3 15 8 -ia p - world bankdocuments.worldbank.org/curated/en/813881468260657244/... · 2016. 7....

Document of

The World Bank

FOR OFFICIAL USE ONLY

LM.'* 3 15 8 -IA P Report No. 8115-IND

STAFF APPRAISAL REPORT

INDONESIA

SECOND SECONDARY EDUCATION AND MANAGEMENT PROJECT

DECEMBER 20, 1989

Population and Human Resources Operations DivisionCountry Department VAsia Region

This docoesent has a resticted distnbuton and may be used by rplents only in the performance oftheir officW duties. Its contents may not otherwise be disclosed without Wold Bank athorizatioon.

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CURRENCY EQUIVALENTS(as of July 1, 1989)

Currency Unit I Indonesian Rupiah (Rp)

US$1.00 = Rp 1,770Rp 1 million - US$565

FISCAL YEAR

April 1 - March 31

SCHOOL YEAR

July 1 - June 30

FOR OFFCIAL USE ONLY

PRINCIPAL ABBREVIATIONS AND ACRONYMS USED

Balitbang s Office of Educational and Cultural Research andDevelopment, Ministry of Education and Culture

Bappenas : National Development Planning BoardBP3 I Parents' association feeDGHE s Directorate General of Higher EducationDikdasmen (DGPS) : Directorate General of Primary and Secondary EducationDikmenum : Directorate of General Secondary Education, Ministry of

Education and CultureDPDOS : Data Processing Dikmenum Operational SystemsDPP s Redistribution of SPP by Government to schoolsEDC : Examination Research and Development CenterFKIP : Teacher training faculties located within universitiesGTZ : German Agency for Technical CooperationIKIP Secondary teacher training collegeIPS : Social sciencesKanwil : Provincial education administrative officeKepmen Ministerial DecreeLAKEPRO : Budget Analysis SystemMGMP and MGBS : Teacher organizationsMIS : Management Information System1Ms H Material Management SystemMOEC : Ministry of Education and CulturePCR s Project Completion ReportPIU : Project Implementation UnitPKG In-service teacher training program - first phasePKGIS : PKGISPKG Information SystemPPS : Supply of Science Equipment by School ResponsePMCC : Project Monitoring and Coordinating CommitteePusdiklat : MOEC Center for Staff TrainingRepelita V s Fifth Five-Year Development Plan (1988/89-1994/95)SAS : School Administration SystemSD : Primary schoolSMA : Senior general secondary educationSMP I Junior general secondary educationSOIS X School Information SystemSPG : Primary teacher training schoolSPKG : In-service teacher training program - second phase,

conducted at local levelsSPMCC s Secretariat to the PMCCSPP s Public school fees contributed by parents

This document has a restricted distribution and may be used by recipients only in the performanceof their official duties. Its contents may not otherwise be disclosed without World Bank authorization.

INDONESIA


Table of Contents

Page No.

Basic Data . . . . . . . . . . . . . . . . . . . . . . . v

Loan and ProjectSummary ... . . . . . . . . . . . . . . vi

1. BACKGROUND, ISSUES AND STRATEGY . . . . . . . . . . . . . . 1

The School System . . . . . . . . . . . . . . . . . . . . 1School System Performance ... . . . . . . . . . . . .. 2

Quality Issues .... . . . . . . . . . . . . . . . .. 3Teacher Upgrading Issues . . . . . . . . . . . . . . . . . 5Program Issues in Teacher Upgrading . . . . . . . . . . . 5Materials Production Issues in Teacher Upgrading . . . . 7Managerial and Organizational Issues in TeacherUpgrading .... . . . . . . . . . . . . . . . . . . . 7

Environmental Studies Issues . . . . . . . . . . . . . . . 8School Science Equipment Issues . . . . . . . . . . . . . . 8Examinations Issues .... . . . . . . . . . . . . . . . . 11

Management Issues .... . . . . . . . . . . . . . . . . . 13MOEC Data Management .... . . . . . . . . . . . . . . 13MOEC Management .... . . . . . . . . . . . . . . . . . 14

Secondary Education Finance. . . . . . . . . . . . . . . . 14GovernmentStrategy .. . 16Experience with Previous Projects .. 17Rationale for Bank Involvement . . . . . . . . . . . . . . 17

This report is based upon the findings of an Appraisal Mission which visitedIndonesia from June 26 to July 21, 1989. The mission consisted of A. Aime(Mission Leader, Senior Educator, Planner), M. Mertaugh (Senior Economist),R. Montague (Architect), A. Somerset (General Education/ExaminationSpecialist, Consultant) and G. Alyward (Science and Management, Consultant).

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Page No.

2.THE PROJECT . .... 182. TEPOET . . . . . . . . . . . . . . . . . . . . . . . . i

Project Objectives and Description . . . . . . .. . . . 18

Quality Improvement Activities . . . . . . . . . . . . . . 19

Teacher Upgrading . . . . . . . . . . . . . . . . . . . . . 19The PKG Training Programs . . . . . . . . . . . . . . . . 19

Strengthening Sanggar-Based PKG Training . . . . . . . . 20Flexible Implementation Schedul.es . . . . . . . . . . . 20Subject Consultants . . . . . . . . . . . . . . . . . . 20Provincial Consultants . . . . . . . . . . . . . . . . . 20Instructor Training . . . . . . . . . . . . . . . . . . 21Guru Inti Training . . . . . . . . . . . . . . . . . . . 21Administration and Principal Training . . . . . . . . . 21Language Instructional Policies . . . . . . . . . . . . 21Materials and Equipment . . . . .. 22Data Collection and Evaluation . . . . . . . . . . . . . 22Project Management . . . . . . . . . . . . . . . . . . . 22Institutionalization/Career Pathways . . . . . . . . . . 22Decentralization . . . . . . . . . . . . . . . . . . . . 23

Environmental Studies . . . . . . . . . . . . . . . . . 23

Supply of School Science Equipment . . . . . . . . . . . . 23Equipment Supply . . . . . . . . . . . . . . . . . . . 23Prototype Equipment .25Regional Science Equipment Management andMaintenance Training .25

Training of Laboratory Technicians . . . . . . . . . . 25

Strengthening of Examinations . . . . . . . . . . . . . . . 26Examinations Operation . . . . . . . . . . . . .... 26Question Development . . . . . . . . . . . . . . . . . 26Training . . . . . . . . . . . . 27Consultancies . . . . . . . . . . . . . . . . . . . . . 28Applied Research . . . . . . . . . . . . . 28Equipment . .. 28

Management Improvement Activities . . . . . . . . . . . . . 28

Data Management (Management Information System and DPDOS) . 28

Management Training Program . . . . . . . . . . . . . . . . 29

Policy Studies and Project Preparation . . . . . . . . . . 31

Project Management and Implementation . . . . . . . . . . . 32Status of Project Preparation . . . . . . . . . . . . . . . 33

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Page No.

3. PROJECT COSTS AND FINANCING . . . . . . . . . . . . . . . 33

Costs . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Financing . . . . . . . . . . . . . . . . . . . . . . . . . 36Procurement . . . . . . . . . . . . . . . . . . . . . . . . 38Disbursements . . . . . . . . . . . . . . . . . . . . . . 39Accounts, Audits and Reporting . . . . . . . . . . . . . . 40

4. BENEFITS AND RISKS .40

5. AGREEMENTS AND RECOMMENDATION . . . . . . . . . . . . . . . 41

Tables in Report

1. Indonesia - A Model for Educational Quality

2. Science Equipment Supply, 1989/90 to 1994195

3. Examination Process

4. Summary of Project Costs by Component

5. Summary of Project Costs by Category of Expenditure

6. Financing Plan

7. Project Expenditure by Procurement Category

ANNEXES

1. Chart 1: Education Structure, 1989Chart 2: Organization of the Ministry of Education and CultureChart 3s Organization of the Directorate of General Secondary Education

2. Number of Schools, Students and Teachers by Type of School in1987/88

3. Data Processing Dikmenum Operational Systems (DPDOS)4. Summary of MOEC Policy Statements - May 22, 19895. Estimated PKG Project Costs6. Overview of Training Flows: Sanggar-based PKG System

Implementation Schedules for Sanggar-based PKG Teacher TrainingActivitiesDecision Matrix for Sanggar-based PKG Training

7. Project Organization PKG

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ANNEXES (Cont'd)

8. Career Pathways in Sanggar-based System PKG9. Roles and Responsibilities of Provincial-Level and Sanggar-Level PKG

Staff10. Management of Examination System11. Links Dikmenum-DPDOS and Pusat Informatika12. Indicators for Pusat Informatika and DPDOS Project Coordination13. Structure for Project Monitoring and Coordinating Committee14. Technical Assistance and Fellowships15. Key Implementation Indicators16. Implementation Schedule17. Project Expenditure by Year and Purpose18. Summary of Project Costs19. Project Costs by Project Implementation Unit20. Estimated Schedule of Disbursements21. Selected Documents and Data available in the Project File

Maps IBRD 20514

INDONESIA


Basic Data /a

General

Population (millions) 178.0Annual growth (Z) 2.1Labor force (millions) 63.7Participation rate (C) 53Employment by sector (Z):Agriculture 55Industry 13Services 32

GDP per capita (US$) (1987) 40O

Education

Labor force by educationlevel Primary & below Secondary Hither

Number (millions) 52.7 10.2 0.8Distribution (Z) 82.7 16.0 1.3

Enrollment (millions) SecondaryPrimary Junior Senior Higher

Public 24.8 3.7 1.6 0.4Private 3.4 2.8 2.2 0.6

Total 28.2 6.5 3.8 1.0

As 2 of age group 115 53 37 10

Public Education Budget (1982/83)

As percentage of GDP 3.1As percentage of total budget for public expenditures 13.4

/a Data are for 1987/88 unless otherwise stated.

Sources: Ministry of Education and Culture; 1985 Intercensal PopulationSurvey, Bureau of Statistics, Jakarta; Country Economic Memorandum,World Bank, 1989.

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INDONESIA


Loan and Project Summary

Borrower: Republic of Indonesia.

Amount: US$154.2 million equivalent.

Terms: Repayable in 20 years, including five years of grace, atthe standard variable interest rate.

Project Description: The objectives of the proposed project are to improvethe quality and management of secondary education. Themain quality inputs are: (a) upgrading of teachers inscience, mathematics, English, Bahasa Indonesia andsocial sciences including training of teacher instruc-tors and key teachers, (b) improving sustainability ofquality improvements and provision of permanent budgetsuppo;t for equipment and materials for quality scienceinstruction; (c) supplying the needed curriculum as wellas student and teacher materials; (d) assisting with thedevelopment of an environmental studies program forsecondary schools; (e) procuring new stocks of scienceequipment in direct response to individual schools'needs; (f) assisting with the development of prototypescience equipment; (g) training teachers and laboratoryassistants in the use and maintenance of science equip-ment; and (h) establishing a permanent and formalizedexamination system. The management inputs are:(a) assisting the Ministry of Education and Culture(MOEC) to undertake a management information systemstudy with specific attention given to personnel, logis-tics and financial operations; (b) assisting the MOEC toimprove its data collection, processing, management andfeedback to administrative offices and schools at alllevels; (c) assisting the MOEC to implement its newintegrated management training policy and to undertakepractical 'hands-on" management training activities atthe central, provincial and district levels for seniormanagers and principals; (d) conducting workshops andseminars in evaluation and monitoring to improve themanagement of education programs; and (e) financingstudies to: (i) define recurrent educational inputsrequired to dispense quality secondary education;(ii) develop measures to improve MOEC support forprivate education; and (iii) develop policy options fortargeting public support to improve education quality indeprived areas.

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Benefits and Risks: The project would improve secondary education qualityand equity through: improved teacher training programsbenefitting about 200,000 teachers, 5,300 key teachersand 150 teacher instructors; the supply of instructionalmaterials and science equipment benefitting about660,000 teachers and 10,000,000 students; and improvedexaminations which would benefit about 39 million stu-dents, and by assisting MOEC to respond better to needsby identifying essential inputs necessary to impartqualitative secondary education. The actions taken toensure sustainability of quality improvements insecondary education would be the Bank's first attempt inthe sector to address sustainability issues head-on.Management would be improved through management trainingof: about 640 subject supervisors; about 25 lqng-termand 2,500 short-term officersiteachers in the managementand operation of examinations; about 500 supervisors bygiving them largely decentralized and more relevantmanagement training at the regional and district levels;about 300 administrative staff in data processing; about25,000 principals in combined pedagogical and managementskills; and about 20,000 middle-level officers at theprovincial level and 200,000 at the district levelconcentrating on operational training in areas such aspersonnel, finance and logistics using a 60-70Z 'hands-on" type of training. The latter training would improvethe general administration of the MOEC, standardize datacollection, and improve the feedback and utilization ofthe data, thus facilitating sound decision making.Also, by giving attention to the administrative processat the provincial and district levels and updatingoperational regulations and analysis of financialresources, necessary to facilitate the best utilizationof the subsector's limited resources, sustainabilitywould be increased. Project risks are of two kindss(a) rigidity of budgetary procedures and partisanship onthe part of the units within MOEC might undermine sus-tainability of the quality improvement measures beingintroduced under the project, and (b) the qualityimprovement measures themselves could suffer if keystaff for teacher upgrading and project implementationare not appointed on a timely basis. Risks of thefirst kind are being addressed through agreements relat-ing to permanent financing of the key inputs forimproved education quality, through the MOEC's newpolicy on integrated management, through the commitmentduring Repelita V (already started in the 1989/90 bud-get) to increase allocations for recurrent expenditures,and through the Bank's ongoing dialogue with the Govern-ment on financing issues in the education sector. Thesecond risk is being addressed by Government assurancesrelating to project staffing and monitoring and by therecent approval of a new HOEC career structure.

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Estimated Costs:Local Foreign Total---- US$ million

Improvement of secondary educaticn qualityTeacher upgrading through PKG/SPKG training 64.4 18.1 82.5Developing an environmental program 0.4 0.0 0.4Improving the quality of science education:Procurement and distribution of scienceequipment 14.4 42.0 56.4

Testing and quality control 0.7 0.8 1.5Regional science equipment managementand maintenance training 3.4 0.8 4.2

Strengthening the examinations system 6.1 4.9 11.0

Subtotal education quality 89.4 66.6 156.0

Strengthening education managementMOEC management information system 1.0 1.3 2.3DIXMENUM operational systems 2.8 2.4 5.2Management training program 5.9 4.7 10.6Studies/project preparation 0.9 0.8 1.7

Subtotal education management 10.6 9.2 19.8

Coordination, monitoring and evaluation ofproject implementation 1.4 0.1 1.5

Baseline cost 101.4 75.9 177.3

Contingencies:Physical 1.5 5.0 6.5Price increase 22.5 17.1 39.6

Subtotal 24.0 22.1 46.1

Total project cost La 125.4 98.0 223.4

/a Includes local taxes estimated at US$3.1 million equivalent.

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Financing Plant

Local Foreign Total- US$ million -

Government of Indonesia 69.2 - 69.2

Bank 56.2 98.0 154.2

Total financing 125.4 98.0 223.4

Estimated Disbursements:

Bank Fiscal Year 1990 1991 1992 1993 1994 1995 19961-^-^^^^^----- US$ million… ----------------

Annual 6.2 9.4 16.8 36.7 30.9 30.1 24.1

Cumulative 6.2 15.6 32.4 69.1 100.0 130.1 154.2

Rate of Return: Not applicable

Hs RIBRD 20514

INDONESIA

SECOND SECONDARY EDUCATION AND MAMAGEMENT PROJECT

1. BACKGROUND, ISSUES AND STRATEGY

A. The School Syotem

1.1 The formal education system in Indonesia consists of a six-yearprimary school cycle, junior and senior secondary cycles of three years eachand post-secondary education ranging from one to six years. The structure ofthe education system, the organization of the Ministry of Education andCulture (MOEC) and the organization of the Directorate of General SecondaryEducation (Dikmenum) are found in Annex 1. A summary of the number ofstudents and teachers by type of school in 1987/88 is provided in Annex 2. Asplaces in public schools are limited, private schools offer 441 of junior and62Z of senior secondary places.

1.2 Junior secondary education is offered principally in generalacademic schools. Although vocational schools accounted for over 30? of theenrollments in public junior secondary schooling in the early 1970s, there isclearly a trend toward elimination of vocational schooling at this level.More than 97X of junior secondary enrollments are now in general, academicschools (Sekolah Menengah Pertama, or SMP). Technical junior secondaryschools (Sekola Teknik, or ST) account for just over 2Z of total junior secon-dary enrollments; home economics junior secondary schools (SekolahKesejahteraan Keluarga Pertama, or SKKP) account for less than 0.5 of enrvoll-ments at that level. Junior commercial secondary schools (Sekolah MeneztahEkonomi Pertama, or SMEP) have been phased out entirely. The trend towardselimination of vocational specializations at the junior secondary level isconsistent with the international trend to offer a single, academic program atthis level.

1.3 Senior secondary education consists of a three-year cycle after thecompletion of junior secondary schooling with about two-thirds of enrollmentsin general, academic schools (Sekolah Menengah Atas, or SMA), with the balancebeing in commercial secondary schools (Sekolah Menengah Ekonomi Atas, orSMEA), technical secondary schools (Sekolah Teknik Menengah, or STM), primaryteacher training schools (Sekolah Pendidikan Guru, or SPG), primary sportsteacher training schools (Sekolah Guru Olahraga, or SGO), and home economicssecondary schools (Sekolah Menengah Kesejahteraan Keluarga, or SHKK). TheGovernment has recently announced that primary teacher training under theproposed reform will be conducted at the post-secondary level and that onlyabout 100 SPGs will be retained, since the primary school network is no longerexpanding rapidly.

1.4 The growth of the education sector has strained the management capa-bilities of the MOEC, which generally suffers from a lack of adequatelytrained staff at the senior levels. The MOEC is divided into seven majorbranches (Annex 1). The Secretariat General deals with administration,

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planning, budget and financial and personnel matters. The Directorate Generalof Primary and Secondary Education (Dikdasmen) provides teacher in-servicetraining and establishes and maintains standards. The Office of Educationaland Cultural Research and Development (Balitbang) is responsible for analysisof statistical data on system performance, long-term planning and research,curriculum development and evaluation. The Inspector General audits theaccounts and financial performance of the rest of the MOEC. In addition thereare Directorates General of Higher Education (DGHE), Culture and Non-FormalEducation, Youth and Sports. The MOEC has management and planning responsibi-lities for about 1.6 million out of Indonesia's 3.4 million civil servants andhas one of the largest development and routine budgets of any Ministry.l/ Italso has the most dispersed regional administrative infrastructure of anyMinistry and is represented through its district-level offices, or kandeps, by295 districts (rural kabupatens and urban kotamadyas) and through its pro-vincial-level offices (kanwils) in all 24 provinces and in the threeprovincial-level municipalities.

B. School System Performance

1.5 Indonesia has made remarkable progress in expanding education sinceindependence. Enrollments in primary schoolin3 (grades 1 through 6) grew from2.5 million in 1945 to over 28 million in 1988/89--an average growth of 5.42per year. Virtually all seven year olds now enter primary school. Secondaryschooling has grown even more rapidly, although from a smaller base. Enroll-ments in junior secondary schooling (grades 7 through 9) were just 90,000 in1945, but have grown to 6.7 million in 1988/89--an average growth of 10.02 peryear. Enrollments in senior secondary schooling (grades 10 through 12), mean-while, grew from 18,000 to 4.1 million--an average growth of 12.62 per year.Secondary education now enrolls about 532 of the eligible population at thejunior secondary level, and about 372 at the senior secondary level.2/ Inrelative terms, coverage of primary and secondary education is about 20 to 302above the predicted level, based upon the observed relationship betweenenrollment ratios and per-capita income in Asian countries.3/

1.6 The Government has recently announced the goal of universal basiceducation (through grade 9), which implies a significant expansion of capacityat the junior secondary level. The Government appropriately plans to rely onthe private sector to accommodate most of the projected enrollment increase atthe secondary level, so it may focus its own efforts on the urgently neededimprovements in the quality of secondary education.

1.7 The Government's preoccupation with the education sector in theyears following independence was, appropriately, to transform an inheritedelitist and highly limited education system into an instrument of the

1/ Including the grants to regional governments for prir,ary schooling.

2/ Enrollment estimates are drawn from Repelita V, Indonesia's Fifth Five-Year Development Plan (1988/89-1994/95).

3/ Educational Development in Asia: A Comparative Study Focussing on Costand Financing Issues, IBRD regional report (September 1989).

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country's integration and development. This required a sustained effort toexpand the national schooling network--an effort which, as described above,has largely succeeded. However, as the school system was expanding, theGovernment progressively became aware of and concerned about the qualitativedeficiencies of the education being provided. In part, these reflected anactual decline in student performance in some areas resulting from the limita-tions of accelerated programs of teacher training and other aspects of therapid system expansion (para. 1.11). But, more fundamentally, they reflectedthe limitations of an outmoded, passive pedagogy which relied heavily on rotelearning and group response. The Government has attempted, over the years, tointroduce a more effective and active approach to teaching in primary andsecondary education. Initially, its efforts focussed on upgrading criticalinputs to effective teaching. The Bank assisted in these efforts through itssupport to two teacher training projects and two textbook developmentprojects. Following these initiatives, the Government launched an in-serviceteacher training program which was designed to introduce a new, active-learning pedagogy for secondary education through supervised classroominstruction supported with appropriate instructional materials, notably forscience and mathematics instruction. The first Secondary Education and Man-agement Training Project in 1984 (Loan 2472-IND), underpinned the regionallaunching of this program. The results to date have been very positive andthe Government aims to generalize the gains of the program realized under theongoing project to classroom instruction in all subjects.

1.8 Part of the Government's objective in generalizing an activelearning pedagogy is to make schooling more responsive to the needs of thelabor market and of higher education. Historically, the civil service hasrecruited most secondary graduates,41 and an important function of secondaryschooling was to screen applicants for government employment. In the future,however, government recruitment is likely to absorb only a small fraction ofthe graduates. Most will need to find jobs or self-employment in the privatesector. These prospective changes in the labor market will call for secondarygraduates who are better equipped with problem-solving skills and are moreresourceful than past graduates--attributes which the new, active pedagogy isdesigned to impart.

C. Quality Issues

1.9 Education quality is concerned with the teaching/learning process.It critically affects learning achievement and is manifested not only in edu-cational outcomes but ultimately in the extent to which each individual isable to take advantage of opportunities to be productive within a society.The determinants of quality are complex and inter-related, as illustrated inTable 1 which presents a model for educational quality applied to Indonesia.In particular, the inter-relationship of the financial, material and humaninputs shown in Boxes 5-10 is critical. Thus, Table 1 indicates that theinputs, processes and measurements are all factors that need to be dealt withsimultaneously or at least taken into consideration if quality improvementsare to occur.

4/ Currently, 582 of all secondary graduates in the labor force are employedby the Government.

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Table 1

A Model for Educatinsi Guefty

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substantial improvements, but also highlighted m~~~Anyise wheaichreuie

5, t"Quality Issues in General Edu x_ton~ by H.C.A. Setank consul-

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1.10 In attempting to improve significantly the teaching/learning processin secondary education, the Indonesian Government has during the last fiveyears reviewed past projecte and realized that these had limited impact onquality because insufficient links had been established between the inter-related determinants. Also, discontinuities in financing under the develop-ment budget led to interruption of staff and other inputs needed to sustainquality improvements. The Government's concern over these issues led to theupdating of its secondary education strategy, the undertaking of a qualityoriented study, 5/ visits to schools and the organization of seminars to dis-cuss quality issues. During the review, the HOEC realized that the ongoingproject, whose efforts were directed towards quality improvements, had led tosubstantial improvements, but also highlighted many issues which requiredattention. These issues are discussed in detail in the following paragraphs.

5/ "Quality Issues in General Education" by H.C.A. Somerset, Bank consul-tant.

Teacher Upgrading Issues

1.11 To meet the past rapid expansion of secondary schools, theGovernment expanded its pre-service teacher training programs and organizedcrash teacher in-service training programs to respond quickly to the need forlarge numbers of teachers. In spite of these efforts, the majority ofsecondary teachers are still not trained or qualified to a desired level. Thepre-service teacher training programs are still under reorganization (para.1.3); thus, integration of pre- and in-service teacher training activities hasnot been possible. Also, due to the extensive need to upgrade teachers it wasjustifiable to run both types of programs simultaneously. Although importantimprovements have occurred in the pre-service programs there is still a needfor the MOEC to continue supporting for a number of years both teacher train-ing modes. This poor level of teacher qualifications has negatively affectedteacher performance and student achievement. To deal with this situation, in1980 Dikmenum piloted a program known as Pemantapan Kerja Guru (PKG) toupgrade SMP and SHA teachers in science and mathematics. A second stage ofthe program, Sanggar Pemantapan Kerja Guru (SPKG), added English and the useof key teachers (guru intis) to lead outreach training at the district levelin teacher centers (sanggars). This program was initiated with Bank assis-tance in 1984 under the ongoing project. As the program has developed beyondits initial pilot stages into a major national program, however, a number ofnew issues have emerged which were not anticipated when the program was firstconceived. The teacher in-service issues which need to be addressed can begrouped under three headings2 program, materials production and managerialand organizational issues.

1.12 Program Issues in Teacher Upgrading

(a) The PKG Training Program. Delivery of full PKG training cycles is,to date, well short of the original target of two cycles per secon-dary teacher, even in the two subject areas (science and mathema-tics) where the program has been in operation the longest. Thesevariations are a consequence of all provinces having the sameabsolute PKG training capacity, despite huge differences in teachernumbers. The PKG capacity in each province needs to be made commen-surate with the size of the teacher population to be trained and tocontinue targeting established, as well as new, teachers for sometime to come.

(b) The Sanggar PKG Program has attempted to be, simultaneously, both anabbreviated initial training for underqualified teachers and a main-tenance program for teachers who have already completed one or twofull PKG cycles. The current structure of SPKG training is derivedfrom the cascade model; 6/ the alternating sequence of in-service

6/ "Cascade model' refers to a training method by which head trainers aretrained at the central level. These in turn train regional trainers whothen train teachers at the local and school levels. The duration of thetraining is usually shorter as it cascades to the lower levels. Itallows the introduction of a new concept or approach to reach all levels.

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weekly meetings and on-service 7/ school visits is a diluted versionof full PKG training. But it has become evident that the existingsanggar model is ineffective. For teachers who have not undergonefull PKG training, more subject content teaching is needed than canbe provided during the weekly meetings, whereas for PKG graduates,further on-service school visits are expensive and in most casesunnecessary. The programs have also not established a clearcollaboration with the subject teachers' organizations (MGMP andMGBS),8/ which also train teachers.

(c) Numbers of Instructors. In recent years, there has been a substan-tial depletion of the instructor pool available for PKG training,especially in the science subjects. There is now typically onetrained instructor per subject per province, instead of the nationalaverage of two per subject needed. Steps to replenish stocks ofthese key professionals are needed.

(d) Training of Key Teachers (Guru Inti). To date, there have been noformal teacher educator training programs for guru inti. Becausethey do not receive any special preparation for their work, guruinti often have difficulty in gaining the respect of sanggar par-ticipants, many of whom have similar, or even superior, formal aca-demic qualifications. There is a need to develop special trainingprograms to enhance their competence as in-service teachereducators.

(e) Training for Educational Supervisors, other Educational Managers andHead Teachers. In the past, only a minority of supervisors activelyinvolved in the administration of PKG have received training. Itwill be important, in the future, to extend training to all super-visors. Similarly, the present small-scale training program forhead teachers will need to be strengthened and extended.

(f) Improving Links with Pre-Service Programs. The recent teachergraduates from the pre-service programs are unprepared for theirwork as teachers in terms of both their grasp of subject content andtheir experience in using appropriate pedagogical methods. The pre-service graduates only receive theoretical pedagogical training inthe secondary teacher training colleges/faculties (IKIPs and FKIPs)and need to attend the PKG/SPKG training programs. As the PKG/SPKGprograms were designed for underqualified teachers and notgraduates, the presence of graduates in PKG/SPKG programs has hadsome disruptive effects upon the ongoing programs. There is thus a

7/ In-service training is a program of training given on a part-time basisto practicing teachers at a specific center and for an identified period.On-service training is a follow-up at the school level by the in-serviceinstructors to assist the teachers with the implementation of the con-cepts taught.

8/ MGMP and MGBS are acronyms for Menengah Guru Pertama and Menengah GuruSekda, both teacher associations.

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need to establish specific and shorter training programsconcentrating only on practical pedagogical training for recentIKIP/FKIP graduates.

(g) Language Instructional Policies. Language instruction in BahasaIndonesia and English has not been updated to fit the new activelearning methodology. Clear MOEC policies for language instructionneed to be formulated.

1.13 Materials Production Issues in Teacher Upgrading

(a) PKG Curriculum Materials. During the last ten years. instructorsand other professional project staff have produced a wide range ofcurriculum materials for use in training programs and school class-rooms. These include laboratory worksheets for the sciencesubjects, supplementary curriculum materials for teaching topics notcovered adequately in the available textbooks, and test papers forboth formative and summative 91 purposes. The materials are nowwidely used by ex-PKG participants, but because official sanction touse these materials was only achieved in May 1989, they have notbeen made available to all teachers. The materials need revisingand editing so that they are suitable for formal publication.

(b) Curriculum Guidelines. Many schools have been unable to implementthe MOEC's latest 1984 curriculum effectively because of a scarcityof curriculum guidelines. Printing sufficient copies so that theycould be made available to all schools would remove a considerableconstraint on quality improvement.

1.14 Managerial and Organizational Issues in Teacher Upgrading

(a) Institutionalizing PKG. When PKG was first set up it was seen as a"project", a set of activities to strengthen the skills of theteaching force which would come to an end when that job was done.There is now a need for a permanent capacity for in-service upgrad-ing of secondary teachers within Dikmenum so the program can con-tinue after the project. A key requirement for creating this capa-city is the formal recognition of PKG functions within theestablished career structure for teachers and education administra-tive staff. Similarly, linkages need to be developed with pre-ser-vice teacher education, and curriculum and assessment activities inother parts of the MOEC.

(b) Management Structure. To date, PKG has lacked a clearly definedmanagement structure with a set of job descriptions for each, memberof the project team. Thus, during the period covered by the ongoingproject, the staffing, particularly of professional subjectofficers, has been inadequate. This has lead to a loss of the ori-

9/ "Formative" refers to tests on a specific topic, given at various inter-vals during a program. "Summative' refers to a final test which sums upor reviews the entire topic or subject.

ginal momentum and sense of purpose, and has resulted in repetitiveand routine training programs.

(c) Effective Operation of PKG was also affected by rapid staff turnoversuch that by early 1989, no single senior member of the 1984 teamstill worked with the project. Because PKG is a complex and innova-tive project the sudden departure of even two or three key teammembers can lead to a critical loss of project efficiency. Rapidturnover of PKG instructors and other staff is v~-ry much related tothe lack of career pathways and incentives and thus threatens thesustainability of the entire program.

(d) Data Collection. The structure for data collection on PKG programperformance 10/ was only recently started and needs to bestrengthened and implemented in all the provinces.

(e) Decentralization. To date, most PKG management, financing, anddelivery decisions have been taken by the central team in Jakarta,in consultation with the provincial teams. This may have beennecessary in the early days of the project but it has led to anumber of inefficiencies. For example, the t,aining packa-ges whichwork well in the large, densely-populated provinces have not beenmodified for effective delivery in sparsely-populated provinces.Also, the lack of clarification among the roles of the national PKGcoordinator, the provincial authorities and the Project Director hasled to much confusion in the management of the PKG/SPKG programs.

Environmental Studies Issues

1.15 Insufficient attention has been given to environmental matters inIndonesia and the Government has realized that no national vehicle to informits citizens on these matters exists. Environmental studies have been iden-tified as a priority within Repelita V. Although ample country findings existto support such an effort, these findings need to be drawn together andadapted to fit the existing secondary curricula in order to facilitatenational dissemination of environmental concepts.

School Science Equipment Issues

1.16 The provision of science equipment needs to be institutionalized andsynchronized in relation to the needs of the curriculum and the situation inindividual schools. The present systematic supply of science materials tosecondary schools started in 1974 using a series of school "drops". A "drop"consists of delivery to each school of a kit containing a standard set ofequipment. By 1984, the supply consisted mainly of imported or badly madelocal copies of science equipment with much of it not meeting curriculumneeds. The costs of these "drops" were funded by MOEC development budget(Dip) funds until 1984 when the ongoing project supported an analysis of the-

10/ Number of courses run, trainees attending the courses, trainees' academicbackgrounds and progress (number of PKG sessions attended) and evaluationof the training programs.

science curriculum with an identification of the actual equipment required toperform all necessary experiments and subsequently, the preparation of relatedspecifications and purchase of the equipment. To improve the quality of itemsmanufactured locally, the equipment identified was tested and the productionof prototypes, in cooperation with national manufacturers, was started.ll/Finally, the revised specifications were computerized and efforts were startedto improve the timeliness of equipment distribution to secondary schools.This venture has already greatly enhanced the quality of secondary scienceeducation in Indonesia and should be continued.

1.17 Since the availability of science equipment now varies greatly fromschool to school,12/ it would make neither financial nor pedagogical sense tocontinue supplying existing schools with the same standardized kits. For newschools, however, the updated standard kit approach could still be used tocover the first supply of equipment. For existing schools, PemassokanBerdasarkan Permintaan Sekolah (PPS) or Supply by School Response wasdeveloped and tested under the ongoing project. PPS is currently in its thirdround of pilot trials.131 For PPS1, school requisitions were entered andanalyzed manually, but, for PPS2 and PPS3, a computer-based system was intro-duced.

1.18 Staff training in management of the PPS was successfully undertakenfor central and provincial staff and now needs to be expanded to the districtlevel. Training of technicians for the maintenance of equipment was alsopiloted during the ongoing project and needs to be expanded to include super-visors, guru intis, teachers and laboratory assistants. To facilitatedelivery of the equipment under the ongoing project, a national warehouse wasbuilt and equipped and a computerized Material Management System (MMS) for thedelivery of equipment was tested.

1.19 The following quality issues in the provision of school scienceequipment have been identified on the basis of experience under the ongoingproject as needing attentiont (a) the analysis of the 1984 SMA curriculumneeds to be completed to ensure consistency of future equipment purchases; (b)the quality control team at the MOEC, responsible for the preparation ofspecifications and testing of all equipment items prior to and followingawards, needs strengthening, particularly at the provincial level; (c) toimprove the quality of the equipment produced nationally, the development ofprototypes and standardization of equipment continue to need attention; (d)

l/ About 50 prototypes have to date been developed jointly with privateindustry; another 100 are in the process of development.

12/ Many schools have been supported generously by parents' association fee(BP3) contributions, while others who have been dependent upon the "drop"only, have not received any equipment for about five years.

13/ The first pilot (PPS1) provided equipment to 150 schools in five pro-vinces, the second (PPS2) extended the supply to 800 SMPs and 400 SMAs in21 provinces and the third phase (PPS3), currently in progress, willprovide equipment to 3,200 secondary schools in 26 of the 27 provinces ofthe country.

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training in maintenance of the equipment also needs attention, particularly atthe supervisors', teachers' and laboratory assistants' levels and should bedecentralized; and (e) the MOEC needs to develop a science instruction policywhich reflects active learning concepts.

1.20 The following managerial issues in the provision of school scienceequipment also need to be addressed:

(a) Institutionalization. The PPS, successfully piloted in about 3,200schools, needs to be institutionalized in all secondary schools. Toachieve that goal, provincial and district staff (sanggar and kabu-paten) need to be trained in the processing, recording and main-tenance of the supply system. Also, key PPS positions at thenational and provincial levels need to be institutionalized.

(b) Timing of Replenishment. At present, replenishment of secondaryschool science equipment occurs about every five years which iseducationally unacceptable. This period should be reduced to aboutthree years. The lack of a buffer stock delays delivery of scienceequipment to schools. There is a need to review the deliverysystem, allowing, where possible, direct factory delivery to cen-trally located and accessible schools and decentralized distributionto the provinces. There is also a need to prepare guidelines forthe procurement and distribution of this equipment.

(c) Teacher Role. Various ways should be assessed to continue fullinvolvement by teachers as the supply and quality of science equiip-ment continue to improve.

(d) Length of Contracts. Few national firms are able to specialize inthe manufacturing of school science equipment because there is noguaranteed long-term market. The duration of contracts for thesupply of science equipment needs to be reviewed to improve theefficiency of supply and procurement and to permit improvements inthe quality of the equipment.

(e) Maintenance of existing equipment is almost nonexistent, with theresult that large sums of money are often spent replacing brokenitems when small inexpensive repairs could be made.14/ Also, labo-ratory assistants' training is inadequate and teachers are nottaught basic maintenance, storage or use skills either in the pre-orin-service teacher training programs.

141 An analysis done during the ongoing project revealed that 77Z of thebroken equipment in the schools surveyed could be repaired. A secondanalysis of the resupply of about 30 items under PPS3 for 556 SMA and1,260 SMP schools revealed that if repair of repairable items were under-taken the MOEC would save about US$500,000. If these savings wereapplied to all 1988 secondary schools (19,622 SMPs and 10,054 SMAs), overUS$7.0 million could be saved annually and could readily justify theestablishment of a maintenance program.

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(f) As the equipment developed under the prototype scheme of the ongoingproject is much costlier than the present (unsatisfactory) equip-ment, there is a need to test and assess the quality and costs ofthe improved, locally produced equipment in relation to externallyproduced high-quality equipment.15/

(g) Permanent annual funding for science equipment has not existed forabout five years. The pre-oil crisis annual allocations which werestopped at the inception of the ongoing project, need to be re-established to permit an uninterrupted supply of science equipment.Quality improvements can only occur if provision of necessary inputsis made permanent.

Examinations Issues

1.21 During the 19709, the Government abolished the national schoolleaving examination, without replacing it with a suitable national tool toevaluate students. In 1980, the Examination Research and Development Center(EDC) or Pusat Pengujian, was established to overcome the MOEC's inability tomonitor the cognitive performance of the students. The MOEC also reintroducedthree sets of national summative examinations:16/ primary (SD), SHP and SMAknown originally as Ebtanas and recently renamed Ujian Akhir (final examina-tions). To develop these activities, it obtained assistance from the ongoingproject for the establishment of a central examination center, development ofan examination question item bank and training of examination staff. To over-come the serious lack of qualified staff in the examinations area, the MOECundertook an overseas and in-country training program for secondary teachers,Dikmenum and kanwil staffs.

1.22 The main issues requiring further attention are:

(a) Quality of Examinations. There is much scope for further improve-ment in the quality of examination questions particularly in theregions, which are now responsible for the preparation of the SD andSMP exams and participate in the preparation of the national SMAexamination. Analysis of recent examinations shows that the desiredreliability coefficients are often not met because of poorly formu-lated questions. There is a need to improve the skills of the pro-vincial examination setting teams and to develop and implement pro-fessional indicators of quality;

(b) Examinations are too limited in scope and prepared in an ad hocmanner. The examinations to date have only been of the multiple-choice &nd force-choice question types. To test student skills moreievequately, examinations should also include some open-ended andessay questions. Also, since EDC has assumed more responsibility

15/ During ICB II under the ongoing project, the cost of prototypes was aboutfour times the price of poor quality equipment but no comparison has beenmade to date with respect to similar quality international equipment.

16/ See footnote No. 9.

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for examination development, its staff, lacking teaching experience,has concentrated on the preparation of mechanical 'calibrated" ques-tions not fully understood by most teachers and administrators.Moreover, the questions are not always subject-based. In addition,due to the hurried way the examinations were reintroduced, the pro-cess has remained ad hoc (such as examinations committees with vary-ing memberships each year) and cannot be used as an indicator ofnational or regional performance trends;17/

(c) Suitability of Training. To date, the masters-level training pro-gram in examinations development has had difficulties identifyingcandidates for international degree training because of the poormastery of English by the kanwil-based staff. The MOEC has trainedmainly university graduates with no teaching experience, thuscreating a credibility gap with the teachers and provincialadministrators who are called upon to implement the examinations.The problem is more acute now that the responsibilities for examina-tion development and implementation have been largely transferred tothe provinces. In addition, although improving, the content of in-country training in examinations has been too theoretical and notalways suitable for operational staff. There is a need to establishin-country courses in examinations within university educationfaculties and to recruit, on the basis of needs, internationalexaminations experts to assist with the review and application ofthe in-country training programs;

(d) Management. The ongoing project was negatively affected by a lackof effective linkages between the work of EDC in research anddevelopment and the work of Dikmenum and the provincial officesresponsible for the implementation of examinations. EDC's role wasconfined almost entirely to research. Coordination is improving,but a clearer definition of roles needs to be established andreviewed periodically to facilitate better coordination and institu-tionalization of examinations. Also, to strengthen and broaden thelimited experience of the EDC staff, there is a need to establishformal links with international examination bodies;

(e) Coordination. Another management weakness of EDC has been its lackof coordination with the primary and secondary programs concernedwith improvements in educational quality, particularly PKG. Ifeffective improvement in the quality of examinations is to occur,there is a need to establish proper linkages between these programs,involving key innovative and experienced teachers.

17/ Ibid, Somerset.

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Management Issues

MOEC Data Management

1.23 Since 1987, the MOEC has been developing the concept of "IntegratedManagement" with the aim of increasing efficiency by establishment of aMinistry-wide management information system (MIS), better coordination of datacollection for planning and decision making purposes and the introduction ofevaluation activities. In 1985, the MOEC, through Balitbang's Data Center(Pusat Informatika), and with USAID assistance, piloted in five provinces anEducational Policy Planning project to support planning and decision makingfunctions. This activity needs to be better integrated with the activities ofthe various operational units of the MOEC, several of which have developedtheir own management information systems. The main issues with respect to theMIS are: (a) MIS development has been uncoordinated, with many activitiesbeing incompatible, making the processing of planning and management datadifficult. Pusat Informatika has not had the resources to carry out the task;(b) MIS hardware and software are not standardized throughout the MOEC;(c) the assumption that MOEC could establish ard run a national, centrallycontrolled data system has proven to be wrong. rJta collection is uncoordi-nated and overlapping. As many as five separate series of data are collectedby different entities of the MOEC on the same variables and need to be con-solidated into a single mechanism for generating and recording data on theeducation system; (d) insufficient time is devoted to analysis and feedback.There is a need to streamline data collection and feedback to users; (e)information on the participation of women in the various secondary educationprograms needs to be improved, particularly in the rural areas where drop-outrates are still high; and (f) studies in planning and management, completed inOctober 1988, recommend the redefinition of data collection tasks and, onceredefined, to undertake relative staff training.

1.24 Dikmenum is currently developing a network of interlocking sets ofcomputer-based systems with manual back-ups for the management and operationof the subsector. These activities are collectively referred to as "DataProcessing Dikuoinum Operational Systems (DPDOS)." DPDOS activities werepiloted successfully with UNDP technical assistance and loan funds, during theongoing project. The programs piloted by DPDOS were: School InformationSystem (SOIS), PKG/SPKG Information System (PKGIS), Budget Analysis System(LAKEPRO), Supply of Science Equipment by School Response (PPS), MaterialManagement System (MMS) at the warehouse and for delivery of science equipmentar.d School Administration System (SAS). These programs are described in moredetail in Annex 3. It is now appropriate to implement these programsnationally. Doing so effectively, however, will require a number of actionsand inputs, including: (a) to facilitate usage of the data collected,integration of the coding and development of reference files for Dikmenumactivities; (b) staff training for rational implementation of the DPDOS in allthe provinces and piloting it at the district level; (c) institutionalizationof the DPDOS programs, based on the principle that each subsector should havea data system to respond to its specific administrative needs, under a centraloverview to guarantee compatibility for effective use; and (d) collation ofexisting documentation to prepare clear DPDOS administrative handbooks.

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MOEC Management

1.25 The MOEC is the largest ministry in the Indonesian Government interms of staff, budget and regional administrative infrastructure. It employsover 1.7 million teachers and staff, representing 482 of civil service employ-ment. It receives 202 of the national recurrent budget,18/ and 16Z of thedevelopment budget net of defense. It has the most extensive infrastructuret any ministry at the provincial (kanwil), district (kabupaten/kotamadya),and subdistrict (kecamatan) levels. Management of education programs in thecontext of such a large ministry is intrinsically complex. Managementsuffers, moreover, from the fragmentation of activities among the individualline and staff units of the Ministry. There is a tendency for individualunits to act in isolation, which leads to inefficiencies such as duplicationof data collection (para. 1.23). This tendency is reinforced by hierarchicaladministrative procedures which discourage horizontal communication amongtechnical staff of different units. Fragmentation of MOEC activities alsomakes it difficult to ensure coherence and consistency among individualMinistry programs.

1.26 There is also a need for clarif4cation of roles of the SecretariatGeneral bureaus in relation to the other units of the MOEC--a need which isbeing addressed by the study of integrated education management being. carriedout under the ongoing project. The Government has agreed to review thefindings of this study and to implement its recommendations. In addition,while the MOEC is adequately staffed in terms of numbers, staff have little orno training in management, planning, finance and evaluation. The overseasmanagement training programs (largely postgraduate) for senior staff,undertaken under the ongoing project led to few management improvements, par-ticularly at the regional level. There is a need to undertake more in-country"hands on" training of middle managers to improve MOEC's efficiency.

1.27 In addition, the management of investment and quality improvementprojects urgently needs attention. Past project directors have been rotated,in some cases annually, never leaving the incumbent in post long enough tounderstand the real goals of the project. That continuous rotation of projectstaff in key administrative positions has seriously hampered the MOEC'simplementation capacity and resulted in numerous delays and increased costs.There is a need, particularly now that qualitative issues are being dealtwith, for the MOEC to assign key staff for longer terms and to do so on thebasis of qualifications and experience.

Secondary Education Finance

1.28 There are two principal sub-issues in secondary education finances(a) the adequacy and continuity of funding for essential inputs to high-quality secondary education; and (b) the appropriateness of cost recovery frombeneficiaries, secondary students and their families. Each of these is dis-cussed in turn below.

181 Including salaries of primary-school teachers seconded to regional gov-ernments via the Ministry of Home Affairs.

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1.29 Adequacy of Funding. Education at all levels suffers from inade-quate funding of recurrent inputs to schooling which are vital to the educa-tional process, such as textbooks, chalk, paper and basic science laboratoryequipment.19/ The problem is especially severe at the primary level, but itis apparent at the secondary level as well. The main permanent sources ofpublic financing for these purchases are the central government routine budgetand the fees collected from students by the schools (SPP), deposited by theschools with the central government and (eventually and partially) returned toschools as the DPP grant from the administration. The unit entitlementformula for allocating the annual routine budget to secondary schools providesRp 5,500 (US$3.11) per student in junior secondary schooling for teaching aidsand consumable materials; the corresponding allocation at the senior secondarylevel is Rp 9,000 (US$5.08). The DPP grant provides an additional US$0.23 perstudent in junior secondarv schooling for instructional materials. and US$2.30per student in senior secondary schooling. The resulting totals--less thanUS$3.50 per year for each junior secondary student and less than US$7.50 persenior secondary student--are clearly inadequate to provide the necessaryinstructional inputs to support effective secondary education. In this situa-tion of inadequate recurrent budgets for secondary schools, supplementalfinancing by parents in the form of BP3 contributions has emerged as an impor-tant additional source of school financing in more affluent communities. Somepublic secondary schools receive three or four times as much from theseparental contributions as they do from official sources. Such schools areusually well equipped with instructional materials, and are consequently ableto offer a much higher quality of education than schools which rely only onpublic funding. Secondary school finance and secondary education quality thusvary widely according to communities' capacities to supplement official fundsfor instructional inputs. The formula for allocating DPP funds to schools inprinciple allows for targeting transfers to schools in the poorest areas, butthe effect on improved equity of education is almost non-existent because theallocation formulae do not, in fact, favor poorer provinces. More fundamen-tally, the amount of current funding which might be targeted to poor schoolsis simply too small to make much of a difference to the many schools in need.

1.30 Although the routine budget is the principal source of financing forinstructional inputs in secondary schools, the development budget has provento be a more flexible instrument for providing larger amounts of funding foridentified needs. The past projects which supported textbook deliveries toschools are an example. A limitation of financing provided in this projectformat has been its impermanence; typically, the activity supported ends whenthe project-specific budget allocation ends. To address this concern, theGovernment needs to establish ongoing financing of essential inputs such asscience equipment (para. 1.20(g)].

1.31 Cost Recovery. There is currently a high degree of cost recovery insecondary education: in 1987/88, 442 of junior and 622 of senior secondaryenrollments were provided in largely self-financed private schools. In addi-tion, there is a high degree of cost recovery in public secondary schools--

19/ The sources and uses of secondar:- - decribed indetail in the recent sector stu.) XLCd.i4i;

Study (World Bank Report No. 7841-INDn ;

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both through enrollment fees, which account for at least 102 of Governmentrecurrent costs, and, more significantly, through parents' contributions. Theamounts and uses of parents' BP3 contributions to schools are determined bythe parents' associations. Although voluntary, BP3 contributions are treatedby parents as mandatory. Many urban public secondary schools derive as muchas 902 of their total recurrent expenditures th ough this source. The propor-tion of private financing in poorer--often rural--schools is lower, butincreased parental contributions to such schools are undesirable on equitygrounds. The major issues related to secondary school cost recovery aret (a)the need to find better instruments for targeting public subsidies to schoolsin the poorest areas; and (b) the need to provide better control of the qual-ity of education in private schools--many of which are of poor quality andenroll significant numbers of disadvantaged students.

1.32 Other Issues ares (a) Private Education. The role of privatesecondary schools needs to be more clearly defined and attention given totheir quality. Criteria also need to be developed for providing MOEC supportto private schooling;20/ (b) Adequacy of Resources. Recent analyses ofsecondary programs in Indonesia have revealed a lack of basic resources neces-sary for qualitative and equitable secondary education. They indicate thatquality and equity, particularly in rural areas, is more a question of theseareas being less endowed with qualified teachers, educational materials andless experienced managers rather than having lower enrollments. Secondaryeducation has undergone many changes in content and scale during the lastdecade, but without a cogent analysis of essential resources/inputs to sustainquality education. There is a need to review fully the operating needs ofsecondary schools in terms of staffing, educational materials and facilityinputs in order to set standards for the basic inputs required for delivery ofquality education.

Government Strategy

1.33 The Government is pursuing the following goals: (a) upgrading ofthe quality of existing education programs through upgrading of teachers,improving the supply of educational materials and increasing community par-ticipation in schools; (b) extending the coverage of basic education to nineyears (six years primary and three years junior secondary),21/ improving edu-cational opportunities in rural areas while allowing more regional adjustmentsof the curriculum and increasing the partnership with industry; (c) improvingeducation planning, management and information systems, strengthening theevaluation and supervision of MOEC activities and improving the maintenance ofschools; and (d) improving management training at all levels. On May 22,1989, the MOEC issued a major policy statement dealing with secondary educa-tion quality improvements through teacher upgrading, development of national

20/ With the exception of a limited number of excellent private secondaryschools, the majority, based on examination results, are of low quality.Also, most are operated in poor facilities or in government buildings asafternoon schools.

21/ Secondary school expansion planned during Repelita V will be highlydependent upon the private sector.

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examinations and development of management information systems. This policystatement is summarized in Annex 4 and the complete text of both the policystatement and Action Program are availabe in the 'Working Papers." The latterprovide an important policy basis for the proposed project.

Experience with Previous Projects

1.34 To date, Bank involvement in the subsector has included two tech-nical education projects. two teacher training projects, two textbook projectsand the ongoing Secondary Education and Management Training Project. Sevenmanagement studies undertaken under the ongoing project form the basis of man-agement activities to be conducted under the proposed project. However, theoriginal implementation and disbursement schedules of the ongoing project wereoveroptimistic, projecting completion in three years. Implementation wasaffected by shortages of counterpart and routine funds, by problems ofinstitutional coordination among the implementation agencies and by frequentchanges in project management. Intensified Bank supervision and a recentjoint Bank/Government review of the problems, have led to improved projectimplementation. The project Closing Date has been extended to September 30,1990, with project activities expected to be completed by mid-1990.

1.35 From the experience gained during supervision missions for the sevenprojects completed to date, and from a general review of implementation prob-lems in the education sector undertaken in 1985, the following lessons havebeen learned: (a) avoid creating a variety of new and separate ProjectImplementation Units (PIUs), instead strengthen existing key PIUs within theimplementation institutions [Project Completion Report (PCR) First TeacherTraining Loan 1486-INDI; (b) ensure the early appointment of key PIU staff,able to work full-time over a prolonged period on project implementation (PCRFirst Education Credit 219-IND); (c) give special attention to the need foradequate administrative procedures and communication/coordination amongimplementation agencies and levels of government (ongoing Loan 2472-IND);(d) institutionalize new program initiatives such as the Textbook andExamination Centers to facilitate their sustainability (Draft PCR Second Text-book Loan 2102-IND); (e) respond better to training, material and managementneeds by having more quality inputs controlled regionally rather than cen-trally (ongoing Loan 2472-IND); (f) include the language training necessaryfor effective utilization of project-financed fellowships overseas (PCR FifthEducation Loan 1433-IND); (g) give more attention to the number and quality ofin-country training programs (PCR Seventh Education Credit 869-IND); and(h) carry out joint Bank/Government annual budgetary reviews to ensure ade-quate budgetary allocations for project-financed activities (PCR First Non-Formal Loan 486-IND).

Rationale for Bank Involvement

1.36 Bank strategy is to emphasize the improvement of education qualityat all levels of the education system. The ongoing project built upon andincorporated a number of the recommendations of the Bank's 1984 analysis of

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issues in secondary education.22/ That project put in place and testedPKG/SPKG programs in teacher upgrading, MIS and management training. However,due to the size of Indonesia, the project was only able to cover the initialphase of the subsector action program and the Government has indicated itscommitment to continue the investment. Now that successful pilots have beenundertaken, it is time to generalize them. These future actions would beconsistent with the Action Program agreed as part of the ongoing project whichlists the actions needed to improve the quality of secondary education. TheBank would continue supporting improvements in educational quality and manage-ment in the subsector. An important innovation of the proposed project isthat it would be the first Bank-assisted initiative in the sector to focus onthe schoel level, where improved inputs are most likely to affect teachingquality and learning. In parallel, the Bank is supporting a set ofinstitutional and policy changes in the Higher Education Project and a BasicEducation Sector Study, recently completed (footnote 19), is expected to leadto a loan in support of basic education.

2. THE PROJECT

Project Objectives and Description

2.1 The proposed project represents a continuation of the Government'sprogram, assisted by the Bank under the ongoing project, to improve the qual-ity and sustainability of secondary education and improve management capacitywithin the secondary education subsector. The proposed activities are groupedunder two key objectives: improvement of secondary education quality andstrengthening the management of secondary education.

2.2 Quality improvement would be addressed through:

(a) Teacher upgrading by (i) providing in-service/on-service teachertraining in science, mathematics, English and Bahasa Indonesia anddeveloping such training in social sciences subjects (IPS) in 27provinces; training of instructors and key teachers (guru intis);and assisting the MOEC to institutionalize the PKG/SPKG programswith support to teacher organizations as local professional groups;and (ii) supplying secondary schools with copies of curriculumguides and PKG student and teacher materials;

(b) developing new curriculum units to teach environmental issues at thesecondary school level;

(c) procuring new stocks of secondary school science equipment while:(i) supplying and testing science equipment prototypes produced incooperation with local industries; (ii) continuing the development

22/ 'Secondary Education in Indonesia: Issues and Programs for Action", WorldBank Report No. 4954-IND, July 24, 1984, paras. 3.55-3.56, table 3.17.Findings concur with recent World Bank studies elsewhere which find highrates of return to general secondary education.

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of a national computerized system for the supply of science equip-ment in response to individual secondary school needs; (iii) train-ing teacher trainers and teachers in the use and maintenance ofscience equipment; and (iv) institutionalizing annual funding forthe supply of science equipment; and

(d) assisting the MOEC to develop an institutionalized examination sys-tem network in the 27 provinces to improve the teaching and learningprocesses and for educationai quality control.

2.3 tManagement improvement activities includes

(a) assisting the MOEC to undertake a study to establish an MIS for theentire Ministry with specific sub-studies in personnel management,logistics and the financial operation of schools;

(b) assisting Dikmenum in cooperation with Balitbang's Pusat Infor-matika, to integrate national coding and collection of educationdata in order to implement the DPDOS nationally, thus improving thedata collection required for effective management;

(c) implementation of integrated management training programst(i) assessing management training needs throughout the MOEC;(ii) implementing a Ministry-wide management training programfocusing on practical "hands-on" training at the central, provincialand district levels; (iii) assessing training needs and providingtraining in data processing throughout the MOEC; and (iv) conductingworkshops and seminars in evaluation and monitoring; and

(d) financing of studies to: (1) identify the basic resource require-ments to dispense quality secondary education; (2) develop measuresto improve MOEC support to private education; (3) develop policyoptions for targeting measures to improve education quality indeprived areas.

A. Quality Improvement Activities

Teacher Upgrading (estimated cost US$82.5 million excluding contingencies)

2.4 The proposed project would continue and extend the PKG teachertraining activities which were successfully started under the ongoing project.It is anticipated that the sanggar-based PKG program would provide trainingunder the project for 69,000 science teachers (physics, biology and chem-istry), 48,000 mathematics teachers, 48,000 English teachers, 18,000 BahasaIndonesia teachers and about 6,000 IPS teachers. (Annex 5 summarizes PKGactivities and estimated project costs).

2.5 The PKG Training Programs started during the ongoing project(para. 1.11) would be decentralized from the provincial centers to thesanggars at the district (kabupaten) level. Similarly, the responsibilitiesfor running PKG would gradually be transferred from the instructors to theguru intis, removing the existing dualism of training modes. Inequalitiesamong provinces would be reduced and unit costs would be lower than PKG but

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higher than the (unsatisfactory) SPKG program. Utilization rates of sanggarbuildings would rise, training activities would be more school-based, and theknowledge of the most experienced instructors would be available at thesanggar level. In addition, the sanggar-based program is seen as an inter-mediate step between the original PKG and the final stage in which the profes-sional development of teachers becomes a fully institutionalized activity,carried out through the teacher organizations (MGMP and MGBS) operating at thedistrict and subdistrict levels. The science and English sanggar-based PKGprogram would be phased out during Years 4 and 5 of the project and transitionto the MGMPIMGBS would begin no later than Year 3. The project would alsodevelop closer linkages with the pre-service education programs at the IKIPsand FKIPs. Annex 6 gives an overview of the training flows in the newsanggar-based PKG program and of the implementation schedules and decisionmatrix for sanggar-based PKG teacher training activities. Ongoing and newactivities to be covered by this project are:

(a) Strengthening Sanggar-Based PKG Training. Two new subjects, BahasaIndonesia and IPS would be introduced. Training activities forongoing subjects--science, mathematics and English would move awayfrom the provincial centers into the sanggars at the district(kabupaten) level. Sanggar-based training would be muchstrengthened by block in-service courses as well as weekly meetingsand on-service school visits [para. 1.12(b)].

(b) Flexible Implementation Schedules. To overcome variances in cov-erage between small and large provinces, implementation scheduleswould be adjusted to the province's specific needs, with the numberof training teams based on teacher numbers rather than one trainingteam for each province.

(c) Rather than continue the present uncoordinated recruitment ofsubject consultants (international and national) a "think tank team"would be set up for each PKG subject area. Each team would reviewannually past and planned activities to ensure that the PKG programis kept flexible and responsive to emerging needs. The consultantswould be selected from the overseas link universities where theinstructor training programs are run. To enhance a two-way flow ofknowledge and experience between the national teams and the inter-national consultants, long-term contracts with selected institutionsfor a series of training and development activities would be enteredinto. About 168 staff-months of internationally recruited consul-tant services would be provided under this component (112 consultan-cies averaging 1.5 months per assignment). These international con-sultants would work with ten national consultants (10 consultantswith 1-2 in each of the seven subjects) (Annex 5). An understandingwas reached during negotiations on shortlists and terms of referencefor the first two years of consultancies [para. 5.1(d)J.

(d) Provincial Consultants. To improve linkages between pre-serviceteacher education and the PKG program, it is proposed that each pro-vincial PKG team should invite a faculty member from the relevantsubject department of the local IKIP or FKIP to join the trainingteam as provincial consultant, making appropriate inputs to the guru

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inti training programs (para. 1.12(f)]. Also, starting about thethird year of the project, when some of the PKG activities would bedeclining, a limited number of experienced instructors would becomeavailable to join IKIP or FKIP faculties in their areas of special-ization. About 100 staff-years of provincial consultants would beprovided by the project for the seven subjects.

(e) The role of the instructors would be to train guru intis and toprovide guidance to teachers, advisors and lesson demonstrators incooperation with school supervisors (pengawas) during their schoolvisits. The project would train the following new instructors: 70for science and 40 each for mathematics and English. For BahasaIndonesia and IPS, about 100 instructors each would be trained toallow the programs to be mounted at the 34 training locations (para.1.12(c)]. In addition to the national training programs, shortinternational courses in specialized fields would be provided forboth the new and the experienced instructors. During the five-yearperiod, about 72 instructors would undertake diploma-level trainingand about 60 would continue to the master's degree (Annex 5).

(f) The role of guru intis would be to develop the professional skillsof classroom teachers. The project would provide guru intis andtheir assistants with specialized teacher educator training [para.1.12(d)]. The in-service/on-service pattern used successfully withPKG training would be followed, except that for the guru inti, on-service training would take place in the sanggar center as well asin the schools. The guru intis would pursue content upgradingwithin national universities and IKIPs and, when qualified, could beupgraded to the level of instructors. During the project, about5,760 guru intis would be trained (Annex 5).

(g) Administration and Principal Training. To familiarize key Kanwildecision makers and supervisors (Kepala Bidang Dikmenum and pro-vincial PKG coordinators) with PKG teaching approaches, they wouldparticipate in national seminars and international programs. Prin-cipal training has been provided under the current PKG program toonly two principals in each province. These principals, in teams,now run workshops for school principals in subjects such as time-tabling, personnel administration, general administration, studentrecords, examinations, and curriculum design [para. 1.12(e)]. Inorder to provide this combined pedagogical/managerial training toall secondary school principals, it is proposed that these teams ofprincipal trainers be supplemented by about 54 additional trainers--2 to 3 trainers for each large province and 1 to 2 for each smallprovince.

(h) Language Instructional Policies. The MOEC plans to undertake areview of, and update its secondary education language instructionalpolicies (for Bahasa Indonesia and English) under the guidance ofDikdasmen and with the participation of the language academy, pro-fessional representatives from key universities and PKGnational/international teams. This exercise is scheduled to becompleted by January 1993 [para. 1.12(g)).

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(1) Materials and Equipment. The 240 sanggars built and partiallyequipped under the ongoing project would be supplied with educa-tional materials and equipment to make them effective and attractivecenters for teacher activities (para. 1.13). Funds would be pro-vided to supply adequate numbers of the 1984 curriculum guidelinesto all secondary schools. The project would also provide for thepublication of PKG bulletins in each subject (once each semester),and the editing and publication of PKG teacher notes, laboratoryworksheets, formative and summative tests and other teaching mate-rials to be supplied to all secondary schools (Annex 5);

(j) Data Collection and Evaluation. The PKGIS piloted under the ongoingproject would be implemented under the proposed project. Data areto be collected at the sanggar/district levels, compiled at theprovincial level and finally fed into a national data base [para.1.14(d)). Data on course approvals, types of courses, their dura-tion, the number of candidates including their training profiles,and costs of course operation will be kept. The project wouldsupport the following evaluation activities: diagnostic tests aftereach training unit; closer monitoring of student achievement; groupparticipation with results discussed at PKG weekly meetings; andpreparation by instructors and guru intis of documental caseStudies, identified yearly, together with outlines of student-cen-tered activities.

(k) Proiect Management. To facilitate the implementation of themeasures discussed above, the MOEC would staff the professionalbranch within Dikmenum, with separate officers responsible for theadministration of the project and its professional direction (para.1.14 and Annex 7). This new organization would formalize the pro-fessional branch. During negotiations, an understanding was reachedon the staffing plans for the PKG programs including the nominationsof the Head of Education/National PRG Coordinator and theprofessional subject specialists [para. 5.1(a)]. Duringnegotiations,the Borrower agreed that it would appoint by JulZ 1,1990, the Head of Education/National PKG Coordinator who would beeither one full-time person or at most two persons devoting at leasthalf their time to the position. The Head would be appointed for athree year term. For effective operation of the PKG programs,Dikmenum would, by April 1, 1992, fill all vacant positions fornational and provincial subject specialists (in science,mathematics, Bahasa Indonesia, English and social sciences, withsuitable qualifications and experience as teachers) (see Agreements,para. 5.2(a)).

(1) As indicated in Section (a) above, the PKG program would be institu-tionalized during the proposed project, with the implementation ofthe newly approved MOEC career pathways with functional positionsfor key quality improvement of staff from the school to the kanwiloffice level (Annex 8). Roles and responsibilities of provincial-and sanggar-level PKG staff for the proposed project have beenclearly defined, as summarized in Annex 9.

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(m) Decentralization. The operation of the PKG training programs wouldbe decentralized to the provinces (para. 1.14(e)]. The provincialauthorities would be responsible for the preparation of annualtraining plans which they would submit to the central office forreview about October each year. The annual project review wouldalso coincide with that period and with the national budgetary exer-cise (para. 2.28).

Environmental Studies (estimated cost US$0.4 million excluding contingencies)

2.6 The Government appropriately sees secondary education as the mostefficient and effective vehicle for increasing public awareness of theenvironmental issues arising from the country's development. To this end, theGovernment aims to develop an environmental studies teaching program(instructional units) to be integrated into the existing science, socialstudies and geography curriculum in secondary education. A series of seminarsfor SMP and SMA teachers would be conducted during the project on theintegrated environmental program (para. 1.15). The seminars would developguidelines and materials for teaching and learning modules which would inte-grate and interrelate environmental studies across the social sciences, geo-graphy and science subjects. New curriculum materials would be produced forenvironmental studies, and the modules introduced into subject areas withinthe existing curricula. Although the seminar team would be centered inDikmenum, it would be expected to provide leadership to the working groupswhile calling upon the expertise and experiences of the Ministry of Environ-ment, LIPI, other ministries, and the United Nations Environmental Program.The project would cover the development of the teaching units and the follow-up seminars (two per semester for eight semesters) for about 30 participants.

Supply of School Science Equipment (estimated costs US$62.1 million excludingcontingencies)

2.7 Equipment Supply. Building upon the experience gained during theongoing project, the project would use ICB procedures to purchase scienceequipment for the SMP and SMA secondary schools. New schools would receivekits specially designed to match course needs; existing schools would bereplenished on the basis of needs using the PPS process tested during theongoing project (para. 1.17). The following equipment would be suppliedduring the projectt

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Table 2: SCIENCE EQUIPMENT SUPPLY1989/90 to 1994/95

SHP SMA

Total number of schools to be suppliedwith science equipment 12,370 2,690of which:

New schools under Repelita V 1,590 470

New labs in existing schools 1,950 610

Schools to be resupplied byschool response (PPS) 8,830 1,610

2.8 To ensure effective management of its science equipment component,the ongoing project obtained technical assistance and administrative supportfrom UNDP. The team of quality control officers, already trained and experi-enced, with technical assistance from the German Agency for Technical Coopera-tion (GTZ), would be continued. To improve the quality of equipment and tomake the PPS operation more efficient, the following actions would beundertaken during the project (para. 1.20): (a) the application of PPS wouldbe expanded gradually to all the existing secondary schools. Teacherparticipation and review of equipment lists by teams of practicing teachers atthe sanggars would be emphasized; (b) to reduce the bottlenecks occurring whenall equipment deliveries are processed at one central warehouse, the MOECplans to refurbish three existing regional warehousc.s. The proposed sites ofSurabaya, Ujung Pandang and Medan would be established during the first yearof the project. Also during this year a buffer stock would be established atthe central warehouse. In about the third year of the project, the bufferstock would be extended to the regional warehouses; (c) to improve procurementefficiency and give the national suppliers time to improve the quality of thelimited number of items they can produce, the Government would extend thetypical equipment contract period from one year to two or three years.Efforts would also be made to limit the scope of orders from any one supplierto give other individual suppliers an opportunity to improve the quality oftheir items and properly train their staff. The latter action should help theMOEC shorten the two-year period it now takes for equipment to reach theschools (from tender to delivery); (d) to continue assisting national industryto improve the quality of locally produced equipment, support would becontinued for the development of prototype equipment. The development to ahigh standard of equipment prototypes would assist national suppliers to bemore active in the tenders while improving the quality of the equipmentsupplied; and (e) during negotiations, the Borrower agreed that it would byApril 1, 1994, have taken all necessary steps to provide permanent annualfunding satisfactory to the Bank for the procurement, replenishment andmaintenance of science equipment for the secondary schools (see Agreementspara. 5.2(b)]. Replenishment would occur at a minimum every three years while

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maintenance would occur annually. It is estimated that this would cost aboutRp 14.0 million annually.

2.9 The development of prototype equipment would be continued under thepresent pattern.23/ As expected, however, the improvement in science equip-ment quality has increased costs [para. 1.20(f)]. Prior to undergoing a majorsupply to the schools, the equipment already produced (physics mini-kits andabout 50 other items, with another 100 under development) should be tested fordurability. The project would supply 50 sanggars, each with about seven par-ticipating schools, with a wide range of the existing modular equipment foractual use and tests. In addition, a science expert from the Asian Instituteof Technology would, at the inception of the project, evaluate the prototypesand compare their costs with international equipment of the same quality.Future expansion of the program would be based on the findings of the abovetests and analysis. The project would support technical assistance, qualitycontrol activities, training of staff, preparation of handbooks and furtherprototype development. An understanding was reached during negotiations onshortlists and terms of reference for the first two years of consultancies[para. 5.1(d)].

2.10 Regional Science Equipment Management and Maintenance Training.Based on surveys conducted during the ongoing project, the project wouldassist the MOEC to make minor renovations to 54 existing sanggars to facili-tate the running of maintenance training programs for supervisors, teachersand laboratory assistants. It is expected that this training would double thelife expectancy of science equipment and reduce the need to replace existingequipment that could be made functional with minor repairs [para. 1.20(e)].Under the ongoing project, trainers for the maintenance program have beentrained and they in turn would train groups of about 15 supervisors, guruintis and teachers in maintenance skills. Only existing equipment would beused; samples of all new equipment being supplied to schools would be avail-able for the training program. These courses would be linked with the PKGscience programs. The maintenance specialist would initially train guru intison the care and maintenance of equipment. The guru intis would then pass onthat knowledge to teachers during the extended training sessions and week-endvisits of teachers to the sanggars. Also, IKIP and FKIP instructors would beinvited to participate in the maintenance courses.

2.11 The maintenance programs would emphasize the training of laboratorytechnicians, since it has been found that science equipment at schools withwell-trained laboratory assistants has a greatly improved life expectancy.The project would train about 1,000 laboratory technicians in two cycles overa period of two years.

2.12 The PKG subject specialist teams under the guidance of Dikmenum,would prepare, in cooperation with representatives from industry, universities

23/ The quality control team prepares specifications for high-quality equip-ment items to meet international standards, and, in cooperation withlocal industry, manufactures them. This is done for items for whichexternal bidders rarely bid and the national quality is poor. These arebasic secondary school science equipment items and are not sophisticated.

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and teacher associations, a national secondary science instructional policy toensure that the training programs remain relevant to industry's needs. TheMOEC has agreed to organize by the end of the first year of the project, ascience policy committee and to have a science education instructional policyprepared by the end of the third year of the project.

Strengthening of Examinations (estimated costs US$11.0 million excluding con-tingencies)

2.13 The proposed project would develop a coordinated and institutional-ized system for managing the school-leaving examinations (Ujian Akhir) inplace of the existing ad hoc system as follows:

(a) Examinations Operation. The responsibility for the operation ofexaminations would be shared by Dikdasmun and Balitbang/EDC with theformer assuming responsibility for the operation of examinations andthe latter for research, analysis and feedback (para. 1.21).Annex 10 summarizes the management steps and responsibilities ofDikdasmen and EDC for the preparation and administration of examina-tions. A functional team for examinations in each kanwil, chairedby the Head of the kanwil would include two specialists in each ofthe five subject areas (mathematics, science, social sciences andtwo languages) plus one specialist in education evaluation. Duringnegotiations, the Borrower agreed that it would establish within theM4OEC by June 1, 1991, PKG examination teams with terms of referenceand membership satisfactory to the Bank, and by February 1, 1993,establish in each Provincial education administrative office,functional provincial examination teams with at least ten subjectspecialists and an evaluation specialist, each with qualificationsand exKperience satisfactory to the Bank [see Agreements, para.5.2(c)]. At the primary and junior secondary levels, the kanwilsare to be responsible for the entire examination process. Table 3indicates the evolutionary shift from the existing system (with adhoc question preparation), to an item-bank-based examination systemwith institutionalized question preparation. Thus the preparationof examinations would become a permanent, annual activity.

(b) Question DeveloPment. Questions for the examination will be of twomain typess pretested items, drawn from the national item bank, anditems written for specific examination papers.

2.14 The item bank would include questions of all types: in short-answer, essay and multiple-choice formats. Each year, each kanwil examinationteam would receive a copy of EDC's item bank on computer diskettes. Otherthan some core national items, the proportion of items used would vary fromkanwil to kanwil and from subject to subject. The item bank would be 'open'(questions will enter the public domain once they have been used for the firsttime). Thus, a large reservoir of items, which would undergo frequent updat-ing or renewal will be necessary [para. 1.22(b)]. Coordination of examinationoperations and question development for the item bank is to be the respon-sibility of the Project Monitoring and Coordinating Committee (PMCC) (para.2.26), with a Secretariat chaired by Dikdasmen and coordinated by the Directorof Dikmenum at the national level and the Head of the kanwil in each

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Table 3s EXAMINATION PROCESS

aIM SW PSWsMat1N(I,tt,*it m1"gad uW c rated by 6DC)

Gmtemat G 1tt r.viminootruanl It_ %ritn Itt_ rtvdI"} selectioni

objmti_o t(vrt e rP etetn_ tr iat Viraelto V.l tetton itm ta

writr In ordie coodinatedretwby EtlC by EOC

FUI1 PIRU. .tInw C.C_(tmtit,*temtiaed atd cora1ravtd by peaumnot iAnittee chaired by Sikdasen)

loet onsome1y%lii-tiel ltm clectitn (.ltiple f#m) fter _ ep Okplicetian

_;~~~~~4 _g 40K.uil. ap,'oed awtil Kawil KeWVil KEEl)

by nStil

eaem utslth detilnt bd uri tth

"M1, lDC K1 §1

province. The PMCC would assure the proper linkages with the PKG activities.At the provincial level, the PKG functional team responsibilities would beexpanded to examinations, with details to be finalized during the first yearof project implementation.

2.15 Training. Major emphasis would be given to the training ofprovincial-level staff responsible for the operation of examinations as fol-lows [para. 1.22(c)J: In-country (a) special tailor-made courses at thedegree level with assistance from a link external examination institution,would be organized at Gadjah Mada University. It is anticipated that 67 staffresponsible for examinations (54 from the kanwils) would participate;(b) short courses, both national and provincial, mainly on the management ofexaminations are planned for about 175 participants, 135 of them from thekanwil offices. At the provincial level, about 2,200 junior and seniorsecondary teachers would attend practical instruction focused on thepreparation of high-quality examination questions. In addition, trainingprograms on specific topics, such as statistics and computer management, wouldbe run for about 200 participants. For some of the specialized examinationtraining programs, taught in Bahasa Indonesia and run nationally for the firsttime, experienced external consultants would be involved during the initialpreparation and instructional stages. International Programs (a) degreetraining: although the main degree training program will be run in-country,opportunities for about 14 international masters and 5 PhD level fellowships

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would be provided for EDC, Dikdasmen and curriculum staff; (b) non-degreetrainings short courses and "hands-on" experience within well-recognizedinternational examination centers are planned for about 166 staff includingabout 108 from the kanwils. An understanding was reached during negotiationson the detailed training programs for the first two years of projectimplementation (para. 5.1(b)].

2.16 Consultancies. The project would finance about 100 manmonths ofnational and international consultants: (a) to assist with managementactivities and the setting-up of the joint training and research programs inexaminations; (b) to help EDC establish a desk-top type printing unit and tocoordinate the national and international training programs; and (c) from linkinstitutions, to assist with the setting-up of the degree training courses andthe national training programs in specific topics and to give organizationalassistance to EDC. An understanding was reached during negotiations onshortlists and terms of reference for the first two years of consultancies(para. 5.1(d)].

2.17 Applied Research. A series of studies, aimed at improving thequality of examinations, is planned. A list of topics has been establishedand would undergo updating each year during the annual project review.24/

2.18 Equipment. The project would support the acquisition of personalcomputers with accompanying peripherals, optical sensing machines for readingresponses to multiple-choice questions, and a limited number of photocopiersfor the examination units in each province and EDC.

B. Management Improvement Activities

Data Management (estimated costs US$7.5 million excluding contingencies)

2.19 To reduce eventually the incompatibility of the various MIS subsys-tems developed within the MOEC, the project would fund an MIS analysis toinclude Dikdasmen, Balitbang and the Secretariat General (para. 1.23). ThePusat Informatika which is responsible for MIS coordination, would, with in-ternational and national consultants and participation of MOEC staff, under-take the study. The study would inventory all ongoing software, hardware andMIS activities. It would lead to the development of standardized codes andreference files necessary for an integrated data system, and would identifyactual and proposed data collection to be undertaken to improve knowledge offemale participation in secondary education programs. It is recognized thatthe MOEC operational units have specific data needs for which timely avail-ability of data is essential; the study, however, would focus on the need tohave compatible information for national and regional planning and managementpurposes.

2.20 The first group of MIS operational activities would be an analysisof personnel, finance and logistics within the Secretariat General; the second

24/ An example of a topic is development of open-ended and essay questionsand their effectiveness compared to forced-choice questions for measuringcognitive skills of various types.

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group of activities would be within Dikmenum. Dikmenum, which piloted SOIS,PKGIS, the Management of Personnel data (DIS) and PPS (para. 1.24 andAnnex 3), was selected as the MOEC unit most suitable to pilot the coding andreference files once the national MIS study is completed. Annex 11 indicatesthe data linkages between the existing Dikmenum-DPDOS activities and PusatInformatika. It also indicates the processes and steps that would be under-taken for data collection starting with the schools and culminating innational policy development. The goal of the pilot to be undertaken byDikmenum and Pusat Informatika is to test the feasibility of the process. Anunderstanding was reached during negotiations on a set of indicators for thePusat Informatika and DPDOS activities which has been developed and includedin Annex 12 (para. 5.1(c)). The integrated activities would lead to theunification of data collection forms and processes, and gradually result in anintegrated and standardized data collection process. To achieve this, theproject would support the development of standardized software, manuals andguidelines, the publication of an MOEC-MIS bulletin, operational visits incountry and overseas, the development of an MOEC-MIS training center and thetraining of staff.

2.21 The project would continue DPDOS and related personnel training.The systems are described in Annex 3. DPDOS is computerized centrally atDikmenum and the kanwils, with data being generated by the schools and sentdirectly to the kanwils or via a sanggar. During the project, DPDOS would bepiloted down to the district (kandep) level in two provinces (Central Java andSouth Sulawesi).

2.22 Staff training for the above DPDOS systems would continue for theDikmenum operators who are acting as trainers in the kanwils. This trainingwould be given at the regional, national and overseas levels for selected per-sonnel in programming systems analysis and systems management.

Management Training Program (estimated costs US$10.6 million excluding contin-gencies)

2.23 The management training component to be implemented under theSecretariat General is intended to begin the implementation of an MOEC-wideintegrated management training approach (para. 1.26). The Government'scommitment to adopt such integration was stated in the May 22, 1989, MOECPolicy Statement, and was further refined in an October 5, 1989, MinisterialDecree (kepmen) and in the Integrated Management Study carried out under theongoing project. The intended goals of the Integrated Management activitiesare listed in an annex to the kepmen. In view of the importance of subsequentMOEC management training, during negotiations, the Borrower agreed that itwould by September 1, 1990, review the results of the Integrated ManagementStudy and by March 31, 1991, furnish to the Bank for comments, a detailedaction program for integrated management training based on such review. Suchaction program would thereafter be implemented in a manner satisfactory to theBank. As a condition of disbursement for management training, the Borrowerwould have commenced implementation of the action program for integratedmanagement training [see Agreements, paras. 5.2(d) and 5.3).

2.24 The management training component of the project would be comprisedof the following elementst

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(a) Management Assessments and Consultancies. Training needs assess-ments are to be carried out at the inception of the project forcentral and regional staff of the Secretariat General bureaus ofpersonnel, finance, logistics and planning (para. 1.26). These fourassessments are to provide the basis for the design and conductingof training programs, and will identify training priorities in termsof program content and client groups. Next, training needs assess-ments are to be carried out for central and regional staff of theBureaus of Legal Affairs and Public Relations, International Cooper-ation and Organization. Short-term consultants (about 8 staff-yearsof expatriate consultants with 12 staff-years of local consultants)with appropriate expertise will be engaged to assist MOEC staff inconducting these assessments while developing suitable in-countrytraining programs. The Secretariat General's Training AdvisoryBoard in conjunction with the existing PIU will manage the trainingassessment and programs. The PIU will also coordinate the acti-vities of the expatriate and national training advisors, the linkinstitutions in neighboring countries and the MOEC Center for StaffTraining (Pusdiklat). It will ensure that the courses run byPusdiklat and the various bureaus are practically-oriented. Anunderstanding was reached during negotiations on a shortlist of linkinstitutions and consultants to be employed [para. 5.1(e)].

(b) Management Training. Training of management staff is to be carriedout according to the priorities and needs identified in the trainingneeds assessment studies. This training is to be 60-702 "hands-on",practical training delivered on-site to kanwil and kandep staff,including school supervisors. Training programs would be developedand training would be provided according to the model successfullyimplemented under the UNDP Steppes project for Planning Bureau stafftraining. The model includes: (i) needs assessment and topic iden-tification; (ii) preparation of training syllabi; (iii) drafting oftraining materials; (iv) revision of materials and training oftrainers; (v) implementation of training; (vi) follow-up reinforce-ment exercises; (vii) evaluation and review; and (viii) preparationof guidebooks. Overseas fellowships in education management wouldalso be provided for about 25 masters degrees and 5 doctorates forstaff within the Secretary General's office, the kanwils andDikdasman.

(c) Strengthening Evaluation and Monitoring. A pilot is to be carriedout by the Secretariat General in six provinces to test alternativeapproaches to improved evaluation and monitoring in the MOEC. Amongthe objectives of this activity are the streamlining of reportingrequirements (through elimination of redundant or unused data seriescurrently required of various education units), improved feedback todata providers, and development of the capacity for action-orientedevaluation of project and program performance. Meetings and work-shops are to be held at the central and regional levels, and aseries of manuals and other guides for evaluation and monitoring are

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to be produced and distributed. This activity would be coordinatedby the Planning Bureau and would assist the MOEC to improve thepreparation of its annual budget and development plans.

Policy Studies and Project Preparation (estimated cost US$1.7 million exclud-ing contingencies)

2.25 Three policy studies would be carried out by Dikmenum and reviewedby the MOEC as a basis for future policy actions addressing key quality andequity issues in secondary education (paras. 1.28-1.32): During negotiations,the Borrower agreed that it would furnish to the Bank by January 1, 1992, anaction Program satisfactory to the Bank for the implementation of themanagement studies: "Policy Options for Improved Equity in SecondaryEducation," 'Recurrent Input Needs of Secondary Education' and 'Public Supportfor Private Education'. The Borrower would carry out these studies under thecoordination of Bal!tbang and in consultation with the Secretariat General andDikdasmen [see Agreements, para. 5.2(e)].

(a) Policy Options for Improved Equity in Secondary Education. Thequality of secondary schooling varies widely according to the capa-city of local communities to supplement meager public funding fornonsalary recurrent expenditures through parental contributions,with the result that students from poor families receive inferiorquality secondary schooling.25/ The study would examine options forimproving this situation through such means as targeting the schoolentitlement formula for the central-government subsidies andproviding a compensatory fund for schools in poor areas. The studywould evaluate the efficiency of alternative approaches of targetingpublic subsidies to secondary education (in terms of poverty dis-criminating power of the targeting investment), as well as theadministrative feasibility of implementation.

(b) Recurrent Input Needs of Secondary Education. This study woulddevelop prior!tized prototype lists of required recurrent inputs forteachers, support staff, textbooks and educational materials, phy-sical facilities, equipment and services (electricity, etc.), forgeneral secondary schools (SMPs and SMAs), together with costestimates. This information would be used as a basis for planningand supporting requests for routine budgets for these schools.

(c) Public Support for Private Education. The Government's plan forexpanded secondary school coverage under Repelita V calls for anexpanded role for private schooling. Better supervision of privateschooling by the MOEC is necessary, however, to overcome defici-encies in private school quality. This study would examine currentpatterns of public support to private schooling and would develop

251 The financial situation of public secondary schools and the specificinstruments of public-school finance are described in Chapter 3 of thereport, Indonesia, Basic Education Study (World Bank Report No. 7841-IND;June 30, 1989).

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criteria for appropriate levels and forms of such support to be pro-vided in the future.

(d) Project Preparation. About US$0.5 million has been included in theproject for the preparation of future projects.

Project Management and Implementation (estimated cost US$1.5 million excludingcontingencies)

2.26 Day to day implementation of the project would be managed by threeexisting PIUs established under the ongoing project and located in Dikmenum,in Balitbang's EDC and in the Secretariat General, all within the MOEC.Dikmenum's PIU would be responsible for teacher upgrading, the environmentalprogram, provision of science equipment, the DPDOS and studies and for themanagement information system in coordination with Pusat Informatika. EDC'sPIU would develop and coordinate the examinations system and the MISactivities of Pusat Informatika (with Dikmenum and the Secretariat General).The PIU in the Secretariat General would be responsible for the managementtraining program and studies. During negotiations, an understanding wasreached on staffing plans for each PIU which would be reviewed annually[paras. 2.28 and 5.1(f)]. To coordinate the collection of data, monitorimplementation progress and assist with the operation of all three PIUs, theMOEC has established a Secretariat to the Project Monitoring and CoordinatingCommittee (SPMCC) attached to Dikdasmen (Annex 13). It would be staffed witha full-time Director, Accountant, and Procurement/data collection specialists.It would meet at least quarterly to make recommendations on activities such ashow to better link curriculum, examinations and operational activities toimprove the quality of examinations questions and later on how to use thefeedback from examinations to improve curriculum and teaching approaches.Another activity would be to prepare jointly a strategy for theupdate/printing/distribution of the PKG worksheets in the science subjects andmathematics to the secondary schools. The SPMCC would prepare reports everysemester on its activities. The Project Monitoring and Coordinating Committee(PMCC), chaired by the Director General of Dikdasmen, in turn would overseethe work of the SPMCC, and include as members, the Secretary General, theheads of Balitbang and DGHE, and representatives of the Ministry of Financeand the National Development Planning Board (Bappenas), with other key seniorofficials as necessary. The members of the PMCC have been identified andterms of reference and final staffing plans drawn up. Due to the complexnature of the project, and to avoid the problems that occurred duringimplementation of the ongoing project due to yearly staff rotation, the Bor-rower nominated by negotiations and agreed at negotiations, that it wouldappoint by July 1, 1990, key staff for the three PIUs and the SPMCC for threeyear terms. These positions would be filled by full-time staff or at most twopersons devoting at least one-half their time to each position. New staffwould have a three-month overlap with the then existing staff [see Agreementspara. 5.2(f)]. Key staff would includet Unit I - Dikmenum: Project Director,Accountant, Procurement Officer and Education Specialist; Units II and III -Balitbang and the Secretariat General: Project Directors, Accountants andTraining Specialists.

2.27 The services of international and national consultants andfellowships would be required for the effective implementation of this

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project. A list of the types of consultants and for how long they would beemployed is given in Annex 14.

2.28 Because this project will involve staff at all levels and itsactivities are highly decentralized, to facilitate implementation, the StaffAppraisal Report and Working Papers would be translated into Bahasa Indonesia.About 1,000 copies would then be printed and distributed to all the keyoffices at the central, regional and district levels. Also to facilitateunderstanding of the project, the MOEC plans to hold regional seminars oncethe project becomes effective. In addition, five provinces have been selectedas centers in which to monitor implementation progress. Following thefieldiprovincial review, an annual review would be undertaken. Key imple-mentation indicators are given in Annex 15. During negotiations, the Borroweragreed that it would undertake a comprehensive project implementation reviewin October each year, commencing in 1990. The results of each such reviewwould be discussed with the Bank [see Agreements, para. 5.2(g)].

2.29 The project would be implemented over a period of about five and ahalf years beginning at approval or about five years following effectiveness.All project components are expected to be completed by June 30, 1995. Theclosing date would be June 30, 1996. The implementation schedule is shown inAnnex 16.

Status of Project Preparation

2.30 This project was prepared almost entirely by MOEC officials andintegrates the results of an analysis of the ongoing project done by MOEC,consultants and Bank staff. All the activities proposed are ongoing, or havebeen piloted within the MOEC. A major policy statement was signed by theMinister of Education in May 1989 which deals with the main issues identifiedin the PKG teacher training programs, in the management of the Ministry and inpart, in the administration of the examination system (Annex 4). One areawhich still requires attention, however, is MOEC's management and the con-tinued training of its staff so they can respond better to MOEC's ever-changing needs. An ongoing study will form the basis of the new integratedmanagement concept the MOEC wants to implement during Repelita V. Althoughthe project includes a large number of activities, it is well-prepared andinternalized within the MOEC, particularly within Dikmenum, which will beresponsible for over 802 of project activities. Due to theanalysislevaluation undertaken of the pilot activities, the status of projectpreparation is quite advanced and MOEC readiness to implement the proposedproject has been satisfactorily demonstrated.

3. PROJECT COSTS AND FINANCING

Costs

3.1 The total cost of the project is estimated at US$223.4 millionequivalent. The estimated cost by project component is summarized in Table 4and by category of expenditure in Table 5. (Detailed project costs by year,purpose, component and PIUs are given in Annexes 17, 18 and 19).

- 34 -

Table 4: SUMMARY OF PROJECT COSTS DY COMPONENT

Rp billion US$ million Foreign asLocal Foreign Total Local Foreign Total Z of Total

Improvement of secondaryeducation qualityTeacher upgrading throughPKGISPRG training 114.0 32.0 146.0 64.4 18.1 82.5 22

Developing an environ-mental program 0.6 0.1 0.7 0.4 0.0 0.4 10

Improving the quality ofscience education:Procurement and distri-bution of scienceequipment 25.4 74.4 99.8 14.4 42.0 56.4 74

Testing and qualitycontrol 1.3 1.4 2.7 0.7 0.8 1.5 53

Regional science equip-ment management andmaintenance training 6.1 1.3 7.4 3.4 0.8 4.2 18

Strengthening theexaminations system 10.9 8.6 19.5 6.1 4.9 11.0 44

Subtotal education 158.3 117.8 276.1 89.4 66.6 156.0 43quality

Strengthening educationmanagementMOEC management infor-mation system 1.8 2.3 4.1 1.0 1.3 2.3 56

Dikmenum operationalsystems 5.0 4.3 9.3 2.8 2.4 5.2 46

Management trainingprogram 10.4 8.2 18.6 *.9 4.7 10.6 44

Studies/projectpreparation 1.5 1.5 3.0 0.9 0.8 1.7 50

Subtotal educationmanagement 18.7 16.3 35.0 10.6 9.2 19.8 47

Coordination, monitoringand evaluation of projectimplementation 2.4 0.3 2.7 1.4 0.1 1.5 10

Baseline cost 179.4 134.4 313.8 101.4 75.9 177.3 43

Contingencies:Physical 2.7 8.8 11.5 1.5 5.0 6.5 76Price increase 39.8 30.3 70.1 22.5 17.1 39.6 43

Subtotal 42.5 39.1 81.6 24.0 22.1 46.1 48

Total project cost /a 221.9 173.5 395.4 125.4 98.0 223.4 44

la Includes local taxes estimated at US$3.1 million equivalent.

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Table 5: SUMMARY OF PROJECT COSTS BY CATEGORY OF EXPENDITURE

ForeignRP billion US$ million as 2 of

Local Foreign Total Local Foreign Total total

Civil works 0.2 0.0 0.2 0.1 0.0 0.1 25Equipment, books andeducational materials 31.0 81.1 112.1 17.5 45.8 63.3 72

Technical assistance 5.3 11.9 17.2 3.0 6.7 9.7 69Fellowships 30.4 27.1 57.5 17.2 15.3 32.5 47Local training 99.2 11.0 110.2 56.1 6.2 62.3 10Studies/project preparation 2.0 2.1 4.1 1.2 1.1 2.3 50Coordination, monitoringand evaluation of projectimplementation 2.4 0.2 2.6 1.3 0.2 1.5 10

Incremental operating costs 8.9 1.0 9.9 5.0 0.6 5.6 is

Baseline cost 179.4 134.4 313.8 101.4 75.9 177.3 43

ContingenciessPhysical 2.7 8.8 11.5 1.5 5.0 6.5 76Price increase 39.8 30.3 70.1 22.5 17.1 39.6 43

Subtotal 42.5 39.1 81.6 24.0 22.1 46.1 48

Total project cost 221.9 173.5 395.4 125.4 98.0 223.4 44

3.2 Baseline costs are estimated at December 1989 prices. Civil workscosts include only minor renovation of textbook warehouses in three provincesand of sanggar workshops and are based on costp for similar work in theprovinces. Equipment estimates are based on costs currently being paid forsimilar equipment under the ongoing project. Equipment, books and educationalmaterials imported under the project would be exempt from duties and taxes. Avalue added tax on locally manufactured equipment would amount to a total ofabout US$3.1 million equivalent. Import duties or taxes on building materialshave not been identified separately in project costs as due to the small sizeof the civil works component, such taxes for this project are negligible.Technical assistance costs are also based on recent costs for comparabletechnical assistance in the ongoing project. Costs for consultants includesalaries, allowances and travel. Unit costs for fellowships are estimatedfrom about US$1,600 to US$3,500 per student month for overseas fellowshipsinclusive of international travel. Local training costs vary widely dependingon the type of training being given.

3.3 Project costs include a contingency allowance of US$46.1 million forunforeseen physical conditions and for estimated price increases. Physicalcontingencies are estimated at 8.52 of baseline costs for the supply of equip-ment, books and educational materials and for civil works, and at 52 forequipment and materials distribution and production, and for specialists.overseas fellowships, and studies. No physical contingencies have beenprovided for local fellowships and training or incremental operating costs.Physical contingencies for coordination, monitoring and evaluation of project

- 36 -

implementation average about 3.72. Price contingencies were calculated forboth local and foreign costs in accordance with the following expected annualinflation rates:

FY 89/90 90/91 91/92 92/93 93/94 94/95

Foreign 7.2 5.8 4.4 4.4 4.4 4.4Local 7.5 6.0 5.0 5.0 5.0 5.0

Accordingly, total contingencies represent about 26X of baseline costs andaggregated price increases represent about 222 of baseline costs plus physicalcontingencies.

3.4 The foreign exchange component of US$98.0 million (about 442 oftotal estimated project costs) has been calculated on the basis of thefollowing estimated foreign exchange percentages: civil works--25Z; supply ofequipment, books and educational materials--85Z; expatriate specialists andoverseas fellowships--85Z; studies--50Z; and equipment distribution, materialsprinting and production, local specialists, f'ellowships and training, salariesand honoraria, local travel, coordination, .onitoring and evaluation ofproject implementation, and operations and naintenance--IOZ.

Financing

3.5 The proposed Bank loan of US$154.2 million would finance about 702of total estimated project costs (excluding about US$3.1 million equivalent ofvalue added tax), including 1002 of the foreign exchange costs of the project(US$98.0 million) and 45Z of the local costs of the project (US$56.2 million)(Table 6).

3.6 The annual, post-project cost of maintaining the activities intro-duced under the project is estimated at US$7.7 million, consisting of theannual cost of: (a) maintaining the in-service PKG training program for newteachers, and for refresher training sessions (US$4 million), (b) replenishingstocks of science equipment in existing schools and stocking new schools (US$2million), (c) maintaining the science equipment repair program (US$0.5 mil-lion), (d) maintaining the national and regional examinations item banks(US$0.7 million), and (e) maintaining the DPDOS data systems (US$0.5 million).Provision of ongoing budgetary support to maintain these programs is notexpected to be a problem for the Government as it constitutes less than 1.72of the existing routine budgets for secondary education and educationmanagement, and represents less than a 252 increase over the amounts which theGovernment is currently financing from its own resources for the specificactivities in question. However, although their cost is modest, themaintenance of the actions enumerated above is essential to the project'slong-term objective of progressively and permanently raising the quality ofsecondary education. To underscore the Government's commitment to providingthe necessary financing after the close of the project, it would providepermanent annual funding for science equipment--the major physical procurementunder the project (para. 2.8).

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Table 6* FINANCING PLAN(US$ million)

Government IBRD Total IBRD share(Z)

Civil works 0.2 - 0.2 0Equipment, books andeducational materials 21.7 57.2 78.9 73

Technical assistance 0.1 11.7 11.8 99Fellowships 2.3 36.6 38.9 94Local training 36.0 39.7 75.7 52Studies/project preparation - 2.7 2.7 100Coordination, monitoring andevaluation of projectimplementation 0.4 1.5 1.9 79

Incremental operating costs 6.8 - 6.8 0

Unallocated 1.7 4.8 6.5 74

Total 69.2 154.2 223.4 69

- 38 -

Procurement

3.7 Procurement arrangements are shown in Table 7 belows

Table 7: PROJECT EXPENDITURE BY PROCUREMENT CATEGORY(US$ million)

Procurement method Total cost1c.cluding

Category of expenditure ICB LCB Other La N/A contingencies

Civil works -- 0.2 -- -- 0.2(0.0) (0.0)

Equipment, books and 58.1 18.9 6.9 -- 83.9educational materials (42.3) (13.6) (5.0) (60.9)

Technical assistance -- -- 12.3 -- 12.3(12.1) (12.1)

Fellowships -- -- 39.7 -- 39.7(37.2) (37.2)

Local training -- -- -- 75.7 75.7(39.7) (39.7)

Studies/project -- -- 2.8 -- 2.8preparation (2.8) (2.8)

Coordination, monitoringand evaluation of -- -- -- 2.0 2.0project implementation (1.5) (1.5)

Incremental -- -- -- 6.8 6.8operating costs (0.0) (0.0)

Total 58.1 19.1 61.7 84.5 223.4(42.3) (13.6) (57.1) (41.2) (154.2)

Notes Figures in parentheses indicate amounts to be financed by the loan.

la Includes international shopping, direct purchase, selection of consul-tants following Bank Guidelines and selection of fellows using existingGovernment administrative procedures.

Contracts for the small amount of construction in the project--renovation oftextbook warehouses in three provinces and of 54 sanggar workshops--would beawarded on the basis of LCB procedures which are acceptable to the Bank.Regular and modular science equipment kits for new SMP and SMA would be bidusing ICB procedures in accordance with Bank Guidelines while science equip-

- 39 -

ment being procured under the PPS system and items needed under other projectcomponents would be grouped to the extent practicable to fonm attractive bidpackages. Those packages estimated to cost US$100,000 equivalent or morewould also be bid on the basis of ICB procedures. Items which cannot be sogrouped and printing and delivery services within Indonesia, would be awardedon the basis of LCB, under Government procurement procedures acceptable to theBank. Miscellaneous equipment items, deliveries and printing in packages notexceeding US$50,000 equivalent and subject to an aggregate total of US$5.8million equivalent could be procured on the basis of at least three pricequotations. Books, computer software and other educational materials(estimated value US$1.1 million) would be procured through direct purchaseafter negotiations for discounts. Prior Bank review of bidding documents andcontract award recommendations would be required for all contracts for equip-ment awarded on the basis of ICB. Specialists would be selected in accordancewith Bank Guidelines for the use of consultants.

Disbursements

3.8 The proposed loan of US$154.2 million equivalent would be disbursedover a period of six and one half years (Annex 20). The disbursement scheduleis based on the implementation schedule and the disbursement profile for edu-cation projects in Indonesia. It is somewhat faster than the present profile,reflecting the improved experience with more recently approved education proj-ects in Indonesia and the advanced state of preparation for the proposed proj-ect (para. 2.30). Disbursements estimated for FY90 are based on the proposedinitial deposit into the project Special Account and expected FY90disbursements (para. 3.9). Disbursements would be made as follows:(a) equipment, books and educational materials (including delivery)--1002 ofthe foreign costs of directly imported equipment, books and educationalmaterials and of the ex-factory costs of locally manufactured items and 65Z ofthe costs of locally procured equipment, books and educational materials anddelivery; (b) lOOX of the total cost of technical assistance, fellowships,studies/project preparation and coordination, monitoring and evaluation ofproject implementation; and (c) 50Z of the total cost of local training exceptfor the examinations training component at SOZ and monitoring/evaluation at100 .

3.9 Disbursements from the loan for all contracts for equipment awardedunder ICB procedures and for technical assistance and studies would be madeagainst full documentation. All other disbursements would be made againststatements of expenditure for which relevant documents would be retained andmade available for review as requested by visiting Bank missions. Tofacilitate disbursements, a Special Account (to be used by the three PIUs)would be established at the Bank of Indonesia and maintained by the MOEC underthe direction of the Director General of the Budget, Ministry of Finance. TheSpecial Account would be used to make payments in all categories for all localexpenditures and for foreign expenditures for fellowships and other smallitems. Advance payment to the PIUs would not be pre-financed from the SpecialAccount. The internal allocation of the Account would be in amounts US$8.1,0.6 and 0.7 million for the PIUs in Dikmenum, Balitbang and the SecretariatGeneral, respectively, with an initial authorized deposit of US$9.4equivalent. Applications for replenishment of the Special Account would besubmitted to the Bank quarterly when the balance is 50X of the initial

- 40 -

deposit, or more frequently if necessary, in an amount of not less thanUS$200,000 per application. Disbursements against foreign expenditures may bebased on direct payment from the loan and special commitment procedures inamounts of not less than US$50,000 equivalent per application.

Accounts, Audits and Reporting

3.10 Each of the three PIUs would establish project accounts for allproject expenditures, to be maintained in accordance with sound accountingpractices. Project accounts including the Special Account (para. 3.9), wouldbe audited in accordance with Bank Guidelines. Within nine months of the endof the Government's fiscal year, the Bank would be provided with audit reportsof such scope and detail as the Bank may reasonably request, including aseparate opinion by the auditor on disbursements against certified statementsof expenditure. The PIUs would also monitor progress in project implemen-tation and report to the Bank each semester on this progress. Within sixmonths after the completion of disbursements, the director of the SPMCC wouldsubmit a project completion report to the Bank.

4. BENEFITS AND RISKS

4.1 The project would improve secondary education quality and equitythrough: improved teacher training programs benefitting about 200,000teachers, 5,300 key teachers and 150 teacher instructors; the supply ofinstructional materials and science equipment benefitting about 660,000teachers and 10,000,000 students; and improved examinations which wouldbenefit about 39 million students, and by identifying essential inputsnecessary to impart qualitative secondary education. Management would beimproved through management training of: about 640 subject supervisors; about25 long-term and 2,500 short-term officers/teachers in the management andoperation of examinations; about 500 supervisors by giving them largelydecentralized and more relevant training at the regional and district levels;about 300 administrative staff in data processing; about 25,000 principals incombined pedagogical and management skills; and about 20,000 middle levelofficers at the provincial level and 200,000 at the district level concen-trating on operational training in areas such as personnel, finance andlogistics using a 60-70% "hands-on" type of training. The latter trainingwould improve the general administration of the MOEC, standardize datacollection, and improve the feedback and utilization of the data, thusfacilitating sound decision making. Also, by giving attention to theadministrative process at the provincial and district levels and updatingoperational regulations and analysis of financial resources, necessary tofacilitate the best utilization of the subsector's limited resources,sustainability would be increased.

4.2 The risks are that quality improvements will not be institutional-ized and made sustainable and that the new management skills will not beimplemented due to the partisanship of the numerous units within the MOEC. Inaddition, the appointment of key staff for teacher upgrading and the PIUsmight be delayed as in the past. The latter risks are reduced because theMOEC has clearly identified within Repelita V, the new Education Law (March

- 41 -

1989) and the new policies (May 1989), a new status for the teacher upgrading,examination and management training activities. Under the project, specificarrangements will be instituted to encourage project sustainability and theMOEC has agreed to establish a permanent SPMCC staffed by experienced full-time personnel. Also, the MOEC in cooperation with the State Ministry for theUtilization of Government Apparatus has approved a new MOEC career structureand undertaken a review of the role of its administrative units, with a viewto applying the new policy of integrated management.

5. AGREEMENTS AND RECOMMENDATION

5.1 During negotiations, understandings between the Borrower and theBank were reached on:

(a) Staffing plans for the PKG programs including the nominations of theHead of Education/National PKG Coordinator and the professionalstaff (subject specialists) (para. 2.5(k));

(b) Detailed training plans for the in-country and internationaltraining programs in examinations for the first two years (para.2.15);

(c) Implementation indicators for Pusat Informatika and DPDOS coordina-tion (para. 2.20 and Annex 12);

(d) The shortlists and terms of reference for the first two years ofconsultancies for the PKG, science equipment, and examinations[paras. 2.5(c), 2.9 and 2.16);

(e) A short list of link institution(s) and consultants to be employedto carry out the management training needs assessments in theSecretariat General (para. 2.24(a)]; and

(f) A staffing plan for each PIU (para. 2.26).

5.2 During negotiations, agreements were reached that the Borrowerwould:

(a) appoint by July 1, 1990, the Head of Education/National PKG Coor-dinator who would be either one full-time person or at most twopersons devoting at least one-half their time to the position. TheHead would be appointed for a three year term. For effective oper-ation of the PKG programs, Dikmenum would, by April 1, 1992, fillall vacant positions for national and provincial subject specialists(in science, mathematics, Bahasa Indonesia, English and socialsciences, with suitable qualifications and experience as teachers)[para. 2.5(k)];

- 42 -

(b) by April 1, 1994, have taken all necessary steps to providepermanent annual funding satisfactory to the Bank for the procure-ment, replenishment and maintenance of science equipment for thesecondary schools [para. 2.8(e)];

(c) establish within the MOEC by June 1, 1991, PKG examination teamswith terms of reference and membership satisfactory to the Bank, andby February 1, 1993, establish in each provincial educationadministrative office, functional provincial examination teams withat least ten subject specialists and an evaluation specialist, eachwith qualifications and experience satisfactory to the Bank (para.2.13(a)];

(d) by September 1, 1990, review the results of the IntegratedManagement Study and, by March 31, 1991, furnish to the Bank, forcomments, a detailed action program for integrated managementtraining based on such review. Such action program would thereafterbe implemented in a manner satisfactory to the Bank (para. 2.23);

Se) furnish to the Bank by January 1, 1992, an action programI tisfactory to the Bank, for the implementation of the management-|udiest 'Policy Options for Improved Equity in SecondaryEducation," "Recurrent Input Needs of Secondary Educationa and'Public Support for Private Education". The Borrower would carryout these studies under the coordination of Balitbang and inconsultation with the Secretariat General and Dikdasmen (para.2.25);

(f) appoint by July 1, 1990, key staff for the three PIUs and the SPMCCfor three year terms. These positions would be filled by full-timestaff or at most two persons devoting at least one-half their timeto each position. New staff would have a three-month overlap withthe then existing staff (para. 2.26); and

(g) undertake a comprehensive project implementation review in Octobereach year, commencing in 1990. The results of each such reviewwould be discussed with the Bank (para. 2.28).

5.3 As a condition of disbursement for management training, the Borrowerwould have commenced implementation of the action program for integratedmanagement training [paras. 2.23 and 5.2(d)].

5.4 Subject to the above conditions, the proposed project would consti-tute a suitable basis for a Bank loan of US$154.2 million equivalent to theRepublic of Indonesia, with a term of 20 years, including a grace period offive years, at the standard variable rate.

INDONESASECOND SECONDARY EDUCATION AND MANAGEMEN PROJECT

Educatlon Shicue, 1969

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INDONESIASECOND SECONDARY EDUCATION AND MANAGEMENT PROJECT

Organization d the MInisty of Educaton and Culture

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World Bank-26347

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45 - ANNEX 1Chart 3

INDONESIASECOND SECONDARY EDUCATION AND MANAGEMENT PROJECT

Organization of the Dlmclorate of General Secondary Educatlon

Directorote dGenrmal seenowovt

Education

AdrdnWskation

General Seivices Pe=snn Finance

ot JunciratGeero &b-DG " Sut-Dimetocle Sub Dlrec&orate

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Wor d Bank-26348

INDONESIA


Numbers of Schools, Students and Teachers by Type of School in 1987/88(Public and Private Schools)

Schools Students TeachersType of School Public Private Total Public Private Total Public Private Total

A. Primary education 134,737 43,840 178,577 24,760.479 3,418,838 28,179,317 1,040,873 148,490 1,189,3631. TK (Kindergarten) 57 33,538 33,595 6,537 1,503,784 1,510,321 11,910 68,043 79,9532. SD (Primary) 134,660 9,901 144,561 24,751,835 1,898,055 26,649,890 1,027,997 77,103 1,105,1003. SLB (Special) 20 401 421 2,107 16,999 19,106 966 3,344 4,310

B. Junior secondaryeducation 7,086 12,536 19,622 3,655,902 2,792,119 6,448,021 183,442 212,599 396,041

1. SMP (General) 6,820 12,435 19,275 3,559,448 2,778,110 6,337,558 176,662 211,419 388,0812. ST } Vocational 193 62 255 80,503 12,353 92,856 5,434 953 6,3873. SKKP) 73 19 92 15,951 1,656 17,607 1,346 227 1,573

C. Senior secondaryeducation 2,382 7,672 10,054 1,572,803 2,223,010 3,795,813 88,667 178,106 266,773

1. SMA (General) 1,533 5,438 6,971 997,208 1,463,030 2,460,238 57,412 126,869 184,2812. STM/SMT) 188 707 895 151,480 255,752 407,232 9,816 18,181 27,9973. SMEA } Vocational 301 1,010 1,311 232,462 355,346 587,808 9,979 21,854 31,8334. SMMK } 93 56 149 37,090 9,032 46,122 2,379 897 3,2765. SPG ) Primary teacher 212 424 636 120,533 125,591 246,124 7,420 9,440 16,8606. SGO ) training 55 37 92 3§,030 14,259 48,289 1,661 865 2,526

Total 144,205 64,048 208,253 29,989,184 8,433,967 38,423,151 1,312,982 539,195 1,852.177

Source: MOEC, Planning Division, Dikdasmen.

1!

-47 - ANNEX 3

INDONESIA


Data Processing Dikmemum Operational Systems (DPDOS)

(a) The School Information System (SOIS) for processing of routineinformation from the schools for operational management including:numbers of pupils and classes; numbers of teachers, the subjectsthey teach and their formal qualifications; and school facilities.Except in pilot schools, the above data are collected and analyzedmanually. The project would implement the piloted computerized/handback-up forms in all secondary schools.

(b) The PKG/SPKG Information System (PKGIS), now in its early trialstage, provides information on the scope and spread of the PKG in-service/on-service training programs: teacher participation;subjects these teachers teach; schools where employed; levels ofteaching; records on training programs, etc. The present manualcollation has made it difficult to effectively plan trainingprograms that respond directly to actual teacher needs.

(c) The Supply of Science Equipment by School Response (PPS), whichelicits and processes requests from schools for the supply ofscience equipment. The PSS, successfully tested in about 3,200schools, would be expanded to all secondary schools.

(d) The Material Management System (MMS) computerizes with a manualback-up card system, the stocking of science equipment in thecentral warehouse. The system is now undergoing its first pilottest and it would be tested once more prior to being decentralizedto regional science equipment warehouses. At the central level, thesystem would be further piloted with other educational materials,particularly books.

(e) The School Administration System (SAS), which has been piloted dur-ing the last two years as a result of the spontaneous development inschools of interest in personal computer systems. This has led tothe acquisition by schools of large numbers of computers. The SASseeks to promote coordination, standardization and nationalizationin the use of computers in school administration. It provides com-puter awareness courses for school principals and runs trainingprograms for school computer managers. This effort, made availableto about ten provinces during the current pilot, would be extendedto the other provinces during the proposed project.

- 48 - ANNEX 4Page 1

INDONESIA


Summary of MOEC Policy Statements - May 22, 1989

The Policy statements of the Minister of Education and Culture dealwith secondary in- and on-service teacher training, development of an examina-tion system, management and training activities and development of a manage-ment information system for the MOEC. The full text of the MOEC policy state-ment can be found in the "Working Papers." The main policy statements are asfollows:

A. Teacher Training

(a) Incorporating PKG instructional materials into the official curricu-lum (lesson plans, worksheets, instructional materials, laboratorymanuals, audiovisual aids, etc.) and recognizing that BahasaIndonesia, science and mathematics subjects will be given thehighest priority for improvement in the next five years;

(b) Recognizing a new career promotion scheme for primary and secondaryteachers which reflects greater emphasis on professional merits andwould accommodate professional careers for PKG instructors, assis-tant instructors, guru intis, etc;

(c) Bridging the gap between the pre- and in-service teacher trainingprograms enabling PKG instructors to become involved in thepreparation of new secondary teachers; and

(d) Establishing linkages among the teacher training programs PKG, DPG,PPPG and IKIP/FKIP to maximize use of existing resources.

B. Development of Examinations

(a) In support of the new Education Law (Articles 43 to 46 inclusive),mandating the official running of examinations and allocation ofresources for evaluation and giving responsibility for the overviewof these activities to the EDC; and

(b) Assigning EDC as its main role, to assist Dikdasmen which isresponsible for the operation of examinations, with the developmentof an examination system and with utilization of the examinationresults as a basis for decisions to improve education quality andthe management capacity of the regions and educational institutions.Regional institutions would gradually be given the responsibilityfor the running of examinations. To achieve these goals the follow-ing actions would be undertaken:


(i) Strengthening the capability of the Director General,Dikdasmen, responsible for the coordination, implementation,monitoring and supervision of national examinations at theprimary and secondary levels;

(ii) Strengthening regional capacity at the provincial and districtlevels to enable them to run efficiently examinations thatpromote improvements in educational quality;

(iii) Developing further the institutional capacity of EDC to assistDikdasmen and the regions in planning and conductingexaminations and strengthening its capacity to undertakeresearch and development of examinations systems, particularlyin analyzing for decision-making, information gained from theresults of examinations; and

(iv) Replacing the ad hoc committees presently running examinationsby permanent bodies so EDC and Dikdasmen can cooperativelymanage the examination programs continuously and permanently.

C. Management Training and Management within MOEC

(a) Developing an integrated system of administration and management toimprove the efficiency and productivity of MOEC managerial units atall levels (Education Law, Articles 12 to 15 inclusive);

(b) Undertaking a study to define and operationalize the basic conceptof integrated management and conducting a review of the duties andfunctions of each managerial unit (both horizontal and vertical--kanwil through kecamatan) to determine how well they support theconcept of integrated management;

(c) Giving attention to MOEC data collection to improve the gathering,storage and retrieval of that information. More compatible datawould be collected to facilitate information utilization and itspresentation in useful forms which would enable improved com-munication among MOEC units and thus facilitate problem analysis,decision formulation and preparation of operationalplans/strategies. The above would also facilitate monitoring andcontrol by MOEC managers;

(d) Strengthening the evaluation, monitoring and supervision of programsto ensure quality and efficiency improvements in implementation andreporting;

(e) Undertaking management staff training needs assessments to identifythe participants for in-country and overseas training and the typesof training required;

(f) Giving assistance to the Secretariat General to coordinate theutilization of management information within the Secretariat(collected by various management units in the MOEC) in order to

-50 - ANNEX 4Page 3

improve efficiency, avoid duplication and overlap and eliminatewastage;

(g) Developing an efficient MIS to improve administrative and manage-ment processes in the MOEC at the central, regional and institu-tional levels; and

(h) Establishing, under the coordination of Pusat Informatika, a cen-tral coding and data file system to facilitate establishment ofcompatible MIS data bases within each operational unit of the MOEC,thus facilitating effective and efficient communication and manage-ment of the education system.

-51 ANNEX 5Page 1

INDONESIA


Estimated PKG Project Costs

1. Sauggar-Based PKG Training

1988189Unit cost Total cost

Subject Years Participants (Rp) (Rp mln)

Science 1-4 69,120 450,000 31,104Mathematics 1-4 48,000 400,000 19,200English 1-4 48,000 400,000 19,200Bahasa Indonesia 4-5 18,000 400,000 7,200IPS 5 6,000 400,000 2,400

Subtotal 189,120 79,104

Plus a sum equivalent to 25Z of the annual budget to facilitate the transitionfrom sanggar-based PKG training to MGBS/MGMP programs beginning in year 5(science, mathematics and English only).

Science 1,512Mathematics 900English 900

Subtotal 3,312

Total 82,416

2. Traditional Provincial PKG Training

Unit cost Total costSubiect Years Participants (Rp mln) _(RP mln)

Bahasa Indonesia 1-3 4,860 1.22 5,936IPS 2-5 5,250 1.22 6,405

Total 10,110 12,335

-52 - ANNEX SPage 2

3. Training of Guru Inti and Assistant Guru Inti

Two one-year provincial-level programs. Each guru inti participates twice.

Unit cost Total cost

Subject Years Guru Inti Cycles (Rp mln) (Rp mln)

Science 1-4 2,400 2 1.65 7,920Mathematics 1-4 960 2 1.60 3,072English 1-4 960 2 1.60 3,072Bahasa Indonesia 4-5 960 1 1.60 1,536IPS 5 480 1 1.60 768

Total 5,760 16,368

4. In-Country Training for New Instructors (Science, Mathematics, English)

National training program; 2 weeks, 2 years.

No. of No. of Unit cost Total costSubject participants courses (Rp mln) (Rp mln)

Science 70 2 1.10 154Mathematics 40 2 1.05 84English 40 2 1.05 84

Total 150 322

5. National Workshops for Instructors and Supervisors

Annual program: All PKG instructors and supervisors participate.

No. of No. of Unit cost Total costSubject participants courses (Rp mln) (Rp mln)

Science 200 5 1.10 1,100Mathematics 150 5 1.05 787English 150 5 1.05 787Bahasa Indonesia 125 8 1.05 1,050IPS 125 8 1.05 1,050

Total 750 4,774

53 - ANNEX 5Page 3

6. Training of Principals

(a) Provincial training (2 weeks, one course per principal)

Unit cost Total costNo. of head teachers (RP) (Rp min)

4,500 320,000 1,440

(b) International training, selected principals, two per province (3 months).

Total cost (US$)No. of Participants Course Travel Total

54 480,000 81,000 561,000

7. Instructors: International Training (3 Months)

Includes induction training for instructors in Bahasa Indonesia and IPS.

Total cost (US$)Course Travel

Subject Participants (US$9,000 each) (US$1,500 each) Total

Science 96 864,000 144,000 1,008,000Mathematics 36 324,000 54,000 378,000English 36 324,000 54,000 378,000Bahasa Indonesia 100 900,000 150,000 1,050,000IPS 100 900,000 150,000 1,050,000

Total 368 3,312,000 552,000 3,864,000

8. Supervisors and Provincial Heads of Secondary General Education:

International training (3 months).

Total cost (US$)Subject Participants Course Travel Total

Sciencelmathematics 30 270,000 45,000 315,000Bahasa Indonesia 27 243,000 40,500 283,500IPS 27 243,000 40,500 283,500Kepala Bidang 27 243,000 40,500 283,500

Total 999,000 166,500 1,165,500


9. Postgraduate Diploma and Masters (52) Courses (International)

Mainly for instructors.

Total cost (US$)Course Travel

Subject Participants (US$24,000 each) (US$2,000 each) Total

Diploma (12 months)

Science 36 864,000 72,000 936,000Mathematics 18 432,000 36,000 468,000English 18 432,000 36,000 468,000

Subtotal 72 1728,000 144,000 1,872,000

Masters (12 months) (US$25,000 each) (US$2,000 each)

Science 30 750,000 60,000 810,000Mathematics 15 375,000 30,000 405,000English 15 375,000 30,000 405,000

Subtotal 60 1,500,000 120,000 1,620,000

Total 3,492,000

10. Consultants

(a) International consultants (average visit of 1.5 months).

Total cost (USS)No. of Stipend Air

Subiect consultants and exPenses travel Total

Science 36 540,000 126,000 666,000Mathematics 24 360,000 84,000 444,000English 24 360,000 84,000 444,000National language 16 240,000 56,000 296,000

(for B. Indonesiaprogram)

IPS 12 180,000 42,000 222,000

Total 112 1,680,000 392,000 2,072,000

(b) National and provincial consultants.

Type No. of consultants Cost (Rp mln)

National consultants 10 (7 subjects, 1-2 consultants) 420Provincial consultants 238 (7 subjects, 34 training teams) 1,474

-55 - ANNEX 5Page 5

11. Materials and Equipment

Unit costs Total cost(RP) Rp mln)

Sanagars and MGMP/MGBS (240)Overhead projector 500,000 120Personal computer and printer (with 8,000,000 1,920color monitor, 2 floppy disk drives,EGA card megabyte)

Electronic typewriter 400,000 96Spirit duplicator 300,000 72Library acquisitions 1,000,000 1,200

per year

CenterProduction of PKG bulletin 6,000,000 per issue 240(one issue per semester,four subject areas, 5,000 copies)

Production of curriculum materials 3,500

Total 7,148

INDONESIA


Overview of Training Flows: Sanggar-based PKG System

manuEl UOrIAL MOffiI a~~~~~~~~~I

Cntimafio Naio

Couusas ~ ~ ~ a'lc o

Nalnalt.o/aiaindh s

? an J~~~~~~~~~~~~~~Tem Pruvinolal ~ ~ ~ ~ lai bef-u

lnkmtleml ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ o b tleiJ

fop~~~~~~~~~~~~~o

omrqico lutmtos GMs s bl n o

, ~ ~ ~ ~ ~ ~~~~~~~~~~~Cnu taits t. fsez.

b. (C lntas t 4wtrgCnsu taits GDbl

UAE#IUS lsuqi Nail.. ea Itsxtrute Guru ntl Ie3Nuloe - Nationa Ipan Instruto Gun Inff (Iushtuta

131KW3 I lnsuoio lstrqmtr G uru ntl TeanwM -s OGusu,l - Instiutous Guru ntl Icasus"

IMPLEMENTATION SCHEDULES FOR SANGOAR-BASED PKG TEACHER TRAINING ACTIVTES

Note: 1) TheaOw arehv 8W uasagde.* Thq m, i need um daUwJa W hto o u mof

J)Sba*dbavWbwhiltcvvwm Numiubmi bovu x,*tewn*w in* covwedddog omm

JAWA TENGAN AND JAWA TIMUR (30 Sanggars each)YEAR

1 2 3 4 5

SANGGAR GROUPS A, B and C(S sanggars in each goup)

Guru Ind Traini 13 | 24 ! E[Ii| MGBSIMGMP

Teadcer Training: Intake X | 3 |2 |-5 activitaesIntake Y 13 i 24 1 i i i

SANMGAR GROUPS D. E. F(5 sanggars In each group)

Guru Int Training 1-3 2-4 [I7 JI1- ]Teacher Trai : IntakeX X13 Eval

Intake Y V 1-3 2-4 15| Eval

Note: Three Instuctor training teams needed for Jawa Tengah and Jawa Timur.Each works with guru Intl from 2 Sanwar groups in alternate years:

YEAR1 2 3 4 5

Instructor team 1 Group A Group DGroup A Group -Instrucor team 2 Group a Group E Group B Group EInstructor team 3 -Group C _Group F Group C Group F

Proqcted teacherpatcon rates achbied during pro otbased Ocn approdmae esimates of teacher numbrs in pubic and pre SMP. SMA by 1899M

Jawa Tengah Jawa Timur__ Science Maths Eigllsh Science Maths Endish

Teacher-cycles 8,640 6,000 6,000 8.640 6,000 6,000Teacher 8t (1992 est) 5,000 4,300 3,300 4,600 3.700 2,5Cycles: Teachers 1.72 1.40 1.81 1.88 1.62 2.40

- 58 - ANNEX:6

, lI'm" {'I '

10 ii S i9il l I

- 59- ae4

': M g fl p~~~LI

FU

all .:. i

o 3 iI 3sXi i'

- 60 -

. ~~~~~~~ANNEX 7

X .

tg~ gii t

- 61 -

iND SE lTXQND _ PRiJESBCa SSMQMRY ONION!f~ AM 1MANOMMMMPRJ~

care 1 Paea.i SlanU.ar-aaJ " S . pP1

CIHOOLL AW KAIMXLS Ru ERE-SRVICE TEAOH51 WUCATION

(National PM SublJect Officer.)

P. . Fa*

Kepala li; dang C

Dikuienue *

Prn; pl 000")_> roinil

School ~ ~ ~ ~ ~ ~ ntratoa Traning (S2 degree)

iDeputy1 Prtncipul, 1<_-u _e rro

Crriculuml

a

I ~~~~~~~~~~~~~aT"Cb~~~~~~~~~~~~

Superyleor, ~ ~ ~ ~ I CCCCCCCC*C Prvncr innC ttnl

SoMr cyls

CoerdinCer iorintr

* K

Now Teachers C**eeCe. .ee.eeet _

ScIMl Senctior ( Mactart s

Ce..ee...eee.e.......e degree) ill

> Pathways within 84ool/Kanvil Systemsoosee"oe, Pathways within PitCiS nd Path ne linkionl P an

with school v-t e and pro- rvico techers education

XrAM

SECOM E MSTIRN AMr PJr

Wls 1 nd Reai nalbilitis of Provincial-LAwol and bnsIr-ivl FlStaff

Alan t Guru Inti (AGI) Guru Intt (OX) Instructor Provincial coordinator

Rehp_aibilities Works 2 days p.a. as AG! Works d day p.w. - Works d ay p.-. a instructor Works 3 days p.w. -so PF Coordi-Worki 4 days p... as cls Works a days p.. as Clem Workis 1 dy p.. a clasa natorteacher tacher techer Works 3 days p... as sup* rvisor1. Asaifte the CZ during block 1. Organizes and conducts block 1. Organizsm and conducts block Responsible for the minageaentinser1ice training, nd dur- inservice training at weely Inservic. training for guru and administration of PM at theing weeky meetings emetinga intt (provincial vel) provincial level, but noit for

its, professional direction2. Conducto weekly meetings at 2. Organizes 38 errvice visits 2. Visits throe sangar centers (which is the responsibility ofsubsanggr centers If nec- for each participating for 4 das tetce ech sea- the instructors)eawry tzcher. and conduct about ter, during which he spends

us at thee Duties include liaison with8. Carries out about 806 of (a) one day en * rvicing GI echool incipal (aoaechol visit.. In subenagar and M a at the weekly aekolh), prticularly inr"e meeting eanggpr schools

(b) one daq visiting schwooloensrvicing 0' and A0I

cc) "a days visitingschools with localsupervisor, acting asprofelsonal advisor toall teachers In hi* sub-ject aea"

Mi_bero noeded Science: 240 oaggrs a 3.720 Science. 240 maangars x 8d1.200 Science: 84 teams of 8.170 One per province (27) in eachOther subjecte: 240 x 2.480 Other aubrJcte: 240 x 2- 480 Other aub-: 84 team of 83102 subject area Cjacte

Criteria and od of mslecon Selected frm teacher. by CS and Selected from AG (not directly Selected from _onp CI (or Selected by Kepale Bidanginstructors on basio perfor- from teachers). Hust have: premnt astent instructorm) Dilkenus fromong supervisorsmance in esnggar-based P. (preferably ax-instructors)llst have cop I eted at leat tao (a) cop ieted at least one cycle Must havo worked as CW for attraditional PFM or two saggar- of GI training least two cyclebased PMM cycles

(b) worked as ACS for at least 2aesesters

Training Induction: Non Induction: None Induction: two-wee natienal- Induction: Nonelevel progrm for three cone-During service: Provincial- During serviee: As for AlI cutive year. Durin service:level training for 04 and ACI.

Two annual cycles separated by During service: (a) n ational: participation inone yer (a) national: paricipation in annual workrhops (2 wek)annual workshop (2 weeks) (b) international: 8-week

visits to activity-based in-W intenational: academic up- servicing programs in other

goigprogram. One-year countriesil or two-year "motors

(S2) qualificationaCareer pethesys (se Annex 8) In project: Prombtion to 01 In project: Promotien to In roject: Promtion to senior Promotion to sore senior posts

t instructor (625 instructor within IMOE_n xschool: ppoinnt as- cer-dinator. MM or NSW In school: Appointmnt as eoor- In school: Promotion to echoeol

dinetor, PM or NW principal

Appoint_nt as Deputy Principal, In teacher educetion (sugges-Curriculum ted): Appointmnt as Meeter

Teher working with teachingpractice program at IKIP or FKIP

I

i jg-Iit i- I,[| t .9 t i-0i.5 Ig lr 33 { t3g{ -i8{!| I I I I ~~~~I I if unIiItt .

rei-r-i^1§r { t ! I tt'- tgg f 7t ! .

i- l-

--Ga -2 -------- -- f f --t ----- - 1- Rh~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~L

s i.J I 15III I 1 J II I I Ii Ii , * a *# , . a a a c E s f

s. ----------------------------------------- ---

I

- - - - - - - - -- - - - - - -- - - - - - - - -- - - - - - - - - - - - - - - - - - - - - -- - - - --

- - - - - - - - -- - - - - - - - - - - - - - - - - - - - --

-64- ANNEX 11

.... ....... .. .

IiW 1111 12j(4 | lii : ii

Il I S IuI:i IXi I1 \, ,,,,,I

I. I Itla I lT T

- 65- ANNEX 12Page 1

INDONESIA


Indicators for Pusat Informatika and DPDOS Project Coordination

During project implementation the following coordination actionswill be undertaken:

Year 1

(a) MOEC sends by June 1990, a circular advising that the operationalunits of Dikmenum in cooperation with the Pusat Informatika.Planning Bureau and kanwils will carry out an analysis of their dataneeds and its utilization.

(b) The most efficient and cost-effective way for Dikmenum to collectschool data for its omn operational purposes and for use by otherMOEC units also is identified.

(c) An analysis of the data (from the SMP and SMA) required by PusatInformatika and the Planning Bureau is carried out in parallel withdevelopment of an integrated data collection form.

(d) Reference file development and standardized coding are prepared byPusat Informatika in cooperation with Dikmenum.

(e) First preliminary integrated data form is trialed about July 1991.

(f) Dikmenum and Pusat Informatika training programs are undertaken asspecified in the work schedules.

(g) End of year progress report is prepared and next year's work planfinalized.

(h) Report is submitted to the PHCC and the Bank for review.

Year 2

(a) Training and preparation for the first trial of the integrated datacollection process.

(b) Pilot use of revised/combined data form is tested (two large, twomedium, two remote and two dispersed provinces). Operation isundertaken by Dikmenum in cooperation with Pusat Informatika andPlanning Bureau.

(c) Quarterly kanwil meetings, chaired by Bidang Dikmenum, are held inthe trial provinces, to review progress and resolve problems.

(d) Training programs for programmers and other staff are continued.

(e) Cooperation between the computerized and existing manual data recap-itulation teams is planned to lead to one integrated operationalprocess at the trial kanwils. Suitably qualified personnel fromexisting data processing units are identified for retraining forcomputer entry and as manual back-up operators.


(f) Training programs continue.

(g) Annual report would include the guidelines for standardized soft-ware, the MOEC Informatika Bulletin and a report on the completionof the first cycle of the overseas long-term training programs. Itwould also report on the integrated data base development atDikmenum and selected kanwils.

Year 3

(a) Second round of pilot trials of integrated data collection is con-tinued and all provinces are given the option to join the programafter adequate training of their personnel.

(b) Upgrading of software and data processing are continued forDikmenum, Pusat Informatika, Planning Bureau and kanwils.

(c) Staff training continues and networking of hardware units is under-taken.

(d) Mid-term review of progress towards achieving Immediate objectives,to be completed by the end of the third year.

Ce) Annual report is prepared.

Year 4

(a) As an outcome of the mid-term review a timetable for implementationof the integrated data process is established for all the kanwils.Based on their readiness and on availability of trained personnel,the period for complete implementation will vary from province toprovince, but a feasible plan for the implementation is developed ineach province.

(b) Staff training continues and is expanded to incorporate all theprovinces.

(c) Annual report is prepared, provincial progress reviewed and futureplans updated.

Year 5

(a) Schedule for terminal evaluation established and submitted to thePMCC about mid-year.

(b) Component evaluation undertaken during the second half of the year.

(c) Review of evaluation tabled and recommendations for furthersupport/actions identified.

* ~~~~~~~~~~~~~~~~~~~~~~~~~ri

rtt

El X3N X 9

X * Ptj} .OZ

Iti *1g

ET X3 ~~~~~~~~- L9 -

- 68 -

SlUU SEWhARY 3EATICH AND MU&NOeI FROJFT Peas ITechnical £-e - d F Ilehla

Specleisat. Fellowehle.Staff- Totsl ----.. -Studnt-month sech----------month, staff- Short- Oiplom Total

"Aber eath mnthe tueer term or St MA PhD *tud.nt-monthe

Inrvewent of oecvn.de.r aducatlogn auallATeecher upgredleg through FiGSPKO trainIng:

Speci*Iists:International

Science Be 3.8 84Mathematics 24 1.5 38Engltsh 24 1.8 86SEheas Indoneel l 1.s 24IPS 12 1.8 1i

Nat mlenNatlonal 1eve1 consultants 10 20 200P,ov;n Cil 101 consult nt. 288 S 1.190

Fe ll_eh;p:Overe....

Instructor.Short courn el

SCIe nce 9 ' 280Natha.tlca 88 S 100EnglIsh 80 3 10LBae.. Indocasl ; co a 300UPS 100 3 300

Diploma coura.:Se nee 8as 12 432

astheatlce is 12 216"fish 10 12 210

;eet... degree.ScI nce s0 12 seo

Nst.eheslce 18i 12 t1o-nglish IS 12 t1o

Principol' seort ceure. 54 a 162

Supr.rloors' ehort, courses:Sd .ncln matl.eeetie 80o 3 90Bahasa Indonesil 27 3 atIPS 27 3 01Kevplo Bd"n 27 8 01

tocl:Instructors:

Science 70 4 280Mathematl c 40 4 160Enegl la 40 4 180

Prlnclpefe' ahort cure_a 4.800 a 13.S00

lptrovlng the quallty of science eduecatlonTasting end quality control:

Internotionel apeclallats:LoOg-tAr 1 Go goShort-term 2 iS tS

ReginaeI scienve equIpment mnageent

and repair program:Intenftstenal special let I go a3

National conwultent 1 90 90

DevelpIng snd coordinating the *mwainations

Special lsts:International sraeo serise 80NatIonal Vories erie. so

Fa lIoehio*:O,re,aeS:

Meeter. degrees 14 24 336Shor S 24 120Short enuree. 166 6 */- 996

Local: SO9

D egres U64 24 1.3838 24 n2

Short coutee:aNatIonal level 178 Varlsa 60Provincial level 2.200 0.3 2,200SpecIfIc topIee 200 0.8 100

- 69 -

Puge 2

B..oiul j-te Fpllo.hioStaff- Tostl --- -- St sd nt nnticb------WOnth, utsff- Short- Diplo. ntoul

Numbr *sch uoths, M&,ber t*,- or DA "A PMD sudo.t-an,thea n n s n o s n a s n s si n i n s s n s u i n n n m n n r~~~~~~~~~~~~~~~~wn ,nssaaws.s

Mute manaemengt Ipforustlon syst..Spcltsl 1st.

International long-term technical dvinor 1 60 60International short-tarm technical od,lsor 9 varies 20Local consultants v,,riee 120

Ps oss1.hips,

O.4roess:Hsaters dugrv. 2 24 4tS.in.ro md sorkshovp

Local

DiKE0U op.rstionsl *y*bos:

Senior retdent udvdsor I G0 S0Supply syste upucul l.t 1 4 4Syat.u unolyt 1 10 10So.ior pmomrur/d.te manager 1 a aSchol *system. .. clsliut I t0 10

Overseas fslloouhIpa:Diploas. (12 ownth. such) .1th mn-eguntry

attachment (6 s.th- .ach) Is 18 770Masters dugres. 10 12 120Study grunt, for senior uducotore 26 1 25

nreo e.snt trani.ng p.gregSpecia lts:

International:Long-ter..

Egulustion and wonl%orlnge 1 12 121 24 24

training sdvlsors: 2 36 721 24 24

Short-term from Thailand and Malaysia varie varit 64Advisory Dord a I a

Local co.noultwnte 1 60 602 24 48

verlew varl- StAdvito,y board 7 1 7

FPllovshtps!overseas,

9hos, 6 48 240most*" 25 24 600Short-ta-r varues Mdes 70

Language training 100 nutSp.c,al .isita van. rtis

Studies:DD0MI

Policy option. for improved equityin secondary ducstion 4 2 a

Public support to prstv education 2 3 6Facilities sod rqntnhg *sponcs In

SNP and SMA t J 16S.cr-tarit Generar-

Personnel 2 2 4Finance 2 2 4Loulstic* 2 2 4l4nsg..w.t studies (7*/-) 21 2 42

i3 i

s tnt.rnotiornl: 28 National. 58

a--oof-tf .r nsas aa. na

-70 - AM 14Page 3

Technical Assistance

By comparison to past education projects in Indonesia, this projectwould rely more heavily on the services of local consultants. Internationalspecialists would work at all times in cooperation with HOEC personnel ornational consultants. Consultants would be used for the following activitiess

(a) For teacher upgrading, the consultants would be national except fora number of international subject specialists who would be engagedon a short-term basis (typically of 1 to 2 months duration) to trainthe national instructors and to assist with the updating of nationalsubject content and methodology. Use of these specialists wouldensure that the most up-to-date information is included in coursepreparation, in addition to training the national PKG instructors toassume full responsibilities for all PKG development and trainingactivities. The specialists would teach the courses during thefirst phase, would teach them jointly with national staff during thesecond phase and would assist during the third phase, thusgenerating a local capacity for the sustained operation of the pro-gram. Also, to ensure that the external training of the PKGinstructors matched the country's needs, the institutions from whichthe international specialists were recruited, would be contracted toundertake the diploma and post graduate fellowships abroad.

(b) For the supply of science equipment, the majority of the consultantswould be nationals with the exception of two international long-termadvisors and a limited number of specific short-term internationalspecialists to assist with procurement and management.

(c) For examination activities, the consultants would assist with theestablishment of examination courses in a national university andwith the development and implementation of examinations on specifictopics. A link institution, probably an external examinationinstitution or university actively engaged in examinations work,would assist the newly trained and inexperienced EDC and MOEC staffwith examination and organizational matters, on a short-term basis,particularly during the first two years of the project (such a linkwould overcome the shortcomings of the examlnation activities beingexperienced during the ongoing project). These specialists wouldimpart skills that do not exist in Indonesia and would train theircounterparts to continue with the operation. Training activitieswould emphasize the operational knowledge, particularly at theregional level, required to upgrade the quality of examinations.

(d) For the MIS study, the HOEC would obtain the services of experiencedinternational specialists in education data processing. Part-timeassistance by external specialists would also be required for theimplementation of improved data processing. For DPDOS,international specialists would assist with the development ofnational training programs, international specialists, run theexternal upgrading programs and offer timely implementation adviceand assistance to the national consultants, in their training ofprovincial staff.


(s) For the management activities under the project an internationalspecialists would be employed to assist the Secretariat Generalundertake skills assessment within the MOEC. A number of thesespecialists would be recruited from neighboring countries(particularly Thailand and Malaysia) where important education man-agement training programs have been undertaken. Consultants wouldalso be employed to strengthen Pusdiklat and to assist in developingThands-on' training programs necessary to improve the efficiency ofthe MOEC. Again, the international specialists' assistance would beconcentrated during the start-up period with activities graduallytransferred to national staff or consultants who would run thetraining programs during the subsequent phases of the project. Thetraining needs assessments in the bureaus of the SecretariatGeneral, would be done primarily by national consultants with someassistance from international specialists in areas where limitedexperience exists within the MOEC (particularly on the needsassessments and methodologies).

(f) The policy studies on subsidy targeting, recurrent budget needs forsecondary schooling, and MOEC support to private schooling areexpected to be conducted by joint national/international teama, inwhich the international inputs would be particularly beneficial inproviding up-to-date experience on successful approaches used inother countries.

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SEmO SECRY EIUAT1N A*D lM _A9 iFOJET

CY 19ee 1991 1992 1 199 1994 1995

Fr 89/0 90/91 9/92 e2/s 9s/9e e4/9s 95/96

Teacher upgrAdg through Pl/SPlQ trainiing:Trediea F trainin_-

Quhasa Indoneisi

eSTr=baed AM training:

Obthemti co

blamIndonesl.

Trechnical assimtance:Poo lasuhipa:

Overseasecilbt lats:liatonaI/provincialInternational

Obt.rIl.i and equipment:AT and officeLibrary acquisition

F bulletin

Developing an envirmenntal program:

U Inb the quality of cience education:t and distribution

o(tefo ne S antd SA schotol and labsFM

Testing scienc eqipment:Tec.,Imi teamLacal ttraining Qusluation

ualiity control

Local trainingSpecialistsRenovtion of ngpr FPO nor W==hop_

Strengtning the instionssy'stem:Ds Pto= atM o aims netoerit, It" b_n_

Technical Assistance:P1% los.ipks:

1.4c1l -1 I I-

l~btlonaiInternlatinal

Equipsent NW sterials

0%

CY 1990 1 l99l 1 2I 19 8 | 1994 1

FY 89/90 90/91 91 92 92393 93/94 94/95 95/96

Oikweiwe operational eaetems:

Technical aeinetnce;

Psi Pehii:OverseasaLocal _-

Equipuet and ateril-s

KPOS:Initial planningLocal trainingEva luationESuipet aint merial *

l~e .i nform.i on GYetes:"Tecnca assistance

Spcilits intearnational and nstional

Sysete devo lopsnt:Utility aofbare_ ____ __ __ __ __ _ _

Feo;bi I ity studie as

Equipuent and eaterials 0

l4anagemn t training progra_:Tpechical IeitneSpeiaele. Inntenetional - _ _ _ -_Fsl Ioehipa-

Overseas

Equipmant for Pudliklat

Studies--1..

Board ate : January 1990 Completion i)te: Jun 1995

Effectivean Date: Apri l 1990 Closing Oato: June 1996

Ifo'X ,

F'

- 77 -

ANNEX L7

INDONESIA


Project Expenditure by Year and Purpose

Total costBase costs (RP billion) Rp US$

89/90 90/91 91/92 92193 93/94 94195 bln mln

Improvement of secondaryeaucation qualityweacner upgraung throughPKG SPKG training 2.8 33.6 33.3 30.4 31.5 14.4 146.0 82.5Deve oping an environ-mental program - 0.1 0.3 0.3 - - 0.7 0.4Improving the quality ofscience education:Procurement and distri-bution of scienceequipment - 6.1 26.5 20.3 21.7 25.2 99.8 56.4Testing and qualitycontrol 0.7 0.5 0.5 0.5 0.5 2.7 1.5Regional science equip-ment management andmaintenance training - 1.5 1.8 2.8 0.9 0.4 7.4 4.2

Strengthening the exam-inations system 0.5 3.5 4.4 4.7 3.5 2.9 19.5 11.0

Subtotal educationquality 3.3 45.5 66.8 59.0 58.1 43.4 276.1 156.0

Strengthening educationmanagementMUEUimanagement informa-tion system - 1.0 1.4 0.8 0.5 0.4 4.1 2.3DIXMENU operationalsystems - 1.1 2.7 2.2 2.0 1.3 9.3 5.2

Management trainingprogram - 3.0 4.0 4.2 4.0 3.4 18.6 10.6Studies/projectpreparation - 1.3 0.9 - 0.4 0.4 3.0 1.7

Subtotal educationmanagement - 6.4 9.0 7.2 6.9 5.5 35.0 19.8

Coordination, monitoringand evaLuaon o project

PI1Riementiation - .e 0.5 0.6 0.5 0.5 2.7 1.5

Baseline cost 3.3 52.5 76.3 66.8 65.5 49.4 313.8 177.3

Contingencies:Physical 0.1 1.4 3.1 2.3 2.2 2.4 11.5 6.5Price increase 0.1 5.7 13.0 15.2 18.8 17.3 70.1 39.6

Subtotal 0.2 7.1 16.1 17.5 21.0 19.7 81.6 46.1

Total proiect cost 3.5 59.6 92.4 84.3 86.5 69.1 395.4 223.4

Foreign exchange 0.5 22.7 43.5 35.5 35.6 35.7 173.5 98.0

coori tn tion.ti.. nnt and lbt. rl 0 WDpo~n;o.i2'rbntlng and ecluation Incr_.nteiCivil *nd 1__11 1ai1rin- ol of projet OprraingWork Supply Distribution produco Ttreata 0k. w i_ LoeII tiniag Studie iPtlentation Costs kp icS

l_ eaent of .... ondar,, reduea _ n wisp iRtUTO_cher uppreding thrh FXm/ training 740 16 0_0 hL e E1i i i.i l.Devloping an environental proesr m AmL an Z2 4llprosIng the Quality of scionc ducation:

Peourem-t nd dlstribution of scienceOmuIpeent lSO 3. e30 12.880 920 370 e9760O 86.a0teaking and rulity control 1 ,800 *70 eo 600 2.t5D 1,60ODegisnal science equipeant __4a0insntend mintenanc training

90 160 700 2S0 S.980 2.270 2.440 4.2DOSab1o I1 ISO t3oM1Si 3 210 3.s 2.2730 7.§40 4.2 00

Strenotligni ng tug exmainations gyat. . . in 7 L am a A" I"Am SLIE6tbrtbtl education qualit, MJZ2 Z M L2 LM ZJ 6 2t in UO MZ L0 4 480 2le460 10 M06utOnotboni,p. education ,adeamn 2 e._70 126 *4 iL 22,t70 ; 99 L0 107 276- 1 0

"M __nsgaet informtion yt. 620 90 1.420 200 470 680 690 4.1C0 2.330 JDiOlsu- erationai s :stem 4 9DOfa pro- I..p (UMM) 920 110 1,670 860 1,840 1,650 940 420 74.20 2.2SO ICandep Ai l ot proraa 6) 6U0 110 930 so 1 760 490I'nage9800 trainino prgre 10 4,060 100 49240 810 8,670 970 16.84 lO.SS0Studies/project prearation 34040 8,040 1,720

SubtotAl education magent iJ° il 7.070 I.Jn 6.0 L2 4C0 LS 2.132 25.0t 1L810Cn.lation onn.t.,.i. and

a.l.stion of arroict isleg.ntation j7 tm jLd IJO

Sel;ine ct M a ZZ.5W 3- 610 S L64 21470 j2,0 11021 10 4.10 31 3D 5laLn0 MLCont,ngncia:

Pieincra 20 7,920 630 320 6a0 180 1.420 160 90 11.420 6.480Pric ince 30 22,40 3.a30 1,480 2,930 88O 8.630 5,730 2a.e0o 740 6S3 2.160 70,180 89.620Subtotal __ 20.112D a1e2D __so ao 9 7.0 3a0 1Wo. 73 zJ_g B° 8f 8T0mM

Tottl vro)ect cost (Rp *ill rn) 1W 124 1.460 L1 17Z1 S720 E 4U MU.6 134010 1.W 12 oso ML(UW'000) 160 70 050 4.670 2.12 2 170 71i.7.10 iL7 L910 6 1 7

10I

. .~

neSallO S E3QAY mATSON MQ _M PRO.

P.n1.ct Cnata b,. Prole i la_n4atlo Unit \aWSi mIlion)

s to be Totel Project coat

diaturwd ihit 1-11tmnume Urtit SS-tbane thil t6eia.9ntl tbtlin nl nr.c etinc.eao

from Loan Local Foraewi Total ol Foenign Totul Locil Foreiln Tot"l Local Foreign TO"al

Civil aIora: 0

ToaI Cot 0.2 - 0.2 0.0 0.2

ton _mwt

Equip_nt, bor and 100 CIP and

aducatinau materials: local si-fcto;Totl ct 6-6 of locally 76.9 1.9 0.1 22.0 56.9 78.9

Lamn saunt procurad & del ivory 55.7 1.4 0.1 0.S 56.9 57.2

Tachenical assistance no0Total coat 8.5 0.4 2.9 S.7 8.1 11.8

Lon amount 0.4 0.4 2.9 8.6 8.1 11.7

Fsl lrahip.; 1oTot al coat 2.8 6.9 8.2 20.6 16.8 88.9

Loan amount 27.1 6.S 8.0 18.8 18.3 86.6

Local training: 50 for Unito

Total coat I and m. 81 69.8 0.4 S.0 68.2 7.5 78.7

Loan aount for Unit S1; 100 86.4 0.2 8.1 S2.2 7.5 39.7

for davlopaant ofmon i tor I ng andevaluation

Studieeproject preparation: 100Total coat 0.8 0.7 1.7 \b 1.4 1.8 2.7

Lon amount 0.8 0.7 1.T 1.4 1.8 2.7

Coordination, mnitoring and 100

evaluation of project implasntation:

Total Cot 1.0 0.4 0.8 1.7 0.2 1.9

Loan awmnt 0.8 0.8 0.4 1.3 0.2 1.8

Incremental operating coetd: 0

Total oawt 8.0 8.1 0.7 6.1 0.7 6.8

Lon amount

Unallocated.Total rat 8.9 0.8 0.3 1.8 5.0 6.5

Lton aount 4.4 0.2 0.2 - 4.8 4.8

Total project coat 109.0 84.9 198.9 7.9 6.2 14.1 8.8 6.9 1S.4 125.4 98.0 M.4

Lon aammnt 48.2 64.9 18. 1 8.8 6.2 9.7 4.1 6.9 11.4 87.1 97.1 184.2 0

\a beeline coots pius price increae contingenluci\b Include US160.S a for usa by *11 unite in futuro project preparation

- 80 - ANNEX 20

INDONESIA


Estimated Schedule of Disbursements

DisbursementsAmount per Cumulative

IBRD fiscal year semester Amount z Disbursement profile/aand semester ---(USS million)---- (X)

19902 6.2 6.2 4 0

19911 4.7 10.9 7 22 4.7 15.6 10 3

19921 7.6 23.2 15 72 9.2 32.4 21 13

19931 18.3 50.7 33 202 18.4 69.1 45 31

19941 15.5 84.6 55 412 15.4 100.0 65 51

19951 15.1 115.1 75 602 15.0 130.1 84 70

19961 12.1 142.2 92 782 12.0 154.2 100 87

/a Latest standard disbursement profile for education projects in Indonesia(3/10/88).


INDONESIA


Selected Documents and Data Available in the Proiect File

A. Selected Reports and Studies Related to the Sector

A.1 World Bank Report No. 4954-IND, "General Secondary Education inIndonesia: Issues and Programs For Action,* July 1984.

A.2 Ministry of Education and USAID, "Indonesia Education and HumanResources Sector Review,' April 1986.

A.3 Ministry of Education and Culture, "Teacher Selection and Placement:A Study of Indonesia's Practices and Policies," September 1988.

A.4 H. C. Somerset, "Quality Issues in General Secondary Education,*October 1988.

A.5 World Bank Report No. 7767, 'Impact Evaluation Reports IndonesiaSustainability of the First and Second Education Projects," May 22,1989.

A.6 World Bank draft technical paper, "Strengthening the Quality ofTeacher Education," June 20, 1989.

A.7 World Bank Report No. 7841-IND, 'Indonesia Basic Education Study,"June 30, 1989.

A.8 Extracts from Rancangam Repelita V Pendidikan dan Generasi MudaDepartment of Education and Culture (Five-Year Plan for the Ministryof Education and Culture).

B. Selected Reports and Studies Related to the Project

B.1 UNDP, Paris, Report No. UNDP/INS/78/069, "Improvement of Science andMathematics Teaching in the Secondary Schools," 1985.

B.2 G. Aylward, UNDP Report No. INS/83/033, 'Supply of Science Equipment,"May 1986.

B.3 Ministry of Education and Culture Balitbang/Dikmenun, 'Field Study ofSMP/SHA on the Use of Science Equipment," December 1986.

B.4 Ministry of Education and Culture, 'Development of Examination Sys-tem," September 14, 1989.

-82 - ANNEX 21Page 2

B.5 Ministry of Education and Culture and GTZ, 'Pre-investment Study onSchool Equipment Management Training,a March 1988.

B.6 Logan and Starritt, 'PKG Mathematicss Consultants Reports,' July 4,1988.

B.7 Tomlinson, IPGK Bahasa Ingris (English),a December 1988.

B.8 Treagust and Taylor, 'Consultant Observations on PKG/SPKG Science andMathematics Programs,' January 1989.

B.9 J.S. Conroy, "'The Program of Professional Development for Principalsof Indonesia High Schools (SMP/SMA) in Support of the Program PKG/SPKG,a February 1989.

B.10 Auld, UNDP Report No. INS/83/033, 'Science Equipment Supply by ICB,'April 1989.

B.11 Policy Statements of the Ministry of Education and Culture, Republicof Indonesia on 'Secondary School Quality Improvement Through PKG; TheDevelopment of Examination System; Management Training and Develop-ment; and Development of Management Information Systems,' May 22,1989.

3.12 Sitohang, UNDP Report No. INS/83/033, 'Master Plan Computer SystemDevelopment to Support Dikmenun,n June 1989.

B.13 Sitohang, Smith and Aylward, "Cooperation Between Data ProcessingDikmenum Operation Systems and Pusat Informatika," June 1989.

B.14 Ministry of Education and Culture, "Handbook For the Implementation ofPemantapan Kerja Guru (PKG) and Sanggar Pemantapan Kerja Guru (SPKG),"June 6, 1989.

B.15 Cegir/Ski, Indonesia, 'Management Policy Studies," March 1988 (Sevenstudies dealing with education planning, personnel, general manage-ment, roles of principals, payment of teacher salaries, teacherdeployment).

C. Working Papers

C.1 The PGK and Sanggar PGK Teacher Education Programs.

C.2 Quality Improvement Activities: School Science Equipment.

C.3 Development of Examinations System.

C.4 Management Improvement Activities: Management Information Systems;Data Processing Dikmenum Operational Systems (DPDOS) and Kandep Pilotof Dikmenun Operational Systems.

C.5 Integrated Management Training.

C.6 Cost Tables.

MAP SECTION

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