UNICEF, JAKARTA INDONESIA

SEPTEMBER 2013

REVIEW OF SATAP SCHOOLS

HITENDRA PILLAY: QUEENSLAND UNIVERSITY OF TECHNOLOGY, BRISBANE AUSTRALIA HERWINDO HARIBOWO EDUCATION CONSULTANT, JAKARTA, INDONESIA

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Contents I. INTRODUCTION 3

A. Background and context 3

B. One-Roof Schools (SATU-ATAP aka SATAP) 5

II. THE STUDY 6 A. Purpose 6

B. Methodology 6

C. The Field Research Sites 7

III. KEY FINDINGS AND CHALLENGES FOR SATAP SCHOOLS 8 A. Policy Clarifications 9

B. Teacher Quality and Supply 10

C. Relevance and Curriculum Issues 13

D. Management and Governance 15

E. External Pull Factors 17

IV. ENTRY POINTS TO SUPPORT SATAP IN RURAL AND REMOTE AREAS. 20 A. Long-Term Activities— 5 plus years 20

B. Focus Area 2- Curriculum Mapping 21

C. Focus Area 3- Institutional and Organizational Strengthening 22

D. Focus Area 4- Infrastructure Design and Facilities 23

V. IMMEDIATE ACTIVITIES- INTERVENTION TO START IN SELECTED DISTRICTS WHICH MAY BE EXPANDED TO OTHER DISTRICTS 24

A. Activity 1- School Based Improvement 24

B. Activity 2. Parents/Community Advocacy 24

C. Activity 3. Curriculum content review to support school-to-work transition 25

D. Activity 4: Teacher Supply and Quality improvement 25

VI. APPENDIX 1 1 A. List of People Consulted/Interviewed 1

VII. APPENDIX 2 3 A. SATAP – TEACHER TRAINING--2012 3

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I. INTRODUCTION

A. Background and context

1. Education, particularly basic education (grades1-9), has been considered critical to promoting national economic growth and social well being1. Three factors that con-tribute to the above are: (i) Education increases human capital inherent in a labor force and thus increases productivity. It also increases capacity for working with others and builds community consensus to support national development. (ii) Education can in-crease the innovative capacity of a community to support social and economic growth—use of new technologies, products and services to promote growth and wellbeing. (iii) Education can facilitate knowledge transfer needed to understand the social and eco-nomic innovations and new processes, practices and values. Cognizant of the above benefits of education, the Millennium Development Goals (MDG) and the Education for All (EFA) declarations advocating universal basic education were formulated and ratified by UN member countries. 2. Achieving universal primary education (grade 6) may not be sufficient to maxim-ize the above noted socio-economic and cultural benefits. There is general consensus that basic literacy and numeracy up to grade 9 are essential foundational blocks for any good education system to support national development. Basic Education provides an educational achievement threshold that ensures the learning is retained. To achieve this, the donor partner led interventions and the UN declarations such as the MDG goals have sought universal access to basic education (grades 1-9). As many countries progress towards achieving the universal access targets, recent research evidence suggests that we need more than just access to basic education to impact on the na-tional development. Measuring basic education completion cycle, gross enrolment rate (GER) and participation rate etc., has to now include a focus on quality and relevance of the education2. 3. While the above research finding is generally accepted by the Government of In-donesia (GoI), unlike many other developing countries, Indonesia is geographically and linguistically complex and has the fourth largest education sector in the world. It has over 3000 islands, 17,000 ethnic groups and it takes as long as 7 hours to travel from east to west of the country and has multiple time differences. The education system has six years of primary education (grades 1-6), 3 years of junior secondary education (grades 7-9) and three years of senior secondary education (grades 10-12). Therefore, applying the findings of the above cited research in a country like Indonesia is a chal-lenge. Nevertheless, since the adoption of the National Education Law (2003)3 the GoI 1 see Krueger and Lindahl (2001); Sianesi and Van Reenen (2003) and Sala-i-Martin et,al (2004) 2 Haunshek & Kimko (2000) found a statistically and economically significant positive effect of the quality of education

on economic growth that is far larger than the association between the quality of schooling and growth. 3 National Education Law # 2, 2003. Government of the Republic of Indonesia, Jakarta.

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has made significant progress in improving access to and quality of basic education (grades 1-9). The 2011/12 national education statistics show the primary education (grades 1-6) completion rate was 99.3%, the net enrolment rate (NER) was 95.4% and the GER was 115.4%. This is a significant achievement considering the complexities faced within Indonesia. This increase in the primary education sub-sector, however, has not flowed onto the Junior Secondary School (JSS) education. The transition from pri-mary to JSS is still short of the GoI targets. In 2012, there were 146,826 primary schools feeding into 33,668 junior secondary schools. The transition rate from primary to secondary in 2011/12 was 78%. When considering district or sub-district level data the transition in poor districts could be less than the aggregated national rate. Poverty and lack of parents’ education, confounded by opportunity cost, are major obstacles to transitioning to JSS4. 4. Table 1 presents a summary of GoI initiatives to accelerate the transition to JSS. GoI, with assistance from the donor community, has built 2465 new regular JSS, mak-ing the total number of regular JSS 33,668. In addition, 57,825 new classrooms have been added to existing regular JSS. Also, in rural and remote areas 4136 Satu-Atap5 (SATAP) schools were built to increase access to JSS. These SATAP schools are the focus of this study as they provide education opportunities to the most marginalized, ru-ral, remote children who otherwise would not have access to JSS and consequently not complete basic education. TABLE 1: Expansion of Access to JSS 2008 2009 2010 2011 TOTAL Population 13-15 Year Old

N/A N/A N/A 12,672,739

Number of Students in JSS

8,980,426 9,255,006 9,346,454 9,425,336

Number of Regular JSS schools

26,277 29,866 30,290 33,668 33,668

New JSS built (USB) 238 179 190 222 2,465 New Classrooms within existing JSS (RKB)

11,173 1,990 400 2,695 57,825

New One Roof School (SD-SMP SATAP)

775 519 600 450 4,136

New JSS Boarding School

17 20 N/A N/A 27

Compiled from MOEC, Education Statistics, Annual Reports. http://kemdikbud.go.id/ 4 Granado et. al, ( 2007) study notes that in Indonesia children coming from poor family is 20% less likely to enroll in

JSS compared to those for not-poor families. 5 Ministerial Decree # 32, 2005; Strategic Policy for Equity and Expanding Access:

Section C. Page 61. Develop “SD-SMP Satu Atap” (SATAP = One Roof School) in remote areas or where the in-habitants are scattered by adding classroom of JSS in a PS. The SATAP is an education program for the PS grad-uates. To tackle problem of lack of teachers, the PS teachers could teach several relevant subjects in a JSS. The competency of the PS teachers should be improved so they are capable of teaching at a JSS. Besides that, the ex-isting school facilities, such as classrooms and school buildings should be maximally utilized. The networks be-tween the PS in the areas (catchments areas) should be considered

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B. One-Roof Schools (SATU-ATAP aka SATAP)

5. Initially, as per the GoI Ministerial decree referenced in footnote # 6, the SATAP schools were clearly a ‘special case’ for rural, geographically remote and disadvantaged children, as well as for children of ethnic and linguistic minorities, who otherwise would not have had access to junior secondary education. This lack of access would slow the GoI’s progress towards meeting its MDG target of universal basic education. Consider-ing the small and scattered populations in these rural and remote areas, it is unlikely that the demand for JSS will increase sufficiently to warrant full-fledged regular junior secondary schools. To access these school communities one has to cross rivers on bamboo rafts and ride on ojek6. Consequently, the SATAP policy intervention, which started in 2005, provides an excellent opportunity to these disadvantaged children. A SATAP school, combines primary education (grades 1-6) and junior secondary educa-tion (grades 7-9) in one compound, usually by building additional classrooms to include the latter grades. Such a school is meant to help make the transition from PS to JSS both physically easier and financially feasible for poor students living in remote and iso-lated areas. One of the conditions for building a SATAP is availability of sufficient land to accommodate a minimum of 3 classrooms for the grades 7-9. This avoids the highly contentious issue of land acquisition for schools in Indonesia.

6. However, since, its inception in 2005, the SATAP concept has evolved and been used in many different ways and the implementation has become a mix of many types. SATAP has been used to provide access to JSS in peri-urban areas, where the demand for JSS may be sufficient to build a regular JSS; to combine pre-primary with primary under one roof; to combine special education with existing traditional PS and to add grades 7-9 to existing senior secondary schools. In Papua a SATAP is combing grade 4-6 from the primary with grades 7-9 from a JSS. Primary grades 1-3 are treated differ-ently in many areas in Papua province. Thus, what was started as supporting transition from PS to JSS in rural and remote areas is now used in any situation where some ad-ditional education service is added to an existing school system. Some contention ex-ists as this flexible use of the concept detracts from the original ministerial decree to support SATAPs. Even within the PS to JSS transition SATAP schools, the focus seems to be on the JSS part of the combined schools7—which tends to undermine the re-source utilization and efficiency assumptions intended in the policy document. 7. In light of the contention regarding SATAP implementation, it is important to de-lineate the boundaries of the study report here. For the purpose of this study, the SA-TAP concept will be limited to combining PS with JSS in rural and remote regions—the policy intervention which was supposed to support the GoI meet its universal basic edu-cation target. When considering this category of SATAPs, the ministerial decree is an 6 Motorcycle transport commonly used in remote areas where there are only narrow tracks instead of proper roads 7 The concept of ‘one roof’ seems to be limited to the PS and JSS being physically in the same compound. Other

aspects of management and resource utilisation etc. are often not sufficiently clears defined.

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excellent initiative, however, the enrollment numbers in many of these SATAP schools are not high and in some cases are declining in recent years8. Considering the number of primary students completing grade 6 each year, the numbers in the SATAP JSS are low. In the absence of any tracking system, it is possible that the PS graduating stu-dents go to other JSS, or madrasahs with boarding facilities or just drop out. The SA-TAP schools currently suffer from an image problem where parents perceive it as a comprised JSS option and not relevant to their local context9. In order to better under-stand and adopt an informed basis to strengthen and support the SATAP in rural and remote areas UNICEF commissioned this study.

II. THE STUDY A. Purpose

8. The objective of the study was to undertake a comprehensive review of PS to JSS SATAP schools with regards to access, relevance and quality issues to increase participation rates, reduce dropouts and increase school to work transition pathways for children in the SATAP schools. After the study, findings were consolidated. The study identified and lists possible entry points for UNICEF to engage and support SATAPs in dealing with the issues raised in the findings. The entry points are targeted to selected geographical locations and aligned with UNICEF mandate for poverty reduction, in-creased access to quality basic education for disadvantaged children and enhancing school to work transition of adolescents. B. Methodology

9. The study adopted a qualitative approach but utilized both qualitative and de-scriptive quantitative data. The research included document analysis and, individual and focus group interviews. The quantitative approach involved data mining and aggregating existing Ministry of Education and Culture (MoEC) and other available statistical data on JSS and SATAP to understand and explain the challenges faced by the SATAP schools. To ensure close collaboration with MoEC the research team was in constant touch with MoEC and UNICEF throughout the duration of the assignment. This close working arrangement ensured MoEC was a partner in the research process and kept informed of the analysis and findings. 10. The procedure adopted involved initial preliminary desk study and consultations with SATAP stakeholders such as, AusAID, UNICEF, ILO and MoEC. The desk study involved document analysis which comprised education legislation, policy, regulations at the central and district levels, other reports by donor partners and international agencies associated with JSS and SATAPs. To supplement the document analysis, data consul-

8 Data SD-SMP SATU ATAP, 2012. MOEC, Director General of Basic Education, Directorate of junior secondary

schools. 9 ILO Sukabumi report, 2012, Jakarta.

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tation interviews were conducted with selected stakeholders at the Central level. This was followed by a week of field study where the research team conducted interviews and focus groups (FGs) with the district level personnel (Dinas, Bupati, Bappeda) schools committees, parents, teachers and students. Sampling was purposive as ac-cess to districts and appropriate personnel requires extensive planning and compliance with protocol. Thus the sites for field study were where UNICEF had previous working re-lationships. The two districts selected were Polewali Madar and Bondowoso. A full list of the people met and schools visited during the field study is attached in Appendix 1. To en-sure close collaboration with MoEC, the field study team included a representative from the JSS Directorate from the Ministry of Education and Culture. The picture in the left is of a focus group meeting in progress at a SATAP school in Polewali. 11. Following the field study, the research team spent a week with UNICEF educa-tion staff discussing primary analysis and key emerging issues. During these discus-sions it was agreed that the scope of any intervention should include the district of Mimika from Papua province. The research team then spent a week with the SATAP Division in the MoEC consulting and verifying the findings from the field and from the document analysis. Subsequently, a stakeholder meeting was held where representa-tives from the selected MoEC unit and UNICEF met with the research team to review the findings and recommendations and provide feedback. The feedback was incorpo-rated in the final revision of the report. C. The Field Research Sites

12. The district of Bondowoso has 23 sub-districts with a population of 709,900, cov-ering very rural, remote and geographically challenging areas. The main economy in the district is agriculture and small home industries. The economy of the sub-districts is var-ied. Based on the annual local budget it ranges from 88,277,030 million IR to 1,509,238,485 million in 2013. The mean is 271,310,528 IR. Five sub-districts are be-low 150,000,000 IR and thus will experience difficulty meeting the required 60% local level contribution to supplement its education budget. As noted earlier, the diversity within Indonesia, or even within a district, is not fully captured in the national and provi-sion level data. Consequently the poorer districts or sub-districts are further disadvan-taged. In Bondowoso there are currently 13 SATAP schools which were built through a mix of GoI (central and district) funds, donor and community funds. These SATAPs are located in 11 sub-districts with enrolments ranging from 32 in Cermee10 to 161 in Tlog-osari. The total student enrollments in 2012, in grades 7, 8 and 9 in the districts were 293, 299 and 265 respectively11. 10 Cermee has 2 SATAP school built in the sub-district but the enrolment remains very low. 11 Data was compiled from Data SD-SMP SATU ATAP, 2012. MOEC, Director General of Basic Education, Direc-

torate of junior secondary schools and the notes take during the field research.

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13. Polewali Mandar has 16 sub-districts and 132 villages with a total population of 455,572. The economic base is mainly farming and the district had an annual budget of 555, 943,291.000 IR in 2013.The annual budget of the sub-districts ranges from 314,828,000 IR in Bulo to 6,557,574,866 IR in Polewali. Like Bondowoso, some of the poorer sub-districts have very low annual budgets. These low budgets have implications for local budget allocations for education. Currently, there are 15 SATAP with total en-rolments in 2012 being 257 in grade 7; 302 in grade 8 and 125 in grade 9. Some of the SATAP do not yet have a grade 9 in 2012 as they have been in operation for only 2 years. The interesting observation in this data is the drop in grade 7 enrolment com-pared to the previous year (which is the current Grade 8 enrolment). For individual SA-TAPs, the total enrolment range from 16 in Kunyi to 120 in Luyo.

TABLE 2: JSS and SATAPs in Bondowoso and Polewali Mandar for 2011/12 **

# JS

Schools # JSS Student

# SATAP Schools

# SATAP Student

District NER

District GER

Bondowoso 110 20,392 13 857 95.00 123.14

Polewali Mandar 56 15,835 15 684 56.54 71.04

** The study engaged in data mining rather than collection of new data and found inconsistencies be-tween national and district level data. All effort was made to verify the accuracy but caution is recom-mended when using the above for any analysis.

14. Mimika district is in Papua province where Timika is the capital city of the district. Mimika has a population of 183,633 people spread over 12 sub-districts with Agimuga having 701 people and Mimika Barat having 118,100 people. The main economic activi-ty in the district is mining and the 2013 annual budget for the district was 506,661,741,000 IR. Currently there are two SATAPs which started 2 years ago. The 2012 enrollments in grades 7, 8 and 9 cohorts are 60 and 47 and 10 respectively.

III. KEY FINDINGS AND CHALLENGES FOR SATAP SCHOOLS

15. The document analysis, interview and FG data were analyzed to identify the dominant issues. These issues were then verified and confirmed through discussions with MOEC and UNICEF stakeholders. The findings are grouped under the following five areas: Policy Clarifications, Teacher Quality and Supply, Relevance and Curriculum Issues, Management and Governance and External Pull Factors.

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A. Policy Clarifications

16. The concept of SATAP has become confused and needs to be reviewed and clarified. Many of the SATAP schools noted in the MoEC database12 do not fit the rural and remote classification as per the Ministerial Decree #35. There are SATAP schools built in urban centers such as Bandung and Bogor which contradict the initial decree. This lack of clarity is causing confusion and hinders targeting of rural/remote areas and disadvantaged groups. There is a perception in the community that SATAPs, which were supposed to be established under specific conditions only, are now being used as a sub-standard provision of JSS education everywhere in the country. Since the majori-ty of the SATAP schools do not have the full complement of infrastructure stipulated for a JSS, they are often considered a temporary arrangement. Such perceptions tend to discourage parents and students from enrolling in the SATAP schools. There are a number of ways MoEC can address this issue of clarity. 17. MoEC can reiterate the original SATAP policy—targeting only the rural/remote and disadvantaged groups. MoEC can enforce the policy and monitor the implementa-tion as per the legislation by supporting district level strategic planning and implementa-tion. Any deviations should be reviewed and either considered as a new school or addi-tional classroom in existing JSS and not confused with SATAP schools. This message needs to be clearly and firmly relayed to district authorities and followed up through reg-ular monitoring. SATAP schools constructed to date as SATAP can remain, but all fu-ture SATAP has to comply with the ministerial decree, the regulations and the guide-lines.

18. In order to clarify how schools are organized a change in how they are named should be considered. Given that the primary schools are being extended to include JSS throughout the country, both in urban and rural areas, MoEC may wish to create a new category of schools called the “basic education school” which has grades 1-9. As a long term policy, MoEC might wish to consider gradually converting all primary and JSS schools into “basic education schools” and have a simple 2 tier system –“basic educa-tion” and “secondary schools”. This will make the system more efficient with better utili-zation of physical facilities, teachers and other resources. This may not be easy and if considered should be a long term strategy. The policy initiatives need to consider the size of “basic education schools” and avoid ending up with very large schools with thou-sands of children. If they grow too large they may become a management and logistics problem. 19. In order to target rural and remote areas with small and dispersed population, MoEC may investigate if building boarding schools with full facilities, similar to regular JSSs, will be a better option than building several very small and inefficient SATAP schools. This option should not be applied universally, but selectively in areas with very small JSS student populations and where access to a JSS is not possible. East Kali-

12 Data SD-SMP SATU ATAP, 2012. MOEC, Director General of Basic Education, Directorate of Junior Secondary

Schools.

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mantan, North Sulawesi and Papua are already using 27 boarding schools to increase access to JSS13. The Madrasah system and the Pesantrens have been successfully us-ing the boarding school concept for many decades to provide access to education. It is worth investigating this option further. In order to fully appreciate the cost implications when going down this path, further detailed research on cost comparisons (board and lodge vs staying home) including the value of the quality of facilities and services is needed. 20. To effectively develop, monitor and manage SATAP schools, procedures need to be consistently enforced. One of the challenges mentioned by all stakeholders was the implementation of SATAP at the district level. In some districts the SATAP schools were established by district parliament decree14 (Peraturan Daerah abbreviated as PERDA) whereas in other districts it was through the head of district decree15. The difference be-tween the PERDA and Bupati or Walikota decree is that PERDA comprises the deci-sions that are made through consensus between the district parliament, Bupati and the Walikota. Whereas Bupati or Walikota decree solely express decisions made by Bupati or Walikota. This has implications for sustained support and funding. PERDA is more likely to be included in the district budget provisions and thus be sustainable. The Bupati or Walikota decree is more likely to change when the person in the respective office changes. Thus, mechanisms for including the SATAP schools established by Bupati and Walikota decrees in the district budget within a given period need to be considered as a compliance requirement. Currently, a lack of consistent procedures and enforce-ment of the guidelines affects implementation of SATAP polices. These inconsistencies need to be addressed urgently so that SATAP schools can be effectively developed, monitored and managed. B. Teacher Quality and Supply

21. Supply of qualified teachers, teacher per-formance and absenteeism seems to be anoth-er major challenge that should be addressed for most SATAP schools. The SATAP policy states that each SATAP will have five teachers with S1 classifications and all will be civil servants. Un-fortunately, in over half of the SATAP schools this has not eventuated16. In all the SATAP schools visited during the field research, most of the JSS teachers were part-time teachers who worked in several different schools to make up the required workload of 24 hours in order to get certified. Such fractional ap- 13 Junior Secondary School in Number, Ministry of Education and Culture, Director General of Basic Education, Direc-

torate of Junior Secondary school, 2012 14 The district has its own local level parliament ( DPRD) which works with the Bupati and Walikota to plan, budget

and implement public services Decrees made by DPRD is called Peraturan Daerah abbreviated as PERDA 15 Bupati is a head of local government and Walikota is the mayor of a city. They can also issue decrees which are

called Surat Keputusan Bupati or Surat Keputusan Walikota. 16 Out of the 4136 schools only half have all administrative resources provided. Data SD-SMP SATU ATAP, 2012.

MOEC, Director General of Basic Education, Directorate of Junior Secondary Schools.

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pointments tend to undermine dedication to any school which in turn influences attendance and performance. The travel time and costs associated with working in three or more schools in a week is an unnecessary burden for these teachers and contribute to absentee-ism. This is particularly problematic when ac-cess to schools is by walking through roads full of mud and pot holes, crossing rivers on bam-boo rafts, walking long distances and/or taking ojek rides along narrow slippery tracks17. Providing decent roads is an infrastructure issue, but it has a significant impact on teacher attendance and therefore the performance of SATAP schools. 23. The single subject specialization of JSS teachers mean they can teach only one subject. The small number of students in most SATAP schools limits the classes to a single stream for all grades. As a result, there is no opportunity for teachers to make up their total work load in one school. Furthermore, the new curriculum introduced by MoEC adopts integrated science and social sciences. This means teachers trained to teach the individual science subject are no longer required. The integrated subjects have reduced the number of hours allocated to science and mathematics which has an impact on teachers’ workloads. There is extensive in-service training provided to SA-TAP teachers, but it is unclear how this training contributes to: upgrading the primary teachers to teach in JSS, preparing teachers to teach the new curriculum, preparing teachers to teach subjects in the school-to-work transition programs in SATAPs, or for how teachers will adopt the new teaching learning processes noted in paragraph 35 of this report. In 2012, most of the teacher training focused on administrative matters re-lated to the new curriculum (see Appendix 2). Apart from the skills noted, the teacher training needs to build teachers’ capacity to be able to link the regular programs of liter-acy and numeracy, critical thinking and life skills etc., to school-to-work transition activi-ties; use innovative pedagogies and make the learning experience meaningful and en-joyable. 24. The effectiveness of training delivered by MoNE should be reviewed. In particu-lar, a lot of emphasis seems to be placed on administrative procedures rather than con-tent and innovative pedagogies. We know that the train-the-trainers (TOT) model driven from MoNE in Jakarta does not build local capacity and is often not effective. Devolution of this training to the district level and encouraging partnerships with quality approved local higher education institutions or NGO training providers might be a better option. During the field research, examples of some very good schools were seen. These schools could be used as training centers so that teachers can actually see how new practices can be successfully applied in their own context. Schools in the district or sub-district can benchmark against the best schools. Developing local level teacher training capacity ensures that a culture of supporting new pedagogies remains in the district.

17 These access issues were experienced by the research team during the field trip to Polewali and Bondowoso. For

consultation with the Unicef team in Papua, the situation there is worse. The infrastructure issue is not for MOEC but they need to review their guidelines and raise it with the Dinas and Bupati.

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The ILO program in Sukabumi18 mobilized local level capacity, and selected on the ba-sis of quality and capacity to deliver specific types of teacher training which worked very effectively. MOEC has experience working in 40 districts using local universities to pro-vide training for teachers and district office personnel. These arrangements can be strengthened by including a monitoring framework for outcomes and impact rather than just focusing on only supply/input issues. Thus, it is important to include specific ex-pected outcomes at the school or district levels when contracting service providers to implement training. Currently, design and delivery of a majority of the training is moni-tored for supply side indicators (number participants, number of days of training, titles of programs etc ) while demand side indicators (outcomes and impact of training) receive little monitoring. In line with building local capacity, there was also a strong desire to support the teacher associations such as the KKG (Kelompok Kerja Guru). In light of the issues mentioned, it may be prudent to investigate options to develop well monitored, decentralized models of teacher training and district level capacity development. 25. The current freeze on teachers joining the civil service has increased the use of part-time teachers because transferring civil service teachers to rural and remote SA-TAP schools has not been very successful. Transferring civil service teachers, particu-larly married teachers, whose partners work in other sub-districts and cities, does not help improve teacher performance and attendance in SATAP schools. These teachers tend to shuttle back and forth from their families and they are more likely to be absent or neglect their duties. It was also noted that civil servant teachers appointed to SATAP schools from different cities tend to be absent more than teachers from the local areas. During the field research, it was found that there are qualified teachers from local areas who have been teaching in SATAPs for over 10-15 years and have not yet been made civil servants. If these local teachers are given civil service positions they are more likely to stay and be committed to the SATAP school—it is their village school and they have stayed there for all these years. The MOEC strategy of building accommodation for teachers posted from other areas may help, but it may be an expensive strategy and assumes that providing teachers’ accommodation will attract civil servant teachers. It should not be seen as the only strategy. Options such as appointing qualified people from the local communities should also be pursued. 26. The salary of the part-time teachers is also of concern and contributes to their level of dedication to the school and their work. As noted previously, the low enrolments in the SATAPs mean low BOS funds which, when shared to pay the salary of honorari-um teachers (some SATAPs with less than 50 students have 8 honorarium teachers), does not make an attractive salary. Also, as noted, the budget of some of the sub-districts are very low, thus their share of local contribution towards teacher salaries may not be high. Consequently, the above situation does not make the remuneration attrac-tive enough for teachers to improve their attendance and performance.

18 The program engaged UPI to develop and deliver awareness training to help change the mindset of children about

the importance of attending JSS/SATAP schools. Similarly, in Bondowoso partnership between Dinas and Univer-sitas of Bondowoso may be established to build local teacher capacity.

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27. In light of the freeze on civil servant intake, to keep the schools operational, the local authorities encouraged the use of part-time teachers (GTT- Guru Tidak Tetap). In some SATAPs most of the teachers who are part-time are qualified both academically and professionally, and many have 5-10 years of teaching experience. The lack of any visible career path for these teachers has had a very demoralizing effect. In other SA-TAPs visited during the field research, the primary school teachers, the majority of who are civil servants, without much training taught the JSS classes19. This has contributed to the perception that SATAP schools provide second grade education. This has been largely caused by parents comparing regular JSS and SATAPs in peri-urban areas, a situation not originally intended as an objective of starting SATAP. Unfortunately, this perception of SATAP schools is spreading throughout the country and undermining the SATAP objective of providing a minimum quality of basic education to rural and remote disadvantaged communities. 28. Based on the current data on teachers in Indonesia, there is no shortage; the is-sue is of distribution, which in turn requires capacity for strategic and logistic planning at the district level. If the local level planning of teacher supply and demand adopts a more strategic approach and gives preference to teachers from the local areas, it will be the easiest and cheapest option for providing teachers in these rural and remote SATAP schools. Most civil servant teachers are in the urban areas and are reluctant to transfer to rural and remote areas. A scheme giving teachers, who go and serve in SATAP schools for a certain number of years, priority to join the civil service should be consid-ered. Alternatively, MoEC could attach the civil service position to the school, allowing the teacher who takes and stays in that position to become a civil servant. If the teacher leaves, they would lose that entitlement. In other words, the civil service option is at-tached to the post and not the person. Teachers who take those positions and teach at the SATAP schools for a certain number of years could then be granted civil service. Providing some incentive to teachers in rural and remote SATAP schools is necessary. It is acknowledged that this may not be easy, but these options are worth further con-sideration and discussion if MoEC is committed to improving both the access and quali-ty of rural and remote SATAP schools. C. Relevance and Curriculum Issues

29. The MoEC recently adopted the outcomes based curriculum20 to better align the education system to international and national standards. Performance in TIMSS and PISA were cited as one of the drivers for the new curriculum. While this is important for international benchmarking, it is equally important that the curriculum has meaning for local stakeholders, particularly the rural and remote communities. Hanushek (2010) noted that quality and relevance of the education program is critical to having any im-pact on the economic and social lives of its participants. The SATAP schools, in the ru- 19 The Ministerial Decree # 35 allows for primary teacher to teach in JSS grade in the SATAP schools. But it notes

that necessary training and background capacity in respective JSS subject is necessary before this can happen. It is unclear what training

20 Ministerial Decree Number 68, Year 2013. Foundation and Structure of Curriculum for Junior Secondary School and Madrasah Tsanawiyah. Also see Government Regulation # 32/2013.

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ral remote areas are expected to prepare children to be productive members of those communities. The majority of people chose to stay in their communities, get married and engage in locally available work. To support this aspiration some customization of the curriculum is necessary. Currently, there is provision in the JSS curriculum to develop and implement local level vocational or life skills curriculum21. A list of areas is stipulat-ed, but it is not limited to those areas only. The Directorate of JSS invites innovative proposals for programs to be implemented at the SATAP schools. 30. The concept of JSS curriculum providing a pathway to work is not new. School-to-work transition programs have been adopted in many OECD countries. For example, in Australia school based traineeships and apprenticeships provide trade certificate lev-el I and II programs to school children in grades 8-1022. Students who exit the school system after grade 10 have an advanced standing when they join the apprenticeship program or join the workforce. Recent World Bank23 research and reports argue that adapting the basic education curriculum to develop skills in demand by the contempo-rary labor market is critical to equipping children with knowledge and skills to avoid pov-erty. But to do this education planners must find a fit between the supply side (efficient and quality) and demand side (labour market expectation and not non-labour market issue that have significant impact on labour markets) of the curriculum. The World Bank report recognizes that education is a service sector that has to respond to the socio-cultural and economic development of the country. Thus, adopting a multi-sector ap-proach to basic education curriculum development is advocated, particularly involving the labour market planning departments. 31. The challenge for the district curriculum developer is to be able to work with SA-TAP schools and the rural and remote communities in identifying appropriate and rele-vant programs that help children transition to secondary schools or to the ‘world of work’ 24. Currently most of the vocational programs are more art and craft type rather than opening pathways to enter the world or work beyond schools. Integrating innova-tive programs like the ILO entrepreneurship programs developed as a pathway to em-ployment for the SMK students in Maluku, can significantly improve the perception of the relevance of secondary schools. Innovative programs like this would help parents appreciate the added value SATAP programs provide and counter the perceived loss of opportunity costs. Since parents are “significant other” for these children and most influ-ential in the children’s lives their perception of SATAP is critical for increasing participa-tion (see section on external pull factors paragraphs 40 & 41). The capacity to target knowledge and skills in demand at the local level can be facilitated through the district 21 Technical guidelines for the vocational program for SD-SMP Satu-atap. MONE, Directorate of JSS, 2013 22 http://www.gatewayschools.qld.gov.au/about/program.html. The Queensland State Government has invested sig-

nificantly in the Gateway schools project which is a school-to–work transition model. The initiative has been very successful in providing pathways for student who otherwise may have struggled to get in the workforce.

23 Tazeen Tasih ( 2008) Linking Education Policy to Labour Market Outcomes, International Bank for Rural Develop-ment/The World Bank, Washington, DC. USA. Also see http://web.worldbank.org/WBSITE/EXTERNAL/

TOPICS/EXTEDUCATION/0,contentMDK:21725024~menuPK:4995933~pagePK:148956~ piPK:216618~theSitePK:282386,00.html#what_why 24 The MOEC, ILO and the Kingdom of Netherland joint publication, 4 IN 1:Handbook for non-formal training provid-

ers, 2011, provides successful examples of how local demand was assessed (SKB Ujung Padang case) and part-nership with local industries formed (Maluku case) and programs developed and delivered. This experience can be very valuable in helping education planners at the district level make SATAP more relevant to local demands.

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education office and school level activities with assistance from UNICEF/ILO and their partners as noted in footnote # 24. Furthermore, the ILO work with SATAP schools in Sukabumi district, particularly the pre-vocational skills programs, also provide possible options for programs that can make the SATAP learning experience more meaningful for the children and help transitioning to the world of work. 32. The educational resources at the SATAP schools are not comparable with the regular JSS because of their size and uniqueness. Minimum services such as li-brary facilities, space for sports activities, ICT equipment etc., are essential to make schools an attractive environment. The majority of the SATAP schools have electricity, as can be seen in the adjacent picture where one school even had its own computers for staff and students. The SATAP schools visited during the field study generally revealed low morale; lack of motivation and poorly maintained facilities. These elements do not help build a positive perception of SATAPs. Some of the noted issues can be resolved with a small amount of financial investment and some community support. UNICEF’s whole school development program and the child friendly school25 initiatives provide tested interventions that can improve the SATAP school environment. The UNICEF work with Mamuju in West Sulawesi, Malang in East Java and Central Lombok has shown that strong community participation can be encouraged through transparent and accounta-ble school management. The community confidence in the school led to voluntary con-tributions in the form of land, computers and other resources. The programs also showed a positive impact in school participation rates, improved student performance and increased completion and transition to upper education levels. These approaches have been successfully used by UNICEF in many countries including Indonesia. Les-sons from this extensive experience can be readily adapted and applied to the SATAP schools to improve the learning environment. D. Management and Governance

33. Linked to the policy issues noted, there is a need to review the guidelines particu-larly for monitoring and compliance. For instance, there are good guidelines to target demand for construction of SATAP schools, but it seems they are not followed—monitoring and compliance is weak. It is acknowledged that the size and complexity of the education system of Indonesia may contribute to the difficulty of monitoring compli-ance. One manageable option is to start at the sub-district level and then consolidate at the district level. This approach may be initiated in targeted districts, working with district 25Unicef has worked with the World Bank, AusAid and USAid to implement ‘child friendly’ school approach within the SBM program in several districts in Indonesia-- Jayapura, Banuyumas and Cianhur districts. The program adopts a whole school improvement approach where mobilising community engagement (CLCC programs) is central to achieving the agreed outcomes..

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level planners to develop a district level school mapping activity. Lessons learned from the initial districts can inform and help expand to other districts and gradually build a na-tional school mapping plan. In the absence of any such plans, currently there are situa-tions where two SATAP schools were built in one sub-district and neither SATAP has sustainable enrolment numbers. Analysis of student catchment area, closest regular JSS and overall population of the sub-district are stipulated in the guidelines, but unfor-tunately not monitored and complied with during implementation. This illustrates one of the challenges when working in a complex decentralized system. Since most of the im-plementation and consequently the misunderstandings occur at the district level, it might be prudent to focus future support at building district level capacity to adopting a data driven targeting process and a rigorous local level monitoring mechanism. A typical SA-TAP school is shown in the picture on the left—this is from Bondowoso. 34. Given that the concept of SATAP has evolved as a complex mix of arrange-ments, to realign it with the Ministerial Decree # 35 and associated guidelines, this re-port recommends accepting all construction to date but ensuring that all future SATAPs comply with the agreed guidelines. It is also important to ensure that other types of SA-TAP schools are clearly distinguished from the SATAP schools established for rural and remote areas to increase access to JSS. Criterion for what constitutes rural and remote needs to be reviewed and defined more clearly (geographically), the poverty index (sub-district annual budget) and a more thorough school mapping exercise is needed. Given the dispersed nature of the population in these rural and remote areas the JSS enroll-ment is low. As a result, BOS funding will not be sufficient to run the SATAP schools. Also, given the low capacity of some sub-districts to generate local revenue, some are-as may not be able to contribute their local share of the education budget. As a result, considering options to provide additional budget support for these poor and remote SA-TAP schools is recommended. Given the unique nature of the rural SATAP it may not be appropriate to apply the same efficiency principles used in regular JSS. For instance, the efficiency of SATAP should be considered as a single entity—combined primary and JSS rather the just the JSS. 35. SATAP schools need to be managed effectively. When the SATAPs were first established, the policy related to school management was left open to interpretation and implementation at the local level. This has resulted in some SATAPs being managed by one headmaster whereas others have two headmasters—one for primary and one for JSS even when the student numbers are very small. Having two management systems for small schools is not very efficient; you have additional staffing costs, inability to max-imize utilization of space and other resources including BOS funds; and teachers cannot teach across the two schools even if they are qualified. It also requires two sets of re-porting at the Dinas and MoEC levels. Given many of the SATAP schools have less than 50 students the option of having two management systems is not very efficient. The uniqueness of SATAP should allow some streamlining of the management and governance. Further the SATAP schools should be treated as a single entity. 36. It is important that SATAP schools do not appear as second grade schools. The GoI has recently introduced Minimum Service Standard (MSS) guidelines and MoEC is

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in the process of developing and implementing the MSS for JSS. The MSS decree re-fers to standards for Basic Education without making it clear as to how that will translate to primary and secondary schools. Given the uniqueness of SATAP, it is unclear if the SATAP schools will have a separate MSS to JSS. Currently, the SATAP facilities vary a lot from school to school. For example, in some SATAP schools there is no provision for science labs and libraries. Similarly, in other SATAP schools there were no additional toilets built to service the anticipated additional students in the JSS. The lack of these facilities and the use of primary and part-time teachers have created a perception among parents that SATAP is inferior in quality to regular JSS. As noted, since the im-plementation of the SATAP development is coordinated by the districts, strengthening the capacity of those involved at the district level is necessary to ensure the MSS are complied with and SATAP do not appear as second grade schools. 37. For capacity development investments that demonstrate change and improved practices there has to be continuity of staff. Currently the high turnover of Dinas staff loses all institutional knowledge and capacity which in turn seriously undermines the educational changes and the quality of SATAP schools in general. Staff positions are technical and require specific competencies which are developed over time. As a con-sequence of the high staff turnover at the district level, the training and capacity devel-opment has not progressed to higher levels or competencies—it continues to deliver the same training to new recruits. Dinas management, administration and other support staff such as policy researchers and analysts, database and document curators , moni-toring and evaluation personnel are critical for effective implementation. MoEC, in part-nership with AusAID, is currently providing some capacity development at the district level. This can be strengthened by; (i) linking the impact of the capacity development investments to tangible outcomes to has the potential to influence change and (ii) ensur-ing that Dinas staff stay in their positions for at least 5 years before they qualify for transfer. E. External Pull Factors

38. One of the strongest external factors that influence children attending schools is the parents. This has been noted in various parts of this report. Parent’s perception of ‘value adding’ provided by SATAP or JSS is important and at present their perception is not very positive. We know from research studies that parents’ low education often per-petuate to the next generation26, as they are unable to appreciate the value of educa-tion. Similarly, we also know that children from poor families are less likely to continue post primary education27. Whatever the contextual factors, whether government policy, external support, or demand from the economy, it is individual parents and children who decide whether the benefits of the schooling system are worth the investment and loss of opportunity costs. School participation can significantly increase if parents are moti-vated to provide their children with education and the children are motivated to stay in 26 Ermich, J & Pronzato.C (2010) Causal effect of Parents’ Education on Children’s Education. Institute of Social and

Economic Research, www.iser.essex.ac.uk 27 Granado, et.al ( 2007) Investing in Indonesia’s Education: allocation, Equity and Efficiency of Public Expenditures,

Jakarta, The World Bank

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school. Given the impact of poverty and poor education of parents, there is an urgent need to consider parents’ education through mechanisms such as community engage-ment in school planning and implementation, and whole school improvement programs where parents are a significant stakeholder. Furthermore, advocacy programs encour-aging parents to educate their children to ensure that they have a better future can be very effective. 39. Economic constraint is often cited as a hindrance to participation in JSS and SA-TAP. Travel costs, uniform costs, basic school stationary costs, pocket money etc., have been noted as expenses. There is mixed research findings regarding the financial threshold that stops children attending schools. However, when the direct costs are added to opportunity costs it may look attractive to join the workforce, particularly when many of these families are struggling to meet basic needs. Thus any means to earn money either for themselves or the family becomes more attractive. Flexibility in school programs for children from rural communities to help their parents during harvesting should be considered. It allows children to support their family and also continue school-ing. Lack of flexibility tends to end up with children dropping out of schools. Thus more innovation for reducing ‘dropout’ is needed. Adding to the problem is peer pressure from those children who have left schools and are working. The lure of economic inde-pendence and making decisions for themselves can be very tempting. Education and advocacy programs could show how a few extra years of education in JSS means in-creased chances of obtaining jobs and jobs with better conditions and pay. Research in literacy and numeracy shows that completing 9 years of education (Basic Education) ensures that children sustain the learning and remain literate and numerate for the rest of their lives—two basic education outcomes that ensure lifelong returns. 40. As noted previously, the general school environment and programs offered have a strong capacity to attract students to participate in schooling. International research has shown that making learning enjoyable not only attracts students but also retains them. Lack of basic facilities such as toilets (particularly for girls) and running water can be a strong factor contributing to the reluctance to attend schools. Two SATAP schools visited had very poor toilet facilities due to a lack of maintenance, where another one did not build additional toilets to cater for the anticipated additional JSS students. Fur-thermore, facilities such as, school playgrounds, despite the availability of land, was not considered important. Only one SATAP school out of the four visited during the field study had a playground. In the other three schools land was available but still no effort was made to develop a playground. In cases where land is limited, it building two level classrooms and using the available land for small playgrounds could be considered.

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The picture on the left is of a regular JSS with good sporting facilities. The picture on the right is of a SATAP school which has land but it is all swamp. Some community support can be solicited to help the three schools visited to develop small playgrounds. Creating interesting activities including games can make it attractive for children to come to school. Similarly, using innovative pedagogy such as game based learning28, resource based learning29, active learning30, child centered learning31 all can significant-ly make SATAPs and other JSS attractive. If schools are boring and perceived as lack-ing relevance, then attracting students can be a challenge. The initiatives noted may be integrated with a UNICEF’s whole school improvement intervention to counter the ex-ternal attractions that discourage students from attending schools. 41. Drawing on the above analysis and discussions a number of entry points for UNICEF interventions and support are identified and presented in the next sections. It is presented as long and immediate term activities to improve access and participation to basic education and make the SATAP education more meaningful to the students and their parents. The long terms activities are estimated as things that may take up to 5 years to implement, whereas the immediate activities can start immediately. However, some of the long and immediate term activities are linked where the immediate work may be started but in order to institutionalize and make it sustainable the long term ac-tivity is necessary.

28 Game based learning (GBL) is a type of game play that has defined learning outcomes. Generally, game based

learning is designed to balance subject matter with gameplay and the ability of the player to retain and apply said subject matter to the real world. It can be traditional board games, video games, computer games.

29 See Hill, J. R., & Hannafin, M. J. (2001). The resurgence of resource-based learning. Educational Technology, Re-search and Development, 49(3), 37-52.

30 Theoretical framework initiated by Russian team comprised of Luria, Vygotsky and Leont’ev but applied in many countries under different names. The adoption of ABL in India was supported by Unicef. http://www.unicef.org/india/education_2276.htm

31 See UNICEF’s child friendly school program

IV. ENTRY POINTS TO SUPPORT SATAP IN RURAL AND REMOTE AREAS.

Focus Area Priority Actions

Responsible unit Resource and TA support

A. Long-Term Activities— 5 plus years

Focus Area 1- Policy Issues Alignment of Ministerial decree #35, policy, imple-mentation.

• Conduct policy dialogue to review the scope, clarify the current three tier system (PS, JSS and SSS) and provide a clear role for SATAP as a special category within that framework. - Develop a discussion paper based on issues identified in this report and

other SATAP research. - Liaise with central and participating districts policy and planning person-

nel and develop a schedule of meetings with key discussion issues and expected outcomes.

- Identify and engage facilitators to moderate the discussions and develop summary reports.

• Review and revise policy and implementation guidelines complete with moni-toring and compliance mechanism to support the SATAP development. - Assist Dinas to develop a monitoring check list and seek approval from

central and district government to enforce sanctions for non-compliance. • Seek district parliament ( DPRD) agreement to identify and allocate resources

to support the agreed SATAP policies through the district budget process - Identify and work with key personnel at Dinas level to advocate and sub-

mit proposal to local Parliament for endorsement. - Make SATAP a regular line item on the district education budget. - Monitor budget allocations and disbursements to target agreed SATAP

activities. • Develop MSS policy for SATAPs to retain uniqueness yet have a level of

equivalence with JSS.

• Dialogue to involve Central MoEC and Dinas personnel

• District are the key implementers of po-lices. They need to fully understand and own the policy-take authority, responsibil-ity and accountability

• Capacity development of Dinas to advocate, prepare and submit SATAP development proposal to local Par-liament

• Workshop and Meeting support

• TA support and advoca-

cy budget

B. Focus Area 2- Curriculum Mapping

Aligning school-to-work aspira-tion in a more meaningful manner

• Since SATAP are designed to be similar to regular JSS there needs to be realistic expectations for rural and remote communities. A balance between regular JSS and Packet B may better serve the rural and disadvantaged community. Basic literacy and numeracy linked to demand driven school-to-work transition subjects needs to be considered to motivate children and par-ents to participate in schooling and counter the short term opportunity costs factors.

- Develop a three way MOU between UNICEF/ ILO/ District Educa-tion office

- Review international practices and lessons from other countries and adapt current JSS and Packet B curriculum.

- Review the ILO district level training for labor market demand analy-sis that was used in Padang and customize it for Polewali and Bondowoso.

- Train at least 3 staff from each district. This experience should pro-vide a model for up-scaling nationally.

- Ensure district education staff work with all SATAP school communi-ties in the district to develop subjects to be included in the school-to-work program.

- Clearly articulate how the regular program supports the school-to-work programs so the underlying principles can be scaled up or used to support the new curriculum.

- Submit the program proposals to MOEC and/or Donor partners for funding.

- Support the implementation of the program with training ( immediate entry points for teacher training) and monitoring ( immediate entry point for whole school improvement)

• MOEC curriculum division to review and identify actions

• UNICEF/ILO and Dinas to jointly do this

• Work with BAPPEDA to have this initiative included in the district education budget

• Workshop and meeting costs

• TA support for training and conducting comprehensive study of the labor market demand in the selected districts

C. Focus Area 3- Institutional and Organizational Strengthening

District level capacity de-velopment to implement the SATAP policy and interven-tions

• Build capacity at district and sub-district levels to implement the SATAP poli-cy and guidelines.

- Review current district level targeting and resourcing practices for developing SATAPs.

- Develop training program with manuals to assist sub-district level demographic mapping, access to JSS, and demand for SATAP.

• Develop realistic funding support for poor sub-districts to supplement BOS- also noted under Focus Area 1 for long term interventions.

- Review revenue and budget of sub-districts to support SATAP plus other JSS.

• Create quota for civil service place for SATAP teachers under the revised special conditions for SATAP.

- Under the special conditions for SATAP, districts agree to a small civil service quota

- Advocate and support submission to DPRD to get a PERDA for continued support for SATAP through local budgeting process.

• Review, management and governance of SATAP to increase efficiency and extend community participation to continue beyond the construction phase.

- Implement the revised policy to increase management and govern-ance efficiency and flexibility to maximize resource utilization.

- Implement transparent and accountable school level management to attract and motivate community to participate in running of SA-TAP schools.

- Review the community participation manual to ensure availability of clear mechanisms for engaging community in school planning ac-tivities and implementation.

- The manual should include types of planning and management ac-tivities to be included.

• MoEC/ UNICEF to provide training for district and sub-district planning officers

• District level Budget and Planning staff

• District level HR plan-ning staff; planning and development

• District level Budget

and Planning staff

• Capacity development of Dinas and SATAP school authori-ties/communities ( see whole school im-provement activity be-low.)

• TA to assist CD policy review and decision mak-ing process.

• Funds to support capacity development workshop and consultations

D. Focus Area 4- Infrastructure Design and Facilities

Alternative design

• Given the limited availability of land to build SATAPs it might be wise to con-sider building double story classroom. This approach could leave land availa-ble for a small playground within the SATAP compound.

- Initiate dialogue between central and district infrastructure planning experts to maximize the use of available land and include children’s playground in SATAPs

- Revise the manual for SATAP constructions and monitoring by district or sub-district personnel making them responsible and ac-countable for the end product.

• Review the infrastructure required to open a SATAP. Currently, some have 3 classrooms and a Principal’s office as minimum requirement, but do not allow for library, science labs etc.

- Alternatives such as mobile library and video/ICT simulations for science experiments should be considered to ensure some level of equity between regular JSS and the SATAPs.

• Toilets and water facilities should be mandatory in all SATAP construction-rain water tanks should be considered as an option.

- This is in the current requirements but it is not being enforced. Proper sanitation and water is essential.

• MoEC central and District infrastruc-ture planning divi-sions

• Capacity devel-opment of the planning and the infrastructure divi-sion

• Workshop to facilitate discus-sions

V. IMMEDIATE ACTIVITIES- INTERVENTION TO START IN SELECTED DISTRICTS WHICH MAY BE EXPANDED TO OTHER DISTRICTS

A. Activity 1- School Based Improvement

Whole school improvement

• Improve the learning environment to motivate children and parents. - Review UNICEF SBM program used in Indonesia and customize

program content and implementation plan in selected sub-districts. - Implement the SBM in selected sub-districts and progressively up-

scale throughout the district. - Develop capacity of Dinas personnel to support SATAPs to imple-

ment the program. • Introduce UNICEF’s child friendly learning approach.

- Review the child friendly learning practice and identify key issues to be developed and implemented in selected sub-districts and gradually up-scaled to whole district.

- Link to the teacher training activity noted later in the roadmap. • Increase transparent governance, efficiency and accountability (policy to

combine PS and JSS under the SATAP model.) - Develop and implement activities to increase parental involvement

through PTA and school community activities. - Develop and implement impact monitoring mechanisms. (Some of

this will overlap with Focus Area # 3 noted above in the roadmap.)

• UNICEF/ District Education office and schools

• UNICEF/District level teacher trainers

• UNICEF/ District education person-nel, schools and community mem-bers

• TA and capacity building train-ing support

B. Activity 2. Parents/Community Advocacy

Advocacy and community awareness campaign

• In collaboration with MoEC and Districts develop and implement an advoca-cy program to inform parents of the importance of 9 years of basic educa-tion and encourage their participation in school development activities.

- Identify key messages to support advocacy and seek agreement between MoEC, Dinas and community groups.

- Working with selected district develop a plan ( timing, medium, con-tent etc )

• MoEC/UNICEF/ District

• TA support and publicity costs

- Implement advocacy activities and monitor for feedback and revi-sions.

- Facilitate the development of community action plans and support their implementation.

- Dialogue with MOEC for expanding the advocacy to other districts or even national wide.

C. Activity 3. Curriculum content review to support school-to-work transition

School-to- work program

• UNICEF and ILO to work together to identify, develop and deliver innovative programs for school-to-work transition.

- Review ILO program such as the entrepreneurship, literacy and numeracy for workplace, life skills programs and develop a pro-gram for SATAPs to be delivered under the technical/vocation edu-cation provision in regular JSS curriculum.

- Support district planners to identify most appropriate content for re-spective districts and develop customized programs.

- Seek MoEC and Dinas approval and funding for this program. - Implement the program in selected sub-districts and gradually up-

scale to whole districts. • Use of alternative resources to link regular curriculum to school-to-work

transition skills. - Consider ICT and videos as alternative tools to support science ex-

periment. - Seek corporate support for used computer and VCR player, moni-

tors etc. - Liaise with UNESCO to access e-resources in science education - Provide board games to enhance cognitive skills, literacy and nu-

meracy.

• UNICEF/ District and schools

• UNICEF/ILO/ district

• TA support • Grant to schools to implement

new programs

D. Activity 4: Teacher Supply and Quality improvement

Teacher sup-ply and train-ing

• Create clear policy for training PS teachers to teach in SATAP JSS grades. - Review current PS training and identify the additional training is re-

quired—has two aspects, pedagogy (general child friendly, teach-ing, game based learning etc.) and content ( the school-to-work

• District and schools

• TA and training support

transition subject. - Liaise with MoEC and Dinas and seek endorsement or the pro-

gram. - Train district level teacher trainers or identify appropriate local pro-

viders - Deliver teacher training to SATAP teachers in selected sub-districts

and gradually upscale to the whole district. • Review use of part-time teachers and consolidate the logistics to make it

more efficient and effective. - Advise and assist head masters, communities and Dinas officers

on planning logistics of teachers to minimize travelling between schools and ensure teachers with appropriate qualifications are working across PS and JSS grades.

- Start with selected sub-districts and gradually expand to the whole district.

- Monitor any adverse outcomes, respond to support and strengthen the process.

• District level teacher man-agement and ed-ucation planning staff

VI. APPENDIX 1

A. List of People Consulted/Interviewed

A.National Level

-Mr. Hamid Muhammad, Director General of Basic Education, Ministry of Educa-tion and Culture (MOEC).

-Mr, Tamrin Kasman, Secretary for Directorate General of Basic Education, MOEC. -Mr. Ibrahim, Director of Primary Education, MOEC.

-Mr. Didik Suhardi, Director of Junior Secondary Education (JSE), MOEC. -Mr. Faturrahman, JSE senior staff

-Ms. Mega Hapsari, Senior Staff of JSE responsible for Sekolah Satu Atap (SATAP = One Roof School).

-Mr. Padmana, Senior Staff of JSE. -Ms. Ida Kintamani, Senior Staff of Center for national Education Statistics, MOEC.

-Mr. Arya Sunarya, Technical Staff of Center for national Education Statistics, MOEC.

-Ms. Dede Sudono, ILO Jakarta Office. -Mr. Tony, ILO Jakarta Office

-Mr. Nick Clinch, GRM Operation Manager, Australian AID project : Australia’s, Education Partnership with Ms Joanne Dowling, AusAID , Jakarta office.

B. District Level Polewali Mandar District -Mr. H. Arifuddin, Head District Education Office (DEO). -Mr. Muhammad Ilyas, Secretary to the DEO. -Mr. Hamka, Senior Staff of DEO. -Mr. Yusron, Senior Staff of DEO. -Mr. Darwin Badaruddin, Assistant to the Head of District (Bupati) for Social Welfare and Education.

- Ms. Agusnia, Deputy of the Assistant for Social Welfare and Education. -Mr. Kallang Marzuki, Head of District Planning and Coordinating Office (BAPPEDA). -Mr. Himawan, Senior Staff of BAPPEDA -School Principal, teachers, and school committee (Parent- Teacher Association/PTA) of SATAP Luyo. -School Principal, teachers, school committee, School Superintendent, and Head of SubDistrict Education Office of SATAP Ratte-matama. Bondowoso District

-Mr. H. Amin Said Husni, Bupati of Bondowoso. -Ms. Hj. Endang Hardiyanti, Head of DEO. -Mr. Agung Tri H., Head of BAPPEDA. -Mr. Arso, Head of District Library. -Mr. Bambang, Head of Senior Secondary School Division of DEO. -Mr. Apil, Senior Staff of BAPPEDA. -Mr. Amat Sosiawan, Senior Staff of DEO. -Ms. Mufti, Senior Staff of District Office for Religious Affairs (MORA). -Ms. Nur Aini, Senior Staff of District Office for Religious Affairs (MORA).

-School Principal, teachers, Sub District Leader, School Committee of SATAP Maesan.

-Acting School Principal, teachers, School Committee of SATAP Jambesari. Mr. Hutomo Kurniadi (Tomo), Senior Staff of the Junior Secondary Education, MOEC accompanied the consultant on the field research work.

VII. APPENDIX 2

A. SATAP – TEACHER TRAINING--2012

Background To meet with the Ministerial Regulation Number 24 Year 2006 on the implementation of Standards, for all schools including SATAP, to implement school based curriculum (KTSP = Kurikulum Tingkat Satuan Pendidikan or school based curriculum according to the school level: Primary, JSS, SSS). Target For year 2012, the Directorate JSS has conducted SATAP Teacher Training for 250 SATAP Schools with 4 participating teachers for each school. Total target number of teachers trained was 1,000. The training focused on 4 subjects: Math, Science, Bahasa Indonesia, and English. This is why each school has to send 4 teachers to participate in the training . 1. Duration and Training Contents The allocated training hours totalled 50 hours (5 days training) with 3 major areas of content: (1) General Content, (2). Main Training Content, and (3) Exercise. -The General Contents includes: 1).Policy of the Directorate JSS, 2). Character Build-ing, 3). Teacher’s professionalism, and Pre-and-Post Tests. -The Main Training Course Content covers: 1). Policy on School Based Curriculum, 2). Policy on the Government Regulation Number 19 Year 2005 on the National Standards of Education, 3). Contextual Teaching and Learning Model, 4). Evaluation system, 5). The development of teaching resources and teaching aids, and 6). Introduction of Bridg-ing Course to prepare students for School Leaving National Exam. -The Exercises includes: 1). The development of syllabus, 2). Development of teaching resource models, 3). Peer teaching and reflection, and 4). Evaluation of the training. 2. The Date of Training and the Number of Participants 1). Bandung: 15-19 October 2012; 189 teachers. 2). Surabaya: 20-24 October 2012; 183 teachers. 3). Makassar: 5-9 November, 2012; 185 teachers. 4). Bandung: 5-9 November, 2012; 200 teachers. 5). Makassar: 26-30 November, 2012; 203 teachers. 6). Yogyakarta: 29 November – 2 December, 2012; 74 teachers. 7). Jakarta: 26-30 December, 2012; 105 teachers. 8). Jakarta: 26-30 December, 2012; 105 teachers. The actual number of teachers who participated in the training was 1344 teachers or 344 more teachers than the target. 3. Trainer 1). Directorate of JSS Official 2). Consultants

3). Technical Team of Directorate JSS 4). Lecturers from UNY-Yogyakarta, UNESA-Surabaya, UPI-Bandung, Technol-ogy Teacher Training Center-Bandung, senior Teachers from Jakarta, Central Java, Yogyakarta, and East Java.