FILE COPYDOCUMENT OF INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPMENT

!NTERNATIONAL DEVELOPMENT ASSOCIATION

Not For Public Use

Report No. 112-IND

APPRAISAL

A THIRD EDUCATJ-ON PROJECT

INDONES IA

May 4, 1973

Educ3tion Division, Asia Projects

This report was pred for offical use only by the Bsnk Groi.p. :t nay -not be published, quutedor cited without Han-k Group authorization. The Bank Group does not accept respo.nsibiiiy fo: theaccuracy or compieteaess of the report. -

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CURRENCY EQUJIVALENTS

US$1.00 = Rp. 4141 Rupiah = US$0.0024I million Rupiah = US$2,415

'ZASUF2S

1 m2 a 1.09 yd1 m 1 10.76 sq. yd

1 kmn 0.38 sq. mi.I hectare 2.47 acres1 km2 100 hectares

FISCAL YEAR

April 1 - March 31

INDONESIA

APPRAISAL OF A THIRD EDUCATION PROJECT

TABLE OF CONTENTS

Page No.

BASIC DATA

SUMMARY AND CONCLUSIONS ................... ....................

I. INTRODUCTION ................... 1

II. BACKGROUND ............... 1............... 1

III. THE EDUCATION SECTOR ................................. 2

IV. THE PROJECT ......................................... 6

General ........................................ 6Curriculum Development, Manuscript Preparationand Testing .................................. 7

Book Production ...... ........................... 7Primary Teacher Trainirng .................. I .... 9Technical Assistance ........................... 12Project Costs .................................. 12

V. IMPLEMENTATION ...................................... 15

VI. BENEFITS AND JUSTIFICATION .......................... 17

VII. AGREEMENTS REACHED AND RECOI1ENDATION ............... 19

APPENDICES I: The Education SystemII: Supplementary Allowances

III: Technical Assistance

ANNEXES

1. Education: Structure, Enrollments and Teachers, 19702. Routine and Development Budgets and Allocations for

Education and Training, 1969/73

This report is based on the findings of a mission that visited Indonesiain May 1972. The mission was composed of Messrs. A. Tsantis (economist),S. Futagami (mass media specialist), J. Harrison (economist) (IDA), andMr. Chesswas (general educator) (UNESCO). A subsequent mission composedof Messrs. S. Burt (educator), R. Fennell (educator), and Z. Kalim (programofficer) visited Jakarta in January 1973.

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ANNEXES (contd)

3. Ministry of Education Routine Budget, 1969/734. Ministry of Education Development Budget, 1969/735. Comparative Indicators6. Textbook Production Schedule7. Book Delivery and Teacher Training Schedule8. Requirements for Mobile Teams9. Training Courses for Administrative and Teaching Personnel

10. Project Costs by Year and Type of Expenditure11. Contingency Allowances12. Disbursement Schedule

CHARTS

1. Structure of the Administration of Education and TrainingIn Indonesia 7103 (R)

2. Structure of the Education System: Present and Proposed 6079 (R)3. Project Implementation 76874. Project Administration 7090 (R)5. Educational Pyramid, 1970 7091

ILAP

INDONESIA

BASIC DATA-

1971 (Est.)

Population 119 millionRural Population 98 millionUrban Population 21 million

Primary School Enrollment as aPercentage of 7-13 Age Group2/ 77%

Secondary School Enrollment as aPercentage of 14-19 Age Group2/ 15%

Post-Secondary School Enrollment as aPercentage of 20-24 Age Group2/ 2%

Central Government Expenditures on Education and Training (1972/73 est.)

a. As a percentage of recurrent expenditures 19%b. As a percentage of capital expenditures 5%c. As a percentage of total expenditures 15%

1/ Comparative education data in Annex 5.

2/ Latest enrollment data are for 1970 and include over-age students.

INDONESIA

APPRAISAL OF A THIRD EDUCATION PROJECT

SUMMARY KAD CONCLUSIONS

i. This report appraises a third education project in Indonesia forwhich an IDA Credit of US$13.5 million equivalent is proposed. The project,consisting of items to be financed by the Government of Indonesia, the Govern-ment of Canada, and the Association, would improve primary education throughassistance to three priority areas: the provision of textbooks, improvementin teachers' educational background and classroom techniques and strengtheningthe primary school inspectorate. It would also assist the coordination ofcurriculum development, the writing of texts andbhook-production. The Govern-ment of Canada and the Association would finance sep'arate project components.

ii. For most Indonesians, primary school is the only available formaleducation. It is, however, of low quality. Classroom instruction consistslargely of learning by rote which is almost inevitable due to the seriouslack of textbooks. It is common to find only eight books in a class,including the teacher's copy. Primary school inspectors, themselves poorlytrained, rarely have the ability to improve teachers' methods. They lacktransport and visit schools very infrequently.

iii. By May 1972 the government, with aid from UTNICEF and the CanadianGovernment, had produced and distributed a total of 27 million books andwill produce an additional 36 million textbooks by the end of 1974. Theproposed project would provide for the production of a further 13° millionbooks and so enable every primary student to have books in each of the fourbasic subjects, Bahasa Indonesia, mathematics, social studies and scienceby 1980. The Canadian Government is to provide all the paper required underan interest free loan.

iv. The textbooks produced should be consistent with teachers' academicbackgrounds and relevant to the students' environment. The project wouldtherefore assist the government to coordinate various existing curriculumdevelopment activities, including the writing and testing of appropriatetexts, and establish an effective link between these activities and textbookproduction.

v. Under the project, all 350,000 secular primary school teaclherswould receive in-service training over a six-year period in modern teachingmethods, including the use of textbooks. For the ninety percent of theteachers located in the accessible areas of the country, this would beaccomplished by means of: (a) regular training sessions in each of the2,161 school districts conducted by 105 mobile teams of specially trainedtutors; and (b) two-weekly visits by primary teachers to centrally locatedschools for instruction in the use of the new textbooks and the preparationof related lesson plans. To assist these programs, the project would provide

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funds for the purchase and operation of vehicles needed for the mobile teamsand for school district inspectors and the equipment, training courses andsupplementary allowances of participating trainers.

vi. The proposed project would also make provision for: (a) thetraining of primary school teachers in the nine more remote provinces; (b) thetraining of teacher trainers in public institutions not participating inthe main scheme; (c) specialist services for a total of 16 man-years to assistin implementing the project; and (d) fellowships for eight man-years.

vii. This is the first occasion on which the Association would financetextbook production, provide substantial direct assistance to a national primaryeducation system and support a comprehensive effort to upgrade teachers overan extended period. The scheme for textbook production has been developedfrom Indonesian experience over the last three years Iwith the addition ofmore comprehensive means for testing the manuscripts of new books. Althoughno physical institutions will be constructed, the project would strengthenthe administrative framework at provincial and district level for the intro-duction of continuing improvements in primary education.

viii. A project implementation unit would be established in theMfinistry of Education to provide comprehensive planning and supervision ofthe project. Progress would be reviewed regularly to ensure that the objec-tives of the project are being met efficiently. Contracts for the supplyof equipment would be awarded under procedures consistent with the Association'sguidelines on international competitive bidding. Since typesetting for allbooks produced under the project will cost only about $35,000 and is unlikelyto attract foreign firms, all typesetting contracts would be awarded on thebasis of national competitive bidding. Contracts for printing and distributingtextbooks would also be awarded on the basis of national competitive biddingto ensure an efficient textbook delivery system. Preferred domestic manufac-turers of equipment would be accorded a margin of preference equal to theexisting rate of customs duty applicable to competing imports or 15% of c.i.f.prices, whichever is lower.

ix. The Association has financed two education projects in Indonesia.The first credit of US$4.6 million equivalent, approved in October 1970,is assisting improvements in the quality of secondary technical education.The second credit of US$6.3 million, approved in February 1972, providesassistance for reorganizing agricultural training institutions. Implementationof both projects is proceeding satisfactorily.

x. The proposed project is estimated to cost USS39.0 million witha foreign exchange component of US$18 million or about 46% of the totalproject cost. The Canadian Government would provide an interest free loan ofup to Can $13.0 million to neet the estimated c.i..f. costs of paper. Theproject is suitable for an TDA credit of lS'13.5 million to Indonesia.

INDONESIA

APPRAISAL OF A THIRD EDUCATION PROJECT

I. INTRODUCTION

1.01 In March, 1972, preparatory work commenced on a project intendedto effect major quality improvements in primary education during the secondDevelopment Plan period (1974-1979) through the production of textbooksfor all six grades, upgrading the primary teaching force and the provision ofmaeans for better supervision by the school inspectorate. The proposed projectwould thus complete a primary school textbook production program comnencedby the government in 1969 with aid from UNICEF and the Canadian Government.

1.02 This report is based upon a preparation/appraisal missioncomprising Messrs. A.C. Tsantis (economist), J. Harrison (economist), andS. Futagami (mass media specialist) of IDA and Mr. Chesswas (educator) ofUnesco, in May, 1972, and a subsequent mission by Messrs. S. Burt (educator),R. Fennell (educator), and Z. Kalim (program officer) in January 1973. Follow-ing the latter mission, the Government of Canada indicated that it was preparedto continue its financing of primary school book production by providing thepaper needed for the 138 million books to be produced under the present project.

1.03 The proposed project would be the third by which IDA would help tomeet high priority education needs without conflicting with the sectoraldevelopment policy that is expected to emerge from the National Assessment ofEducation now nearing completion. The first Credit (No. 219-IND), signedin November 1970, provides US$4.6 million to improve the quality of secondarytechnical education. The second Credit (No. 288-IND), signed in March 1972,provides US$6.3 million for agricultural senior secondary schools and trainingcenters for the staff of the Ministry of Agriculture. Following some delayin the appointment of consultant architects for the first project, implementa-tion of both projects is proceeding satisfactorily.

II. BACKGROUND

2.01 The Republic of Indonesia, a land of cultural, linguistic, ethnicand geographical diversity, sprawls over a vast archipelago of five largeand some 3,000 small islands. Approximately 119 million people are spreadunevenly over 1.9 million square kilometers land area, with populationdensities ranging from 2.4 in West Irian to over 550 per square kilometerin Java. Its population, the fifth largest in the world, is growing atabout 2.6% per year. Indonesia's geographical features divide the nationby water and mountains, reinforcing the linguistic and ethnic differencesamong the people. The introduction of Bahasa Indonesia as the nationallanguage in the 1950's was a major step toward the effective unificationof the country.

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2.02 Following the economic and political dislocations of the mid-1960's,Indonesia has recently experienced a period of considerable economic growthwith relativelv scable prices and there are good prospects for sustainedgrowth in the coming years. In spite of significant progress, however, GNPper capita remains well below $100 and jobs in the modern sector are scarce.Reliable data on the labor force are not available but the 1971 sample censtsindicated a labor force of about 40 million. About 85% are believed to beemployevj in rural areas, The educational background of the labor force islow: in 1965, 176% had completed only primary education, 4.2% secondary, andonly 0.2, had graduated from higher level institutions. Over 40% of thepopulacion is illiterate. Most of those Who had not completed primaryschcol iire in an.:ual and fars--related occupatiens earning very small incomes.

2.03 The administrative system is still recovering from years ofm.aladministration prior to 1966. There has been anjincreasing devolutionof responsibility to the 26 provinces and other local government bodiesin order to deveio-ip and irmolenuent policies responsive to the nation'sregional di-versity, There is an excessive number of civil servants in somenajor deDarrments but a shortage of key personnel in nearly all of them.Salaries have been extremely low and many people have more than one Jobwith inevitable effects on efficiency. Since the late 60's, however, levelsof compensation have improved (government salaries more than doubled in thelast two ye.ars), efficiency in some areas of government has risen and thefirst steps toward rationalizing governmient employment and staff policieshave been taken. In 1963 a freeze on new appointments was imposed and newpersonnel lre hired aiclvs,z for developmeTit projects and orn a selective basis.The teaching force, as part of the civil service, was also frozen at 1968levels although 10,000 teaching posts have been authorized during 1971-72to m.eet some of the needs arising fromn increased student enrollments.

III. THE EDUCATION SECTOR

3.01 ProbleEns and Needs. As in many other developing countries whichhave exoerierced a rapid increase in enrollments, the Indonesian educationsystem has expanded without reference to a long-term plan and, in some respects,without regard to the real needs of the country. The poor quality of primaryschooling, characterized by untrained teachers imparting routine skills byrote learning, w-ithout benefit of teaching materials, handicaps educationat upper levels. Secondary education is almost entirely academic with outdatedcurrlcula wi,ch do not prepare graduates wilh useful skills related to lifeand work in Indonesia. Vocational education, understaffed and ill-equipped,has been used as a poor substitute for general education. Quality variesgreatly between urban and rural schools. Dropout and repeater rates are high.

3.02 Solutions to these problems need to take into account the constraintsimposed by the size and dispersion of the system and the lack of finances.There are som.e 14 million primary students (about 65% of the 7-13 age group)in roughly 64,000 private and public secular primary schools taught by about350,000 teachers (Anex 1). The 2,250 secondary schools enroll two million

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students (15%/" of the age group age 14-19) witlh 64,000 teaclhers. These schools,students and teachers are scattered through 3,000 islands covering an areaof nearly two million square miles. The control of schools is .aared betweentwo major government Ministries (Chart 1), 26 provincial authorities, and 2,560school districts. In addition, there are 2.5 million primary students (12%of the relevant age group) and 240,000 secondary students in religiousschools (madrassahs) which have until recently been under the sole supervisionof the Ministry of Religion.

3.03 Shortage of finance is a constraint on educational reform. In1970/71 the central government spent Rp 57.5 billion (US$138 imillion), or13% of the total outlay, on education and training, amounting to just overUS$1.00 per capita or less than US$7.00 per student (Annexes 2, 3 and 4):the total of all discernible expenditure on education and training by centralgovernment, provinces, local authorities and parents! on school fees amountedto only 2.6% of GDP. These figures are low by international standards (Annex5) and indicate that substantially greater expenditure needs to be made ifthe relevance and quality of formal education is to be improved appreciably.Central government education and training increased in 1972/73 but the amountper student probably did not increase si.nificantly because of a parallelrise in enrollments.

3.04 The problems in the education system are complex but lack of infor-mation made it impossible for the government to develop a systematic planfor dealing with thein, Consequently, in 1969 the government, assisted by theFord Foundation and Unesco, undertook a comprehensive National Assessment ofEducation with the intention of basing future reforms on its outcome. Theeducational development plan (1974-1979) is expected to reflect some of theresults of this Assessment.

3.05 Pending completion of the Assessment, the approach of the BankGroup has been to assist in alleviating identifiable manpower shortages andin improving educational quality whilst ensuring that these investments do notlimit the options for subsequent reforms. Accordingly, an IDA credit forUS$4.6 million was made in 1970 for five technical training centers and anotherin 1972 for US$6.3 million to iTrprove middle-level agricultural training.

3.06 The Ministry of Education has proposed a fundamental reform of thestructure of education independent of the Assessment. The reform would changethe 6-3-3 pattern of primary, lower and upper secondary education to 8-4 ofprimary and secondary schooling (Chart 2). The possible change in the lengthof the primary cycle will not affect the usefulness of the textbooks to beproduced under the project since they remain essential to the first six yearsof schooling w,hatever the structure of education. A key feature of thereform would le to consolidate the rnany Venoral and vocational schools intocomprehensive "development secondary schools" with increased practicalcontent. The Yinistry proposes a two-year period for planning and tcstingthe reforms in detail and a phased ten-year program of implementation durinr')74- 1924. A t VTPF/L1ESCO project is assistinc the governmo,:t to f.7r-mu1late

the curricula, construction, tenrhor traiT;n anr?" cst r-1r1irements 0o thereform.

3.07 The Priority of Primary Education. The tentative fi-ndines of theAssessment indicate that improved primary education is necessary for thislevel to nlay its proper role in national develoTpment, to ensure the successof possible reforms at secondarv level. and to avoid waste. Most Tndonesianswill receive onlv primarv education in their lifetime. About 50% of the.eligible children enter primary school. at some sta,ge hut narents must hearthe cost of fees, hooks, transoort, lunches and uriforms, amountinR to 55/of the total recurrent cost per student. 1/ The inabilitv of narents tosustain these navrents has contribtuted to hieh dronout rates. On average,only half the initial entrants reach orade 4 and on1v 397 comol.ete primarv

school.

3.n9 The qualitv of Drirary education is innortant for another reason:poor habits and faultv skills established in Drimarv school are liable tocarry over to other levels of education and emplovment. ronsequentlv, itwould be extremelv difficul]t to establish a modern svstem of comprehensivesecondary schools or achieve any signiFicant qualitv imnrovements at that levelon an archaic base of nrimarY education.

3.09 The dnal, function of nrimarv eduration is to select-ahle studentsand prepare them for further education and to Prenare the majoritv for directentrv into the world of work. The Assessment leaves no doubt that primarveducation has performed these functions inadeouatelv.

3.10 The effectiveness of the nrimarv school in achievine the aboveobjectives denends both unon the content and the methods byv whfich tegchingand learning occur. The curriculum of primarv schools was revised in 19)8along modern lines hut has not bv itself brought about much improvement inthe quality of classroom work. Teachifng nractice continues to be traditional,i.e., stressing routine skills and rote memorY.

3.11 Several factors contribute to these traditional teaching Datterns.About 207 of the primary schools are in serious disrenair and are so badlvovercrowded as to inhibit the use of modern teacfng.. Teach-inc eauinment isalmost totally lacking. The most crucial w,eakness is a shortage of textbooks.Teachers and students alike must buv their oTm textbook's. The Assessment

1/ The average narent nays fees of about ) 850 annually for each childin primary school. Textbooks and other materials call for anotherRn 500 per child. School expenses for two children at primarv schoolabsorb about 300/ of a small farmer's income after the basic needs ofhis familv have been met. A rural laborer w;ith a familv of four canbarely afford to send one child to school let alone nav for textbooksand schor) materials.

found an averagez of only eight textbooks per class including the teacher'scopy, cormpared with an actual need of about 160 textbcoks. There are fewcountries in the world where the supply of textbooks is so meager. Mioreover,the lack of uniform textbcoks throughout -he country makes the attainment ofminimum standards diffitcult, particularly in remote rural areas.

3.12 Less than one-half of the 350,000 teachers in the secular primaryschools are qualified in terms of a three-year post junior secondary traininigcourse. The Assessment iindicates that typical primary teachers, while notlacking in motivation, show little initiative in th}eir methods. Tney lookfor guidance bo the headmeasters and inspectors but they too are often ill-prepared to Instruct in the use of new techniques. Govern:m,ent efforts toprovide teacher upgrading cou-rses in a few provinces have Tmaet with o-nlylimited success because they have been held in towns too distant for mostteachers and have generally ta'.en the form of lectures with little practicalwor'kc and no follow-up. Inspectors, who are often preoccupied with adminis-trative matters, rarely contact teachers because of lack of transport. 1/Consequent-Ly, teachers tend to be isolated professionally.

3.13 Pro agn for Quality Improyement. The key points in any effort toimnprove primary educatioin in Indonesia in the immediate future are an inte-grated program of te-tbooks, teachers' guides, Ln-service teacher trainingcoulrses and special courses to upgrade supervisory personnel. 2/ Withouttextboo'ks classroom teaching is restricted to the boring repetition ofroutine facts and cannot establish the skills, habits and attitudes thata changing society and developing econo-my demand-

3.14 In 1969 the government established a program for the productionof primary texLbooks w4th the a_id of UNICEF and the Canadian Government.The essentlal objectives of the program were to: (i) improve the qualityof textbook c-,atent; (ii) reduce unit costs through mass production; and(iii) ensure that all primary studenLts have access to textbooks. The ten-year prograo. (1969-79) entails the production and distribution of 201 millionLextbooks, sufficient to provide every primary student with texts in fourbasic subjects: Bahasa Indonesia (grades 1-6), mathermatics (grades 1-6),social studies (grades 3-6) and science (grades 4-6). A total of 2.7 millionbooks were produced and distributed by May, 1972; Canada and UNICEF havedonated the paper recuired for the productilon of a fu-rther 36 million booksduring 1972-74. A further 138 million textbooks are needed during 1974-79to cc,.nplete the urogrini. The proposed project would enable the government toproduce and distribute the balance of the books required.

1/ Irspectors are each expected to supervise an average of 180 dispersedteachers on a rmonthly travel budget of Rp 300-500 (about US$1).

2/ Educatienal radio also has significant potential to improve the qualityof primary education and is now being studied by the government withaid from tMESCO.

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3.15 Primary schools not only need more textbooks but also bettertextbooks. Before the introduction of new textbooks, their use in the classroomneeds to be evaluated as a basis for revisions. However, a lack of coordinationbetween the separate organizations responsible for primary curriculum develop-ment and textbook production caused mathematics and science books in the text-book program to be issued without prior testing and evaluation. Consequently,teachers had difficulty in using them in the classroom. The proposed projectwould assist the Ministry in integrating the development and testing of manu-scripts with book production and with follow-up evaluation.

3.16 With the use of more and better textbooks teachers need help in usingthem effectively. Unless teachers are taught to change their patterns ofteaching, they will perpetuate the routine habits they learned earlier inprimary school. Three methods are required: (i) to issue teachers' guideson the use of the new books and on the preparation. of any teaching aids theydemand; (ii) to organize in-service courses on the use of textbooks inteaching; and (iii) to ensure "follow-up" of these courses by inspectorsto help the teachers master the new content and techniques. During the secondfive-year plan (1974-79), the government intends to train the 350,000 primaryteachers in the use of modern teaching methods, including textbooks andother teaching aids. The proposed project would assist in this in-servicetraining and also in upgrading the skills of school district inspectors,on whom classroom teachers will depend for sustained guidance and support.

3.17 The central government will need to spend more on primary educationto improve its quality, to make it more relevant to the country's needsand to provide -a base on which to build a more modern system of secondaryeducation. The government is expected to emphasize social services and parti-cularly education in the Second Five-Year Development Plan (1974-79). Projec-tions 1/ of government expenditures on education indicate that routineexpenditures may triple from nearly Rp 50 billion (US$121 m) in 1970/71to over Rp 150 billion (US$362 m) in 1978/79. Total public expenditure oneducation and training would accordingly be between 3.1%-3.6% of GDP. Theproposed project has high government priority and would entail continuedexpenditures of about Rp 2 billion on textbooks and teaching equipment orapproximately one percent of the projected routine and development expendituresin 1978/79.

IV. THE PROJECT

General

4.01 The proposed project would support the government program ofimproving the quality of primary education by:

(a) the development of existing arrangements for the preparationand testing of basic texts and related prototype teachingaids;

1/ Based on analysis by Bank staff of recurrent costs per student andgovernment enrollment projections.

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(b) planning and financing the production and distribution of138 milli n textbooks in four subjects (Bahasa Indonesia,mathematics, science and social studies) for grades 1-6;

(c) the in-service training of 350,000 primary teachers in theuse of textbooks and teaching aids; and

(d) the upgrading of 2,800 supervisory personnel.

Curriculum Development, Manuscript Preparation and Testing

4.02 The project would assist the government in integrating existingcurriculum development activities, book production,.and primary teachertraining programs (Chart 3). Curriculum development'has been coordinatedsince 1971 by a goverlment-appointed central committee (The Committeeof Eleven) consisting of representatives of the Directorates (Chart 4),teacher training institutes (IKIPs), universities and teachers' associationsand headed by the Director General of Education. In the context of theproject, the conmittee would allocate responsibility for the formulation ofsyllabi and teaching methods. Assisted by specialist staff, it would approvethe programs of manuscript preparation, testing of textbooks and teachers'guides and would review the progress of such programs. The Governmenthas agreed that the Committee of Eleven would undertake these responsibil'tiesin relation to the project.

4.03 The staff of selected IKIPs and universities are already engagedin curriculum development and manuscript preparation. Subject material foreach grade as prepared by the raanuscript writers, would be tested for a fullacademic year in an appropriate number of representative schools. Actualclassroan trials would ensure that the textbooks are relevant to the pupils'environment and are usable by ordinary teachers. The project would providefor short training sessions every two weeks for teachers in the trial schoolsconducted by the curriculum development specialists and manuscript writersand assisted by a UNDP expert. These sessions would provide the basisfor preparing teachers' guides. The manuscript writers would also developand test simple prototype teaching aids. The committee (para 4.02), workingclosely with the proposed project implementation unit, would be responsiblefor the review of the pupils' texts and teachers' guides produced after thetesting period is completed. The government has agreed that all prototypemanuscripts will be tested on a schedule to be agreed with the Associationand that teaching guides will be prepared and published simultaneously withthe textbooks.

Book Production

4.04 This project item would cover the procurement of paper, typesetting,printing and distribution of 138 million textbooks for primary grades 1-6,sufficient to cover the balance requiired for each student to have access to

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textbooks in each subject by 1980 (para 3.14). The distribution by subjectsis as follows:

Millions of booksNew Revised Replaced Total

Bahasa Indonesia 58 - 6.6 64.6

Mathematics 10 - 23.9 33.9

Social Studies 30 - - 30

Science - 9.4 - 9.4

Total 98 9.4 . 30.5 137.9

In most subjects, more than one book is needed for each subject/grade.For example, Bahasa Indonesia texts require a grammar book and readers(Annexes 6 and 7).

4.05 The number of books required is based upon reasonable Ministry ofEducation projections of primary school enrollments which are estimated toincrease from 13.4 million in 1970 to 19 million in 1979. Tne use of bookswould be limited to classroom work. The average life of a book is expectedto be six years; however, to ensure this life satisfactory storage facilitieswould-be needed at each school. It is anticipated that the existing proceduresfor book production as modified by the project would continue to operate afterthe completion of the project and thus provide for new and revised texts duringthe 1980's.

4.06 The Indonesian printing industry is capable of providing the pro-jected output. However, domestic production of high grade paper is limited;the paper (estinated at 23,500 metric tons) for the project would thereforebe imported. The quality of the paper and binding would be sufficientlyhigh to give each book an average life of six years. The conclusion of anagreement, acceptable to the Association, between the Government of Canadaand Indonesia in regard to the supply of paper would be a condition of effec-tiveness of the Credit. The government has agreed to provide appropriatestorage facilities for this paper and to ensure that funds would be madeavailable for the replacement of any paper that may be damaged in storage.

4.07 Distribution of books to District level in Java and Provinciallevel outside Java would be included in the printing contracts, payment tosuppliers being made after certification of delivery to prescribed destina-tions. This system already works well in Java. The government has agreedthat arrangements acceptable to the Association would be made for onwarddistribution to school districts. School district inspectors would be res-ponsible for distributing books to primary schools. Adequate time would beallowed after printing to deliver books to the schools prior to the beginningof the academic year in which they are first required (Chart 3).

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Primary Teacher Training

4.08 Training of primary teachers in improved classroom techniques andthe use of the new textbooks would be accomplished by in-service trainingover a 6-year period. In-service training would be accomplished in threeways. Firstly, 105 mobile teams of 2 to 5 tutors, operating out of 60 primaryteacher training institutions, would conduct 2-to 4-day training sessionsat centrally located primary schools in each district three times a yearfor teachers responsible for subjects included in that yearts program.Secondly, approximately every two weeks the same groups of teachers wouldassemble at their central school to prepare lesson plans under the guidanceof the school district inspector and specially trained staff of the centralprimary school. Thirdly, all primary teachers would receive general guidescompiled by the manuscript writing teams (para 4.03) to prepare them for thenew teaching methods and texts. The textbooks for the training sessionswould be the same as those distributed to schools before the start of theacademic year. In addition, audio-visual aids, e.g., films and tapes, wouldbe used at the training sessions. The teams would cover 17 provinces with2,161 school districts and instruct approximately 315,000 serving teachers.Special arrangements would be made for the nine more remote provinces (SeeMap). The project would include the cost of purchase, use and maintenanceof vehicles and audio-visual aids for the mobile teams of tutors. Supplemen-tary allowances for the administrative, pedagogic and supervisory personnelparticipating in the project are also included.

4.09 The number of central schools at which each m.obile team could con-duct courses would average 21 annually (Annex 8) but, in some provinces,distance and difficulty of access may make it as low as 14. The 2,161 centralschools have been selected on the basis of accessibility by mobile teams andprimary teachers. Four classrooms and up to six experienced teachers wouldbe needed at each location.

4.10 In order to ensure that the program of 2- to 4-day training sessionsat central schools is not impeded, reserve tutors would also be trained. Themobile teams and their reserve staff would be selected from the instructorsin teacher training schools (SPGs) and some of the better mathematics andscience teachers from senior secondary school staff. The government hasagreed to select suitable staff for the mobile and reserve units. It hasalso agreed that these tutors would complete their own training at the threemain centers responsible for curriculum and manuscript development, (Jakarta,Bandung and Jogyakarta) before starting in-service courses for primary schoolteachers in a particular subject.

4.11 Poor communications malce it necessary to modify the training schemefor 9 of the 26 provinces (see Map) where residential courses of longerduration may be needed for those teachers in the more remote rural areastogether with special arrangements for follow-up work. Provision has beenmade in the project for the cost of training the teachers in these nineprovinces. The government has presented an acceptable plan for a trainingscheme for these nine provinces.

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4.12 Pre-service training of student teachers in new methods and theuse of the new books would be given by the mobile teams or their reserveunits at their base teacher training colleges when not visiting centralschools. One-month in-service courses would be provided for the staff ofthe public teacher training institutions not selected as mobile unit bases.These courses would be conducted by the same staff that lead the trainingcourses for the mobile units. The government has agreed to provide a draftplan, to be approved by the Association, for such courses within six monthsof the signing of the Credit Agreement. The government has also agreed thatthe pre-service teacher training curriculum would be amended to includeprovision for modern teaching methods.

4.13 Teaching Aids. The majority of primary schools lack material forpreparing simple teaching aids necessary for effective learning of scienceand social studies. The textbook writers would deveLop kits of materialsand simple tools appropriate to the texts and which would enable primaryteachers to make their own teaching aids. The government has agreed toconsult with the Association within two years of the signing of the CreditAgreement on its plan for the production and distribution of such teachingaid kits.

4.14 The Inspectorate. The mobile teams and the project administrationstaff at central and provincial levels would be linked with primary schoolteachers by school district inspectors who will need to visit individualprimary schools much more frequently than in the past to check on the avail-ability and use of books and to lead the fortnightly training sessions atthe central school (para 4.08). Inspectors will receive training in teach-ing methods and the use of textbooks. They would provide feedback to theproject implementation unit on availability of books and the impact of train-ing programs. To carry out these new duties as well as their presentresponsibilities, inspectors must have means of transport. The proposedproject would provide a motorcycle for each inspector, (outboard motorsfor use with locally supplied boats for about 50 inspectors responsiblefor island schools), and the funds required for their operation and maintenanceduring the life of the project. The government has agreed to providesufficient funds thereafter for the operation, maintenance and replacementof such vehicles, boats and motors.

4.15 Training of Supervisors. The effectiveness of the in-servicetraining of primary teachers requires the full participation of a numberof supervisory personnel at different levels in the provincial educationstructure in addition to the school district inspectors. The project wouldprovide for training courses for all such persons. The table below summarizesthe numbers and types of persons involved in this training. Fuller detailsof training courses may be found in Annex 9.

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Title Level Number Functions

Supervisory Persormel

1. Ministerial Repre- Provincial 26 Senior Ministry of Edu-sentatives cation officer in the pro-

vince

2. Inspectors of Pri- Provincial 52 Professional staff ofmary Education and Ministerial RepresentativeTeacher Training

3. Governor's Education Provincial 26 Administration of PrimaryStaff schools

,, f4. District Inspectors District 570 Administration of Primary

(Kabupaten) Schools

5. Inspectors School 2,161 Coordination of trainingDistrict sessions at central

(Wilayah) schools; assessment ofteachers' progress

4.16 Government salaries are low and it is usual for government staff,including teachers, to have more than one job (para 2.03). Tutors, inspectorsand selected central school staff involved will spend almost all theiravailable working time on the in-service training scheme, far more than isrequired of them in their current jobs where a teacher frequently only teaches18 hours a week and has a second or even a third job to provide enough forhis family needs. Many government officials receive additional allowancesfor work outside their normal duties to compensate them for income foregonein secondary employment. The project would provide for supplemnentary paymentsto school district inspectors, mobile tutors and participating central schoolstaff. In addition, it would provide for reasonable subsistence and relatedexpenses during the preliminary training coujrses (Appendix II).

4.17 Regular attendance by primary school teachers is essential forsuccessful training. Discussions with the government have indicated thatthe Ministry of Education would regard attendance at the training coursesas a mandatory qualiflication for promotion or for salary grade increases.The government has agreed that within one year of signing of the CreditAgreement, it would develop and publicize in consultation with primaryteachers and provincial officials, an appropriate scheme to ensure theregular attendance of primary teachers at the in-service training courses.

4.18 Average pupil-teacher ratios at primary level are estimated to be39:1. It is important that the average number of pupil per teacher should notincrease significantly during the in-service training scheme. Increase inthe number of established teaching posts has been restricted by the freezeon government appointments (para 2.03). The government has agreed that, in

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order to maintain acceptable overall pupil-teacher ratios, recruitment ofteachers would be permitted as primary enrollment increases.

Technical Assistance

4.19 The project would provide 16 man-years of service as under:

(a) an administrator/planner to advise the-project director onthe establishment and operation of administrative machineryand financial control, particularly in regard to the projectsub-units and participating government officials at theprovincial level (3 man-years);

(b) an educator to advise the project director on the content,phasing and participation of staff in in,-sprvice teachertraining (3 man-years);

(c) two specialists to assist in converting the results.ofexperimental classroom work (para 4.03) into trainingcourses and manuals to be used by the mobile teams(6 man-years); and

(d) one program evaluator to assist the administrator in acontinuous assessment of project progress on such mattersas the effectiveness of mobile teams and participationat the two-weekly training sessions (para 4.08) (4man-years).

Specialists would be expected to work closely with personnel provided underthe relevant UNDP projects. Specialists would be acceptable to the governmentand the Association and would be employed on terms and conditions agreedby the government and the Association.

4.20 In addition, the project would provide for 8 man-years of fellow-ships in the teaching of mathematics (16 fellowships each of 6 month's duration).

Project Costs

4.21 The estimated cost by main project item is given in Annex 10 andsummarized below:

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SUMMARY OF COSTS

Rupiahs (millions) US$ (millions)Local Foreign Total Local Foreign Total %

CURRICULUM DEVELOPMENT

Operating Costs 111.78 - 111.78 0.27 - 0.27Equipment 12.42 12.42 0.03 - 0.03

124.20 - 124.20 0.30 - 0.30 1

TEXTBOOK PRODUCTION

Paper - 3,763.26 3,763.26-. {- 9.09 9.09Handling of Paper,Printing andDistribution 2,293.56 592.02 2,885.58 5.54 1.43 6.97 _

2,293.56 4,355.28 6,648.84 5.54 10.52 16.06 41

TEACHER TRAINING

Operating Costs 4,355.28 37.26 4,392.54 10.52 0.09 10.61Vehicles andEquipment 277.38 997.74 1,275.12 0.67 2.41 3.08

4,532.66 1,035.0O 5,667.66 11.19 2.50 13.69 35

PROJECTADMINISTRATION 95.22 120.06 215.28 0.23 0.29 0.52 1

TECHNICALASSISTANCE 70.38 211.14 281.52 0.17 0.51 0.68 2

Subtotal 7,216.02 5,721.48 12,937.50 17.43 13.82 31.25

CONTINGENCIESPhysical 534.06 621.00 1,155.06 1.29 1.50 2.79 7Price Increases 1,080.54 1,072.26 2,152.80 2.61 2.59 5.20 13

TOTAL PROJECT COST 8,830.62 7,414.74j 16245.36 21.33 17.91 39.24 100

4.22 Curriculum Development. The project would provide funds ($0.3 mil-lion) to cover the cost of manuscript writers' visits to schools for testingprototype texts, materials for small-scale book production and the trainingof the teachers in the trial schools.

4.23 Textbook Production. The cost of book production is estimated at$16 million for about 138 million books at an average cost of about 11 UScents per book. Paper costs are wholly foreign exchange; the estimates are

based upon May 1972 prices for paper imported under the Canadian scheme

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(para 3.14), viz., $383 per metric ton. The handling charge for paper($20 per metric ton), a local cost, has been based upon experience of theUNICEF and Canadian-assisted book programs. In accordance with currentpractice, distribution costs are included as part of each printing contractand average about 5% of total production cost. On the basis of contractsawarded in 1971/72, the cost of typesetting, printing and distribution isestimated at $271 per metric ton (of paper). The foreign exchange componentof printing covers the cost of imported materials, e.g., ink, plates anddepreciation on printing equipment.

4.24 Teacher Training. The project cost would include $13.7 millionfor supplementary allowances (Appendix II), transportation expenses andteaching aids for the training of supervisors, mobile unit tutors, centralschool staff and headmasters (para 4.15). The costs for the main teachertraining program (paras 4.08-4.11) are based upon expenditures in recentsimilar Ministry programs or upon rates which, in the opinion of seniorgovernment officials, would ensure full participation of the trainers. Theaverage cost per teacher for the in-service training program would be about$52. Comparable training with equivalent courses on a full-time basis wouldcost more than double the above amounts. The proposed project is economical;it also provides a continuous impact on teachers' classroom habits with theminimum disruption of students' work. The costs of training teachers inremote areas (para 4.11) and trainers in the teacher training institutions(para 4.12) not selected as bases for the mobile teams are included in thisitem.

4.25 The costs of project administration, such as the training courses,conferences, staff visits to the provinces and basic furniture, equipmentand facilities for the project unit and its sub-units in the proviaces wouldbe included in the total project costs.

4.26 Contingencies. Project costs include provision for unforeseenfactors in the book production program (13%) to cover the possibility ofrevision of mathematics books which have been introduced without testingand in teacher training (57%) to provide for adaptation of the scheme toparticular circumstances in some of the less accessible provinces. Foreigncosts are expected to increase about 4% a year and local costs about 5%,giving a total price contingency of 13% (Annex 11). The Canadian Governmentwould meet the contingency costs of paper arising from possible price increasesand unforeseen factors. Total contingencies amount to 20% of the overallproject cost including contingencies.

4.27 Foreign Exchange Component. The total project cost is estimatedat $39.24 million with a foreign exchange component of $17.91 million (46%).The latter represents 66% of book production costs, 18% of teacher training,56% of project administration and 75% of technical assistance and fellowshipcosts.

Proposed Financing

4.28 The project would be financed by a Canadian Government interestfree loan of up to Can$ 13.0 million, an IDA credit of US$13.5 million and a

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Government contribution of US$13.6 million equivalent. The external financingis arranged in parallel, with the Canadian contribution financing the c.i.f.cost of the paper required for the textbooks amounting to 31% of the totalproject cost. The IDA Credit would finance the foreign exchange costs ofthe project excluding the paper (US$5.74 million), 90% of the cost of printingand distribution of textbooks, and 18% of the teacher training costs, i.e.,34% of the total project cost. The Indonesian Government would contributeUS$13.6 million equivalent for local currency costs or 35% of the totalproject cost.

4.29 The following table summarizes the financing arrangements:

Ruoiahs (millions) US$ (millions)Local Foreign Total Local Foreign Total %

IDA Credit 3,212.64 2,376.36,, 5,589.00 '7.76 5.74 13.50 34Canadian Loan - 5,038.3PV&- 5,038.38 - 12.17 12.17 31Government of

Indonesia 5,617.98 - 5,617.98 13.57 - 13.57 35

TOTAL 8,830.62 7,414.74 6,245.36 21.33 17.91 39.24 100

/1 Includes Rupiahs 1,279.26 million (ITS$3.08 million) contingencies.

4.30 The Canadian Government interest-free loan would be repayable over50 years with a grace period of 10 years. The Government of Indonesia'scontribution of Rp 5,618 million averages about 702 Tnillion Rupiahs per yearduring the implementation period. This would constitute a marginal changein the current obligations of the government.

V. IPMPLE?NTAT ION

5.01 Administration. A project unit would be established in theHfinistry of Education in Jakarta and project sub-units in the provinces.The project unit would be responsible for: (a) overall supervision of theproject; (b) coordination of manuscript development and testing: (c) textbookproduction; (d) planning of training courses for the administrators,supervisors and tutors involved in the primnary teacher training programs;(e) training and assisting the provincial project sub-units which will planthe local primary teacher training schemes; (f) budgeting of all costs forthe training programs; and (g) evaluation of the pedagogical aspects of thetraining programs. The unit would include a full-time project directorresponsible to the Director General of Education (Chart 4). It would alsoinclude on a full-time basis (i) two assistants to the director (an educatio-nal planner and a specialist in textbook production); (ii) two educators/teacher trainers; and (iii) a finance officer. A procurement officer wouldalso be included. All the full-time project unit staff would be appointedafter consultation with the Association. The establishment of the project

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unit and the appointment of the project director and his two assistants wouldbe conditions of effectiveness of the credit. The government has agreedthat the two educators/teacher trainers and the financial officer would beappointed within three months of the date of effectiveness of the credit.

5.02 The project sub-units in the 17 Inner Provinces would be responsiblefor (a) supervision of the project;(b) planning the bi-weekly trainingprograms and the itineraries of the mobile teams; and (c) budgeting andaccounting for the costs of the local training programs. The MinisterialRepresentative would appoint the provincial project officer. A full-timeeducational administrator and a finance officer would comprise the technicalstaff of each project sub-unit. The government has agreed that the projectsub-units' educational administrators and finance officers would be appointedin consultation with the director of the project unit -within six months ofthe date of effectiveness of the credit.

5.03 A small evaluation team would be established in the project unitto provide a continuous assessment of the primary teachers' participationin the two-weekly meetings, evaluate the effectiveness of the mobile trainingteams and the role of the school district inspectors. Working in closecooperation with other project officials, the evaluators would devote thegreater part of their time to field assessments at the district level andbelow. The team would submit quarterly reports to the project director andDirector-General of Education.

5.04 The project unit would provide the Association with quarterly reportsupon the progress of manuscript writing and testing, the printing and distri-bution of textbooks and related teachers' guides, the progress of the teachertraining scheme and upon any other mutually agreed matters. Such reportswould include the evaluation team's assessment. The Association wouldadvise the Government of Canada at regular intervals of the progress of theproject. The government has agreed that bids for contracts for the succeedingyears' program of book production would be invited only after the Associationhad determined that the current year's programs of manuscript writing andtesting, printing and distribution and teacher training were proceeding satis-factorily.

5.05 In consultation with the Association, the government would developappropriate accounting procedures for the budgeting and disbursement ofproject funds.

5.06 Procurement. Paper for textbooks would be procured from Canadaunder the provisions of a separate agreement with the Government ofIndonesia. In order to ensure quality work in typesetting through continuousand close supervision by the script writers and the Ministry of Educationdesigners, all contracts for typesetting would be awarded on the basis ofcompetitive bidding by domestic printers. Since typesetting costs for allbooks produced under the project would be only about $35,000, it is unlikelythat such work would attract foreign firms. It is important that textbooks

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are delivered to schools by specific dates to avoid disruption of thetraining schedule. The current practice of including the cost of deliveryin printing contracts offers a means of ensuring distribution to the properdestinations in time. Further, the import of books in Bahasa Indonesiais prohibited by law. Hence, contracts for printing and distribution oftextbooks would be awarded on the basis of competitive bidding by domesticpriniters. All contracts for the supply of equipment would be awarded underprocedures consistent with the Association's guidelines on internationalcompetitive bidding. Preferred domestic manufacturers of equipment would beaccorded a margin of preferer.ce equal to the existing rate of customs dutyapplicable to competing imports or 15% of the c.i.f. price, whichever islower.

Disbursements

5.07 An IDA Credit of US$13.5 million would cover 34% of the estimatedcost of US$39 million. It would finance 32% of foreign exchange costs andabout 36% of the local currency costs. The Canadian interest free loanwould finance the remaining part (68%) of foreign exchange costs. Theproposed IDA credit would be disbursed over a period of eight years (Annex12) to meet:

(a) 90 percent of the total cost of printing and distributionof textbooks;

(b) 100 percent of c.i.f. costs of vehicles and equipment;

(c) 18 percent of the total cost of the teacher trainingscheme; and

(d) 100 percent of the foreign costs of technical assistance.

Disbursenments for teacher training would be made against a certificate ofexpenditure, the documentation of which would not be submitted for reviewbut would be retained by the Government and made available for inspection bythe Association during project supervision.

VI. BENEFITS AND JUSTIFICATION

6.01 The proposed project contains several innovations for the WorldBank Group. For the first time the Association would finance textbookproduction, provide substantial direct assistance to a national primaryeducation system and support a six-year effort to upgrade the whole primaryteaching force.

6.02 Such innovations are well justified in the case of Indonesia.Improvements in the quality of primary education have high priority inrelation to other types of education because: (a) primary education isthe only formal education which the majority of Indonesians are likely to

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receive (para 3.07), and at present it is inadequate to provide the basicskills in calculation and language that are necessary for productive employ-ment; (b) improvements in primary education are necessary to provide a baseon which to reform secondary education; and (c) improvements at the primarylevel now would not limit, rather they would support, the various optioins forreform possible after the outcome of the Assessment (para 3.04). Within theprimary system the project would meet the key needs for quality improvementviz., provision of textbooks, teachers' guides, in-service teacher trainingand courses to upgrade supervisory personnel (para 3.13).

6.03 Moreover, the manuscript and textbook evaluation would help toensure that textbooks and teaching have a more practical content relevantto the local situation. The distribution of standard textbooks throughoutthe country would tend to equalize and raise educational standards and, byproviding free textbooks, the project would help to overcome one of theserious obstacles to social mobility, i.e., the inability of most parentsin rural areas to meet the costs of their childrens' attendance at primaryschool. Improvements in teaching methods and in the supply of books andteaching materials should reduce repeater rates by enabling teachers to givemore attention to the individual child and to rely less on routine lecturingto large groups. The provision of textbooks would also help reduce theeffects of poor teaching; bright students would be able to learn in spite ofit. In addition, the project would develop an administrative and supervisoryframework at provincial and district levels which is essential for theintroduction of further improvements.

6.04 The scheme for textbook production is based on Indonesian experi-ence during the initial three years of implementing its textbook project(para 3.14). The addition of classroom trials for all textbooks prior todistribution should help to ensure that the books can be used by ordinaryteachers. The project would add only 1% to projected routine and develop-ment expenditures in 1979/80, an attainable figure. Supporting servicessuch as in-service training, would be included to ensure the desired effectsof the investment in book production. A project monitoring system (paras5.03-5.04) has been included to facilitate implementation. Continuousassessment will facilitate the adaptation of project activities, e.g.,teacher training, to changing or newly identified needs.

6.05 The benefits expected from the project will depend on four crucialfactors:

(a) content of the books;

(b) timing of publication;

(c) delivery system; and

(d) teacher training to ensure proper use of texts inclassrooms.

_ 19 9

6.06 The manuscript testing program (para 4.03), supported by technical

assistance, is intended to ensure the quality of the new texts. The ex-

perience of the government during the first three years of its book produc-tion program has provided a basis for estimating realistic production

schedules. Distribution of books to District level in Java and Provinciallevel outside Java would be the responsibility of the printing contractor,a system which has already proved effective. The Association would review

during implementation the government's arrangements for distribution below

this level. In-service training courses and teachers' guides should be

sufficient to enable primary school teachers to adopt more modern teachingmethods. Problems inevitably will occur during the course of implementation.However, the network of project sub-units and the creation of a separateevaluation team should make it possible to monitor progress and so minimize

the risks inherent in the project.

VII. AGRMEEENTS REACHED AND RECOMMENDATION

7.01 During negotiations, agreement was reached on the following principal

points:

(a) arranoements for curriculum development, testing of textbooks,preparation of teachers' guides and the coordination of sucharrangements with book production and distribution and in-service teacher training (paras 4.02, 4.03, 4.07, 4.10 - 4.12,4.17, and 5.04);

(b) the preparation of a plan for training staff of primary teachertraining schools (SPGs) and the revision of the curriculumin such institutions (para 4.12);

(c) the production and distribution of teaching aid kits (para4.13); and

(d) the recruitment of teachers (para 4.18).

7.02 Conditions of effectiveness would be an agreement between theGovernment of Indonesia and the Government of Canada on the supply of paper

required for the project (para 4.06), the establishment of the project unitand the appointment of the project director and his two assistants (para 5.01).

7.03 The project constitutes a suitable basis for a development creditof US$13.5 million equivalent to the Republic of Indonesia.

APPENDIX IPage 1

INDONESIA

THIRD EDUCATION PROJECT

The Education System with Particular Reference to Primary Education

Structure and Administration

1. There are two basic systems of elementary and secondary education.The secular system under the Ministry of Education has a 6-3-3 structure.The other, under the Ministry of Religious Affairs, has a 7-3-3 structure.Third-level institutions follow upon each of these systems. A presidentialdecree of March, 1972, made the Minister of Education responsible for overallplanning and control of education but it is too early to judge the effective-ness of this action. Other Ministries organize and administer their owneducation/training programs at the second and third levels. Private schoolscan easily be established; many use the facilities and staff of publicschools.

2. In March, 1972, a ministerial decree was issued to establish the"Development School" (Sekolah Pembangunan), involving a reform wqhich wouldgradually change the current 6-3-3 to an 8-4 structure, and the course ofstudies from "general academic" programs--to those which would come closerto the needs of development, with particular emphasis on training forscience and technology. In a policy statement concerning the reform, theMinister referred to a "stabilization period" in 1972 and 1973 and a "con-struction period"' from 1974 to 1984.

3. Administration at the provincial level (Chart 1) shows that post-primaryeducation is controlled by the Perwakilan (the Ministry of Education represen-tative) through his inspectorate. His inspectors of primary education super-vise the educational aspects of primary education but its administration fallsunder the Provincial Governor. Below the provincial level is the primaryschool district supervisor (Binwil) who normally has between 20 and 40schools to supervise. Usually a promoted primary school headmaster, he isoften more poorly paid than younger, better educated teachers whom he isexpected to super-vise. He frequently has neither office, vehicle nor travelallowance. The provision of in-service training and transport facilitiesfor primary school supervisors is essential to any effort to improve thequality of primary education.

4. Private schools are of three types: subsidized, aided and fullyprivate. Fully private schools are not effectively regulated with respectto curriculum, physical standards or fees charged. To become an aided school,the school must have operated for at least two years as fully private school,have at least two qualified teachers, be operated by a recognized body and

APPENDIX IPage 2

75% of its students must fulfill state school entrance requirements. An aidedschool receives some assistance from the government for teachers' salaries.Fees are not regulated. After three years as an aided school, it may becomesubsidized if all students meet state entrance requirements, if it offersthe full curriculum and if it has at least three qualified teachers. Thesubsidy consists of either reimbursement of all teachers' salaries or theemployment of state-paid teachers in the school. With a few exceptions, theprivate schools are generally of lower quality than the public. This blendof loosely controlled private schools makes collection of data on the schoolsystem very difficult. While a more comprehensive process of data collectionand analysis has begun, reasonably reliable data are available for only oneyear (1970) and analysis of trends is impossible.

Primary Education

5. Primary education covers six grades in secular and seven inreligious schools. The academic year, beginning in January, consists ofthree terms of about 13 weeks each. Ordinary schools are fully co-educationalbut religious schools, while accepting both sexes, keep them apart as muchas possible. The amount of time each child spends in school varies considerablyaccording to the location and grade. Schools start between 6:30 and 7:30 a.m.and may close at about 1 p.m. In some cases, the premises are used by privateor public primary or secondary schools in the afternoon. Not infrequently, ashortage of classrooms and/or teachers compels shift work for some classes,usually in the lower grades. Some children may have less than three hoursof instruction per day; others as many as five hours.

6. The average class size in primary schools is 38 students but it isnot unusual to find classes ranging from 50 to 60 in Grade I, falling to 17in Grade VI because of high attrition rates. A rough analysis of crudestudent flows using sketchy pre-1970 data shows that of 100 students enteringGrade I only 35-40 finish Grade VI. National Assessment of Education findingsare that one of the main reasons for this high wastage is parents'. inabilityto pay school fees. Parents tend to withdraw their children after GradeIII-IV by which time they feel that their children have been given sufficientability in literacy and numeracy.

7. Although many schools use the regional language in the first threegrades, it is becoming more common to use Bahasa Indonesia in all the lowergrades. The change from the regional to the national language presents fewproblems, partly because Bahasa Indonesia is a very simple language.

8. Books supplied through the Government textbook projects are begin-ning to reach the schools but classroom practice is still based on the past.Children are not encouraged to ask or answer questions. The teacher's owneducational background is weak and he has so little access to supplementalreading materials that he is often unable to answer childrens' questions onthe new books. At Grades V and VI all are preoccupied with examinations;entrance to secondary schools is by competitive examination since applicantsfar exceed available places.

APPENDIX IPage 3

9. The latest figures for primary schools were:

Prinary Schools 1970

Secular elijiousTotal Public Private Total Public Private

No. of Schools 64,000 53,000 11,000 13,960 360 13,600

/1No. otf Pupils 13.4--n 11.39 m 2.01 m 2.5 m 0.1 m 2.4 m% of 7 to 13. age group Secular Schools 65% Religious 12%

/1 Boys: 7.2 million; Girls: 6.2 million

10. The Ministry of Education projects a total of 19.1 million studentsin Grades I through VI in 1979. The projection for Grade I is 4,694,000representing 117% 1/ of the projected population age 7. Enrollments inreligious (madrassah) schools, would raise the figure to 134% 1/ if themadrassah enrollments grow at the same rate as the population. Given thespread of ages by grade, these figures are possible but it is likely that,if the Ministry of Education's projections prove to be correct, saturationat Grade I will be close in 1979. However, the expansion of primary educa-tion is dependent to a significant extent on parents' ability to pay fees.The Ministry's projections, which visualize a 4.5% annual growth rate inGrade I enrollmiients from.n 1970 to 1979 against an estimated 2.5% rate ofincrease in population, are feasible.

Prima-y_S aching Staff and Teacher Trai nink

11. There were 341,800 full-time and 5,700 part-time teachers in thesecular schools in 1970, giving a pupil-teacher ratio of 39:1. The religiousschools ihave an estimated 82,500 teachers, giving a pupil-teacher ratic of30:1. About 32% of the primary teachers are women. One study found as few as25% of the primary teacher had full official qualifications (three yearsof teacher training after junior secondary school); about 60% had partialqualifications (four years of teacher training after primary school); and15% had no professional training at all. The National Assessment Studydata, haoever, suggest as many as 64% of the teachers have full qualificationsand more recent 1971 data from a few provinces suggest that perhaps 40-50%are fully qualified. The primary teacher training schools alone graduateover 30,000 new fully qualified primary teachers annually while teacherreplacement requirements as estimated by the Ministry of Education are onlyabout 14,000 a year. The Ministry proposes to close down a number of primaryteacher training colleges (SPGs), and merge facilities to create mioreeffective institutions. Some of the new graduates are employed unofficiallyat lower than normal wages by the primary school parent/teacher associations.A few others go on to higher training institutes and some obtain other typesof employment.

1/ In excess of 100% due to overage students.

APPENDIX IPage 4

12. Assuming a pupil:teacher ratio of 39:1, the projected enrollmentfor Grades I through VI would necessitate an addition over the nine yearsof about 134,000 teachers. In 1971 and 1972 the Ministry of Education wasallocated 10,000 extra posts for all levels of education. The qualityof primary teaching could be severely affected by staff shortages iffurther increases in the size of the teaching force is not permitted.

13. The following tables give the latest enrollment data for primaryteacher training schools:

Secular Teacher Training Schools (SPGs) 1970

Public Private

Total Subsi'dized Other

Institutions 515 224 90 201

Students 99,400 /1 65,100 16,000 18,300

/1 men: 52,700; women: 46,700

Pupil: Full-timeFull Time Part Time Equivalent Teacher

Teachers 3,710 4,460 19:1

Religious Teacher Training Schools (PGAs) 1971

Total Public Private

Ins titutions

four-grade schools 1,608 149 1,459

six-grade schools 382 118 264

Total 1,990 267 1,723

Students

four-grade schools 353,294 45,928 307,366

six-grade schools 143,324 81,695 61,629

Total 496,618 127,623 368,995

APPENDIX IPage 5

Pupil: Full-timeFull Time Part Time Eq uvalent Teacher

Teachers

four-grade schools 14,520 1,626 23:1

six-grade schools 5,541 2,099 23:1

14. Training in both religious and secular institutions is academic.The methods used are little better than those used in primary schools.There are no laboratories or specially designed practical rooms in any ofthe training institutions and libraries are poor. UMICEF has given equip-ment for teaching, administration and agricultural work to all the publicsecular teacher training schools which has enabled, them to conduct a littlepractical science and home economics education, make a few teaching aidsand introduce such practical work as chicken raising. In some cases thetools have been used by the students to make school furniture. One exceptionto this generally gloomy picture is art, handicrafts, music and dancing.Work of good quality in these cultural subjects is often found in thesecular schools.

15. In the last year of the course, each student does two or threehours of practice teaching weekly at local primary schools. However, the*riethods which the student-teachers use are far from up-to-date. Even where

the training staff has contact with the experiments conducted under thecurriculum development schemes, they have not introduced them into theirtraining. Any reform of primary teacher training must include the retrainingof the training school staffs as one of the essential elements.

16. In-service training of teachers is conducted under various schemesbut reaches few of the serving primary school teachers. The Directors ofPrimary Education and of Teacher Training have separate funds which theysometimes combine and use for courses - usually lacking in practical work -

at the provincial level. Individuals in charge of curriculum developmentprojects conduct their own more practical courses to spread the resultsof their experiments. A UNICEF-supported educational development pilotproject in West Sumatra included upgrading courses. Most upgrading coursesprovide no systemu for releasing teachers fromi normal duties and no incentivefor the courses. Moreover, the courses are usually too far from the teachers'homes.

Curriculum DevelopS,ent

17. Current work on curriculum development started in 1969/70 with aproject for the development of primary school curricula under the Directorof Primary Education. The work was divided by subject areas: BahasaIndonesia; Bahasa Java and art; Bahasa Sunda and family life (home economics);mathematics and science; and social studies. Groups were given the respon-sibility or' experimenting with the results of these separate developmental

APPENDIX IPage 6

activities as an integrated curriculum. The social studies group hasfailed so far to produce material but good practical experimental work isbeing carried on, particularly in Bahasa Indonesia and mathematics.

18. The Minister of Education has set up a Committee of Eleven,drawn from the Directorates, IKIP's, universities and the Teachers' Asso-ciation, for coordinating the development of curricula. This Committee setup eight groups located in eight IKIP's, each of which was to formulate andtest its own curricula for all twelve grades of primary and secondaryin accordance with the Committee's very broad guidelines. Many of theearlier activities were located in these same IKIPs and, after an interval,they have now been absorbed into the Development School experiments. Theexperiments are at various stages, ranging from a full program for allgrades at Padang, West Sumatra, to experiments which have just commencedin Bandung. Most of the experiments will not be ful4y developed by the endof 1973, although a decision on the curriculum for the development schoolsis supposed to be made during that year.

Textbook Production

19. To overcome the shortage and high cost of textbooks, the Govern-ment, with aid from UTICEF and the Canadian Government, established in 1969a textbook project to supply approved textbooks free to all children inprimary schools, including religious schools. The first books issued werein mathematics. At about the same time, the Minister of Education decreedthat the "new maths" would be used in Indonesian schools. Rights to tran-slate and adapt the Entebbe maths to Indonesian circumstances were obtained.The books in this series for Grades II and III have already been issued andthose for Grades IV through VI will be in the schools by the end of 1973.There has been virtually no testing of these texts in Indonesian schoolsand there are no Indonesian teachers with experience in using this approachto mathematics. Similarly the copyright of a series of science textsfor Grades IV, V and VI was purchased from an Indonesian publisher, revisedslightly by a commmittee of teachers and issued to schools, without trialin Indonesian schools and without the equipment needed to perform experi-ments described in the books.

20. Proper manuscript development and testing has taken place withthe Bahasa Indonesia textbooks. The manuscript for Grade I was finallyrevised in July, 1972, after trial and that for Grade II will be availablein January, 1973. Experiments with the subsequent books are to be carriedout in an annual sequence.

21. The Financing of Education. In 1970/71, the latest year forwhich the most comprehensive financial and enrollment data are available,the central government budget. for education and training amounted toRp 57.5 billion ($138 million) or 13% of total national budget allocations(Annex 2). Expenditure on formal education was about US$6.75 per studentor about US$1.00 per capita, one of the lowest figures in any country.Taking into account provincial and other local expenditures of Rp 3 to 4

APPENDIX IPage 7

billion (US$7-10 million) and school fees of about Rp 22 billion (US$53 mil-lion), total expenditures on all education and training amounted to about2.6% of GDP. Teachers salaries and allowances make up over 73% of routinebudget allocations in fiscal year 1972/73 but, despite substantial payincreases in the last two years, primary teachers' salaries in 1972 averagedonly about Rp 8,000-10,000 ($20-25) per month, including all governmentallowances.

22. In the development budget for 1972/73 primary education receivesonly 6% of development funds for the education sector, the majority beingearrmarked for improve.ments in vocational education in secondary schools.The greater part of this primary development budget is for textbook pro-duction, improvements in the primary curriculum and teaching techniquesbut these allocations anount to only about Rp 25 (6 ceints) per primary schoolstudent, insufficient for one textbook.

23. Fees for both private and public schools, which provide essentialadditional resources for running the education system (para 21) are usedmainly to supplement salaries and maintain school buildings. However, theyimpose a severe strain on most family budgets. Programs which improvethe quality of education without increasing the direct costs to parentsare clearly a priority consideration for thie government.

24. External Aid. Grants and loans from private, bilateral and mul-tilateral agencies amounting to about USS10.2 million had been comnittedbetween 1968 and June 1971. Most of these funds have been for experts,fellowships, teaching aids and some equipmernt. Of particular relevanceto the proposed project ha-ve been Ford Foundation assistance to theNational Assessment of Education for identifving priority needs in thedevelopment of education and funds (approximately $3.4 million), from Canadaand UNICEF for primary school books and equipment. In addition, UNDPcontinues to finance a program to strengthen educational planning.

APPENDIX IIPage 1

INDONESIA

THIRD EDUCATION PROJECT

Supplementary Allowances

1. Tutors, inspectors and central school staff involved in the teachertraining scheme would be paid certain allowances to defray the additionalliving expenises entailed in conducting courses in their respective areasof responsibility and to compensate for loss of income from secondary employ-ment foregone (para 4.16). The payments, details of which are set outbelow, would be covered by the project and ensure tha't these persons devotetheir full energies to the in-service training scheme.

Daily Number of Annual RateRate (Jp) Days/Year (Rp)

Mobile Team Members 900 252 226,800 ($548)

School District Inspectors 450 24 10,800 ($ 26)

Central School Staff 350 24 8,400 ($ 20)

2. Similar allowances would be paid, in accordance with currentgovernment practice, for all persons undergoing training courses to preparethem for participation in the supervisory, administrative and pedagogicaspects of the project.

Daily Number of Annual RateRate (Rp) Days/Year (Rp)

Ministerial Representatives 2,750 7 19,250

Provincial Inspectors ofPrimary Education andTeacher Training 2,750 7 19,250

District Inspectors 2,250 7 15,750

School District Inspectors 1,700 7/14 11,900/23,800

Mobile Tutors 2,250 21/28 47,250/63,000

Central School Staff 1,100 7 7,700

Headmasters 1,050 3 3,150

3. The rates have been established in discussion with governmentofficials and are based upon existing practices.

APPENDIX III

INDONESIA

THIRD EDUCATION PROJECT

Technical Assistance

A. Specialist Services

1. The project would include provision for 16 man-years of specialistservice to assist the government in implementing the project and traininglocal counterparts (para 4.20). Such technical assistance would include:

TotalCost

Man-years US$'000

1. Administrator/Planner 3 1142. Educator 3 1143. Teacher trainers (2) 6 2284. Program evaluator 4_ 152

TOTAL 16.0 608

2. The period of specialist services would extend through 1977 (seeattached schedule). Specialist staff would liaise with personnel providedunder relevant IUNDP projects, in particular INS/71/537 and INS/72/023 whichare concerned with curriculum development and primary teacher training.

B. Fellowships

3. The project would include provision for 8 man-years of fellow-ships as follows:

Mlathematics (16 for 6 months each) 8 40

4. Fellowships would be tenable in a country in the region whichalready has considerable experience of new mathematics teaching.

APPENDIX IIIPage 2

TIME SCIEDULE FOR TECHNICAL ASSISTANCE IMPLEMENTATION

Year of Project ImplementationFirst Second Third Fourth Fifth

A. Specialists Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Man Months

a. Advisers to Project Director

1. Education Specialist 1 x x x x x x x x x x x x 362. Planner/Administrator 1 x x x x x x x x x x x x 36

b. Teacher Trainers 2 x x x xxx x x x x x x 72c. Evaluator 1 X XX X X x x X X X I X x x X X x

192

B. Fellowshipsa. Mathematics Teachers 16 X x x x 96

TNDONESIA

EDUCATION: STRUCTURE, ENROLLMENT AND TEACHERS 1970

Enrollment Equivalent Pupil:

Age Group Enrolluent as % of Teaching Staff Full-Time % of Staff Teacher

Level ge Group Populationl' (000's) Age Group Full-Time Part-Time Teachers Qualified Ratio

PRIMARY 7-13 20,770,000 15,895,000 76.5

Secular 13,395,000 341,800 5,700 343,225 255/ 39:1

Religious (Madrassah) 2,500 0001/ 82,5001/ NA 82,500 30:1

JUNIOR SECONDARY4/ 14-16 7,715,000 1,497,230 19.4

General 982,600 42,680 21,540 48,065 NA 20:1Religious (Madrassah) 195 0001/ 11,5001/ NA 11,500 NA 17:1Vocational 127,070 9,405 4,305 10,481 NA 12:1

Technical 182,560 11,825 4,860 13,040 NA 14:1Agricultural 10,000 NA NA NA NA

SENIOR SECONDARY-/ 17-19 7,008,000 685,855 9.8

General 278,300 11,730 11,860 15,683 NA 18:1Religious (Madrassah) 45,0001/ 3,5001/ NA 3,500 NA 13:1

Vocational 131,225 4,832 7,390 7,295 NA 18:1Technical 105,070 2,320 5,680 4,213 NA 25:1Agriculture 11,300 361 1,231 771 NA 15:1Teacher Training

(Prinmary 99,400 3,710 4,460 5,197 NA 19:1

Teacher Training(,Junior Secondary) 15,560 185 2,590 1,048 NA 15:1

HIGHER 20-24 10,240,000 250,900 2.4

Universities 90,461 2'Institutes of Technology 7,431 7,150-' 6,730 10,515 NA 10:1Institutes of Agriculture 2,346Teacher Training 32,691 2,660?-/ 3,760 4,540 NA 7:1

Religious 18 0001/ 7501/ NA 750 NA 24!1

Minlisterial and private 100,0003/ NA 'NA

Source: Statistics on Education under the Ministry of Education and Culture and the Ministry of Religious Affairs.

1/ Estimate on basis of 1971 statistics.

2/ Adjusted.3/ Estimate.4/ The enrollments in religious teacher training schools (PGAs) cut across the junior/senior secondary structure.

There were a total of about 500,000 students in these schools, representing 3.4% of the population age 14-19,with about 20,000 full-time and 3,700 part-time teachers, giving a student:teacher ratio of about 23:1.

5/ Fromn 1969 General Education Statistics. More recent data suggest a substantially greater proportion of qualifiedteachers, possibly as high as 50-60%.

ANNEX 2

INDONESIA

ROUTINE AND DEVELOPMENT BUDGETS AND ALLOCATIONS

FOR EDUCATION AND TRAINING

(in millions of Rp)

1969/70 1970/7 1 1971/72 1972/73

Routine Budget

1. Total Budget 216,500 310,700 343,340 431,500

2. Of which budget foreducation & training 32,500 48,979 64,1441 83,871

a. Ministry of Education 12,677 16,70o( 20,905 27,758b. Ministry of Home

AffairsI' 13,546.2/ 20,999 30,666 39,475c. Yinistry of Religion 14,200 8,170 8,790 11,563d. Ministry of Agricul-

ture 77 93 163 120e. Other Ministries 2,000 3,017 3,917' 4,955

3. 2 as % of 1 15.0% 15.8% 18.8% 19.2% o

4. 2a as %d of 2 39.0% 34.*J40f 32.4% 33.1%

5. 2a, b & c as % of 1 14.0% 14. 8% 17.6% 18.0%

Development Bdget/

1. Total Budget 92,830 128,170 175,720 226,100

2. Of which budget foreducation i training 8,515 8,538 8,973 12,218

a. Ministry of Education 5,213 5,320 6,120 7,920b. Ministry of Religion 533 586 596 652c. Mrinistry of Agricul-

ture 469 410 363 934d. Other Yinistries 2,300 2,200 1)8914 2,712

3. 2 as % of 1 9.1% 6.6%O 5.1% 5.4%

4. 2a as % of 2 61.2, 62.3% 68.2% 614.8%

Source: Ministry of Finance, except where noted.

i/ Includes only transfers to provinces for primary school teacher salaries.Ministry of Home Affairs Budget for own staff training institutes includedunder "other ministries".

2/ Mission Estimate

3/ Excludes Project Aid.

INDONESIA - THIRD EDUCATION PROJECT

NIT57RY OF EDUCATION AND CULTURE

ROUTINE BUDCET (BUDGETED AND ACTUAL EXPENDITURES)

(Rp Million;)

Slary & Allovances Nareciale Naintananee T Travel Costs ubsidy Total

Year Administrative Unit Budgeted Actual Budgeted Actual Budgeted Actual Budgeted j Actual Budgeted Actual udgeted Actual

1969/70 Secretary General 2132.2 3326.6 379.4 359.7 16.9 16.9 30.9 | 23.5 70.5 69.2 2630.0 3795.9Directoratc of Basic Educ.(Pr.& Sec,) 5919.6 5644.1 691.4 662.1 34.8 36,0 65.4 57.0 - - 6711.1 6399.3Directorate of Higher Education 2152.7 1596.3 474.3 448.3 22.5 21.1 22.5 19.8 _ _ 2671.9 2085.5Directorate of Sports 965.7 610.7 51.3 47.6 2.4 2.6 15.7 13,7 _ 1035.2 674.7Directerate of Culture 225.4 161.4 69.8 66.9 14.4 13.4 12,7 10.3 _ _ 322.3 251.8

TOTAL 11445,2 11352.5 1698.1 1615.8 95.2 93.7 150.0 127.0 70.5 69.2 13459.0 13258.3

1970/71 Secretary General 1 2287.2 2293.1 1025.9 999.7 57.0 45.3 66.8 54.6 65.0 37.5 3502.0 3430.8Inspectorate General 1 11.2 1.7 15.0 14.7 3.0 3.0 7.5 7.5 - - 36.7 26,9Direc-ocate of Educatio 10993.4 9109.3 1012.9 966.1 47.8 44.6 120.5 87.3 - - 12172.5 10207.2Directorate of Youth & Sports 1115.5 1336.8 83.7 79.6 14.0 12.3 35.9 33.6 _ - 1249.1 1462.3Directorate of Culture 230,4 213.6 50.7 47.6 13.8 12.4 13.7 11.6 _ 308.6 285.2Office of educational Development _ 17.6 22.5 _45.6 45.1 5.0 4.9 6.0 5.3 _ 74.2 77.9

TOTAL 14655.3 12377.6 2233.8 2152.8 138.6 122.5 250.4 199.9 65.0 37.5 17343.1 15490.3

1971/72 Secretary lenoro- 11471.5 1559.6 115.4 325.3 90.0 13561.6In-pectorate General 13.6 28.8 7.5 25.0 - 74.9Directorate of Education 5971.6 575.0 50.0 25.0 - 662i,6Directorate of Youth & Sports 186.9 120.7 15.0 17.5 - 340.ZDirectorate of Culture 95.7 99.8 15.0 12.5 - 223.0OMCice of Educationol Development 18.4 _51.4 7.5 6.0 - 83.3

TOTAL 17757.7 2435,3 210.4 411.3 1 90.0 20904.6

1972/73 Secretary General 17459.7 2387.1 354.4 356.8 172.6 20660.6Inspectorate General 18.6 30.8 9.0 30.0 - 88,4Directorate of Education 3853.4 1939.2 150.0 35.8 5978.5Directorate of Youth & Sports 361.7 160.6 18.0 17.5 - 557.8Directorate of Cultore 175.5 145.1 27.5 12.5 - 360.6Office of Ec-ea-iocal Develapeant 37.0 60.0 9.7 6.0 - 112.6

TOTAi 31905.9 4652.9 568.6 458. 6 172.6 27758.5 a

* lleorganizatio- of Ministry effective this year.

Source: Routine Budgets, Ministry of Education and Culture, various years.

A1INEX 4INDONESIA

NINISTRY OF EDUCATION AND CULTURE

DEVELOPMENT BUDGETS 1969/70-1972/73

(Rp. Fdllions)Five Year

1969/70 1970/71 1971/72 1972/73 Plan Esti-mated

Budgeted Realized Budgeted Realized Budgeted Realized Budgeted Realized 1969/1974

1. Education Sub-sector --

a. Quality Improvement inPrimary Schools 380 272 423 382 423 450 3348

b. Increase in VocationalEducation in Sec. 309 168 442 285 442 1400 2500Schools

c. Improvement of Technical& Vocational Education 2495 1949 2165 1636 2173 2250 21373

d. Improvement in Teachers'Education 345 224 233 206 233 325 2621

e. Development of Higher Ed. 1726 1537 1739 1332 2539 3000 15500

f. Expansion of Community &Adult Education 160 128 156 136 156 200 1742

g. Development of Education _ _ 155 133 155 230 6645

Sub-Total 54i5 4278 5312 4109 6121 7855 53729

2. Culture Sub-Sector

a. Development of ArtCulture 196 147 206 164 206 300 4305

b. Intensification ofSports Activities 99 93 124 113 124 I45 966

Sub-Total 295 240 330 277 330 415 5271

3. General - - 200 162 200 500 _

4. TOTAL (1+2+3) 5710 4518 5842 4386 6651 8800 59ooo

Source: Development Budgets, Ministry of Education and Culture, various years.

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ANNEX 6

INDONESIA

CONSOLIDATED TEXTBOOK PRODUCTION SC.;EDILE(in Millions of Books)

Numberof

Volum.es 197M/7pF 1975/76 1976/77 1977/78 1978/79 Total

GRADE I

Mathematics 2 10.05 - - - - 10.05Bahasa Indonesia 3 - - - - 3.51R 3.51Sub-Total - 10.05 _ _ 3,51 13.56

GRADE II

Mathematics 2 _ 8.13 - ' - - 8.13Bahasa Indonesia 3 - - 3.l1R 3.11Sub-Total - - 8.13 - - 3.11 11.24

GRADE III

Mathematics 2 - _ 7.28 - - 7.28Bahasa Indonesia 6 23.6 - - 23.6Social Studies 2 7.9 - - 4.4OA .38 12.68Sub-Total - 31.5 - 7.28 4.4:) 0.38 43.56

GRADE IV

Mathematics 2 - - 4.12 - - 4.12Bahasa Indonesia 4 - 114-34 - - - 14.334Social Studies 2 - 7.09 _- - 7.09Science 1 - 4.05E - - - 14.05Sub-Total - - 25.148 14.12 - - 29.60

GRADE V

Mathematics 2 - - 3.53 - 3.53Bahasa Indonesia 4 - - 12.48 _ 12.48Social Studies 2 - - 6.28 - 16.28Science 1 - - 3.38E _ _ 3.38Sub-Total - _ _ 22114 3-53 - 25.67

GRADE VI

Mathematics 2 - - - - .82 .82Bahasa Indonesia 14 - - - 7.65 - 7.65Social Studies 2 - - - 3.35 - 3.85Science 1 - - - 1.95E - 1.95Sub-Total - - - - 13.45 0.82 14.27

GRAND TOTAL - 41.55 33.61 33.514 21.38 7.82137.90

Notes: Grade scecific teachers' guides are included with the student's book foreach grade: general teacherst guides are included with the student's bookin the lowest grade in which that subject is taught. Bahasa Indonesiabooks include both readers and grammars.R = replacement of worn out books.E new edition of previously issued book.A atlas,* Fiscal Years April 1 - March 31.

ANNEX 7

INDONESIA

THIRD EDUCATION PROJECT

BOOK D=!PVERY AND TEACHER TRAINING SCHEDULE

_________ Subjects & Grade Nlnrber of TutDrsCal'endar Year Bah. Ird. Math ISozial Studies Science -or Mobile Team

1975 l&2 2 2/

197S" 3 1 3 - i

1977 4 2 14 14

1978 5 3 & 54 5

1979 6 5 6 55

1980 - 6 6 3

1/ Books required for teacher training in any academic year (which isthe same as the calendar year) -will be delivered to the schoolsbefore the conmencement of taat year. Books in Bahasa IndonesiaGrades 1 and 2 will be printed under the existing book productionprogram but tested for a full year under the proposed project.

2/ In each year there will be one tutor in general pedagogr inaddition to the necessary subject specialists.

INDONESIA - THIRD EDUCATION PROJECT

EQUIR EMENTS FOR MOBILE TEAMS

1 2 3 4 5 6 7 8 9Average No. of Adjusted Ratio

Number of Number Number of Schools per Teachers/ of Central NumberUrban of School Number of School Number of School Schools/Teasm of Mobile 'Teams

Province Districts Districts DiLstricts Schools District Teachers District (Col 3f by Col 9 ) Required _

Java Jakarta 5 - 49 1,450 30 12,000 245 25 2West Java 4 20 429 9,570 22 54,400 127 20 21Central Java 6 29 530 11,920 23 74,600 141 22 24Jogjakarta 1 4 33 1,450 44 10,800 327 16 2East Java 4 29 359 9,720 27 52,600 147 21 17

Sub-Total 20 82 1,400 34,110 - 204,400 - - 66Average for Region - - - - 24 , - 146 r 21

Sumatra Atjeh 1 7 34 890 26 5,100 150 17 2North Sumatra 2 13 148 4,190 28 26,200 177 21 7West Sumatra 2 8 76 1,960 26 12,600 166 19 4Riau 1 5 36 1,020 28 4,200 i17 18 2Djambi 1 6 27 590 22 2,900 107 14 2S. Sumatra/Bengkulu 1 11 60 2,130 35 10,500 175 20 3Lampong 1 3 39 1,180 30 7,300 187 20 2

Sub-Total 9 53 420 11,960 - 68,800 - - 22Average for Region - - - - 28 - 164 19 -

Kalimantan South Kalimantan 1 9 51 1,080 21 6,000 1.8 17 3

Sulawesi North Sulawesi 2 4 66 1,570 24 10,600 161 22 3South Sulawesi 2 21 182 4,150 23 15 500 85 20 9

Sub-Total 4 25 248 5,720 - 26,100 - 12Average for Region - - - - 23 - 105 21

Bali Bali - 8 42 1,220 29 6,400 152 21 2

TOTAL 34 177 2,161 54,090 311,700 - - 105

17 Provinces Average - - - - 25 - 144 21

TOTAL INDONESIA 2,560 64,040 25 347,500 136

TOTAL 17 PROVINCES AS % OF TOTAL INDONESIA 84% 84% 90%

1/: Maximum number of schools a mobile team can visit each term. (e.g. 2 per week) is 26. The number of teamsshown in column 9 is based on discussions with Ministry officials to give more flexibility and to take account of difficulty of travel.Sources: Ministry of Education and Culture, Education Statistics, 1970;

Daftar Nomor Kode, 1971.

INDONESTA

THIRD EDUCATION PROJECT

TRAINING COURSES FOR ADMINISTRATIVE & TEACHING PERSO.N1ML

Location Duration Participants Tutors Details of Orientation Course(Trainees)

I. Jakarta 1 week Min.lste 1 'pro. 2 each frorn Directorates Content and methods 'of pri--(Annually sentnti ve;P> v nri,; of Primary Education and mary school course, teach-for 5 yrs.) inspectors of pri- Teacher Training; curri- ing demonstration and

mary education and culum developr.ent and practice. Description and,teacher training textbook writing person- discussion of methods of

nel from IKIPs, 2 for training teachers as theyeach subject Bahasa relate to the project. Ad-

3 x 26 provinces= Indonesia, maths, science, ministrative, organizational78 participants social studies and financing tasks involved,

and the functions of person-

-Provi .1i-al, Pr~~r~rnel at the various levels.

nors5r eouirati on Lstaff 1 2 96 = 26

TT. 3 weeks Staffs of mobile Curriculum development and Content and methods of pri-in Iqli; <nd uni-ts and back-up textbook writing personnel mary school course, includ-6th years; teams at pKIPs: 1 leader plus 4 ing practice in use of4 weeks in te&chers experienced in textbooks and aids.each of the local experiment.other fon-r Detailed description and

Jakarta re'. Bahasa Indonesia discussion of the methodsGeneral pedagogy of training primary school

teachers and the functionsJogjakartsa Mathematics in it of the staffs of cen-

tral schools and the mobileBandung Science and teams. CD E3

Social Studies _

_ I ___'-0

Location Duration Participants Tutors Details of Orientation Course(Trainees)

I[lIt. Mobil.e 1 week District Inspectors rrovincial inspectors Content and methods of primaryTeam (once only) (Binkabs) (570) and of primary education school course, including practice inHaSeF- 1 week School District and teacher training use of textbooks and aids, teaching60 proiect in 1st, Inspectors (Bin- (2); selected demonstration and practice. DetailedSp(,s 3rd, 5th wils) (2560) members of a mobile description and discussion of methods

and 6th team. of training primary school teachers.year. Administrative, organizational and2 vxeeks financing tasks involved, the f-unctionsin 2nd & -of personnel at various levels, especial-)th year ly their own and those of the staffs

of central schools, headmasters of pri-mary schools and the mobile teams.

IV. Mobile 1 week Selected staff of Members of mobile Content and methods of primary schoolteam (Annually central schools teams course, including practice in use ofbases (6n) for 6 yrs) textbooks and aids, teaching demonstra-

tion and practice.Detailed description and discussionof the methods of training primaryschool teachers, and the functions of -the staffs of central schools and themobile team.

V. Central 3 days Headmasters of Binwils Description and discussion of theSchools (twice primary schools objectives of the scheme, the methods

during of training primary school teachers, theproject administrative, organizational and financ-period) ing tasks involved at school diL;t. (Wilajah

le=vel, the fiir(tions of the mobil-Pteam, central school and individualheadmasters. (

0

N)

INDONrES IA ANN2EX 10

(US$ 0001

YEAR OF 7EOJECT DiLPUMMTATION (Oeeober I - Seotpmbor 30)

Ict 2nd 3rd 4th 5th 6th 7th 8ch

73/74 74175 75/76 76j77 77/78 78/79 79/80 80581 Total

A. Cctoiculu D-oveloo,p-t 45 61 79 79 39 - - - 303

B. leatb.ok Or-d-ctio-

?aper - 1799 2541 2534 1822 358 - - 9094Oaodlin8 - 93 131 138 94 18 - - 474Orloojogs & Distrib-lio. - - 1287 1813 1839 1300 261 - 6500

Total Teatbook P-od.ctio- - 1892 3959 4525 3755 1676 261 16068

C. eacher Traini

l. ooolOoeot

Mobile Onits 557 543Motorycls 711 -ll

Te.chi.g Aids (C.otral Sc:hools) 1431 - - - - _ _ 12,31Sup-rvitors T-aioi,g 61 - - - - - 61

R-to Tesohors -. 145 - - - - - - 145Dlda-Cio M.t-iol5 21 43 35 29 29 16 _ 173

Sab-Total 2781 188 35 29 29 16 - - 3078

2. Operating Costa ' r

Mobile Te-,o - 124 532 281 324 338 252 56 1627I-specto-s - 144 192 192 192 192 192 48 1152Croorol School St8ff - 66 154 176 208 219 153 33 1009

S.b-Tortl - 334 598 649 724 749 597 137 3780

3. Traiaing of 1Supervisoraand T3tors

P-ooipeial Inspeetori 18 IS 18 18 18 - - - 9District Inspecetoo. 44 - - - - - - - 44Sehool Distrilt I-spoctoro - 90 171 92 173 93 91 7 310Mobile Tors_ 80 186 186 232 232 120 - _ 1036C_t_1

18ohool Staff - 102 205 205 255 255 154 - 1176

H-ad-t-er _44 44 890

Sob-Total 142 841 580 547 1123 468 245 - 3946

4. pe=ote Te-chena T-awinin - - 406 541 541 541 541 135 2705

5. Staff of Teaehe-t0ai0in0 0000o10 (SfG) - - 69 69 33 - - - 171

Totol Teaoh-r Tr0i0i0g 2923 1363 1688 1835 2450 1774 1383 272 13688

D. P-oj-ot Admloit-eoti.o*c Evaluation

Rqoip-ct, Ono-itr-,R100vtion0 of 000i1-0 350 - - - - - - - 350Trainolog of Su'b-1sotS10ff 6 Fieol G,id.c-,Ovaloalioo 23 42 22 23 22 21 9 8 170

Total P-30,00 Admin. & E-al-atica 373 42 22 23 22 21 9 8 . 520

E. Tooholoal .000ltoooan

Sp-oicliata 122 198 186 96 38 - - 640Fello..hip. - 08 20 2 - 0- - - 4

Total AooholoOl 40i0,ta-ce 140 218 188 96 38 - - 680

T3TAL A to e 3481 3576 5936 6558 6304 3471 1653 280 31,259

boO 108,00 Se, 806 912 1515 1673 1609 886 424 73 7980

TOTAL PROJ0CT COSTS 4369 4488 7451 8231 7913 4357 2077 353 39,239

INDONESIA - THIRD EDUCATION PROJECT

CON'TINGENCY ALLOWANCES

(US$ '000)

Manuscript Textbook Production Teacher Training Project

Testing Hand -In, rilntin i Administration Technical TOTAL

P__er _ Distributinz Equipment Operating Costs __ enId Fl,'t-in n Assistanee _

Local. Foreign Foreign Local Foreign Local Foreign Local Foreign Local Foreign ILocal Foreign Local Foreigni Total

a. Physical Increase - - 13% 13% 137 5% 5% 5% 10% 5% _ _ _ _

(uinforeseen)

b. Price Increase 20% - 21% 9% 21% 13% 18% 20% 16% 6% _ _ 16% 16% __

Total 20% - 34% 22% 34% 18% 16% 23% 30% 21% - 16% 16% -

TOTAL PROJECT COST(without contingencies) 303 _ 9,094 5,540 1,430 670 2,410 10520 90 230 290 170 510 17433 13824 31257

CONTINGENCIES ta, Physical Increase - _ 1,182 720 186 33 120 526 9 11 - - - 1290 1,497 2787

b. Price Increase 60 _ 499 300 87 265 1893 18 37 17 27 81 2603 2,590 5193

Total 60 - 3,091 1219 486 120 385 2419 27 48 17 27 ' 82 3893 4,087 798

TOTAL PROJECT COST (including contin- 363 _ 12,185 6759 1,910 790 2795 12939 117 278 307 197 591 21326 17911 39237gencies)

_ .~~~~~~~~~~~~~~~~

TlONESIA - THIRD DUCJATION PROJECT ANNEa 12FSTTMATF) SCHEDULE OF DIS9BURS1%NTS (USe$ 'O0O)

%iarterlyv 'i sbhrsement Accumulated Disbursement Undish'.rseniQuarter I Amount g Amouint Balarce

1 0.0 0.0 1350n

2 0.0 - 0.0 13500

3 0.2 26 0.2 26 1 3-7)

4 0.2 26 0.)! 52 1348)8

5 13.0 1757 13211 1809 11691

6 10.7 14h16 2L4.1 3255 1021t5

7 0.8 110 24.9 3365 10135

8 0.8 110 25.7 3i475 1002.

9 6.2 832 31.9 14307 919?

10 6.1 329 33,n 5136 836)

.1 1.9 166 3Q.? 530? R1g8

12 1.? 1 56 )lo.), .5)t8 8032

13 8.8 1183 9.,2 9)9

1l 8.7 1171 57.9 7822 567R

15 1.1 1!,9 590r) 7971 529

16 1 .1 1b19 60.1 8120 238o

17 8.7 1178 68.8 9298 2

18 8.6 1161 77.1, 10),62

19 1.0 131 78.4 1!0593 ?9n7

20 1.0 131 79-..L 10721! 2775

21 6.Jh 86o 85.8 1158)! 1915

22 6 . 857 92.2 124L10 105?

23 0.9 t 2)? 93.1 12565 935

2h 0.9 124 9)!0 12689 811

25 2.0 271 9".0 12960

26 2.0 27)i 98.0 1 33)4 2(6

27 0.5 66 98.5 13300 200

28 0.5 66 °9 0 1 B)

29 n.• 6 .99.5 13)h32 68

30 0.5 68 100.0 13500

INDONESIA C 1

STRUCTURE OF THE ADMINISTRATION OF EDUCATION AND TRAINING

CO, 4ioter of Mnailroto Miniater Ministelr Mllirsto tctiniertff tinrer

Montftoes telfcitoic Mauofo a Fline | Agcltu Hcf Ohlf Noore of Ediucatran

A1 1A1 1A1 1A1 |X1 . D _ - <~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~d 1- IE

Afteirt~ ~ ~ ~ Mettovrn titinc Agtcttl |ict Affairs

= _ _ Sfzorts~~ore Geor tlret

Director~ ~~~~~~~~ ~ ~~~~~~~~~~~~~~~~~~ Dirrotor Dirf tor DirectoroDirector=Educational

Criltrel Central Cenorel General Cenoral Ieoelapnrarrt

I \ I t1 (d;<>rCocoirnitf

| [ l l | | Sr3+ ctor t l l 1 i | i 3~~~~~~~~~~teoc cto

<~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~eae ra otYcotL te- d Coe

W-rld B, - - 7 103 q l

INDONESIA CiHART 2

STRUCTURE OF THE EDUCATIONAL SYSTEMSECONDARY

PRE PRIMARY PRIMARY HIGHERJUNIOR SENIOR

TEACHER TRAINING TEACHER TRAINING

A. PRESENT SYSTEM 1 2

TECHNICAL TECHNICAL TECHNICAL INSTITUTE

AGRICULTURAL AGRICULTURAL

S. PROPOSED SYSTEM TECHNI CAL

GENERAL GENERAL UNIVERSITY

4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24AGEI

EP1PRELIMINARY YEAR ~ )CENTRALIZED EXAMINATIONS World Ba3nk-6079(R)

INDONESIA CHART3THIlRD EDUCATION PROJECT

OCTOBER I IMPLEMENITATION SCHiEDULE

ACURRICULUM DEVELOPMENT. 193II 55412 9212 1919 1980

MANUSCRIPT DEVELOPMENT, 01 0 3 0 N 0 1 0 9 1 I l 1 I 1 10 02 08 01 2 2 2 023 024 026 02 22 09 2TESTING AND REFINING 0 31.

I. CURRIICULUM DEVELOPMENT _8AHASA INDONESIA GRADEB IAND TEXT WRITING

SOCIAL STUDIES 5 AND N

2. TEXT TESTING ea 12I6 83MI2 3*25 1

2. PREPARATION OF DIDACTICAL - 12' __ R 1 MATERIALS FOR TEACRER I2M

TRAINING

4. TEXT REFINING IB i21 B

B BOOK PRODUCTION L4 6 Is ...3,7I. TYPESETTING ii03SN50

I -~~~~~ M2S44 W 6

2. PRINTING BIOS LEi2a F].N Li ~~~~~~~~~~~~~~~~MiMN

3. FRINTING FIIE RE2 1,1i

S83 S5 S

4. DISTRIBUTION 81 333j61R 50A0

TRAINING OF SUPERVISONIS ANS TUJTORS 1 WK

I. PROVINCIAL INSIPECTORN E] 10 WK I WK* 1 WK- 1 WISU

2. REGENCY INSPECTORS m 1 AlEn

a. SCHOOL DISTRICT INOPECTOES E]1 WEE 2 WKS E] I wI El 2 WKOsE I WKE 1 WKOJ

4. MOBILE TEAMS C5Ž•~ 51.2 [2~3 WKS 62 ~4WKS NA[;~ ~4WKS ND CE 4RVWKS ES NO RWKS M 6(5:~, W KSml M2 M304 SDE SN

S. CENTRAL SCHOOL STAFF 0 1 WK OSO Ql1WK 554 QIWK OSO Ql1WK MG QlovKo0 QWKS4 SD

N. PRIMARty SChOCOL HEADMASTERS 3 DAYS 3 DAYS

D TEACHER TRAINING NND ~~~~ERAS IDOESI 1002 RAHASA INDONSAGAE3 RHSA INDONESIA GRADE 4 BAHASA0 INDONESIA_GRlADE N BA1HASA INDONESIA GRADE 1. TRIAINING OF VON PRIMARY SOCIAL STunIES GRAGE 2 SOCIAL GOUDIES SHiADE 4 SOCIAL STUDI ES GRASE S SOCIAL STUDIES GRADEG

TEACHERS MUTEITC GAE1MTEEATOS IlAOE 2 MAOTEEMATICS GRADE 3 ANO) 4 MAT71I IEMAT I CT GFRAD(E N MAIIHE?.ATIC§_GRACE N

2. TRAINING OF REMOTE ___________PHIMA IY TEACHERS

3. PR ESERVICE PRIMARYTLACHEII TRIAINING

E TECHNICAL ASSISTANCE[

L.,.nj B .BAIIASA INDONESIA nube dA,, .- ,M MATliIGIATICS I ' SS SOCIAL STUDIES IS SCIENCES' OSA .SOCIAL STUDIES ATLAS

Fi REPL ACEMIENT

BOOK001 PRODUJCTION FINANCED LINDER ERISTING CANADIAN GRANT

-Id1 BaE..k 7687

\x i .......... \ \\ \ F X '- --- ; -w-r.i ~~~~~~~~~~~~~~...................L, | D

tE~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~... ........ os ... 0 C

- CO~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

0~~~~~~~ _ ~ ~ ~ ~ ~

30~~~~~~~~~~~~~ 0

3 0 0~~~~~~~~~~~~~~~~~~

D , ~ ~ ~ ~ ~~~ ~ ~~~~~~~~~~. 5 -.

.........

INDONESIA cRr 5TOTAL SCHOOL ENROLLMENTS, 1970, AND PROJECTIOtNS, 1979

GRADE

la 1 1.2 4.0 APPARENT

17 9.3 31 RATIOS 1970

16 14 ,47 1 91

15 25 j13

14 32 Ilt9

13 42 '141

12 j324 9.6%

9 462

4 41 79 19.5%

2~~~~~~~~~~~~2~~~29

7 9371 _

E~~~~~~~~~~~- ---------- k

1 ________________________ ....~~.... ....-. .- - - - - - -- - -4

1 boo 2,040 3.W03 4,0U 5.C0O

No\rwe Mn.l1r15, , -da',on ,,-d Culture and (flssl ld cds ,naw s.

Note: RelN,qa-o cgirric.,u, ~ooi ed r0t, O )n Iloo senorIddry 400 ition bhO lk fClut not~4~ ('AorlUE ' 1V0,,Vt4.-X

THAILAND SOUTH VIETNAM PHILIPPINES THIRD EDUCATION PROJECT. g 1~~~~~~~~~~~~~~~~~~1.. Inner Prosince,,~~~~~~~~~~~~~~~~~~~~~7ii . ____Oer ProerrOrs

r. South Chlna Sea l f Prosnc,sr B.sndrresRood. AIpO, rr.rrsrdre) i r,JOL i l n II -I~0rnaToI bourdorres

5- '\/ - s-l

l'2i MdALAYSIA BRUNEI 0 ' 0 400

,MedorIC C0 0

6 Ce/ebes Se a

s,pOlge o 0 MALAYS IA jO, INGAPORE . 5 ./

c O-c ea-

_ 8.kb | G 21 HALMAHERA

roW ,Prrlroerok0 K l IMANF\,AN

N -- O1426Podongp O. < 6w uu o@26

7onE 17O,eecr1J-owbI,I BANGKA . _7p_ 19

16-> SULAWESI 22 OP

> FbPlembeng BETU 1

INNER PROVINCES Ben 5rroi o ~d 10 CERlAUNG MoRotObsr5 I o- - -E- 20'~~~~~~~~~~~~~~~~~~~~~~~~~~~(2 kos Orbr CEA EST IRI?AN

I EAST JAVA 13 - 202 CENTRAL JAVA MA Ol 1 1 u_a3 WEST JAVA av(

4 JAKARTA eublo.g n a. SeaS JOGJAKARTA . 4JAK6LARTe

6 NORTH SUMATRA \- - JAVA7 JAMBI Senroon -MADURA

3 RIAU QUTER PROV NCE i' E

9 WEST SUMATRA 14 WEST KALIMANTAN R0sdrAI ) 2 0 ?o

10 SOUTH SUMATRA 15 EAST KALIMANTAN - 1 (2-5. - - °UM BAA )11 LAMPUNG i7 CENTRAL KALIMANTAN 23/ FLORES12 ATJEH 19 CENTRAL SULAWESI 2 2313 BENGKULU 20 SOUTH-EAST SULAWESI LOMBOK 243 (P 25 ORU.

16 SOUTH KALIMANTAN 22 MALIJKU IOMBOK 1PO iulAU

18 SOUTH SULAWESI 24 WEST NUSA TENGGARA /7 c/la n O e a O21 NORTH SULAWESI 25 EAST NUSA TENGGARA SUMBA23 BALI 26 WEST IRIAN .... ...

.1 ao l'o . 1;ze ................ xsn- 155' _~~~~~~~~~~~~~~~~

SOUThI VIETNAM AHILIPPINES THIRD EDONESIAk-, ND THIRD ~~~~~~~~~~~~~EDUCATION PROJECT

- P- HtJ M lq7

~~fi+>S , o th (f/,na Sea (1 OUXTOmIS;rn 7le,U

M '?X Av4,ALAY',;,A BRUNEI o1~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ . ) 00 30 4(00 -- 5

, ,,, Ce/e hes Sea 1

- . 'JMALAYSIA .I S yolfluz R , \ Si'GAPORE 15 Mrra claCl//e Ocean

KU G' X T-L ....... .:UW J IC- iA, -r 2 ~ 1 t4MAHFRA .

7 KA+, CM AnI lnoo /r 'i M A N rN

9 7-0 1 26V 0 BANGKA 17 7u3a:par 19 R-

_ _S 9 d 16 n V m .SUL AlV ES/ 22

/ 0 hleinbr r g 2 (1.~~~~~~~7)..\tIŽJ1SQAN4E5 ~ 7 * 7 BEJlr ELtFLING 18 oK7-

iN.Nr:R PROVJIN-CS Ioi1* *.2 A,],-O CERAM tS RAIEAST JPVA ~o '®~® CEA EST 1k/AN

2 CENFRAL JA\A -3 1 3 WFST JAVA4 AK A2iA Java Se a M®oooso MUNA t aN n G a Sea5 JOC-JAKAkTA 4\an.'aRSe6 NOPTH SATRA J | AVA7 kJA4IJ CIUTEI _PR OvI,ICE5 t..r7g ati m Mr1P

9 AESr SUMATRA 14 WEST KALIMANTAN 2 -9B10Sc/TH Sk,AIMAO 15 EAST KA[ MAN[AN ®A J®1r-2 > 1 (M5AW

1 L AMi iPJNG 17 CENiTRAL ALIMANTAN SUM2BAWA LORES12 ATiFi! 19 CENITRAL SULAWESI - /2513 bFNGKUllJ 20 SC1U,,-EAST SULAWESI ' 24 2516 SOUTH KArL.iANTAN 22 MAtUKU lOMBOk ( IPORTUGAL)18 surH UlVAVESI 24 WESi NLSA IENGGARA /n a',a Oce a a TIMOR2i NORTHJI SULAWESI 25 EAST .!USA TENGGARA25 BAlI 26 WEST IRaN SUMBA

__ ~ ~ ~ ~ ~ ___ _ _ ______ __ _ _ _ _ _o'