, priority should also be given to qualified females among the assisted students at the male: female ratio of 60:40. The Borrower shall ensure that the same or higher level of scholarships and grants-in-aid for senior secondary education level students is maintained for at least 5 years after Project completion.

LA, Schedule 6, para 9

Complied with

12. The Borrower shall submit to ADB, for comments, results of the pilot studies for the alternative SMUs carried out through the Project, and shall establish the necessary guidelines and regulations for pilot implementation as soon as the studies are completed.


13. The Borrower shall establish systems for accreditation of teachers, principals, and supervisors by the start of school year 1996−1997, and shall begin pilot implementation of accrediting teachers during the school year 1996−1997, and start accrediting principals and supervisors with the school year 1997−1998.


Complied with. Study for supervisor accreditation was cancelled during spring cleaning in 1999.

30 Appendix 5


14. The Borrower shall ensure that at least 15% of teacher training, textbooks, and instructional materials financed through the loan will be allocated to Madrasah Aliyah schools in consultation with the Ministry of Religious Affairs (MORA).


15. A midterm review shall be undertaken by the Borrower and ADB during the second or third year of Project implementation at a time to be determined by the Borrower and ADB through further consultation, to assess the Project’s status and achievements vis-à-vis its objectives, and to recommend remedial measures if needed. The findings of the mid-term review shall be discussed at a workshop attended by representatives of the concerned Borrower agencies and ADB.

LA, Schedule 6, para. 14 Mid-term review undertaken in April 1999. Textbook delay has been resolved.

16. The Project Implementation Unit (PIU) shall continuously monitor, and report on the physical and financial aspects of Project implementation, and critically assess the Project’s educational and socioeconomic outcomes. MOEC shall review its benefit monitoring and evaluation (BME). That system shall be institutionalized within MOEC in order to systematically and continuously monitor the quality and relevance of senior secondary education (SSE), as well as equity and access considerations.


Complied with

17. The Borrower shall carry out the necessary benchmark activities for benefit monitoring and evaluation (BME) within 6 months after the effective date, and shall thereafter report progress of its BME activities annually to ADB.


Complied with. Latest BME progress report January 2001.

Appendix 6 31

COMPARISON OF APPRAISAL AND ACTUAL CONSULTANT SERVICES

Appendix 6

31

Type Location Int'l Local Total Int'l Local Total Int'l Local Total Int'l Local Total

A. Quality Improvement1. Curriculum Evaluation and Delivery Improvement

a. Curriculum Delivery and Evaluation International CDC 1 1 24 24 4 4 25 25

b. Subject Matter Specialist (12 subjects) Local CDC 12 12 72 72 12 12 72 72c. Academic Supervision International DSE/Province 1 1 12 12 1 1 12 12d. Study and Pilotting of Supervision Accreditation Study Team DSE/Province 1 1 2 12 12 24 0 0

3 13 16 48 84 132 5 12 17 37 72 109

2.a. Textbook Production Planning and Management International BC/DGPSE 1 1 6 6 1 1 6 6b. Publishing Management and Book Quality Control International BC 1 1 6 6 2 2 6 6

c. Book Distribution International DSE/Province 1 1 6 6 0 0d. Intructional Materials Design International BC 1 1 6 6 2 2 6 6e. Textbook Editing International BC 1 1 9 9 1 1 9 9f. Subject Matter Specialist (6 subjects) Local BC 6 6 36 36 6 6 36 36

5 6 11 33 36 69 6 6 12 27 36 63

3.a. Teacher Management and Accreditation International DSE 1 1 12 12 1 1 12 12

b. Teacher Management and Accreditation Local Province 1 1 30 30 3 3 30 30c. Teacher Development Center Program Development (7) International PPPGs 7 7 84 84 7 7 84 84d. Teacher Development Center Management (4) Local PPPG 4 4 48 48 4 4 48 48e. Study to Minimize Teacher Mismatch Study Team Province 1 1 2 12 12 24 1 1 2 12 12 24f. Development of Teacher Exam and Accreditation SystemStudy Team DSE 2 1 3 36 12 48 2 1 3 36 12 48g Development of Principals Accreditation Systems Study Team DSE/Province 1 1 2 12 12 24 1 1 2 12 12 24

12 8 20 156 114 270 12 10 22 156 114 270

Appraisal

Number

Actual

Number

Instructional Materials Development

Teacher Training

Person-Months Person-MonthsComponent/Subcomponent

Specialization

32 Appendix 6 32

Appendix 6 Type Location Int'l local Total Int'l local Total Int'l local Total Int'l local Total

4.a. Language Laboratoty Development International PPPG-DSE 1 1 6 6 1 1 6 6

5.a. Periodic Exam Framework Devt & Pilotting Study Team EDC/DSE 1 1 2 8 10 18 1 1 2 8 10 18b. Test Item Bank Networking International EDC 1 1 12 12 1 1 12 12c. Test Item Bank Networking Local Province 1 1 24 24 1 1 24 24d. Test Item Bank Development (12 subjects) Local Province 12 12 36 36 12 12 36 36

2 14 16 20 70 90 2 14 16 20 70 90Subtotal A 23 41 64 263 304 567 26 42 68 246.00 292 537.95

B.

1.a. Categorization of SMU Study Team DSE/Province 4 4 24 24 4 4 24 24b. Feasibility Study for Flagships SMU s Study Team DSE 1 1 2 6 6 12 1 1 2 6 6 12c. Feasibility Study & Devt Planning & Large SMU Study Team DSE 1 5 6 6 30 36 1 5 6 6 30 36d. School Mapping & Sizing of New SMU Study Team DSE 1 1 2 12 12 24 0e. Feasibility Study for SMUs for Handicapped Study Team DSE 1 2 3 12 18 30 0f. Model Secondary School Development International DSE/Province 1 1 24 24 7 7 30.7 30.7g. Model School Operation Management Local Province 1 1 36 36 2 2 36 36

Subtotal B 5 14 19 60 126 186 9 12 21 12 126.70 138.70

C.

1. School Management Improvementa. Education Planning & Management International DSE 1 1 12 12 1 1 12 12b. School Management Local Province 1 1 24 24 1 1 24 24

1 1 2 12 24 36 1 1 2 12 24 36

SMU Examination Development

Institutional Development

Access and Equity

Development Planning for New SMUs

Appraisal ActualNumber Person-Months Number Person-MonthsComponent/Subcomponent

Specialization

Language Laboratory Development

Cancelled Cancelled

Appendix 6 33

Type Location Int'l local Total Int'l local Total Int'l local Total Int'l local Total

2. Sustainability Improvementa. Preventive Maintenance/Terro Technology International DGPSE/Kanwil 1 1 12 12 1 1 12 12b. Preventive Maintenance Local Province 1 1 24 24 1 1 24 24c. Strengthening of Parents Association Local DSE/Province 1 1 12 12 1 1 12 12

1 2 3 12 36 48 1 2 3 12 36 48

3. Project & Finance Managementa. Project and Finance Management International PIU 1 1 24 24 1 1 24 24b. Project Implementation Coordination Local DSE 1 1 36 36 1 1 36 36c. Operation Management Local PIU/Province 26 26 624 624 19 19 456 456

1 27 28 24 660 684 1 20 21 24 492 516

4. Benefit Monitoring EvaluationBencmark Survey & Performance Indikators Study/Survey Field 15 15Subtotal C 3 30 33 48 735 768 3 23 26 48 552 600

GRAND TOTAL 31 85 116 371 1,165 1,521 38 77 115 306.00 970.70 1,276.65

BC = book center, CDC = Curriculum Development Center, DGPSE = Directorate General of Primary and Secondary Education, DSE = Directorate of Secondary Education, EDC = Examination

Development Center, PIU = project implementation unit, PPPG = Center for Teacher Training Development, SMU = general senior secondary school.

Source: Ministry of National Education 2001

AppraisalComponent/Subcomponent

Specialization

ActualNumber Person-Months Number Person-Months

Appendix 6

33

34 Appendix 7

STAFF DEVELOPMENT PROGRAM AT APPRAISAL AND ACTUAL

Component/Subcomponent Appraisal Actual Course/Topic Type Venue Duration Number Duration Number

A. Quality Improvement 1.Curriculum Evaluation and Delivery Improvement a. Subject Matter curriculum for CDC staff Short-Term Overseas 6 months 18 6 months 18 b. In-service Training on Curriculum Dev for Provincial Staff Short-Term In-Country 2 months 60 6 months 76 c. In-service Training on Academic Supervision Short-Term In-Country 4 weeks 600 4 weeks 585 d. Comparative Study For CDC/DSE Staff Study Tour Overseas 4 weeks 6 2 weeks 12 Subtotal 684 691 2. Instructional Materials Development a. Overseas Training for Writer/Authors Short-Term Overseas 4 months 12 4 months 12 b. In-Service Training for Illustrator Short-Term In-Country 4 weeks 10 2 weeks 10 c. In-Service Training for Designers Short-Term In-Country 4 weeks 10 2 weeks 9 d. In-Service Training for Editors Short-Term In-Country 4 weeks 12 2 weeks 10 Subtotal 44 41 3.Teachers Training a. Master Teachers/Methods Specialists (PPPGs) Mathematics Fellowship Overseas 30 months 6 30 months 5 Natural Sciences Fellowship Overseas 30 months 12 30 months 11 Social Sciences Fellowship Overseas 30 months 5 30 months 4 Languages Fellowship Overseas 30 months 8 30 months 8 Languages (Bahasa Indonesia) Fellowship In-Country 24 months 4 24 months 4 b. Doctoral Fellowship (Science Learning Models) Fellowship Overseas 42 months 2 42 months 3 c. Merit Fellowship (D3 to S1), 1 to 2 per school Fellowship In-Country 24 months 2,400 24 months 4,472 d. Subject Matter Training (30% of underqualified from rural School History In-Service In-Province 3 months 1,054 3 months 2,319 Economic In-Service In-Province 3 months 1,577 3 months 3,013 Social Science (Sociology & Anthropology) In-Service In-Province 3 months 382 3 months 1,429 Health and Physical Education In-Service In-Province 3 months 965 3 months 999 Geography (supplement funded by GOI) In-Service In-Province 0 months 0 3 months 1,757

34 A

ppendix 7

Appendix 7 35

Appendix 7

35

Type Venue Number Number

Tata Negara (supplement funded by GOI) In-Service In-Province 0 months 0 3 months 999 Physics (supplement funded by GOI) In-Service In-Province 0 months 0 3 months 1,757 Chemistry (supplement funded by GOI) In-Service In-Province 0 months 0 3 months 1,646 Biology (supplement funded by GOI) In-Service In-Province 0 months 0 3 months 1,806 Bahasa Indonesia (supplement funded by GOI) In-Service In-Province 0 months 0 3 months 2,476 English (supplement funded by GOI) In-Service In-Province 0 months 0 3 months 1,672Subtotal 6,415 24,380

4. Library Developmenta. Masteral in Library/Information Science Fellowship In-Country 24 months 27 24 months 27b. In-Service Training for Teachers/Librarians

Public SMUs Short-Term In-Province 2 weeks 1,331 2 weeks 1,452 Public MAs Short-Term In-Province 2 weeks 235 2 weeks 862 Private SMU/MA Short-Term In-Province 2 weeks 800 2 weeks 517Subtotal 2,393 2,858

5. Science Laboratory Developmenta. In-Service Training of Science Laboratory Technicians Short-Term In-Country 4 weeks 1,220 2 weeks 1,461

6. Language Laboratory Developmenta. In-Service Training of Science Laboratory Technicians Short-Term In-Country 2 weeks 114 2 weeks 193

7. SMU Examination Developmenta. Masteral Program in Testing and Evaluation

Provincial/District Staff Fellowship In-Country 24 months 60 24 months 62b. In-Service Training

Principals Short-Term In-Province 2 weeks 324 2 weeks 325 School Teachers Short-Term In-Province 2 weeks 3,240 2 weeks 3,112Subtotal 3,624 3,499Subtotal A 14,494 33,123

B. Access and Equity

Course/TopicComponent/Subcomponent

Duration DurationAppraisal Actual

36 Appendix 7 36

Appendix 7

Type VenueNumber Number

C. Institutinal Development1. School Management Improvement

a. Training on Computerization of Urban Schools Short-Term In-Province 4 weeks 1,200 3 weeks 1,940b. Training of Principals Short-Term In-Province 4 weeks 2,000 2 weeks 2,814c. Training of School Administrations/Administrative Staff Short-Term In-Province 4 weeks 2,000 3 weeks 2,639d. Training of School Terasurers Short-Term In-Province 4 weeks 2,000 4 weeks 1,895e. Training of Guidance Counsellors Short-Term In-Province 4 weeks 3,000 3 weeks 2,492

Subtotal 10,200 11,780

2. Upgrading of DSE Staffa. Masteral in Education Planning and Management Fellowship Overseas 30 months 4 30 months 4b. Doctorate in Education Planning and Managemement Fellowship Overseas 42 months 2 42 months 3c. Masteral in Education Administration Fellowship In-Country 30 months 8 30 months 12d. In-Service Training in Education Administration Short-Term In-Country 4 weeks 40 4 weeks 38e. Comparative Study in Education Management Study Tour Overseas 4 weeks 20 4 weeks 23

Subtotal 74 80

3. Sustainability Improvementa. In-service Training on Preventive Maintenance

Provincial/District Staff Short-Term In-Province 2 weeks 360 2 weeks 430 School Personel Short-Term In-Province 2 weeks 3,000 2 weeks 2,970Subtotal 3,360 3,400

4. Project Management Supporta. Project Management Short-Term In-Country 2 weeks 56 2 weeks 102b. Financial Management Short-Term In-Country 2 weeks 28 2 weeks 56c. Procurement Management Short-Term In-Country 2 weeks 28 2 weeks 56d. Fellowship and Education Program Management Short-Term In-Country 2 weeks 56 2 weeks 56e. Comparative Study for PIU/Provincial Managers Short-Term Overseas 4 weeks 28 0

Subtotal 196 270

13,830 15,530Total 28,324 48,653

CDC = Curriculum Development Center, D3 = diploma level 3, DSE = Directorate of Secondary Education, GOI = Government of Indonesia, PPPG = Center for Teacher Training Development, S1 = sarjana level 1, SMU = general senior secondary school.Source: Ministry of National Education

Cancelled

Component/Subcomponent Appraisal ActualCourse/Topic Duration Duration

Appendix 8

37

No. Cost No. Cost No. Cost No. Cost No. Cost No. Cost No. Cost

A. School1 North Sumatra 1 26.7 34 2,296.5 30 1,085.6 30 1,158.7 - - - - 44 151,738.3 2 West Java 3 698.5 18 761.5 28 927.8 16 417.6 - - - - 79 283,966.1 3 East Java 1 60.8 18 548.5 26 475.0 14 210.6 - - - - 78 190,977.2 1 DKI Jakarta 8 1,588.4 23 1,393.8 21 830.8 18 580.3 - - - - 63 204,531.3 2 South Sumatra 0 - 8 257.5 17 567.2 10 170.5 - - - - 44 146,821.1 3 D.I. Aceh 9 646.4 24 1,266.9 14 181.2 27 647.1 - - - - 40 164,118.1 4 Central Java 0 - 10 308.8 10 359.1 6 132.0 - - - - 41 104,713.0 5 West Sumatra 7 572.4 5 53.0 9 280.1 24 630.7 - - - - 34 87,925.9 6 South Sulawesi 0 - 14 402.7 9 272.3 10 164.2 - - - - 29 89,287.8 7 West Nusatenggara 1 86.9 3 250.8 6 89.5 4 69.5 - - - - 19 63,176.1 8 Riau 0 - 6 81.3 4 78.4 7 500.0 - - - - 16 67,749.2 9 Central Sulawesi 0 - 2 124.7 4 131.1 2 55.1 - - - - 19 48,944.5 10 South Kalimantan 2 162.5 1 124.1 3 235.2 5 198.4 - - - - 29 81,658.6 11 East Kalimantan 0 - 3 158.8 3 64.5 7 94.5 - - - - 11 59,887.7 12 North Sulawesi 0 - 2 121.6 3 124.8 2 16.2 - - - - 18 48,564.2 13 Jambi 0 - 0 - 2 32.2 5 140.6 - - - - 17 37,208.6 14 Lampung 0 - 4 211.3 2 94.1 1 16.5 - - - - 13 41,322.7 15 Bali 0 - 0 - 2 530.6 0 - - - - - 7 22,639.9 16 D.I. Yogyakarta 1 33.4 3 63.8 1 21.2 8 172.4 - - - - 14 55,468.2 17 Central Kalimantan 2 150.5 2 78.1 1 5.7 2 28.8 - - - - 7 34,541.6 18 Maluku 0 - 1 207.9 1 21.0 0 - - - - - 10 34,539.6 19 East Nusatenggara 0 - 1 60.1 1 24.2 1 29.4 - - - - 9 35,884.8 20 Bengkulu 0 - 0 - 1 102.7 4 207.4 - - - - 12 32,946.9 21 West Kalimantan 0 - 0 - 0 - 6 292.5 - - - - 22 76,749.9 22 Southeast Sulawesi 0 - 0 - 0 - 0 - - - - - 7 21,045.5 23 Irian Jaya 0 - 0 - 0 - 1 64.5 - - - - 11 51,516.5 24 East Timor 0 - 0 - 0 - 0 - 10 50,132.6

Subtotal 3 184 7 410 5 175 22 795 92 342,693

B. PPPGsBandung (Natural Sciences) 31.8 81.8 32,980.8 Yogyakarta (Mathematics) 51.5 51.9 31.0 28,186.0 Jakarta (Languages) 34.9 13.1 6,736.9 Malang (Social Sciences) 27.3 27,190.3

Subtotal 52 52 125 94.9 61,166.8 33,927

Total 0 52 0 52 0 125 0 95 61,167 0 33,927

Actual(Rp million)

Appraisal

Table A8.1: Comparison of Appraisal and Actual School Rehabilitation Activities and Costs

Province

DETAILS OF CIVIL WORKS

Full Major MediumFull Major Medium Light

38 Appendix 8 38

Appendix 8

Total Cost Total CostNo. Cost No. Cost No. Cost No. Cost No. Cost No. Cost

A. School1 DKI Jakarta 7 219.5 8 327.3 10 363.6 910.4 16 66,460.4 25 164,766.3 15 68,788.5 300,015.2 2 West Java 21 658.6 18 736.4 10 363.6 1,758.6 44 242,085.5 47 355,751.6 17 95,197.2 693,034.3 3 Central Java 21 658.6 18 736.4 10 363.6 1,758.6 27 126,553.8 54 386,646.7 16 72,670.0 585,870.5 4 D.I. Yogyakarta 3 94.1 3 122.7 4 145.5 362.3 0 - 20 114,197.2 8 30,027.8 144,225.0 5 East Java 18 564.5 15 613.6 10 363.6 1,541.7 30 152,692.9 49 382,495.0 17 93,107.9 628,295.8 6 D.I. Aceh 23 721.4 19 777.3 4 145.5 1,644.2 29 172,439.8 30 223,703.2 7 44,398.4 440,541.3 7 North Sumatra 16 501.8 14 572.7 6 218.2 1,292.7 25 164,965.9 24 214,555.7 9 55,518.6 435,040.2 8 West Sumatra 10 313.6 9 368.2 4 145.5 827.3 21 93,978.3 17 102,386.4 9 40,709.4 237,074.1 9 Riau 8 250.9 11 450.0 3 109.1 810.0 12 80,082.2 16 139,137.5 4 25,531.3 244,751.0

10 Jambi 5 156.8 10 409.1 2 72.7 638.6 10 49,567.4 15 82,075.5 4 19,705.3 151,348.2 11 South Sumatra 12 376.4 16 654.5 4 145.5 1,176.4 19 96,208.1 22 146,444.5 7 34,546.9 277,199.5 12 Lampung 19 595.9 18 736.4 2 72.7 1,405.0 18 84,295.5 26 132,863.9 4 15,360.6 232,520.0 13 West Kalimantan 10 313.6 6 245.5 3 109.1 668.2 13 71,669.8 11 110,192.6 5 25,112.7 206,975.1 14 Central Kalimantan 1 31.4 5 204.5 2 72.7 308.6 9 51,661.9 10 91,110.8 4 21,722.9 164,495.6 15 South Kalimantan 5 156.8 4 163.6 2 72.7 393.1 7 43,079.1 11 71,194.4 7 22,812.7 137,086.2 16 East Kalimantan 12 376.4 10 409.1 4 145.5 931.0 13 64,962.9 12 99,691.5 6 30,954.3 195,608.6 17 North Sulawesi 7 219.5 7 286.4 4 145.5 651.4 16 92,473.8 18 132,532.7 7 35,985.9 260,992.4 18 Central Sulawesi 3 94.1 3 122.7 3 109.1 325.9 10 47,553.9 14 95,278.6 5 20,017.1 162,849.5 19 South Sulawesi 22 690.0 22 900.0 8 290.9 1,880.9 37 159,708.8 37 199,163.6 13 59,456.5 418,328.9 20 Southeast Sulawesi 8 250.9 7 286.4 2 72.7 610.0 14 71,195.9 12 70,362.1 6 30,570.5 172,128.6 21 Maluku 8 250.9 7 286.4 2 72.7 610.0 14 51,448.7 14 120,058.1 5 28,723.7 200,230.5 22 Bali 4 125.5 6 245.5 4 145.5 516.5 7 31,524.8 11 69,211.0 7 34,211.5 134,947.3 23 West Nusatenggara 5 156.8 7 286.4 4 145.5 588.7 12 45,148.3 11 72,124.3 8 24,592.1 141,864.7 24 East Nusatenggara 5 156.8 7 286.4 2 72.7 515.9 9 41,894.8 10 73,140.5 5 22,215.1 137,250.4 25 Irian Jaya 3 94.1 3 122.7 2 72.7 289.5 12 118,023.1 10 131,630.9 4 40,199.4 289,853.4 26 Bengkulu 3 94.1 4 163.6 2 72.7 330.4 7 32,755.0 11 71,961.6 4 19,551.6 124,268.2 27 East Timor 1 31.4 3 122.7 1 36.4 190.5 8 50,388.1 4 44,507.0 3 22,112.1 117,007.2

Subtotal 260 8,154 260 10,636.5 114 4,146 22,936 439 2,302,819 541 3,897,183 206 1,033,800 7,233,802

B. PPPGsBandung (Natural Sciences) 1 54.5 3 81.8 136.3 Yogyakarta (Mathematics)Jakarta (Languages) 1 13.1 13.1 Malang (Social Sciences)

Subtotal 1 54.5 4 94.9 149.4

Total 261 8,209 264 10,731 114 4,146 23,086 439 2,302,819 541 3,897,183 206 1,033,800 7,233,802

Table A8.2: Comparison of Appraisal and Actual New Rooms Construction and Costs

Appraisal ActualProvince Library Science Laboratory Language Laboratory Library

(Rp million)

Science Laboratory Language Laboratory

(Social Sciences) (Social Sciences)

A. Staff Development No P-mos No P-mos No P-mos No P-mos No P-mos No P-mos No P-mos No P-mos No P-mos No P-mos

Comparative Study 4 4 4 4 4 4 4 4

Overseas Short-Term Training 8 8 2 2 4 4 4 4 18 18 21 63 7 21 28 84

Domestic Short-Term Training 7 7 7 7 0 0

Masteral Fellowship, Domestic 4 96 4 96 4 96 4 96

Masteral Fellowship, Overseas 12 360 6 180 8 240 5 150 31 930 12 360 6 180 8 240 5 150 31 930

Doctoral Fellowship 2 84 2 84 1 1 2 84

B. Consultant Services No P-mos No P-mos No P-mos No P-mos No P-mos No P-mos No P-mos No P-mos No P-mos No P-mos

Subject Matter Specialist 4 48 1 12 1 12 1 12 7 84 4 48 1 12 1 12 1 12 7 84

Local

Management of Teacher 1 12 1 12 1 12 1 12 4 48 1 12 1 12 1 12 1 12 4 48

Training Development

C. Equipment and Vehicles No No No No No No No No

Teaching Laboratory

Physics 1 lot 1 lot

Chemistry 1 lot 1 lot

Biology 1 lot 1 lot

Earth Science 1 lot 1 lot

Language 1 lot 1 lot

Social Science 1 lot 1 lot

Micro-Teaching 1 lot 1 lot 1 lot 1 lot 1 lot 1 lot 1 lot 1 lot

Workshop for Development of

Instructional Materials

Biological Science 1 lot 1 lot

Physical Sciences 1 lot 1 lot

Languages/Media 1 lot 1 lot 1 lot 1 lot

Table A8.3: Comparison of Appraisal and Actual PPG Upgrading Requirements

(Natural Science)

Yogyakarta Jakarta

PPPG

Appraisal

PPPG

Bandung

PPPG

Bandung

1 lot

(Mathematics)

Jakarta

(Languages)

MalangYogyakarta

Not Required

Total

1 lot

1 lot

1 lot

1 lot

1 lot

MalangActivity Total

Actual

PPPGPPPG PPPGPPPGPPPG

No of UnitsNo of Units

(Natural Science) (Mathematics) (Languages)

4 lots

1 lot

1 lot

2 lots

1 lot

1 lot

1 lot

4 lots

1 lot

1 lot

1 lot

1 lot

1 lot

2 lots

Appendix 8

39

40 Appendix 10 40

Appendix 10

(Social Sciences) (Social Sciences)

Library Equipment 1 lot 1 lot 1 lot 1 lot 1 lot 1 lot

Audiovisual Communications 1 lot 1 lot 1 lot 1 lot 1 lot 1 lot 1 lot 1 lot

Printing/Desktop Publishing 1 lot 1 lot 1 lot 1 lot

Computers 20 20

Microbuses 2 1 1 1 1 1 1 1

Others 4 lots 4 lots 8 lots

D. Library Materials 1 lot 1 lot 1 lot 1 lot 1 lot 1 lot 1 lot 1 lot

E. Civil Works

New Construction No No No No No No No No

Workshop 3 1 0 0

Library 1 1

Rehabilitation/Renovation Sq.m. $000 Sq.m. $000 Sq.m. $000 Sq.m. $000 Sq.m. $000 Sq.m. $000 Sq.m. $000 Sq.m. $000 Sq.m. $000 Sq.m. $000

Classroom 840 51.5 840 51.5 6.7 27.1 33.8

Dormitory 1344 51.9 1344 51.9 28.1 28.1

Others 700 31.8 1240 31.0 384 34.9 600 27.3 2924 125.0 32.9 0 0 0 0 0 0 0 32.9

Not Required

3 lots

4 lots

Appraisal

Malang

4 lots

2 lots

20 computers

5 microbuses

16 lots

3 lots

4 lots

2 lots

20 computers

4 microbuses

0

4 lots

0

1

NoNo

4

1

Actual

PPPG PPPG PPPG PPPG PPPG PPPG PPPG PPPG

MalangACTIVITY Bandung Yogyakarta Jakarta TOTALS TOTALS

(Nat. Science) (Math) (Languages) (Nat. Science) (Math) (Languages)

Bandung Yogyakarta Jakarta

40 A

ppendix 8

PPPG = Center for Teacher Training Development Source: Ministry of National Education 2001

Appendix 9

41

42 Appendix 9 42

Appendix

9

Type Basis/ Unit Total Basis/ UnitAsumtion Requirement Asumtion

A. Quality Improvement1. Curriculum Evaluation and Delivery Imrovement a. Development and Distribution of Learning Models learning models 14 subjects Set 14 14 subjects set

per school/b. Academic Supervision Manual manual province/district volume 1,500 12 subjects volume

2. Instructional Material Develompmenta. Development of prototype Teachers Guides/Manuals material 12 subjects X 3 levels set 36 4 subjects: other,subjects had been distributed set

development by GOI projectsb. Supply of Teachers Guides

1. History guide/manual 60% of sch @ 3 sets/school set 16,200 texbook & T.G under revision volume 2. Economics guide/manual 60% of sch @ 3 sets/school set 16,200 based on number of subject matter teachers volume 3. Social Science guide/manual 60% of sch @ 3 sets/school set 16,200 based on number of subject matter teachers volume 4. Health and Physical Education guide/manual 60% of sch @ 3 sets/school set 16,200 volume 5. Geography guide/manual 60% of sch @ 3 sets/school set 16,200 based on number of subject matter teachers volume 6. Arts & Craft (or others titles) guide/manual 60% of sch @ 3 sets/school set 16,200 volume 7. Bahasa Indonesia 3 and 4 buide/manual 0 0 0 based on number of subject matter teachers volume

c. Supply of Text Books (6 Subjects) textbooks 1:4 urban, 1:1 rural books 2,880,0001:1 for public & private schools (7subjects, 13 tittles) books

3. Library Developmenta. Reference Materials, New Library reference 1500 vol per school volume 390,000 869 vol per sch X 439 sch volumeb. Reference Materials, Existing Libraries reference 600 vol per school volume 720,000 869 vol per sch X 1,561 sch volumec. Reference Materials for PPPG - IPA reference volume 6,000 Based on PPPG's needs volumed. Reference Materials for PPPG - Mathematic reference volume 200 Based on PPPG's needs volumee. Reference Materials for PPPG - Languages reference volume 2,000 Based on PPPG's needs volumef. Reference Materials for PPPG - IPS reference volume 3,000 Based on PPPG's needs volume

4. SMU Examination Developmenta. Test Item: ADB Development Manual manual 6/provinces +1/district volume 500 1-2 vol per school/+6/provience+1/district volumeb. Test Administration Manuals manual 55 per provinces volume 1,500 1vol per public schools volume

B. Access and Equitya. Models Schools Operation Manual manual per school/provinces volume 54 1-2 vol x all schools+proviences+districts set of 2 vol

C. Institutional Development1. School Management Improvement

a. School Management Manual manual per school/provience/district volume 3,360 1 vol per school/provience/district volumeb. School Financial Management manual manual per school/provience/district volume 3,360 2-3 per school/provience/district set of 6 volc. Guidance Counseling manual manual per school/provience/district volume 3,360 1 per public school/provience/district volumed. Computerization Manual manual per urban school volume 960e. Science Laboratory Manuals manual 0 0 0 1 vol per school/provience/district set of 5 volf. Action Research guide for teachers manual 0 0 0 1 vol per school/provience/district volume

2. Sustanability Improvementa. Preventive Maintenance Manual manual per school/provience/district volume 3,360 1 vol per school/provience/district set of volb. Strengthening of Parents Association manual per school/provience/district volume 3,360 1-2 vol per school/provience/district volume

3. Project Management Manualsa. Projet management manual per PIU and sub-PIU volume 30 per PIU and sub-PIU volumeb. Financial management manual per PIU and sub-PIU volume 30 per PIU and sub-PIU volumec. Procurement Management manual per PIU and sub-PIU volume 30 per PIU and sub-PIU volume

IPA = science, IPS = social science. PIU = project implementation unit.Source: Ministry of National Education 2001

Table A9.2: Comparison of Appraisal and Actual Instructional Materials Development and SupplyAppraisal Actual

Componen/Subcomponent

Appendix 10

43

Average Mode of Average Mode ofProject Activity Amount Procurement Amount Procurement

I. Civil WorksA. Rehabilitation Small works (35) scattered throughout country 115,000 LCB/DC 15,566 LCB

ranging from $8,000 to about $300,000

B. Libraries Small works (260) scattered throughout country 31,400 DC 25,088 LCBC. Science Small works (260) scattered throughout country 41,000 DC 34,452 LCBD. Language Laboratories Small works (114) scattered throughout country 36,400 DC 24,001 LCBE. PPPG ]

- Math ] Small works on single location 134,000 LCB 134,803 LCB- Natural Sciences ] 168,000 LCB 157,734 LCB- Languages ] 48,000 DC 32,220 LCB- Social Sciences ] 27,000 DC 130,041 LCB

II. Equipment and FurnitureA. Libraries ] Single packages (according to I.B, I.C and I.D. 13,600 DP 6,771 LCBB. Sciences Laboratories ] above) throughout country 13,600 DP 12,095 LCBC. Language Laboratories ] 36,400 DP 25,760 LCBD. PPPG

- Math ] Small diverse items 163,600 IS 143,993 IS- Natural Sciences ] combined equipment and 613,600 IS 541,493 IS- Languages ] furniture, vehicles 230,000 IS 199,862 IS- Social Sciences ] 136,000 IS 84,245 IS

E. PIU/PIU-Province- Equipment, vehicles ] 2 sets in Jakarta 20,900 DP 22,260 DP- Furniture ] 18,200 DP 872 DP

DC = direct contracting, DP = direct purchase, IS = international shopping, LCB = local competitive bidding, PPPG = Center for Teacher Training Development, PIU = project implementation unit.Source: Ministry of National Education 2001

CONTRACT AND PROCUREMENT PACKAGING

Appraisal Actual

Nature of Activity

Civil Works, Equipment, and Furniture

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