the dbe1 service provider program; an evaluation...renstra 7 at the same time in 2010 dbe1 worked...
TRANSCRIPT
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Decentralized Basic Education 1: Management and Governance
The DBE1 Service Provider
Program; an Evaluation
March 2011
This report is one of a series of special reports produced by Research Triangle Institute (RTI), Implementing Partner for the USAID-funded Improved Quality of Decentralized Basic Education (IQDBE) program in Indonesia
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The DBE1 Service Provider
Program; an Evaluation Contract 497-M-00-05-00029-00 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.
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Table of Contents
Contents
Table of Contents ........................................................................................... ii Introduction .................................................................................................... 1 Program overview .......................................................................................... 2 Program evaluation; the methodology ............................................................ 3 The UPI school level program, West Java ..................................................... 4 The Sampoerna Foundation school-level program ........................................ 8 The UPI district program, West Java ............................................................ 11 The UMS district program, Central Java ...................................................... 14 The UNM district program, South Sulawesi.................................................. 18 Lessons Learned .......................................................................................... 21 Recommendations ....................................................................................... 24 Appendix 1: Survey Instrument – Service Provider Evaluation, March
2011 .............................................................................................. 27 Appendix 2: Report on evaluation of Service Provider Program, UPI,
December 2009 ............................................................................. 30 Appendix 3: Abbreviations, Acronyms and Glossary ................................... 35
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The DBE1 Service Provider Program; an Evaluation 1
Introduction
The key strategy for both dissemination and sustainability in DBE1 is to
develop facilitators and service providers who can take over the program,
using the manuals and training modules developed under the project, and
implement it in districts - without further project support. The main agent for
dissemination and sustainability of school level programs is the large group of
trained ‘district facilitators’. Meanwhile for district level interventions, and to
some extent also for school level programs, DBE1 has been working with a
group of universities and one NGO.
For the purposes of DBE1, there are three types of ‘service provider’:
1. institutions which are independent of the schools and education
systems to which they provide a service, consisting of training and
consultancy; these are universities and potentially NGOs and
independent consulting agencies;
2. institutions from within the education system which provide a similar
service; these potentially include government agencies such as LPMP
and, for example, the West Java provincial education office which may
provide a service facilitating implementation of the asset management
system in districts; and
3. ‘District facilitators’; who are individuals trained by DBE1 to facilitate
school level programs; the majority of these are school supervisors
(pengawas) working under district education offices.
This report focuses on the first type. It does not consider the role of ‘district
facilitators’ in disseminating DBE1’s school level programs. This program has
been evaluated in depth in a previous report.1 Nor does it consider the role of
government agencies as service providers as it is too soon to do so.
One other type of agency which has become active in disseminating DBE1
methodologies is the implementation teams for other donor-funded projects,
including the World Bank’s BEC-TF and AusAID’s SEDIA, which have
begun disseminating district level interventions. These actors, although very
significant, are outside the scope of the current evaluation.
The purposes of this evaluation report are:
1. to assess the effectiveness of the service provider program,
2. to assess the interest and commitment of each service provider
organization in further developing the program in 2011, and
3. to identify lessons learnt in order to improve future programs.
1 DBE1, July 2010, Implementing School-Based Management in Indonesia, The DBE1 Experience: 2005 – 2010: Impact Study
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2 The DBE1 Service Provider Program; an Evaluation
Program overview
In 2009, DBE1 ran a pilot program to develop the Indonesian University of
Education (UPI) in Bandung as service provider. Following this pilot, in late
2009 two more universities were selected to be developed as service providers
for district-level activity, making a total of three for the 2010 program: in
West Java the Indonesian University of Education, or Universitas Pendidikan
Indonesia (UPI), in Central Java Universitas Muhammadiyah Surakarta
(UMS), and in South Sulawesi Universitas Negeri Makassar (UNM). The
NGO, PATTIRO, 2
was also selected but was later dropped from the program
as described below. Each of these institutions provided personnel to work with
DBE1 specialists in implementing core methodologies in one newly identified
district in each of the three provinces. Table 1, below, shows the number of
personnel trained in each program. It should be noted that although these
persons have received several days of classroom and on-the-job training, they
have yet to be certified. Criteria for certification will be developed in the first
half of 2011.
Table 1: District Level Service Provider Personnel Trained 2010
Program Number trained
BOSP 7
AKPK 7
SIPPK 7
Renstra 7
At the same time in 2010 DBE1 worked with the Sampoerna Foundation’s
School of Education (SSE) to develop their capacity as a service provider for
DBE1’s school level programs.
The original stated objectives of the service provider program are as follows:
1. To reach agreements with institutions of higher education, NGOs or
consulting organizations to authorize institutional associates to
participate in the Service Providers training program
2. To train and certify 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
3. To link DBE1 trained Service Providers to potential clients such as
districts or private school networks.
2 Pusat Telaah dan Informasi Regional
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The DBE1 Service Provider Program; an Evaluation 3
The Sampoerna Foundation program was evaluated in workshops held at the
SSE campus in Jakarta in August 2010 and March 2011. Also in March 2011
the university partnership program was evaluated in a series of joint
workshops held with each of the three partner universities. This report is a
result of that evaluation. In addition, the report takes into account information
from a number of secondary sources, including:
1. DBE1 progress reports, including annual and quarterly reports;
2. internal reports on (1) monitoring and evaluation of the school level
program conducted by DBE1 and UPI in West Java in December 2009,
(2) a meeting between DBE1 and UPI in February 2011, and (3) a
report from the coordinator of the program in UPI.
Program evaluation; the methodology
This evaluation considers both the perspectives of DBE1 and the perspectives
of the service providers. In order to gain the DBE1 perspective, reports from
specialists and advisors were considered along with a report of monitoring and
evaluation conducting in West Java in 2009.
In order to obtain the service provider perspective, a series of one-day
workshops was conducted in March 2011 with each of the three partner
universities. A report from the director of UPI’s research body (LPPM) was
also considered. The Sampoerna Foundation program was evaluated in
workshops conducted in August 2010 and March 2011.
The methodology employed: (1) a survey instrument (see Appendix 1) to elicit
the responses of individuals (participants and program supervisors) from each
institution, and (2) a focus-group discussion approach to further explore
responses to the questions. (In the case of the Sampoerna Foundation
evaluation only the second method was used.) The following questions formed
the basis of the individual survey instrument and focus group discussion
questions.
Individual Perspective
1. Why did you decide to join the DBE1 Service Provider program?
2. Did the program meet your expectations? Did you get what you were
hoping for?
3. What did you learn?
4. What do you need to learn more of in order to be an effective 'service
provider'?
Organizational Perspective
5. Did this program meet the needs of your organization / university?
6. Is the idea of being a 'service provider' in line with the vision and
mission of your organization?
7. Do you think there is a market for this service? Who? Where?
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4 The DBE1 Service Provider Program; an Evaluation
8. How your organization can better meet the demands / needs of the
market?
9. How could DBE1 help you to achieve these objectives?
10. Has the DBE1 program provided you with content that assists you in
your core work (teaching, research etc.)?
General
11. Are you interested to join the program in 2011 Service Provider (if
any)?
12. How could the program be improved?
Analysis of the individual and group survey responses, together with the other
sources mentioned is summarized below. The two programs which aimed to
prepare service providers for school-level interventions are discussed first,
followed by the three programs with service providers for district level
interventions. The report then concludes with a summary of lessons learned
and recommendations.
The UPI school level program, West Java
The program
In 2009 DBE1 formed a partnership with service provider UPI to disseminate
school level programs. A series of training events was delivered to prepare
university lecturers to train and mentor final-year education students during
their obligatory community service program (KKN) who, in turn, trained and
mentored schools in the basic components of school based management:
school committee strengthening, SDS, school development planning.
A team of ten senior advisors and specialists from DBE1 provided the
intensive training to 24 UPI personnel over nine days, in three sessions, in
May-June 2009. The training commenced with school visits and concluded in
the third session with a focus on district level interventions.
Also participating were representatives of the Provincial Education Office,
Provincial MORA office and provincial LPMP. Keynote addresses were given
by senior personnel from MONE’s Secretariat for School-Based Management
under the Directorate for Kindergarten and Elementary Schooling, the Head of
the Provincial Education Office (Kepala Dinas Pendidikan Provinsi Jawa
Barat), Assistant Rector and senior academic staff of UPI, the Head of the
District Education Office from Sukabumi and Karawang districts and USAID.
Subsequently, in collaboration with the West Java Provincial Education Office
and UPI, leadership training was provided for 100 elementary school heads
from target schools in Kabupaten Bandung Barat and Kota Cimahi to prepare
them for the program ahead of the KKN student placements. The workshop
took place at UPI campus in Bandung in July and was provided by the staff
who joined the TOT program. The training for 1,000 KKN students was also
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The DBE1 Service Provider Program; an Evaluation 5
provided in July. The KKN was then conducted over one month from July 24
to August 29, 2009.
Working in teams of 10 or so, the students assisted the schools over a one
month period; 37 in Cimahi and 63 in West Bandung District, to produce
school plans (RKS) and in some cases introduced the DBE1 School Database
System (SDS).
The DBE1 perspective
The following is based mainly on the findings of monitoring and evaluation
conducted in December 2009 to assess the impact of the program.3
In December 2009 a DBE1 team visited 26 schools, 26% of the 100 schools
that received assistance under the program. The purpose of the monitoring was
to determine the extent to which DBE1’s school-based management
methodologies had been successfully implemented at school level through this
program. The monitoring consisted of school visits and interviews with
principals and teachers as well as reviews of documents including SDS and
RKS.
It was found that, on average, each school was allocated approximately 11-13
students, coordinated by a field supervisor from UPI who visited the school
once a week. Most schools regarded the KKN students as active enough in
helping the school; furthermore quite a number of the KKN students wanted to
teach in the classroom, although their primary task was school based
management. As a result of the intervention, all schools had formed KK-RKS
(working groups for school planning). Of the 26, eight had completed an RKS
and were able to show this in hardcopy. Six already had a district-approved
plan (RPS) prior to the intervention, and three had softcopies of part-
completed RKS. The remaining nine schools could not show the team an RKS,
either in softcopy or hardcopy form. Various reasons were given: the plan was
not provided by the KKN students, the school principal left it at home, or it
was at the school but stored in a locked cabinet.
Three of the schools had a complete SDS, including the BOS format K1-K6
and LMS. A further six schools had almost completed their SDS. The
remaining 17 schools had no SDS and gave a variety of reasons for this,
including: it was taken by the students and the school was not given a
softcopy, the school does not have a computer, an error / virus, and it was
taken by the staff member who manages SDS. A small number of schools
established a new school committee, facilitated by the KKN students.
Most significantly, the schools generally indicated that they were not
empowered by the students. In preparing the RKS and SDS, the school
typically served only as a provider of data. The process of preparation of the
RKS and SDS was completed solely by the students.
3 DBE1, January 2010, Hasil MonEv Sekolah Dampingan UPI di Kota Cimahi dan Kabupaten
Bandung Barat (Internal Report)
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6 The DBE1 Service Provider Program; an Evaluation
The Service Provider perspective
A meeting was held between DBE1 and UPI on February 16, 2011, to discuss
the service provider program. The Chairman of UPI’s research body, LPPM,
gave a report on the program. Also in attendance were the Secretary of LPPM
and five service provider personnel. The objective was for UPI to report to
DBE1 on the activities carried out since 2009, and to discuss program
constraints and expectations for the future. The meeting confirmed the
commitment of UPI and interest in continuing the program in 2011. UPI
expressed the hope that further training will be given to strengthen their
capacity as a service provider.
Constraints to the success of this program from the perspective of UPI were as
follows:
1. There were too few UPI trainers to train students and lecturers before
they plunged directly into the school KKN program.
2. Due to budget limitations, UPI was unable to provide KKN students
with hardcopies of the modules. Only softcopies were provided.
3. The school-based management themed KKN program requires more
time for the supervisor to monitor the school. While for most programs
three monitoring visits are sufficient, for the school-based management
program, six visits are required. This has an impact on financing the
implementation of the KKN program.
4. Given that the aim is to build the capacity of school stakeholders, the
time allowed for KKN was too short, and so the results were not
optimal; the capacity building process can take a rather long time and
requires high intensity support.
These preliminary findings are supported by the findings of the structured
evaluation workshop held subsequently in UPI on March 1st, 2010. Six
participants of the 2009 program attended along with the Head of UPI’s
research body and six participants from the 2010 student community service
program, described above.
All respondents indicated that they would like to join another program if the
opportunity were given. They felt that the program was well aligned to their
professional and institutional objectives:
‘The program was conceptually aligned with the theory developed by
UPI, the objective is good, and the process, in terms of material
preparation, was good.’
In particular the program helps academic staff to achieve the three mandated
objectives of universities: teaching, research and community support.
However, in terms of implementation, it was felt that the program was not yet
optimal due to: (1) limited time, (2) limited funds, (3) limited human
resources, (4) the varied response of the market (expectations were sometimes
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The DBE1 Service Provider Program; an Evaluation 7
too high), and (5) an inadequate system for organization and coordination of
district personnel, education offices, schools (teachers and principals) the
district, the superintendent, and school committee.
The participants were appreciative of the new knowledge they had acquired
from DBE1. However, in order for them to become a more effective 'service
provider’, further training is required and the process of school mentoring
needs to be more intensive. According to the director of its research body, the
university is also considering conducting a stakeholder impact evaluation in
the schools which received assistance from KKN students.
The participants felt that there is a clearly defined market for UPI as a service
provider in this field. Furthermore it was felt that this market could be better
tapped through establishing MOUs with district governments. Opportunities to
socialize and present to stakeholders could be more numerous and intensive. It
was suggested that a ‘road show’ to district heads and senior officials would
be a good strategy to promote UPI as a service provider. It was also suggested
that a good strategy would be to repackage and publish the existing DBE1
school-based management modules in book form in partnership with UPI and
the Department of Education (national and provincial).
Conclusions
The results of this program were mixed. On the negative side of the equation,
the students failed to empower or provide enough knowledge and information
about the DBE1 program to schools. They saw their task as the preparation of
RKS and SDS, rather than to help and teach the schools how to develop an
RKS and use the SDS program. This is perhaps not surprising. The students
were relatively junior and generally lacked both the status and experience
required to support the implementation of school-based management
methodologies in schools. Moreover the program was extensive and adopted a
‘cascade’ approach resulting in limited supervision of the students in the field
and a limited understanding of the methodologies among the students.
Academic staff members were selected for inclusion in the program by senior
UPI staff and were not all well suited to the role, generally lacking any
theoretical or practical experience in educational management. In part as a
result of this experience, DBE1 participated in a joint selection process with
clearly defined selection criteria for participants in the district level program
which followed and is described below.
On the positive side, the program succeeded in engaging UPI as a service
provider for DBE1 programs and, significantly, in engaging senior officials
from both district and provincial education offices. Further, the program
provided training in DBE1 school-based management programs to a cohort of
24 UPI academic staff, who in turn provided training to some 1,000 students.
Finally, 100 principals received training in school leadership and the
placement of the 1,000 students in 100 schools as part of the annual KKN
program resulted in the introduction of key school-based methodologies,
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8 The DBE1 Service Provider Program; an Evaluation
particularly RKS and in some cases SDS and strengthened school committees
to these schools.
It should also be noted that the ‘Thematic KKN program’ implemented by UPI
covering RKS, SDS, Leadership, and School Committee training has
continued each year since the 2009 pilot. In the first year there were 1,000
students in the program, 24 lecturers, and 100 primary schools in the city of
Cimahi and West Bandung. In 2010, 1,000 students, and 28 faculty coaches
took part in 100 primary schools in the same two districts.
In the 2011 plan, KKN will be held in July with a target of 1,500 students, 50
lecturers, and 150 primary schools spread over Cimahi, West Bandung,
Subang, and the City of Bandung. However, the RKS and SDS components of
the school-based management package are currently under review as part of
MONE’s national program. UPI does not wish to create confusion. It was
therefore decided that if by July there is no clarification or further information
regarding this matter, UPI only will focus on leadership and school
committees in this year’s program.
DBE1 has now also trained a number of elementary school supervisors in
Cimahi in leadership and school committee strengthening. Several school
committees have also been trained. It was suggested that these can become
partners for UPI in implementing the KKN program and DBE1 has advised
UPI of the 21 schools that already receive leadership and school committee
training, the supervisors’ names, and the names of participants who were
trained.
The Sampoerna Foundation school-level program
The program
Responding to a request made to USAID, in 2010 DBE1 implemented a
program to develop the capacity of the Sampoerna Foundation’s School of
Education (SSE) and Outreach and School Development Program (then called
the Teacher Institute). The training aimed to enable Sampoerna Foundation
trainers to make use of DBE1 materials in their in-service school development
program and also possibly in pre-service teacher training. DBE1 provided
training on the overall DBE1 approach, leadership training, BOS reporting,
school committee strengthening, SDS and school development planning
(RKS). In all, 18 days of training were provided between February and May
2010 by DBE1 specialists and district facilitators. Most of this training was
given at the SSE campus in Jakarta.
DBE1 also made an agreement with the Sampoerna School of Education
(SSE) to jointly adapt DBE1 school based management materials to use in pre-
service teacher training. SSE had requested technical assistance in developing
a credit earning program within the school based on the existing DBE1
modules and materials. DBE1 agreed to support SSE by assigning a specialist
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The DBE1 Service Provider Program; an Evaluation 9
to work with the SSE Team to convert the DBE1 program into a credit earning
program to be integrated into the formal degree program of S1 and/or S2 level
at SSE. Work on mapping of DBE1 methodologies and SSE curriculum was
completed by September. It was anticipated that by the end of December, an
integrated curriculum framework would have been prepared. However this has
not eventuated due to changing priorities within SSE in 2010.
The DBE1 perspective
The Sampoerna Foundation has an impressive profile with a new teacher
training institute and a history of implementing corporate-social responsibility
programs for private companies in the basic education sector. While the
managers and field trainers from the Sampoerna Foundation have built strong
experience in the delivery of programs to improve teaching and learning and,
to some extent, to help implement school-based management, it is clear that
they lack experience in linking these programs to government policy and
systems, especially given the current dynamic regulatory context. It is this
perspective which DBE1 has been able to bring to the Sampoerna Foundation,
potentially resulting in improvements and enhancing their approach.
The managers and trainers from the Sampoerna Foundation participated
actively and enthusiastically throughout the program. As a result, the trainers
have reportedly adopted and adapted many of the tools from DBE1 school-
based management package for use in the field. In particular, they have
incorporated aspects of RKS and Leadership materials into their training and
have recently used DBE1 school committee training modules in a program
funded by the Beyond Petroleum (BP) Corporation in Bintuni, Papua Barat.
DBE1 materials have reportedly been used in one way or another in at least 20
field activities since the training in 2010.
The Service Provider perspective
In August 2010 an evaluation workshop was conducted with DBE1 and
Sampoerna managers and staff to review the program and discuss next steps.
The response of participants and of the institution was enthusiastic. The
Foundation especially found that the training increased their understanding of
government regulations, which in turn enables them to explain and justify the
legal basis for school improvement programs, particularly school-based
management. All of the training material was found to be relevant.
As most of the training program had been class-based it was felt that more
hands-on field experience is needed to enable the Sampoerna trainers to be
fully confident with the DBE1 material. In August 2010 it was agreed that the
cooperation could be continued under an amended TOC, however this did not
eventuate due to changing priorities within the organization. Sampoerna in-
service trainers appeared to be enthusiastic about the possibility of being
certified as facilitators under the DBE1-MONE certification scheme and it was
agreed that they could join DBE1 dissemination activities as service providers
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10 The DBE1 Service Provider Program; an Evaluation
at the expense of their organization. Due to conflicting priorities, this did not
occur in 2010. The offer was repeated in 2011.
In order to determine the extent to which the Sampoerna Foundation had
adopted or adapted DBE1 materials and the level commitment to follow up in
2011, a second meeting was held in March 2011. The meeting was attended by
Dr Paulina Panen, Dean of SSE), along with five members of the academic
faculty and training team. This meeting provided an opportunity for DBE1 to
update Sampoerna Foundation on the project and on changes in the regulatory
and government policy context. Sampoerna requested copies of updated
materials for SDS and RKS.
The Sampoerna Foundation appears very keen to continue to work with DBE1
and further develop their capacity and curriculum. As in 2010 there are two
programs in which they hope to make use of DBE1 methods and materials: (1)
the Outreach and School Development program, and (2) the SSE graduate
studies program.
The Foundation undertook to provide a written report on field activities in
which DBE1 materials were adopted or adapted. In 2011 they hope to make
more use of DBE1 materials and will reportedly appreciate the opportunity to
join DBE1 in the field as either trainers or participants. Meanwhile, the SSE is
relocating to a new campus in Pancoran. In May SSE is holding a Celebration
Week. They requested a presentation from DBE1 on School-Based
Management, a Teachers Perspective.
The SSE’s Masters Degree program is known as Education Leadership and
Management (ELM) and is based on material from the Principal’s Academy at
Columbia University. SSE would like to incorporate more aspects of the
DBE1 material into this curriculum to increase the local relevance. They are
currently finalizing two packets for the post-graduate program: Finance and
Marketing. The program is delivered in two modes: on-campus and e-learning.
They welcome further support from DBE1.
The SSE is also currently applying to extend its license from MONE’s
Directorate for Higher Education (Dikti) for the graduate (S-1) program,
which expires October 2011 after the initial two years operation. For this they
need to complete a feasibility study and prepare an academic paper (naskah
akademik).
They have also adapted material from DBE2 for use in developing good
practice for teaching in higher education.
Conclusions
The aim of the program was to develop the capacity of Sampoerna as a service
provider in DBE1’s school-based management methodologies. The program
succeeded in introducing DBE1’s methodologies and in developing the
understanding of SSE trainers and managers of the policy and regulatory basis
of school-based management in Indonesia. As a result, aspects of the DBE1
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The DBE1 Service Provider Program; an Evaluation 11
approach to school-based management have been adapted and adopted into
Sampoerna’s in-service training program. However, further field work would
strengthen the capacity and confidence of Sampoerna trainers to deliver
training using DBE1 materials in the field.
The level of commitment and interest of Sampoerna Foundation in working
with DBE1 in 2011 is confirmed. For a very small investment of time, DBE1
could gain a good return in terms of dissemination by (1) taking a more
proactive role in involving the Sampoerna trainers in school-level
dissemination activities, and (2) providing some limited assistance to SSE to
help them develop their ELM curriculum.
The UPI district program, West Java
The program
In 2010 DBE1 worked with the Universitas Pendidikan Indonesia (UPI) in
West Java to develop the capacity of the institution to provide a service in
consulting and training to improve the management and governance of
education at district level. DBE1 worked with six professional university staff,
three specializing in education finance related DBE1 programs (AKPK and
BOSP) and three specializing in education planning related programs (SIPPK
and Renstra). These participants were jointly selected in a merit-based process
conducted on campus in late 2009. The program was coordinated internally by
the university’s research body (LPPM).
An introductory training on DBE1 programs was conducted with the staff
from UPI and the other two institutions over five days in Bogor in February
2010. Following this the focus of the program moved from the national to the
provincial level. Some additional training was provided by DBE1 provincial
specialists before the team began giving technical assistance to district
planning and education finance teams in the district of Cimahi.
The service providers worked between March and September with DBE1
specialists and counterparts from local government to conduct financial
analysis (BOSP and AKPK) and strategic planning (SIPPK and renstra) in
Cimahi.
In July, with the support of UPI and DBE1 the Cimahi Education Office
Renstra Development Team started to develop the plan, specifically that part
relating to objectives, activities, and costs involved. As a result of this process,
team members gained a better understanding of effective budget allocations
required to support planned activities of the Education Office. In August the
Renstra Development Team estimated the Office’s yearly expenditures and
made necessary adjustments between the estimation and available budget.
Subsequently, the team reviewed results of work with DBE1 and the service
providers.
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12 The DBE1 Service Provider Program; an Evaluation
As the next step, the document was presented to other stakeholders in a public
consultation session in September. The event was chaired by the Head or the
Education Office and attended by more than 60 people including the
representatives from DPRD, Bappeda, the Assistant for the Development Unit,
Education Council, NGOs, media, school principals, and school committee
members. There are two key issues out of many worth mentioning. First, the
Chair of the district parliament’s education commission made a commitment
to increase the 2011 budget for teaching and learning from 0.8% (as indicated
in the AKPK for 2009) to 5%. Second, the Education Office agreed to provide
funds in APBD 2011 for disseminating DBE1’s school-based management
package. The latter point was discussed between DBE1’s COP and the Mayor
of Cimahi two days prior to the public consultation.
The DBE1 perspective
In West Java, as in other provinces, the service providers played a rather
limited role in the earlier stages of the renstra process which gradually
increased as the program progressed. Service providers played a much more
important role during the in-service support.
As to the AKPK and BOSP components, service providers were the key actors
in the facilitation process from the very beginning and consequently DBE1
provincial specialists only provided some technical back-up support.
Progress in implementing the different DBE1 programs at the district level
was very satisfactory.
The Service Provider perspective
Discussions between DBE1 and UPI on February 16th
confirmed that UPI
hopes to continue and further develop the collaboration with DBE1. This was
reconfirmed in March.
The coordinator of the UPI program, Professor Sumarto, Head of the
university’s research body, LPPM, also indicated that he hopes the
understanding of renstra methodology gained by the service provider
personnel can be shared with UPI’s own renstra team so that they can use the
same approach internally. Much of the DBE1 material can reportedly be used
as course material within UPI. The university is also considering conducting
research on the implementation of strategic planning in the city of Cimahi.
The following were identified by Professor Sumarto as constraints in the
district level service provider program:
1. The involvement of the service providers was hampered in Cimahi by
conflicting schedules which often made it impossible for them to
attend activities. It was difficult to align schedules of the district
education office and DBE1 with the availability of service providers.
2. The DBE1 specialists who worked with the service providers were
changed several times, causing problems with program continuity.
Each specialist approached the task slightly differently and with a
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The DBE1 Service Provider Program; an Evaluation 13
different style making it difficult for the service providers and even for
the Education Office team itself, to follow the process well.
3. The role of service providers in mentoring activities with the Cimahi
Education Office was insufficient. The activities were still dominated
by DBE1 specialists. This is because the service providers were given
only two days training at the province, after which they immediately
dived into the program.
The evaluation workshop conducted on March 1st confirmed these findings
and added more. Members of the team indicated that they were motivated to
join the program by an interest in increasing their knowledge of education
finance, management and governance, and in gaining a practical experience of
working in teams and in implementation in the field.
In general, participants felt that the program met their expectations, although
there were some unexpected obstacles. Among others, it turned out that the
education bureaucracy in the district was more complex than expected, the
need for more understanding of teamwork was evident, and time management
was a problem. In order to become a more effective service provider,
participants felt that they needed more time to share experience and opinions
with DBE1 specialists, more field experience (‘jam terbang’) more focused
workshops and the opportunity to learn by using the products of previous
DBE1 activity such as completed BOSP, AKPK and renstra from other
districts.
It was agreed that the DBE1 Service Provider program is in line with the
mission of the organization. The market for UPI services is clearly defined,
consisting of schools, government and community organizations, higher
education institutions, and especially district governments. In order to increase
the potential of UPI to access this market, it was felt that UPI should develop
strategic partnerships with education stakeholders, particularly NGOs and
provincial and district governments along with more effective networking in
the field and marketing to stakeholders. Other recommendations include:
publication of promotional material, an intensive road-show to meet with
district heads and senior officials, and conducting follow-up research in target
districts to better determine the needs of the ‘market’.
Conclusions
The program succeeded in achieving its initial objectives of developing the
capacity of UPI as service provider for DBE1’s district level programs.
However further training and field experience is required before UPI can be
fully confident to act as an independent service provider. The commitment of
the institution to working with DBE1 to develop that capacity is clear.
The individuals within the team are generally strong, especially in the finance
area. However the program was hampered somewhat by frequent changes in
DBE1 personnel, problems with scheduling, and a need for more on-the-job
training of UPI personnel by DBE1, prior to, during, and after field activities.
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14 The DBE1 Service Provider Program; an Evaluation
In order to achieve good results in a follow-up program in 2011, it will be
helpful to jointly select additional personnel to join the team and to prepare
DBE1 specialists to take on a more proactive mentoring role with the service
provider personnel. DBE1 could also support UPI in publishing materials
under UPI’s banner (with due acknowledgement to USAID, DBE1, MONE
and MORA) and possibly conducting a joint ‘road show’ to promote UPI as a
service provider within districts.
The UMS district program, Central Java
The program
In Central Java, DBE1 worked with the Universitas Muhammadiyah
Surakarta (UMS) in the City of Solo (Surakarta). Four senior academic staff
were jointly selected for participation in the program; two to focus on finance
(BOSP and AKPK) and two on data and strategic planning (SIPPK and
Renstra). The program was coordinated within the university by the post-
graduate studies department.
Following the national training in Bogor described above, preparatory training
was conducted one week before the work commenced at the district level. The
two-day training covered the district training strategy, steps in the training
process and training content. Following this training, the personnel worked
with DBE1 specialists to facilitate the financial analysis and planning
activities.
In Central Java, it was intended that the national NGO, PATTIRO, also be
included in the program. However, this proved to be impossible as the district
government refused to work with PATTIRO as a result of the organization’s
previous work as a critic of government and the exposure of a corruption case.
After some deliberation and consultations with PATTIRO it was decided that
they would withdraw from the program at this point.
Working with the service provider, DBE1 completed BOSP, SIPPK and
renstra development for the Education Office in Surakarta. The AKPK
component was not completed, in part due to limited availability of qualified
DBE specialists to assist the process in this period.
Results of these activities were presented to stakeholders. As an outcome of
internal consultation held in July, BOSP team members revised unit cost
calculations for each level. A public consultation event was conducted in July
in the District Secretary’s Office and results of the public consultation session
were presented to Mayor of Surakarta and Head of the Regional Development
and Planning Body (Bappeda) two weeks later. It is hoped that the Mayor of
Surakarta will issue a decree to support the use of BOSP results and that
implementation will start in 2011 and be used by schools as basis to develop
their budgets.
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The DBE1 Service Provider Program; an Evaluation 15
A public consultation session was also held to discuss the Surakarta Education
Office Renstra in July. The Head of the Surakarta Development and Planning
Body (Bappeda) advised that the District Education Office’s document should
be finalized in conjunction with Municipality’s development plan. As the
Mayor of Surakarta was newly installed in early August, it will be some
months before the city’s new vision and mission as well as Mid-Term
Development Plan (RPJMD) is finalized. In order to ensure that the Education
Office’s Renstra is based on the district’s new plan, it should be finalized then.
The renstra process proved to be so successful in Surakarta that the
methodology was subsequently picked up by the District Health Office and the
District’s Regional Planning and Development Body (Bappeda). DBE1
provided some assistance to these agencies to prepare a renstra.
The DBE1 perspective
In Central Java, DBE1 provincial specialists played a dominant role in
conducting data analysis (SIPPK) as the service providers lacked the necessary
computer skills. Once the data analysis stage was completed, service providers
and DBE1 provincial specialists shared the task of providing technical support
to the district planning team on an equal basis.
In summary, the service providers’ capacity is adequate to provide BOSP and
education planning support, but major work remains to be done to develop
their computer skills. The UMS service provider personnel are all quite senior
academic staff. While this seniority is an asset when it comes to consulting
with officials in districts, it can be a problem in that senior staff tend to have
greater time commitments making it difficult to fully participate in the field
work. Furthermore, the computer skills required for the field work are more
likely to be found amongst more junior academic staff.
The service provider perspective
In his remarks at the workshop on March 8th
, the program coordinator, Head
of the Post-Graduate program for UMS, expressed strong support for the
service provider program. In addition to developing the capacity of UMS as a
service provider, the program has resulted in DBE1 material being integrated
into postgraduate (S2) programs within the university. Professor Harsono
indicated that the DBE1 program could be further disseminated through the
Muhammadiyah network of schools and teacher training institutions. Professor
Sutama, secretary of UMS post-graduate program, reiterated this support and
added that further work on LAKIP and management systems would be
appreciated.
The service provider personnel reported that they were motivated to join the
program by an interest in expanding their knowledge of the ‘education world’,
both practical and theoretical. All are senior academics, teaching post-graduate
programs. As one participant commented:
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16 The DBE1 Service Provider Program; an Evaluation
‘Since I am responsible for the education finance program, it is
important to have practical experience from field to complement the
theory given to students.’
SIPPK can strengthen the policy analysis component of the strategic
management post-graduate program, while in the context of teaching statistics
SIPPK provides good material for statistical analysis. BOSP is helpful for
preparation of RKAS taught in education finance courses.
In general, the participants indicated that the program met their expectations.
However, not entirely, because what was given at the training in Bogor was
not fully followed up. Further training is required after the TOT to strengthen
understandings so that individuals are better prepared when plunging into the
field (particularly for BOSP). Meanwhile the renstra team reported that they
received extra training as preparation the day before ‘jumping in’ so there was
some reinforcement for individuals first. The hope is that much more
information can be provided. As well as further training and field experience
to deepen their understanding of education finance and planning, the
participants indicated that they would like to learn about other programs
including Asset Management and Human Resource Management.
In order to further increase their capacity as service providers, the team felt
that they need advanced training in strategic planning including the
implementation of renstra in the field. Is it used and to what extent are the
objectives achieved, for example, in Renja and LAKIP and district policy?
Also, what are the outcomes of BOSP in the field; is there an impact on the
policy of the Bupati / Mayor? All indicated that they feel the need for more
‘flying hours’ as well as exposure to other material.
The team felt that the DBE1 program meets institutional needs for UMS by
providing opportunities for faculty to take a wider role in education. There is
relevance to the development of post-graduate subjects. The DBE1 program
has provided additional material and insights. This is relevant for courses in
educational policy development. For example, what should the quality of
teachers be, in order that graduates are aligned with user expectations?
Moreover, the program aligns with the vision and mission of UMS. It supports
the participation of both the institution and academic staff in the development
of education.
In particular, becoming a service provider supports the mission of UMS to
provide community service (pengabdian masyarakat). This is included in the
official three duties (Tri Dharma) of higher education in Indonesia: teaching,
research and community service. In this context, DBE1 material can also be
followed up with research as well as enrich teaching programs. It was reported
that BOSP and renstra materials have already been used as course material.
Data generated through the program has also been provided as material for
research by students and lecturers, although it has not yet been analyzed. The
service provider program also supports the more general mission of
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The DBE1 Service Provider Program; an Evaluation 17
Muhammadiyah to create a community of excellence through solid planning
(‘…menciptakan masyarakat utama melalui perencanaan yang mantap’).
It was felt that there is a strong market for UMS as a ‘service provider’.
Particularly within the Muhammadiyah education community: elementary,
middle, and high schools, and Muhammadiyah tertiary institutions. There are
164 such institutions in Indonesia; in Java five large universities. Beyond this,
district governments are a prime market along with other government and
private education networks.
In order to better meet the needs of this market, it was felt that UMS needs to
improve the quality of individual personnel, by providing education, training,
and increased practical field experience. Does the service provider function
need to be institutionalized in a special section within UMS? It was felt that it
could be proposed as a center of study of Management Education (School
Management) in the post-graduate department. To support this, it was hoped
that DBE1 can provide guidelines / manuals / software to UMS, including
those which were given during the closing program and those that can be
accessed through www.dbe-usaid.org, providing additional training in other
materials and to other faculty, and increasing practical time in the field.
The following recommendations were made to improve the program in the
future: (1) add more time for field experience, (2) Provide increased
opportunities for preparation / briefing / reflection before plunging into the
field, and (3) try to improve coordination of schedules between DBE1,
academic staff, and district government. If there is a clash with scheduled
teaching hours, classes can be arranged for another time. However, it is
difficult to manage clashes if staff have other assignments outside the city.
Conclusions
The program achieved its aim of developing the capacity of UMS as a service
provider for DBE1’s district level programs. However, as with the other
service provider institutions, further training and field experience is required
before UMS can be fully confident to act as an independent service provider.
The commitment of the institution to working with DBE1 to develop that
capacity is clear. UMS is well placed to act as a service provider not only for
districts in Central Java (and beyond) but also within the Muhammadiyah
network of schools and tertiary institutions. Further work could also
consolidate the use of DBE1 materials within post-graduate courses in UMS
and use of DBE1 experience and materials as a basis for research to support
broader policy development.
Compared with those in the other institutions, the personnel participating in
the program from UMS are relatively senior. Partly as a result of this,
scheduling problems were frequent and problems were evident in the use of
computer software. It would be helpful if additional team members were
selected to fill this gap.
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18 The DBE1 Service Provider Program; an Evaluation
The UNM district program, South Sulawesi
The program
In South Sulawesi, DBE1 worked with the Universitas Negeri Makassar
(UNM). In late 2009, four professional university staff were jointly selected,
two to specialize in education finance related DBE1 programs (AKPK and
BOSP) and two to specialize in education planning related programs (SIPPK
and Renstra). The program was coordinated internally by the university’s
research body (LemLit). However, Professor Nurdin, the Director of the
division responsible for external partnerships (Pembantu Rektor IV, Kepala
Bidang Kerjasama), who oversees the service provider program, recommends
that further work be situated under the newly formed School Effectiveness
Unit.
In February 2010, the four staff joined the introductory training in Bogor.
Following this, additional training was provided by DBE1 provincial
specialists before the team began giving technical assistance to planning and
education finance teams in the district of Barru. This preparatory training was
organized at the DBE1 provincial office. Between March and August the team
worked with DBE1 specialists and counterparts from local government to
conduct financial analysis (BOSP and AKPK) and strategic planning (SIPPK
and renstra) in Barru.
The analysis and reports for both AKPK and BOSP in Barru District were
finalized in July. In August results of these calculations were presented with
the new Barru Education Office Renstra to members of district Parliament and
Education Council in two separate sessions. During the morning session with
the District Parliament, the Head of the Parliament raised three main
education-related issues currently faced by District stakeholders: (1) school
infrastructure not aligned to schools’ needs and conditions (i.e. some schools
have more class rooms than needed while others do not have enough rooms),
(2) the high cost of education, and (3) low education quality. The meeting was
also attended by members of the Parliamentary Education Committee. A
similar session was held for Head and other members of Barru Education
Council (Dewan Pendidikan) in the afternoon of the same day.
Representatives of schools, media, and NGOs also attended.
During the final quarter of 2010 and the first quarter of 2011, DBE1 continued
to support capacity development of service provider personnel by involving
them in different programs such as the SIPPK and Renstra development
process in Soppeng. DBE1 also hopes to provide further opportunities in 2011
for the service providers to take part in SIPPK and renstra development in
Pangkep district and BOSP in Makassar City.
UNM is also reportedly about to commence a program to disseminate BOSP
in East Kalimantan, independently of DBE1.
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The DBE1 Service Provider Program; an Evaluation 19
The DBE1 perspective
In South Sulawesi, the service providers took the lead in facilitating BOSP and
AKPK components with DBE1 provincial specialists only providing technical
back-stopping at the district level. The service providers facilitated the last
stages of the BOSP preparation process by themselves as well as in-service
support for AKPK preparation. They also prepared the presentation materials
for the internal consultation completely independently.
As in other provinces, during the initial stages of the renstra preparation
process, service providers played only a minor role in district facilitation.
However, during the process their role gradually increased and they played a
central role in the last two workshops in the planning process. The program for
Barru was completed in the third quarter of 2010.
The commitment of individuals within the team is clearly evident in the
participation in additional work with Soppeng District. However, because they
were already busy with their own job responsibilities, the UNM personnel
were not always able to take part fully in the programs. A possible solution to
this problem that has been suggested is to choose those who are still junior
lecturers in their university and have ample time to join programs such as
DBE1’s.
The service provider perspective
At the evaluation workshop held in Makassar on March 4th
, strong support was
indicated for the service provider program and further cooperation with DBE1.
Professor Nurdin, Pembantu Rektor IV, attended for the full day along with
Professor Asfah (former DBE1 Coordinator and Head of the university’s
research body, Lemlit).
As in the other service provider institutions, the program was found to
strongly align to the vision and mission of UNM, supporting the institution to
achieve its objectives in enriching programs of study with practical
methodologies and field experience, providing a basis for relevant research
and supporting community service programs including, potentially, the annual
student KKN program. Reportedly DBE1 approaches have already been
informally incorporated into teaching programs and some research has already
been conducted using DBE1-based data. In addition, UNM academic staff
who are former DBE1 personnel are currently implementing a case study
research program to implement school-based management approaches in ten
disadvantaged urban schools in Makassar.
Service provider personnel indicated that they were motivated to participate in
the program as it aligns with the vision and mission of the institution (UNM),
especially community service. In their view, the experience strengthened their
knowledge and capacity as education professionals and strengthens the
subjects taught through practical experience from the field. The program
reportedly met their expectations in a very positive way. Individuals’ interest
in gaining practical knowledge was answered in the field, they gained new
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20 The DBE1 Service Provider Program; an Evaluation
understandings on planning and budgeting, and the need for synergy from the
center to the regions. Also mentioned was the need to accommodate local
knowledge through consultation, and accurate data on education funding needs
and education budget policy in planning.
Some important new understandings gained by participants in the program
were identified as follows: (1) planning should be supported by data so that it
is valid; (2) the concept of making as much effort as possible to ensure that the
plan is implemented, (3) the idea that the Education Office should
accommodate the needs of schools in planning, (4) expanding horizons in the
field of education through an understanding of education policy, and (5)
understanding the amount required in relation to education budget allocation.
The following four points were identified as necessary for participants to
become more effective as service providers:
1. Printed technical instruction manuals; books, rather than softcopy or
photocopies. (It was understood that development of the manuals was
ongoing during the implementation period, making this difficult in
2010.)
2. More intensive coordination: information could be more open, the
program objectives needs to be better understood from the beginning.
There was limited time to meet with service providers. It would be
helpful to have discussions prior to the implementation of activities in
the field.
3. More time for participation in the field. Limited financial resources
may have reduced the involvement of service providers and as a result,
the DBE1 specialists were still dominant in the field activity.
4. Involvement of all personnel in all programs, although specialization
remains.
It was felt by participants that the market for UNM as a service provider in
this field is diverse, including not only Dinas Pendidikan Kabupaten/Kota but
private sector businesses, public and private enterprises as sponsors through
CSR programs and private teaching institutions.
In order to meet the needs of this market, it was felt that more personnel
should be trained as service providers and current personnel should be given
more training. Study programs for both graduate and post-graduate courses
need to be strengthened, especially in the area of programs for educational
administration/management and preparatory programs for school principals. It
would also be helpful to ‘repackage’ DBE1 materials and training in line with
the needs of the market. Promotional material, such as leaflets, brochures and
a website will assist. In order to achieve the above, assistance from DBE1 was
requested.
In order to improve the program in the future, it was felt that UNM should
establish a body to formalize the service provider program, and qualified
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The DBE1 Service Provider Program; an Evaluation 21
personnel need a certificate from DBE1 and a letter of authority (SK) from
UNM. More coordination is required prior to implementing activities along
with reflection on the results of each activity. Expanded MOUs are needed
between UNM and districts.
Conclusions
The program achieved the objective of developing the capacity of UNM as
service provider for DBE1’s district level programs. As with the other service
provider institutions, further training and field experience is required in order
for UNM to become fully confident to act as an independent service provider.
In particular it will be helpful to provide more training during the course of the
program.
UNM’s commitment to working with DBE1 to develop that capacity is
confirmed. Among other things, the evaluation found that the service provider
personnel were often busy with their own job responsibilities and as a result
were not always able to take part in DBE1 programs. A possible solution to
this problem is to choose those who are still junior lecturers in their university
and have ample time to join the programs.
The idea of ‘repackaging’ DBE1 materials and publishing under an UNM
banner echoed similar suggestions made in Bandung and Solo.
Lessons Learned
The purposes of this evaluation report are:
1. to assess the effectiveness of the service provider program,
2. to assess the interest and commitment of each service provider
organization in further developing the program in 2011, and
3. to identify lessons learnt in order to improve future programs.
On the whole, the service provider has effectively achieved its objectives
which were, in summary, to reach agreements with institutions of higher
education, to train and certify a cadre of professionals to provide services, and
to link these service providers to potential clients such as districts or private
school networks. Further work is now required to strengthen the capacity of
the institutions and to link the service providers to potential clients.
The commitment of each of the three universities and of the Sampoerna
Foundation to expand and further develop the program in 2011 is confirmed.
The service provider program meets the needs of individuals and of the four
institutions and is well aligned to their missions, supporting the achievement
of institutional goals in relation to community service, as well as enriching
teaching and research programs.
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22 The DBE1 Service Provider Program; an Evaluation
Some important lessons have been learned from this program. These are
described below.
School level programs
The outcomes of the school level program in UPI were somewhat less
satisfactory than for the district level program and for the Sampoerna
Foundation program.
1. The UPI KKN program was successful in introducing school-based
management programs to a number of schools and districts and has
been continued by UPI, independent of DBE1. However, the program
failed to effectively empower the schools. This failure is a result of
relatively junior students being entrusted to deliver the program in
schools with inadequate training or understanding of their role. While
there is value in the KKN approach, it is questionable whether this is
an appropriate mechanism for disseminating DBE1 methodologies in
schools.
2. In contrast, the Sampoerna Foundation facilitators trained in DBE1
school-based management methodologies are all experienced trainers,
well accustomed to empowering schools through their programs. The
training was intensive, enabling the participants to gain a relatively
comprehensive understanding of the material. DBE1 materials and
approaches have now been adapted and adopted in the field to
strengthen the Foundations in-service program. While the initial
training program did not provide sufficient opportunity for participants
to gain practical experience in the field, it is clear that they have
already incorporated aspects of DBE1 material into their approach and
have delivered programs as an independent service provider.
The commitment of both UPI and the Sampoerna Foundation to support
the continuation of the program in 2011 is clear. However, while it seems
that while Sampoerna Foundation trainers are exactly the right people to
deliver DBE1 programs in schools, in the case of the UPI KKN students
the opposite is true.
District level programs
Outcomes of the district program were much more positive. The progress
in implementing DBE1’s district level finance and planning methodologies
in these three districts was faster and more efficient than in the original
DBE partner districts because the DBE1 staff were more experienced and
DBE1 purposely districts that were already highly committed to undertake
these activities as the venue for on-the-job training for the service
providers. Moreover, results were very encouraging in terms of potential
policy impact as described. These facts indicate: (1) a high level of
commitment from the three districts, (2) a maturity in the methodology as
a result of refinement over the last three years, and (3) a high-level of
competency amongst the team of specialists working with the service
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The DBE1 Service Provider Program; an Evaluation 23
providers.
In all three service provider institutions the commitment to continue the
program is very evident. However, there are a number of areas of the
program that need strengthening and improvement during the remainder of
the project. The following are important lessons have been learned that
will improve the program.
1. As described, it proved difficult in all provinces to harmonize the
agendas of the three parties involved in service provider capacity
development because of the work load at each of the three home
organizations: the university, District Education Office, and DBE1,
which had at the time competing commitments to other districts. This,
at times, resulted in a situation whereby the work at the district level
had to be implemented without active involvement of some or all
assigned service provider personnel.
2. The role of PATTIRO, an NGO included in the original service
provider training, proved problematic in Surakarta City, where
specialists from PATTIRO were to provide training to government
officials. It appears that as a result of PATTIRO’s previous activity as
a ‘watchdog’ on government, the district was unwilling to work with
the group as a service provider. In order to continue the program it was
necessary to withdraw the PATTIRO personnel. This may be regarded
as a lesson learnt for the future.
3. In all three locations, the service provider personnel require further
training and field experience in order to become fully confident as
independent service providers in the delivery of these programs.
4. Although the experience varies between provinces, it is clear that the
training delivered at province and district level should be more
structured and better planned on the part of the DBE1 specialist team.
While in some cases participants received good briefings before going
into the field, this was not always the case and it seems that, with some
exceptions, the service provider personnel felt that they were ‘left
behind’ in the delivery of the program, with DBE1 personnel taking
the lead and not always effectively mentoring the service provider
personnel as they proceeded with the program. Some TOT training for
DBE1 personnel together with allocation of time and resources for pre-
and post- activity briefings would address this problem.
5. In all three institutions there is an interest in and a need for expanding
the number of personnel involved. In each case the makeup of the team
is slightly different. Each has strengths and weaknesses described
above. Joint selection of new team members should take account of
these conditions. For example, in Surakarta it will be helpful to recruit
a couple of younger academic staff with computer skills to
complement the team.
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24 The DBE1 Service Provider Program; an Evaluation
6. In all three institutions there is an interest in (1) integrating DBE1
materials into course material and (2) using the DBE1 experience and
data as a basis for research which could subsequently inform policy.
This interest has resulted in some informal use of materials and some
initial research or research planning in all cases.
7. Despite the above constraints the service providers have become
skilled in delivering DBE1 education programs, although additional
capacity development work remains to be done.
The enthusiasm of the institutions and individuals participating in the program
is high, linked to an awareness of the demand for service provision. This was
confirmed in each case by senior academic staff from the university.
For example, in South Sulawesi where the service provider representatives
have discussed the potential to use their new skills and understandings in
assisting districts to develop renstra after the election of new district heads
later in the year. UNM personnel in this province have already assisted in the
SIPPK updating and renstra process in Soppeng since the completion of the
program in Barru. UNM also has plans to disseminate BOSP in East
Kalimantan. Similar experiences are echoed in the other locations.
Recommendations
On the basis of this evaluation, it is recommended that further training for
school level programs with UPI not be provided in 2011.
Sampoerna Foundation trainers should be encouraged to participate (at the
expense of SF) in dissemination programs in order to gain the field experience
they need to consolidate their class-based learning. For this to eventuate,
DBE1’s Jakarta-based coordinator will be assigned to coordinate and ensure
information is passed to the Sampoerna Foundation in a timely manner. In
addition, consideration can be given to assigning a DBE1 specialist to provide
limited assistance to the Sampoerna School of Education (SSE) to help them
develop an integrated curriculum for the Masters level Education Leadership
and Management (ELM) program.
The district level programs should be further developed at the three current
universities: Universitas Pendidikan Indonesia (UPI) in West Java,
Universitas Muhammadiyah Surakarta (UMS) in Central Java and Universitas
Negeri Makassar in South Sulawesi. The service provider program can be
expanded in these institutions by jointly selecting additional personnel from
within each partner university to work with DBE1 personnel on programs to
disseminate district level interventions in new districts.
Given the success of the current program it is likely that the field of candidates
from within each institution may be somewhat larger enabling the inclusion of
specialists from each university who can fill the skill gaps evident in the first
round. In particular it will be helpful to recruit some specialists with computer
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The DBE1 Service Provider Program; an Evaluation 25
expertise to complement technical backgrounds and planning or finance
experience. Each service provider team should ideally include some senior
academic staff who have the status to effectively consult at a high level along
with some more junior personnel who have greater flexibility of time and
more familiarity with the computer software required.
In addition the service provider program can be expanded to include at least
two additional institutions, including LPMP centers to disseminate the
personnel management program. (This is in line with the Scope of Services for
a DBE1 extension until December 2011.)
Additional recommendations, which apply to both current and new service
provider programs are as follows:
1. A strategy to certify individuals as qualified to provide training and
consulting services in specified DBE1 programs should be jointly
developed and implemented. Crtiera for certification should be developed
in collaboration of users of the service provider program including district
government staff who have been involved in the program.
2. Consideration should be given to enabling universities to repackage and
publish DBE1 manuals and materials under their own banners (giving due
acknowledgement to USAID, DBE1, MONE and MORA).
3. Consideration should also be given to supporting the service provider
organizations to conduct a road show to districts within their provinces to
promote their service. DBE1 could assist be providing promotional
material.
4. Key specialists within the DBE1 team in each province should be
identified as responsible for each service provider program (Finance,
Planning etc). Effort should be made to avoid changing staff during
implementation periods. These specialists should be given some direction
(or TOT) in how to maximize their role as a mentor for service providers,
including (1) improving communication and coordination of schedules, (2)
providing structured training and providing feedback in the field (prior to,
during, and following field work.
5. More field time should be provided to service provider personnel from the
first round to consolidate their learning. For experienced personnel this
may include inclusion in programs outside their province. As much field
time as possible should be provided to new personnel.
6. Partner universities should be encouraged to incorporate DBE1 materials
into course materials and to use the DBE1 experience as a basis for
research. DBE1 has received informal approaches from a number of
institutions with a possible interest in adapting and incorporating the
materials and methodologies into pre-service teacher training programs
within courses such as school leadership and educational administration.
Discussions should be held with universities including the current three
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26 The DBE1 Service Provider Program; an Evaluation
partners along with, possibly, UNM in Malang and Unila in Lampung with
a view to co-developing and trialing curriculum modules.
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The DBE1 Service Provider Program; an Evaluation 27
Appendix 1: Survey Instrument – Service Provider Evaluation, March 2011
Service Provider Evaluation Survey Individual
Jawablah pertanyaan-pertanyan di bawah ini dengan jujur dan terbuka Informasi Individu Peran/Spesialisasi:
Supervisor
BOSP AKPK SIPPK (DPISS)
Renstra RKS SDS
Leadership Komite Sekolah
Jumlah hari yang dihabiskan di lapangan bersama dengan DBE1 di tahun 2010 (untuk SP tingkat kab/kota)
Jumlah hari yang dihabiskan di lapangan melalui KKN (untuk SP tingkat sekolah)
Pengalaman Individu (for Field Specialists)
1. Mengapa Anda memutuskan untuk bergabung dengan Program Service Provider
DBE1?
(Why did you decide to join the DBE1 Service Provider program in 2010?)
Tujuan dari survey ini adalah: 1. Mengidentifikasi sejauh mana program Service Prvider yang dilakukan oleh
DBE1 memenuhi kebutuhan Anda dan organisasi Anda
2. Mengidentifikasi bagaimana program dapat ditingkatkan
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28 The DBE1 Service Provider Program; an Evaluation
2. Apakah program ini memenuhi harapan Anda? Apakah Anda mendapatkan apa yang
Anda harapkan?
(Did the program meet your expectations? Did you get what you were hoping?)
3. Apa yang Anda pelajari? (What did you learn?)
4. Apa yang Anda perlukan untuk belajar lebih banyak untuk menjadi service provider
yang efektif?
(What do you need to learn more of in order to be an effective ‘service provider’?)
Pengalaman Organisasi (for all)
1. Apakah program ini memenuhi kebutuhan organisasi Anda?
(Did this program meet the needs of your organization/university?)
2. Apakah gagasan untuk menjadi service provider sejalan dengan visi dan misi
organisasi Anda?
(Is the idea of being a ‘service provider’ in line with the vision and mission of your
organization?)
3. Apakah Anda pikir ada pasar untuk layanan ini? Siapa? DImana?
(Do you think there is a market for this service? Who? Where?)
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The DBE1 Service Provider Program; an Evaluation 29
4. Bagaimana organisasi Anda dapat lebih baik memenuhi permintaan/kebutuhan
pasar?
(How could your organization better meet the demand/needs of that market?)
5. Bagaimana DBE1 dapat membantu Anda untuk mencapai tujuan tersebut?
(How could DBE1 help you to achieve these objectives?)
6. Apakah program DBE1 memberikan Anda konten yang dapat membantu Anda
dalam pekerjaan inti? (Has the DBE1 program provided you with content that can
assist you in your core work?)
a. Pelatihan guru (Training Student Teachers)
b. Program Pasca Sarjana (Post Graduate Programs)
c. Melakukan penelitian (conducting research)
d. Lainnya…? (other ..?)
Improving the program (for all)
1. Apakah Anda tertarik untuk bergabung dengan program Service Provider di
tahun 2011 (jika ada)?
(Are you interested in joining another Service Provider program in 2011?)
2. Bagaimana program tersebut ditingkatkan?
(How could the program be improved?)
Terima Kasih atas Partisipasi Anda dalam Survey ini
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30 The DBE1 Service Provider Program; an Evaluation
Appendix 2: Report on evaluation of Service Provider Program, UPI, December 2009
HASIL MONEV SEKOLAH DAMPINGAN UPI DI KOTA CIMAHI DAN
KABUPATEN BANDUNG BARAT
A. PENDAHULUAN
Pada tanggal 7-11 Desember 2009 Tim DBE1 mengunjungi 26 sekolah (26%) dari
100 sekolah yang telah mendapatkan dampingan UPI untuk mendiseminasikan
program DBE1. Tujuan dari monitoring ini adalah untuk melihat sampai
sejauhmanakah keberhasilan program DBE1 di tingkat sekolah yang dilakukan oleh
UPI. Monitoring dilakukan dengan melakukan wawancara dengan kepala sekolah dan
guru serta dokumen review seperti dokumen RKS ataupun SDS. Nama-nama sekolah
yang dimonitor dapat dilihat pada matrix di bawah.
B. TEMUAN
Beberapa temuan yang dapat kami laporkan adalah sebagai berikut:
1. Tidak semua kepala sekolah mengikuti workshop/sosialisasi Program DBE1 yang
dilakukan di kampus UPI. Dari 26 sekolah yang kami intervie, terdapat 10 kepala
sekolah tidak mengikuti dengan berbagai alasan misalnya waktunya bersamaan
dengan kegiatan yang telah diprogramkan sebelumnya, tidak ada undangan, dan
ada 1 kepala sekolah yang hadir tetapi masuk ke ruangan lain.
2. Dari 26 sekolah tersebut, tingkat penyelesaian RKS maupun SDS berbeda-beda;
A. Rencana kerja Sekolah (RKS
a) Sebanyak 8 sekolah telah selesai menyusun RKS dan telah dicetak, termasuk
di dalamnya adalah RKAS 2009/10;
b) Sebanyak 6 sekolah telah mempunyai RPS (mereka masih menyebut dengan
istilah RPS, bukan RKS) dan sudah disahkan oleh kepala UPTD pada bulan
Juli 2009 (sebelum KKN mahasiswa/I dimulai). Semua sekolah ini berada di
wilayah Kabupaten Bandung Barat dan RPS mereka berlaku mulai Tahun
2009-2013.
c) Sebanyak 9 sekolah tidak dapat menunjukan keberadaan RKS, baik dalan
bentuk sofcopy maupun hardcopy. Berbagai alasan yang dikemukakan mereka
antara lain: tidak diberikan oleh mahasiswa yang KKN, ditinggal di rumah
kepala sekolah, ada di lemari sekolah tetapi dikunci,
d) Sebanyak 3 sekolah masih berbentuk soft copy dan sebagian dari mereka
belum selesai 100%.
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The DBE1 Service Provider Program; an Evaluation 31
B. Sistem Database Sekolah (SDS)
1. Sebanyak 3 sekolah mempunyai SDS yang lengkap, termasuk format
BOS K1-K6 dan LMS
2. Sebanyak 6 sekolah mempunyai SDS dan hamper lengkap pengisiannya
3. Sisanya (17 sekolah) tidak mempunyai SDS dengan berbagai alasan
seperti: dibawa mahasiswa dan sekolah tidak diberi softcopy, sekolah tidak
punya computer, error/kena virus, dan dibawa staff yang mengelola SDS.
C. Temuan lainnya:
1. Rata-rata setiap sekolah didampingi sekitar 11-13 mahasiswa yag
dibimbing satu orang DPL (Dosen Pembimbing Lapangan) yang dating ke
sekolah satu minggu sekali.
2. Sebagian besar sekolah menilai mahasiswa KKN cukup aktif dalam
membantu pihak sekolah; malalahan tidak sedikit di antara mereka yang
mau mengajar di kelas.
3. Semua sekolah sudah membentuk KK-RKS
4. Ada sebagian kecil sekolah yang membentuk Komite Sekolah yang baru
dengan difasilitasi mahasiswa KKN
5. Sebagian besar sekolah merasa tidak ada pemberdayaan dari para
mahasiswa. Dalam penyusunan RKS maupun SDS, pihak sekolah hanya
berfungsi sebagai penyedia data saja. Proses penyusunan RKS maupun
SDS selanjutnya sepenuhnya dilakukan oleh para Mahasiswa.
6. Sebagian besar Dosen Pembimbing Lapangan hanya bertemua 2X saja
dengan pihak sekolah; yakni pada saat penyerahan dan penarikan
mahasiswa.
C. KESIMPULAN DAN SARAN
1. Kesimpulan
a. Pihak UPI dalam hal ini mahasiswa KKN kurang maksimal dalam
melakukan pendampingan sekolah, terbukti hanya 8 sekolah saja yang
berhasil menyusun RKS, dan hanya sedikit saja yang mengisi SDS
maupun mengerti bagaimana menggunakan SDS.
b. Mahasiswa kurang memberdayakan maupun memberikan pengetahuan
yang cukup tentang program DBE1 kepada sekolah. Penyusunan RKS