dbe1 qr 19.draft 1

More Effective Decentralized Education Management and Governance Quarterly Report No. 19

January 2010

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

More Effective Decentralized Education Management and Governance (DBE1) Quarterly Report No. 19 Contract 497-M-00-05-00029-00

October to December 2009 Prepared for

USAID/Indonesia Prepared by

RTI International 3040 Cornwallis Road

Post Office Box 12194 Research Triangle Park, NC 27709-2194

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

More Effective Decentralized Education Management and Governance i

Table of Contents Page

Executive Summary ............................................................................................................................... iii

Ringkasan Eksekutif ............................................................................................................................... xi

1. Project Management and Coordination ............................................................................................ 20 1.1. Project Coordination and Collaboration with Government and Stakeholders (Task 1) .... 21 1.2. Monitoring, Evaluation, and Reporting (Task 2 and 3) ..................................................... 23 1.3 Project Data Management System (PDMS) (Task 4) ........................................................ 25

2. School and Community Programs .................................................................................................... 28 2.1 Elementary School Level (Task 5) ..................................................................................... 29 2.2 Junior Secondary School Level (Task 5) ........................................................................... 33 2.3 School-Based Management Secretariat (MONE) (Task 5)................................................ 35

3. District Level Management and Governance/ Advocacy .................................................................. 37 3.1. Education Governance (Task 6) ....................................................................................... 37 3.2. Education Finance (Task 7) .............................................................................................. 41 3.3. Education Planning and Management (Task 7) ................................................................ 44 3.4. Management of District Education Personnel (SIMPTK/Sistem Informasi Manajemen

Pendidik dan Tenaga Kependidikan), Supervision, and Assets Management Systems (Task 7) ........................................................................................................ 47

3.5. Implementation of District Annual Education Plans and Budgets ..................................... 50

4. Aceh Expansion Program .................................................................................................................. 52 4.1 Program Preparation .......................................................................................................... 52 4.3 Program Implementation .................................................................................................... 53

5. EMIS/ICT/Data Management ............................................................................................................ 55 5.1. ICT Grants (Task 8) .......................................................................................................... 55 5.2. EMIS Pilot (Task 8) ........................................................................................................... 59 5.3 DBE Website ..................................................................................................................... 63

6. Public-Private Alliance (Task 9) ......................................................................................................... 65 Outreach activities .................................................................................................................... 65

7. Dissemination and Sustainability ...................................................................................................... 67 7.1. National Policy and Practice (Task 10) ............................................................................. 68 7.2. Provincial Engagement (Task 11) ..................................................................................... 71 7.3. Disseminating DBE1 Programs (Task 12) ........................................................................ 72 7.3 Documenting Good Practice (Task 13) .............................................................................. 80 7.4 Disseminating District Level Programs and Developing Service Providers (Task 14) ...... 81 7.5 Sustainability ...................................................................................................................... 82

Annex 1: Provincial Reports .................................................................................................................. 84

Annex 2: Success Stories ................................................................................................................... 112

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

Annex 4: Documents uploaded in the website .................................................................................... 121

Annex 5: Deliverables Status: December 31, 2009* ........................................................................... 123

Annex 6: Status of project documents uploaded in USAID Development Experience Clearinghouse (DEC) ............................................................................................................. 127

Annex 7: Contribution of DBE1 in District Policy Development .......................................................... 128

Annex 8: Abbreviations, Acronyms and Glossary ............................................................................... 131

ii More Effective Decentralized Education Management and Governance

List of Figures Page Figure 5.1: Level of Readiness by School ............................................................................................ 62 Figure 5.2: Website Hits ........................................................................................................................ 63

List of Tables Page

Summary of Selected Achievements Cumulative through December 2009 ........................................... x Table 1.1 Monitoring, Evaluation and Reporting* ................................................................................. 25 Table 1.2 Progress in Managing PDMS* .............................................................................................. 26 Table 2.1: Targets for School-Based Management Program (Elementary) ......................................... 29 Table 2.2 Progress in SDS Development* ............................................................................................ 32 Table 2.3: Targets for School-Based Management Program (Junior-Secondary) ............................... 33 Table 3.1 Summary of Progress in District Governance* ..................................................................... 38 Table 3.2 Progress in Education Finance* ............................................................................................ 42 Table 3.3 Summary of Education Planning Progress* .......................................................................... 44 Table 3.4 Summary of Progress in Personnel, Supervision and Asset Management*......................... 47 Table 4.1 Summary of Progress in Implementing Aceh Expansion program ....................................... 53 Table 5.1 Progress in ICT Grants Implementation ............................................................................... 55 Table 5.2 Progress in ICT Grants Completion ...................................................................................... 56 Table 5.3 Summary of Grants Awarded ................................................................................................ 57 Table 5.4 Progress with EMIS Pilot ...................................................................................................... 59 Table 5.5: SDS

++ Training Topics by Group of Participants ................................................................. 61

Table 5.6: Level of Readiness by Districts ............................................................................................ 61 Tabel 5.7: Level of Readiness by KCD ................................................................................................. 62 Table 5.8: Top 10 Requests for Documents until the Last Quarter ...................................................... 63 Table 7.1 Dissemination achievements (school level program)* .......................................................... 72 Table 7.2 Summary of Expenditures for School Level Dissemination to end of December 2009 ........ 73 Table 7.3 Summary of Expenditures for District Level Dissemination to end of December 2009 ........ 73 Table 7.4 Number of schools implementing DBE1 programs under dissemination ............................. 74 Table 7.5 Summary of Districts Disseminating DBE1 Programs to end of December 2009 ................ 74 Table 7.6 Districts Disseminating DBE1 Programs to end of December 2009 ..................................... 75 Table 7.6 Dissemination achievements (school level program) ........................................................... 79 Table A3-1: Number of training activities from October to December 2009 ....................................... 116 Table A3-2: Summary of persons trained from October to December 2009 ...................................... 116 Table A3-3: Analysis of training beneficiaries by Institutions .............................................................. 117 Table A3-4: Analysis of training beneficiaries by activities ................................................................. 118 Status of Uploading Documents to Development Education Clearing House (DEC) ......................... 127

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

October through December 2009. This quarter DBE1 commenced

implementation of a draft new workplan. The new workplan covers the final

twelve months of project implementation for the DBE1 project from October

2009 through September 2010. It incorporates revisions to the previous

workplan (October 2008 until April 2010).

The revised workplan incorporates new goals and activities associated with a

six-month extension of the project until the end of September 2010. It also

accommodates a modification made to extend DBE1 assistance in education

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

will be submitted after final contract modification.

The main objective of the revised workplan is to make use of the extension

and expansion of the program to further increase sustainability and support

dissemination. The key underlying themes, which reinforce the focus above,

are as follows:

• Institutionalize the changes through policy development

• Deepen the change through further developing the capacity of the

system, and

• Disseminate good practice through developing the capacity of service

providers.

A number of important meetings were held this quarter with counterparts at

national and provincial levels as well as at district level. This includes a series

of regional workshops organized by the Directorate of TK-SD which enabled

us to introduce DBE1 school-based management materials to representatives

from all provinces and districts in the country. A meeting with MONE’s

School Based Management Secretariat, USAID and MORA was held to

finalize formats for School Based Management materials. Publication of

materials and follow up meetings with the Secretariat for distribution will take

place in the next quarter.

A number of meetings were also held with MONE’s BOS implementation

team. Responding to a request from MONE, DBE1 made revisions to some

BOS formats and drafted a technical implementation manual. Supporting

software will be tested and finalized with MONE in the coming quarter.

Consultations have also taken place with MORA.

Meetings were held with MONE’s center for educational Statistics (PSP) on

the EMIS pilot study in Aceh. Implementation will commence in the next

quarter and results will be provided as inputs for MONE policy in July 2010.

In December 2010 DBE1 joined DBE3 for a meeting with sub directors of the

Junior Secondary directorate (Dit SMP) of MONE to discuss relevant

programs.

During the quarter DBE1 also met with the Directorate General of Regional

Development (Bangda), MOHA to discuss the role of district planning and

review of government regulation 38/2007 which describes new functions for

provinces and districts in managing education. The meeting concluded that the

regulation should be revised in order to better clarify these roles and functions.

DBE1 had a number of meetings with AusAID SEDIA project staff both in

Aceh, and in Jakarta to coordinate and ensure sustainability of outcomes after

the USAID project closes in Aceh. At province level, DBE1 had a number of

follow up meetings with the East Java Provincial Regional Development

Planning Body (Bappeda) and provincial education office (Dinas Pendidikan)

to further discuss strategies to support the provincial government’s plans to

improve the quality of education and the development of innovative

education-sector policies.

At school level, DBE1’s focus has shifted from training principals,

strengthening school committees and school development planning (RKS/M

preparation). This core activity at school and community level was completed

some time ago. Focus is now on supporting implementation, sustainability and

dissemination. The main strategy to support the implementation of school

development plans (RKS/M) and other programs is to support the preparation

and updating of school database systems (SDS), annual workplans and

budgets (RKT and RKAS). In the first cohort of schools, whose original

school development plans will conclude in 2010, we will also facilitate

preparation of new RKS. Most of this work is now undertaken by district

facilitators, who are generally school supervisors trained by DBE1.

Workshops to update RKS took place in all districts in Central and East Java

this quarter. Other areas will complete the program early in 2010 ahead of the

new school year.

SDS training was conducted this quarter for Cohort 1 schools. While previous

training linked SDS to school annual plans (RKT), the updated second round

of training will assist school to link SDS to the schools’ development plans

(RKS). This training is being implemented mainly by facilitators (pengawas

and teachers who have been trained by DBE1).

District facilitators also offer the main means of disseminating the program to

new schools and sub-districts, and for ensuring sustainability of outcomes. The

target of 1,000 plus school supervisors to implement school-based

management dissemination programs has not yet been reached. As at the end

of December, 873 district facilitators have been trained. We anticipate

achieving the target in the coming year. Monthly district forums for district

facilitators were supported throughout the quarter and will continue in the

coming year. It is hoped that they will be sponsored by districts into the future.

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

level of school and community has decreased with the completion of core

tasks. During the quarter DBE1 continued work to improve the capacity of

district governments and other stakeholders in planning and financing

education development, and increasing accountability and transparency by

facilitating opportunities for parents, community members and other

stakeholders to voice their concerns and aspiration for better quality education

in the district.

Governance activities this quarter included focus group discussions and

training for education councils (dewan pendidikan) in a number of districts in

all target provinces. Briefing sessions for newly installed parliamentarians

(DPRD) will commence next quarter. A key strategy has been to involve local

education sector stakeholders in activities such as renstra, BOSP and AKPK

public consultation sessions. Activities of this sort took place in South

Sulawesi and Aceh this quarter among others. Results have been most

encouraging, as stakeholders appreciate the chance to be involved and most of

all appreciate being presented with real data and useful analysis which can

inform policy development and planning.

To further strengthen this participation, we have commenced a round of

training for education council members (this quarter in West Java, Banten,

Central Java and South Sulawesi). Commencing next quarter we will begin

training for newly elected (2009) district legislators (DPRD). This will provide

information on policy development as well as review of district plans and

budgets.

As at the end of December 2009, DBE1 has contributed to the development of

32 formal policies such as a Head of Education Office Edict (Surat Keputusan

Kepala Dinas) requiring schools to have their own RKS (Aceh Besar,) a Head

of District Regulation (Peraturan Bupati) on free education (Jepara,) and a

draft of a district regulation on education (Rancangan Peraturan Daerah) in

Soppeng. DBE1 support varied from providing substantial input to full

technical assistance throughout the whole process.

Because policies such as Peraturan Daerah have legal implications and can be

binding to education-sector actors such as schools and principals, this is a

major sustainability strategy. These policies will mean that improvements to

the management and governance of basic education will be institutionalized

and are likely to continue after DBE1 ends in September 2010.

We also continued work on implementing financial analysis methodologies

throughout the quarter. Specifically this included District Education Finance

Analysis (AKPK) and School Unit Cost Analysis (BOSP). AKPK results have

proved to be very useful in preparing funds availability estimates which are

needed for the preparation of the financing plans for strategic education plans

(renstra). In a number of districts AKPK results have been used to reallocate

funding. Meanwhile results of BOSP have been extremely useful for districts

in calculating the actual costs of schooling to meet national standards, as

compared with funding provided by the national government through per-

capita school grants (BOS).

Targets set in the previous workplan for both AKPK and BOSP have been

exceeded and increased in the new work. While the target for both was 35, we

have now completed some 42 AKPK and 46 BOSP, not including an

additional 15 BOSP completed in non-DBE districts in East Java and four

non-DBE districts in Central Java implemented under the dissemination

program whereby the districts or province covers most of the cost for the

activity. Two more AKPK and BOSP are currently underway. The new targets

are 45 AKPK and 49 BOSP.

Discussion of AKPK and BOSP results in stakeholder forums is resulting in

many policy changes and increased budgets for schooling in some places. In

Subang, for example, the latest BOSP calculation and analysis was presented

during a public consultation session in October and to cover for operational

costs for schools in the district, Subang District Government agreed to:

• Reallocate Rp. 17 billion of District Budget to schools operational cost

• Allocate additional Rp. 128 million to support SD and SMP

• Allow voluntary community contributions

In response to a request, during this quarter DBE1 also continued to assist

National Education Standards Board (BSNP) to collect data for components of

school unit cost in DBE1 districts in several provinces. This information is

used by BSNP to develop price indices for all districts in the country in order

to determine BOSP for individual districts.

DBE1 also began work on the methodology for conducting the Personal Cost

Survey/Study. This is a very strategic activity as it will assist BSNP in

developing a national personal education cost index, which in turn will be

useful in developing pro-poor policy. For example the index could be used by

districts to help identify poor families where the risk of drop-out is high in

order to target fee-relief or assistance schemes.

During this quarter we completed assistance to produce another seven district

strategic education plans (renstra) based on data analysis using the DBE1

methodology titled SIPPK and public consultations. This brings the total to 28.

An additional 15 districts are in the process of completing renstra. Some 39

have already completed SIPPK. With the addition of three new districts added

to support the Service Provider program (see below) we anticipate achieving

the revised target of 45 renstra in 2010. These strategic plans are providing a

policy basis for the development of annual district work-plans and budgets for

the education sector. In order to facilitate this, DBE1 personnel have been

working in various ways with district stakeholders including facilitating

district stakeholder meetings to discuss the outcomes of financial analyses,

data analysis and strategic planning. As described above, the district level

renstra are also beginning to provide input into planning and policy

development at provincial level in some areas.

During the quarter the DBE1 team in consultation with MONE drafted a

technical guide for schools to help them meet BOS reporting requirements.

The team also drafted a new reporting format that links BOS reporting to the

school’s development plan (RKS). The team also drafted revision of a few

existing reporting formats, including adding expenditure codes required by

MOHA. DBE1 presented the draft revisions to MONE in a meeting at MONE

in December 2009. MORA representatives attended as well as a representative

from BSNP and USAID. Follow up revisions were made based on BSNP

inputs. We expect MONE to incorporate all these DBE1 inputs in the 2010

BOS implementation manual.

During the quarter after consultations with MONE we also developed software

for schools that have computers. Two versions of the software were developed

and field tested in Bogor and Sukabumi, West Java. A final version will be

completed and tested in the next quarter. The manual and software will be

transferred to MONE in the next quarter.

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

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

The programs are limited to financial analysis, strategic planning and

education governance. Activity commenced in the first six districts this quarter

DBE1 Aceh staff and specialists from other projects began analytical work in

the six initial districts during the quarter. By the end of the quarter, about 30%

of BOSP work had been completed in all six districts. District officials were

trained in SIPPK methodology and data input analysis had also started by the

end of the quarter; about 40% of SIPPK was completed in six districts by the

end of the quarter. AKPK also commenced in all six districts.

In the first year of the project, DBE1 designed a competition to award grants

to consortia comprised of private sector and government institutions such as

district education office, district library, and schools. Fourteen grants were

awarded and in the process of implementation. Two categories of grants

awarded were: (1) ICT Innovation and Education Management Grants (EMG)

to improve education management and (2) Education Hotspots grants that

aimed to provide internet access to schools, education offices and community

as a whole.

The total anticipated value of 14 grants awarded increased from $277,740

(IDR 2,578,299,451) to $287,884 (IDR 2,669,599,451). The increase is a

result of USAID approval to increase the grant for Pangkep, South Sulawesi.

As of December 2009, $224,127 (IDR 2,084,959,731) has been disbursed to

the grantees in the form of equipment and cash to cover grant main activities

including training expenses. In the quarter, four grantees received

disbursements. Two of the fourteen grants are now completed, one in

Enrekang, South Sulawesi and one in Tuban, East Java.

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

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

ways to improve flow of data from schools to districts within MONE’s EMIS.

During the quarter DBE1 completed software for schools to input, organize

and prepare data for transfer. The system developed is modification/expansion

of DBE1’s School Database System (SDS) which has been implemented in

over 1,000 DBE target schools (and replicated by several other schools with

non-DBE resources.) The modified system is called SDS++. During the quarter

field testing was completed in the two Aceh pilot districts. Results were

presented to local stakeholders. Pidie and Aceh Tengah DEO staff were very

enthusiastic and the Head of Aceh Tengah District Education Office said that

he was very keen to disseminate the program to all schools in the district;

however, he would wait until field testing and program design is complete.

DBE1 continues to manage the project website for DBE123. As of December

2009, the DBE website has received 1,488,844 hits since the website was

launched in 2005. This quarter’s total hits (201,539) is higher than last

quarter’s total hits (185,856). During the quarter we continued to upload

information from DBE123 into various sections of the website. The most

popular requests for documents during the quarter were resource materials

uploaded by DBE1, especially ministerial decrees and government regulations.

Also among the top ten downloads were DBE1 and DBE3 manuals.

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

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

the people of Indonesia can be significantly expanded. As part of USAID’s

Global Development Alliance (GDA), which was created to join the efforts,

resources, and capabilities of the public and private sectors to achieve a more

effective impact on sustainable development activities, DBE1 was given a

specific mandate to engage private sector firms to supplement the overall

program impact and expand geographical reach.

DBE1 set aside approximately $677,775 amounting to 15% of the program

activity budget to support PPAs. Overall, DBE1 has leveraged 3:1 from the

private sector. Earlier PPAs were completed in the previous quarter. During

the quarter, DBE1 explored the possibility to form alliances with corporations

to support DBE activities. Several meetings with major U.S. and Indonesian

organizations such as Gramedia Widiasarana Indonesia, Indonesia Business

Link, Sampoerna School of Education and ExxonMobil were held to initiate

alliances.

During this, the final year of project implementation, the focus is shifting more

and more to supporting increased dissemination and sustainability. During the

first four years DBE1 worked with partners to develop, pilot, finalize and

begin to institutionalize methodologies designed to implement GOI policy in

ways that support good practice in the management and governance of basic

education. While sustainability and dissemination have been core goals since

the commencement of DBE1 activity in 2005, it is now in the final year that

these goals come to the fore.

Beyond achieving sustainability of project outcomes in target districts and

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

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

Sustainability is an essential element in good practice. Dissemination is at the

heart of the project’s strategic approach. Our main approach is to (1) develop

good methodologies, good practice, and formalize these in practical manuals,

(2) build the capacity of facilitators and service providers to use these, and (3)

support policy development at district, provincial and national levels to

institutionalize the good practice.

Through the end of December 2009, nearly Rp.13 billion, or $1.365 million1,

has been allocated for dissemination of DBE1 programs in 68 districts. This is

an increase of $300,000 or 30% since the end of the previous quarter

(September 2009). Of this total cumulative amount, about Rp10 billion came

from annual district budgets (APBD) and the remainder, nearly Rp.3 billion,

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

(predominately BOS) and non-government sector funds (e.g.

Muhammadiyah). The total number of districts that have implemented at least

one DBE1 program is now 68. Forty of these are original DBE1 target districts

while 28 new non-DBE districts have recently begun dissemination.

A wide range of dissemination activities is now taking place around the

country as districts and other agencies take hold of the program and increase

the scope of their efforts to implement school-based management using DBE1

approaches and materials and with their own funding. Approximately 8,400

schools have now participated in these dissemination programs. Districts are

now placing confidence in their own personnel, especially school supervisors

(pengawas) and others who have been trained as district facilitators by the

project. Many of these initiatives are described in the report although they are

now so many and varied that it is not possible to report on all. Throughout this

quarter we continued to support district facilitators through monthly forums

which will continue until the close of activity in districts mid-2010.

Meanwhile for dissemination of programs at the district level a higher level of

expertise is required. DBE1 has responded to this need by beginning to

develop the capacity of service providers, particularly consultants and

potential consultants from universities. Building on the ongoing collaboration

with the National Education University (UPI) in West Java, in this quarter we

established institutional agreements and selected consultants from

consultations were held with the National University of Makassar, the

University of Muuhammadiyah Surakarta, in Central Java, the National

University of Makassar, in South Sulawesi, and with the national-level NGO,

PATTIRO (Pusat Telaah & Informasi Regional), with whom DBE1 has

already conducted training. In the coming quarter these consultants will be

trained and will commence on-the-job training with DBE1 specialists to

1 Using a nominal exchange rate of Rp9,500 = $1

implement the full DBE1 district level program of interventions in three new

districts: Cimahi in West Java, Surakarta in Central Java and Barru in South

Sulawesi,

In addition, as described above, a number of districts have taken the step of

drafting decrees and local regulations to support the institutionalization and

dissemination of good practices developed by the project. DBE1 is providing

ongoing support for this process.

Summary of Selected Achievements Cumulative through December 2009

Activity Target Achievement

Schools/madrasah assisted for producing annual plans and budgets

1,076 SD/MI and 196 SMP/MTs

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

District Officials trained and supported N/A 845

School Committees, parents, and community members trained and supported

N/A 348

Members of education governance related institutions trained and supported N/A 171

Renstra Completed/Ongoing 45 28/6

AKPK Completed/Ongoing 45 42/11

BOSP Completed/Ongoing 49 44/2

SIPPK Completed/Ongoing 45 39/4

ICT Grant Disbursed $287,884

(IDR 2,669,599,451).

$224,127

(IDR 2,084,959,731)

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

Number of schools replicating or committed to replicate DBE1 programs

3,000 8,397

Government and non-government funding for replication of DBE1 programs NA

$1,340,111

(IDR12,731,062,180)

Community contributions to school development attributed to DBE1 programs N/A

$ 847,900

(IDR 8,055,056,676)

Ringkasan Eksekutif Laporan ini mencakup triwulan ke 19 dari pelaksanaan proyek yaitu periode

Oktober hingga Desember 2009. Pada periode ini DBE1 memulai pelaksanaan

dari draf rencana kerja yang baru. Rencana kerja yang baru ini mencakup dua

belas bulan terakhir dari pelaksanaan DBE1 dari Oktober 2009 hingga

September 2010. Perbaikan dari rencana kerja sebelumnya untuk periode

Oktober 2008 hingga April 2010 juga tercantum dalam rencana kerja ini.

Rencana kerja yang baru menyertakan tujuan baru dan berbagai kegiatan yang

berhubungan dengan perpanjangan kerja proyek hingga akhir September 2010.

Rencana kerja ini juga mengakomodir modifikasi yaitu perluasan dukungan

DBE1 dalam manajemen dan tata layanan kepada 18 kabupaten/kota

tambahan di Aceh. Rencana kerja ini akan diserahkan kepada USAID setelah

modifikasi kontrak tahap final.

Tujuan utama dari rencana kerja yang telah diperbaiki ini adalah untuk

menggunakan perpanjangan dan perluasan program untuk meningkatkan

kesinambungan dam mendukung upaya untuk diseminasi. Adapun berbagai

thema penting yang mendukung focus yang disebutkan diatas adalah:

• Institusionalisasi perubahan-perubahan yang ada melalui

pengembangan kebijakan

• Memperdalam perubahan dengan meningkatkan kapasitas dari sistem

yang ada, dan

• Menyebarluaskan praktik-praktik yang baik melalui peningkatan

kapasitas dari service providers.

DBE1 melakukan beberapa pertemuan penting dengan pihak yang

berkepentingan di tingkat nasional, provinsi, dan kabupaten/kota. Salah satu

kegiatan yang diikuti oleh DBE1 adalah beberapa lokakarya yang

dilangsungkan oleh Direktorat TK-SD yang memberikan kesempatan kepada

DBE1 untuk memperkenalkan materi yang selama ini telah dikembangkan dan

digunakan kepada perwakilan dari berbagai provinsi dan kabupaten/kota di

Indonesia. Selain itu, pertemuan dengan perwakilan Sekretariat MBS, USAID,

dan juga Departemen Agama juga dilaksanakan untuk memfinalisasi format

untuk pedoman-pedoman MBS yang ada. Publikasi dari pedoman-pedoman

ini serta pertemuan-pertemuan selanjutnya dengan Sekretariat MBS akan

dilakukan pada periode berikutnya.

Beberapa pertemuan juga telah dilakukan dengan anggota tim implementasi

BOS dari Departemen Pendidikan Nasional. Menjawab permintaan dari

Depdiknas, DBE1 membuat beberapa perbaikan dalam format BOS dan

sedang menyiapkan petunjuk teknis pelaksanaan. Software yang akan

digunakan akan diujicoba dan difinalisasi bersama Depdiknas pada periode

triwulan yang akan datang. DBE1 juga telah melakukan beberapa kali

pertemuan dengan Departemen Agama.

Selain itu, DBE1 juga telah bertemu beberapa kali dengan perwakilan dari

Pusat Statistik Pendidikan (PSP) dalam rangka mempersiapkan studi ujicoba

di Aceh. Pelaksanaan dari program ini akan dilangsungkan dalam triwulan

yang akan datang dan hasil dari ujicoba akan digunakan sebagai masukan

untuk kebijakan Depdiknas pada bulan Juli 2010. Pada bulan Desember 2010,

DBE1 bersama dengan DBE3 bertemu dengan beberapa wakil dari Direktorat

SMP Depdiknas untuk membicarakan hal-hal terkait.

DBE1 juga bertemu dengan wakil dari Direktorat Jenderal Pengembangan

Daerah Departemen Dalam Negeri (Depdagri) untuk mendiskusikan mengenai

peran dari perencanaan tingkat kabupaten dan juga untuk meriviu Peraturan

Pemerintah 38 tahun 2007 yang menggambarkan fungsi baru pemerintah

provinsi dan kabupaten/kota dalam mengelola pendidikan. Salah satu hasil

dari pertemuan ini adalah kesimpulan bahwa Peraturan Pemerintah tsb harus

diperbaiki agar tugas dan fungsi dari institusi terkait dapat diperjelas.

Selain itu, DBE1 juga bertemu dengan staff AusAID SEDIA di Aceh dan di

Jakarta. Berbagai pertemuan ini dilakukan untuk mendukung upaya koordinasi

diantara ke dua lembaga donor dan berupaya untuk menjaga kesinambungan

terutama pada saat DBE1 berakhir di Aceh dalam waktu dekat ini. Pada

tingkat provinsi, DBE1 juga melakukan beberapa pertemuan tindak lanjut

dengan Bappeda dan Dinas Pendidikan Jawa Timur untuk berdiskusi lebih

jauh lagi mengenai upaya-upaya yang dilakukan untuk mendukung rencana

pemerintah provinsi dalam meningkatkan mutu pendidikan dan

pengembangan kebijakan inovatif sektor pendidikan.

Untuk tingkat sekolah, kegiatan DBE1 telah beralih dari pelatihan kepala

sekolah, penguatan kapasitas komite sekolah, dan mendukung sekolah dalam

pengembangan Rencana Kerja Sekolahnya. Karena berbagai kegiatan pokok

ini telah diselesaikan beberapa waktu lalu, fokus dari kegiatan DBE1 di

tingkat sekolah dalam periode ini adalah mendukung implementasi,

kesinambungan, dan diseminasi. Strategi utama untuk mendukung

pelaksanaan dari rencana kerja sekolah dan program lainnya adalah

memberikan dukungan kepada sekolah dalam menyiapkan dan

memutakhirkan Sistem Database Sekolahnya, rencana kerja tahunan and

rencana kerja anggaran sekolah. Di Kohor 1, dimana rencana kerja sekolah

akan berakhir pada tahun 2010, DBE1 juga memberikan fasilitasi kepada

sekolah untuk menyiapkan rencana kerja sekolah yang baru. Sebagian besar

kegiatan ini dilaksanakan oleh fasilitator yang pada dasarnya adalah kepala

sekolah atau pengawas sekolah yang telah dilatih dan ikut serta dalam

kegiatan DBE1 sebelumnya. Di Jawa Tengah dan Jawa Timur, telah dilakukan

lokakarya untuk pemutakhiran RKS di sekolah-sekolah sementara provinsi

lainnya akan menyelesaikan kegiatan ini di awal tahun 2010, sebelum

dimulainya tahun ajaran 2010/2011.

Selain itu, pelatihan SDS telah dilakukan dalam periode ini untuk sekolah-

sekolah yang termasuk dalam Kohor 1. Jika pelatihan yang dilakukan

sebelumnya berupaya untuk menghubungkan rencana kerja tahunan sekolah

dengan SDS, pelatihan untuk putaran ke dua akan menghubungkan rencana

kerja sekolah dengan SDS. Seperti halnya pemutakhiran rencana kerja

sekolah, proses ini juga dilaksanakan oleh fasilitator (kepala sekolah dan

pengawas yang telah dilatih oleh DBE1.)

Fasilitator kabupaten/kota juga menjadi bagian yang sangat penting dalam

upaya menyebarluaskan program DBE1 ke sekolah dan kecamatan baru dan

mendukung kesinambungan program-program tersebut. Target untuk

mengikutsertakan lebih dari 1,000 pengawas untuk mendukung upaya

diseminasi dan melaksanakan Manajemen Berbasis Sekolah (MBS) sampai

saat ini belum tercapai. Hingga bulan Desember, 873 fasilitator telah dilatih

dalam program-program DBE1. DBE1 mengantisipasi bahwa target yang

disebutkan diatas dapat dicapai pada tahun 2010. DBE1 juga mendukung

forum fasilitator yang dilaksanakan setiap bulan di berbagai kabupaten/kota.

Selain itu, DBE1 juga berharap bahwa kabupaten/kota akan mendukung

kegiatan forum ini dimasa yang akan datang.

Pada periode ini, karena kegiatan utama di tingkat sekolah telah hampir

selesai, kegiatan di tingkat kabupaten/kota menjadi fokus utama DBE1. DBE1

terus berupaya untuk mengembangan kapasitas pemerintah kabupaten/kota

dan pemangku kepentingan lainnya dalam perencanaan dan pengganggaran

sektor pendidikan serta dalam peningkatan akuntabilitas dan transparansi. Hal

ini dilakukan dengan memberikan kesempatan kepada orang tua murid,

anggota masyarakat, dan pemangku kepentingan lainnya untuk menyuarakan

aspirasi dan kepentingan mereka dalam mendukung upaya peningkatan mutu

pendidikan di kabupaten/kota masing-masing.

Kegiatan governance pada triwulan ini mencakup kegiatan Focus Group

Discussion dan pelatihan dewan pendidikan di beberapa kabupaten/kota di

semua provinsi mitra. Selain itu, briefing untuk anggota DPRD yang baru

akan dilakukan pada periode yang akan datang. Salah satu strategi utama yang

dilakukan adalah mengikutsertakan pemangku kepentingan sektor pendidikan

lokal dalam berbagai kegiatan uji publik renstra, BOSP, dan AKPK. Hal ini

dilakukan di Sulawesi Selatan dan juga Aceh, selain provinsi mitra lainnya.

Kegiatan ini menghasilkan hal yang cukup positif dimana pemangku

kepentingan menjadi lebih terlibat dalam proses yang ada dan juga mengetahui

lebih jauh pentingnya data yang terkini dan valid dan analisis yang

mendukung yang kemudian membantu proses perencanaan dan

pengembangan kebijakan, khususnya dalam sektor pendidikan.

Untuk meningkatkan partisipasi ini, pelatihan untuk peningkatan kapasitas

dewan pendidikan telah dilakukan di Jawa Barat, Banten, Jawa Tengah, dan

Sulawesi Selatan dalam periode ini. Untuk triwulan yang akan datang, DBE1

akan memulai pelatihan untuk anggota DPRD yang baru. Peserta pelatihan

akan mendapatkan informasi mengenai pengembangan kebijakan dan juga

riviu rencana dan anggaran kabupaten.

Per Desember 2009, DBE1 telah mendukung pengembangan 32 kebijakan

formal seperti misalnya Surat Keputusan Kepala Dinas yang mengharuskan

skeolah untuk memiliki rencana kerja sekolah (Aceh Besar,) Peraturan Bupati

untuk pendidikan gratis (Jepara,) dan Rancangan Peraturan Daerah untuk

bidang pendidikan di Soppeng. Dukungan yang diberikan oleh DBE1

bervariasi

Pada akhir Desember 2009, DBE1 telah memberikan bantuan untuk

pengembangan 32 kebijakan formal seperti Surat Keputusan Kepala Dinas

yang mengharuskan setiap sekolah untuk memiliki rencana kerja sekolah

(Aceh Besar,) Peraturan Bupati dalam pendidikan gratis (Jepara,) dan

Rancangan Peraturan Daerah dalam bidang pendidikan (Soppeng.) Bentuk

dukungan DBE1 dalam pengembangan kebijakan ini bervariasi, mulai dari

memberikan masukan hingga bantuan teknis penuh.

Karena kebijakan seperti Peraturan Daerah memiliki implikasi hukum dan

dapat mengikat aktor sektor pendidikan seperti sekolah dan kepala sekolah,

hal ini adalah salah satu strategi utama DBE1 untuk menjaga kesinambungan.

Dengan adanya kebijakan seperti ini, upaya untuk meningkatkan manajemen

dan tata layanan pendidikan dasar menjadi dilembagakan dan kemungkinan

akan tetap berlanjut setelah DBE1 berakhir pada bulan September 2010.

DBE1 juga melaksanakan kegiatan Analisis Keuangan Pendidikan Kabupaten

(AKPK) dan analisis Biaya Operasional Satuan Pendidikan (BOSP.) Hasil

AKPK sangat bermanfaat dalam menyiapkan perkiraan jumlah dana yang

diperlukan maupun yang ada dan perkiraan ini digunakan dalam persiapan

rencana strategis (renstra) dinas pendidikan. Di beberapa kabupaten mitra

DBE1, hasil analisis APKP telah digunakan untuk menjadi masukan dalam

realokasi anggaran. Hasil analisis dan penghitungan BOSP juga sangat

bermanfaat bagi kabupaten dalam menghitung biaya operasional sekolah yang

diperlukan sebenarnya dan sesuai dengan standar nasional. Hasil ini juga dapat

dibandingkan dengan dana yang dialokasikan oleh pemerintah nasional

melalui Bantuan Operasional Sekolah (BOS.)

Target jumlah kabupaten yang melaksanakan AKPK dan BOSP dalam rencana

kerja yang lama telah tercapai dan kini ditambahkan dalam rencana kerja baru.

DBE1 saat ini telah menyelesaikan sekitar 42 AKPK dan 46 BOSP, tidak

termasuk 15 BOSP tambahan di kabupaten non-mitra di Jawa Timur and 4 di

Jawa Tengah. Kabupaten tambahan ini menyelesaikan BOSP sebagai bagian

dari program diseminasi mereka dimana sebagian besar dana kegiatan

ditanggung oleh kabupaten. Dua kabupaten lainnya saat ini sedang

melaksanakan AKPK dan BOSP. Target baru untuk AKPK adalah 45 dan 49

untuk BOSP.

Diskusi mengenai hasil AKPK dan BOSP di forum pertemuan pemangku

kepentingan selama ini membuahkan hasil yang cukup positif. Beberapa

perubahan kebijakan dan peningkatan anggaran telah dilakukan oleh beberapa

kabupaten dengan menggunakan hasil AKPK dan BOSP sebagai masukan. Di

Subang, misalnya, pada saat hasil penghitungan dan analisis BOSP dipaparkan

di forum uji publik, pemerintah kabupaten Subang menyetujui untuk:

• Realokasi Rp. 17 milyar dari dana kabupaten untuk mendukung biaya

operasional sekolah

• Alokasi biaya tambahan Rp. 128 juta untuk mendukung SD dan SMP

• Memperbolehkan kontribusi masyarakat

DBE1 juga membantu Badan Standar Nasional Pendidikan (BSNP)

mengumpulkan data yang digunakan dalam menghitung biaya komponen

operasional pendidikan di kabupaten mitra DBE1. Kegiatan yang sangat

strategis ini akan mendukung BSNP dalam mengembangkan index biaya

pendidikan personal untuk tingkat nasional yang kemudian akan berguna

dalam mengembangkan kebijakan pro-kemiskinan. Sebagai contoh, index ini

akan digunakan oleh kabupaten dalam mengidentifikasi keluarga kurang

mampu atau miskin yang memiliki risiko drop-out dari sekolah yang tinggi.

Dengan adanya identifikasi ini, kabupaten dapat merencanakan skema bantuan

atau pembebasan biaya pendidikan kepada keluarga-keluarga yang

memerlukan tersebut.

Dalam triwulan ini, DBE1 telah menyelesaikan dukungan kepada tujuh

kabupaten dalam menyelesaikan rencana strategis dinas pendidikan yang

berbasis data dan analisis yang juga telah dikembangkan oleh DBE1 (SIPPK.)

Dengan penambahan tujuh kabupaten ini, jumlah total kabupaten yang telah

didukung adalh 28. Selain itu, 15 kabupaten lainnya sedang dalam proses

penyelesaian renstra. Untuk SIPPK, 39 kabupaten telah menyelesaikan.

Dengan adanya kabupaten baru yang akan mendukung program Service

Provider (lihat di bawah,) DBE1 mengantisipasi target renstra diselesaikan

oleh 45 kabupaten dapat di dicapai pada tahun 2010. Rencana strategis ini

memberikan informasi dan basis dalam pengembangan rencana kerja dan

anggaran tahunan kabupaten untuk sektor pendidikan. Untuk memfasilitasi

ini, DBE1 bekerja sama dengan pemangku kepentingan kabupaten terkait

dalam mendiskusikan hasil dari analisis keuangan, analisis data, dan

perencanaan strategis kabupaten.

Dalam periode ini, DBE1 juga berkonsultasi dengan Depdiknas dalam

mengembangkan petunjuk teknis untuk sekolah yang akan digunakan oleh

sekolah dalam memenuhi persyaratan dalam pelaporan BOS. Tim juga telah

menyiapkan format pelaporan yang menghubungkan BOS dengan rencana

kerja sekolah. Selain itu, tim juga mereivisi beberapa bagian dari format yang

ada saat ini, termasuk menambahkan kode untuk pembiayaan seperti yang

diharuskan oleh Departemen Dalam Negeri. Dalam pertemuan yang juga

dihadiri oleh USAID dan BSNP, DBE1 telah memaparkan revisi-revisi

tersebut kepada Departemen Pendidikan Nasional pada bulan Desember 2009.

DBE1 berharap revisi-revisi tersebut akan disertakan oleh Depdiknas dalam

manual implementasi BOS 2010 (yang terbaru.)

Setelah berkonsultasi dengan Depdiknas, DBE1 juga telah mengembangkan

software untuk sekolah-sekolah yang memiliki komputer. Dua versi software

telah diujicoba di Bogor dan Sukabumi baru-baru ini. Versi final akan

diselesaikan dan diujicoba pada periode yang akan datang. Manual dan

software yang telah dikembangkan tersebut akan diserahkan kepada

Depdiknas pada periode yang akan datang.

Pada bulan Juli 2009, task order DBE1 telah dimodifikasi untuk

menambahkan dukungan DBE1 kepada 18 kabupaten di Aceh yang selama ini

belum termasuk dalam program. Dukungan yang diberikan kepada 18

kabupaten ini terbatas kepada kegiatan analisis keuangan, pengembangan

rencana strategis, dan governance. Kegiatan-kegiatan tersebut telah dimulai di

enam kabupaten dan didukung oleh staff DBE1 Aceh maupun dari provinsi

mitra lainnya. Pada akhir triwulan ini, sekitar 30% dari kegiatan BOSP telah

diselesaikan di enam kabupaten tersebut. Sekitar 40% dari kegiatan SIPPK

telah selesai dilakukan di enam kabupaten sementara AKPK juga telah dimulai

di enam kabupaten tersebut.

Dalam tahun pertama pelaksanaan proyek, DBE1 merancang kompetisi ICT

dimana hibah diberikan kepada pihak pemenang yang terdiri dari konsorsium

atau gabungan sektor swasta dan pemerintah, seperti dinas pendidikan,

perpustakaan daerah, dan sekolah. Empat belas hibah telah diberikan dan saat

ini sedang dalam proses pelaksanaan. Hibah-hibah tersebut dibagi menjadi dua

kategori: (1) ICT Innocation and Education Management Grants untuk

memperbaiki manajemen pendidikan dan (2) Hibah Education Hotspots yang

bertujuan untuk memberikan akses internet kepada sekolah, dinas pendidikan,

dan masyarakat pada umumnya.

Jumlah total 14 hibah tersebut bertambah dari $277,740 (IDR 2,578,299,451)

menjadi $287,884 (IDR 2,669,599,451). Penambahan jumlah ini disebabkan

karena USAID menyetujui penambahan jumlah hibah untuk Pangkep. Per

Desember 2009, $224,127 (IDR 2,084,959,731) telah diserahkan kepada pihak

penerima hibah dalam bentuk peralatan maupun tunai untuk mendukung

kegiatan utama hibah, termasuk biaya pelatihan. Dalam triwulan ini, empat

penerima hibah menerima pembayaran hibah tersebut. Dari 14 hibah, 2 hibah,

yaitu di Enrekang dan Tuban, telah selesai.

Program percontohan untuk penguatan EMIS telah dimulai di dua

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

program percontohan ini adalah untuk mencoba cara baru dalam memperbaiki

alur komunikasi data antara sekolah dan kabupaten yang menggunakan EMIS

dari Depdiknas. Dalam periode ini, DBE1 telah menyelesaikan software untuk

sekolah dimana software tersebut digunakan untuk menginput, mengorganisasi

dan menyiapkan data untuk di transfer. Sistem yang digunakan adalah sistem

yang dimodifikasi dari Sistem Database Sekolah (SDS) yang telah

dilaksanakan di lebih dari 1,000 sekolah mitra dan juga telah didiseminasi oleh

sekolah lainnya. Sistem yang telah dimodifikasi ini disebut sebagai SDS++.

Dalam periode ini, SDS++ telah diuji coba di Aceh Tengah dan Pidie dan

hasilnya telah dipaparkan kepada pemangku kepentingan terkait. Staff Dinas

Pendidikan Aceh Tengah sangat antusias dan Kepala Dinas Pendidikan Aceh

Tengah mengatakan bahwa beliau sangat tertarik untuk mendiseminasikan

program ini disemua sekolah di Kabupaten. Walaupun demikian, beliau akan

menunggu hingga desain program dan ujicoba telah selesai dilaksanakan

untuk penentuan langkah berikutnya.

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

diluncurkan pada tahun 2005, situs telah dikunjungi sebanyak 1,488,844 kali.

Dalam triwulan ini, kunjungan berjumlah 201,539. Pada triwulan ini DBE1

juga terus mengunggah berbagai informasi dari DBE123 ke situs tersebut.

Materi yang paling banyak diminati adalah materi yang di unggah oleh DBE1,

terutama Peraturan Menteri dan Peraturan Pemerintah. Materi DBE1 dan

DBE3 termasuk materi yang paling banyak diunduh.

Sementara itu, program kemitraan merupakan salah satu cara untuk

menguatkan hubungan antara sektor publik dan swasta. Dengan

menggabungkan ke dua sektor ini, masyarakat Indonesia dapat dibantu dengan

jauh lebih baik lagi. Sebagai bagian dari Global Development Alliance dari

USAID yang didirikan untuk menggabungkan upaya, sumber daya, dan

kemampuan dari sektor swasta dan publik untuk mencapai hasil yang efektif

dalam kegiatan pembangunan yang berkesinambungan, DBE1 mendapatkan

mandat khusus untuk bekerja sama dengan sektor swasta untuk meningkatkan

pengaruh positif dari program DBE1 dan memperluas daerah jangkauan.

DBE1 telah mengalokasikan sekitar $677,775 yang merupakan 15% dari

anggaran kegiatan untuk mendukung program kemitraan ini. DBE1

mendapatkan dukungan dengan perbandingan 3:1 dari sektor swasta. Dalam

periode ini, DBE1 telaj menjajaki kerja sama dengan berbagai organisasi

Amerika maupun Indonesia seperti Gramedia Widiasarana Indonesia,

Indonesia Business Link, Sampoerna School of Foundaiton, dan Exxon Mobil.

Dalam tahun terakhir pelaksanaan program, DBE1 kini terfokus dalam

mendukung upaya diseminasi dan menjaga kesinambungan program. Dalam

empat tahun pertama, DBE1 berkerja sama dengan pemangku kepentingan

dalam mengembangkan, membuat contoh-contoh yang baik, menyelesaikan,

dan memulai melakukan pelembagaan pendekatan yang ada yang dirancang

untuk melaksanakan kebijakan Pemerintah Indonesia dengan cara yang

mendukung “good practice” dalam manajemen dan tata layanan pendidikan

dasar. Walaupun hal ini merupakan salah satu tujuan utama dari DBE1 sejak

tahun 2005, dalam tahun terakhir ini, hal ini menjadi fokus utama dari

kegiatan DBE1.

Selain mencapai kesinambungan kegiatan di kabupaten/kota mitra dan

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

agar proses yang selama ini dijalani dapat mempengaruhi kebijakan

pemerintah yang pada akhirnya dapat menghasilkan hasil dengan jangkauan

lebih luas.

Kesinambungan kegiatan merupakan bagian yang penting dalam “good

practice”. Diseminasi juga merupakan titik pusat dari dari pendekatan

strategis DBE1. Dalam hal ini, pendekatan DBE1 adalah (1) mengembangkan

pendekatan yang baik, “good practice”, dan merumuskan hal ini dalam

panduan, (2) meningkatkan kapasitas dari fasilitator dan service provider

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

tingkat kabupaten, provinsi, dan nasional dalam melembagakan “good

practice.”

Hingga akhir December 2009, lebih dari Rp.13 milyar, atau $1.365 juta2, telah

dialokasikan oleh berbagai pihak untuk mendukung diseminasi program DBE1

di 68 kabupaten. Jumlah ini merupakan penambahan sebesar $30,000 atau

30% jika dibandingkan dengan periode yang lalu (Septmeber 2009.) Dari

jumlah total kumulatif ini, sekitar Rp. 10 milyar berasasl dari APBD dan Rp. 3

milyar sisanya dari berbagai sumber seperti dana Departemen Agama, dana

dari sekolah (sebagian besar diambil dari dana BOS) dan dana dari LSM

seperti Muhammadiyah. Telah ada 68 kabupaten yang telah mendiseminasi

paling sedikit satu program DBE1. Dari 68 kabupaten itu, 40 adalah kabupaten

mitra DBE1, sedangkan 28 sisanya adalah kabupaten yang baru memulai

program diseminasi.

Berbagai kegiatan diseminasi telah berlangsung di banyak tempat, terutama

dengan adanya kabupaten/kota dan lembaga lain yang mulai menggunakan

pendekatan dan materi DBE1 guna mendukung upaya mereka dalam

melaksanakan Manajemen Berbasis Sekolah. Kabupaten/kota dan lembaga

tersebut melakukan hal ini dengan menggunakan dana masing-masing. Lebih

dari 8,400 sekolah telah berpartisipasi dalam diseminasi program DBE1.

Selain itu, kabupaten/kota secara bertahap lebih banyak menggunakan

pengawas dan pihak lainnya yang telah dilatih oleh DBE1 sebagai fasilitator.

Karena banyaknya kegiatan serupa yang terlaksana dalam periode Juli hingga

September, tidak seluruh kegiatan dicantumkan dalam pelaporan ini. Dalam

periode ini, DBE1 terus mendukung kegiatan fasilitator melalui Forum

Fasilitator yang akan terus berlangsung hingga program di tingkat kabupaten

berakhir pada pertengahan 2010.

Namun demikian, diperlukan tingkat keahlian yang lebih tinggi untuk

mendukung diseminasi program DBE1 di tingkat kabupaten/kota. Untuk

memenuhi keperluan ini, DBE1 telah mulai berupaya untuk mengembangkan

kapasitas service provider, terutama melalui konsultan dan calon konsultan

dari perguruan tinggi. Berdasarkan kerja sama yang telah berjalan dengan

2 Menggunakan nilai tukar Rp9,500 = $1

Universitas Pendidikan Indonesia di Bandung, dalam periode ini DBE1

melaksanakan perjanjian kerja sama dan memilih beberapa konsultan dari

Universitas Nasional Makassar di Sulawesi Selatan, Universitas

Muhammadiyah Surakarta di Jawa Tengah, dan Universitas Nasional di

Makassar, Sulawesi Selatan, dan juga dengan LSM nasional, Pattiro (Pusat

Telaah dan Informasi Regional) dimana DBE1 telah melakukan pelatihan.

Dalam triwulan kedepan, para konsultan ini akan dilatih dan memulai on-the-

job training bersama-sama dengan specialis DBE1 dalam melaksanakan

program tingkat kabupaten di tiga kabupaten baru: Cimahi di Jawa Barat,

Surakarta di Jawa Tengah, dan Baruu di Sulawesi Selatan.

Selain itu, seperti yang telah disebutkan diatas, beberapa kabupaten telah

memulai langkah untuk merancang keputusan dan peraturan daerah untuk

mendukung pelembagaan dan diseminasi dari good practice yang selama ini

telah dikembangkan oleh DBE1. DBE1 memberikan bantuan dalam proses

tersebut.

Ringkasan Pencapaian Hingga Desember 2009

Kegiatan Target Pencapaian Schools/madrasah yang dibantu dalam mengembangkan rencana tahunan dan anggaran

1,076 SD/MI and 196 SMP/MTs

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

Jumlah wakil kabupaten/kota yang dilatih dan didukung

N/A 845

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

N/A 348

Anggota dari badan tata layanan yang dilatih dan didukung

N/A 171

Renstra yang telah selesai/Renstra yang sedang dalam proses penyelesaian

35 28/6

AKPK yang telah selesai/AKPK yang sedang dalam proses penyelesaian

35 42/11

BOSP yang telah selesai/BOSP yang sedang dalam proses penyelesaian

35 44/2

SIPPK yang telah selesai/SIPPK yang sedang dalam proses penyelesaian

35 39/4

Hibah ICT yang telah dibayarkan $277,740 $224,127

(IDR 2,084,959,731)

Dana pihak swasta yang diperoleh melalui program kemitraan

$667,775 $1,547,000

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

3,000 8,397

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

N/A

$1,340,111

(IDR12,731,062,180)

Jumlah kontributsi masyarakat yang berhubungan dengan program DBE1.

N/A

$ 847,900

(IDR 8,055,056,676)

20 More Effective Decentralized Education Management and Governance

Project Management & Coordination Goals

• Ensure internal and external communication and coordination is timely and

responsive

• Revise PMP including indicators & targets

• Continue routine M&E against performance indicators

• Conduct special studies & produce policy papers

• Conduct workshops & seminars with provincial, national & international

• Stakeholders to review products & studies with view to support or adopt DBE1

programs

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

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

sustainability of outcomes. Routine internal coordination, planning and training

meetings were held at provincial and national level to ensure that project management

is responsive and timely at all levels. We held regular coordination meetings with

district government partners to support the implementation of project programs and

outcomes (including renstra), dissemination of school level programs and

sustainability of outcomes. Coordination with our partners in USAID, DBE2 and

DBE3 is ongoing at all levels.

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

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

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

provincial and national stakeholders throughout the quarter. This was achieved in

several ways, including: (1) conducting workshops to review and receive inputs of

district draft plans, financial analyses and policies with stakeholders from provinces

and the community, and (2) by continuing ongoing consultation with MONE and with

other relevant national stakeholders including MORA, MOHA and other donors.

During this quarter DBE1 continued preparation of a revised workplan to incorporate

new goals and activities associated with a six-month extension of the project until the

end of September 2010. The main point of the revised workplan is that we do not plan

to do simply ‘more of the same’. The objective is to make use of the extension to

further increase sustainability and support dissemination. Key underlying themes are

as follows:

• Institutionalize the changes through policy development

• Deepen the change through further developing the capacity of the system, and

More Effective Decentralized Education Management and Governance 21

• Disseminate good practice through developing the capacity of service

providers.

The revised workplan will be submitted as soon as contract modification is official.

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

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

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

described in subsequent sections of the report.

Meetings with MONE Directorate of Kindergarten/Elementary Education to Disseminate MONE Programs to All Regions of the Country

In November 2009, DBE1 participated in the final of a series of regional workshops

organized by the Directorate of TK-SD which took place, beginning in the previous

quarter, in each of 10 regions, covering all provinces in the country3. During the

quarter, three separate events were held for representative from the provinces of Nusa

Tenggara Barat, Nusa Tenggara Timur, Jambi, Bangka Belitung, Sumatera Barat,

Lampung, Kalimantan Barat and Kalimantan Tengah. Details of the workshops and

outcomes are the same as those provided Quarterly Report 18 in the section 2.3 on

cooperation with the School-Based Management Secretariat (MONE) under Chapter

2, School and Community Programs. As a result, DBE1 school based management

materials have been introduced to representatives from all provinces and districts in

the country.

As follow up to the series of meetings in 10 regions to discuss MONE programs,

including school based management, in November 2009, DBE1 participated in a two

day workshop organized by MONE which was attended by 130 representatives from

all provinces. Participants all expressed the importance of DBE1 materials especially

RKS and SDS. They hope that the materials can be disseminated in the future.

UNICEF also participated in the meeting.

Meetings with MONE Directorate of Kindergarten/Elementary Education on production of DBE1 School Based Management Materials

In December 2009 DBE1 organized a meeting with members of MONE’s School

Based Management Secretariat to agree on formats for final drafts of School Based

Management materials. This was follow up to a previous meeting with the team in the

previous quarter at which time the final editing was conducted. Procurement for final

formatting and editing was made during the quarter. Publication of materials and

follow up meetings with the Secretariat for distribution will take place in the next

quarter.

Meeting with MONE and MORA on BOS Reporting

DBE1 held several meetings with MONE’s team that manages BOS implementation.

We found in our work on supervision management that stakeholders from school and

3 DBE1 was the only donor organization invited to participate in these workshops.


district offices had great difficulty in understanding and compiling with BOS

reporting guidelines. During the quarter DBE1 acting on a request from MONE made

revisions to some BOS formats and drafted a technical implementation manual to

supplement the directions for reporting contained in the BOS manual. We expect

MONE to include the DBE1 in the 2010 version of the implementation manual.

Further, MONE has requested our help to produce a computer based reporting format

for schools. Work started on this during the quarter; the software will be tested and

finalized with MONE in the coming quarter.

MORA has its own separate mechanism for implementing the BOS program.

Although there are some minor differences with MONE management, MORA

indicated that the DBE1 inputs would be valuable for them as well.

Meeting with MONE on EMIS

MONE’s center for educational Statistics (PSP) continued to meet with DBE1 to

continue planning for implementing a pilot study in Aceh on improving the flow of

EMIS data from schools to districts using ICT. Program implementation will

commence in the next quarter. Results will be finalized as inputs for MONE policy in

July 2010.

Meetings with MONE on Junior Secondary

In December 2010 DBE1 joined DBE3 for a meeting with sub directors of the Junior

Secondary directorate (Dit SMP) of MONE to discuss relevant programs. The

officials who attended the meeting were not fully aware of DBE1 activities because

our ongoing consultations were with officials from other offices within the

directorate. Both DBE1 and DBE3 submitted materials which are kept within the

directorate. The officials welcomed further coordination in the future.

Meetings with Ministry of Home Affairs (MOHA) on Planning Procedures

During the quarter DBE1 had additional meetings with staff from the Directorate

General of Regional Development (Bangda), MOHA to follow up meetings reported

in the last report. The purpose of the meetings was to discuss the role of district

planning and review of government regulation 38/2007 which describes new

functions for provinces and districts in managing education. The meeting concluded

that the regulation should be revised in order to better clarify these roles and

functions.

Meeting with AusAID on Aceh program

DBE1 had a number of meetings with AusAID SEDIA project staff both in Aceh, and

in Jakarta. As a result of these meetings, agreement was reached for the projects to

coordinate well in order to maximize the impact and sustainability of both.

AusAID contractors will coordinate closely with DBE1 with the aim to help ensure

sustainability after the USAID project closes.


Provincial Meetings in East Java on Policy Innovations

DBE1 had a number of follow up meetings with the East Java Provincial Regional

Development Planning Body (Bappeda) and provincial education office (Dinas

Pendidikan) to further discuss strategies to support the provincial government’s plans

to improve the quality of education and the development of innovative education-

sector policies. These meetings have resulted in basic understanding of East Java

provincial priorities for education and the areas in which DBE1 can provide specific

inputs in the policy formulation. Work in this area will continue over the next two

quarters.

Provincial Level Dissemination Training for MONE and MORA

DBE1 trained 30 provincial facilitators in Banten for disseminating DBE1 programs.

This was funded by Banten province budget. DBE1 also trained 74 provincial level

facilitators for MORA provincial office (Kanwil) in Central Java and 33 facilitators

for MORA Yogyakarta provincial office during the quarter; in each case the MORA

provincial offices provided the budgets and will fund follow up training for madrasah

in each province.

Anticipated Next Steps

• DBE1 will continue to work closely with the various GOI departments and

non-government stakeholders in the coming quarter to strengthen

implementation, dissemination and sustainability of core programs and

support policy development at all levels

• Coordination and collaboration at the provincial and district levels is

becoming increasingly important as DBE1 efforts to support the policy

development process and to promote sustainability and dissemination of good

practices developed through the project are taking effect.

• Manuals and publications for school based management will be finalized over

the coming three months and after endorsement by MONE/MORA at least

1,500 sets of materials will be produced and distributed nationwide.

• Ongoing efforts to promote donor harmonization and the adoption or

adaptation of DBE1 programs and approaches by other donors will include

further meetings with AusAID and multi-donor meetings.

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

Over the past four years, DBE1 has completed eight routine monitoring reports

(Baseline Edition 1 and 2 plus monitoring progress reports 1-6). The sixth monitoring

began with collection of data for school level programs in January – February 2009;

and district program data was collected in July-August 2009. The report was

submitted to USAID in the first week of January 2010. This Report was based on the

revised indicators in the updated PMP. Data collection for report 7 will begin in the

next quarter.


Special Studies Related to Deliverables

During the remainder period of project implementation, in addition to monitoring

Project Performance Indicators, DBE1 will carry out a number of special studies to

better determine the impact of DBE1 programs. These will include: (i) studies on

impact of school level interventions (school development planning (RKS), annual

planning and budgeting (RKT/RKAS), leadership and school committee training); (ii)

study on the extent and quality of dissemination/replication of DBE1 interventions;

and (iii) special studies on DBE1 district level planning and financial analyses to

provide inputs for education policy at all levels of government.

The study to assess the impact of DBE1 programs at the school and community level

began several months ago. As reported in Quarterly Report 18, in order to enrich the

study, eight volunteers were trained to gather qualitative data about school and

community activities. During the quarter this data was analyzed using a special

software called NVivo which is a qualitative data analysis package designed for deep

analysis of complex text data. Second draft of the report was finalized; and feedback

on the draft was received from a RTI evaluation expert. The final draft will be

submitted to USAID in February 2010.

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

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

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

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

government institutions on replication. As reported in detail in Quarterly Report 16,

the study was conducted during the period March-May 2008 at program and school

levels. Since that study was conducted, it has informed DBE1 practice.

A follow up study commenced during the previous quarter. The second study will

focus on the quality of school/community level interventions and assess how the RPS

programs have been implemented by schools. A final report will be prepared in the

April – June 2010 quarter.

During the quarter DBE1 commenced a meta analysis of data that the project has

gathered through: DPISS/SIPPK, DEFA/AKPK and BOSP. These data analysis

programs have been completed in about 40 districts. DBE1 has complied the results of

all of the completed programs into a database. The data from these sources is very

large; for example, some form of data exists for more than 20,000 schools. During the

quarter consultants were contracted to “clean” the data (i.e., make all entries

consistent in coding, etc.) and initial sets by province were sent to an international

data analysis expert at RTI who has been contracted to review initial data sets and

formulate research questions for the study. Intensive data analysis will take place

during the next quarter. This will involve analysis at RTI and one trip by an RTI

specialist to Indonesia in March to review results to date, seek inputs from USAID,

and prepare for the final aspects of the study. The study will be completed by May

2010 and shared with GOI and other stakeholders.


Table 1.1 Monitoring, Evaluation and Reporting*

Activity Target Volume

Target Date

Status at end of

Quarter (cumulative)

Achievement this Quarter

Target next

Quarter

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

1 doc Nov 09 Completed Completed Revised if required

by USAID

Routine monitoring reports 7 reports Jan 10 6 reports 1

Special study on implementation & impact of DBE1 school development planning

1 report Mar 10 In process Second draft completed

Study completed

Special study on implementation & quality of dissemination programs

2 reports Apr 10 1 report completed

Interim report commenced

Interim report

Special study on implementation & impact of district level programs

1 report May 10 SOW drafted SOW was submitted for USAID approval

during the previous quarter

Implementation & impact of DBE1 ICT grants program

Annual Jun 10 Routine Initial report drafted

Initial report

completed

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


• Begin collecting data for monitoring report 7.

• Submit final draft of school/community impact study February 2010.

• Begin second study on dissemination.

• Intensive data analysis for meta-study on results of DBE1 data analysis

interventions including meetings in Indonesia with RTI specialist.

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

quarter.

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

Updating Routine Data Reporting

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

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

organization of the data. The following modifications, updates and improves were

made in PDMS during the quarter.

• Replication Data. Through December 2009, 8.397 schools in 50 districts had

implemented some form of DBE1 replication. This data is being uploaded to

the GIS section of PDMS.


• DBE 1 Project Implementation Tracking. This is a useful project management

tool to track progress in achieving DBE1 targets by province and district. The

following adjustments were made to the tool during the quarter.

Governance activities

This program has been evolving since the beginning of the project. Through the

remaining of the project this program will track the following activities: DPRD

training, Dewan pendidikan training, and DBE1 support in producing various types of

district government regulations. Major governance activities as part of other programs

such as public consultations on Renstra drafts are included as mile stones in reaching

the targets for those programs.

Aceh Expansion Program

To manage Aceh expansion activities, we constructed new milestone for the four

major programs to be implemented in 18 new districts in Aceh (Renstra, SIPPK,

AKPK, BOSP.) One of the milestones is completing public consultations, a

governance related activity.

Correlations

We have been trying to develop software for conducting correlations among different

types of data in PDMS. However, we concluded that we cannot construct software to

perform certain standard correlations. Therefore, this feature will not be included in

the final users Guide which will be issued in the next quarter. Instead, the user’s

Guide will state that DBE1 will enable authorized programmers to create correlation

analysis software to test correlations of PDMS data to be determined on a case by

case basis

Table 1.2 Progress in Managing PDMS*


Target Date

Status at end of



Target next

Quarter

Improve PDMS queries & correlations features

- Sept 10 In process In process Finalize queries

features. Discontinue correlation

feature.

Finalize & distribute PDMS User Guide

- Sept 10 In process In process Guide finalized

Data input, update, and cleaning

Monthly Sept 10 Routine Routine Routine

Finalize & distribute PDMS User Guide

Sept 10 Print and distribute

Update replication data Quarterly Sept 10 Routine Routine Routine

Update selected project implementation data

Quarterly Sept 10 Routine Routine Routine




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

in a timely manner.

• Continuous improvement on PDMS functionalities and features.

• Enhance province ICT team productivity in school and district level data

management.


School & Community Program Goals

• Complete implementation of school based management programs in 1,272 DBE

elementary & junior secondary schools

• Strengthen 1,000+ pengawas to implement DBE1 school programs

• Finalize & sanction school level implementation manuals & training materials

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

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

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

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

of school committees and principals as school leaders.

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

is now on supporting implementation, sustainability and dissemination.

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

dissemination programs has not yet been reached. As at the end of December, 873

district facilitators have been trained. This includes the original core group of 4-5

facilitators in each target district plus additional pengawas who have joined district

forums supported by DBE1 and others who have been trained in dissemination

programs. The routine district forums will continue this year and it is hoped will be

sponsored by districts into the future. We anticipate achieving the target of 1,000

trained facilitators through various dissemination programs this year. However it is

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

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

As reported below, the process of finalizing and sanctioning school level

implementation manuals and training materials is now in the final stage.

Community Participation Specialist DBE1 Aceh provided info during Facilitators Forum

in Banda Aceh

Participant of Facilitators Forum in Kudus


2.1 Elementary School Level (Task 5)

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

Target Completed Expected achievement

Leadership 1,076 1,076 1,076

School Committee Strengthening

1,076 1,076 1,076

SDS 1,076 694 1,076

RKS 1,076 1,076 1,076

School Development Planning

All target schools and madrasah completed their plans earlier in the year. RPS/RKS

are four-year school development plans, while RKT are annual work-plans which

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

December).

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

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

budgets in schools which translate the priorities identified in school development

plans into operational annual plans. In the previous quarter all elementary schools and

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

workplans.

Activities to support the updating of RKS took place in a number of districts this

quarter. Updating RKS / RKT for the 2009/2010 school year was completed in

Central Java, so that all schools have RKT. There is one exception, which is SD

Kedungloteng in Purworejo District; a school which did not complete an RKS / RKT.

After the RKT / RKAS documents are completed, the school will prepare an RKS.

Progress in this school was constrained by the fact that the school principal was

unwilling to prepare an RKS even though the Office of Education, the Head of the

sub-district office (UPTD), and the school community all wanted the school to

prepare an RKS. However, following further consultations, the principal now

reportedly understands the benefits of RKS / RKT. Workshops to update RKS / M

and formulate RKT for Cohort 2 schools were also held in Indramayu and Lebak.

The completion of RKT 2009/2010 workshops in East Java at the end of August 2009

was followed by intensive mentoring by the DC and DF. In November 2009 all the

schools supported by DBE1 (179 SD / MI in Cohort 1 & 2 in the nine districts)

completed RKT documents as a guide for the school year ahead.

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

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

the 2010-2013 period. To facilitate this process we plan to assist all Cohort 1

elementary schools and madrasah to prepare a school data base (SDS) which will then


provide the school profile required for preparation of a new school development plan.

Whilst initially these schools produced RPS in line with the current regulations at the

time, they will now be able to prepare RKS in line with the latest manual and newer

regulations.

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

time district facilitators, most of whom are school supervisors under the local

education office, will provide the training.

Anticipated next steps

• Assist all Cohort 1 elementary schools and madrasah to prepare a school data

base (SDS).

• Facilitate preparation of new school development plans, based on SDS, in

Cohort 1 elementary schools and madrasah in time for the new academic year.

• Continue to support school mentoring by district facilitators (pengawas) in all

schools and madrasah.

• Continue to support district facilitators and school supervisors in this role

through monthly forums.


In this quarter a second round of training

was provided to school committees and

village officials to enable them to lobby

for funding from village budgets for

school development programs identified

in RPS/RKS. Workshops were held in all

districts this quarter, with the exception

of several districts in Aceh. Most villages

in Aceh (as well as in papua and east

kalimanta) have not been participating in

the musrembang process. For this reason

we intended not to hold musremanbg

training in Aceh. However, 10 schools in

Aceh Tengah asked to be trained because they intend to loby village and district

authorities to hold musrembang this year.

The program designed to train school

committee on musrenbang has increased

awareness among school committees and

village officials of the need to conduct

musrenbang. For example, in North

Sumatra participants learned about the

types of programs which can be funded

by the Village Budget (Alokasi Dana

Desa or ADD) or other sources.

Participants also established school teams

Participants from school, committee members, and local community in Tapanuli

Utara

Musrenbangdes training in Jepara


to take part in musrenbangdes and determine programs to be suggested in this village

forum.

In Tanjungbalai, during the session to determine programs to be discussed in the

upcoming musrenbangdes, representatives of schools worked together with those of

the village (kelurahan). Working together in this way should significantly increase the

possibility of these programs being subsequently approved by the village during

musrenbangdes.


• Follow-up mentoring for musrenbang to be provided next quarter, to support

school committees participate in the musrengbang process at village level.

• School level impact study to be completed and published next quarter.

Leadership Training

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

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

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

for participative management to support the involvement of community, school

committees and teachers in the preparation and implementation of school

development plans, workplans and budgets.

The impact of this training was assessed in a special small study conducted in one

district, which will be reported in the Impact Study to be released next quarter.


• School level impact study to be completed and published next quarter.

School Database System (SDS)


D

B

E

1 conducted a first round of SDS training for all Cohort 2 elementary schools

(SD/MI)4 and Cohort 1 elementary schools in East Java and South Sulawesi. The

training materials were evaluated and revised in early 2009. During this quarter, a

second round of training commenced for Cohort 1 schools that had not been trained in

Round 1 and also began refresher training for schools that had been trained

previously. The first round of training linked SDS to school annual plans (RKT),

while the updated second round of training will assist school to link SDS to the

schools’ development plans (RKS). During the quarter 145 schools completed the

second round of training. The remaining schools will complete the training by end of

the next quarter so that by March 2010 all SD/MI both Cohorts 1 and 2 will have

completed and updated SDS that are linked to the schools’ 4-year development plans.

The second round of training is being implemented primarily by facilitators

(pengaswas and teachers who have been trained by DBE1). DBE1 staff monitor the

training and provide support to the facilitators.

Table 2.2 Progress in SDS Development*

Activity Target Volume Target Date

Status at end of

Quarter


Target Next Quarter

Complete SDS training for trainers

100 SDS facilitators

April 09 100 facilitators

trained

None None

First Round SDS Completed

550 cohort-2 + 152 cohort- (Jatim

& SulSel)

Jun 09 702 schools

None Refresher SDS

Evaluate SDS implementation & training program; revise materials

1 set July 09 Completed None Final review after Second Round of

Training

Revise SDS SD/MI and 2 sets May 09 SD/MI None Work with

4 Initially DBE2 and DBE1 agreed that DBE2 would roll out School Report Card (SRC) in Cohort 1 while DBE1 would roll out

SDS (which contains SRC) in Cohort 2. Subsequently DBE1and2 agreed that SDS should be applied in Cohort 1 as well. After SDS was implemented for some junior secondary schools we agreed with MONE not to continue this further since MONE had its own database system for schools at this level. See further Section 2.2 below

Participants eagerly learned more about SDS in Demak

Aceh Besar SDS training session



Status at end of

Quarter


Target Next Quarter

SDS SMP/MTs completed

SDS SMP/MTs Partially

completed

SMP/MTs discontinued

Second Round SDS Completed

1,076 Mar 10 145 145 931 schools

SDS for Aceh EMIS strengthening Pilot

2 districts

10 sub-districts

52 schools

Apr 10 Phase 1 completed

Phase 2 partially

completed

Finalized phase 2


Anticipated Next Steps:

• Complete second round SDS for 931 schools.

• Monitor and evaluate implementation and finalize all manuals and training

materials.

2.2 Junior Secondary School Level (Task 5)

DBE1 and DBE3 attended a meeting at the Junior Secondary Directorate on 11th

December. Two of the Sub-Directors, Ibu Yeny (Management) and Ibu Mujim

(Teaching and Learning) attended from MONE. DBE1 & 3 training materials had

been provided n preparation for the meeting and we had let them know the names and

locations of our partner schools. We were surprised and pleased to hear that the

Directorate had invited a total of 10 teachers from two partner schools, SMPN 8

Bogor and MTs Al Ahiya, Karawang to MONE the previous day to gather their

opinions of the DBE program.

The feedback we received was totally positive. The schools felt that both the school

management and governance activities and the teacher training activities were very

useful to them. Since the group consisted of teachers, most of the specific feedback

concerned the teacher training program and the resulting changes in the schools.

Discussions also took place concerning the BOSP unit costing activities of DBE1,

which MONE also values highly. The Directorate feels that DBE1 & 3 are supporting

GOI's plans and are keen to continue the cooperation and use our materials more

extensively.

Table 2.3: Targets for School-Based Management Program (Junior-Secondary)

Target Completed Anticipated achievement

Leadership 203 203 203

RKS 203 202 202


203 203 203


School Development Planning

All target schools and madrasah have now completed the core programs of leadership

training for principals, introductory training for school committees, and RKS – with

the exception of one school which did not complete RKS as this school was required

to use a different format provided by MONE for schools designated by the Ministry as

‘national standard’.

No further activity is planned for these schools and madrasah. District Facilitators will

be supported in monthly forums through until the end of June 2010.


• Ongoing support should be provided by district facilitators, funded by the

districts.

• No further activities are planned.

School Database System (SDS)

It was decided not to proceed with implementing SDS in junior-secondary schools at

this time as MONE has developed its own system.



districts.



Training of school committees in target junior secondary schools was completed early

in the year. This consisted of a one-off introductory training event to clarify the role

and function of school committees.



districts.


Leadership Training

Leadership training in target junior secondary schools and madrasah was completed

early in the year. This consisted of a one-off leadership training event, delivered to

groups of school heads and supervisors (pengawas).

Anticipated next steps:

• Ongoing support should be provided by district facilitators and local

government.



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

DBE1 continued to consult with MONE’s Directorate of Elementary Schooling

(Direktorat Pembinaan TKSD) this quarter. The DBE1 materials for school-based

management are to be adopted by MONE for use in all elementary schools throughout

the country.

Following a series of earlier meetings, a final meeting was held between DBE1,

USAID, MONE and MORA at Cipanas in West Java on 22-23 December 2009. As a

result of this meeting, Bpk Palogo, from the Secretariat for School-Based

Management, under the Directorate for Kindergarten and Elementary Schooling,

MONE, will carry a letter from DBE1 formally requesting approval to the Director in

January 2010.

It was also agreed to revise the wording of the introductory statement by the Director

of Religious Affairs. Bpk Nanang of Religious Affairs will bring the new wording to

MORA’s Director of Madrasah Education in January.

The Department of Education will prepare a team to monitor and support the use of

the DBE1 school-based management materials. To support this, it was agreed that

DBE1 will provide training for 20 MONE staff in February on the DBE1 MBS

materials, especially those whose names are included in the documents to be

published.

During the meeting Bpk Palogo gave a brief overview of the history of the

development of the materials. According to Bpk Palogo, the first version of the DBE1

RKS manual was not well aligned with the capacity of some schools because it was

too advanced and too rigid. Based on these field findings, the RKS manual was

revised together with the Directorate. The revised manual was then implemented in

schools. Monitoring of schools by the Directorate shows that schools have received

guidance and training in the preparation of RKS. This observation also showed that

RKS is applied in schools as a tool for school improvement. Results of the MONE

team’s monitoring were subsequently reported by Bpk Utju to the Director. In

essence, the Director has agreed to provide the preface. As a result, the preface will be

signed when it is ready to print. It was agreed that the preface should also highlight

that this package is not the only one. It is one of several references that can be used by

schools.

Another finding from the monitoring of the Directorate, reported by Bpk Palogo, was

that the school-development planning in RKS is somewhat separated from the

learning process. As a result of this separation, School Work Plans do not always

align directly with learning activities. For example, some schools just copy the RPP

(Learning Plan) from the example given by the Department of Education. As a result,

the Directorate recommends that the preparation of RKS should not be separate from

the work of learning.

Bpk Palogo also advised that the newly installed Minister of National Education has

issued new policy directives. One of the policy priorities is to strengthen the capacity

of school principals and school supervisors (pengawas), while also strengthening the

implementation of active learning (PAKEM). Each province now has a KTSP


implementation team already arranged by the Directorate. Donors are requested not to

form their own development teams. The existing teams should be used to promote the

use of the DBE1 material. DBE1 was also requested to provide a list of local

facilitators, who can assist in implementation, to the Directorate.


• Introductory statements (kata pengantar) for each manual to be revised and a

mock-up of the final manuals to be prepared so that the introductions can be

signed by the Director of the Direktorat Pembinaan TK dan SD for each

manual in January. Bpk Utju will take the final documents to the Director for

signing.

• Revised wording for the MORA introductory statement to be prepared and

signed in January (Bpk Nandang from MORA to follow up).

• Training in DBE1 MBS materials to be provided to the MONE Secretariat

team in February.

• Final publication should be complete by end of March.

• Continue work on preparing a list of DBE1 trained facilitators for the

Directorate.


District Level Program Goals

• Assist 45 districts to produce 5 year strategic education development plans (Renstra)

and financial analyses (AKPK)*

• Assist 49 districts to compete operational cost analyses (BOSP)*

• Assist 20 districts to make annual plans & budgets in line with strategic plan*

• Assist 49 new elected (2009) district legislatures (DPRD)to review district planning

and operational budgets *

• Assist up to 10 districts to produce education policies

• Assist 5 districts to implement computer based personnel, supervision & assets

management systems

• Finalize & sanction manuals & training materials for the above

3. District Level Management and Governance/ Advocacy This program component intends to improve the capacity of district governments and

other stakeholders in planning and financing education development, and increasing

accountability and transparency by facilitating opportunities for parents, community

members and other stakeholders to voice their concerns and aspiration for better

quality education in the district. During the quarter, the major activities implemented

were primarily in the areas of governance, education finance and education

development planning. These activities are described next.


3.1. Education Governance (Task 6)

Education Sector Good Governance and Stakeholder Forums

In this period, DBE1 facilitated a multi-stakeholder workshop in Banda Aceh and

GGSP Forum in Tanjungbalai. Through these Fora, stakeholders from different

institutions such as district parliament, media, NGOs, and education council have the

chance to meet and start to work together to improve education-related issues in

respective districts. Target dates set in early 2009 have not yet been achieved. The

major reason for the slippage is due to other priorites that emerged including

diversion of reasources for the Aceh expansion. However, the project is on track to

achieve the targets in the coming months.


Table 3.1 Summary of Progress in District Governance*


Target Date

Status at end of Quarter

(cumulative)


Target next

Quarter

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

49 Mar 10

43 completed5

12 6

Complete training/facilitation for new elected (2009) district legislatures (DPRD) to review district planning and operational budgets**

49 June 2010 - - 30

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

15 Jun 10 326 - -

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

6 Jun 10 2 2 4


** New Targeted Activity

Capacity Building for Education Governance Stakeholders

As part of DBE1 effort to encourage involvement from more stakeholders in

education sector’s planning and financing decision making process and to take

advantage of implementation of many DBE1 district level programs in this period,

more representatives of education council are involved in activities such as BOSP and

AKPK public consultation sessions. In South Sulawesi, for example, Luwu Education

Council members participated in a joint

public consultation session to discuss

district’s renstra, AKPK and BOSP In

Tanjungbalai, North Sumatra, Education

Council members provided input to

District’s renstra in particular to Head of

Municipality plan of ”Tanjungbalai Cerdas

2015” (Smart Tanjungbalai by 2015.) .

With this participation, it is hoped that

education council members become more

aware of issues related to education, provide

input on decision making process, and take

active part in monitoring implementation of

programs.

5 In some provinces Dewan Pendidikan training has been replaced or supplemented with Multi-stakeholder forums in which DBE1 facilitates inputs and reviews of draft plans, financial analyses and policies as a means to promote better governance in education. 43 such forums had been completed through the quarter. 6 During a meeting between DBE1 Provincial Governance Specialists and National Education Planning and Management Advisor, it was reported that DBE1 has contributed to development of 32 policies. Details of contribution could be seen in Annex 7.

Education Council members from several districts in Central Java met to discuss

issues related to education.


Also, to encourage this participation further, several DBE1 provinces (West Java,

Banten, Central Java and South Sulawesi) also conducted education council

workshops. In West Java, Education Council from six partner districts took part in a

workshop “Education Council Roles and Functions in Pro-Children Policy Making

Process.” The workshop was held by DBE1 to provide Education Council members

with opportunity to learn topics such as impact of BOS to education sector as well as

each district’s finance and education situation. In addition to Education Council

members, participants included representatives of districts’ Bappeda and Education

Office. In Central Java, DBE1 facilitated partner districts’ Education Council

workshop on council’s roles and functions in supporting district’s education-sector

policy and funding.

Beginning in the next quarter DBE1 will begin training for new elected (2009) district

legislators (DPRD) that will include information on policy development as well as

review of district plans and budgets.

So far, results of these workshops are very positive. Not only do participants have a

better understanding on their roles and functions, as well they know what they can do

to support education-districts, they are encouraged to put their knowledge into real

actions:

• In Purworejo, Education Council members were involved directly in

establishing Head of District Decree on formal and non-formal education.

• In Blora, Education Council members used education sector data such as ratio

of teachers/students and teachers’ distribution as input in district’s renstra

development process.

• In Grobogan, Education Council held a workshop for 65 private SMP/MTs

principals and committees. This workshop aimed to improve roles and

functions of committee members and included discussion topics such as

education’s legal umbrella and management of teaching and learning

activities.

• In Karanganyar, a workshop was held by Education Council to develop work

plan for 2010. In this workshop, other stakeholders from various institutions

such as District Parliament, Education Office, Bappeda, School Committee

Communication Forum, and NGO were invited.

• In Enrekang, as one of the next step of the Education Council workshop held

in December, District’s Bappeda will work together with Education Council to

analyze Education Office plan and budget while Education Office will provide

2010 budget plan as well as its renstra for Education Council.

Policy Development

In December, a workshop for all DBE1 Governance Specialists was held in Surabaya

to provide them with information on policy development. In this workshop, DBE1

provided details on policy development process such as functions of academic draft in

district regulation on education and importance of having legal baseline as reference

to policies development.


DBE1 South Sulawesi also shared

experience with other DBE1 specialists in

assisting Soppeng stakeholders in

developing their draft of district regulation

on education (Rancangan Peraturan

Daerah or Ranperda.) The decision to

develop Ranperda on education was based

on Soppeng Education Council

recommendations back in May 2009 and

District Parliament and Education Office

comparative visit to Bandung and Gresik

earlier. The process started in mid August

and, as of beginning of December, had

completed the academic draft portion of the document. One of the lessons learned so

far was the importance of involvement of stakeholders aside from Education Office’s

such as Bappeda, Teachers Association, and Office of Religious Affairs. Another

interesting fact from Soppeng was the upcoming head of district election in 2010 and

local political situation that affected policy development process positively.

As Annex 7 shows, until December 2009, DBE1 has contributed to development of

32 policies such as head of education office letter of decision (Surat Keputusan

Kepala Dinas) requesting schools to have their own RKS (Aceh Besar,) head of

district regulation (Peraturan Bupati) on free education (Jepara,) and draft of district

regulation on education (Rancangan Peraturan Daerah) in Soppeng. Level of

contribution also varied from providing substantial input to the process to full

technical assistance throughout the whole process.

Because policies such as Peraturan Daerah have its own legal implications and could

be binding to education-sector actors such as schools and principals, it is hoped that

efforts to improve management and governance of education sector could be

continued even after the program ends in September 2010, institutionalizing DBE1

work so far.

From October to December period, some of DBE1 contributions to districts’ policy

development were:

• Deli Serdang: DBE1 facilitated discussions between Education Office and

Education Committee of Parliament on establishment of Draft of District

Regulation on budget allocation to support schools operational costs. For 2010

fiscal year, Education Office had suggested Rp. 30 billion to be allocated from

district budget to cover operational costs of SDN, SMPN, and SMAN.

• Tuban: DBE1 assisted facilitation of District Draft of Regulations on

Education (Peraturan Daerah or Perda.) Focus Group Discussion was also

held to find issues related to education in formal and non-formal sectors that

need to be included in the Draft. A subsequent meeting was held to discuss

development of academic draft as basis of the Draft.

• Soppeng: DBE1 has been facilitating Soppeng to develop academic draft of its

District Draft of Regulations on Education (Peraturan Daerah or Perda.)

Team members of Soppeng Ranperda development team


After public consultation to discuss the academic draft in November, the team

has now started discussing and writing up the main parts of the Perda.

During the quarter DBE1 continued to assist

the provincial government of East Java to

develop new education policy innovations.

DBE1 staff had a number of meetings with

representatives from Bappeda, Education

Office (dinas pendidikan provinsi) and

other provincial stakeholders. During these

meetings DBE1 was able to fully

understand the governor’s policy on

education especially his policy for assisting

Islamic schools that follow a special

curriculum (diniyah). DBE1’s role in

assisting in policy development such as

developing a methodology to map the entire education system including boarding

schools and literacy programs was further defined. We expect to continue to provide

until through June 2010.


• Continued capacity building for dewan pendidikan, including organization of

briefing sessions on education planning, and education financial analysis

• Training for new local legislatures (DPRD) on education policy development

• Continued facilitation of public hearings on draft district plans, financial

analyses and policy development through multi-stakeholders events

• Continue to provide technical assistance for the development of innovative

policies and approaches for education development in East Java Province

• Facilitate finalization of education regulation in Soppeng and continue or

commence such assistance in policy development in other districts that request

the assistance.

3.2. Education Finance (Task 7)

Two major activities continued to be implemented during the quarter: district

education finance (AKPK) and School Unit Cost Analysis (BOSP). AKPK results

have proved to be very useful in preparing funds availability estimates which are

needed for the preparation of the financing plans for renstras.

Original targets for both AKPK and BOSP have been exceeded; new targets recently

set to anticipate contract modification are already nearing achievement (see Table

3.2). The actual number of BOSP completed is much higher than reported in the table

below because 15 non-DBE districts in East Java and four non-DBE districts in

Central Java have completed BOSP under the dissemination program whereby the

districts or province cover most of the cost for the activity.

Participant from East Java Bappeda explained provincial policies regarding free

education


Table 3.2 Progress in Education Finance*


Target Date

Status at end of


Achievement this

Quarter

Target next

Quarter

Complete AKPK 45* Mar 10 42 - 4

Final draft of AKPK manuals and software

1 set Mar 10 Initial draft Ongoing To be completed by June

2010

Complete BOSP 49* Mar 10 467 - -

Final draft of BOSP manuals and software

1 set Mar 10 Completed -

Sanction of BOSP materials by MONE (BSNP)

1 set Jun 10 BSNP fully supports

DBE1 methodology;

however, official

sanction has not been

made

- -


District Education Finance Analysis (AKPK)

Throughout this October to December period, workshops and consultations were

carried out in Aceh, West Java, Banten, and South Sulawesi. In addition to assisting

districts with knowledge and skills to analyze their education-sector budgeting and

financial condition, workshops and public consultation sessions are used to provide

opportunities to other stakeholders to learn about those topics too, often in

combination with other DBE1 programs (BOSP and Renstra.) These efforts have

somehow influenced budget allocation and decision making process in some districts.

In Aceh Tengah, the AKPK analysis and report was presented by Head of Education

Office to other stakeholders. As a result of this presentation, members of Parliament

requested Education Office to provide more information regarding the required

additional amount for Parliament’s further consideration. Meanwhile, in Sidrap,

results of AKPK were presented together with District’s renstra on October 14.

Similar to the response in Aceh Tengah, members of Sidrap parliament requested the

information to be presented again in front of Parliament’s Education and Budget

Committee so that more discussions could take place and Parliament members can

obtain more information on the subject.

Experience during 2009 has shown that AKPK results have influenced the budgeting

process as a number of districts have taken initiatives to change their fund allocation

patterns. For instance in Indramayu and Sukabumi, West Java the Education Offices

proposed substantial increases in allocations for school operational expenditure and

investments in teaching and learning processes. However, because of budget

7 In addition 15 additional districts completed BOSP under dissemination strategy where districts and province covered most of the cost and DBE1 provided technical assistance.


constraints resulting from an increase in salary expenditure, budget proposals were

reduced in some places or rejected in others. For instance, in Sukabumi the proposal

to provide additional support to junior secondary schools for operational expenditure

was reduced from Rp 70,000 per student per year to Rp. 26,000 per student per year.

AKPK results also helped to highlight the low financial support for senior secondary

schools, resulting in increases in financial support in for instance Karawang, West

Java and Pinrang, South Sulawesi (Rp 7 billion).

School Unit Cost Analysis (BOSP) School Operational Expenditure

For BOSP, the process has been completed in most of the provinces, except in West

Java (Garut, Bogor, and Subang) and in South Sulawesi (Pinrang.) As in other

districts, results of BOSP calculation and analysis continued to provide insights to

stakeholders regarding actual need of district’s budget allocation to cover schools

operational fully.

In Subang, for example, latest BOSP calculation and analysis was presented during

public consultation session in October and to cover for operational costs for schools in

the district, Subang District Government agreed to:

• Reallocate Rp. 17 billion of District Budget originally planned to support

villages (Bantuan Keuangan Untuk Desa/Kelurahan) to schools operational

cost (Rp. 45 million/school/village.)

• Allocate additional Rp. 128 million to support SD and SMP

• Allow voluntary community contribution

In this quarter, DBE1 also continued to assist

National Education Standards Board (BSNP) to

collect data for components of school unit cost

in DBE1 districts in several provinces (Aceh,

North Sumatra, Central Java, and South

Sulawesi.) The data collection sessions are

attended by representatives of Education

Office, schools (SD, SDLB, SMP, SMA, and

SMK,) where they complete different forms

with information related to unit costs for each

education level. This information is used by

BSNP which has been developing price indices

for all districts in the country to determine

BOSP for individual districts.

Personal Cost

DBE1 began work on the methodology for conducting the Personal Cost

Survey/Study. We expect the methodology to completed and pilot tested in

Indramayu, West Java during the next quarter and then applied in another six

districts. The results of the study will be delivered to MONE as potential policy inputs

for calculating BOS funding and also to BSNP for consideration as additions to

operating cost standards.

Workshop to collect data for school unit cost components in Tebing Tinggi


The following is a summary of the description of the study presented in Quarterly

report 18. This is designed to be a quick study to estimate the cost borne by parents to

send a child to school, which then could become the basis for providing financial

assistance to low-income families to send their children to school.DBE1 will use

Peraturan Pemerintah/PP (Government Regulation) Number 19 of 2005 as reference,

which defines personal cost as being education cost that have to be incurred by each

student in order to be able to follow learning process in a regular and sustainable

manner. Examples of personal costs provided in the elucidation of this PP include

clothing, transport, text books, consumption, accommodation, and other private costs.


• Compete SKPK and BOSP in target districts

• Assist BSNP to collect information on the unit price of BOSP components in

DBE1 districts.

• Begin meta-analysis of data-sets including financial analyses and prepar

policy paper.

• Finalize methodology for personal cost, pilot test and implement in six

additional districts

• Present results of personal cost to MONE and BSNP as potential policy inputs.

3.3. Education Planning and Management (Task 7)

Three major activities to improve districts’ capacity in education development

planning and management are: district strategic development planning (renstra)

planning to improve capacity of district staff to manage education (RPK/rencana

pengembangan kapasitas), and computerized data processing system to support

planning (SIPPK). The table below indicates that renstra is slightly behind the target

date but the project is on track to exceed the target within the next few months. The

original target for SIPPK has been exceeded; the new target has not been reached but

should be achieved in the next quarter. RPK will fall short of target by one district.

The reason is that we had planned to conduct RPK in Nganjuk district, East Java, but

before the work was to be taken up there several months ago, MONE/World Bank

announced that it wished to conduct a pilot capacity development planning

methodology in that district. DBE1 decided to provide support to MONE and not

conduct the RPK in that district.

Table 3.3 Summary of Education Planning Progress*


Target Date

Status at end of



Target next

Quarter

Complete renstra and sanction by districts

45* May 10 28 6 10

Final draft of renstra manuals and software

1 set May 10 Initial draft Ongoing Ongoing

Sanction of renstra 1 set Jun 10 On-going - -


manuals and software by MOHA

support for DBE1

methodology by MOHA

Train and install SIPPK 45* May 10 39 2 6

Final draft of SIPPK manuals and software

1 set May 10 Second draft completed

Second draft completed

Third and final draft

Complete RPK 13 Mar 09 12

- -

Revise RPK manuals & materials with MONE/World Bank

1 set Mar 09 DBE1 has provided inputs

DBE1 inputs completed

-

Assist districts in annual planning and budgeting (LAKIP and Renja) in line with renstra

20** June 2010

2 districts 2 districts 10 districts


** New targeted activity

District Strategic Development Planning (Renstra)

DBE1 assisted development of renstra in 18

districts in all partner provinces this period

and continued to involve district stakeholders

in workshops and public consultation

sessions to encourage renstra development

process that is participative and accountable.

In several districts in South Sulawesi,

district’s renstra was presented together with

results of AKPK and/or BOSP to provide

stakeholders with a more comprehensive

look into district’s education-sector current

condition as well its’ planning and budgeting

process. So far, these efforts have brought

positive outcomes and significantly impacted

districts’ education office in planning for

their activities and programs.

In Boyolali, for example, as a direct result of

renstra public consultation session,

participants decided to add two more

members to the document development team

from external organization (Education

Council) to ensure that stakeholders’ inputs

were included in the revised document. In

Blora and Karanganyar, both districts’

Bappeda requested DBE1 to facilitate

Lively discussion among renstra development team members in

Tanjungbalai.

Facilitation session during renstra development process in Sampang


renstra development of other Offices. Furthermore, some of the participating districts

in Central Java decided to use their renstra as Education Office input to district’s mid-

term plan.

Throughout the facilitation and development process, the biggest challenge faced by

renstra development and DBE1 teams were high level of difficulty in finding time for

all team members to work together. Therefore, the method of putting the development

team members in “isolation” over a certain period of time to allow them to discuss

and develop the document with limited interruptions was very helpful.

Data Processing System to Support Planning (SIPPK8)

Because of the extensive use of data as

basis of renstra development, stakeholders

become more aware of the importance of

using valid and up-to-date data in

developing district’s education planning. In

Subang, for example, Head of Education

Office agreed that, although district already

had its own renstra, the current document

needed to be revised and based more on

data and information such as the one

provided in other districts’ SIPPK.

District Annual Planning and Budgeting

In the coming quarters DBE1 will implement a new intervention to build district

capacity in planning and budgeting. During the first half of 2010 we will help districts

to improve accountability and develop policy and annual budgets which reflect their

renstra. Workshops will be held in the districts where renstra has already been

completed by the end of 2009 to support the LAKIP accountability process in

February 2010 and to assist districts to better link annual workplans (known as renja)

and renstra in April 2010. This process will help ensure that the renstra informs

annual planning and budgeting.

During the current quarter DBE1 had already assisted two districts in Aceh (Pidie and

Aceh Tengah) in producing renja. The efforts were much appreciated. In the quarter

the Aceh experience will be shared with specialists from other provinces to prepare

them for providing such assistance in other target districts. Such technical assistance

will be provided to the remaining three target districts in Aceh in the next quarter.


• Continued support for renstra preparation

• Conduct SIPPK training for districts that have not yet completed data inputs

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

Subang SIPPK team members learned to enter related data to System.


• Assist districts still in process to sharpen data analysis

• Final drafts of SIPPK manual and software

• Continue support for lakip and renja

• Invite MOHA to attend training in the field.

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

Personnel, supervision and assets management systems are the last programs to be

developed in the project. We began to develop personnel management in late 2007

and found it to be a complex process because it involves vast numbers of civil

servants and highly political ramifications related to salaries, financial rewards and

promotions. Work was suspended during the quarter because the DBE1 team working

on personnel management was also responsible for supervision; supervision work

required unanticipated urgent action based on strong request from MONE (see

below). Progress was made on supervision management, but as will be explained

below, an unanticipated supplemental activity was undertaken to both satisfy a request

from MONE and also to support the overall supervision program. The first draft of

materials to support assets/preventive maintenance programs completed during the

previous quarter was revised during the current quarter.

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


Target Date

Status at end of



Target next Quarter

Develop computerized personnel management & tracking system (SIMPTK)

1 set March 09 pilot conducted and software

drafted

No progress Finalize software and

training program

Install SIMPTK & train data operators & district decision makers

6 district Jul 10 - - Begin in 3 districts

Facilitate workshops to inform personnel policy development

6 districts Jun 10 - - -

Develop manual & training program for school management supervision

6 districts April 09 1 pilot In process. Supplemental

activity to produce

supplemental BOS reporting

manual for MONE

In process

Train district staff & supervisors

6 district Apr 10 Not yet - -

Facilitate workshops to inform supervision policy development

6 districts Jul 10 Not yet - -



Target Date

Status at end of



Target next Quarter

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

1 set July 09 Manual drafted Manual drafted Complete software

development

Install system & train districts to use asset management tracking system

6 districts Jun 10 Not yet - Begin implementation

in 3 districts

* New targets to reflect FY 2010 contract modification

Personnel Management System (SIMPTK)

No further progress was made on personnel manage during the quarter because the

DBE1 handling this program concentrated on asset management and supervision

management as reported below. We expect these programs will be developed and

tested in the coming quarter and then the team focus attention on completing

personnel management program development. As reported previously, the first

version of the required software has been developed and tested. Revisions will be

made in the next quarter and a second test will be carried out before the materials are

finalized and ready for roll out in the April –June 2010 quarter.

School Supervision Management System

Detailed work on this program began in early 2009 and has been reported previous.

As explained in previous reports and summarized below in order to develop this

program, a number of issues related to uses and reporting of BOS had to be addressed.

The efforts of the DBE1 team developing supervision management (the same team is

also developing personnel management as reported above) was devoted almost

exclusively to the BOS program both in the previous and current quarters.

As reported in the previous quarter our current intense collaboration with MONE on

the BOS program began as a result of results of field begun in about April 2009.

Some of the conclusion/findings of the field work related to BOS were as follows:

• School Annual Financial Plan (RKAS) was not consistently linked with

School Development Plan (RKS) and Annual School Plan (RKT)9, and

consequently the school financial plan is not a program oriented plan as

required by BOS Guidelines, issued by Central BOS Management.

• All BOS based financial reports were not multi-funding source, as required by

BOS Guidelines.

• Too many reports (BOS-K1 to BOS-K6 plus attachment of all original

receipts/kwitansi – resulting in a report of more than 100 pages) were required

by district authorities as compared to only one simple/comprehensive report (a

two page report) required by BOS Guidelines. These reporting requirements

resulted in an exhaustive, time effort consuming effort for elementary schools

(SD/MI) which do not have administrative assistants for this purpose.

9 However, this link was made in several DBE assisted schools.


• Different interpretation of account names and line items result in confusion

which among others inhibits the use of computerized information such as that

being attempted by SDS

• Different account codes were used for the same type of expenditure in

different districts.

The above issues were partly due to the absence of detailed explanation on how to

apply BOS guidelines, and partly on the method of training/socialization provided by

Provincial BOS Management teams. DBE1 reported the above findings to MONE

BOS Program. MONE agreed that these findings indicate the urgent need for more

detailed guidelines (Juknis) on how to implement Buku Panduan BOS 2009 and buku

Pelatihan Program BOS Tahun 2009. Further in discussions with DBE1 MONE asked

that the new guidelines focus on:

• Selection of “multi-funding” formats.

• Modification of the multi-funding formats.

• Detailed procedures on how to translate/link school annual plans and budgets

(RKT and RKAS) to BOS based budget plan (BOS-K1), including

standardization of account names, account classifications, and account code

numbering.

MONE asked DBE1 to produce these guidelines which will become a supplement to

MONE BOS Implementation manuals. Because this was considered an urgent need

affecting the quality of the largest school support program in the country, DBE1

agreed to take on the work.

During the quarter the DBE1 team in consultation with MONE drafted a technical

guide for schools to help them meet BOS reporting requirements. The team also

drafted a new reporting format that links BOS reporting to the school’s development

plan (RKS). The team also drafted revision of a few existing reporting formats,

including adding expenditure codes required by MOHA. DBE1 presented the draft

revisions to MONE in a meeting at MONE on December 15, 2009. MORA

representatives attended as well as a

representative from BSNP and USAID.

Follow up revisions were made based on

BSNP inputs. We expect MONE to

incorporate all these DBE1 inputs in the

2010 BOS implementation manual.

During the quarter after consultations

with MONE we also developed software

for schools that have computers10. Two

versions of the software were developed

and field tested in Bogor and Sukabumi,

West Java. A final version will be

10 MONE expects that in 2010 nearly all junior secondary schools will have computers, at least 50% public schools and about 35% madrasah will have computers.

Draft preliminary test in Klaten recently


completed and tested in the next quarter. The manual and software will be transferred

to MONE in the next quarter. The software will also be incorporated into the SDS++

software that DBE1 is developing for the EMIS pilot in Aceh (see Section 5 below.)

We also expect to facilitate further improvements in BOS policy in the coming

months. Although these interventions were not originally planned we believe that our

efforts to help improvement management of this approximately Rp 12 trillion ($1.2

billion) annual program will contribute to better management of the program, better

use of funds and result in quality improvements in basic education in the future.

Assets/Preventive Maintenance Management System

Work on manuals and software drafted in the previous quarters was continued during

the current quarter. The materials will be finalized in January 2010 and tested in

Sukabumi, West Java in February. If the testing requires revisions, this will be

completed in February and roll out to an additional five districts will begin in March

2010.

The program will includes technical directions for schools to record data on

preventive maintenance and regular reporting on the status of school assets to district

education offices. The district education offices will have a database to accommodate

school reports. The software designed by DBE1 will allow districts to analyze asset

data and help to provide a maintenance schedule for schools that will greatly assist in

district and school level maintenance planning.


• Complete Personnel Management (SIMPTK) software development and

implementation manual and field test.

• Instruments already drafted for financial management supervision for school

principals and supervisors to be further tested and finalized.

• Facilitate inputs to MONE to improve BOS policy.

• Finalize and field test software for BOS reporting and present results to

MONE.

• Pilot test manual for asset management and completed software development.

• Roll out assets management program beginning in three districts in the next

quarter.

3.5. Implementation of District Annual Education Plans and Budgets

In the coming quarters DBE1 will implement a new intervention to build district

capacity in planning and budgeting. During the first half of 2010 we will help districts

to improve accountability and develop policy and annual budgets which reflect their

renstra. Workshops will be held in the districts where renstra has already been

completed by the end of 2009 to support the LAKIP accountability process in

February 2010 and to assist districts to better link annual workplans (known as renja)

and renstra in April 2010. This process will help ensure that the renstra informs

annual planning and budgeting.


During the current quarter DBE1 had already assisted two districts in Aceh (Pidie and

Aceh Tengah) in producing renja. The efforts were much appreciated. In the quarter

the Aceh experience will be shared with specialists from other provinces to prepare

them for providing such assistance in other target districts. Such technical assistance

will be provided to the remaining three target districts in Aceh in the next quarter.


• Continued support for renstra preparation

• Conduct SIPPK training for districts that have not yet completed data inputs

• Assist districts still in process to sharpen data analysis

• Final drafts of SIPPK manual and software

• Continue support for lakip and renja

• Invite MOHA to attend training in the field


District Level Program Goals

• Initiate in 18 new districts in Aceh and complete in as many districts as possible

School Unit Cost Analysis, District Education Finance Analysis, District Strategic

Plans, and Governance for Education

4. Aceh Expansion Program DBE1’s task order was modified in July 2009 in order to extend district level services

to all 18 districts in Aceh that have not received DBE support. The programs are

limited to financial analysis, strategic planning and education governance; school

level programs in these 18 districts were not mandated. The contract modification in

part was based on an assessment of the feasibility for expanding the DBE1 program in

Aceh that was carried out in 200811. Beginning with the previous report (Quarterly

Report 18) implementation in Aceh will be reported in a separate chapter.

4.1 Program Preparation

During the quarter SOWs for new staff were finalized and recruiting begun. By the

end of the quarter interviews had been conducted for potential staff and preparations

for submission for USAID concurrence were made. A lease for a supplemental office

in Banda Aceh, close to the current DBE office, was signed and arrangements were

made for sharing the space with DBE2. Needs were assessed for additional space and

facilities in the DBE Medan office to accommodate DBE1 staff to be assigned to the

Southern districts of Aceh. DBE1 staff began procurement of computers and other

equipment during the quarter.

4.2 Coordination with Provincial and other Donor Stakeholders

DBE1 maintained consultations with provincial officials and other donors,

particularly AusAID SEDIA Project. Coordination with SEDIA has been very good

since the beginning of program preparation. Preliminary review of GTZ work also

took place. GTZ has assisted about five districts to produce strategic plans. Before

beginning planning work in these districts DBE1 will consult with GTZ and district

officials about ways to most effectively coordinate inputs.

The provincial education office appointed two staff to work closely with DBE1 to

monitor program implementation and in consulting with district officials. The

provincial education office has asked DBE1 to assist in creating a province-wide

database along the lines of the district level database to support strategic planning

(SIPPK); DBE1 will undertake this activity in the coming months.

11 “Report on Assessment of the Feasibility of Expanding the DBE1 Program in Aceh”, August 2008.


4.3 Program Implementation

DBE1Aceh staff and specialists from other projects began analytical work in the six

initial districts during the quarter. By the end of the quarter, about 30% of BOSP work

had been completed in all six districts. District officials were trained in SIPPK

methodology and data input analysis had also started by the end of the quarter; about

40% of SIPPK was completed in six districts by the end of the quarter. AKPK also

commenced in all six districts.

Implementation to date has been smooth because DBE1 specialists are experienced in

providing the technical assistance and conducting training for these programs and

because of the enthusiasm and support from district stakeholders as well as excellent

support from provincial stakeholders.

Table 4.1 Summary of Progress in Implementing Aceh Expansion program


Status at end of



Target next

Quarter

Launch program and sign agreements with 18 districts

18 March 2010

6 districts 6 districts 12 districts

Establish offices and contract and train new staff

8 staff & 1 supplemental

office

September 2009

4 staff recruited

1 office lease signed

4 staff recruited

4 new staff contracted and trained

Complete BOSP 18 March 2010

Begun in 6 districts


Completed in 6 districts

Commenced in 12

districts

Complete AKPK 18 March 2010



Completed in 6 districts

Commenced in 12

districts

Complete renstra 18 August Not yet Not yet Commenced

Central Java Provincial Specialist assisted stakeholders in Aceh to develop their BOSP.

Head of Aceh Tamiang Education Office in BOSP finalization workshop.


2010 in 12 districts

Facilitate workshops for district governance related stakeholders to review plans

18 August 2010

Not yet Not yet Commenced in 6 districts

Facilitate workshops for district to present plans & budgets to provincial stakeholders and advocate for district support

3 workshops (6 districts/workshop)

August 2010

Not yet Not yet 0


• Complete contracting and training new staff

• Complete procuring equipment and supplemental office operations

• Attend coordination meetings with Aceh provincial stakeholders and other

donors

• Complete BOSP and AKPK and begin SIPPK and Renstra first cluster of 6

districts

• Begin BOSP and AKPK in second cluster of 12 districts

• Identify and sign agreements with an additional 12 districts and hold

launching.


ICT Related Program Goals

• Complete implementation of 14 ICT grants

• Complete pilot to test use of ICT to improve data flow for MONE EMIS in two

selected districts in Aceh (Pidie and Aceh Tengah)

• Continue to manage DBE website which will be handed over when project ends in

2010

5. EMIS/ICT/Data Management DBE1’s Task Order mandates a number of ICT related activities. These include an

assessment of MONE’s Education Management and Information system (EMIS,)

developing and maintaining a project web site and Project Data Management System

(PDMS,) (reported in Section1), and development of innovative solutions for data

transfer and management including programs to enable the wider community and

private business to access information through various media. All of the above

activities have been or are in the process of being implemented and are described

below. In this quarter, DBE1’s ICT team continued to develop School Database

System (SDS) as part of effort to reach schools and communities decribed above.

5.1. ICT Grants (Task 8)

In the first year of the project, DBE1 designed a competition to award grants to

consortia comprised of private sector and government institutions such as district

education office, district library, and schools. Fourteen grants were awarded and in

the process of implementation. Two categories of grants awarded were: (1) ICT

Innovation and Education Management Grants (EMG) to improve education

management and (2) Education Hotspots grants that aimed to provide internet access

to schools, education offices and community as a whole.

Table 5.1 Progress in ICT Grants Implementation


Target Date


(cumulative)


Target next

Quarter

Complete grant awards 14 Mar 09 14 awarded - -

Complete disbursement of funds/procurement

14 Dec 09 ongoing Ongoing -

Complete grant implementation

14 Mar 10 2 2 4

Compliance monitoring & reporting end 2009

14 Dec 09 Contuous based on milestones

Up to date As per milestones

Final evaluation & publication (mid 2010)

14 Jun 10 Not yet Not yet Not yet


Two grants that were completed in last quarter (Table 5.2, denoted as ‘C’). No

grants were completed in the current quarter. Four grants that was targeted to be

completed in this quarter are still on going (Table 5.2, denoted as ‘T’); however,

because some outstanding reports remain to be processed, we expect these grants will

be completed in the next quarter.In addition we expect four additional grants to be

completed in the next quarter (Table 5.2, denotesdas ‘P’) which will make a total of

10 completed grants. The remaining four grants will be completed by June 2010.

Table 5.2 Progress in ICT Grants Completion

No DISTRICT CATEGORY LEAD CONSORTIUM

LOCAL GOVERNMENT

CONSORTIUM MEMBER COMPLETION STATUS

Dinas

Pendidikan

Perpusda

Kandepag

Bappeda

University/

SMK

Eductaion

Board

Dinas Infokom

ICT Center

Pre Award

Process

Grant Award

Procurement

Launching

On Going

Co

mp

lete

d

CENTRAL JAVA

1 Kab. Karanganyar

Tier-2 EMG PT Indomaya Wira Sejahtera

√ √ √ - - - - - √ √ √ √ √

2 Kab. Klaten Tier-2 EMG CV Cosmo Jaya √ √ √ - - - - - √ √ √ √ √ P

3 Kab. Karanganyar

Tier-1 Hotspot

PT Indomaya Wira Sejahtera

√ √ √ - - - - - √ √ √ √ √ P

EAST JAVA

4 Kota Surabaya

Tier-2 EMG PT ITS Kemitraan √ - - - - - - - √ √ √ √ √ P

5 Kab. Tuban Tier-1 Hotspot

PT Tridata Cakrawala √ √ - - - - - - √ √ √ √ C

6 Kota Surabaya

Tier-1 EMG PT ITS Kemitraan √ - - - - - - - √ √ √ √ T

NORTH SUMATRA

7 Kab. Tapanuli Utara

Tier-2 EMG Web Media √ - √ - - - - - √ √ √ √ √ P

SOUTH SULAWESI

8 Kab. Pangkep Tier-2 EMG YPK Amanah √ - √ - - - - - √ √ √ √ √

9 Kab. Soppeng Tier-1 Hotspot

Indo Komputer √ √ - - - - - - √ √ √ √ T

10 Kab. Engrekang

Tier-1 Hotspot

PT. Rekayasa Teknologi Informasi

√ - √ - - - √ - √ √ √ √ C

11 Kab. Jeneponto

Tier-1 EMG Turatea Computer Centre - - √ - - - - - √ √ √ √ T

BANTEN

12 Kota Tangerang

Tier-2 Hotspot

CV Almagada Jaya* √ √ √ √ - - - - √ √ √ √ √

WEST JAVA

13 Kab. Karawang

Tier-2 EMG CV Trisatya Pratama* √ - √ √ √ √ - - √ √ √ √

14 Kab. Sukabumi

Tier-1 Hotspot

Yayasan Tarbiyah Islamiyah (YASTI)*

√ √ - - - - - √ √ √ √ √ √ T

The total anticipated value of 14 grants awarded increased from $277,740 (IDR

2,578,299,451) to $287,884 (IDR 2,669,599,451). The increase is a result of USAID

approval to increase the grant for Pankep, South Sulawesi (see below). As of

December 2009, $224,127 (IDR 2,084,959,731) has been disbursed to the grantees in

the form of equipment and cash to cover grant main activities including training


expenses. In the quarter, four grantees received disbursements (Table 5.3, denoted by

bold blue color font).

Table 5.3 Summary of Grants Awarded

No. Grantee

Progress

Obligated Amount (Rp.)

Cummulative Realization

(Rp)

Balanced to be Disbursed

(Rp.)

a. ICT INNOVATIONS & EMG

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

506,452,000

370,311,875

136,140,625

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

25,252,500

22,100,000

3,152,500

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

292,518,451

193,416,756

99,101,695

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

258,532,500

129,003,750

129,528,750

a.5. Klaten, Central Java - CV Cosmo Jaya 347,461,000 280,840,000 66,621,000

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

50,184,000

41,716,500

8,467,500

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

311,557,100

304,710,000

6,847,100

a.8. North Tapanuli, North Sumatra – PT Webmedia

361,742,000

311,975,600

49,766,400

b. b. EDUCATION HOTSPOT

b.1. Soppeng, South Sulawesi - Indo Komputer

31,243,000

21,730,000

9,513,000

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

60,670,400

56,303,500

4,366,900

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

69,754,000

69,788,000

(34,000)

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

25,925,000

25,925,000

-

b.5. Tangerang, Banten - CV Almagada Jaya 300,930,000

237,777,250

63,152,750

b.6. Karanganyar, Central Java - PT Indomaya Wira Sejahtera [Tier-1]

27,377,000

19,361,500

8,015,500

Grand Total (Rp.) 2,669,599,451 2,084,959,731 584,639,720

Grand Total (USD=9,000 IDR) 287,884 224,127 63,758

* Grants completed

Monitoring

DBE1 monitors performance of the grants program by reviewing reports of achieving

certain milestones and by direct observation in the field on a regular basis. Toward the

end of the project DBE1 will carry out an impact assessment with the assistance of an

international specialist.


Most grantees have been submitting reports and documents as required (although

some are late), and disbursements have been made against these milestones. In

addition to compliance monitoring, DBE1 staff continue to monitor implementation in

the field. Some highlights of monitoring of two grants are as follows.

North Tapanuli, North Sumatera. The grant to the consortium lead by PT Webmedia

Internusa Tata Utama was awarded much later that the other grants. Over the past

several months the consortium has been very diligent. Through December 2009 they

trained over 700 participants. They also carried out intensive communication with

stakeholders on ways to ensure the program will be sustained.

Pangkep, South Sulawesi. As a result of monitoring in the previous quarter DBE1

concluded that the consortium was meeting its obligation in training teachers,

education staff and community as required by the grant, but because of changes in

internet costs and commitments from stakeholders and community to continue the

internet service, DBE1 concluded that the consortium’s sustainable business plan

must be revised and updated. Therefore, $10,145 (Rp.93 million) was added to the

grant obligation and the time period extended until June 2010 to allow the consortium

to update its sustainability plan. DBE1 provided technical advice to the consortium by

a member of a high performing grantee from Klaten, Central Java. DBE1 will

continue to closely monitor the implementation of the new business plan to ensure the

program is sustained after the grant period is completed.

Training Series Carried Out at Tarutung Cyber Learning Center Located at District Public Library



• Conduct special monitoring for grantees that have not shown significant

progress so far.

• Assist grantees in grant reporting process.

• Continue compliance monitoring by reviewing each grantee’s progress reports

for completeness and compliance of general reporting requirements.

• Plan for impact evaluation and reporting.

5.2. EMIS Pilot (Task 8)

The EMIS Strengthening Pilot program is being implemented in two selected districts

in Aceh: Aceh Tengah and Pidie. The project has two major phases of

implementation. The preparation phase has been concluded, while implementation

phase is ongoing. The main purpose of the pilot is to test new ways to improve flow

of data from schools to districts within MONE’s EMIS. During the quarter DBE1

completed software for schools to input, organize and prepare data for transfer. The

system developed is a modification//expansion of DBE1’s School Database System

which has been implemented in over 1,000 DBE target schools (and replicated by

several other schools with non-DBE resources.) The modified system is called SDS++.

During the quarter field testing and presenting resource assessment results to

stakeholders were completed and follow up activities planned on the basis of the

results of the field testing.

Table 5.4 Progress with EMIS Pilot


Target Date


(cumulative)


Target next Quarter

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

Implement Work Plan Phase-2

Oct 09 Work Plan Phase-1 completed, Phase-2 in progress

Work Plan Phase-2 completed

Work Plan Phase-2 fully implemented

Procure equipment district, sub district and school

62 computers, 52 printers, 20 Smart Phones

Jan 10 Printers waiting USAID approval

Desktop Computers and Smartphone’s completed

Procurement of equipment completed

Conduct resource assessment district, sub district, and schools

52 SD/MI, 2 UPTD/KCD, 2 DEO and Kandepag

Oct 09 Assessment conducted, Analyzing and presenting results

Resource Assessment Report completed

Results of Resource Assessment implemented

Train district, sub district, and schools

Train in ICT capacity and use of SDS++ strengthening

Apr 10 ICT training materials developed SDS++ software revision in progress

ICT capacity training materials established

ICT capacity training begun

SDS++

Development completed and training begun

Monitoring and evaluation** (initial, measure-1, and measure-2)

52 SD/MI, 5 UPTD/KCD, 2 DEO

May 10 Initial completed Measure-1 Not yet

Measure-1 completed; Measure-2 begun



Target Date


(cumulative)


Target next Quarter

Evaluate and disseminate results for MONE policy on data flows

National workshop

Jun 10 Not yet Not yet Not yet

* SDS++ is further development of School Database System (SDS) which has been piloted in over 1000 schools. SDS++ will include two additional features: Monthly Report and Laporan Individu Sekolah/Madrasah (LI-SD of Padatiweb) which directly relates to MONE’s EMIS.

** Monitoring and evaluation utilizes Resource Assessment Instruments

SDS++ field testing was conducted through workshops in each district in the first

week of October 2009. Pidie and Aceh Tengah District Education Office (DEO) staff,

DEO sub district (UPTD/KCD) staff, school/madrasah principals, and school

supervisors participated in the workshops. Pidie and Aceh Tengah DEO staff were

very enthusiastic with the program and stayed until the end of the training program.

Head of Aceh Tengah DEO said that he was very keen to disseminate the program to

all schools in the district; however, he would wait until field testing and program

design is complete.

Aceh Tengah and Pidie Head of DEO uses SDS++ Portable (PDA)

Aceh Tengah and Pidie Head of UPTD/KCD uses SDS++ Portable (PDA)

SDS++ Field Testing Posed Prior to Workshop Closing

School Head uses School Level SDS++ while PSP Balitbang Reps Observed


Table 5.5: SDS++ Training Topics by Group of Participants

No. TOPICS

PARTICIPANTS

KaDis/

Kakandepag

Staf Disdik (KK

DataDik

Ka UPTD

Staf UPTD

Pengawas

Sekolah*

Kepala Sekolah

Guru

Tenaga Adm.

Sekolah

1 SDS++ Architecture:

a. SDS++ Desktop √ √ √ √ √ √ √ √

b. SDS++ Portable √ √ √ √ √ √ √ √

2 Installation of SDS++:

a. SDS++ School Level Installation √ √ √

b. SDS++ UPTD/KCD(Sub-District) Installation √ √ √

c. SDS++ District Level Installation √ �

3 SDS++ Implementation and Usage:

a. School Level √ √ √

b. UPTD/KCD (Sub-District) Level √ √ √

c. District Level √ √

Jumlah peserta 4 10 5 5 66 52 52 52

In addition to field testing software during the quarter a survey on resource

assessment was carried out by DBE1 national and provincial staff together with

MONE/PSP team members. (The results of the survey were documented in a separate

report.) The objective of the survey was to assess readiness on: (i) human resources

(the brainware), (ii) equipment and its infrastructure (hardware and software), and (iii)

organizational support (organoware). A total of 52 persons responded to the survey,

comprised of 22 school principals, 10 madrasah principals, two vice principals, 11

teachers, and seven support staff. Results are depicted in Tables 5.6 and 5.7 and

Figure 5.1. Note that for Tables 5.6 and 5.7 the number of stars denotes level of

readiness, while Figure R3 average score indicates level of readiness.

Table 5.6: Level of Readiness by Districts

Category Aceh Tengah Pidie

1. Human Resources:

1.1. Knowledge about DBE1 ICT program

1.2. ICT Capacity

2. Equipment and Infrastructure:

2.1. Hardware and Netware

2.2. Software

3. Organizational Support


Tabel 5.7: Level of Readiness by KCD

Kategori KCD

Grong-Grong

KCD Silih Nara

KCD Bies KCD

Bebesan

KCD Lut Tawar

1. Human Resources:

1.1. Knowledge about DBE1 ICT

program

1.2. ICT Capacity

2. Equipment and Infrastructure:

2.1. Hardware and Netware

2.2. Software

3. Organizational Support

Figure 5.1: Level of Readiness by School

In general, resource assessment results indicate that prior to SDS++ training

participants’ ICT capacities were very low.


• Conduct ICT training to improve ICT capacity in general followed by specific

SDS++ training

• Implement and roll out ICT capacity strengthening and SDS++ as stated in the

workplan

• Monitor and evaluate SDS++ roll out.

• Carry out evaluation on related training activities.


• Prepare dissemination plan with MONE.

5.3 DBE Website 12

As of December 2009, the DBE website received 1,488,844 hits since the website was

launched in 2005. This quarter’s total hits (201,539) is higher than last quarter’s total

hits (185,856). DBE website hits increased from 60,961 hits in October to 74,113 hits

in November, but then decreased to 66,465 hits in December (see right side of Figure

5.2). This quarter’s weekly average hits is 14,890 with a relatively steady hits for each

week. The lowest weekly hits recorded for this quarter is at 9,464 on the 3rd week of

October while the highest weekly hits is at 20,912 on the 4th week of November (see

left side of Figure 5.2).

Figure 5.2: Website Hits

During the quarter, DBE1 continued to upload information from DBE123 into various

sections of the Website, primarily: News, Resource Materials, and Good Practices.

Annex 4 contains a list and description of uploaded information. The top ten requests

for documents up until the last quarter were dominated with resource materials

uploaded by DBE1 related government legal documents which are ministerial

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

DBE1 and DBE3 manuals (see Table 5.8 below).

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

Resource Materials Download

Frequency

Date Upload

(mm-dd-yy)

Duration

since

upload

date (days)

Daily

Download

Frequency

Law number 14 year 2005 regarding Teachers and University Lecturers

12,076 15-Aug-07 856 14.11

Minister of National Ecucation Regulation number 39 Year 2009 regarding Teachers and School

1,018 7-Oct-09 84 12.12

12 http://www.dbe-usaid.org/


Resource Materials Download

Frequency

Date Upload

(mm-dd-yy)

Duration

since

upload

date (days)

Daily

Download

Frequency

Supervisors Workload

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

8,636 27-Nov-07 754 11.45

Teknologi Informasi Komunikasi untuk Kehidupan, Pembelajaran dan Pekerjaan

13,984 31-Jul-06 1,230 11.37

How to Fill SD/MI Profile Instruments Manual

1,985 1-Jul-09 180 11.03

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

7,068 27-Nov-07 754 9.37

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

4,337 28-Jul-08 513 8.45

Bantuan Operasional Sekolah (BOS) 2009 Manual Book

2,656 11-Feb-09 320 8.30

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

4,932 28-Apr-08 603 8.18

School Committee: Simple Accounting Methods

5,978 17-Sep-07 824 7.25


• Continuous improvement, maintenance, and updating of website content.

• Continuous updating of website links to PDMS Geographic Information

System (GIS).

• Event list improvement to display calendar activities filtered by province or by

DBE components.

• Add new feature called photo gallery to depict various DBE activities.

• Add search engine facility to help website users retrieve information.


6. Public-Private Alliance (Task 9) The last PPA activity—a partnership with BP Company to support capacity

development for three districts in Papua Barat—was completed in the previous

quarter. Our PPA activities in the current quarter focused on investigating new

opportunities for PPAs in Aceh and other places. About $110,000 PPA set aside funds

to leverage private sector supports through PPAs remains in the DBE1 budget13.

Outreach activities

During the quarter, DBE1 explored the possibility to form alliances with corporations

to support DBE activities. Several meetings with major U.S. and Indonesian

organizations such as Gramedia Widiasarana Indonesia, Indonesia Business Link,

Sampoerna School of Education and ExxonMobil were held to initiate alliances. The

following meetings are highlighted.

Meetings with PT Gramedia Widiasarana Indonesia (Grasindo)

Several meetings and discussions between DBE1 program and Grasindo

representatives took place during the quarter to explore complimentary areas of

interest. DBE1 is interested to explore a partnership with Grasindo to support the

DBE1 activity to print the School Based Management package. As a result of the last

meeting held in December 2009, it was agreed that DBE1 and Grasindo would pursue

possible potential collaboration. It will take several more meetings and discussions to

develop more accurate and detailed Terms of Reference for this alliance. Due

diligence on Grasindo will be conducted in the next quarter to see that the company fit

the partner profile required by USAID. It is anticipated that the alliance with Grasindo

will be finalized in the first quarter 2010.

Meetings with Indonesia Business Links

In December DBE1 Jakarta contacted Indonesia Business Links (IBL), an

organization established in 1998 to promote corporate social responsibility, which

organized an “Implementing PPA in DBE Workshop” in September 2005 to form

alliances with their corporate contacts to support DBE1 activities. Further discussions

will continue next quarter.

13 $350,000 for PPAs noted in Contract Modification for Aceh, January 31, 2006 has been incorporated in other budget line items because private sector funds had been allocated to tsunami efforts; thus, there was no interest in forming alliances with DBE1.

Private Public Alliances (PPA) Program Goals

• Complete current PPA (BP in W. Papua)

• Investigate and report on new PPA opportunities


Meetings with Sampoerna Foundation

Meetings with Sampoerna Foundation took place to discuss the possibility to form an

alliance. Sampoerna Foundation through Sampoerna School of Education (SSE) has

indicated an interest in integrating DBE1 initiatives into SSE by expanding the pre-

service teacher training curriculum to include elementary and junior high school

levels. The alliance is intended to develop a pre-service curriculum for school-based

management. Due diligence on Sampoerna Foundation and detailed Terms of

Reference are anticipated to be completed in the first quarter of 2010.

Meetings with ExxonMobil

In December DBE1 Aceh Team met with ExxonMobil Aceh Team during the DBE3

Workshop in Lhoksumawe to seek its support for expanding DBE1 activity in Aceh.

After the meeting, DBE1 Aceh Team was informed that ExxonMobil has been

allocated budget for their CSR program in Aceh, but they suggested DBE1 to contact

ExxonMobil Jakarta’s CSR Department. In the next quarter, DBE1 Jakarta will

contact the CSR Team in ExxonMobil Jakarta to explore the possibility to form a

partnership in Aceh and Bojonegoro.


• Follow up with contacts made during the quarter and finalize PPAs that may

result before the end of the next quarter.

• Submit semi annual PPA reports in January and July 2010.

• Discuss with USAID use of any remaining PPA set aside funds in DBE1

budget that will not be obligated to a PPA by end March 2010.


7. Dissemination and Sustainability

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

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

these to other schools and districts.

Singling out good practice requires an agreement on what is meant by the term ‘good

practice’ and how we can identity it. Good practice in DBE1 is defined through

reference to international research, reports on previous and concurrent projects in

Indonesia and lessons learned through our own project experience and systems for

monitoring and evaluation.

With the various definitions found in recent MONE policy documents in mind, DBE1

defines good practices as those which meet stakeholder needs and help implement

current policy which improves basic education in efficient and effective ways.

During this, the final year of project implementation, the focus is shifting more and

more to supporting increased dissemination and sustainability. During the first four

years DBE1 worked with partners to develop, pilot, finalize and begin to

institutionalize methodologies designed to implement GOI policy in ways that support

good practice in the management and governance of basic education. While

sustainability and dissemination have been core goals since the commencement of

DBE1 activity in 2005, it is now in the final year that these goals take center stage.

Beyond achieving sustainability of project outcomes in target districts and supporting

dissemination within and across districts, it is intended that this process will influence

government policy, creating a much wider impact.

Sustainability is an essential element in good practice. Dissemination is at the heart of

the project’s strategic approach. Our main approach is to (1) develop good

methodologies, good practice, and formalize these in practical manuals, (2) build the

capacity of facilitators and service providers to use these, and (3) support policy

development at district, provincial and national levels to institutionalize the good

practice.


Dissemination and Sustainability Program Goals

• Provide transitional assistance to districts, schools & other institutions to implement

DBE1 school level programs with their own funds

• Provide assistance to districts, schools & other institutions to plan, budget & manage

DBE1 school level programs

• Finalize, sanction and disseminate manuals for planning, budgeting & managing

implementation of DBE1 school level programs

• Identify, organize and train service providers to provide technical assistance to

districts to implement DBE1 programs

7.1. National Policy and Practice (Task 10)

DBE1 continued to work closely with national counterparts throughout this quarter

with the aim of mainstreaming the good practice developed through the project and

influencing national policy and practice.

Our ongoing work with the MONE Secretariat for School Based Management

(Directorate for Kindergarten and Elementary Schooling) has been central to the

development of national policy and practice in relation to school-based management.

As reported above, a two-day meeting was held with members of the Secretariat in

Bogor with representatives of USAID and MORA. The meeting finalized agreements

to publish DBE1 school-based management materials with government logos and

forwards signed by Directors from MONE and MORA. As a result, the materials will

be finalized in the next quarter. The Secretariat has also requested DBE1 to (1)

provide training for members of the Secretariat in the use of all the materials and (2)

provide a list of qualified district facilitators available from the districts to support

dissemination and implementation of school-based management using the DBE1

materials.

The process of publishing DBE1 school-based management manuals with MONE and

MORA and Menkokesra logos and endorsements is thus almost complete. Workshops

conducted in the previous quarters reconfirmed MONE’s approval for all of DBE1’s

school and community program materials. The process has proved to be rather

lengthy, a fact which should not suggest that it has been problematic; rather, it has

been thorough.

Building on the ongoing collaboration with MONE’s Secretariat for School Based

Management, in the Directorate for Kindergarten and Elementary Schooling, DBE1

participated in the last of a series of regional workshops conducted by the Directorate

across Indonesia. This consisted of regional KTSP workshops in Mataram on 6 - 7

November, Bandung on 9-10 November and on 20th November in Jakarta. The

workshops provided an opportunity to disseminate school-based management

materials to province and district level personnel. Materials focused on the

introducing DBE1’s RKS/M approach at level SD/MI level, along with a glimpse of

the SDS.


Some 130 participants came to the Mataram workshop from the provinces of Bali,

West Nusa Tenggara Barat (NTB), and East Nusa Tenggara (NTT). In Bandung, 83

people attended from the provinces of Jambi, Bangka Belitung, and West Sumatra.

The Jakarta workshop was attended by 96 participants from the provinces of

Lampung, West Kalimantan and Central Kalimantan. Participants consisted of

provincial Education Department Officers, province level staff in charge of

curriculum (Subdin SD) and Provincial Level Curriculum Development Teams. Each

district was represented by the District Education Office staff, Curriculum

Development Team, Supervisors, Principals and Teachers.

As a result of the discussions, participants now understand the importance of RKS and

SDS, but they realize the limitations of the school owned primarily in the field of

human resources, for which they expect facilitation from DBE1. Unlike previous

regional workshops, in which more discussion was dominated by the principal and

teachers, this time the discussion was dominated by supervisors and staff of the

education offices, especially those who never participated in programs from other

NGOs or donors, such as AusAID. Participants asked about the sustainability of the

program, coordination between NGOs, issues at the school level which have not been

responded to by the districts, and so on.

In Bandung and Jakarta, participants commented that they realize the RKS and SDS

are important, but they also aware of limitations in the capacity of school, especially

in human resources. As in Mataram, in Bandung MBS discussion were dominated by

the education office staff, especially related to difficulties in RKS preparation due to

limited human resources and lack of technical support. In Jakarta the school level

participants tended to dominate the discussion. The issues however were similar.

Other school-level issues that arose were related to funding. It was agreed that

schools, especially in the village areas, are in desperate need of BOS funds, but they

are also very troubled by reports on the BOS funds must be made by the schools.

They complain because (1) lack of school administrative personnel, and (2) lack of

places to ask if they have difficulties in understanding the guidelines of BOS. Schools

were also confused by the contents of the official BOS Implementation Guide as there

was no agreement among the auditors.

On 21-22 November DBE1 participated in a follow-up workshop with the MONE

SBM Secretariat (Directorate of Kindergarten and Elementary Schooling). This

workshop aimed to design the SBM Development Program as a follow-up to the

regional workshops described above. The workshop participants divided into ten

groups with ten subjects as follows: (1) National Strategy for Development of SBM,

(2) Implementation of SBM at the provincial level, district / city, clusters, and

schools, (3) Review indicator conceptual implementation of SBM in schools, (4)

Socialization and Consolidation Pattern SBM, (5) Management and Leadership, (6)

Curriculum Development and Learning, (7) Development of Community

Participation, (8) System for Monitoring and Evaluation Program, (9) Instruments

Self -Assessment, and (10) Financing and Supporting Aspects Implementation of

SBM.


DBE1 was invited to provide feedback about SBM dissemination activities that have

been taking place during the project. An allocation of 120 minutes was made for the

two presenters (panel discussion). Presenters were also invited from: UNICEF,

MGPP, South Sulawesi Education Department, Education Department of Sukabumi,

the Head SDN Purwantoro 1 Malang (TKT task winners, national level in 2009), the

Head of SDN Kampung Dalem 1 Tulung Agung, East Java, and the Head of SD

Muhammadiyah Condong Catur, Depok, Sleman Jogjakarta.

Some 130 people came from all provinces in Indonesia, and participants from each

province, consisting of: Section Heads of the Provincial Education Curriculum

section, District Education Office Curriculum Heads, Supervisors, and Principals.

Participants from each province amounted to four people.

The discussion covered various topics, but the relevant points are:

• The DBE1 programs are regarded as very effective in supporting the

implementation of the MBS program. DBE1 was requested to provide support

and program facilitation to non-partner regions.

• DBE1 was requested to not only develop managerial supervision but also

academic supervision. Reportedly, this is desperately needed by schools.

• The SBM dissemination model developed by DBE1 is regarded as quite

interesting and promising. The meeting concluded that information on the

DBE1 approach needs to be disseminated.

During the quarter, DBE1 continued work on various impact studies and meta-

analyses which are intended to ultimately inform policy development at national

levels.

DBE1 also continued on-going consultations with the national education standards

board (BSNP) regarding our cooperation on school opartion costs. DBE1 has been

supporting BSNP to develop a national education cost index primarily for tehnical

high schools (SMK). Although senior high school is outside the perview of basic

education, we have agreed to respond to BSNP request for assistance in this area since

the work relates directly to reinforcing DBE1 BOSP methodology and hence is

another means of informing MONE policy.


• Complete follow-up steps to finalize forwards, signed by MONE and MORA

directors

• Conduct training with MONE on school-based management materials

• Submit school-based management impact study, publish report and

disseminate to stakeholders.

• Commence work on district level studies and meta-analysis

• Follow up on consultations with the BSNP on developing an education cost

index.


7.2. Provincial Engagement (Task 11)

In regions where the response of provinces has been favourable we are developing

shared approaches to support dissemination and sustainability. In East Java, for

example this includes developing a team of provincial facilitators. In Central and East

Java, the province is also beginning to fund dissemination of programs such as RKS

and BOSP. Some of the activities relating to provincial engagement have been

reported above in the section on district level programs.

During the coming year we also plan to run a series of province level workshops to

further strengthen the understanding and role of provinces in supporting

implementation and dissemination of DBE1 programs. The workshops will showcase

the outcomes of DBE1 interventions in districts. The purpose is to enable provincial

and district governments and stakeholders to learn more about the program and to

encourage them to invest in programs to disseminate and sustain good practice

approaches such as school-based management, district planning, data management

and policy development.

In addition, we will endeavor to intensify coordination with all provinces in the

remaining year of the project in order to provide support for provincial policy

improvements. Although we will attempt to work with all, we anticipate that demand

and readiness may be less in some provinces. Some examples of ways in which we

anticipate supporting provincial policy development are as follows:

• Aceh: Strengthening coordination between district and provincial strategic

planning (renstra)and developing a province-wide database based on SIPPK

• North Sumatra: No significant developments anticipated at this time.

• West Java: Developing a policy to provide additional school operation funds,

based on BOSP results.

• Banten: Assisting the provincial MORA office to make school-based

management a provincial priority.

• Central Java: Developing a policy to provide additional school operation

funds, based on BOSP results. Assisting the provincial MORA office to make

school-based management a provincial priority in both Central Java and

Yogyakarta (DIY)

• East Java: Supporting Bappeda and the Education Office in mapping a

complete educational delivery system including public, private dyniah

(pesantren), literacy development and adjusting provincial targets to achieve

national targets.

• South Sulawesi: providing inputs to provincial policy on ‘free education’

based on BOSP.


• Continue to develop programs with provincial administrations to support

dissemination and sustainability of DBE1 programs including school-based

management, renstra implementation and other district level programs


• Support provincial governments to develop policy in response to demand and

opportunity

• Conduct provincial workshops to support this.

7.3. Disseminating DBE1 Programs (Task 12)

During the quarter DBE1 continued to assist schools, district and provincial education

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

programs. DBE1 staff monitor dissemination closely and report regularly on plans for

dissemination as well as actual dissemination. The data reported below is actaual

implementation, not planning data (tracked separately in PDMS). The original target

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

the table below that target has been revised in expectation as a new target to be set in

the upcoming modification of DBE1 task order. The expected new target has already

been exceeded.

Table 7.1 Dissemination achievements (school level program)*


Target Date


(cumulative)


Target next

Quarter

School based management programs disseminated

7,000 schools

Sep 10 8,397 1,227 Ongoing

Provide TOT, materials masters, supervision

50 districts Sep 10 50 8 Ongoing

Conduct Pengawas Forums to include DF & replication facilitators

9 days x 50 June 10 Approx. 3 x 50 ongoing Ongoing

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

50 + districts

March 10 First draft to 49 districts

Manual approved by MONE

Complete publication


Through the end of December 2009, nearly Rp.13 billion, or $1.365 million14, has

been allocated for dissemination of DBE1 programs in 68 districts. Of this amount,

approximately $25,000 was expended for DBE1 district level programs, primarily

BOSP; the remainder has been used for school based management programs.15 This is

an increase of $300,000 or 30% since the end of the previous quarter (September

2009). Of this total cumulative amount, about Rp10 billion came from annual district

budgets (APBD) and the remainder, nearly Rp.3 billion, from a variety of non-APBD

sources including MORA funds, school funds (predominately BOS) and non-

government sector funds (e.g. Muhammadiyah). Tables 7.2 and 7.3 below provides a

detailed breakdown of dissemination funding and programs to date.

14 Using a nominal exchange rate of Rp9,500 = $1 15 This amount of expenditure does not include funds already expended for implementing the first of the dissemination activities, i.e., training of Trainers (TOT). For example, the Provincial Religious Affairs Offices (Kanwil Agama) of Central Java and Yogyakarta provinces funded TOT in the quarter for their school supervisors and other officials, but those trainers have not yet trained schools (expected in the next quarter). Because the program has not been disseminated in schools, the total amount for that activity (Rp.323 million) is not reported as expenditure for dissemination.


Table 7.2 Summary of Expenditures for School Level Dissemination to end of December 2009

District budget (APBD)

Other funds (BOS,non-

government foundations,

MORA etc)

Total

Rp Rp Rp

Year 2006

Sulawesi Selatan 129,000,000 129,000,000

Total for 2006 129,000,000 0 129,000,000

Year 2007

Aceh 0

Sumatera Utara 487,000,000 3,000,000 490,000,000

Banten 17,500,000 17,500,000

Jawa Barat 150,000,000 22,500,000 172,500,000

Jawa Tengah 500,000,000 100,000,000 600,000,000

Jawa Timur 436,000,000 24,000,000 460,000,000

Sulawesi Selatan 164,000,000 164,000,000

Total for 2007 1,737,000,000 167,000,000 1,904,000,000

Year 2008

Aceh 50,000,000 50,000,000

Sumatera Utara 328,786,000 8,200,000 336,986,000

Banten 180,000,000 180,000,000

Jawa Barat 409,470,000 409,470,000

Jawa Tengah 1,293,000,000 1,293,000,000

Jawa Timur 633,000,000 185,000,000 818,000,000

Sulawesi Selatan 853,180,000 75,650,000 928,830,000

Total for 2008 3,747,436,000 268,850,000 4,016,286,000

Year 2009

Aceh 347,000,000 347,000,000

Sumatera Utara 330,975,000 33,900,000 364,875,000

Banten 620,000,000 16,800,000 636,800,000

Jawa Barat 0

Jawa Tengah 219,500,000 328,020,000 547,520,000

Jawa Timur 2,160,689,700 1,477,050,000 3,637,739,700

Sulawesi Selatan 1,040,491,480 107,350,000 1,147,841,480

Total for 2009 4,371,656,180 2,310,120,000 6,681,776,180

Grand Total Budget of School Level

Dissemination9,985,092,180 2,745,970,000 12,731,062,180

Province

Table 7.3 Summary of Expenditures for District Level Dissemination to end of December 2009

District budgets (APBD)

Other funds (BOS,non-

government foundations,

MORA etc)

Total

Rp Rp Rp

Year 2009

Jawa Tengah 3,000,000 36,350,000 39,350,000

Jawa Timur 204,750,000 204,750,000

Total Nasional 2009 207,750,000 36,350,000 244,100,000

Grand Total Budget of District Level

Dissemination207,750,000 36,350,000 244,100,000

Province


Table 7.4, below, indicates the number of schools and madrasah which, up until now,

have participated in dissemination programs to implement DBE1 methodologies using

funds from APBD and other sources. The total of 8,397 is an increase of 1,227 on the

previous quarter total. For every one target school in which the program has been

fully funded by DBE1, another six or seven schools have implemented aspects of the

program with independent funding.

Table 7.4 Number of schools implementing DBE1 programs under dissemination

Province # of School

Aceh 79

Sumatera Utara 257

Banten 642

Jawa Barat 525

Jawa Tengah 2,794

Jawa Timur 3,429

Sulawesi Selatan 671

Grand Total 8,397

NOTE: Total schools for Jawa Tengah (Central Java) includes 15 schools from DYI (Yogyakarta)

province

These 8,397 schools and madrasah have implemented programs to disseminate DBE1

school-based management practices, particularly school development planning (RKS)

in non-target schools. As core activity fully-funded by DBE1 at school level is now

almost completed, DBE1 personnel are now more able to focus on supporting the

planning, implementation and monitoring of these activities.

The total number of districts that have implemented at least one DBE1 program is

now 68. Forty of these are original DBE1 target districts while 28 new non-DBE

districts have recently begun dissemination (Table 7.5). Further analysis (Table 7.6)

shows that 50 districts have disseminated school based management programs and 19

disseminated district level programs; one district (Kota Tegal) has disseminated both

district and school level programs and so is counted twice in this analysis.

Table 7.5 Summary of Districts Disseminating DBE1 Programs to end of December 2009

At School Level At District Level Total

50 17 68

At School & District

Level

1


Table 7.6 Districts Disseminating DBE1 Programs to end of December 2009

DistrictSchool

Level

District

LevelDistrict

School

Level

District

LevelDistrict

School

Level

District

LevelDistrict

School

Level

District

Level

Aceh Aceh Besar Y

Tapanul i Uta ra Y Tapanul i Sela tan Y Pa da ng La was Y

Kota Sibolga Y Pa da ng La was Utara Y

Kota Tebing Tinggi Y

Deli Serda ng Y

Kota Binja i Y

Leba k Y Ta ngerang Y

Kota Ci legon Y Sera ng Y

Kota Ta ngera ng Y Pa ndegla ng Y

Kota Sera ng Y

Kota Tangera ng Selata n Y

Suka bumi Y

Indra mayu Y

Kara wa ng Y

Kota Bogor Y

Ga rut Y

Kudus Y Kota Tegal Y Y Kota Yogya Y

Boyolal i Y Ka bupaten Pekalongan Y Purba l ingga Y

Klaten Y Kota Sala tiga Y

Kara nga nya r Y Kota Pekalonga n Y

Grobogan Y

Blora Y

Jepa ra Y

Demak Y

Purworejo Y

Pasurua n Y Sampang Y Kota Batu Y

Tuban Y Kota Bl i tar Y

Nga njuk Y Kota Madiun Y

Kota Surabaya Y Kota Kedi ri Y

Sidoarjo Y Kota Probol inggo Y

Kota Mojokerto Y Ka b. Ma lang Y

Bojonegoro Y Ka b. Jomba ng Y

Bangka lan Y Ka b. La monga n Y

Ka b. Kediri Y

Ka b. Tulunga gung Y

Ka b. Ponorogo Y

Ka b. Ma geta n Y

Ka b. Jember Y

Ka b. Bondowoso Y

Ka b. Mojokerto Y

Soppeng Y

Pangka jene Kepulauan Y

Sidenreng rappa ng Y

Pinrang Y

Enrekang Y

Luwu Y

Kota Ma ka ssa r Y

Total 38 0 2 0 6 19 4 0

Jawa Timur

Sula wes i Sela tan

Province

Sumatera Utara

Ba nten

Jawa Ba rat

Jawa Tengah

2006- September 2009 October - December 2009

DBE 1 Target District DBE 1 Non Target District

2006- September 2009 October - December 2009

NOTE: Dessimination budgets data for Central Java 2009 includes one district from DYI(Yogyakarta) province

As the above tables and the following examples of dissemination activities conducting

during this quarter show, dissemination has taken off around the country. In many

areas, district governments, MORA, and the schools themselves are implementing

training programs, developed by DBE1 with their own funding and using facilitators

trained by the project. The following examples show well the depth and bredth of

dissemination taking place across the country.

Aceh:

Training of Trainers for Aceh Utara SMP/MTs facilitators was held. The workshop

was attended by three principals and 24 teachers. The districts allocated Rp.


52,860,000 to support this activity. To help participants understand the need to use

supporting data as basis to prepare a school profile, DBE1 provided samples of

profiles from other schools. DBE1 also encouraged participants to learn from each

other by discussing the results of their work. As a result of this exercise, participants

became more aware of school’s budget sources and management. DBE1 also

suggested to participants that schools should include more teachers in their planning

and budget allocation process.

Meanwhile in November, Training of Trainers for District Facilitators and supervisors

of SD/MI in Aceh Utara was conducted in November. This training session was held

in response to a request from the Head of Aceh Utara Education Office to support the

district’s dissemination team. Because some participants’ understanding on RKS/M

was low and they had difficulty in establishing school profiles, DBE1 provided

samples of school profiles and shared the results of participants work to obtain input

and feedback. DBE1 also suggested that the Education Office involve supervisors in

schools’ activities, in particular teaching-learning and management.

In Aceh Besar, DBE1, World Vision, and the District Education Office worked

together to hold Leadership training for 25 principals from four clusters.

Also in November, Training of Trainers was conducted for a total of nine principals

and nine teachers from Aceh Utara. This training session aimed to provide

information and skills for facilitators to assist RKS/M updating process in schools. A

budget of Rp. 22,400,000 was allocated by the District Education Office for this

activity. The Education Office requested these facilitators to assist RKS/M

development process in their own schools first, prior to facilitating other schools.

In Aceh Besar, DBE1, together with Education Office, facilitated the formation of

KK-RKS in 35 schools. The budget for this activity (Rp. 5,600,000) came from the

Special Autonomy Budget (Dana Otonomi Khusus). The process commenced in

December with a cluster-level workshop to provide more information to schools

regarding the RKS/M development process and to discuss facilitation schedule. It was

agreed that schools will be facilitated to develop their plan until February 2010.

North Sumatra:

In North Sumatra, several dissemination

activities were supported by district

education offices. In Sibolga a total of

15 SD/MI took part. Each school sent

four people as members of KKRKS.

Participants were divided into two

clusters and trained over six days. In

Deli Serdang the principals of 60

elementary schools attended training.

These sessions were the implementated

under the Head of Education Office

Decision Letter requiring all schools in Deli Serdang to have their own RKS/M.

However, because the budget for both districts was ready only in October and the

Training of Trainers for principals in Deli Serdang


document must be completed by mid-December, most training and facilitation

sessions were carried out hastily.

A number of activities were also conducted by the Office of Religious Affairs. In

Tapanuli Selatan, a total of 18 MIN took part in RKM training. These training

sessions were paid for by funds from BOS and DIPA (Daftar Isian Pelaksanaan

Angaran or Budget Implementation List.)

West Java and Banten:

In West Java and Banten, increased attention

is being paid to the development of RKS in

junior secondary schools (SMP). As the next

step in a plan to train 600 Tangerang junior

secondary principals in July, the Education

Office asked DBE1 to train 30 supervisors as

facilitators for the RKS development process

in these schools. The training sessions were

held in October and funded by Tangerang

Budget.

In Sukabumi, training for schools to develop RKS was conducted in October. This

activity was based on a West Java Education Office letter requiring all SMP in

Sukabumi to have their own RKS. DBE1-trained facilitators took turn in explaining

development process and assisting participants to develop their school profile.

Meanwhile RKS Development Process for SD continued in Karawang, where Rp. 75

million was allocated from the District Budget for 26 schools. Also in Cilegon, some

Rp. 60 million was allocated from the District Budget to support the introduction of

RKS to 160 SD Principals and 9 MI. In Indramayu, dissemination of RKS took place

in 31 SDN and SDS in 62 schools.

After taking part in DBE123 Best Practice Workshop in July, Cirebon Municipality,

which is a non-DBE1 target district, invited DBE1 to introduce RKS development

process to 300 SD/MI, SMP/MTs, and SMA/MA principals.

Central Java:

During this quarter,

dissemination programs to

facilitate the RKT/RKAS and

RKS/M processes have been

taking place across Central Java.

This included programs in Blora,

Karanganyar, Grobogan, Klaten,

Demak, Jepara, and Purworejo.

In Yogyakarta City, 15

MI/MTs/MA took part in a

program with Rp. 11,500,000 funding from the Religious Affiars Ministry Office’s

RKS/M development workshop for SMP held in Pelabuhan Ratu recently.

Training to develop RKS/M for SD/MI in Jepara


Budget. Also with funding from the Purbalinggal Office of Religious Affairs, 178

madrasah were trained.

In total, RKS/M dissemination covered eight districts, 519 SD, MI, and MTs, with

budget of Rp. 202,870,000.

Some of the challenges faced by participating schools and sub-districts were: (a)

inactive school committees, (b) insufficient number of supervisors, and (c)

participating supervisors’ lack of knowledge on RKS/M development process. To

overcome these challenges, DBE1 has recommended the following: (a) to use

Teachers Working Group (Kelompok Kerja Guru or KKG) meetings and Facilitator

Forum to train supervisors, (b) to involve more supervisors as co-facilitators of the

dissemination process.

DBE1 also conducted Training of Trainers for 74 supervisors from the Office of

Religious Affairs in Central Java and 33 from Yogyakarta. Together with both

districts’ Office of Religious Affairs, DBE1 will monitor implementation on the field

in January 2010. This program was to prepare the supervisors of madrasah to support

implementation of RKM/RKT and RKAM in madrasah.

East Java

In East Java, dissemination of the RKS/M Development Process for SD/MI took place

in Bangkalan Sidoarjo Tuban Sampang Pasuruan Bojonegoro and Mojokerto districts.

Dissemination programs to facilitate the RKS Development Process for SMP/MTs

took place in Tuban, Surabaya Municipality. Funding was from district budgets and

the schools themselves. In Pasuruan, a Training of Trainers was conducted for ten

MTs and eight supervisors. The budget of Rp. 368 million was funded by Office of

Religious Affairs, Education Office, and the schools.

In Bangkalan, training was conducted for school committee representatives of 78

SD/MI from 18 sub-districts. Each SD/MI sent principal and head of committee. The

budget of Rp. 50,000,000 was covered by the district. In Pasuruan, training was

provided for 58 TK/SD and 27 Islamic schools supervisors with district funding.

Meanwhile in Tuban a total of 120 main schools were trained on SDS in October. The

budget of Rp. 100,000,000 was from District.

South Sulawesi:

Dissemination activities were reported in five districts in South Sulawesi this quarter.

In Soppeng, the district disseminated the whole package of DBE1 programs. Starting

with comparative visit to DBE1 partner schools in Soppeng, the process continued

with leadership and school committee training. A total of 20 SD/MI and 10 SMP/MTs

took part in this process. Throughout October and November, participants were

trained in SD/MI RKS/M development process. A total of 80 members of RKS

working group took part. A similar process also took place for participating

SMP/MTs. To support these activities, the Soppeng District allocated Rp.

110,750,000 from its budget.


In Sidrap, Training of Trainers was held for six days for 39 supervisors on the RKS/M

development process. Also, a total of 24 schools took part in RKS/M development

process which took place from November 18 to December 3. Meanwhile, a total of 93

principals participated in Leadership training and committee members from 44

schools in capacity building for school committees.

In November in Pinrang, RKS/M development training was carried out for 41 schools

from two sub-districts. Activities were funded by District budget.

In Enrekang, a total of 33 schools took part in RKS/M development training. At the

beginning of the process, DBE1 assisted with facilitation. However, as the process

went on, facilitation was gradually taken over by facilitators and supervisors.

In Makassar, 20 SD replicated SDS in

Makassar. These schools were those that

took part in RKS/M dissemination

process earlier and were interested to

learn more about DBE1 programs. They

were very enthusiastic with the process

and output as some schools immediately

posted their School Report Cards in their

school.

National Level:

In addition, during this quarter, DBE1 participated in a series of meetings with

USAID, DBE23 and the Sampoerna Foundation (SF) in Jakarta with the aim of

negotiating a joint program to take place in the coming year to enable SF to make use

of DBE1 school-based management materials in its in-service school development

program and also possibly in pre-service teacher training. It is anticipated that this

program will commence early in the coming quarter.

The quality and effectiveness of these dissemination programs is continually under

review. While DBE1 is unable to monitor all activities, we do monitor a sample and

continue to advocate for adherence to the DBE1 model based on the results of the

monitoring and evaluation conducted last year, which showed that in order to be

effective, dissemination programs should include all aspects of the program –

especially including on-site mentoring, and should also include all components of the

school community including school committee representatives. A second study of

dissemination, which will focus more on the impact as well as process of

dissemination, is planned for mid-2010.

Table 7.6 Dissemination achievements (school level program)


Target Date


(cumulative)


Target next

Quarter

School based management programs disseminated

5,000 schools

Dec 09 8,397 1,227 Ongoing

Provide TOT, materials masters, supervision

50 districts Dec 09 50 8 Ongoing

Head of Makassar Education Office officially opened training to support dissemination recently


Conduct Pengawas Forums to include DF & replication facilitators

9 days x 50 June 10 Approx. 3 x 50 ongoing Ongoing

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

50 + districts

March 10 First draft to 49 districts

Manual approved by MONE

Complete publication


• The focus on promoting and supporting dissemination of school-based

management will continue in all provinces and districts in the next quarter.

• Monthly forums for pengawas and district facilitors will continue, with the

focus on improving skills and understandings to enable the districts to

disseminate school-based management without further assistance from DBE1.

7.3 Documenting Good Practice (Task 13)

In this final year of project intervention it is vital that increased focus be given to

documenting good practice. Given the large geographic spread, the diversity of

location and the vast numbers of schools, madrasah, teachers, and communities

involved in the DBE1 program over the course of five to six years, we know that there

are a great many untold stories out there; stories of good practice in improving the

governance and management of basic education at both school and district level,

stories of ordinary people doing innovative and extraordianry things to improve

schooling for their children. We aim to capture as many of these stories as we can and

to publish and disseminate them in reader-friendly formats.

For principals, teachers, committee members, and community members from other

schools, these stories are an effective tool to show them changes they can achieve by

themselves. For stakeholders at higher levels (district and province,) these stories can

illustrate the kind of approaches that DBE1 uses, how these methods were accepted

and implemented by schools, and how they could be replicated.

Meanwhile, districts responses to DBE1 programs for district level (district financial

analysis, unit cost analysis, and support to develop district strategic plan on education)

have been mainly very positive. There is the need to capture the momentum of all

these dynamic activities and encouraging responses from districts. When polished,

these stories can then be used as supporting tools to show and convince other districts

to use the good practices developed under the project. When DBE1 ends in 2010,

these stories will be disseminated to other districts.

DBE1 hired a writer as Short-Term Technical Assistant to write stories illustrating

good practices from the field. The writer’s Scope of Work was approved by USAID

and World Education and the writer’s contract was finalized in October.

The writer will prepare a total of five print-ready good practices and success stories

consisting of in-depth stories concerning DBE1 activities at school and district levels

(stories to be written in both English and Indonesian). These stories will contain


specific local examples as well as broader impact. The products will consist of 2-3

stories that may be published in national or provincial newspapers and 1-2 major

stand-alone publications for national and international audiences. Themes for each

product will be approved by DBE1 management. Accompanying photographs,

quotations and illustrations (e.g. samples from school development plans) will be

included as appropriate.


• Provide ongoing encouragement and further workshops to DBE1 personnel to

document good practice.

• Allocate resources at central level to collecting, editing, polishing and

compiling good practice stories.

7.4 Disseminating District Level Programs and Developing Service Providers (Task 14)

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

the districts. Throughout the project DBE1 has been piloting a small program to

develop academic staff from selected universities as service providers. A more major

program was recently conducted in the Indonesian University of Education (UPI) in

Bandung. Based on these pilots, in the final year, we will provide an intensive

program to develop the capacity of three additional service providers.

We need to implement the full district level program to be effective in training new

service providers as this will enable the new personnel to gain practical experience

and learn the entire program from beginning to end. We will thus work in three new

districts with service providers in South Sulawesi, Central Java and West

Java/Banten.

In this quarter working agreements were signed with these new districts and with

three new institutions as service providers: the National University of Makassar

(UNM), the NGO, Center for Regional Studies and Information (PATTIRO),16 and

the private University of Muhammadiyah, Surakarta (UMS). We also prepared and

signed an extension to the working agreement with the National Education University

(UPI) in Bandung, West Java.

We also jointly select 16 individuals from the service provider institutions in a merit-

based selection process. Induction training will be conducted in the next quarter

followed up by a second training activity one month later. We expect that both

resource persons from MONE and MOHA will attend the second training. After this,

the trainees will join experienced DBE1 staff to implement the program in the new

districts as on-the-job training or ‘professional apprentiship’. Towards the end of this

period, DBE1 will discuss with MONE and MOHA possible mechanisms for

certifying the service providers and disseminating the information to stakeholders

throughout the country.

16 Pusat Telaah dan Informasi Regional



• Commence training of new service West Java, Central Java, and South

Sulawesi, to develop a cadre of professionals to provide services to assist and

improve capacities of local governments in education finance analysis and

education development planning and policy development

• Assist with linking DBE1 certified Service Providers to potential clients for

Service Provider services.

7.5 Sustainability

Strategies to increase sustainability are integrated into DBE1’s approach across the

program. Most of the strategies described above which are being implemented to

support dissemination also support sustainability of project outcomes.

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

and strengthen the impact of programs at all levels by supporting districts and schools

to implement plans and develop policies for ongoing improvement based on the

experience and outcomes of financial analysis, educational data management and

strategic planning.

The new project workplan for this final period, currently being updated and revised

following input from USAID, aims to strengthen both sustainability and

dissemination. DBE1 has completed implementation of all core programs at

school/community level and most programs at district level. The focus is now more

on deepening impact, institutionalizing good practices, supporting widespread

dissemination and a broad fieldbased policy agenda at district, province and national

levels.

One sustainability mechanism for school-level programs is the monthly facilitator

forum being held for school supervisors in each district followed up with school visits

to monitor and support implementation of school development plans (RKS). These

monthly forums are designed to provide ongoing professional development and to

help keep the facilitators motivated. Ongoing monthly forum activities have taken

place in all districts this quarter. As reported in the section on Dissemination above,

we are now beginning to see new facilitators trained through these forums taking up a

role as trainers in dissemination programs in a number of districts.

In the coming period, all Cohort 1 schools will be assisted to develop new school

development plans (RKS), further institutionalizing the process. The training will be

prepared and delivered fully by district facilitators with only minimum back-up from

DBE1 personnel. For district-level programs, sustainability of outcomes is being

achieved in a similar way by supporting districts to develop annual work-plans and

district budgets based on strategic plans and to support the development of policy

informed by DBE1 supported analysis of educational finance and data management.

Engagement with province-level administrations will also greatly strengthen

sustainability, as described above. The development of service providers and possible

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

in school management and governance is another sustainability mechanism.


Negotiations are underway with USAID and the Sampoerna Foundation (SF) for a

Public Private Alliance to enable DBE1 to assist SF to adapt DBE1 school-based

management materials for use in pre-service training. Meanwhile developments at

national level are a further support for sustainability, particularly the work described

earlier in this report with MONE’s Secretariat for School Based Management under

the Directorate for Kindergarten and Elementary Schooling, and work on BOS

reporting.


• Continue to provide monthly forums for facilitators and to support school

visits for mentoring and supporting implementation of school-based

management including RKS.

• Lobbying and consultation with provinces and districts to influence the

development of annual work-plans and budgets to align with renstra.


Annex 1: Provincial Reports Aceh

DBE1 activity October - December 2009

School-level programs

School planning

(RPS/RKS/RKT)

School Plan updating for Cohort 1 and 2 SD/MI

In this period, schools in Pidie completed their school plan updating process while schools in Bireuen and Aceh Tengah were in near completion.

School Database

System (SDS)

In this quarter, all Cohort 1 schools in Banda Aceh finalized their School Database System (SDS.) Using SDS, schools were able to input related data from the past three years. At the beginning of this process, six of the 19 schools did not have complete data. Also, some schools had a new principal or treasurer, making the data input process more difficult since they were not familiar with the System. To assist these schools and principals/teachers, DBE1 provided additional facilitation. Similar process was carried out in Aceh Besar and Bireuen. In Aceh Besar, 95% of schools in Neuheun cluster have completed their SDS finalization process. The challenges of this process include schools incomplete data (three out of 17 schools) and loss of data due to virus attacks. To address these problems, the DBE1 team trained the schools in basic computer skills. District Facilitators also provided additional facilitation sessions to complete the required data. After taking part in the process, most schools now understand that SDS offers the benefit of more effective data management.

District-level programs

District

Education

Governance

On November 10, DBE1 held the second multi-stakeholder workshop in Banda Aceh to discuss recommendations for the district education sector budget allocation. However, because representatives of Parliament and Bappeda were not present, stakeholders’ inputs were not comprehensive. As a next step, DBE1 team will present the results to Parliament members to obtain their input as well.

District

Education

Planning and

Capacity

Assessment

District Education Planning (Renstra) or District Education Work

Plan (Rencana Kerja or Renja.)

After completing their district’s renstra earlier, a renja workshop was held in Aceh Tengah and in Pidie to develop draft yearly work plan and



budget of both districts’ education office. In these sessions, participants had difficulties trying to allocate budget if based on realized 2010 amount. DBE1 assisted participants to analyzed Education Office realized budget closely and, accordingly, determine programs and activities to be included in the planning document. DBE1 also suggested for participants to use budget of 2009 as guideline.

District Education Finance

District Education Finance Analysis (Analisis Keuangan Pendidikan

Kabupaten/Kota or AKPK)

A District Education Finance Analysis (DEFA) workshop was conducted on October 15 in Aceh Besar and attended by the Head of Aceh Besar District, Head of Education Office, and other stakeholders. In this workshop, the Head of the District advised that, because of budget limitation, 69% of district’s budget (Rp. 386.4 billion) was allocated for salary while 31% (Rp. 173.6 billion) was for supporting other programs. The Head of the District also recommended that the DEFA document could be further used as a supporting document for policy development as well as to inform other stakeholders about the district’s financial situation to improve their understanding on the subject.

In Aceh Tengah, on October 24, the workshop was attended by the Head of the Education Office, Budget Committee members of Aceh Tengah Parliament, representatives from schools (principals and committee members,) supervisors, and Kobar (Koalisi Barisan Guru Bersatu or the United Teachers Coalition), an NGO. The DEFA analysis and report were presented by the Head of Education Office to other stakeholders. As a result of this presentation, Parliament members became aware that the education sector still needs additional budget support for its programs and activities. The Parliament representantives requested the Education Office to provide more information regarding the additional amount required for Parliament’s further consideration. In Banda Aceh, on November 10, a workshop was held to discuss results of the analysis. Although no members of Parliament attended the session, other stakeholders still provided information and feedback. As next step, DBE1 encouraged Education Office to present AKPK results to others such as Head of Municipality. DBE1 team also presented results of AKPK to newly appointed Parliament members.

Dissemination

District

Dissemination

Activities

Training of Trainers for District Facilitators and supervisors of SD/MI in Aceh Utara was conducted on November 11 and 12. This training session was held in response to a request from the Head of Aceh Utara Education Office to support the district’s dissemination team. Because



some participants’ understanding on RKS/M was low and they had difficulty in establishing school profiles, DBE1 provided samples of school profiles and shared the results of participants work to obtain input and feedback. DBE1 also suggested that the Education Office involve supervisors in schools’ activities, in particular teaching-learning and management.

In Aceh Besar, DBE1, World Vision, and the District Education Office worked together to hold Leadership training for 25 principals from four clusters.

Meanwhile, from October 5 to 9, Training of Trainers for Aceh Utara SMP/MTs facilitators was held. The workshop was attended by three principals and 24 teachers. The District allocated Rp. 52,860,000 to support this activity. To help participants understand the need to use supporting data as basis to prepare a school profile, DBE1 provided samples of profiles from other schools. DBE1 also encouraged participants to learn from each other by discussing the results of their work. As a result of this exercise, participants became more aware of school’s budget sources and management. DBE1 also suggested to participants that schools should include more teachers in their planning and budget allocation process.

From November 13 to 14, Training of Trainers was carried out for a total of nine principals and nine teachers from Aceh Utara. This training session aimed to provide information and skills for facilitators to assist RKS/M updating process in schools. A budget of Rp. 22,400,000 was allocated by the District Education Office for this activity. The Education Office requested these facilitators to assist RKS/M development process in their own schools first, prior to facilitating other schools. In Aceh Besar, DBE1, together with Education Office, facilitated the formation of KK-RKS in 35 schools. The budget for this activity (Rp. 5,600,000) came from the Special Autonomy Budget (Dana Otonomi

Khusus) The process took place from December 3 to 13 with a cluster-level workshop to provide more information to schools regarding the RKS/M development process and to discuss facilitation schedule. It was agreed that schools will be facilitated to develop their plan until February 2010. In addition, 35 SD/MI principals received leadership training on December 22 and 23 while committee members from the same SD/MI were trained on December 30 and 31.

Supervisors and

District

Facilitators Forum

In Banda Aceh, Forum was established on December 9. Members included supervisors of Education Office, Office of Religious Affairs and DBE1-trained facilitators. Because some of participants also were involved in World Bank’s BERMUTU program, members appointed a coordinator to arrange meeting time. They also agreed that members should adhere to Forum meetings schedule.



ICT & Data Management

Aceh EMIS Pilot

To support the Aceh EMIS Pilot project, a total of 13 and 44 computers were provided to District of Pidie and Aceh Tengah, respectively. The participating schools were very excited to take part in the project; a few installed the computers immediately.

Partnerships

Engaging District,

Province

Stakeholders

On December 29, DBE1 took part in Banda Aceh Technical and Supervisory Team meeting to discuss efforts to support dissemination. In this event, Principal and committee member of MIN Rukoh took part to talk about positive impact of DBE on the madrasah. Head of Banda Aceh Education Office supported dissemination of DBE1 programs and agreed to issue some kind of regulation requesting all schools to have their own RKS.

On December 17, together with Provincial Education Office, Education Council, Office of Religious Affairs, UNICEF, and others, DBE1 Aceh took part in a SEDIA workshop to discuss achievements of indicators included in province’s renstra. A similar meeting will be held on January 6 to discuss the matter further.

With DBE1 assistance, BSNP continued to collect data on unit costs for BOSP components from schools in Aceh Tengah. This activity was attended by representatives of SD, SMP, SMP, SMK, SDLB and SMPLB. On December 14, the DBE1 Banda Aceh Coordinator met with the Secretary of the Education Office. Results of the meeting included a plan for the Education Office to issue a circular letter requiring all SD in Banda Aceh Municipality to have an RKS. The Education Office will also allocate part of the “BERMUTU” budget to improve capacity of supervisors. DBE1 took part in Mid-Term Review of implementation of the Aceh Provincial Strategic Plan (renstra) for the Education Sector. Facilitated by AusAID’s SEDIA, the meeting was also attended by representatives of UNICEF, the Provincial Education Office, Bappeda, the Special Autonomy and Oil and Gas Revenue Team, and Office of Religious Affairs. At the meeting participants reviewed achievements against indicators included in the plan. Discussions were rather interesting because some indicators were established three years ago with limited supporting data. Because participants were not able to review all indicators, the discussion will continue in the near future.

On November 30, the District Coordinator met with the Head and members of Committee D of Banda Aceh Parliament. The meeting was



held to provide information about DBE1 programs to newly-elected Parliament members and to prepare for future meetings with Technical and Advisory teams of Banda Aceh. On November 17, DBE1’s District Coordinator in Bireuen met with representatives of the Education Office to discuss dissemination. Using funds from P2DTK, the Education Office will determine the number of schools and the period of dissemination for the RKS/M development process. The Education Office requested DBE1 to provide related information for further review. On November 16, DBE1 met with representatives of the Education Office and principals of disseminating schools at Gani and Ateuk clusters in Aceh Besar. It was agreed that schools will complete their RKS/M documents at the beginning of December. To support this aim, District Facilitators will conduct additional facilitation sessions. DBE1 will also continue to support the Education Office because at this time the capacity of the Office’s personnel is still not adequate to complete the tasks. At the same time, most of the participating schools still did not own a computer to support the RKS development process. DBE1 also recommended that the Education Office meet with schools regularly to assist them in completing their RKS/M. In Aceh Besar, on October 22, the Head of the Education Office signed a circular letter requiring all schools to have four-year plan and conduct annual review of plan. DBE1 met with the Acting Head of the Education Office of Aceh Province to introduce current programs and future expansion plans. The Acting Head of the Education Office mentioned that, until the new Head of Education Office is appointed by the Governor, one of Office priorities will be to improve transparency and the quality of work of the Office’s personnel. DBE1 met with district stakeholders as well as principals from schools in Sibreh cluster in Aceh Besar to discuss ways to improve quality of education in the region. From the meeting, participants realized the reasons for low quality so far were lack of discipline among principals and teachers, lack of transparency in education management, and lack of capable personnel. Stakeholders agreed that they should work together to improve the situation.

Public Private

Partnership

DBE1 met with Exxon Aceh operational representatives to discuss about possibility of PPA in Aceh. Exxon explained that although they have allocated budget for 2010, they requested DBE1 to provide more information and draft Terms of Reference for possible cooperation.


North Sumatra

DBE1 activity Oktober – Desember 2009


School

Database

System (SDS)

Training and facilitation sessions for Cohort 1 schools

Training and facilitation sessions for Cohort 1 schools as well as refresher training for Cohort 2 SD/MI in North Sumatra were completed in this reporting period. Throughout the training sessions for Cohort 1 schools in Sibolga, some challenges that DBE1 faced were some participants’ tendency to come late to the training sessions and reluctance to use SDS manual. This situation caused delay in the training process and, as a result, the DBE1 team was able to check quality of schools’ work only after the training sessions. In addition, because of lack of supporting data, only 85% of the participating schools were able to finalize their SDS with complete data. However, despite these limitations, participants were very eager to learn about completing the process for BOS report. This was because prior to this training, in most schools, such information was only available to principals.

Training for Cohort 2 schools

For Cohort 2 schools in Tapanuli Selatan, Tapanuli Utara, and Tanjungbalai, the whole process went relatively smoothly although DBE1 had to spend additional time to train some participants who were new to the process. Also, in Tapanuli Utara, some schools were not able to complete inputting their BOS-related information because the school principals had changed and data was not transferred properly from the old to new heads of schools.

Strengthening

School

Committees

School Committee Training

From December 8 to 22, all committees from Cohort 1 and 2 schools took part in training sessions to support the participation of committee members in musrenbangdes during January and February 2010 period. In these sessions, participants learned about the types of programs which can be funded by the Village Budget (Alokasi Dana Desa or ADD) or other sources. Participants also established school teams to take part in musrenbangdes and determine programs to be suggested in this village forum.

In Tanjungbalai, during the session to determine programs to be discussed in the upcoming musrenbangdes, representatives of schools worked together with those of the village (kelurahan). Working together in this way should significantly increase the possibility of these programs being subsequently approved by the village during musrenbangdes.




District

Education

Governance

In Tanjungbalai, from December 15 to 17, DBE1 met with the Education Office to discuss a plan to issue a Head of Municipality or Education Office Decree to allocate part of the Municipality budget to support schools operational costs. This was based on BOSP results and the subsequent discussion in which Education Office had suggested a budget allocation of Rp. 500,000 per student per year for SMA, MA, and SMK students.

Meanwhile, in Deli Serdang, DBE1 facilitated discussions between the Education Office and Education Committee of the Parliament on the formulation of a draft District Regulation on budget allocation to support school operational costs. For the 2010 fiscal year, the Education Office had suggested Rp. 30 billion to be allocated from the district budget to cover operational costs of SDN, SMPN, and SMAN.

On October 20, the Multi-Stakeholder Forum of Tanjungbalai met to discuss the Forum’s work plan. Participants agreed to conduct monthly meetings to discuss education-sector issues in the district such as the ratio of students and class rooms and recruitment mechanism of principals and supervisors.

District

Education

Planning and

Capacity

Assessment

District Education Planning (Renstra)

From October to December, DBE1 North Sumatra assisted Tanjungbalai and Tebing Tinggi Education Office to develop their strategic plan.

In Tanjungbalai, based on discussion with Head of Education Office, to support the Head of Municipality plan for ”Tanjungbalai Cerdas 2015” (Smart Tanjungbalai by 2015) the district’s renstra period was from 2011 to 2015. After going through various workshops and facilitation sessions, a public consultation was held on December 17. Key points from this session were:

• Education Council: Supported programs listed in the document, in particular efforts to meet the 32 students per class room requirement and usage of ICT to support teaching and learning activities.

• Bappeda: To include programs for private schools as well.

• Distict Parliament: Requested planning of programs to be based on available budget.

Similar to Tanjungbalai, DBE1 continued its support for renstra development in Tebing Tinggi. In this reporting period, the effort culminated with an Internal Workshop which was held on December 28 and 29. Officially opened by Head of Education Office, the meeting was attended by members of the renstra development team, other representatives of the Education Office, and supervisors. Based on inputs from participants, the



document was revised and will be presented in a public consultation session planned to take place on January 20, 2010.

Dissemination

District

Dissemination

Activities

RKS/M Development Process

Activities supported by District Education Office

• Sibolga: A total of 15 SD/MI took part. Each school sent 4 people as members of KKRKS. Participants were divided into two clusters and trained in six days.

• Deli Serdang: Training sessions from November 3 to 6 were attended by principals of 60 SDN. These sessions were the implementation of the Head of Education Office Decision Letter requesting all schools in Deli Serdang to have their own RKS/M.

• However, because the budget for both districts was ready only in October and the document must be completed by mid-December, most training and facilitation sessions were carried out hastily.

Activities supported by Office of Religious Affairs

• Tapanuli Selatan: As a result of Tapanuli Selatan’s division into two districts, a total of 18 MIN took part in RKM training with the following details: - 3 from Tapanuli Selatan

- 8 from Padang Lawas Utara

- 7 from Padang Lawas

• These training sessions were paid for by funds from BOS and DIPA (Daftar Isian Pelaksanaan Angaran or Budget Implementation List.)

Supervisors

and District

Facilitators

Forum

During the November to December period, Supervisor Forums were held in all districts in North Sumatra (Tapanuli Selatan, Tapanuli Utara, Binjai, Tanjungbalai, Dairi, Sibolga, Deli Serdang and Tebing Tinggi.)

In these Forums, supervisors and facilitators were provided with information about DBE1 school-level programs and trained to have a better understanding of these programs. For example, in Tebing Tinggi, after learning about the RKS/M development process, supervisors and facilitators were requested to fill out school profile information based on real information of local schools. They were then asked to present their work results to others. In general, participation was high and the response was positive.




ICT/Hotspots

and Grants

Tapanuli Utara ICT Grant

As of December 15, out of the target of 1,000 participants, a total of 702 people have been trained in topics such as blogging and use of the Internet. Other activities included:

• Establishment of an Education Office website (http://www.disdik-taput.net/)

• Training in basic computer and Internet skills for staff of District Public Library

• Establishment of a Library Information System

Partnerships

Engaging

District,

Province

stakeholders

Throughout November, DBE1 assisted the Education National Standards Board (Badan Standar Nasional Pendidikan or BSNP) to collect data for components of school unit cost in Tebing Tinggi, Tapanuli Utara, Binjai, Sibolga, and Tanjungbalai. In these sessions, representatives of the Education Office, schools (SD, SDLB, SMP, SMA, and SMK,) and BSNP filled out different forms with unit costs for each education level. This information will then be used by BSNP as basis to establish index for education-sector costs.

West Java & Banten



School planning

(RPS/RKS/RKT)

School Plan updating for Cohort 2 SD/MI

In Lebak, schools were trained on October 22 and 29. Prior to the School Annual Plan (Rencana Kerja Tahunan or RKT) development process, working group members agreed to revise their schools’ objectives, program, and other related information so that the yearly plan could be developed accordingly. Meanwhile, in Indramayu, DBE1 provided additional facilitation time so that working groups would be able to understand the RKT development process better and therefore develop a sound document.

School Database

System (SDS)


From October 19 to 29, schools in Lebak were trained to use the School Database System. In Rangkasbitung cluster, the training encouraged



schools to update and manage their data regularly. These sessions were also covered by local media, Fajar Banten. In the meantime, in Bayah cluster, SDN 2 Suwakan and SDN 6 Bayah Barat, which are not DBE1 schools, used their own funds to take part in the three-day training session.


Cohort 2 schools in Karawang, Garut, and Indramayu were trained throughout November and December period. In Indramayu, participants understood the importance of maintaining and managing valid and up-to-date information to schools. This understanding subsequently pushed participants to update their school plan as a valid basis on which to develop SDS. In Talagasari cluster, Karawang, Head of Sub-District Education Office attended the training and was encouraged to use the System in more schools. In Tarogong cluster, committee members of SDN Haurpanggung decided to purchase a computer so that the school could take part in the training uninterruptedly.

Strengthening

School

Committees

School Committee Training

In Karawang, training sessions for committee members on participation in musrenbangdes were carried out on December 8 and 9. The attendance of the head of one of the villages was very helpful to committee members because he provided information on matters such as the policies of village and kecamatan in providing budget and support for schools. Similar training was also held on December 29 and 30 for committee members of Karawang Cohort 2 schools. Because this training was attended by three heads of villages, participants were able to learn a lot about village programs and policies. These village heads were very responsive to committee members questions and encouraged the latter’s participation in musrenbangdes. In Sukabumi, pre-workshops were held from December 11 and 12 to committee members. In these pre-workshop sessions, participants learned about the importance of participation of schools and committee members in musrenbangdes. They were also given the opportunity to look back and reflect on their involvement in 2009 musrenbangdes. From their participation in last year’s musrenbangdes, committee members learned the village forum was more focused on establishment of village’s priority of activities and how these activities would be funded by the sub-district forum (musrenbang kecamatan.) From these pre-workshops, participants started to identify programs which could be included in musrenbangdes discussions in the near future.




District

Education

Governance

From November 23 to 25, Education Councils from six partner districts took part in a workshop “Education Council Roles and Functions in Pro-Children Policy Making Process.” The workshop was held by DBE1 to provide Education Council members with the opportunity to learn about topics such as the impact of BOS on the education sector as well as each district’s finance and education situation. In addition to Education Council members, participants included representatives of districts’ Bappeda and Education Office. A representative of West Java Provincial Education Office also attended this workshop and presented provincial policies on education. As one of the results of this workshop, participants listed issues related to education and plans to improve the education sector in each district.

From December 21 to 23, a similar workshop was held for Education Councils of partner districts in Banten. One of the workshop’s results was suggestion for regular meetings with Banten Provincial Education Council. Council members would also like to use DBE1 School Committee Modules and other manuals for capacity building efforts.

District

Education

Planning and

Capacity

Assessment


In the October to December period, the renstra development process was started for Bogor, Cilegon, and Subang. Activities related to data and information preparation for SIPPK can be found in the section below. For Bogor and Cilegon districts, the document development process was conducted simultaneously. On November 25 and 26, Focus Group Discussions were held for Cilegon and Bogor Education Offices respectively, to determine issues and real conditions related to the education sector in each district. Participants included representatives of Education Office, Parliament, and principals of SD, SMP, and SMA. Throughout the process, renstra development team members learned to use SIPPK as basis for analysis and description of the districts’ education-sector condition. Challenges in the process included team members’ lack of ability to produce solid analysis and the busy schedule of leaders that hampered efforts to control the quality of documentation. In Cilegon, DBE1 requested the involvement of the Education Office Secretary so that team leader involvement in the quality control process could be improved. DBE1 then continued the process on December 22 and 23 by reviewing team members’ work results so far. This occasion was also used by DBE1 to review the data required for analysis of Bogor’s education finance which will be conducted in the near future. In Subang, Head of Education Office agreed that, although district already had its own renstra, district will develop a new one and the new document will be based on SIPPK data and information.



Support to Renstra: SIPPK/Sistem Informasi Perencanaan

Pendidikan Kabupaten/Kota (DPISS)

Throughout October and November, the DBE1 team assisted Bogor and Cilegon SIPPK team members. In Bogor, the Head of the Planning Sub-Division of the Education Office decided to use validated and verified data from 2008/2009 as a basis to develop the district’s renstra. This was because the Education Office realized the importance of having valid and up-to-date data as basis for the district’s planning and found out that data prior to 2008/2009 was less than reliable. In Cilegon, the SIPPK team started the process by visiting all sub-districts to ensure that district’s population data covered all regions. The activities then were continued with training for the SIPPK team on November 10 to 13. Meanwhile, in Garut, DBE1 met with representatives of Garut Education Office on October 14 and 15 to discuss about required data to support renstra. As a result of this meeting, the Head of the Data and Information Section agreed to speed up the data collection process and requested the 43 sub-districts to provide the necessary information. Based on another meeting on November 30, the Education Office agreed that by the end of December all data for all levels would be collected. SIPPK training will then be conducted by DBE1 during the first or second week of January 2010. In Subang, a workshop was held from December 8 to 10 to gather all data. At the end of the third day, the district’s SIPPK team was able to complete inputting of the required data for all education levels (TK/RA, SD/MI, SMP/MTs, SMA/MA/SMK) into the System. As a next step, the district’s SIPPK team will continue to verify and validate data.

District

Education

Finance

The District Education Finance Analysis/Analisis Keuangan

Pendidikan Kabupaten/Kota (AKPK)

The AKPK process took part in Garut, Cilegon, and Subang in this period. In Garut, during a public consultation session on October 7, participants learned that 42.3% of 2008 District Budget was allocated for Education Office. However, 11% of this budget was allocated to support schools’ infrastructure and facilities, only 3.55% for teaching/learning activities and 1.43% for operational costs. In this consultation session, representative of Bappeda also mentioned that although Garut is the poorest district in the province, efforts to improve education must still be maintained. Some of the recommendations of this session were improvement of access for education for all, more efforts to improve quality of graduates, and more budget allocation for education sector. In Cilegon, after lack of progress for five months due to the unavailability of the district budget, the AKPK process was restarted again with



workshops and internal consultation from October to December. From December 14 to 16, DBE1 facilitated preparation of AKPK report. Although team members planned to finish the report in the near future so public consultation could be held, this could not be accomplished because currently draft report was still far from complete. Team members then agreed to revise the draft together with other representatives of Education Office. Subang team members participated in workshop sessions to conduct their analysis. During one of the workshops held from December 29 to 30, participants learned that some supporting data from the District Secretary Office for 2007 could not be collected because 90% of the Office’s personnel were transferred to different offices or divisions. Despite of this setback, team members were still eager to continue the calculation and analysis and prepare for public consultation session.

School Unit Cost Analysis/Biaya Operasional Satuan Pendidikan

(BOSP)

BOSP teams in the districts of Garut, Bogor and Subang continued to calculate their schools’ unit costs in this October to December period. In Garut, a public consultation was held on October 7 and informed participants that there is an operational cost difference of Rp. 41,646 per SD/MI student per year and Rp. 63,288 per SMP/MTs student per year that still needs to be covered by the district budget. The District Government agreed to gradually achieve these goals. The District Government also informed participants that it would involve ICW (Indonesia Corruption Watch) and GGW (Garut Government Watch) in developing district annual budget.

In Bogor, DBE1 continued to facilitate calculations with BOSP team members. However, during calculation at the SMP/MTs level, discussion between DBE1 and Education Office became very difficult as the Education Office insisted on using its own figures. Based on actual BOSP calculation, the current amount allocated for SMP/MTs was already in surplus. However, the Education Office insisted on using a different amount so that additional fund for SMP/MTs would still be needed. Finally, the Education Office figures were used as a recommended amount for SMP/MTs during an internal consultation session on October 8. For SD/MI and SMP/MTs level, the District Government must allocate Rp. 980 million and Rp. 4 billion to cover operational costs for both levels, respectively. BOSP team members will revise calculations and analysis based on inputs of this session and will prepare for public consultation. In Subang, results of the latest BOSP calculation and analysis were presented during a public consultation session on October 16. To cover



operational costs for schools in the district, the Subang District Government agreed to:

• Reallocate Rp. 17 billion of District Budget originally planned to support villages (Bantuan Keuangan Untuk Desa/Kelurahan) to schools operational cost (Rp. 45 million/school/village.)

• Additional Rp. 128 million to support SD and SMP

• Allow voluntary community contribution

• Encourage private companies to fulfill their CSR responsibilities

• Encourage high schools to hold activities that will generate income for the school.

Dissemination

District

Dissemination

Activities

Training of Trainers for facilitators of SMP RKS development

process

As a follow-up to the training of 600 Tangerang SMP Principals in July, the Education Office requested DBE1 to train 30 supervisors to facilitate these SMP in the RKS development process. The training sessions were held from October 5 to 10 and funded by the Tangerang Budget.

RKS Development Process for SMP

In Sukabumi, training of junior secondary schools to develop RKS was carried out on October 6 to 8. This activity was based on a West Java Education Office letter requesting all SMP in Sukabumi to have their own RKS. DBE1-trained facilitators took turn in explaining development process and assisting participants to develop their school profile. RKS Development Process for SD

• Karawang: Rp. 75 million from District Budget was allocated for

26 schools.

• Cilegon: Rp. 60 million from District Budget to support introduction of RKS to 160 SD Principals and 9 MI.

• Indramayu: Dissemination of RKS in 31 SDN and SDS in 62 schools.

Introduction of RKS Development Process in non-partner district

After taking part in DBE123 Best Practice Workshop in July, Cirebon Municipality invited DBE1 to introduce the RKS development process to 300 SD/MI, SMP/MTs, and SMA/MA principals.

Supervisors and

District

Forums were held in Sukabumi, Indramayu, Karawang and Lebak. In Sukabumi, the forum was held to prepare facilitators prior to



Facilitators

Forum

dissemination of DBE1 programs in madrasah planned to take place during the first 2010 quarter. One of the meetings in Sukabumi also discussed the impact of a DBE1-trained supervisor’s recent appointment as the new Head of a Sub-District Education Office on plans of dissemination in the region.

In Lebak, participants discussed different strategies so that all SD could have RKS by 2010 as requested by the Education Office while still meeting the budget limitation of Rp. 200 million.


ICT/Hotspots

and Grants

DBE1 continued to assist grantees in Karawang, Tangerang and Sukabumi. Challenges faced by grantees varied greatly. For example, in Karawang, grantees continued to find ways to implement training sessions while in Sukabumi, DBE1 assisted grantees to complete their fourth report.

Partnerships

Collaboration

with DBE23

From November 8 to 13, DBE123 took part in 2009 West Java Education and Technology Expo and exhibited products of three components. The Expo was also attended by education offices from all districts in West Java.

Central Java

DBE1 activity October – December 2009


School planning

(RPS/RKS/RKT

School Development Planning (RKS) SD-MI dan SMP-MTS in

Cohort 1-2

In Central Java, the updating process for Cohort 1 and 2 SD/MI and SMP/MTs 2009/2010 RKS was completed this quarter. Out of a total of 202 partner schools, only one school, SD Kedungloteng located in Purworejo District, did not take part in the process. This was because Principal of the school did not want to do so, despite requests from Education Office, Sub-District Education Office, and community members. The next step is training for Cohort 1 schools to develop their 2010/2013 school plan in January 2010. These schools will use outputs from School Database System (SDS) as basis to develop their school profile.



School Database

System (SDS)


A three-day workshop was carried out for 105 Cohort 1 SD/MI in this

reporting period. Using computers in secondary or vocational schools’

computer labs, participants were able to input their school’s data into the

System. These schools plan to use the information as a basis to develop

their 2010-2013 school plans. As of the middle of December, a total of

57 SD/MI in Boyolali, Jepara, and Klaten have been facilitated by

DBE1 in using the System.


Refresher courses for Cohort 2 schools were conducted for 97 SD/MI in

five districts. As of the middle of December, 34 SD/MI in the districts

of Blora, Klaten, and Purworejo had received facilitation to use SDS

further. Although some of these schools were very busy with other

activities, they planned to complete the process by January 2010.

This SDS training and facilitation sessions posed several challenges

such as the lack of computers in some schools (7 schools in Grobogan, 3

in Demak, 2 in Klaten, and 1 in Karanganyar) and the inability of

participants to use computers and the software application smoothly. As

a consequence, participants were trained in local Cluster Learning

Centers and given additional time to familiarize themselves with the

hardware and software. Also, schools had to manage their time carefully

because SDS training and facilitation was held at the same period as

semester one examinations. In addition, schools in several districts were

unable to use the SDS BOS reporting mechanism because these districts

use a different BOS reporting form than that of SDS. To solve this,

DBE1 attempted to convince the Education Office to use the SDS BOS

reports, but to no avail.


District Education

Governance

From October 13 to 15 and November 3 to 5, DBE1 Central Java facilitated partner districts’ Education Council workshops on the councils’ roles and functions in supporting district education-sector policy and funding. Participants included representatives of Education Councils, Education Offices, and Bappeda. Also taking part in these workshops were the Head of the Provincial Education Office and school committee members. In addition to making Education Council members more aware of how they can support their district in improving the quality of education, members were encouraged to put their knowledge into real action:

• In Purworejo, Education Council members were involved directly in establishing a Head of District Decree on formal and



non-formal education.

• In Blora, Education Council members used education sector data such as the ratio of teachers/students and teachers’ distribution as input in district’s renstra development process.

• In Grobogan, the Education Council held a workshop for 65 private SMP/MTs principals and committees. This workshop aimed to improve the roles and functions of committee members and included discussion topics such as the legal umbrella for education and the management of teaching and learning activities.

• In Karanganyar, a workshop was held by the Education Council to develop a workplan for 2010. In this workshop, other stakeholders from various institutions such as the District Parliament, Education Office, Bappeda, School Committee Communication Forum, and NGOs were invited. The workshop also invited an education expert from Universitas Sebelas Maret to discuss issues of education.

District Education

Planning and

Capacity

Assessment


During the October to December period, DBE1 Central Java facilitated renstra development in Blora, Purworejo, Kudus, Demak, Grobogan, and Boyolali. In Blora and Purworejo, public consultations were held on November 10-11 and 13-14, respectively. In Kudus, meanwhile, after facilitation on November 19 and 20, the DBE1 team found out that the document was still not completed after having been developed for more than three months. The delay apparently occurred because the team did not complete calculation of the budget and funding section. After discussing the matter with the Head of the Planning Sub-Division, the calculation was completed in two days. In Demak and Grobogan, public consultation sessions were held on December 2 and 9, respectively. On December 22, public consultation was also held in Boyolali and attended by education-sector stakeholders. One interesting result of this consultation session was the decision to add two more members to the renstra development team from an external organization (The Education Council) to ensure that stakeholders’ inputs were included in the revised document.

The Renstra of three districts, Kudus, Purworejo, and Blora were completed and signed by respective Heads of Education Offices. Renstra of Demak, Grobogan, and Boyolali have also been completed and are still waiting for approval from Education Office. The process in Boyolali is scheduled to conclude in January and Klaten in May 2010.

Throughout the facilitation and development process, the biggest challenge faced by renstra development and DBE1 teams was the real difficulty in finding time for all team members to work together. On the other hand, renstra were used in these districts as Education Office input to the Head of the District in developing the district’s mid-term



plan. Also, Bappeda of Blora and Karanganyar requested DBE1 to facilitate renstra development for other Offices.

Dissemination

District/Provincial

Dissemination

Activities

RKT/RKAS Development Process

• Blora: Kradenan sub-district, 36 schools, budget: Rp. 4,000,000 RKS/M Development Process

• Karanganyar: Karanganyar sub-district with 23 MTs and budget of Rp. 16,500,000 and Tawangmangu sub-district with 29 schools and budget of Rp. 11,650,000.

• Blora: Tunjungan sub-district, 34 schools with budget of Rp. 11,650,000 from schools, Bogorejo 22 schools Rp. 4,620,000.

• Grobogan: Gubug, 49 schools, Rp. 26,800,000 and Tawangharjo 28 schools with a budget of Rp. 16,000,000

• Klaten: Jogonalan, 22 schools, Rp. 10,000,000

• Demak: Bonang, 43 schools, Rp. 20,000,000

• Jepara: Pecangaan, 45 schools, Rp. 20,600,000

• Purworejo: Kaligesing, 31 schools, Rp. 9,500,000 from schools’ budgets.

• Yogyakarta Office of Religious Affairs: 15 MI/MTs/MA, Rp. 11,500,000 from the Office’s Budget.

• Purbalinggal Office of Religious Affairs: 178 madrasah, Rp. 45,000,000 from the Office’s Budget.

In total, RKS/M dissemination covered eight districts in this quarter; 519 SD, MI, and MTs, with a budget of Rp. 202,870,000. Throughout the dissemination process, the DBE1 Central Java team observed that some of the challenges faced by participating schools and sub-districts were: (a) inactive school committee, (b) insufficient number of supervisors, and (c) participating supervisors’ lack of knowledge on RKS/M development process. To overcome these challenges, DBE1 suggested the following: (a) to use Teachers Working Group (Kelompok Kerja Guru or KKG) meetings and Facilitator Forum to train supervisors, (b) to involve more supervisors as co-facilitators of the dissemination process. Training of Trainers for Central Java and Yogyakarta Office of

Religious Affairs

DBE1 Central Java team also conducted Training of Trainers on RKM/RKT and RKAM for 74 supervisors of Central Java and 33 of Yogyakarta Office of Religious Affairs. Together with both districts’ Office of Religious Affairs, DBE1 will monitor implementation on the field in January 2010.



Supervisors and

District

Facilitators Forum

During this reporting period, Forums were held in Demak, Jepara, Kudus, Boyolali, Grobogan, and Purworejo. Topics of discussion included RKS/M and RKT development and monitoring. Participants consisted of supervisors, members of Principals Working Group (KKKS), and officials from the planning departments of education offices. However, although supervisors received information about ways to improve their capacity as well as to support better school planning, some of them were still reluctant to implement the new knowledge in their schools. One of the possible solutions was to approach the Head of Sub-District Education Office to discuss dissemination and to encourage these supervisors to be involved closely in the process.


ICT/Hotspots and

Grants

In Karanganyar, the Tier 1 program (Digital Library) is being implemented in this quarter. The grantee trained two personnel from Karanganyar District Library to support this program. For the Tier 2 program, the Office of Karanganyar and Jatipuro Sub-District Education Office are now connected through the Internet and Wide Area Network. With this facility, personnel can communicate and send data easily. The District Office of Religious Affairs is also connected via Internet. The portal www.karanganyar-cyber.org is currently being developed and it is planned to use this facility to provide information on the Karanganyar education sector. In Klaten, an Internet Cafe is currently in operation. However, the availabile technology is still not fully utilized by Education Office personnel as they are apparently more comfortable doing things manually. In addition, due to electricity power limitation, not all computers could be used to access the Internet.

Partnerships

Engaging District,

Province

stakeholders

District Coordination

DBE1 met with the Education Office of Boyolali to coordinate monitoring and evaluation of the RKS development process in each sub-district. This was done to support implementation of the Head of Education Office Letter requiring all schools in the district to have RKS/RKT. Because eight sub-districts have not completed their RKS, district facilitators will assist these schools in the process. On November 23, DBE1 met with the Education Office of Sukoharjo District to discuss the district’s plan to take part in renstra, AKPK, and BOSP dissemination. In this meeting, the Education Office confirmed



that the district’s data is ready to be used for the above programs. On November 24, a meeting was held with Universitas Muhammadiyah Surakarta to further discuss details of becoming a Service Provider. The meeting discussed selection of possible candidates as wells as preparation of Work Cooperation Guidelines (Kerangka Acuan Kerjasama.) Meanwhile, four lecturers from Universitas Muhammadiyah Surakarta and two from Pattiro Solo have been selected to be trained as Service Providers. Training is planned to take place at the end of January 2010. Provincial Coordination

On December 14, DBE1 Central Java took part in a workshop to review affordable and good quality education program in the province. Results of Unnes showed that BOSP for SD was Rp. 558,000/year/child and SMP Rp. 662,000/year/child. This was good input for the provincial government because it has planned to provide additional funding of Rp. 30,000 per SDN and Rp. 50,000 for SMPN.

Collaboration

with DBE23

DBE1 invited DBE2 and 3 to present their progress and work results to stakeholders during partner districts’ Education Council workshop on council’s roles and functions in supporting district’s education-sector policy and funding in October and November.

Other

collaboration

In addition to assisting Jepara in the last quarter, DBE1 Central Java assisted the Education National Standards Board (Badan Standar Nasional

Pendidikan or BSNP) to collect data for components of school unit cost in

Boyolali, Blora, Klaten, Purworejo, and Karanganyar.

East Java



School planning

(RPS/RKS/RKT

School Plan updating for Cohort 1 and 2 SD/MI

After the RKT development workshop in August and subsequent facility sessions, all Cohort 1 and 2 partner schools in East Java (179 SD/MI) now have their own school annual plans.




District Education

Governance

In Tuban, DBE1 assisted facilitation of a draft District Regulation on Education (Peraturan Daerah or Perda.) The process commenced with the selection of 11 people to be members of development team. Focus Group Discussion was also held to identify issues related to education in formal and non-formal sectors that need to be addressed in the draft. On December 16, DBE1 held a meeting to discuss the development of an academic draft as basis of the draft regulation. This meeting was attended by the Secretary of the Education Office, several SMP and SMA Principals, and DBE1.

Also, as part of the Bangkalan District Government decision to increase transparency and accountability, it published a list of schools which received Special Allocated Funds (Dana Alokasi Khusus or DAK) in the Radar Madura daily. The Head of the Education Office requested community members and NGOs to monitor the implementation of these funds (Rp. 250,000,000.)

District Education

Planning and

Capacity

Assessment


After assisting the Sampang renstra development team in the past quarter, the draft document was presented to the Head of District on October 16. In the meeting that was attended by related stakeholders, the Head of District learned about the analysis and recommendations based on SIPPK data and information, and provided input to the document. Afterwards, the process continued with facilitation sessions in November and December. Finally, a public consultation was held in Bangkalan and attended by a total of 55 participants consisting of the Head of District, Head of Committee D of Parliament, Education Council, CSO, Indonesian Teachers Association, and others. Representatives of USAID Education Office as well as MOHA also attended. Currently the document has already been revised and is awaiting final approval by the Head of the Education Office.

In Pasuruan, DBE1 assisted document development throughout the October and November period. On November 13, results of work were presented to members of Committee D of Parliament to obtain their inputs.

Meanwhile, after being revised many times, Bojonegoro’s renstra was approved by Head of Education Office on October 28.



Dissemination

District/Provincial

Dissemination

Activities

RKS/M Development Process for SD/MI

District Activity Budget

Bangkalan Training of 64 supervisors and 36 principals from 18 sub-districts.

District: Rp. 60,000,000

Sidoarjo Training of Trainers for 18 MI from 18 sub-districts. These MIs are from Ma’arif Foundation.

Paid by school: Rp. 15,000.000

Tuban Training for: 63 SDN from 2 sub-districts and 7 MI from 1 sub-district.

Paid by school: Rp. 62,100,000

Sampang • Training for 63 SD from 2 sub-districts.

• Training of Trainers for 42 supervisors, 14 main schools, and 14 UPTD.

• Paid by school: Rp. 40,550,000

• District: Rp. 12,000,000

Pasuruan • Training for 125 SD/MI.

• Training of Trainers for 85 TK/SD and Islamic supervisors.

• District: Rp.429.267.000

• N/A Bojonegoro Training for 320 SD/MI from 25

sub-districts.

District: Rp.367.422.700

Mojokerto District

Training of Trainers for 14 Principals of main schools and 78 TK/SD supervisors from 12 sub-districts.

N/A

RKS Development Process for SMP/MTs

• Tuban : 28 SMPN from District. Budget: Rp. 70,000,000 from BOSDA.

• Surabaya Municipality: 4 MTsN in Surabaya and 3 MIN from Jambangan and Rungkut sub-districts. Budget: paid by schools, Rp. 3.200.000

• Pasuruan : Training of Trainers for 10 MTs and 8 supervisors. Budget: Rp. 368 million which will be supported by Office of Religious Affairs, Education Office, and schools.

School Committee Capacity Building

• Bangkalan: Training for representatives of 78 SD/MI from 18 sub-districts. Each SD/MI sent principal and head of committee. Budget: Rp. 50,000,000 from district.

• Pasuruan: Training for 58 TK/SD and 27 Islamic schools



supervisors. Budget: Rp. 17,000,000 from district.

School Database System

• Tuban: A total of 120 main schools were trained on SDS from October 12 to 24. Budget of Rp. 100,000,000 was from District.

Supervisors and

District Facilitators

Forum

In Bangkalan, Bojonegoro, Sampang, Nganjuk, and Pasuruan, supervisors used actual schools’ RKS to learn about the development and monitoring processes. These documents were also used to link schools’ budgets and BOS. In Mojokerto and Sidoarjo, participants focused more on capacity building for principals because their districts’ dissemination activities will place more emphasis on training on leadership.

Partnerships

Engaging District,

Province

stakeholders

Workshop to build innovative policies for madrasah, religious-

based education, and pondok pesantren in East Java.

From September 9 to 10, DBE1 together with the East Java Provincial Bappeda held a workshop to obtain information on religious education in madrasah and pondok pesantren. Also taking part in the meeting were representatives from modern and traditional pondok pesantren and from Universitas Islam Negeri Malang and the Institut Agama Islam Negeri Sunan Ampel Surabaya. It was intended that this information will be used as input for provincial education policy. As a next step, further discussions will be held on support for madrasah diniyah through the 2010 Provincial budget.

Workshop on innovative strategies to reduce illiteracy rate in East

Java Province.

DBE1 East Java, together with other related stakeholders took part in workshops on October 21 and 22 and November 10 and 11 to discuss strategies to reduce illiteracy rate in the province. As these workshops were preliminary in nature, issues will be discussed further in the future. Nganjuk

• Collaboration with BEC to develop RKS/M On October 9, DBE1 met with Nganjuk Education Office and BEC facilitator. As part of the BEC program, it was decided that the DBE1 RKS process would be followed. However, minor modifications would be made in the types of profile data to be included in RKS in order to better meet BEC needs. It was also decided that schools which already have completed their RKS development process through DBE1 dissemination activities do not need to develop another school plan. The Education Office



also agreed to issue standards that schools must fulfill in developing their RKS/M.

• Reference District Workshop On 27 October, a workshop to prepare Nganjuk as DBE1 reference district in East Java was held and attended by Head of Nganjuk Education Office, principals of DBE1 schools, members of BOSP and Renstra teams, and DBE1. As a next step, DBE1 will conduct refresher training on BOSP and renstra. Two reference schools will be selected.

Coordination with Mojokerto Municipality Government

In Mojokerto, after DBE1 met with representatives of the Education Office to discuss the legal umbrella to support implementation of the district’s BOSP, the District Government agreed to formulate a Mojokerto Municipality Decree. However, to ensure that the Decree is based on the latest and most valid data, BOSP team members reviewed current data and information and revised the analysis based on BOSKO (Bantuan Operasional Sekolah dari Walikota.) On December 7, DBE1 also took part in the presentation of the analysis to Head of Municipality and Bappeko.

Other

Other activities

(not in Work

Plan)

Tuban Education Expo

From November 9 to 14, DBE1 together with the Tuban Education Office took part in an exhibition in commemoration of Tuban District’s establishment. DBE1 exhibited results of work so far as well as photos of activities at school and district levels.

South Sulawesi



School Database

System

(SDS)

SDS related data completion for Cohort 1 SD/MI Training to prepare Cohort 1 SD/MI in SDS commenced in Soppeng on November 17 and 18 and continued in Pangkep on November 19 and 20. In Jeneponto, it was carried out on December 3 and 4, in Enrekang from December 7 to 9, and in Palopo from December 15 to 16. These training sessions were generally attended by the principal and one teacher from each school and aimed to help schools complete their data prior to SDS data entry workshop in the near future.




District Education

Planning and

Capacity

Assessment


A combined public consultation session for Sidrap renstra and AKPK was carried out on October 14. In this session, the Head of Education Office presented the results of the work of the renstra development team. Parliament members who were present at the consultation requested DBE1 to specifically present the renstra document and AKPK analysis to other members of Parliament. This information will then be used by Parliament members as input for budget allocation to support Education Office programs. In Luwu, a similar combined public consultation was also held, but this time including presentation of BOSP calculation and analysis. Officially opened by the Head of Luwu District, the event was attended by representatives of the District Government, Education Office, schools, and NGOs. After these public consultation sessions, DBE1 continued to assist finalization of the documents. Renstra team members indicated that they believe in the importance of valid and up-to-date data as a basis for this document and requested that the finalization process be conducted thoroughly and carefully. They also plan to use this renstra document as a guideline for work when Education Office is audited.

District Education

Governance

On December 21 to 23, the Education Councils of Sidrap, Enrekang, Soppeng, Luwu, and Palopo participated in a workshop to support planning and monitoring of the education sector. Results of the workshop included recommendations such as: (1) to involve Education Councils in the education sector planning and budgeting process, (2) to improve communication among education stakeholders, and (3) to integrate school plans and actions into district planning.

In Enrekang, the district government responded positively to these initiatives. For example, Bappeda will work together with the Education Council to analyze the Education Office plan and budget while the Education Office will provide a 2010 budget plan as well as its renstra to the Education Council. Meanwhile, DBE1 has been facilitating Soppeng District to develop an academic draft for its draft District Regulation on Education (Peraturan

Daerah or Perda.) During a public consultation session for the draft conducted on November 17, the Head of the District indicated that he hopes that the development team will stay committed and continue in the development process. The team has now started discussing and writing up the main parts of the Perda.



District Education

Finance

District Education Finance Analysis/Analisis Keuangan Pendidikan

Kabupaten/Kota (AKPK)

As mentioned in the District Education Planning and Capacity Assessment section above, in Sidrap, results of AKPK were presented together with the District’s renstra on October 14. One significant aspect of this event is the Head of the Education Office’s statement that development of the District’s renstra was based on AKPK results. DBE1 was also requested by District Parliament to re-present the information in front of the Education and Budget Committee of Parliament to obtain more inputs. In Luwu, presentation of AKPK results was conducted on October 15 and 16. Participants agreed that more should be allocated to support teaching and learning activities of schools and with a total education-sector budget of Rp. 1.2 billion, it would be difficult for Luwu to be in the top three of the province in terms of district growth and development.

School Unit Cost Analysis/Biaya Operasional Satuan Pendidikan

(BOSP)

Together with the presentation of AKPK results as mentioned above, Luwu BOSP results were also presented on October 15 and 16. Through this informative session, participants became aware of the fact that the current budget for the education sector would not be sufficient to cover for operational costs for all schools in the district. In this reporting period, DBE1 also facilitated calculation and analysis of BOSP in Pinrang.

Dissemination

District/Provincial

Dissemination

Activities

• Soppeng: This district disseminated the whole package of DBE1 programs. Starting with a comparative visit to DBE1 partner schools in Soppeng, the process continued with Leadership and School committee training. A total of 20 SD/MI and 10 SMP/MTs participated in this process. Throughout October and November, participants were trained in SD/MI RKS/M development process. A total of 80 members of the RKS working group took part. A similar process was also carried out for participating SMP/MTs. To support these activities, Soppeng District allocated Rp. 110,750,000 from its budget.

• Sidrap: Training of Trainers for 39 supervisors on the RKS/M development process was held for six days. Also, a total of 24 schools took part in the RKS/M development process which took place from November 18 to December 3. Meanwhile, a total of 93



principals participated in Leadership training and committee members from 44 schools in capacity building for school committees.

• Pinrang: In November, RKS/M development training was conducted for 41 schools from two sub-districts. Activities were funded by District budget.

• In Enrekang, a total of 33 schools took part in RKS/M development training. At the beginning of the process, DBE1 assisted with facilitation. However, as the process went on, facilitation was gradually taken over by district facilitators and supervisors.

• Makassar: 20 SD replicated SDS in Makassar. These schools were the ones who took part in RKS/M dissemination process earlier and were apparently interested to learn more about DBE1 programs. They were very enthusiastic with the process and output as some schools immediately posted the new School Report Card in their school.


ICT/Hotspots and

Grants

In Enrekang, on October 16, discussions about the closing out of the program took place between the lead grantee, PT. Rekti, Education Office, Information and Communications Office, District Library, Office of Religious Affairs, and others. The meeting was also held to review results of Interactive Learning for 21 teachers as part of the grant implementation. As a next step, details and results of the training were presented to grantees and other related stakeholders so that this information could be used by other schools as well. In Pangkep, after a meeting between consortium members and the Head of the District, the latter requested that the consortium develop a work plan so that this ICT program could be included in District’s next year’s budget. Heads of Sub-District Education Office are also regularly updated on progress of program implementation. In Soppeng, training for science teachers started on November 11. As agreed by grantees, the training will be conducted for a minimum of 5 teachers to help them make ICT-based teaching programs. The main challenge of this effort is black outs that often take place during training sessions.



Partnerships

Engaging District,

Province

stakeholders

Assistance to Education National Standard Board

On December 3, DBE1 South Sulawesi assisted the Education National Standards Board (Badan Standar Nasional Pendidikan or BSNP) to collect data for components of school unit cost in Sidrap and Luwu. As in other provinces, representatives of the Education Office, schools (SD, SDLB, SMP, SMA, and SMK,) and BSNP filled out different forms with unit costs for each education level.

Service Provider Collaboration with Barru District.

DBE1 met with the Head of the Education Office of Barru District to provide information about DBE1 and discuss options to develop Service Providers. The District Government of Barru and its Education Office were very responsive and will support implementation of DBE1 district-level programs in Barru.

Visit of Pinrang Parliament members to DBE South Sulawesi

Office

On December 9, five members of the Education Committee of Pinrang Parliament visited DBE office in South Sulawesi. They came to get information about programs of DBE123 and were met with the Provincial Coordinators. From this visit, they also learned about dissemination of DBE1 programs as well as importance of facilitator in dissemination process.

Other

Joint Field Visit (JFV) Helen Keller Indonesia

Together with BakTI (Bursa Kawasan Timur Indonesia,) Helen Keller Indonesia carried out a Joint Field Visit (JFV) on October 28 to DBE. Since HKI programs in Makassar ended in November, HKI hoped that DBE1 could encourage the Makassar Education Office to include programs for disabled children in the district’s renstra.


Annex 2: Success Stories

Boyolali Education Office Issued a Decree to support synchronized planning of schools and district.

Decentralized Basic Education 1 (DBE1) is implemented to improve quality of basic

education through education management and governance at school, sub-district, and

district level. At school level, DBE1 carries out capacity building training for schools

principals and committee members. DBE1 also assists schools to develop their work

plan which is based on information such as the school’s latest profile, real condition

and situation, and related stakeholders’ hopes and aspirations. Schools will then use

this document to determine their activities and allocate budget accordingly.

At district level, DBE1 activities are focused to improve district stakeholders’

capacity to produce better informed education sector plans and policies. This effort is

implemented through programs such as School Unit Cost Analysis (SUCA,) District

Education Finance Analysis (DEFA,) and assisting districts to develop their education

sector strategic plan. While taking part in these programs, stakeholders are

encouraged to use valid and up-to-date data and information as basis of their analysis.

DBE1 hopes that by providing support to stakeholders at school and district education

sector, stakeholders at these levels could work together to plan and formulate the

education sector’s policy. However, results of DBE1 monitoring and evaluation in

seven provinces show that there is still the need to synchronize planning and

formulation at these levels.

Government of Boyolali district, Central Java also had the same view. Having been a

part of DBE1 programs since 2005, representatives of Boyolali District and its

Education Office realize the importance of integrated planning between the district

and schools. At the beginning of 2009, Boyolali Education Office together with DBE1

conducted a research on education planning mechanism. The results clearly indicated

that currently in Boyolali there was no mechanism that required schools, Education

Office Technical Implementation Unit, and District Education Office to plan and

implement education policies together. As part of the current planning procedure,

technical data was collected from schools by the Unit and processed by Planning

Division of the Education Office. As a result, it was difficult for schools to have

programs listed in their School Development Plan included in Education Office work

plan and subsequent budget allocation. Boyolali Education Office realizes that many

schools that have been taking part in DBE1 programs actually have good School

Development Plan or Annual Work Plan but are not able to implement these programs

due to the afore-mentioned circumstance.

Based on these results, Education Office recognizes the need for district education

planning system that will accommodate implementation of school programs and

accordingly decided to develop an Education Office decree. On May 28, such Decree

was produced by Education Office. On July 27, during a public consultation session,


the document was presented to other stakeholders for their input and suggestions.

Representatives of District Parliament, District Development Planning Board,

Education Council, Office of Religious Affairs, Indonesia Teachers Association, Non

Governmental Organizations, Association of School Principals, as well as Technical

Implementation Unit and other units/sub-divisions of the Education Office took part.

Based on participants inputs, the Decree will be revised and is planned to be

implemented during 2010-2011 budget year. In addition, as part of the effort to

support the Decree implementation, from 25 to 27 August, Heads of Technical

Implementation Unit and supervisors from Boyolali District were trained on the

school planning process.

“This is a good breakthrough so that education planning can be included in planning

of the distrct,” was said by Bapak Sri Muljanto, Governor of Boyolali when the

Decree was issued recently. Other positive responses were expressed by other

stakeholders. Representative of Boyolali District Parliament mentioned that because

schools are where education activities take place, education sector policy must start

from schools.

Tenacity, consistency, and a lot of hard work: stories of two District Facilitators.

When DBE1 was implemented in 2005, DBE1 requested partner Education Offices to

select principals and school supervisors to be trained and become facilitators of DBE1

school level programs. Through training in programs such as school plan development

and capacity building for committees and principals, these facilitators became

immersed in DBE1 approaches and methodologies. They were also provided with

skills and knowledge on proper facilitation techniques. Together with DBE1 team

members, these District Facilitators then carried out the programs throughout training

and mentoring sessions. For school development process, for example, after each

training sessions, District Facilitators visited schools at least four times to make sure

that the school development working group complete their work according to DBE1

standards. With this approach, district facilitators are hoped to know first hand the ins

and outs of efforts to improve school stakeholders’ capacity building and will

continue their work in school long after DBE1 ends.

The stories below, of Bapak Zulfahmi Rambe of Tapanuli Selatan, North Sumatra,

and Bapak E. Saepudin of Karawang, West Java, talks about their experience as

District Facilitators of DBE1 programs.

Bapak Zulfahmi Rambe was born in 1954 in Tapanuli Selatan, North Sumatra. After

graduating from Muhammadiyah Economics High School in Medan, because Bapak

Rambe’s parents had to support his nine other siblings, he was not able to continue his

study and had to sell “salak” fruit to pay for his living expenses in Medan.

Afterwards, he was able to go back to his home town in Sidimpuan and continued his

higher education. Later on he started his career in education as a teacher and became

SMP 1 Halonggoan principal. In 2006, Bapak Rambe was appointed to be supervisor


for SMP/SMA and in July 2009 was promoted

to be the Supervisors Coordinator for all

SMP/SMA of Tapanuli Selatan District

Education Office.

Throughout his tenure as an educator, he

somewhat felt ambivalent about the way

schools were managed. To a large extent, his

questions were answered when he learned

about DBE1 programs in improving quality of

education through better school management

and governance. According to Bapak Rambe,

DBE1 training sessions were interesting to

follow because participants were encouraged to

take active part in activities such as Question

and Answer or group sessions. Also, through

DBE1 programs, supervisors learned more

about supervision and how to assist schools in

school plan development and improving

stakeholders’ capacity. On the other hand, he

said, because schools were given clear goals

and objectives as well as adequate level of assistance throughout the actual

development process, school stakeholders learned to complete the whole process

independently.

Although Bapak Rambe feels that the effort to improve quality of education require a

great deal of effort, tenacity, and consistency, he believes that all the hard work has

gradually started to bear fruit. According to him, when schools in Tapanuli Selatan

were accredited in 2009, DBE1-partner schools got B+ while others got C. He

believes that if more schools in Tapanuli Selatan adopt DBE1 methodologies, the

district’s goal to improve quality of education will be easier to achieve.

Similar view was also expressed by

Bapak E. Saepudin, principal of SDN

Tanjung Mekar 3 in Karawang, West

Java, who is also DBE1 District

Facilitator. Situated not too far from

Karawang busy and noisy public

transportation hub, the exterior of SDN

Tanjung Mekar 3 is unassuming and

simple. However, when a visitor enters

the school complex, from the welcoming

attitude of teachers, students, and parents

alike to the lively teaching and learning

activities in class rooms, it is obvious

that the school itself is a vibrant place of learning. According to Bapak E. Saepudin,

this was not always the case. Prior to implementation of DBE1 programs, the school

Bapak Zulfahmi Rambe, Coordinator of Tapanuli Selatan Education Office

SMP/SMA District supervisors

Bapak E. Saepudin (third from left,) teachers, committee members of SDN

Tanjung Mekar 3, Karawang.


was not really seen and treated as a place of learning by the surrounding community

members. During day time, some people used to let their animals run around the

school yard. At night, the school was often used by young people for some unlawful

activities. Further, Bapak Saepudin added, because most parents came from low to

middle income background and were not highly educated, it was an accepted norm

among them not to be involved in their children school activities.

However, things changed rather

significantly when the school, its teachers,

and parents started to take part in DBE1

programs. Helped by DBE1-trained District

Facilitators such as Bapak Saepudin, they

learned about the importance of school plan

and took approximately six months to

complete one. They also learned about the

benefits of having a principal who is also

EMASLIME (Educator, Manager,

Administrator, Supervisor, Leader,

Innovator, Motivator, and Entrepreneur.)

Through school committee members’ capacity building training, they learned about

their roles and functions as well as topics such as simple accounting methods that they

can use to support the school.

Nowadays, Bapak Saepudin proudly informed, most committee members and parents

of SDN Tanjung Mekar 3 feel that they are part of the school and often are involved

actively in school’s activities. For example, parents and committee members now are

the ones who actively prepare for end of school year celebration, relieving Bapak

Saepudin and the teachers to concentrate on the teaching and learning activities.

It is Bapak Saepudin hope that capacity building efforts such as those will continue in

his school and other schools in Karawang even though DBE1 will end its programs in

2010.

One of many happy faces at SDN Tanjung Mekar 3, Karawang.


Annex 3: Training for Project Beneficiaries From October to December period, a total of 256 training sessions were conducted

and 3,441 people were trained. This number of people trained was up by more than

600 people if compared to the period of July to September. Out of 3,441 people,

district-level stakeholders (District Education Office, Office of Religious Affairs,

Education Council, Parliament, and others) made up 845 of the number. Also, because

DBE1 conducted SDS training and refresher courses in this period (school-level

program,) the number of principals and teachers trained was also high (1,478 people.)

(Please see Tables A3-1 and A3-2 on number of training activities and persons trained

below for more details.)

Table A3-1: Number of training activities from October to December 2009

Province Month

Total Oct Nov Dec

Aceh 3 11 5 19

Sumatera Utara 31 14 28 73

Banten 10 5 4 19

Jawa Barat 11 8 15 34

Jawa Tengah 10 19 17 46

Jawa Timur 8 16 13 37

Sulawesi Selatan 11 8 9 28

Total 84 81 91 256

Table A3-2: Summary of persons trained from October to December 2009

Component Male

Female

Total

District Facilitator 115 36 151

School Principal/Vise 432 284 716

School Committee 282 66 348

School teacher 356 406 762

District Education Staf 417 117 534

MORA District Staf 24 10 34

Local Government 88 18 106

Parent (non School Committee) - 1 1

CSO 4 3 7

DPRD 12 5 17

Education Board 100 1 101

Supervisor 335 92 427

Other 161 76 237

Total 2,326 1,115 3,441


Table A3-3 below shows analysis of training beneficiaries by institutions. Table A3-4,

shows analysis of training beneficiaries by activities.

Table A3-3: Analysis of training beneficiaries by Institutions17

Component Male Female Total

DBE

DBE1

44

30

74

DBE2

3

1

4

DBE3

2

2

49

31

80

MONE

Kantor Cabang Dinas

35

7

42

Kepala Bidang

44

4

48

Kepala Dinas

19

1

20

Kepala Seksi-KCD-UPTD

80

27

107

Kepala Unit

108

36

144

Staf

131

42

173

417

117

534

MORA

Kepala Kantor

1

2

3

Kepala Seksi

10

3

13

Kepala Unit

3

3

Staf

10

5

15

24

10

34

SCHOOL COMMITTEE

Lainnya

168

39

207

Orang Tua Murid

62

15

77

Paguyuban Kelas

8

9

17

Tokoh Masyarakat

44

3

47

282

66

348

LOCAL GOVERNMENT

Bapedda

34

8

42

Dinas Terkait

30

8

38

Kantor Pemda

24

2

26

88

18

106

SCHOOL

Guru

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


356 406 762

Kepala Sekolah

432

284

716

Lainnya

30

16

46

818

706

1,524

SERVICE PROVIDER

District Facilitator

115

36

151

Lainnya

6

4

10

Pengawas

335

92

427

456

132

588

SERVICE USER

CSO

4

3

7

Dewan Pendidikan

100

1

101

DPRD

12

5

17

Lainnya

5

4

9

LSM/NGO

16

3

19

Media

15

2

17

Orang Tua Murid

1

1

152

19

171

Unclasiffied

Tokoh Masyarakat

20

7

27

Other

20

9

29

40

16

56

Grand Total

2,326

1,115

3,441

Table A3-4: Analysis of training beneficiaries by activities

AKPK

Internal consultation

17

3

20

Presentasi untuk stakeholder

112

19

131

Workshop #3

10

2

12

Workshop #4

2

4

6

141

28

169

BOSP

Finalisasi Laporan

6

3

9

Presentasi Stakeholder

87

21

108

Other

67

23

90

160

47

207


FORUM DF

Pendampingan 1

11

5

16

Pendampingan 6

16

16

Pendampingan 7

16

10

26

Pendampingan 8

46

14

60

Pendampingan 9

102

42

144

Pendampingan 10

30

23

53

Pendampingan 11

98

23

121

319

117

436

GGSP

Fasilitasi Konsultasi Publik

79

27

106

Konferensi Dewan Pendidikan

120

12

132

Pendampingan Forum SKPD dan Musrenbang

8

5

13

Penyusunan Raperda

85

28

113

292

72

364

ICTGRANT T2 (EMG)

Progress Report 3

6

2

8

6

2

8

SCHOOL COMMITTES

KS (SD/MI)-Musrenbang Desa

345

152

497

KS (SMP/MTS)-Musrenbang Desa

36

22

58

381

174

555

RENSTRA

FGD Renstra

15

3

18

Internal Workshop

46

17

63

Pelatihan DPISS

23

3

26

Pelatihan Renstra

32

3

35

Pendampingan Ws.#1

34

6

40

Pendampingan Ws.#2,3

9

4

13

Persiapan Data

8

8

Pertemuan Forum SKPD

56

18

74

Revisi & Finalisasi

26

5

31

Ws. Uji Publik

229

70

299

Ws.#2 Visi, Misi, Tata Nilai

13

2

15

Ws.#3 Visi sp. Kegiatan

10

10

Ws.#7 Finalisasi Dokumen

8

4

12

Other-Renstra


119 30 149

628

165

793

REPLICATION

RKS/M-TOT Tk. Provinsi

102

23

125

RKS/M-Workshop

211

86

297

313

109

422

SDS (SD/MI)

Pendampingan Finalisasi SDS (Pendampingan SDS I)

32

49

81

SDS (SD/MI)-Pendampingan Finalisasi SDS (Pendampingan

SDS II)

9

13

22

SDS (SD/MI)-Workshop Tk. Gugus

466

364

830

507

426

933

SDS Refresher

Fasilitasi

24

60

84

Training SDS Refresher

67

39

106

91

99

190

RKS/M

Update RKS/M (SD/MI) 2009-Workshop Updating RKT S/M

11

14

25

Other

3

1

4

14

15

29

Other Training Activities

Coordination Meeting

61

36

97

Other Training Activity

305

193

498

366

229

595

Grand Total

3,218

1,483

4,701


Annex 4: Documents uploaded in the website

News update:

Boyolali Education Office Issued a Decree to support synchronized planning of schools and district December 28, 2009 DBE1 trained Daerah Istimewa Yogyakarta Islamic Schools Supervisors to develop Madrasah Work Plan December 17, 2009 Stakeholders from Sorong dan Manokwari District Attended Disaster Preparedness Management Workshop in Yogyakarta November 25, 2009 DBE1 South Sulawesi supports integration of Nine Partner-Districts Education Sector Strategic Plans into Province’s October 30, 2009 DBE1 assists the National Education Standard Board (Badan Standar Nasional Pendidikan) to calculate unit costs for school operational components October 30, 2009 DBE1 Activities in September 2009 ARRO Report October 19, 2009 Jepara News Articles Highlight Efforts of Jepara District Government, Parliament, and School to Improve Quality of Education October 13, 2009

Resource Materials update:

Improving the Management and Governance of Islamic Schools and Madrasah December 9, 2009 DBE Training Modules and Description of Programs October 19, 2009


Good Practices update:

The Art of School Principal Leadership: Creating a Quality School Nov 25, 2009

Top 10 downloaded documents:

Teknologi Informasi Komunikasi untuk Kehidupan, Pembelajaran dan Pekerjaan (13,984 downloads) Law number 14 year 2005 regarding Teachers and University Lecturers (12,076 downloads) Attachment for BSNP regulation No.No.984-BSNP-XI-2007 regarding SOP for SMP, MTs, SMPLB, SMA, MA, SMALB, DAN SMK National Exam year 2007/2008 (8,636 downloads) National Education Minister Regulation number 34 year 2007 regarding National Exam Year 2007-2008 (7,068 downloads) Letter of Directorate General of Basic Education Management No. 643/C/KU/2007 regarding Implementation Guidelines for 2007 Fiscal Year 2007 Specific Allocation Funds (6,050 downloads) School Committee: Simple Accounting Methods (5,978 downloads) Integrasi Kecakapan Hidup dalam Pembelajaran (5,412 downloads) panduan Penghitungan Biaya Operasional Satuan Pendidikan dan Penyusunan Kebijakan (DRAFT-Agustus 2007) (5,080 downloads) National Education Minister Regulation number 12 year 2007 regarding School Supervisor Standard (4,932 downloads) School Committee: Organization (4,902 downloads)


Annex 5: Deliverables Status: December 31, 2009*

Deliverables Due Status Documents

Deliverable 1: Prepare indicative work plans for the reminder of the project annually for submission to USAID.

Due: Annual work plan submission in subsequent years remains the same.

COMPLETED

Submitted October 2008. Revised plan to be submitted January 2010

Workplan

Deliverable 2: Modify staff scope of work and estimated person/month to meet the needs for the remainder of the project

Due: During the third year of the project implementation.

COMPLETED

Submitted November 2008

Included in Workplan

Deliverable 3: Update Performance Monitoring Plan and a Results Framework specifying indicators, baseline data and targets – to measure progress at both activity and Project Objective level. Data will be used as inputs to USAID’s Annual Report to AID/W.

Due: Annual report submitted to USAID.

COMPLETED

Submitted October 2008

Annual Report

Deliverable 4: Conduct a selection of new sub-districts and schools for replication in collaboration with local governments. USAID anticipates the number of schools to be targeted for replication to be approximately 7,000, and the contractor must have USAID approval on the selection criteria and the total number of schools and sub-districts to be selected. Where practical, the selection of new sub-districts and schools would be coordinated with other DBE partners.

Due: During the fifth year of the project implementation.

COMPLETED

By end of fourth year more than 7,000 schools are implementing at least one DBE1 program under the dissemination program

Updated in quarterly reports

Selection of any new districts in Aceh will use the same approach, but after the completion of the 2008 assessment (see Deliverable 22).


COMPLETED

18 districts mandated in Aceh modification signed by USAID July 2009

RTI proposals for Aceh modification

Deliverable 5: Modify scope of work (SOW) of District Coordinators to include replication and to meet local government and project’s priorities in the remaining period of the project. In expanded areas in Aceh, District Coordinators hired and trained to work with local governments, school committees and schools on planning, budgeting and management to support improved basic education.

Due: During the fifth year of the project implementation [completed].

COMPLETED

Approved by USAID June 2, 2008

Revised SOW for DC

Deliverable 6: Assessment of Education Management Information System (EMIS) in Indonesia [Completed].

Due: During the first year of program implementation.

COMPLETED

Submitted April 2007

Report

Deliverable 7: Update and maintain Project Data Management System (PDMS) regularly and provide periodic and ad hoc analyses to USAID.

Due: Continue on regular basis.

ONGOING UNTIL END OF PROJECT

Updated Users Guide to be published in next quarter


Deliverable 8:To support institutionalization and replication, the contractor will design and deliver a workshop in each province for the project districts and project staff to highlight best practices. The workshop will be delivered in coordination and conjunction with DBE 2 and 3.

Due: Before end of March 2009.

COMPLETED

Agreement with USAID to conduct workshops between July 27 and August 6,2009 in conjunction with DBE23

No

Deliverable 9: Develop medium term education sector development plans (renstra) for at least 45 project district governments; and prepare at least 20 annual plan and budget (Renja) using developed Renstras

Due: By the end of the fifth year of assistance to each local government.

Underway

28 plans completed 15 plans in process.

District strategic plans (in Bahasa Indonesia)

Deliverable 10: Develop education finance plans and budgets (AKPK = District Education Finance Analysis, and BOSP = School Unit Cost Analysis) respectively in at least in 45 and 49 project districts to support education sector development plans.

Due: By the end of the fifth year of assistance to local government.

Partially COMPLETED

42 AKPK completed 44 BOSP completed

District finance reports (in Bahasa Indonesia)

Deliverable 11: Complete a second report describing progress and recommendations to implement greater democratic participation, transparency, and accountability in the education sector.

Due: During the fourth year of the project implementation.

COMPLETED

Draft approved by USAID December 2009. Final formatting and translation underway

Report.

Deliverable 12: Summary of materials on local government education planning, management and governance, as well as participatory community school management practices. The report will help DBE1 refines its replication strategy to meet efficient and effective dissemination of best practices.

Due: Eighteen months from contract award, with comprehensive updates at the end of year three and end of activity.

Partially COMPLETED

#2 submitted May 2009

#3 due April 2010

Report. Report #2 Includes Deliverables12,13 and 23.

Deliverable 13: Document outcomes highlighting DBE1 best practices, how they were developed, tested, and the extent of successful replication. The report will inform MONE and MORA the implementation of national policy at the lower level (districts and schools) and the recommendations for national policy dialogues.

Due: Comprehensive updates at the end of year three and year four.

Partially COMPLETED

#2 submitted May 2009

#3 due January 2010

Report. Report #2 Includes Deliverables12, 13 and 23.Report #3 will be submitted separately

Deliverable 14: For each PPA (Public Private Alliance), prepare a report describing summary of the contributions of the parties, including the amount of leverage brought by the contractor; a description of private resources and level of innovations; and a summary of how the interests and objectives of each partner converge. PPA initiatives in the remaining period of the program depend on directions from USAID/Office of Education.

Due: On semi-annual basis.

Partially COMPLETED

#3 submitted September 2008

#4 submitted July 2009

#5 to be submitted January 2010

Report

Report

Deliverable 15: Monitor and report on-going ICT-based small grants. Following the Mid-Term Review, USAID does not plan to initiate new education hotspots or associated small grants.

Due: Continue on a regular basis.

Underway Reports included in quarterly project reports


Deliverable 16: Prepare special reports/analyses occasionally requested, including input to planned mid-term and final evaluations in 2008 and 2009.

Due: Upon request with delivery as agreed by the CTO.

Pending USAID requests

Occasional reports as requested

Deliverable 17: Develop a complete program for disseminating school-based management activities to other schools/areas. (a) Planning for replication: Designate contact people with project; develop key materials; to the extent possible, incorporate planning materials, especially DBE2 and 3.

Due: December 2008, to be revised December 2009.

COMPLETED

Dissemination management and revsion of key materials completed and approved by MONE June 2009

Integrated replication packet

(b) Implementation of replication: Provide technical assistance to help strategically target for replication school based management. . .USAID anticipates number of schools to be targeted for replication to be approximately 7,000 at primary and junior secondary levels. . .

Due: Selection and implementation completed in year five

COMPLETED

Over 8,000 schools have replicated DBE1 programs as of December 31, 2009

Deliverable 18: With written concurrence from MONE and USAID, place staff at MONE’s School Based Management secretariat to provide the networking and liaison between MONE, USAID, and DBE 123.

Due: During the fourth year of program implementation.

COMPLETED

Assignment began October 2008 with USAID approval

No

Deliverable 19: Assist central and local government institutions as well as donors,in identification, training, and standard-setting for certification of service provider(s) in education management and governance that can implement DBE1 programs throughout the country.

Due: During the fourth and fifth years of the program implementation.

Under way

.

No

Deliverable 20: Update materials for training on local governance to improve communication and coordination within and between education stakeholders (legislative members, education council, local media, non-governmental organizations) promoting transparency and accountability in education sector.

Due: During the third and fourth years of the project implementation.

Partially COMPLETED

Draft materials have been produce. Integrate package will be prepared by June 2010

Governance materials

The training and other activities will be conducted with local governments and civil society organizations.In the fifth year of the project new installed legislatures will be trained to increase knowledge in education sectorparticularly in reviewing education planning and budget.

Due: Year five The begin in March – April 2010

Deliverable 21: Design expansion or replication of DBE1 program in Aceh, to be implemented in Aceh with contributions from the Aceh provincial government, and dependent on funding and approval from USAID. Recommendations are derived from an assessment conducted by the contractor in the third year of the contract.

Due: Design due during the third year of the project implementation, and subject to the availability of additional funds, implementation during fourth and fifth years.

COMPLETED

Feasibility study submitted August 2008

Design document and workplan


Deliverable 22: Complete pilot data collection and maintenance activity in Aceh in collaboration with MONE (Pusat Statistik Pendidikan or Center for Education Statistics). Results of the pilot activity submitted to GOI to improve MONE’s Education Management Information System (EMIS).


Underway

Completion report

Technical assistance will be provided in response to requests from MONE and/or local governments.


Response for technical assistance expected to begin next quarter

Deliverable 23: Produce a periodic report describing the institutionalization and transfer of DBE1 products (training materials, manuals, reports regarding local government and school education planning, management, and governance, as well as community participation in management practices) to MONE and MORA.

Due: During the fourth and fifth years of project implementation

Partially COMPLETED

Report submitted May 2009

Next report to be submitted January 2010.

Report. May 2009 report includes Deliverables 12, 13 and 23. Next report will be presented separately.

Deliverable 24:The contractor will conduct a Bos Impact Assessment to report on the impact of BOS on expenditure patterns at some DBE-supported schools.

Due: During the fourth year of implementation

Underway

Request extension to March 2010

Report


Annex 6: Status of project documents uploaded in USAID Development Experience Clearinghouse (DEC)

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

Report Date uploaded

to DEC

Monitoring Progress Report 1 dated September, 2006 09-28-2009

Monitoring Progress Report 2 dated September , 2007 09-28-2009

Monitoring Progress Report 3 dated November, 2007 09-28-2009

Monitoring Progress Report 4 dated June, 2008 09-28-2009

USAID Chevron Vocational Training Monitoring and Evaluation (final report DBE1 special report) dated September 2007

09-28-2009

Annual Report III Oct 2007 – Sep 2008 03-31-2009

Study of Legal Framework/Summary of Laws of Regulations (2007) 03-05-2009

Replication of DBE1 School Dev Planning Oct 2008 03-05-2009

Public Private Alliance Sept 2008 –Year 3 03-05-2009

Public Private Alliance Sept 2007 – Year 2 03-05-2009

Public Private Alliance – Year 1 dated 14 August 2006 03-05-2009

School Reconstruction Central Java Monitoring Progress Rpt 1 August 2008 03-05-2009

District Ed. Finance Analysis (DEFA) Oct 2007 03-05-2009

EMIS Assessment June 2007 03-05-2009

ICT Grants Sept 2006 DBE1 ICT Grants Report 03-05-2009

Review of Materials on Education Planning, Management and Governance June 2007 03-05-2009

More Effective Decentralized Education Management and Governance Oct06_Sept07 Annual Report Year 2

03-05-2009

More Effective Decentralized Education Management and Governance April 05_Sept06 Annual Report Year 1

03-05-2009

Policy Reform in Education Planning Oct 2007 03-05-2009


Annex 7: Contribution of DBE1 in District Policy Development

No. Province District Policy Status DBE1 Contribution

Aceh Aceh Besar Circular letter of Head of Educaction Office requesting schools to have RKS/M and integrating of school plan into district’s.

Complete Full Technical Assistance

Revision of Qanun no. 23/2002 to 5/2008 on education.

Complete Provided input

North Sumatra

Deli Serdang Decision letter of Head of Education Office requesting SD, SMP, and SMA to have RKS.

Complete Full Technical Assistance, Education Office developed document.

Deli Serdang Draft District Regulation to fulfill schools’ operational costs through BOSDA.

In Process

Tanjung Balai

Decision to allocate budget for poor students Complete

West Java Karawang Head of District Decision on fulfilling schools’ operational costs through BOSDA


Province Head of Province Decision on fulfilling schools’ operational costs through Provincial BOS

Complete Based on presentation of Karawang Head of District to Governor.

Tangerang Head of Municipality Decision on fulfilling schools’ operational costs through BOSDA


Sukabumi Head of District Decision on fulfilling schools’ operational costs through BOSDA


Banten Head of Education Office Decision Letter requesting SD and SMP to develop RKS


Central Java

Boyolali Head of Education Office Decision Letter on planning mechanism.


Boyolali District Regulation on Education Complete District Parliament member who was involved in DBE1


activities, suggested to include RKS/M in the Perda.

Jepara Head of District Regulation on Free Education

Complete Provided input to the process

Jepara Head of District Regulation on fulfilling of school operational costs through BOS (90%)


Kudus Head of District Regulation on education-sector human resource


Kudus Head of District Decision Letter on District BOS

In Process (awaiting approval from Sekda)

Full Technical Assistance, Education Office developed document.

East Java Tuban Head of Education Office Decision on 2009 Technical Guidance to implement BOSDA.

Complete BOSP results were used as basis of decision

Tuban District draft regulation on education In Process Full Technical Assistant

Cost sharing

East Java Provincial Education Office and Bappeda

Final report on BOSP calculation for 2009 in accordance to BSNP for 24 districts.

Complete Full Technical Assistant

Cost Sharing

Mojokerto District draft regulation on education Complete Provided susbstances of Perda

Sampang District draft regulation on education Complete

Provided susbstances of Perda

Bangkalan District draft regulation on education In Process Provided susbstances of Perda

Sidoarjo Head of District Regulation on expenses of education for poor students.

Complete Provided susbstance

Sampang Head of Education Office decision letter requiring schools to have RKTS/RKAS.

Complete Provided substance

Mojokerto Head of District decision on implementation of BOSDA SD/MI and SMP/MTs for 2009


Tuban Head of Education Office decision letter requesting schools to have RKS



Mojokerto Head of Education Office decision letter requesting schools to have RKS.


Surabaya Head of Education Office decision letter requesting schools to have RKS.


Nganjuk Head of Education Office decision letter requesting schools to have RKS.


South Sulawesi

Soppeng District draft regulation on education In Process Full Technical Assistance

Sidrap District draft regulation on free education Provided input on Draft

Enrekang District draft regulation on education BOSP results were used as basis of development


Annex 8: Abbreviations, Acronyms and Glossary

Abbreviations & Acronyms

ADD Alokasi Dana Desa [Village Budget Allocation] APBD Anggaran Pendapatan dan Belanja Daerah [District Government Annual

Budget] APBN Anggaran Pendapatan dan Belanja Negara [National Government

Annual Budget] AusAID Australian Agency for International Development Balitbang Badan Penelitian dan Pengembangan [Research and Development Body]

Bappeda Perencanaan Pembangunan Daerah [Regional Development Planning Agency]

Bappenas Perencanaan Pembangunan Nasional [National Development Planning Agency]

BIA BOS (Bantuan Operational Sekolah) Impact Analysis BOP Bantuan Operasional Pendidikan [Education Operational Grants]

BOS Bantuan Operational Sekolah [school grants] BOSP Biaya Operasional Satuan Pendidikan [School Unit Cost] BP British Petroleum BRR Bureau for Reconstruction and Rehabilitation (Aceh and Nias) BSNP Badan Standar Nasional Pendidikan [National Education Standard

Board] CA Capacity Assessment CLCC Creating Learning Communities for Children COP Chief of Party CSO Civil Society Organization DAU Dana Alokasi Umum [general budget allocation from central government

to local governments] DBE USAID Decentralized Basic Education Project DBE1 Decentralized Basic Education Project Management and Governance DBE2 Decentralized Basic Education Project Teaching and Learning DBE3 Decentralized Basic Education Project Improving Work and Life Skills DEFA District Education Finance Analysis DPISS District Planning Information Support System DPRD Dewan Perwakilan Rakyat Daerah [district parliament] DSC District Steering Committee DTT District Technical Team EMIS Education Management Information Systems ESP Environmental Services Program [USAID project] GDA Global Development Alliance GDP Gross Domestic Product GGSP Good Governance Sektor Pendidikan (Good Governance in The

Education Sector) GOI Government of Indonesia IAPBE Indonesia-Australia Partnership in Basic Education [AusAID project] ICT Information and Communication Technology


ILO International Labor Organization Jardiknas Jaringan pendidikan nasional – national education network KADIN Indonesian Chamber of Commerce Kandepag Kantor Departemen Agama [District Religious Affairs Office]

KKG Kelompok Kerja Guru [teachers’ working group] KKRPS Kelompok Kerja RPS [school RPS team] KTSP Kurikulum Tingkat Satuan Pendidikan [School Unit Curriculum]

LG Local government LGSP Local Governance Support Program [USAID project] LOE Level of Effort LPMP Lembaga Penjamin Mutu Pendidikan [Education Quality Assurance

Body] M&E Monitoring and Evaluation MAPENDA Madrasah dan Pendidikan Agama [Religious and Madrasah Education] MBE Managing Basic Education [USAID project] MBS Manajemen Berbasis Sekolah (SBM=School Based Management) MCA Millennium Challenge Account MGMP Musyawarah Guru Mata Pelajaran [Subject-based Teachers Association] MI Madrasah Ibtidaiyah [Islamic primary school] MIS Madrasah Ibtidaiyah Swasta [private madrasah; MIN State Madrasah] MOU Memoranda of Understanding MSS Minimum Service Standards MTs Madrasah Tsanawiyah [Islamic junior secondary school] Musrenbangdes Musyawarah Perencanaan Pembangunan Desa [Village Development

Planning Forum] NGO Non Governmental Organization P4TK Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga

Kependidikan [Center for Educators and Education-Related Personnel Capacity Building]

PAG Provincial Advisory Group PAKEM Pembelajaran Aktif, Kreatif, Efektif, dan Menyenangkan

[AJEL: Active, Creative, Joyful, and Effective Learning] PADATIWEB Pangkalan Data dan Informasi berbasis WEB. MONE database system PCR Politeknik Caltex Riau, Pekanbaru PDIP Pusat Data dan Informasi Pendidikan [Education Data and Information

Center] PDMS Project Data Management System Permendiknas Peraturan Menteri Pendidikan Nasional [Minister of National Education

Regulation] PKBM Pusat Kegiatan Belajar Mengajar [Teaching and Learning Center] PMP Performance Monitoring Plan PMTK Peningkatan Mutu dan Tenaga Kependidikan [Quality Improvement of

Education and Education Staff]

PPA Public-private alliances Ranperda Rancangan Peraturan Daerah [Draft of District Regulations] RAPBS Rencana Anggaran, Pendapatan, dan Belanja Sekolah [School Budget

Plan] Rembuk Nasional

National meeting


RKAS Rencana Kegiatan dan Anggaran Sekolah [School Activities and Budget Plan]

RKS Rencana Kerja Sekolah [School Work Plan] RKT Rencana Kerja Tahunan [Annual Work Plan]

RKTL Rencana Kerja Tindak Lanjut [Future Action Plan] RPJMD Rencana Pengembangan Jangka Menengah Daerah [District Mid-Term

Development Plan] RPK Rencana Pengembangan Kapasitas [Capacity Development Plan]

RPPK Rencana Pengembangan Pendidikan Kabupaten/Kota [District Education Development Plan]

RPS Rencana Pengembangan Sekolah [School Development Plan] RTI RTI International SBM School-based management (see MBS) SD Sekolah Dasar [primary school] SIMNUPTK Sistem Informasi Manajemen - Nomor Unik Pendidik dan Tenaga

Kependidikan (Management Information System of Unique Number of Educator and Education Staff)

SIPPK Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota [District

Planning Information Support System]

SMP Sekolah Menengah Pertama [junior secondary school] SNP Standar Nasional Pendidikan [National Standards for Education]

SOAG Strategic Objective Agreement [USAID and Menko Kesra] SOTK Struktur Organisasi dan Tata Kerja [Organizational and Work Structure]

SPM Standard Pelayanan Minimum [Minimum Service Standard] STTA Short-Term Technical Assistance SUCA School Unit Cost Analysis TraiNet TraiNet Administrator & Training [USAID reporting system] UPTD Unit Pelaksana Teknis Dinas [Technical Implementation Unit] USAID United States Agency for International Development WIB Waktu Indonesia Barat [Western Indonesian Standard Time]

Glossary

Badan Kepegawaian Daerah District Personnel Board

Bupati Head of a district

Departemen Agama Ministry of Religious Affairs

Departemen Keuangan Department of Finance

Departemen Pendidikan Nasional Ministry of National Education

Dewan Perwakilan Rakyat

Daerah

District Parliament (DPRD)

Dinas Provincial, district, or city office with sectoral responsibility

Dinas Pendidikan dan

Kebudayaan (Dinas P&K) Provincial or district educational office

Gugus School cluster


Kabupaten District (administrative unit), also referred to as a regency

Kanwil Agama Provincial Religious Affairs Office

Kecamatan Sub-district

Kepala Dinas Pendidikan Head of provincial or district education office

Kepala Sekolah School principal

Komisi Committee in national or local legislatures

Komite sekolah School committee

Kota City (administrative unit)

Madrasah Ibtidaiyah Islamic primary school (MI; MIS Swasta; MIN Negeri)

Madrasah Tsanawiyah Islamic junior secondary school (MT)

Madrasah Pendidikan dan Agama Department of Religious Affairs directorate for Islamic religious schools (Mapenda)

Menko Kesra Coordinating Ministry for People’s Welfare

Pengawas School inspector

Renstra Satuan Kerja Perangkat

Daerah (Renstra SKPD)

Strategic Plan for local government work unit (e.g. District Education Development Plan)

Sekolah Dasar primary school (SD)

Sekolah Menengah Pertama junior secondary school (SMP)

Surat Keputusan Decree/defining conditions, outcomes of a decision

Wali Kota Mayor

Widyaiswara Trainer