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More Effective Decentralized Education Management and Governance Quarterly Report No. 20

April 2010

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

More Effective Decentralized Education Management and Governance (DBE1) Quarterly Report No. 20 Contract 497-M-00-05-00029-00

October to December 2009 Prepared for

USAID/Indonesia Prepared by

RTI International 3040 Cornwallis Road

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

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

More Effective Decentralized Education Management and Governance i

Table of Contents

Page

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

Ringkasan Eksekutif ............................................................................................................................. xiii

1. Project Management and Coordination .............................................................................................. 1 1.1 Project Coordination and Collaboration with Government and Stakeholders (Task 1) ....... 1 1.2 Monitoring, Evaluation, and Reporting (Task 2 and 3) ........................................................ 3 1.3 Project Data Management System (PDMS) (Task 4) .......................................................... 5

2. School and Community Programs ...................................................................................................... 7 2.1 Elementary School Level (Task 5) ....................................................................................... 8 2.2 Junior Secondary School Level (Task 5) ........................................................................... 11 2.3 School-Based Management Secretariat (MONE) (Task 5)................................................ 12

3. District Level Management and Governance/ Advocacy .................................................................. 13 3.1 Education Governance (Task 6) ........................................................................................ 13 3.2 Education Finance (Task 7) ............................................................................................... 17 3.3 Education Planning and Management (Task 7) ................................................................. 19 3.4 Management of District Education Personnel (SIMPTK/Sistem Informasi Manajemen

Pendidik dan Tenaga Kependidikan), Supervision, and Assets Management Systems (Task 7) ........................................................................................................ 22

4. Aceh Expansion Program .................................................................................................................. 28 4.1 Coordination with Provincial and other Donor Stakeholders ............................................. 28 4.2 Program Implementation .................................................................................................... 29

5. EMIS/ICT/Data Management ............................................................................................................ 32 5.1 ICT Grants (Task 8) ........................................................................................................... 32 5.2 EMIS Pilot (Task 8) ............................................................................................................ 38 5.3 EMIS Pilot Dissemination ................................................................................................... 46 5.4 DBE Website ..................................................................................................................... 48

6. Public-Private Alliance (Task 9) ......................................................................................................... 51 Outreach activities .................................................................................................................... 51

7. Dissemination and Sustainability ...................................................................................................... 54 7.1 National Policy and Practice (Task 10) .............................................................................. 55 7.2 Provincial Engagement (Task 11) ...................................................................................... 57 7.3 Disseminating DBE1 Programs (Task 12) ......................................................................... 59 7.4 Documenting Good Practice (Task 13) .............................................................................. 67 7.5 Disseminating District Level Programs and Developing Service Providers (Task 14) ...... 68 7.6 Sustainability ...................................................................................................................... 72

Annex 1: Provincial Reports .................................................................................................................. 75

Annex 2: Success Stories ..................................................................................................................... 96

Annex 3: Training for Project Beneficiaries ......................................................................................... 100

Annex 4: Documents uploaded in the website .................................................................................... 104

Annex 5: Deliverables Status: March 31, 2010 ................................................................................... 106

Annex 6: Status of project documents uploaded in USAID Development Experience Clearinghouse (DEC) ............................................................................................................. 110

Annex 7: Contribution of DBE1 in District Policy Development per March 2010 ................................ 111

Annex 8: Abbreviations, Acronyms and Glossary ............................................................................... 114

ii More Effective Decentralized Education Management and Governance

List of Figures

Page Figure 1.1: New Activities in Project Completion Status for District Level Activities (Sample: Central

Java) ........................................................................................................................................ 5 Figure 5.1: Synergy of Data Supply, Demand, and Capacity for Education Managers and Decision

Makers ................................................................................................................................... 39 Figure 5.2: Four Custom Applications Software of SDS

++ .................................................................... 40

Figure 5.3: Input and Output of SDS++

for School ............................................................................... 40 Figure 5.4: BOS Reports Grouping ....................................................................................................... 41 Figure 5.5.a: Input and Output of SDS

++ Portable ............................................................................... 42

Figure 5.5.b: Illustration of Input and Output of SDS++

Portable on PDA ............................................ 43 Figure 5.6a: Input and Output of SDS

++ for Kecamatan ...................................................................... 43

Figure 5.6b: Illustration of Sub-district level data on SDS++

for Kecamatan ....................................... 44 Figure 5.7: EMIS Strengthening Mechanism for Dissemination ........................................................... 48 Figure 5.8: Website Hits ........................................................................................................................ 49

List of Tables

Page

Summary of Selected Achievements Cumulative through March 2010 ................................................ xi Table 1.1 Monitoring, Evaluation and Reporting* ................................................................................... 4 Table 1.2 Progress in Managing PDMS* ................................................................................................ 5 Table 2.1: Targets for School-Based Management Program (Elementary) ........................................... 8 Table 2.2: Targets for School-Based Management Program (Junior-Secondary) ............................... 12 Table 3.1 Summary of Progress in District Governance* ..................................................................... 14 Table 3.2 Progress in Education Finance* ............................................................................................ 17 Table 3.3 Summary of Education Planning Progress* .......................................................................... 19 Table 3.4 Summary of Progress in Personnel, Supervision and Asset Management*......................... 23 Table 4.1 Summary of Progress in Implementing Aceh Expansion program ....................................... 30 Table 5.1 Progress in ICT Grants Implementation ............................................................................... 32 Table 5.2 Progress in ICT Grants Completion ...................................................................................... 33 Table 5.3 Summary of Grants Awarded ................................................................................................ 34 Table 5.4 Progress with EMIS Pilot ...................................................................................................... 38 Table 5.5: Training Participants by Participants Group and ICT Topic ................................................. 44 Table 5.6: Training Participants Grouped by Task ............................................................................... 45 Table 5.7: Progress with EMIS Pilot Dissemination .............................................................................. 46 Table 5.8: Top 10 Requests for Documents until the Last Quarter ...................................................... 49 Table 7.1 Dissemination achievements (school level program) ........................................................... 60 Table 7.2 Summary of School Level Dissemination Program Budgets to end of March 2010 ............. 61 Table 7.3 Summary of District Level Dissemination Program Budgets to end of March 2010 ............. 62 Table 7.4 Number of schools implementing DBE1 programs through dissemination programs .......... 63 Table 7.5 Number of Districts Disseminating DBE1 Programs to end of March 2010 ......................... 63 Table A3-1: Number of training activities from January to March 2010 .............................................. 100 Table A3-2: Summary of persons trained from January to March 2010 ............................................. 100 Table A3-3: Analysis of training beneficiaries by Institutions .............................................................. 101 Table A3-4: Analysis of training beneficiaries by activities ................................................................. 102 Status of Uploading Documents to Development Education Clearing House (DEC) ......................... 110

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

January through March 2010. This quarter DBE1 continued implementation of

the new workplan, which was commenced in the previous quarter. This new

workplan covers the final twelve months of project implementation for the

DBE1 project from October 2009 through September 2010. It incorporates

revisions to the previous workplan (October 2008 until April 2010) and a

modification made to extend DBE1 assistance in education management and

governance to up to 18 additional districts in Aceh.

The main objective of the new workplan, which was approved during this

quarter, is to make use of the extension and expansion of the program to

further increase sustainability and support dissemination. The key underlying

themes, which reinforce this focus, are as follows:

Institutionalize the changes through policy development

Deepen the change through further developing the capacity of the

system, and

Disseminate good practice through developing the capacity of service

providers.

In line with these themes, a number of important meetings were held this

quarter with counterparts at national and provincial levels as well as at district

level.

DBE1 continued to meet with the MONE team that manages school block

grant (BOS) implementation. As a result of this collaboration, a technical

manual and software for BOS reporting prepared by DBE1 has now been

adopted by MONE. In this regard DBE1 facilitated a meeting for national and

district level stakeholders to gain clarity on BOS reporting. Participants at this

meeting included high level officials from MONE‟s Inspectorate General and

also from state auditing agencies.

MONE‟s center for educational Statistics (PSP) continued to collaborate with

DBE1 on a pilot study in Aceh to improve the flow of EMIS data from schools

to districts using ICT. Work with PSP staff in January 2010 included software

development and coordination of field work. Program implementation will

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

policy in July 2010.

During the quarter also DBE1 held additional meetings with MOHA‟s

Directorate of Regional Finance Administration Development, and MONE‟s

Education Infrastructure section, Directorate for Kindergarten and Elementary

Schooling to discuss DBE1‟s program and software for managing education

assets in the districts. Both agencies have agreed to collaborate with DBE1 as

the programs are rolled out in the next quarter.

DBE1 continued to hold meetings with AusAID‟s SEDIA project in Aceh.

Agreement was reached for the projects to coordinate in order to maximize the

impact and sustainability of both.

A number of follow up meetings were held with the East Java Regional

Development Planning Body (Bappeda) and the provincial education office

(Dinas Pendidikan) to further discuss strategies to support the provincial

government‟s plans to improve the quality of education and the development

of innovative education-sector policies. These meetings have resulted in an

understanding of the priorities for education and the areas in which DBE1 can

provide specific inputs in the policy formulation in this province. Work in this

area will continue over the next two quarters.

At school level, DBE1‟s focus across all provinces has shifted from training

principals, strengthening school committees and school development planning

(RKS/M preparation). This core activity at school and community level was

completed some time ago. Focus is now on supporting implementation,

sustainability and dissemination.

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

madrasah in Cohort 1 have implemented their plans and should be preparing

new plans for the 2010-2013 period. To facilitate this process all Cohort 1

elementary schools and madrasah are being assisted to prepare a school data

base (SDS) which will then provide the school profile required for preparation

of a new school development plan. While in 2005-6 DBE1 specialists and

district coordinators provided the training, this time District Facilitators have

been providing the training. Of the 526 schools in Cohort 1, 84 (92%) have

now prepared an SDS. A total of 117 schools have also completed preparation

of new RKS. The remaining schools will complete the process in the coming

quarter.

In this quarter training was also completed for school committees and village

officials to enable them to lobby for funding from village budgets for school

development programs identified in RPS/RKS. The schools established school

teams which took part in the village development planning forums known as

musrenbangdes and proposed school improvement programs for support. Most

proposals addressed infrastructure needs. It was agreed that this is a good

focus, as these programs cannot be funded by school BOS funds and are an

appropriate use of village development funds.

DBE1 continues to consult with MONE‟s Directorate of Elementary

Schooling (Direktorat Pembinaan TKSD). Activity this quarter was confined

to occasional contact and coordination. In the previous year it was agreed with

the Secretariat that the DBE1 materials for school-based management could be

adopted by MONE as one model in elementary schools throughout the

country.

In December 2009, DBE1 organized a meeting with members of MONE‟s

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

School Based Management materials. Since then final editing and mock up of

the materials has been completed, edited and formatted by the commercial

printer, HaloHalo, and will be available for use early in the next quarter. We

continued informal consultation with MONE on the state of the materials

during the current quarter. Signed introductory statements have been obtained

from Bapak Professor Fuad Abdul Hamied, Ph.D (Kementerian Koordinator

Bidang Kesejahteraan Rakyat, Deputi Menteri Bidang Pendidikan, Agama

dan Aparatur Negara) and Bapak Drs. H. Firdaus, M.Pd. (Kementerian

Agama, Direktur Pendidikan pada Madrasah.)

It has been agreed that DBE1 will provide training in the materials to members

of the MBS Secretariat once the signed introductory statement from MONE is

finalized. This is expected to take place in the coming quarter.

Along with these materials, District Facilitators offer the main means of

disseminating the school-based management program to new schools and sub-

districts, and for ensuring sustainability of outcomes. A target of 1,000-plus

school supervisors, (pengawas) to implement school-based management

dissemination programs was set in the workplan. A total of 1,878 district

facilitators have now been trained. This figure includes the original core group

of 5-6 facilitators in each target district plus additional pengawas who have

joined district forums supported by DBE1, and a further 1,005 recently trained

in East Java, Central Java and Yogyakarta through Training of Trainer (TOT)

programs to support dissemination. Also during this quarter a number of

dissemination programs were planned for new districts in non-target

provinces. This will result in the training of a further 170 or more pengawas as

facilitators in three new provinces: West Sumatra, South Sumatra and NTT in

the next quarter.

The target of 1,000 trained facilitators has thus been exceeded by a large

number through various dissemination programs. Monthly district forums for

district facilitators were supported throughout the quarter and will continue

into the coming quarter, during which period they will be phased out. It is

hoped that they will be sponsored by districts into the future.

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

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

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

district governments and other stakeholders in planning and financing

education development, and increasing accountability and transparency by

facilitating opportunities for parents, community members and other

stakeholders to voice their concerns and aspiration for better quality education

in the district.

In this period, DBE1 assisted in the development of eight policies/instruments

in partner districts (some of which were begun and reported in the last

quarter). Cumulatively, we have assisted in the development of 39

instruments/policies, of which 34 are considered completed. DBE1 initiated

training for DPRD members in 16 districts, and public consultations to share

the results of financial and education data analyses and to gain inputs into

strategic planning continued to contribute substantially to DBE1 governance

agenda.

Capacity building activities for district education councils (Dewan

Pendidikan) have now been completed in 43 of the 46 target districts. During

the quarter DBE1 also began training or „policy briefing‟ for local parliament

(DPRD) members in two provinces. In South Sulawesi representatives from

eight of nine districts gathered for a two-day training event. In Central Java

another two workshops were held. Topics covered in the workshops included:

National Education Standards, Education Minimum Service Standards, the

results of education financial analysis and calculation of school unit cost,

district education strategic plans, budgeting for education sector, and

evaluation of the work performance of government institutions (LAKIP), as

well as DBE1 programs and achievements. Participants were encouraged to

discuss issues related to education and establish recommendations to

improve quality of education in their areas. This is the first training and

breifing on education policy and contexts that most of these new

parliamentarians have had and as such is a very significant activity. Similar

activities are planned for other target provinces and districts in the coming

quarter.

District education finance analysis (AKPK) and school unit cost analysis

(BOSP) activities continued throughout this quarter. AKPK results have

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

needed for the preparation of the financing plans for renstras. Meanwhile

BOSP reports have resulted in very significant policy and budgeting decisions

in a number of provinces and districts. Original targets for both AKPK and

BOSP have been exceeded; new targets set in accordance with the contract

modification have been exceeded or are already nearing achievement. Some

61 districts have now completed BOSP, exceeding the revised target of 49 and

44 districts have completed AKPK, while the revised target is 45. One more

AKPK is expected to be completed in the next quarter.

Also in this quarter, work continued on a methodology for conducting the

Personal Cost Survey/Study. Questionnaires will be used for data collection

from individual households. Surveys will be carried out in Java, North

Sumatra and South Sulawesi in the next quarter. The results of the study will

be given to MONE as an input for determining BOS funding and also to BSNP

for its consideration. This is designed to be a quick study to estimate the cost

borne by parents to send a child to school, which then could become the basis

for providing financial assistance to low-income families to send their children

to school.

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

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

The programs are limited to financial analysis, strategic planning and

education governance. The second phase of district expansion in Aceh was

launched on January 13 at an event attended by the Head of the provincial

Education Office and representatives of twelve additional districts. Work is

now underway in all 18 districts, including the initial six districts which

commenced in the previous quarter. In order to manage this demanding

program and achieve objectives within the limited time frame remaining to the

project, DBE1 established three teams, each under the management of an

experienced regional coordinator: West Aceh, Central Aceh and East Aceh.

By the end of the quarter, BOSP analysis had commenced and was mostly

completed in eight districts. Meanwhile, two districts (Singkil and Kota

Subulussalam) have completed BOSP, and the results now offer a reference

for policy makers. Work on the district financial analysis, AKPK, has now

commenced in eight districts, three in West Aceh and five in East Aceh, where

the process is nearing completion. During this quarter, development of the

district education planning information system (SIPPK) was completed in the

ten districts. The remaining districts are expected to complete the process next

quarter.

Using the results of SIPPK, strategic planning (renstra) workshops have now

commenced in Aceh Barat, Nagan Raya and Aceh Barat Daya. The process

has already reached the stage of identifying programs, activities and associated

budgets. Renstra workshops have also commenced in Aceh Tamiang, Aceh

Timur and Kota Langsa. These districts have already identified policy and

planning issues through detailed analysis of quantitative data. Issues were also

identified through a qualitative process involving focus-group discussions with

key stakeholder groups. Other districts are still completing preparations for

renstra development – including finalizing SIPPK.

Implementation continues to run smoothly as the DBE1 coordinators and

specialists are experienced in providing technical assistance and conducting

training for these programs. In general, the commitment of both the province

and the districts is very high and the participants have been serious in their

attendance and participation in DBE1 activities.

In the first year of the project, DBE1 awarded ICT innovation grants to

consortia comprised of private sector and government institutions such as

district education office, district library, and schools. The total anticipated

value of the 14 grants awarded increased from $287,884 (IDR 2,669,599,451)

to $292,901 (IDR 2,714,749,451). This increase is a result of USAID approval

to increase the grant for Pangkep, South Sulawesi due to a natural disaster that

broke the ICT tower. As of March 2010, $259,876 (IDR 2,418,116,626) has

been disbursed to the grantees in the form of equipment and cash to cover

grant main activities including training expenses. In the quarter, seven

grantees received disbursements. Five grants have been completed; of these

three were completed during the quarter.

An EMIS Strengthening Pilot program is being implemented in two districts

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

ways to improve the flow of data from schools to districts within MONE‟s

EMIS. Full scale implementation took place during the quarter. The pilot field

work will be completed in April 2010 with final reporting and a conference to

discuss result to take place in the April – June 2010 quarter.

Some of the features of the software package being implemented in the pilot

schools in Aceh are: (i) School Monthly Report (Lembar Bulanan Sekolah -

LBS), (ii) School Individual Report (LI-SD/MI) of PadatiWeb, and (iii) BOS

Reports, while RKT and RKAS/M, School Profile for RKS/M, and SRC

outputs are similar to regular SDS. In addition use of PDAs to record and

validate school data by supervisors (pengawas) and transfer this data to

MONE‟s EMIS (Padatiweb) at the sub-district and district levels is expected

to improve data flow in the EMIS and also substantially help schools and

districts to use easily updated data for planning purposes.

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

2010, the DBE website received 1,749,623 hits since the website was launched

in 2005. This quarter‟s total hits (260,779) is higher than last quarter‟s total

hits (201,539). The top ten requests for documents through the last quarter was

dominated with requests for resource materials uploaded by DBE1 including

related government legal documents such as ministerial decrees, laws, and

government regulations. Also among the top ten downloads were DBE1 and

DBE3 manuals.

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

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

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

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

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

effective impact on sustainable development activities, DBE1 was given a

specific mandate to engage private sector firms to supplement the overall

program impact and expand geographical reach.

During the quarter, DBE1 explored the possibility of forming alliances with

corporations to support the improvement of management and governance in

basic education. In this context, a visit was made to Aceh to meet with private

sector representatives in this province. The objective of these meetings was to

determine the readiness, capacity and interest in forming a PPA and to

negotiate next steps. The institutions involved present a very diverse set of

conditions, capacity and needs.

Meetings with major U.S. and Indonesian organizations held during the

quarter included Gramedia Widiasarana Indonesia and the Sampoerna School

of Education in Jakarta, and, in Aceh: the Aceh Chamber of Commerce, Aceh

Investment & Promotion Board, Indonesia Business Link, Exxon Mobil, PT

Semen Andalas Indonesia, Pertamina, Telkom and PLN.

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

and more to supporting increased dissemination and sustainability. During the

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

finalize and begin to institutionalize methodologies designed to implement

GOI policy in ways that support good practice in the management and

governance of basic education. While sustainability and dissemination have

been core goals since the commencement of DBE1 activity in 2005, it is now

in the final year that these goals come to the fore.

Beyond achieving sustainability of project outcomes in target districts and

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

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

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

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

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

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

support policy development at district, provincial and national levels to

institutionalize the good practice.

DBE1 will withdraw from provinces and districts at the end of the next

quarter. Meanwhile the scale and scope of dissemination programs is

increasing dramatically towards the end of the project. We know from

experience that provinces and districts typically release funds for development

towards the end of the calendar year. It is thus likely that just at the time

DBE1 closes out in the provinces and districts and begins to close out

nationally, many new dissemination programs will be commencing. It would

be very strategic if USAID were able to track the development and progress of

dissemination after the completion of DBE1, as well as sustainability of core

project interventions and outcomes.

Through the end of March 2010, some Rp.14 billion, or approximately $1.5

million1, has been allocated for dissemination of DBE1 school-based

management programs in 54 districts. In addition, approximately $25,000 has

been expended for DBE1 district level programs, primarily BOSP, in 19

districts.2 This is an increase of around $135,000 since the end of the previous

quarter (December 2009). Of this total cumulative amount, about Rp.10 billion

came from annual district budgets (APBD) and the remainder, nearly Rp.4

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

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

Muhammadiyah).

A total of 9,592 schools and madrasah have now participated in dissemination

programs to implement DBE1 methodologies using funds from APBD and

other sources. This is an increase of 1,195 on the previous quarter total, a

similar increase to that in the previous quarter. This increase occurred as a

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

2 This amount of expenditure does not include funds already expended for implementing the first of the dissemination

activities, i.e., training of Trainers (TOT). For example, the Provincial Religious Affairs Offices (Kanwil Agama) of Central Java and Yogyakarta provinces funded TOT in the quarter for their school supervisors and other officials, but those trainers have not yet trained schools (expected in the next quarter). Because the program has not been disseminated in schools, the total amount for that activity (Rp.323 million) is not reported as expenditure for dissemination.

result of dissemination activities this quarter in Aceh, North Sumatra, Central

Java and East Java. The most significant activity was in Central and East Java.

As a result of dissemination, for every one target school in which the program

has been fully funded by DBE1, another seven or eight schools have now

implemented aspects of the program with independent funding.

The total number of districts that have implemented at least one DBE1

program is now 72 (an increase of four districts on the previous quarter). Forty

of these are original DBE1 target districts while 32 are new non-DBE districts.

Further analysis shows that 54 districts have disseminated school based

management programs and 19 disseminated district level programs; one

district has disseminated both district and school level programs and so is

counted twice in this analysis. Many of the dissemination initiatives are

described in the report although they are now so many and varied that it is not

possible to report on all.

Districts are now placing confidence in their own personnel, especially school

supervisors (pengawas) and others who have been trained as district

facilitators by the project. Throughout this quarter we continued to support

district facilitators through monthly forums which will continue until the close

of activity in districts in the coming quarter.

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

service providers are required from outside the districts. In order to increase

sustainability and support dissemination, DBE1 has developed a program to

prepare service providers. There are three components to this program: (1)

working with a group of universities and one NGO to prepare them to be able

to implement DBE1 district level programs in new districts, (2) working with

the private Sampoerna Foundation to enable this institution to implement

DBE1 school-based management programs, and (3) collaborating with other

international donors to enable them to adopt or adapt DBE1 methodologies for

both school and district levels.

In the previous quarter working agreements were signed with three new

institutions as service providers: the National University of Makassar (UNM),

the NGO, Center for Regional Studies and Information (PATTIRO),3 and the

private University of Muhammadiyah, Surakarta (UMS). We also prepared

and signed an extension to the working agreement with the National Education

University (UPI) in Bandung, West Java. In order to effectively train these

new service providers it is necessary to implement the full district level

program, thus enabling the new personnel to gain practical experience and

learn the entire program from beginning to end. During this quarter, the

service providers were given introductory training and work commenced on

implementing the full district program in three new districts: Barru in South

Sulawesi, Cimahi in West Java and Surakarta in Central Java.

3 Pusat Telaah dan Informasi Regional

In this quarter DBE1 also commenced a training program to enable the

national Sampoerna Foundation (SF) based in Jakarta to make use of DBE1

school-based management materials in its in-service school development

program and also possibly in pre-service teacher training. Training was

provided on the overall DBE1 approach, leadership training, BOS reporting,

SDS and school development planning (RKS). The response to all of these

initiatives has been extremely positive.

DBE1 continued to intensify coordination with other donors, with the aim of

supporting both dissemination and sustainability of outcomes and sharing

lessons learnt. In Makassar, for example, DBE1 participated in a Coordinating

Meeting between Donor Organizations on the Implementation of School

Based Management and Sharing of Good Practices. The meeting was attended

by representatives of DBE1, 2, 3, UNICEF, UNESCO, JICA, ILO, and the

British Council.

DBE1 has been in discussion with the World Bank‟s Basic Education

Capacity Trust Fund (BEC-TF) since before the project commenced and we

have continued to dialogue and share experience since the project began.

BEC-TF has shown great interest in using DBE1 materials and approaches and

BEC teams have visited a number of DBE districts and participated in joint

workshops, particularly in East Java. Now, as first-round districts are

beginning to allocate grant funds to agreed programs based on their capacity

development planning, many are looking to DBE1 for appropriate

methodologies and approaches to improving management and governance of

basic education. This is occurring especially in Aceh, Central Java and East

Java, where BEC-TF is working with districts.

Summary of Selected Achievements Cumulative through March 2010

Activity Target Achievement

Schools/madrasah assisted for producing annual plans and budgets

1,076 SD/MI and 196 SMP/MTs

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

District Officials trained and supported N/A 1,878

School Committees, parents, and community members trained and supported

N/A 463

Members of education governance related institutions trained and supported

N/A 183

Renstra Completed/Ongoing 45 35/8

AKPK Completed/Ongoing 45 44/1

BOSP Completed/Ongoing 49 61/ -

SIPPK Completed/Ongoing 45 43/2

ICT Grant Disbursed $287,884

(IDR 2,669,599,451).

$259.876

(IDR 2,084,959,731)

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

Number of schools replicating or committed to replicate DBE1 programs

3,000 9,592

Activity Target Achievement

Government and non-government funding for replication of DBE1 programs

NA $ 1,518,137

(IDR 14,422,300,980)

Community contributions to school development attributed to DBE1 programs

N/A $ 847,900

(IDR 8,055,056,676)

Ringkasan Eksekutif Laporan ini merangkum triwulan ke 20 dari pelaksanaan proyek yang

berlangsung dari Januari hingga Maret 2010. Dalam periode ini, DBE1

meneruskan pelaksanaan dari rencana kerja yang baru yang dimulai pada

periode sebelumnya. Rencana kerja yang baru mencakup dua belas bulan

terakhir dari pelaksanaan proyek yaitu bulan Oktober 2009 hingga September

2010. Rencana kerja ini menyertakan perubahan-perubahan rencana untuk

periode Oktober 2008 hingga April 2010 dan modifikasi yang dilakukan

sesuai dengan keputusan USAID untuk memperpanjang dukungan DBE1

dalam manajemen dan tatalayanan pendidikan di 18 kabupaten/kota baru di

Provinsi Aceh.

Tujuan utama dari rencana kerja yang baru yang telah disetujui dalam triwulan

ini adalah untuk menggunakan perpanjangan dan penambahan program guna

mendukung lebih jauh lagi upaya mendukung kesinambungan dan diseminasi

program-program DBE1. Sehubungan dengan hal itu, kegiatan-kegiatan DBE1

terfokus kepada upaya-upaya sebagai berikut:

Menginstitusionalisasi perubahan melalui pengembangan kebijakan

Memperdalam perubahan yang telah terjadi dengan mendukung

peningkatan kapasitas lebih jauh, dan

Mendiseminasi praktik-praktik yang baik (good practice) dengan

mengembangkan kapasitas dari service providers.

Sejalan dengan upaya-upaya ini, berbagai pertemuan penting telah dilakukan

dengan pemangku kepentingan di tingkat nasional, provinsi, dan

kabupaten/kota.

DBE1 mengadakan pertemuan dengan tim dari Kementerian Pendidikan

Nasional (Kemendiknas) yang mengelola implementasi dana BOS. Sebagai

hasil dari kerjasama ini, petunjuk teknis dan software dalam pelaporan BOS

telah dikembangkan oleh DBE1 dan diadopsi oleh Kemendiknas. Dalam

hubungan ini, DBE1 juga telah memfasilitasi pertemuan antara pemangku

kepentingan tingkat nasional dan kabupaten/kota untuk mendapatkan

kejelasan mengenai pelaporan dana BOS. Peserta dari kegiatan ini termasuk

pejabat Lembaga Pemerintahan bidang Kesejahteraan Rakyat Badan

Pengawasan Keuangan dan Pembangunan (BPKP) Pusat, Inspektur Investigasi

dan Auditor Inspektorat Jenderal Kemendiknas.

Pusat Statistik Pendidikan (PSP) Kemendiknsa juga terus berkerjasama

dengan DBE1 dalam proyek uji coba di Aceh yang bertujuan untuk

meningkatkan alur perpindahan data (EMIS) dari sekolah ke tingkat

kabupaten/kota dengan menggunakan TKI. Kegiatan DBE1 pada bulan

Januari 2010 termasuk pengembangan software dan kordinasi kerja di

lapangan. Implementasi program ini akan dilakukan di triwulan berikut. Hasil-

hasil dari pelaksanaan program ini akan diberikan sebagai masukan terhadap

kebijakan Kemendiknas pada bulan Juli 2010.

Pada triwulan ini, DBE1 juga melakukan pertemuan lanjutan dengan

Kementerian Dalam Negeri Direktorat Badan Administrasi Keuangan Daerah

dan dengan Kementerian Pendidikan Nasional Bagian Sarana Prasarana untuk

membahas program DBE1 dan software yang digunakan dalam mengelola

manajemen aset di kabupaten/kota mitra. Kedua badan ini telah setuju untuk

bekerja sama dengan DBE1 dalam melaksanakan program tersebut dalam tiga

bulan ke depan.

DBE1 terus melakukan pertemuan dengan proyek SEDIA dari AusAID di

Aceh. DBE1 dan AusAID telah setuju untuk berkordinasi dalam upaya

memaksimalkan dampak dan keberlanjutan dari dua proyek ini.

Selain itu, beberapa pertemuan lanjutan juga dilaksanakan dengan Badan

Perencanaan Pembangunan Daerah (Bappeda) dan Dinas Pendidikan Provinsi

Jawa Timur untuk membicarakan lebih lanjut strategi yang akan digunakan

dalam mendukung rencana pemerintah provinsi dalam meningkatkan mutu

pendidikan dan mengembangkan kebijakan inovatif sektor pendidikan di

provinsi tersebut. Pertemuan-pertemuan ini telah menghasilkan persetujuan

antara Pemerintah Provinsi Jawa Timur dan DBE1 mengenai prioritas-

prioritas dalam meningkatkan mutu pendidikan. Dalam hal ini DBE1 akan

memberikan masukan-masukan secara khusus terkait dengan pengembangan

kebijakan yang ada. Upaya-upaya ini akan terus berlangsung dalam dua

triwulan kemuka.

Di tingkat sekolah, saat ini fokus kegiatan DBE1 lebih banyak dilakukan

dalam mendukung pelaksanaan, kesinambungan program, dan diseminasi

setelah proyek berakhir pada bulan September nanti. Kegiatan-kegiatan utama

di tingkat sekolah dan masyarakat seperti pelatihan dan pendampingan

pengembangan RKS/M dan pengembangan kapasitas Kepala Sekolah dan

Komite Sekolah telah selesai beberapa waktu lalu.

Karena RPS/RKS adalah rencana pengembangan sekolah untuk jangka waktu

empat tahu, sekolah dan madrasah dari Kohor 1 telah melaksanakan program-

program mereka dan saat ini sedang menyiapkan rencana baru untuk periode

2010-2013. Untuk memfasilitasi proses ini, semua sekolah dan madrasah dari

Kohor 1 dibantu dalam menyiapkan Sistem Database Sekolahnya (SDS) yang

kemudian digunakan untuk menyiapkan profil sekolah yang digunakan dlaam

mengembangkan Rencana Kerja Sekolah. Jika pada tahun 2005-2006 spesialis

dan District Coordinator DBE1 yang melatih sekolah, maka kali ini hal

tersebut dilakukan oleh District Facilitator. Dari 526 sekolah di Kohor 1, 84

(92%) telah menyelesaikan SDS. Sedangkan 117 sekolah telah menyelesaikan

Rencana Kerja Sekolahnya yang baru. Sekolah-sekolah yang lain akan

menyelesaikan proses ini dalam triwulan yang akan datang.

DBE1 juga telah melatih komite sekolah dalam mendukung upaya mereka

melobi perangkat desa dalam penganggaran dana desa untuk mendukung

pengembangan program yang ada di RPS/RKS sekolahnya. Dalam hal ini,

sekolah membentuk tim yang kemudian ambil bagian dalam musyawarah

rencana pembangunan desa (musrenbangdes) dan mengajukan permintaan

untuk pendukung program pengembangan perbaikan sekolah. Sebagian besar

dari permintaan ini menyangkut kebutuhan pembangunan atau perbaikan

infrastruktur sekolah maupun daerah sekitar sekolah. Pihak tim menyetujui hal

ini sebagai fokus yang baik karena program-program tidak bisa dibiayai oleh

dana BOS dan merupakan penggunaan dana pengembangan desa yang baik.

DBE1 terus berkonsultasi dengan Direktorat Pembinaan TK/SD Kementerian

Pendidikan Nasional dalam triwulan ini, termasuk dalam berkordinasi. Dalam

tahun lalu, DBE1 telah mencapai persetujuan dengan kantor Sekretariat

Manajemen Berbasis Sekolah (MBS) Kemendiknas bahwa materi manajemen

berbasis sekolah yang telah dikembangkan oleh DBE1 dapat diadopsi oleh

Kementerian sebagai model yang digunakan di tingkat sekolah dasar di

Indonesia.

Pada bulan Desember 2009, DBE1 mengadakan pertemuan dengan anggota

dari Sekretariat MBS Kemendiknas. Pertemuan ini bertujuan untuk

menyetujui format dari draft final materi pedoman-pedoman MBS tersebut.

Semenjak pertemuan tersebut, editing dan contoh dari pedoman-pedoman

tersebut telah selesai, telah diedit dan diformat oleh perusahaan editing

Halohalo, dan telah dapat digunakan pada awal triwulan depan. DBE1 terus

melakukan konsultasi secara informal dengan DBE1 mengenai persetujuan ini

dalam triwulan ini. Hingga saat ini, kata pengantar untuk pedoman telah

ditanda tangan oleh Bapak Professor Fuad Abdul Hamied, Ph.D (Kementerian

Koordinator Bidang Kesejahteraan Rakyat, Deputi Menteri Bidang

Pendidikan, Agama dan Aparatur Negara) and Bapak Drs. H. Firdaus, M.Pd.

(Kementerian Agama, Direktur Pendidikan pada Madrasah.)

Juga telah disetujui bahwa DBE1 akan memberikan pelatihan mengenai materi

ini kepada anggota Sekretariat MBS setelah Kemendiknas menandatangani

kata pengantar dari pedoman tersebut. DBE1 berharap hal ini akan

berlangsung pada triwulan depan.

Selain materi-materi ini, District Facilitator merupakan tombak utama dalam

upaya mendiseminasi program MBS di sekolah dan di kecamatan baru dan

dalam mengupayakan agar kesinambungan program terus terjadi. Lebih dari

1,000 pengawas telah ditargetkan untuk melaksanakan MBS dan hal ini telah

disertakan dalam rencana kerja DBE1. Saat ini, telah ada 1,878 District

Facilitator yang telah dilatih. Jumlah ini termasuk 5-6 Fasilitator utama di

kabupaten/kota mitra dan pengawas tambahan yang telah dilatih oleh DBE1

dan 1,005 orang yang telah dilatih di Jawa Timur, Jawa Tengah dan

Yogyakarta melalui TOT pendukung diseminasi. DBE1 juga telah

merencanakan untuk melakukan diseminasi di kabupaten/kota baru di provinsi

baru. Sehubungan dengan ini, 170 atau lebih pengawas baru akan dilatih

sebagai fasilitator kegiatan di tiga provinsi: Sumatera Barat, Sumatera Selatan,

dan Nusa Tenggara Timur di triwulan depan.

Dengan demikian, target untuk melatih 1,000 District Facilitator telah

terpenuhi melalui upaya diseminasi. Forum Fasilitator bulanan untuk District

Facilitator tetap dilakukan dalam triwulan ini dan akan dilakukan dalam

triwulan depan dan akan diselesaikan pada triwulan depan. Untuk masa yang

akan datang, DBE1 berharap bahwa Forum Fasilitator akan disponsori oleh

kabupaten/kota masing-masing.

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

kegiatan di tingkat kabupaten/kota menjadi fokus utama DBE1. DBE1 terus

berupaya untuk mengembangan kapasitas pemerintah kabupaten/kota dan

pemangku kepentingan lainnya dalam perencanaan dan pengganggaran sektor

pendidikan serta dalam peningkatan akuntabilitas dan transparansi. Hal ini

dilakukan dengan memberikan kesempatan kepada orang tua murid, anggota

masyarakat, dan pemangku kepentingan lainnya untuk menyuarakan aspirasi

dan kepentingan mereka dalam mendukung upaya peningkatan mutu

pendidikan di kabupaten/kota masing-masing.

DBE1 telah membantu pengembangan delapan kebijakan/instrumen di

kabupaten/kota mitra (beberapa dari pengembangan kebijakan telah diawali

dan dilaporkan dalam pelaporan triwulan lalu.) DBE1 telah membantu

mengembangkan 39 kebijakan/instrument dan 34 diantaranya telah selesai.

DBE1 juga telah melatih anggota DPRD di 16 kabupaten/kota, melakukan uji

publik untuk memaparkan hasil analisis dari keuangan pendidikan, dan

mendapatkan masukan dalam rencana strategis dinas pendidikan yang dapat

dilakukan untuk mendukung kesinambungan dalam meningkatkan tatalayanan

pendidikan.

Dari target 46 kabupaten/kota mitra, kegiatan peningkatan kapasitas untuk

Dewan Pendidikan Kabupaten telah diselesaikan di 43 kabupaten/kota. Dalam

triwulan ini, DBE1 juga mengadakan pelatihan atau sesi informasi dalam

kebijakan terkait pendidikan untuk anggota Dewan Perwakilan Rakyat Daerah

di dua provinsi. Di Sulawesi Selatan, wakil dari delapan kabupaten/kota mitra

(di Sulawesi Selatan, DBE1 bermitra dengan sembilan kabupaten/kota,)

anggota DPRD dilatih dalam dua hari. Hal yang sama juga dilakukan id Jawa

Tengah. Topik yang dibahas termasuk Standar Pendidikan Nasional, Standar

Service Minimum Pendidikan, hasil dari AKPK dan BOSP, renstra, pendanaan

untuk sektor pendidikan, dan evaluasi dari LAKIP (Laporan Akuntabilitas

Kinerja Instansi Pemerintah,) dan juga program dan pencapaian hasil DBE1.

Peserta didorong untuk mendiskusikan masalah terkait pendidikan dan

memberikan rekomendasi yang dapat digunakan untuk mendukung upaya

peningkatan mutu pendidikan di daerah masing-masing. Untuk sebagian besar

peserta yang merupakan anggota DPRD yang baru terpilih, kegiatan ini

merupakan kali pertama mereka terlibat dalam pembicaraan terkait masalah

kebijakan pendidikan dan dianggap sebagai hal yang sangat penting bagi

mereka. DBE1 berencana untuk melakukan hal serupa di provinsi dan

kabupaten/kota mitra di triwulan mendatang.

Analisa Keuangan Pendidikan Kabupaten/Kota (AKPK) dan Biaya

Operasional Satuan Pendidikan terus dilakukan dalam periode ini. Hasil

AKPK sangat bermanfaat dalam menyiapkan perkiraan jumlah dana yang

diperlukan maupun yang ada di kabupaten/kota dan perkiraan ini digunakan

dalam persiapan pendanaan rencana strategis (renstra) dinas pendidikan.

Selain itu, hasil penghitungan dan analisis Biaya Operasional Satuan

Pendidikan (BOSP) juga memberikan dampak penting dalam keputusan terkait

kebijakan dan pendanaan pendidikan di beberapa kabupaten/kota dan provinsi

mitra. Target awal untuk AKPK dan BOSP telah terpenuhi, dan saat ini target

baru yang disesuaikan dengan kontrak terbaru saat ini telah atau hampir

dipenuhi. Untuk BOSP, DBE1 mentargetkan 49 kabupaten/kota yang akan

menyelesaikan BOSP dan saat ini telah ada 61 kabupaten/kota mitra yang

telah menyelesaikannya. Untuk AKPK, 44 kabupaten/kota telah

menyelesaikan, sementara target baru adalah 45 kabupaten/kota. AKPK

diharapkan dapat diselesaikan di satu kabupaten/kota lagi di triwulan

mendatang.

Dalam periode ini, DBE1 terus mengembangkan studi terkait Biaya Personal.

Data akan dikumpulkan melalui kuesioner dari rumah tangga sumber data.

Survey akan dilaksanakan di kabupaten/kota mitra di pulau Jawa, di Sumatera

Utara, dan Sulawesi Selatan dalam tiga bulan mendatang. Hasil dari studi ini

akan diberikan kepada Kemendiknas sebagai masukan dalam menentukan

pendanaan BOS dan juga kepada BSNP sebagai masukan. Studi ini didesain

untuk mengetahui dalam waktu singkat perkiraan biaya yang harus

dikeluarkan oleh orang tua murid untuk mengirimkan anak ke sekolah.

Informasi ini dapat digunakan sebagai dasar dalam memberikan bantuan

keuangan kepada keluarga ekonomi lemah untuk mengirimkan anak ke

sekolah.

Pada bulan Juli 2009, task order DBE1 telah dimodifikasi untuk memperluas

dukungan DBE1 kepada 18 kabupaten di Aceh yang selama ini belum

termasuk dalam program awal. Dukungan yang diberikan kepada 18

kabupaten ini terbatas kepada kegiatan analisis keuangan, pengembangan

rencana strategis, dan governance. Gelombang kedua dari kegiatan ini telah

dimulai pada tanggal 13 Januari yang lalu. Acara peluncuran kegiatan tersebut

dihadiri oleh Kepala Dinas Pendidikan Provinsi dan wakil dari 12

kabupaten/kota yang baru bergabung dengan DBE1. Untuk mengatasi

kebutuhan program dan mencapai tujuan program dalam waktu yang sangat

terbatas, DBE1 membentuk tiga tim yang dipimpin oleh tiga Regional

Coordinator. Ke tiga tim ini masing-masing bertanggung jawab untuk

kabupaten/kota di daerah Barat, Timur, dan Tengah provinsi Aceh.

Sampai akhir periode ini, analisis BOSP telah dimulai dan akan selesai di

delapan kabupaten/kota. Sementara itu, Kabupaten Singkil dan Kota

Subulussalam telah menyelesaikan kegiatan ini dan hasilnya telah diserahkan

kepada pembuat kebijakan sebagai masukan. AKPK telah dimulai di delapan

kabupaten/kota yang terdiri dari tiga di daerah Aceh Barat dan lima di daerah

Aceh Timur. Kegiatan ini juga akan selesai dalam waktu dekat. Pada triwulan

ini, Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota (SIPPK) telah

selesai di sepuluh kabupaten/kota dan akan diselesaikan di kabupaten/kota lain

pada periode yang akan datang.

Dengan menggunakan SIPPK, lokakarya pengembangan renstra telah dimulai

di Aceh Barat, Nagan Raya, dan Aceh Barat Daya. Saat ini peserta kegiatan

telah selesai mengidentifikasi program, kegiatan, dan biaya yang diperlukan

dalam melaksanakan program-program dalam rencana tersebut. Lokakarya

renstra juga telah dimulai di Aceh Tamiang, Aceh Timur, dan Kota Langsa.

Peserta kegiatan di kabupaten/kota ini telah mengidentikasi masalah terkait

kebijakan dan perencanaan dengan menganalisis secara detail berbagai data

kualitatif. Berbagai permasalahan juga diidentifikasi melalu Focus Group

Discussion dengan pemangku kepentingan setempat. Kabupaten/kota lainnya

tengah melakukan langkah-langkah persiapan, termasuk finalisasi SIPPK,

sebelum memulai pengembangan renstra.

Pelaksanaan dari kegiatan-kegiatan berlangsung cukup lancar karena

kordinator dan spesialis DBE1 telah berpengalaman dalam memberikan

bantuan teknis dan melatih pemangku kepentingan kabupaten/kota mitra

dalam program-program ini. Secara umum, komitmen dari pihak provinsi

maupun kabupaten/kota sangat tinggi dan peserta mengikuti kegiatan dengan

serius dan konsisten.

Dalam tahun pertama pelaksanaan proyek, DBE1 merancang kompetisi ICT

dimana hibah diberikan kepada pihak pemenang yang terdiri dari konsorsium

atau gabungan sektor swasta dan pemerintah, seperti dinas pendidikan,

perpustakaan daerah, dan sekolah. Jumlah total 14 hibah tersebut bertambah

dari $287,884 (IDR 2,669,599,451) menjadi $292,901 (IDR 2,714,749,451).

Penambahan jumlah ini disebabkan karena USAID menyetujui penambahan

jumlah hibah untuk Kabupaten Pangkep, Sulawesi Selatan, karena adanya

bencana alam yang merusakkan menara TIK. Per Maret 2010, $259,876 (IDR

2,418,116,626) telah diserahkan kepada pihak penerima hibah dalam bentuk

peralatan maupun tunai untuk mendukung kegiatan utama hibah, termasuk

biaya pelatihan. Dalam triwulan ini, tujuh penerima hibah menerima

pembayaran hibah tersebut. Dari 14 hibah yang ada, lima hibah telah

diselesaikan.

Program percontohan untuk penguatan EMIS telah dimulai di dua

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

program percontohan ini adalah untuk mencoba cara baru dalam memperbaiki

alur komunikasi data antara sekolah dan kabupaten yang menggunakan EMIS

dari Kemendiknas. Implementasi lengkap dari kegiatan ini dilaksanakan dalam

periode ini. DBE1 berencana untuk menyelesaikan kegiatan di lapangan pada

bulan April 2010 dengan menulis laporan akhir dan mengadakan konferensi

untuk membahas hasil yang terjadi pada periode April – Juni yang akan

datang.

Beberapa fitur dari paket piranti lunak yang dilaksanakan di sekolah-sekolah

yang menjalankan program percontohan di Aceh adalah: (i) Lembar Bulanan

Sekolah (LBS,) (ii) Lembar Individu SD/MI yang ada di PadatiWeb, dan (iii)

Laporan BOS. Sementara itu, RKT, RKAS/M, Profil Sekolah untuk RKS/M,

dan Lembar Mutu Sekolah sama seperti dokumen-dokumen yang dihasilkan

oleh SDS. Selain itu, penggunaan Personal Digital Assistant (PDA) untuk

merekam dan memvalidasi data sekolah oleh pengawas dan memindahkan

data tersebeut ke PadatiWeb di tingkat kecamatan dan kabupaten diharapkan

dapat memperbaiki alur perpindahan data diantara pihak-pihak terkait. Piranti

lunak ini diharapkan dapat menolong sekolah dan kabupaten/kota untuk

memutakhirkan data secara mudah untuk kebutuhan perencanaan bidang

pendidikan di masing-masing tempat.

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

Maret 2010, situs ini telah dikunjungi sebanyak 1,749,623 kali. Dalam

triwulan ini, situs menerima kunjungan sebanyak 260,779 kali, meningkat dari

201,539 kunjungan di periode sebelumnya. Pada triwulan ini DBE1 juga terus

mengunggah berbagai informasi dari DBE123 ke situs tersebut. Materi yang

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

Peraturan Menteri dan Peraturan Pemerintah. Materi DBE1 dan DBE3

termasuk materi yang paling banyak diunduh.

Program kemitraan merupakan salah satu cara untuk menguatkan hubungan

antara sektor publik dan swasta. Dengan menggabungkan ke dua sektor ini,

masyarakat Indonesia dapat dibantu dengan jauh lebih baik lagi. Sebagai

bagian dari Global Development Alliance dari USAID yang didirikan untuk

menggabungkan upaya, sumber daya, dan kemampuan dari sektor swasta dan

publik untuk mencapai hasil yang efektif dalam kegiatan pembangunan yang

berkesinambungan, DBE1 mendapatkan mandat khusus untuk bekerja sama

dengan sektor swasta untuk meningkatkan pengaruh positif dari program

DBE1 dan memperluas daerah jangkauan.

Dalam periode ini, DBE1 telaj menjajaki kerja sama untuk membentuk

kemitraan dengan pihak swasta guna mendukung peningkatan mutu

manajemen dan tata layanan pendidikan dasar. Sehubungan dengan upaya ini,

DBE1 mengunjungi Aceh untuk bertemu dengan wakil pihak swasta di

provinsi tersebut. Tujuan dari pertemuan adalah untuk menentukan kesiapan,

kapasitas, dan ketertarikan mereka dalam membentuk program kemitraan dan

juga untuk menegosiasikan langkah-langkah selanjutnya. DBE1 mengunjungi

berbagai perusahaan dan organisasi yang memiliki kondisi, kapasitas, dan

kebutuhan yang sangat beragam yang terkait dengan upaya ini.

Adapun perusahaan atau pihak yang ditemui oleh DBE1 adalah Gramedia

Widiasarana Indonesia, Sampoerna School of Education di Jakarta dan di

Aceh: Kamar Dagang Industri Aceh, Badan Investasi dan Promosi Aceh,

Indonesia Business Link, Exxon Mobil, PT Semen Andalas Indonesia,

Pertamina, Telkom dan PLN.

Dalam tahun terakhir pelaksanaan program, DBE1 kini lebih terfokus dalam

mendukung upaya diseminasi dan menjaga kesinambungan program. Dalam

empat tahun pertama, DBE1 berkerja sama dengan pemangku kepentingan

dalam mengembangkan good practices (contoh-contoh yang baik,)

menyelesaikan, dan memulai melakukan pelembagaan untuk pendekatan yang

selama ini telah dilakukan. Hal ini dilakukan untuk mendukung kebijakan

Pemerintah Indonesia dalam meningkatkan manajemen dan tata layanan

pendidikan dasar. Walaupun hal ini merupakan salah satu tujuan utama dari

DBE1 sejak tahun 2005, dalam tahun terakhir ini, hal ini menjadi fokus utama

dari kegiatan DBE1.

Selain mencapai kesinambungan kegiatan di kabupaten/kota mitra dan

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

agar proses yang selama ini dijalani dapat mempengaruhi kebijakan

pemerintah yang pada akhirnya bisa memiliki hasil dengan jangkauan yang

lebih luas lagi.

Kesinambungan kegiatan merupakan bagian yang penting dalam “good

practice.” Diseminasi juga merupakan titik pusat dari pendekatan strategis

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

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

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

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

tingkat kabupaten, provinsi, dan nasional dalam melembagakan “good

practice.”

DBE1 akan mengurangi kegiatan di provinsi dan kabupaten/kota mitra pada

akhir triwulan yang akan datang. Selain itu, skala dan lingkup dari program

diseminasi bertambah secara nyata pada saat proyek akan berakhir.

Berdasarkan pengalaman selama ini, DBE1 mengetahui bahwa pemerintah

provinsi dan kabupaten/kota biasanya mengeluarkan dana untuk pembangunan

pada akhir tahun. Dengan demikian, pada saat DBE1 berakhir di tingkat

provinsi dan kabupaten/kota dan akan mulai proses penutupan di tingkat

nasional, kemungkinan besar program diseminasi akan mulai. Akan menjadi

hal yang strategis jika USAID dapat mengikuti perkembangan dan kemajuan

dari diseminasi setelah DBE1 berakhir, demikian juga dengan kesinambungan

dari kegiatan utama serta hasilnya.

Hingga akhir Maret 2010, lebih dari Rp. 14 milyar, atau kurang lebih $ 1.5

juta4 telah dialokasi untuk diseminasi program MBS DBE1 di 54

kabupaten/kota. Selain itu, kurang lebih $ 25 ribu telah dimanfaaatkan untuk

kegiatan DBE1 di tingkat kabupaten/kota, terutama untuk BOSP di 19

kabupaten/kota5. Jumlah ini merupakan penambahan sebesar $135,000 jika

4 Menggunakan nilai tukar Rp9,500 = $1

5 Angka ini tidak menyertakan biaya kegiatan jika kegiatan tersebut hanya langkah pertama dari mata rantai kegiatan

diseminasi. Misalnya, Kanwil Agama Jawa Tengah dan Yogyakarta telah mengeluarkan biaya untuk mendanai Training of Trainers para pengawas pada triwulan ini. Namun, peserta kegiatan TOT tsb baru akan melatih dan mendampingi sekolahnya pada triwulan depan. Dengan demikian, biaya yang telah dikeluarkan untuk TOT (Rp. 323 juta) tidak dilaporkan sebagai bagian dari diseminasi pada pelaporan kali ini.

dibandingkan dengan akhir periode yang lalu (Desember 2009.) Dari jumlah

total kumulatif ini, sekitar Rp. 10 milyar berasal dari APBD dan hampir Rp. 4

milyar sisanya dari berbagai sumber seperti dana Kementerian Agama, dana

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

seperti Muhammadiyah.

Sejumlah 9,592 sekolah dan madrasah kini berpartisipasi dalam

mendiseminasi program DBE dengan menggunakan dana dari APBD maupun

sumber lainnya. Jumlah ini adalah penambahan sebanyak 1,195 sekolah jika

dibandingkan dengan angka dari triwulan sebelumnya. Dan penambahan ini

cukup konsisten jika dibandingkan dengan periode tiga bulanan yang

sebelumnya juga. Penambahan ini merupakan akibat dari kegiatan diseminasi

di Aceh, Sumatera Utara, Jawa Tengah, dan Jawa Timur dan kegiatan

diseminasi yang paling tinggi aktifitasnya adalah di Jawa Tengah dan Jawa

Timur. Sebagai hasil dari diseminasi, untuk setiap sekolah mitra yang program

peningkatan mutu dan tatalayanannya dibiayai oleh DBE1, telah ada tujuh

atau delapan sekolah lain yang melaksanakan program peningkatan yang sama

dengan menggunakan pendanaan mandiri (bukan dari DBE1.)

Jumlah kabupaten/kota yang telah melaksanakan paling tidak satu program

DBE1 saat ini mencapai 72 (dibandingkan dengan triwulan sebelumnya, ada

penambahan sebesar empat kabupaten/kota.) Dari 72 kabupaten/kota tersebut,

40 adalah kabupaten/kota mitra sedangkan 32 adalah kabupaten/kota baru.

Analisis lebih jauh menunjukkan bahwa ada 54 kabupaten/kota yang telah

mendiseminasikan program MBS dan 19 kabupaten/kota yang telah

mendiseminasikan program tingkat kabupaten/kota; satu kabupaten/kota

mendiseminasikan program pada tingkat sekolah dan kabupaten/kota dan

dihitung sebagai dua kabupaten dalam analisis. Sebagian dari inisiatif untuk

mendiseminasi disertakan dalam laporan ini walaupun saat ini ada banyak

sekali inisiatif yang dilakukan dan sangat beragam, sehingga sulit untuk

melaporkan semua kegiatan-kegiatan tersebut.

Kabupaten/kota sekarang mempercayakan stafnya, terutama pengawas sekolah

atau pihak lainnya yang telah dilatih sebagai District Facilitator oleh DBE1.

Dalam periode ini, DBE1 terus mendukung para District Facilitator melalui

kegiatan forum bulanan yang akan berlangsung hingga DBE1 berakhir di

kabupaten/kota pada triwulan berikut.

Untuk diseminasi program di tingkat kabupaten/kota, service provider dengan

kemampuan yang sesuai dengan persyaratan program diperlukan dari luar

kabupaten/ikota. Untuk meningkatkan kesinambungan dan mendukung

diseminasi, DBE1 telah mengembangkan program untuk menyiapkan service

providers. Ada tiga komponen dalam upaya ini: (1) bekerja sama dengan

beberapa universitas dan satu LSM untuk menyiapkan mereka agar dapat

melaksanakan program DBE1 tingkat kabupaten/kota di kabupaten/kota baru,

(2) bekerja sama dengan Sampoerna Foundation untuk memungkinkan insitusi

ini untuk melaksanakan program DBE1 khususnya MBS, dan (3) bekerja sama

dengan lembaga donor internasional lainnya agar mereka dapat mengadopsi

atau menyesuaikan pendekatan DBE1 untuk tingkat sekolah dan

kabupaten/kota.

Dalam periode lalu, DBE1 telah menandatangani perjanjian kerjasama dalam

pengadaan service providers dan melakukan pelatihan dengan tiga institusi

yaitu Universitas Nasional Makassar, Pusat Telaah dan Informasi Regional

(PATTIRO), dan Universitas Muhammadiyah Surakarta. DBE1 juga telah

menandatangani perpanjangan kerjasama dengan Universitas Pendidikan

Indonesia di Bandung. Agar para service providers baru ini dapat dilatih

dengan efektif, mendapatkan pengalaman langsung, dan mempelajari program

DBE1 di tingkat kabupaten/kota secara keseluruhan dari awal hingga akhir,

DBE1 memberikan pelatihan awal dan mendorong mereka untuk

melaksanakan program tingkat kabupaten/kota di kabupaten/kota mitra baru

yaitu Barru di Sulawesi Selatan, Cimaha di Jawa Barat, Surakarta di Jawa

Tengah.

Dalam periode ini, DBE1 juga memulai program pelatihan agar Sampoerna

Foundation dapat menggunakan materi MBS DBE1 pada program

pengembangan sekolah (in-service school development program) dan

mungkin juga pada program pelatihan guru (pre-service teacher training.)

DBE1 juga memberikan pelatihan dalam pendekatan DBE1 secara

keseluruhan, pelatihan kepemimpinan, pelaporan BOS, SDS, dan

pengembangan RKS. Tanggapan dari Sampoerna Foundation terhadap upaya-

upaya ini sangat positif.

DBE1 terus melakukan upaya untuk meningkatkan kerjasama dengan lembaga

donor lain dengan tujuan untuk mendukung diseminasi dan kesinambungan

dari hasil program maupun membagi pelajaran-pelajaran yang didapat dari

kegiatan-kegiatan selama ini. Di Makassar misalnya, DBE1 ambil bagian

dalam rapat kordinasi antara lembaga donor internasional dalam pelaksanaan

MBS dan berbagi praktik-praktik yang baik. Pertemuan ini dihadiri oleh wakil

dari DBE123, UNICEF, UNESCO, JICA, ILO, dan British Council.

DBE1 juga terus mengadakan komunikasi dan membagi pengalaman dengan

Basic Education Capacity Trust dari Bank Dunia sejak proyek tersebut

dimulai. BEC-TF tertarik untuk menggunakan pendekatan dan materi yang

telah dikembangkan oleh DBE1. Selain itu, BEC-TF telah mengunjungi

beberapa kabupaten/kota dan ikut serta dalam lokakarya gabungan, terutama

di Jawa Timur. Kini, pada saat kabupaten/kota gelombang pertama mulai

untuk mengalokasi dana kepada program-program yang telah disetujui

sebelumnya berdasarkan perencanaan untuk meningkatkan kapasitas, banyak

pihak yang berkomuniksai dengan DBE1 untuk mendapatkan contoh-contoh

pendekatan dan metodologi yang baik dan bisa digunakan dalam

meningkatkan manajemen dan tatalayanan sektor pendidikan. Hal ini terjadi

pada khususnya di daerah-daerah dimana BEC-TF juga tengah melaksanakan

berbagai program, yatiu di Aceh, Jawa Tengah, dan Jawa Timur.

Ringkasan Pencapaian Hingga Maret 2010

Kegiatan Target Pencapaian

Schools/madrasah yang dibantu dalam mengembangkan rencana tahunan dan anggaran

1,076 SD/MI dan 196 SMP/MTs

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

Jumlah wakil kabupaten/kota yang dilatih dan didukung

N/A 1,878

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

N/A 463

Anggota dari badan tata layanan yang dilatih dan didukung

N/A 183

Renstra yang telah selesai/Renstra yang sedang dalam proses penyelesaian

45 35/8

AKPK yang telah selesai/AKPK yang sedang dalam proses penyelesaian

45 44/1

BOSP yang telah selesai/BOSP yang sedang dalam proses penyelesaian

49 61/ -

SIPPK yang telah selesai/SIPPK yang sedang dalam proses penyelesaian

45 43/2

Hibah ICT yang telah dibayarkan $287,884

(IDR 2,669,599,451).

$259.876

(IDR 2,084,959,731)

Dana pihak swasta yang diperoleh melalui program kemitraan

$677,775 $1,547,000

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

3,000 9,592

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

NA $ 1,518,137

(IDR 14,422,300,980)

Jumlah kontributsi masyarakat yang berhubungan dengan program DBE1.

N/A $ 847,900

(IDR 8,055,056,676)

More Effective Decentralized Education Management and Governance 1

Project Management & Coordination Goals

Ensure internal and external communication and coordination is timely and

responsive

Revise PMP including indicators & targets

Continue routine M&E against performance indicators

Conduct special studies & produce policy papers

Conduct workshops & seminars with provincial, national & international

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

programs

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

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

sustainability of outcomes and managing program implementation in the Aceh

expansion districts. Routine internal coordination, planning and training meetings

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

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

district government partners to support the implementation of project programs and

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

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

DBE3 is ongoing at all levels.

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

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

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

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

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

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

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

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

During this quarter DBE1 the workplan through September 30, 2010 was submitted

and approved.

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

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

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

described in subsequent sections of the report.

2 More Effective Decentralized Education Management and Governance

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

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

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

Management materials. Since then final editing and mock up of the materials was

completed. We continued informal consultation with MONE on the state of the

materials during the current quarter.

Meeting with MONE and MORA on BOS Reporting

DBE1 continued to have several meetings with MONE‟s team that manages BOS

implementation. As a result DBE1‟s work on a technical manual and software for

BOS reporting has been adopted by MONE. In this regard DBE1 daciliated a meeting

for national and district level stakeholders to gain clarity on BOS reporting.

Participants in the meeting including high level officials from MONE‟s Inspefcorate

general and as from state auditing agencies.

Meeting with MONE on EMIS

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

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

EMIS data from schools to districts using ICT.

Meetings with PSP staff in January 2010 included software development and field

implementation coordination. Program implementation will commence in the next

quarter. Results will be finalized as inputs for MONE policy in July 2010.

Meetings with MONE and Ministry of Home Affairs (MOHA) on Asset Management

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

Regional Finance Administration Development, MOHA and Education Infrastructure

section, Directorate TK/SD MONE on DBE1‟s program and software for managing

education assets in the districts. Both agencies have issed regulations relating to

assets, but these have not been well coordinated in the past. Both offices stated the

DBE1‟s intervention would be very helpful and both agreed to collaborate with us as

the programs are rolled out in the next quarter.

Meeting with AusAID on Aceh program

DBE1 continued to have meetings with AusAID SEDIA project staff both in Aceh.

As a result of these meetings, agreement was reached for the projects to coordinate

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

Provincial Meetings in East Java on Policy Innovations

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

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

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

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

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


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

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

quarters.

Anticipated Next Steps

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

non-government stakeholders in the coming quarter to strengthen

implementation, dissemination and sustainability of core programs and

support policy development at all levels

Ongoing efforts to promote donor harmonization and the adoption or

adaptation of DBE1 programs and approaches by other donors will include

further meetings with AusAID and multi-donor meetings.

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

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

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

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

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

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

revised indicators in the updated PMP. Data collection for report 7 began during the

quarter.

Special Studies Related to Deliverables

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

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

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

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

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

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

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

provide inputs for education policy at all levels of government.

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

began several months ago. The report for this study was completed and submitted to

USAID during the quarter. DBE1 will discuss with USAID the means to disseminate

the report once it is finalized.

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

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

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

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

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

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

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

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

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


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

April – June 2010 quarter.

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

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

programs have been completed in about 25 districts. DBE1 has complied the results of

all of the completed programs into a database. During the quarter intial findings were

drafted and discussed with USAID. The study will be completed by May 2010 and

shared with GOI and other stakeholders.

During the quarter the following deliverable reports were submitted, approved and

translated into Bahasa Indonesia upon USAID request: “Study of the Legal

Framework for the Indonesia Basic Education Sector” and “Good Practice in

Implementing Indonesian Decentralized Basic Education Policies.”

Table 1.1 Monitoring, Evaluation and Reporting*

Activity Target Volume

Target Date

Status at end of

Quarter (cumulative)

Achievement this Quarter

Target next

Quarter

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

1 doc Nov 09 Completed Completed -

Routine monitoring reports 7 reports Jan 10 6 reports 1 1

Special study on implementation & impact of DBE1 school development planning

1 report Mar 10 Completed Completed Final draft pending USAID

feedback

Special study on implementation & quality of dissemination programs

2 reports Apr 10 1 report completed

Interim report commenced

Final report

Special study on implementation & impact of district level programs

2 reports May 10 Commenced Commenced First drafts

Implementation & impact of DBE1 ICT grants program

Annual Jun 10 Routine Initial report drafted

Initial report

completed

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


Begin collecting data for monitoring report 7.

Begin second study on dissemination.

Initial report on data analysis for meta-study reviewed by USAID and report

finalized

Impact study on DBE1 district level interventions.

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

quarter.


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

Updating Routine Data Reporting

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

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

organization of the data.

The DBE 1 Project Implementation Tracking was updated to include tracking of such

activities as Renja and Lakip implementation and DPRD training. Activities that are

still in development stage and only conducted in certain district will be listed as N/A

(Not Available) in districts that currently are not carrying them out. For example,

since Personnel Management is not conducted in Karanganyar, Demak, Grobogan,

Purworejo, Blora and Boyolali, it is listed as N/A. (Figure 1.1)

Figure 1.1: New Activities in Project Completion Status for District Level Activities (Sample: Central Java)

Table 1.2 Progress in Managing PDMS*


Target Date

Status at end of Quarter

(cumulative)


Target next Quarter

Improve PDMS queries & correlations features

- Sept 10 In process In process Finalize queries features. Discontinue correlation feature.

Finalize & distribute PDMS User Guide

- Sept 10 In process In process Guide finalized

Data input, update, and cleaning

Monthly Sept 10 Routine Routine Routine

Finalize & distribute PDMS User Guide

Sept 10 Print and distribute

Update replication data Quarterly Sept 10 Routine Routine Routine

Update selected project implementation data

Quarterly Sept 10 Routine Routine Routine

* New targets mandated in contract modification January 2010



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

in a timely manner.

Continuous improvement on PDMS functionalities and features.

Enhance province ICT team productivity in school and district level data

management.

Discuss hand over of PDMS with USAID.


School & Community Program Goals

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

elementary & junior secondary schools

Strengthen 1,000+ pengawas to implement DBE1 school programs

Finalize & sanction school level implementation manuals & training materials

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

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

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

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

of school committees and principals as school leaders.

The core activity at school and community

level was completed some time ago. Focus

is now on supporting implementation,

sustainability and dissemination.

A target of 1,000 plus pengawas to

implement school-based management

dissemination programs has been set in the

workplan. As reported in the previous

quarterly report, by the end of 2009, 873

district facilitators had been trained. This

figure includes the original core group of 5-

6 facilitators in each target district plus

additional pengawas who have joined

district forums supported by DBE1 to support dissemination and sustainability.

An additional 471 facilitators have been trained in East Java through Training of

Trainer (TOT) programs to support dissemination.6 A further 534 Islamic schools

supervisors have been trained in Central Java and Yogyakarta,7 making a total of

1,878. Subsequent monitoring by DBE1 national team member found that most

madrasah in participating districts have taken a variety of next steps ranging from

introduction of RKM development process to other supervisors and principals to

conducting their own RKM development training session. Funds for these activities

were taken from school and/or Office of Religious Affairs district budget.

Also during this quarter a number of dissemination programs were planned for new

districts in non-target provinces. This will result in the training of a further 170 or

6 104 dissemination facilitators have now been trained in Surabaya, 18 in Sidoarjo, 48 in Bangkalan, 62 in Tuban, 20 in

Bojonegoro, 42 in Sampang, 38 in Nganjuk, 69 in Pasuruan, 30 in Tulang and 40 in Mojokerto. 7 These 534 facilitators have been trained in 40 districts in Central Java and Yogyakarta.

Supervisors learned about DBE1 programs in Facilitator Forum in Banda Aceh


more pengawas as facilitators in three new provinces: West Sumatra, South Sumatra

and NTT.

The target of 1,000 trained facilitators has thus been exceeded by a large number

through various dissemination programs. However it is important not to overstate the

figure or include individuals who have not been fully trained as this will increase the

risk of poor quality dissemination efforts. The majority are trained to train schools in

RKS preparation although many are also trained to provide training in school

leadership, SDS and school committee strengthening. The great majority of these

District Facilitators are pengawas or school supervisors either from the District

Education Office or district branches of MORA.

The routine district forums continued this quarter and will through the early part of

the next quarter. It is hoped that many of these will be sponsored by districts into the

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

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

2.1 Elementary School Level (Task 5)

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

Target Completed Expected achievement

Leadership 1,076 1,076 1,076

School Committee Strengthening

1,076 1,076 1,076

SDS 1,076 1,034 1,076

RKS 1,076 1,076 1,076

School Development Planning

All target schools and madrasah had completed their plans by the end of the previous

year. RPS/RKS are four-year school development plans, while RKT are annual work-

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

(January-December).

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

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

budgets in schools which translate the priorities identified in school development

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

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

workplans.

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

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

the 2010-2013 period. To facilitate this process all Cohort 1 elementary schools and

madrasah are being assisted to prepare a school data base (SDS) which will then

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

Previously these schools produced RPS in line with the current regulations at the time.


They are now able to prepare RKS in line with the latest manual and newer

regulations.

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

time District Facilitators have been providing the training. In general terms the

program is running very well and District Facilitators have proved to be quite capable

of providing the support required to prepare school plans. A total of 117 schools have

now completed preparation of new RKS (11 in West Java, 2 in Banten and 104 in

Central Java). The remaining schools will complete the process in the coming quarter.

A problem encountered in a number of cases, was that school principals and key

members of the KK-RKS (working group) have changed jobs or moved to a different

school. This necessitated extra training for the new personnel.

Anticipated next steps

Complete assistance in the preparation of new school development plans,

based on SDS, in Cohort 1 elementary schools and madrasah in time for the

new academic year.

Phase out support for school mentoring by district facilitators (pengawas) in

all schools and madrasah.

Phase out support for district facilitators and school supervisors through

monthly forums. It is hoped that these forums will be picked up by the districts

as DBE1 withdraws from districts at the end of the next quarter.


In this quarter training was completed for school committees and village officials to

enable them to lobby for funding from village budgets for school development

programs identified in RPS/RKS. Mentoring and assistance was also provided to

school committees and village officials to follow up on the training given in this and

the previous quarter. This is the second year this support has been provided in target

districts.

The program has increased awareness among school committees and village officials

of the need to conduct musrenbang. In general, participants have learned about the

types of programs which can be funded by the Village Budget (Alokasi Dana Desa or

ADD) and other sources. This quarter schools established school teams which took

part in musrenbangdes and proposed school improvement programs for support from

these village forums. In most cases proposals addressed infrastructure needs, which it

has been agreed is a good focus, as these programs cannot be funded by school BOS

funds and are an appropriate use of ADD funds.

In Aceh Tengah, a district-level musrenbang training program was held for school

committee members, village officials and school principals on January 7 and attended

by the Head of Aceh Tengah Education Office, Head of District Community

Development Body (Badan Pemberdayaan Masyarakat,) and facilitator of Aceh

Tengah Mandiri National Program of Community Development (Program Nasional

Pemberdayaan Masyarakat Mandiri). As a result of this event: (1) Committee

members learned about possibility of cooperation with village to support


implementation of schools‟ programs, (2) the Community Development Body was

encouraged to allocate funds from the district budget to support activities at village

level, (3) school committee teams were established and schools took part in

musrenbang and identify school needs based on their plans, and (4) school principals

also participated in the musrenbangdes.

Since PNPM Mandiri (formerly KDP) funds are managed at district level, there is no

reason in principle that school committees could not apply for funds but it depends on

district priorities.


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

school committees participate in the musrengbang process at village level.

School level impact study to be completed and published next quarter

Leadership Training

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

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

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

for participative management to support the involvement of community, school

committees and teachers in the preparation and implementation of school

development plans, workplans and budgets.

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

district, which was reported in the Impact Study released in draft form at the end of

this quarter.


School level impact study to be finalized following feedback from USAID and

published next quarter

School Database System (SDS)

District Facilitators and DBE1 personnel continued assisted schools in Aceh, West

Java, Banten and some districts in East Java to update their data and information

Participants of musrenbangdes in one of the schools in Purworejo (left) and Garut (right)


using the School Database System (SDS). As a result of these sessions, schools were

able to input data from the past three years as a basis on which to develop new RKS

and annual work-plans for the coming year.

A challenge encountered in some schools

was that computer operators had moved to

different schools, meaning that in some

cases schools had equipment but lacked

expertise to make use of it. In some cases,

schools still do not have computers,

although the increase in numbers of

schools which now have computers or

laptops is noteworthy. Lack of virus

protection continues to create problems in

the field. In addition to regular training sessions, DBE1 allocated extra time to train

participants who were not yet familiar with the system as well as to clean up virus-

affected computers.

In North Sumatra, Central Java and South Sulawesi the SDS training was provided

previously. During this quarter, assistance was given to enable schools and madrasah

to prepare RKS for the 2010-2014 period. In East Java the process was completed in

Surabaya, Mojokerto, Sidoarjo, Bangkalan and Tuban. The remaining districts are expected to

complete preparation of new RKS in the coming quarter.

Anticipated Next Steps:

Complete assistance to the remaining 42 Cohort 1 elementary schools and

madrasah to prepare a school data base (SDS).

SDS completed and updated in this quarter will form the basis for new RKS in

Cohort 1 schools to be developed next quarter and for updating RKS in Cohort

2 schools.

2.2 Junior Secondary School Level (Task 5)

The core programs of leadership training for principals, introductory training for

school committees, and RKS were completed in all target schools and madrasah last

year - with the exception of one school which did not complete RKS as this school

was required to use a different format provided by MONE for schools designated by

the Ministry as „national standard‟. 8

No further activity was conducted for these schools during the reporting period.

8 Essentially, there is no difference between development stages of DBE1’s RKS and that of MONE’s. DBE1 uses

Permendiknas 19/2007 to group RKS’ programs and activities and Minimum Service Standard for Education to develop the programs. MONE uses national standards in PP 19/2005 to group the programs and activities together.

SDS training session in Garut recently


Table 2.2: Targets for School-Based Management Program (Junior-Secondary)

Target Completed Anticipated achievement

Leadership 203 203 203

RKS 203 202 202


203 203 203

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

DBE1 continues to consult with MONE‟s Directorate of Elementary Schooling

(Direktorat Pembinaan TKSD). Activity this quarter was confined to occasional

contact and coordination. In the previous year it was agreed with the Secretariat that

the DBE1 materials for school-based management could be adopted by MONE as one

model in elementary schools throughout the country.

As a result of the meeting held between DBE1,

USAID, MONE and MORA at Cipanas in

December, Bpk Palogo, from the Secretariat for

School-Based Management, under the

Directorate for Kindergarten and Elementary

Schooling, MONE, undertook to convey a letter

from DBE1 formally requesting approval to the

Director in January 2010. However, up until

now the Director‟s signature has not yet been

obtained. Signed introductory statements have

been obtained from Bapak Professor Fuad

Abdul Hamied, Ph.D (Kementerian Koordinator

Bidang Kesejahteraan Rakyat, Deputi Menteri

Bidang Pendidikan, Agama dan Aparatur

Negara) and Bapak Drs. H. Firdaus, M.Pd.

(Kementerian Agama, Direktur Pendidikan

pada Madrasah.) It has been agreed that DBE1

will provide training in the materials to members

of the MBS Secretariat once the signed introductory statement is finalized.

The materials have been finalized, edited and formatted by the commercial printer,

HaloHalo and will be available for use early in the next quarter.


Signed introductory statements (kata pengantar) to be obtained from the

Director of the Direktorat Pembinaan TK dan SD for the manuals.

Training of Trainers for MONE Secretariat team in DBE1 MBS materials.

Final publication should be complete early in the next quarter.

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

Directorate.

Cover one of the manuals


District Level Program Goals

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

and financial analyses (AKPK)*

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

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

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

and operational budgets *

Assist up to 10 districts to produce education policies

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

management systems

Finalize & sanction manuals & training materials for the above

3. District Level Management and Governance/ Advocacy

This program component intends to improve the capacity of district governments and

other stakeholders in planning and financing education development, and increasing

accountability and transparency by facilitating opportunities for parents, community

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

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

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

development planning. These activities are described next.


3.1 Education Governance (Task 6)

Education Sector Good Governance and Stakeholder Forums

In this period, DBE1 assisted development of eight policies/instruments in partner

districts (some of which were begun and reported in the last quarter). Cumulatively,

we have assisted development of 39 instruments/policies, of which 34 are considered

completed. (See Annex 2 for full description). DBE1 initiated training for DPRD

members in 16 districts, and public consultations for inputs in plans and financial

analysis continued to contribute substantially to DBE1 governance agenda.


Table 3.1 Summary of Progress in District Governance*


Target Date


(cumulative)


Target next

Quarter

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

49 Mar 10

43 completed

- 6

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

49 June 2010 16 16 31

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

15 Jun 10 34 2 5

Facilitate project close workshops for provinces & districts to advocate for provincial support for district programs

6 Jun 10 2 7


** New Targeted Activity

Capacity Building for Education Governance Stakeholders

During the quarter DBE1 began training for

DPRD members in two provinces. In South

Sulawesi representatives from eight of nine

districts gathered for one 2-day training

event. In Central Java two different

workshops for four or five districts were

held. Members for Makassar could not

attend because their travel documents could

not be prepared in time; representatives

from Kudus could not attend because all

members had to attend a special meeting of

local legislature. Workshops in remaining

provinces will take place in the next

quarter.

The workshops aimed to provide opportunity for parliament members to learn about

the education sector as well as to strengthen their commitment to improve quality of

and access to education as well as better education management and governance.

Several heads or deputy heads of DPRD attended as well as members of the education

commissions. In Central Java a representative of the provincial DPRD attended as a

resources person; the provincial representative in South Sulawesi had to cancel at the

last minute because of urgent business.

One of the DPRD Conferences in Central Java was held in February 2010.


Topics covered in the workshops included: National Education Standards, Education

Minimum Service Standards, results of education financial analysis and calculation

of school unit cost, district edducation strategic plans, budgeting for education

sector, evaluation of work performance of government institutions (Lakip), as well

as DBE1 programs and achievements. Participants were encouraged to discuss

issues related to education and establish recommendations to improve quality of

education in their areas.

Responses from participants were positive. In Central Java, for example, Provincial

DPRD recommended that Provincial Education Office needs to establish new plans

outlining the way in which it is planned to achieve education provision meeting

National Education Standards. Parliament will then support these plans in

accordance to its main functions, in particular as to the budgeting aspect. They also

recommended that districts should gather better information on special-needs

children and that the Provincial Education Office work together with District

Education Office to implement inclusive education.

One member from Jepara mentioned that,

”Ever since I became member of DPRD,

this is the first time that I got information

related to education. This type of exercise

is crucial to develop capacity of DPRD.”

A similar view was expressed by a

member from Grobogan who said” With

this information, we can plan for the future

and provide input to Education Office.”

Some of the recommendations in South

Sulawesi included: (1) evaluate

implementation of South Sulawesi free

education program, (2) change allocation of

province‟s free education program funding

from 40% for province and 60% for districts to 60% for province and 40% for d

istricts, (3) consistently implement related Ministerial Decrees on appointment of

principals and supervisors, (4) allocate more budget for teaching/learning activities

and proportionally less for infrastructure, (5) support community involvement in

planning and budgeting for education, and (6) support improvement of education

sector management.

Policy Development

DBE1has facilitated development of 34 policy instruments formalizing education

policies. The policy instruments vary in terms of scope and “force”. District

regulations (Perda) have the highest level of legal basis in that they must be approved

by the DPRD and signed by the head of the district, after thorough review by the

district legal office. At the other end of the scale are decision letters (SK) issued by

the district education office. Some of the later specifically instruct schools to develop

school plans based on DBE1 methodologies (see below). Annex 7 provides an

South Sulawesi Coordinator and Governance Specialist of DBE1 South

Sulawesi provided information prior to DPRD Conference


analysis of the various regulations facilitated by DBE1, the status of completion at the

end of the quarter, and the extent of technical assistance provided by DBE1.

As reported in the previous Quarterly Report, Soppeng district in South Sulawesi took

the decision to develop a comprehensive regulation on education (Perda) back in May

2009. DBE1 began to facilitate the process in August 2009, including support to write

the academic draft portion of the document which describes in detail the background

and purpose of the regulation. In March 2010, DBE1 facilitated the final step in

developing the regulation which was a public consultation to discuss the draft. The

head of the district (Bupati) and DPRD members as well as other stakeholders

attended the meeting. The Bupati expressed his gratitude to DBE1 for our assistance.

Inputs from the public consultation are currently being incorporated in the final draft

which is scheduled to be completed in late April/early May. Among some of the

articles in the regulation are:

Article 41: School Database System

District Government is required to provide school database system

School database system is used to develop profile, school report card,

accreditation report, and report of school finance as well as other needs

related to school development

To the following must exist to operate school database system: (a) ICT

support, (b) administrative staff, and (c) school basic data

Article 45: School-Based Management

Each education unit must develop school plan (Rencana Kerja

Sekolah/RKS, Rencana Kerja Tahunan/RKT, and Rencana Kegiatan dan

Anggaran Sekolah/RKAS.)

(See Annex 2: Success Story for more information on this activity.)

During the quarter Banda Aceh, Dairi, and

Tapanuli Selatan District Education Offices

each issued a Circular Letter (SE) requiring

all schools in the district to implement

programs which methodology and approach

were developed by DBE1. Programs may

include development of school plans and

budgets, school yearly plan, school mid-

term plan, school work and budget plan (too

many different plans that sound the same),

and implementation of School Database

System. The SK also requires supervisors

trained by DBE1 to monitor the process.

This is described in more detail in Annex 2,

Success Stories.

Head of Dairi Education Office was directly involved in discussion of Circular Letter

(Surat Edaran)



Complete capacity building for dewan pendidikan, including organization of

briefing sessions on education planning, and education financial analysis

Continued training for new local legislatures (DPRD) on education policy

development

Continued facilitation of public hearings on draft district plans, financial

analyses and policy development through multi-stakeholders events

Continue to provide technical assistance for the development of innovative

policies and approaches for education development in East Java Province

Facilitate assistance in policy development in other that request the assistance.

3.2 Education Finance (Task 7)

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

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

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

needed for the preparation of the financing plans for renstras.

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

recently set to in accordance with contract modification have exceeded or are already

nearing achievement (see Table 3.2).

Table 3.2 Progress in Education Finance*


Target Date

Status at end of Quarter (cumulative)

Achievement this

Quarter

Target next

Quarter

Complete AKPK 45* Mar 10 44 2 1

Final draft of AKPK manuals and software

1 set Mar 10 Initial draft Ongoing To be completed

by June 2010

Complete BOSP 49* Mar 10 619 - -

Final draft of BOSP manuals and software

1 set Mar 10 Completed -

Sanction of BOSP materials by MONE (BSNP)

1 set Jun 10 BSNP fully supports DBE1 methodology;

however, official sanction has not been made

- -


9 Includes 15 additional districts completed BOSP under dissemination strategy where districts and province covered most of

the cost and DBE1 provided technical assistance.


District Education Finance Analysis (AKPK) and School Unit Cost Analysis (BOSP) School Operational Expenditure 10

Most of the work on AKPK and BOSP has been completed in the original DBE

districts. During the quarter education finance work was concentrated in the new

Aceh expansion districts (see Section 4) as well as three new districts were Service

providers are being trained (see Section 7.)

The DBE1 team from West Java and Banten completed analysis of education finance

with the Education Offices in Subang, Cilegon, Bogor, and Sukabumi. In Bogor, as a

result of AKPK analysis process, team members found some unclear use of the

District‟s Deconcentration Fund and allocation of APBN fund. They proceeded with

further verification of this information.

Personal Cost

DBE1 continued to work on the methodology for conducting the Personal Cost

Survey/Study. Questionnaires will be used for data collection from individual

households. Surveys will be carried out in Java, North Sumatera and South Sulawesi

in the next quarter. The results of the study will be given to MONE as an input for

determining BOS funding and also to BSNP for its consideration. .

As reported previously, this is designed to be a quick study to estimate the cost borne

by parents to send a child to school, which then could become the basis for providing

financial assistance to low-income families to send their children to school.DBE1 will

use Peraturan Pemerintah/PP (Government Regulation) Number 19 of 2005 as

reference, which defines personal cost as being education cost that have to be incurred

by each student in order to be able to follow learning process in a regular and

sustainable manner. Examples of personal costs provided in the elucidation of this PP

include clothing, transport, text books, consumption, accommodation, and other

private costs.


Follow up with MONE and BSNP for sanctioning of BOSP materials.

Assist BSNP to collect information on the unit price of BOSP components in

DBE1 districts.

Finalize methodology for personal cost, conduct surveys in sample districts,

discuss results with USAID and disseminate to MONE and BSNP as potential

policy inputs.

10

BSNP (Badan Standar Nasional Pendidikan) is the independent body that is responsible for setting the education national standards, including cost standard for school operation (standar pembiayaan). To implement its mandate, in 2009 BSNP has developed templates (formulas) for calculating BOSP for SD/MI, SMP/MTs, SMA/MA, SDLB, SMPLB, SMALB, 75 SMK. SDLB, SMPLB, SMALB, each for Tunalaras, Tunadaksa, Tunagrahita, Tunarungu, Tunanetra. Cost standard for all but Tunalaras, Tunadaksa, Tunagrahita, Tunarungu, Tunanetra, takes no account of students with special needs. DBE1 uses templates/standard costing developed by BSNP and have mostly facilitated the calculation of SD/MI, SMP/MTs, SMA/MA BOSP, never LB school and very few occasions of SMK. However, inclusion of special need schools in District Education Office Renstra was done in several districts, namely Sibolga, Tapanuli Utara, Pidie, and Aceh Tamiang.


3.3 Education Planning and Management (Task 7)

Three major activities to improve districts‟ capacity in education development

planning and management are: district strategic development planning (renstra)

planning to improve capacity of district staff to manage education (RPK/rencana

pengembangan kapasitas), and computerized data processing system to support

planning (SIPPK). The table below indicates that renstra is slightly behind the target

date but the project is on track to exceed the target within the next few months. The

original target for SIPPK has been exceeded; the new target has not been reached but

should be achieved in the next quarter. RPK will fall short of target by one district.

The reason is that we had planned to conduct RPK in Nganjuk district, East Java, but

before the work was to be taken up there several months ago, MONE/World Bank

announced that it wished to conduct a pilot capacity development planning

methodology in that district. DBE1 decided to provide support to MONE and not

conduct the RPK in that district.

Table 3.3 Summary of Education Planning Progress*


Target Date

Status at end of



Target next

Quarter

Complete renstra and sanction by districts

45* May 10 35 7 8

Final draft of renstra manuals and software

1 set May 10 Final draft Final draft -

Sanction of renstra manuals and software by MOHA

1 set Jun 10 On-going support for

DBE1 methodology

by MOHA

- -

Train and install SIPPK 45* May 10 43 4 2

Final draft of SIPPK manuals and software

1 set May 10 Final draft Final draft -

Complete RPK 13 Mar 09 12

- -

Revise RPK manuals & materials with MONE/World Bank

1 set Mar 09 DBE1 has provided inputs

- -

Assist districts in annual performance appraisal (LAKIP)

20** March 2010

28 26 -

Assist districts in annual planning and budgeting (Renja) in line with renstra

20** June 2010

7 5 33


** New targeted activity


District Strategic Development Planning (Renstra)

Education strategic planning has almost

come to an end in the seven DBE1

supported project provinces with planning

work completed in 34 districts and almost

completed in five districts where internal

and or external consultations and document

finalization are the remaining tasks. Major

education planning work remains to be

done for Garut and Subang districts in West

Java and to a lesser extent for Kota

Makassar in South Sulawesi.

This period DBE1 assisted development of

renstra in eight districts of three provinces

and continued to involve district stakeholders in workshops and public consultation

sessions to encourage a renstra development process that is participative and

accountable. The renstra for Deli Serdang was completed and the only public

consultation that took place during the reporting period was the one in Tebing Tinggi

on March 11. The event was officially opened by Mayor of Tebing Tinggi and

attended by district stakeholders, including representatives of 12 Implementation

Units (UPTD). Major comments made by participants were:

Higher priority should be given to education quality improvement, including

an increase in the budget for this purpose.

Members of Education Council should become more pro-active in identifying

opportunities for working with private sector for education sector

development.

Renstra should be clearly aligned to Tebing Tinggi‟s objective of becoming an

“education-based service city” (kota jasa berbasis pendidikan.)

Stronger focus on ICT utilization, in particular improvement in internet access

for students and inclusion of health-related activities such as immunization for

students.

The plan should be based on Tebing Tinggi‟s draft Mid-Term Development

Plan for the 2011-2015 period. However, since a new Mayor will take office

in 2010, Education Office must anticipate the possibility that its renstra must

be adjusted on the basis of the new Mayor‟s development priorities.

Other topics discussed included (i) the need for development of environment-based

schools or “green schools”; (ii) need to improve formal and non-formal education

services, including the ones provided by private institutions; (iii) in line with Tebing

Tinggi‟s overall development objective, education should not be exclusive for

residents of Tebing Tinggi, but open to others; and (iv) improvement of vocational

education and improvement of teacher competencies, including their academic

qualifications.

Head of Garut District Education Office (standing) watched data input process as

part of district’s renstra development


Preparing Dinas Pendidikan Performance Accountability Report on Dinas Pendidikan Performance (LAKIP) and District Annual Planning and Budgeting

As a logicical follow up on all the medium-term planning work undertaken since early

2008, starting from 2010 DBE1 has shifted its focus from medium-term planning

towards annual planning and budgeting. However, to prepare annual plans effectively

it is essential that district government officials go first through all the stages of the

planning cycle, which are plan preparation, implementation, monitoring and

evaluation. District government officials often have the tendency to pay very limited

attention to the plan implementation evaluation stage, which is, however, essential for

plan preparation for the next period. To address this issue, DBE1 has started capacity

development work in the area during the reporting period.

As a first step, DBE1 advisors have

reviewed the regulatory framework for the

preparation of LAKIP and Dinas

Pendidikan Annual Work Program (Renja

SKPD) detailing programs, activities and

indicative budget ceilings; the work

program is prepared on the basis of the

results of Musrenbang (Multi stakeholders

development consultation forum) and

SKPD Forum (bottom-up planning

process). Relevant key regulations include

Government Regulation No. 8 of 2006 re.

Financial and Performance Reporting by

Government Institutions and Manual on Preparing Performance Accountability

Report by Government Institutions issued by Lembaga Administrasi Negara in 2003.

The regulatory framework seems to be rather overly complicated with the use of five

performance indicators (input, output, outcome, benefits and impacts) and to some

extent confusing as there may be some differences in performance reporting formats

under PP 8 of 2006 and the manual issued by LAN. Another important issue to be

addressed is how outcomes etc. can be measured during the current year as they only

occur in the next financial year. For instance, it can be “measured” whether a school

has been constructed but it is impossible to see by the end of the current financial year

whether outcomes (increase in number of children attending schools) have been

achieved as the school will only become operational by July during the next financial

year. As far as we know this issue is not adequately addressed in the different

regulations.

As a second step, a refresher training program for all DBE1 planning specialists was

organized in Yogyakarta from 11 to 15 January to bring them on speed on the new

interventions. During the quarter, LAKIP workshops were implemented in all project

provinces, excluding North Sumatra as specialists in this province were too busy with

the Aceh Expansion program. After the workshop, additional support was provided at

the district level. Experience during the workshops clearly showed that participants

still have a strong input related focus meaning that targets have been achieved when

the total amount allocated has been spent. LAKIP related work will only become

Meeting of DBE1 planning specialists in Yogyakarta


more useful when budgets include clearly

defined performance targets, which will

make it much easier to compare actual

achievements with planned achievements.

As we have laid a strong foundation for

results-oriented planning during the renstra

processes, participants were encouraged to

go back to renstra targets and see whether

achievements during the year were in line

with the targets.

Renja preparation workshops were

implemented in Central Java for all districts

where renstra has already been completed

by the end of 2009. Here is the focus on how to translate the medium-term plan into

an annual plan with the aim of achieving medium-term objectives. In Aceh progress

has been very good as the DBE1 specialist assisted Pidie and Aceh Tengah districts in

producing their renja. The efforts were much appreciated. The Aceh experience has

been very useful for specialists from other provinces as they could work on the basis

of the document prepared for the province.


Follow up with MOHA regarding sanction of renstra manuals and software

Continued support for renstra finalization

Conduct SIPPK training for districts that have not yet completed data inputs

Assist districts still in process to sharpen data analysis

Final drafts of SIPPK manual and software

Continue support for lakip and renja preparation

3.4 Management of District Education Personnel (SIMPTK/Sistem Informasi Manajemen Pendidik dan Tenaga Kependidikan), Supervision, and Assets Management Systems (Task 7)

Personnel, supervision and assets management systems are the last programs to be

developed in the project. We began to develop personnel management in late 2007

and found it to be a complex process because it involves vast numbers of civil

servants and highly political ramifications related to salaries, financial rewards and

promotions. Work was suspended during the previous quarter because the DBE1 team

working on personnel management was also responsible for supervision; supervision

work required unanticipated urgent action based on strong request from MONE (see

below). However, work on personnel management resumed in the current quarter and

will be completed by June 2010. During the quarter no further work was carried out

on supervision management draft instruments developed earlier, because as will be

explained below, the supervision development team spent most of their time

completing DBE1 inputs for the national BOS program. We expect to complete

During renja development workshop for Grobogan, Purworejo, Blora and Jepara,

participants discussed the issues seriously


development and testing supervision materials in the next quarter. Considerable

progress was made in finalizing assets/preventive maintenance software and training

materials drafted in previously.

Table 3.4 Summary of Progress in Personnel, Supervision and Asset Management*


Target Date

Status at end of



Target next Quarter

Develop computerized personnel management & tracking system (SIMPTK)

1 set March 09 pilot conducted and software

drafted

Further development of

software and manuals

Finalize software and

training materials

Install SIMPTK & train data operators & district decision makers

6 districts Jul 10 - - Implementation in 6 districts

Develop manual & training program for school management supervision

6 districts April 09 1 pilot In process. Supplemental

activity to produce

supplemental BOS reporting

manual for MONE

Complete instruments and training

materials

Train district staff & supervisors on supervision management

6 district Apr 10 Not yet - Implementation in 6 districts -

Develop software & manuals for districts to track asset management and maintenance

1 set July 09 Manuals, training

materials and software final

Draft Manual and software finalized and

training materials produced

-

Install system & train districts to use asset management tracking system

6 districts Jun 10 Not yet - Implementation in 6 districts

* New targets to reflect FY 2010 contract modification

Personnel Management System (SIMPTK)

DBE began to develop the Personnel Management System in Kudus, Central Java in

September 2007. Some very good initial results were obtained such as:

Bupati issued a decree (Perbup) on Personnel Management.

Software was drafted for presenting information in a table which is in

accordance with human resources data derived from personnel data called

SIMNUPTK.

However, DBE1 was not able to fully test the software because the data available at

the district was not comprehensive enough. Dinas Pendidkan was initially enthusiastic

about the programs and agreed to provide more valid and comprehensive data.

However, by the end of 2009 this had not materialized.


Beginning in the January – March 2010 quarter DBE1 decided not to wait further for

the Kudus data and instead continue work on the software program and accompanying

manual based on the data initially obtained in Kudus. The program will help districts

managem personnel by providing the following types of data:

CV for each teacher who are already inputted in the system

Updating SIMUNPTK data

Information on the number and distribution of human resources

Information on teachers‟ Academic Qualification in each educational level

Information on teachers‟ certification in each educational level

Information on teachers‟ mismatch in each education level

Information on teachers‟ career in each education level.

By having such data analysis available, Bupati or Walikota in conjunction with the

Head of Education Office can make better informed decisions on personnel

management such as teacher deployment, anticipation of future needs based on

retirement trends, support for teacher training and certification and potentially a

reward system. The Perbup issued in Kudus may serve as an example of policies

needed for other districts to fully implement the program.

Beginning in April 2010 DBE1 will complete software development and test in it

Mojokerto, East Java because that is a small school system which will allow for

complete data collection needed to test the software. The program will then be rolled

out in one district per province in May June 2010.

School Supervision Management System

School supervision management as reported previously has become interwoven with

our work on BOS (see further below). Initial drafts of managerial/financial

management supervision manuals and instruments were formulated last year together

with Dinas Pendidikan Kabupaten Sukabumi and with selected supervisors and school

principals.

During our work on school supervision management, we became aware of problems

in the implementation of the BOS program, in particular as to financial administration

of BOS funds both at the school and district level. The key finding was that the Buku

Panduan BOS was not sufficiently detailed (for instance too many gray areas as to

eligibility of funds use), in some areas a bit confusing (incorrect examples) and

incomplete (no technical guidance on how to complete the different formats). These

shortcomings in the manual were reported to Diknas BOS Management Team.

After an extensive review process that included a number of meetings between BOS

Management Team and DBE1 advisors and series of internal meetings, DBE1 was

requested to help prepare a technical guideline (Petunjuk Teknis) on how to

administer BOS funds, including how to complete the various formats.

On the basis of the initial work undertaken for the preparation of school supervision

management manuals, a draft Juknis was developed that included improved

administrative formats, detailed explanations on the formats and detailed guidance on


how to complete these formats. In addition to this, a special software application was

developed for BOS administration at the school level. The entire package comprising

of Juknis and application, was intensively reviewed during the quarter. The review

process started at the school level which was then followed by a review process at the

district level (Kab Sukabumi). The key input made by both school level staff and

district officials was that a good Juknis may be fine but without a uniform

interpretation of the Juknis by audit agencies operating at the district level and

school/district level BOS program implementers there will continue to be confusion

and conflict which will negatively impact the effectiveness of the program.

Following up on the recommendations made in Sukabumi, DBE1 initiated and

facilitated a one-day workshop with the following participants: BPKP Pusat (2 senior

directors), Inspectorate General MoNE (3 senior officials), Inspectorate Daerah (1

director), school principals (5) and other MoNE officials. Participants from the

auditing agencies appreciated the opportunity to directly discuss with school

principals on the use of BOS funds. Mutual interpretations of the guidelines were:

“Relevant” activities should be interpreted as activities directly linked to the

activities explicitly mentioned in the Buku Panduan BOS, but should not be

expensive.

District BOS Management is not responsible for school auditing and should

limit its task to BOS implementation monitoring. Consequently, schools

should only send a summary report (BOS K-2) to the district and the other

more detailed formats should be kept at the school level and should be only

shown at the time of auditing.

Un-spent BOS funds can be carried forward to the next financial year

Computer-based accounting is acceptable. Following past practice, some

schools and district officials were reluctant to accept computer based

accounting and reports generated in this way. It was agreed in the meetings

with MONE etc described that computer-based accounting is acceptable.

On the basis of all the efforts described above, MONE has decided to incorporate the

technical guideline in the 2010 BOS implementation manual (Buku Panduan Bantuan

Operasional Sekolah). It is clear that DBE1 extensive work undertaken over the past

six months has resulted in a substantial improvement in the technical guidance

provided for the implementation of a US 1.5 billion school grant program.

It should be reported that Sukabumi with the help of DBE1 has implemented the

Juknis and software during the quarter. First, DBE1 conducted Training of trainers

(TOT) for 22 participants which included school principals and school supervisors.

The trainers then conducted training for 12 SD and 2 SMP with three participants per

school. Further, all draft materials developed for school supervision management have

been updated and brought in line with the new guidelines, juknis and software and

therefore are ready for use in the field.



Pilot testing in conjunction with Dinas Pendidikan Sukabumi for at least two

schools (one SD and one SMP) to evaluate the workability of the manuals and

instruments for school management supervision.

Revision based on the feedback of pilot.

Implementation: scheduling and implementing training and facilitation for

school supervisors and school principals in Kabupaten Sukabumi

Assets/Preventive Maintenance Management System

The autonomy laws of 2004 required the center to hand over assets to the districts, but

the district governments seriously lack the capacity to manage assets. Education assets

consist of facilities and infrastructure at schools, and sub-district and district offices.

At the district there are two Dinas that are in charge for education assets, namely

Dinas Pendidikan and Dinas Pendapatan, Pencatatan Keuangan dan Asset Daerah. For

the education sector, management of education assets is a complex set of problems

that need to be solved nation-wide because many schools and districts have been

faulted by BPK, the state auditor, and most not yet audited fear they will also receive

an audit disclaimer. Such disclaimers reflect badly on districts‟ performance. Until

now this issue has not been addressed properly by GOI or by the donor community.

The issue is further complicated in that asset management is based on requirements

set forth in regulations by two ministries: Ministries of National Education and Home

Affairs. The former set the standards--and requirements--for facilities (desks, chairs,

lab, books, teaching aids, etc.) and infrastructure (land and buildings). The latter sets

the rules for recording, coding, and asset inventory. Neither school principals nor

Dinas Pendidikan officials have the background for managing these. Furthermore,

manuals, guidelines and training materials to enable schools and districts to comply

with the regulations do not exist.

During the quarter DBE1 met with Head of Section Education Infrastructures,

Directorate of TK & SD, MONE and Head Sub-Directorate of Regional Income and

Investment, Directorate General of Regional Finance Administration Development,

MOHA. They both agreed assistance by USAID/DBE1 in this matter would be deeply

appreciated and they promised their fully cooperation in developing and rolling out

the program.

Work on manuals and software drafted in the previous quarters was finalized during

the current quarter. The software integrates the requirements in Permendiknas

24/2007 (education standard for assets) and Permendagri 17/2007 (district standard

for assets). Initial testing took place in Kabupaten Purworejo, Central Java during the

quarter. Initial results indicate that principals are pleased to see the visual results of

their school asset profiles in the forms of tables, charts, and graphs. The data from

school can be aggregated to sub-district and Dinas level.

Full scale training will take place in Purworejo in early April. DBE1 Central Java will

complete its roll out to 74 SD/MI in two kecamatan by late April. As noted in the

section on dissemination below, Head of Dinas Pendidikan Purworejo and the World


Bank decided that in June they will disseminate to the remaining 473 SD/MI by using

BEC/TF grants.

Roll out to Aceh Tengah, Tebing Tinggi, Karawang, Nganjuk, and Soppeng will take

place during April and May. Provincial Coordinators and DBE1 specialists have

participated in field testing in Purworejo; so they are prepared to roll out the program

in their respective provinces.


Complete Personnel Management (SIMPTK) software development and field

test and roll out personnel management to six additional districts.

Finalize instruments already drafted and new training materials for financial

management supervision for school principals and supervisors and roll out in

six districts.

Assist MONE to develop training materials on BOS planning and reporting

adhering to greatest extent possible DBE1 programs and products.

Roll out assets management program beginning in six districts in the next

quarter.


District Level Program Goals

Initiate in 18 new districts in Aceh and complete in as many districts as possible

School Unit Cost Analysis, District Education Finance Analysis, District Strategic

Plans, and Governance for Education

4. Aceh Expansion Program DBE1‟s task order was modified in July 2009 in order to extend district level services

to all 18 districts in Aceh that have not received DBE support. The programs are

limited to financial analysis, strategic planning and education governance; school

level programs in these 18 districts were not mandated. The contract modification in

part was based on an assessment of the feasibility for expanding the DBE1 program in

Aceh that was carried out in 200811

.

4.1 Coordination with Provincial and other Donor Stakeholders

The second phase of district expansion in

Aceh was launched on January 13 at an

event attended by the Head of the provincial

Education Office and representatives of

twelve additional districts. The Head of

Aceh Tamiang Education Office and the

Head of Development and Control of

Education Quality Division of Aceh Besar

shared their experience and lessons learned

with the rest of the participants during the

event.

DBE1 maintained consultations with

provincial officials and other donors,

particularly AusAID SEDIA Project.

Coordination with SEDIA has continued to be effective since the beginning of

program preparation.

GTZ has assisted about five districts to produce education renstra through the

ALGAP project. Following the preliminary review of GTZ work in the previous

quarter, it was agreed that before beginning planning work in these districts DBE1

would consult with GTZ and district officials about ways to most effectively

coordinate inputs. This caused some delays as districts decided whether or not they

wanted support from DBE1 in addition to GTZ‟s ALGAP project. DBE1 discussed

this with the provincial education office after which the head of the office sent a letter

to the ALGAP supported districts asking if they still required DBE1 assistance.

11

“Report on Assessment of the Feasibility of Expanding the DBE1 Program in Aceh”, August 2008.

Ibu Mimy Santika from USAID provided information to media in Banda Aceh

regarding launching of DBE1 programs in more districts


Around the end of this quarter, it emerged that all of the five districts opted to work

with DBE1.

In the previous quarter, the provincial education office appointed three staff to work

closely with DBE1 to monitor program implementation and in consulting with district

officials. During the reporting period, they have effectively supported implementation

of the different program components. The provincial education office asked DBE1 to

assist in creating a province-wide database along the lines of the district level

database to support strategic planning (SIPPK); DBE1 will undertake this activity in

the coming months.

4.2 Program Implementation

Work is now underway in all 18 districts,

including the initial six districts which

commenced in the previous quarter.

Implementation ranges from initial

meetings with district stakeholders to

having completed some program

implementation such as BOSP. In order to

manage this demanding program and

achieve objectives within the limited time

frame remaining to the project, DBE1

established three teams, each under the

management of an experienced regional

coordinator: West Aceh, Central Aceh and

East Aceh.

By the end of the quarter, BOSP analysis has been mostly completed in three districts

in the Central Aceh region. In the West Aceh region a further three districts are at a

similar stage, with the process nearly complete. Two more have commenced BOSP in

this region. Meanwhile, in the East Aceh region Singkil and Kota Subulussalam have

completed BOSP, and the results now offer a reference for policy makers.

Work on the district financial analysis, AKPK, has now commenced in eight districts,

three in West Aceh and five in East Aceh, where the process is nearing completion.

The teams are finding that the effort put into building trust and commitment with

districts is paying off as there have been few problems in gaining access to the

documents and reports required. However, the data is still somewhat difficult to put

together because much of the education funding in Aceh is outside the Education

Office budget, including Bagian Sosial Setda, Dinas Pengelola Keuangan dan

Kekayaan Daerah, Dinas Cipta Karya and Bappeda along with the provincial Dinas

Pendidikan. DBE1 and local AKPK teams are addressing this issue by building

commitment across the various agencies within each district.

District officials were trained in SIPPK methodology and data input and analysis had

also started in six districts by the end of the previous year. During this quarter, SIPPK

was completed in the following ten districts: Aceh Barat, Nagan Raya, Aceh Barat

BOSP workshop in Singkil was carried out in January 2010


Daya, Aceh Singkil, Kota Subulussalam, Aceh Utara, Kota Lhoksemawe, Bener

Meriah, Biruen, Pidie Jaya and Kota Sabang. Meanwhile initial SIPPK training was

provided in Aceh Jaya, Simeule and Aceh Selatan.

Using the results of SIPPK, renstra workshops have now commenced in Aceh Barat,

Nagan Raya and Aceh Barat Daya. The planning process has already reached the

stage of identifying programs, activities

and associated budgets. Renstra workshops

have also commenced in Aceh Tamiang,

Aceh Timur and Kota Langsa. These

districts have already identified policy and

planning issues through detailed data

analysis. Issues were also identified

through a qualitative process involving

focus-group discussions with key

stakeholder groups. In the Central Aceh

region, districts are still completing

preparations for renstra development –

including finalizing SIPPK.

Implementation continues to run smoothly as the DBE1 specialists are experienced in

providing the technical assistance and conducting training for these programs. In

general, the commitment of both the province and the districts is very high and the

participants have been serious in their attendance and participation in DBE1 activities.

The districts are also already familiar with the PADATIWEB system, which helps

somewhat.

Among other challenges, our teams have found that district officials typically lack

skills and experience using data software and IT in general.

Table 4.1 Summary of Progress in Implementing Aceh Expansion program

Activity Target Volume Target Date

Status at end of



Target next

Quarter

Launch program and sign agreements with 18 districts

18 March 2010

18 12 districts done

Establish offices and contract and train new staff

8 staff & 1 supplemental

office

September 2009

All preparations &

recruitment completed

-

-

Complete BOSP 18 March 2010

Begun in 9 districts

Completed in 2 districts

Completed in 2

Begun in 5 new districts


Commenced in 4 more districts

Complete AKPK 18 March 2010


Begun in 2 more districts


Commenced

Some team Renstra development team members from Aceh Barat, Nagan Raya,

and Aceh Barat Daya


in 12 districts

Complete renstra 18 August 2010



Commenced in 12

districts

Facilitate workshops for district governance related stakeholders to review plans

18 August 2010

Not yet Not yet Commenced in 6 districts

Facilitate workshops for district to present plans & budgets to provincial stakeholders and advocate for district support

3 workshops (6 districts/workshop)

August 2010

Not yet Not yet 0


Continue to attend coordination meetings with Aceh provincial stakeholders

and other donors

Complete BOSP in all 18 districts

Complete AKPK in 6 districts, commence in a further 12 districts

Complete SIPPK in all 18 districts

Complete renstra in 6 districts

Commence renstra in remaining 12 districts


ICT Related Program Goals

Complete implementation of 14 ICT grants

Complete pilot to test use of ICT to improve data flow for MONE EMIS in two

selected districts in Aceh (Pidie and Aceh Tengah)

Continue to manage DBE website which will be handed over when project ends in

2010

5. EMIS/ICT/Data Management DBE1‟s Task Order mandates a number of ICT related activities. These include an

assessment of MONE‟s Education Management and Information system (EMIS),

developing and maintaining a project web site and Project Data Management System

(PDMS,) (reported in Section1), and development of innovative solutions for data

transfer and management including programs to enable the wider community and

private business to access information through various media. All of the above

activities have been or are in the process of being implemented and are described

below.

5.1 ICT Grants (Task 8)

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

consortia comprised of private sector and government institutions such as district

education office, kandepag, district library, district planning board, and schools.

Fourteen grants were awarded, five grants are completed, and remaining nine grants

are in the process of implementation. Two categories of grants awarded were: (1) ICT

Innovation and Education Management Grants (EMG) to improve education

management and (2) Education Hotspots grants that aimed to provide internet access

to schools, education offices, and community as a whole.

Table 5.1 Progress in ICT Grants Implementation


Target Date


(cumulative)


Target next

Quarter

Complete grant awards 14 Mar 09 14 awarded - -

Complete disbursement of funds/procurement

14 Dec 09 5 grants completed, 9

grants ongoing

3 grants completed

9 grants

Complete grant implementation

14 Mar 10 5 3 9

Compliance monitoring & reporting Jun 2010

9 Jun 10 Continous based on

milestones

Up to date As per milestones

Final evaluation & publication (mid 2010)

14 Jun 10 SOW for final evaluation

drafted

SOW for final evaluation

drafted

Conduct final

evaluation


Five grants that were completed up to this quarter (Table 5.2, denoted as „C‟). We

expect the remaining nine grants to be completed in the next quarter (Table 5.2,

denotes as „P‟).

Table 5.2 Progress in ICT Grants Completion

No DISTRICT CATEGORY LEAD CONSORTIUM

LOCAL GOVERNMENT

CONSORTIUM MEMBER COMPLETION STATUS

Din

as

Pendid

ikan

Perp

usd

a

Kandepag

Bappeda

Univ

ers

ity/

SM

K

Educt

aio

n

Board

Din

as Info

kom

ICT C

ente

r

Pre

Aw

ard

Pro

cess

Gra

nt

Aw

ard

Pro

cure

ment

Launch

ing

On G

oin

g

Co

mp

lete

d

CENTRAL JAVA

1 Kab. Karanganyar

Tier-2 EMG PT Indomaya Wira Sejahtera

√ √ √ - - - - - √ √ √ √ √ P

2 Kab. Klaten Tier-2 EMG CV Cosmo Jaya √ √ √ - - - - - √ √ √ √ √ C

3 Kab. Karanganyar

Tier-1 Hotspot

PT Indomaya Wira Sejahtera

√ √ √ - - - - - √ √ √ √ √ P

EAST JAVA

4 Kota Surabaya

Tier-2 EMG PT ITS Kemitraan √ - - - - - - - √ √ √ √ √ P

5 Kab. Tuban Tier-1 Hotspot

PT Tridata Cakrawala √ √ - - - - - - √ √ √ √ √ C

6 Kota Surabaya

Tier-1 EMG PT ITS Kemitraan √ - - - - - - - √ √ √ √ P

NORTH SUMATRA

7 Kab. Tapanuli Utara

Tier-2 EMG Web Media √ - √ - - - - - √ √ √ √ √ P

SOUTH SULAWESI

8 Kab. Pangkep Tier-2 EMG YPK Amanah √ - √ - - - - - √ √ √ √ √ P

9 Kab. Soppeng Tier-1 Hotspot

Indo Komputer √ √ - - - - - - √ √ √ √ P

10 Kab. Engrekang

Tier-1 Hotspot

PT. Rekayasa Teknologi Informasi

√ - √ - - - √ - √ √ √ √ C

11 Kab. Jeneponto

Tier-1 EMG Turatea Computer Centre - - √ - - - - - √ √ √ - √ C

BANTEN

12 Kota Tangerang

Tier-2 Hotspot

CV Almagada Jaya* √ √ √ √ - - - - √ √ √ √ √ P

WEST JAVA

13 Kab. Karawang

Tier-2 EMG CV Trisatya Pratama* √ - √ √ √ √ - - √ √ √ √ √ P

14 Kab. Sukabumi

Tier-1 Hotspot

Yayasan Tarbiyah Islamiyah (YASTI)*

√ √ - - - - - √ √ √ √ √ √ C

The progress in implementing the grant is slow due to the following reasons: (i)

tedious and time consuming equipment procurement, (ii) low point of compliance

reporting and monitoring, and (iii) district public library (DPL) building

reconstruction.

Firstly, procurement procedure follows RTI procurement ethics and USAID

Regulations. Twelve out of fourteen grants carry out procurement of equipment.

These procurement must abide by Code of Federal Regulations (22 CFR 228.13),


Federal Acquisition Regulations (FAR 9-104.1), AID Acquisition Regulations

(AIDAR 752.225.70), and Automated Directive System (ADS Chapter 312). Further,

procurement must fulfill requisition guidelines: complete requisition form, approval

authorities, competitive bid requirements, product delivery and receiving goods and

services, and documentation requirements. In addition, local procurements require

Geographic Code 935 origin and USAID Contracting Officer waiver approval. These

tedious and time consuming processes result in delay for about six to twelve months

of grant implementation.

Secondly, implementation and monitoring progress is depicted in series of milestones

reported in progress reports by the consortia. Tier-1 grant submit one initial report and

four progress reports, while Tier-2 grant submit one initial report and six to eight

progress reports depending on the size of the grant. Each report comprise of program

overview, progress activity, budget and financial reporting, and next quarter activity.

Consortia face difficulties in report writing that apply transparency, responsive,

accountable, and participation mechanism among members of consortia. Each report

require about one month to comply.

Thirdly, DPL building reconstruction has halted grant implementation in Tuban dan

Tangerang. In Karanganyar, grant implementation is also disturbed by the plan for

DPL building reconstruction in the next coming months. Reconstruction affect

electricity capacity increment, local area network for the Internet Café, Hotspot, etc.

For Tuban and Tangerang, consortia have to re-do the whole activity again; for

Karanganyar consortia is in doubt whether to move forward of wait until the

reconstruction is completed.

The total anticipated value of 14 grants awarded increased from $287,884 (IDR

2,669,599,451) to $292,901 (IDR 2,714,749,451). The increase is a result of USAID

approval to increase the grant for Pankep, South Sulawesi (see below) due too natural

disaster that broke ICT tower. As of March 2010, $259,876 (IDR 2,418,116,626) has

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

activities including training expenses. In the quarter, seven grantees received

disbursements (Table 5.3, denoted by bold font in blue).

Table 5.3 Summary of Grants Awarded

No. Grantee

Progress

Grant Amount

(Rp.)

Cummulative Realization

(Rp)

Obligation Amount (Rp.)

a. ICT INNOVATIONS & EMG

a.1. Pangkajene Kepulauan, South Sulawesi - YPK Amanah

551.602.500

472.040.520

79.561.980

a.2.* Jeneponto, South Sulawesi - PT Turatea Computer Center

25.252.500

24.902.500

350.000

a.3. Karawang, West Java - CV Trisatya Pratama

292.518.451

193.416.756

99.101.695

a.4. Karanganyar, Central Java - PT Indomaya Wira Sejahtera [Tier-2]

258.532.500

206.721.000

51.811.500


a.5.* Klaten, Central Java - CV Cosmo Jaya

347.461.000

347.461.000

-

a.6. Surabaya, East Java - PT ITS Kemitraan [Tier-1]

50.184.000

44.539.000

5.645.000

a.7. Surabaya, East Java - PT ITS Kemitraan [Tier-2]

311.557.100

322.536.000

(10.978.900)

a.8. North Tapanuli, North Sumatra – PT Webmedia

361.742.000

364.475.600

(2.733.600)

b. b. EDUCATION HOTSPOT

b.1. Soppeng, South Sulawesi - Indo Komputer

31.243.000

28.030.000

3.213.000

b.2.* Sukabumi, West Java - Yayasan Tarbiyah Islamiah (YASTI)

60.670.400

61.142.500

(472.100)

b.3.* Tuban, East Java - PT Tridata Cakrawala*

69.754.000

69.788.000

(34.000)

b.4.* Enrekang, South Sulawesi - PT Rekayasa Teknologi Informasi

25.925.000

25.925.000

-

b.5. Tangerang, Banten - CV Almagada Jaya

300.930.000

237.777.250

63.152.750

b.6. Karanganyar, Central Java - PT Indomaya Wira Sejahtera [Tier-1]

27.377.000

19.361.500

8.015.500

Grand Total (Rp.)

2.714.749.451

2.418.116.626

296.632.825

Grand Total (USD=9,000 IDR)

292.901

259.876

33.025

* Grants completed

(xxx) deonoted negative obligated amount due to increase of US$ rate to IDR during procurement process. This is DBE1 responsibility because almost all procurement was carried out by DBE1

Monitoring

DBE1 monitors performance of the grants program by reviewing reports of achieving

certain milestones and by direct observation in the field on a regular basis. Toward the

end of the project DBE1 will carry out an impact assessment with the assistance of an

international specialist.

Most grantees have been submitting reports and documents as required (although

some are late), and disbursements have been made against these milestones. In

addition to compliance monitoring, DBE1 staff continue to monitor implementation in

the field. Some highlights of monitoring of two grants are as follows.

North Tapanuli, North Sumatera. The grant to the consortium lead by PT

Webmedia Internusa Tata Utama was awarded much later that the other grants. Over

the past several months the consortium has been very diligent. Through March 2010

they trained over 1,000 participants. They also carried out intensive communication

with stakeholders on ways to ensure the program will be sustained. The consortium

provides the following activities: (i) intranet messaging system, (ii) library

information system, (iii) internet café and hotspot, and (iv) workshop center. Note that

training for more 1,000 participants was carried out at the workshop center located at

the DPL.


Klaten, Central Java. The grant to the consortium led by CV Cosmo Jaya was

completed at this quarter. CV Cosmo Jaya is considered as a high performing grantee.

Completed consortium activities are:

Network Operation Center (NOC) establishment and internet connectivity

coordination among DEO, Kandepag, and DPL

DEO website establishment to provide better access to information and

increase transparency and accountability

Local Area Network (LAN) establishment at Kandepag office

Internet Café hotspot development

Website address for DEO, Kandepag and DPL is established. Website address for

DEO is http://www.dinaspendidikanklaten.net/, Kandepag is http://www.depag-

klaten.net/, and DPL is http://www.perpus-klaten.net/. Each site has website

administrator assigned: (i) Drajat (staf Kasubag Keuangan DEO), (ii) Irfan Zuhdi (staf

Seksi Mapenda), and (iii) Aan Ahmad and Samino (staf DPL). At the end of the grant

period the consortium prolong the collaboration for about a year (up to 1 February

2010) and all agreed on the following activities (stated in signed nota

perjanjian/kesepakatan):

Grantee will provide facilitation for DEO, Kandapag, and DPL with regard to

service and maintenance of network infrastructure and website,

One year free Internet access at 64 Mpbs bandwidth (1 on 1 ratio),

Internet establishment in Kandepag,

Technical assistance on internet café management located at DPL.

Surabaya, East Java. The grant to the

consortium led by PT ITS Kemitraan has

been carrying out activities such as: (i)

district education portal development, (ii)

digiSchool portal development, and (iii)

education portal and digiSchool portal

training. To improve ICT capacity, grantee

also provides trainings on Microsoft Office

and web design and programming. Grantee

is actually considered as a high performing

grant. All trainings have been carried out.

All custom application software were

developed and established. However

grantee faces communication problems with a member of the consortium (DEO) due

too DEO person in charge rotation. This has resulted in the application software

developed not being utilized optimally. After discussion with DEO head it was agreed

as follows. First, that grantee will provide digiSchool refresher trainings for 13

schools in February 2010. Training on DigiSchool for 13 schools was actually carried

out from 18 Feb to 4 Mar 2010. Participants from each school were: guru agama, guru

olahraga, and guru ekstra kurikuler. Second, DEO will provide „surat keputusan‟ that

appoints guru agama, guru olahraga, and guru ekstra kurikuler as school ICT team.

Lead grantee (far left) and DEO Head (far right) during grant monitoring session

http://www.dinaspendidikanklaten.net/

http://www.depag-klaten.net/

http://www.depag-klaten.net/

http://www.perpus-klaten.net/


Surat Keputusan from Dinas was in the process at end of the quarter; it is expected

early in next quarter. Third, it was agreed that DEO would appoint DEO ICT staff as

the administrator to update and maintain its content of the ISP Portal. The

appointment has been made.

Pangkep, South Sulawesi. The grant to the consortium led by YPK Amanah carries

out activities as follows: (i) provide internet service provider (ISP) services, (ii)

Internet Café, (iii) introducing ICT to remote locations (pulau Salemo), and (iv)

provide training on local area network, internet, and computer technicians. Activities

(ii) to (iv) have been implemented; however, activity (i) has become a sustainability

problem. In October 2009, $10,145 (Rp.93

million) was added to the grant in order to

provide the consortium more time to

develop a sustainable business plan. At

present it looks doubtful that the

consortium will be able to continue the

ISP service as a sustainable business;

however, DBE1 ICT team is working

closely with the Dinas pendidikan to find

sustainable solutions such as assisting in

organizing schools to use the service at a

discounted rate or connecting the ISP to

Padatiweb. A further modification to the grant was approved in February 2010 to add

Rp.45.150.000 ($5,000) to purchase a new sturdier 4-leg tower to replace the original

3-leg tower that was broken due too natural disaster. The tower is essential for ISP

operation. Instillation will be completed in April 2010.


Conduct special monitoring for grantees that have not shown significant

progress so far.

Provide special assistance to Pangkep consortium to ensure sustainability of

ISP Portal.

Assist grantees in grant final reporting process.

Monitoring to Salemo Island

Broken Tower due to natural disaster


Continue compliance monitoring by reviewing each grantee‟s progress reports

for completeness and compliance of general reporting requirements.

Conduct impact evaluation and reporting.

5.2 EMIS Pilot (Task 8)

The EMIS Strengthening Pilot program is being carried out in two selected districts in

Aceh: Aceh Tengah and Pidie. The program has two phases: preparation and

implementation phases. Preparation phase was completed in 2009. Full scale

implementation took place during the quarter. The pilot field work will be completed

in April 2010 with final reporting and a conference to discuss result to take place in

the April – June 2010 quarter.

Table 5.4 Progress with EMIS Pilot


Target Date


(cumulative)


Target next Quarter

Finalize work plan & baseline For EMIS pilot with MONE (PSP team)

Implement Work Plan Phase-2

Oct 09 Work Plan Phase-1 completed, Phase-2 in progress

Work Plan Phase-2 completed

Work Plan Phase-2 fully implemented

Procure equipment district, sub district and school

62 computers, 52 printers, 20 Smart Phones

Jan 10 Printers, Desktop Computers, and Smartphone’s completed

Procurement of equipment completed

none

Conduct resource assessment district, sub district, and schools

52 SD/MI, 2 UPTD/KCD, 2 DEO and Kandepag

Oct 09 Resource Assessment completed and implemented

Resource Assessment Report submitted to USAID

none

Train district, sub district, and schools

Train in ICT Strengthening and EMIS Strengthening using SDS++

Apr 10 ICT Strengthening trainings completed

ICT training materials submitted to USAID

none

EMIS Strengthening training is near completion

EMIS Strengthening training carried out

EMIS Strengthening trainings completed

Monitoring and evaluation** (initial, measure-1, and measure-2)

52 SD/MI, 5 UPTD/KCD, 2 DEO

May 10 Initial completed Measure-1 Not yet

Measure-1 completed; Measure-2 begun

Evaluate and disseminate results for MONE policy on data flows

National workshop

Jun 10 Not yet Not yet Not yet

* SDS++ is further development of School Database System (SDS) which has been piloted in over 1000 schools. SDS++ will include two additional features: Monthly Report and Laporan Individu Sekolah/Madrasah (LI-SD of Padatiweb) which directly relates to MONE’s EMIS.

** Monitoring and evaluation utilizes Resource Assessment Instruments


In essence, EMIS strengthening is aim to build synergy on (Figure 5.1): (i) supply of

quality data, (ii) demand for data in education management, and (iii) capacity to use

data. EMIS strengthening activities in this pilot are to enable information use to

support education managers and decision makers. Therefore supply, demand, and

capacity ultimately determine whether or not information is used and whether data

can actually support education management.

Figure 5.1: Synergy of Data Supply, Demand, and Capacity for Education Managers and Decision Makers

EMIS Strengthening is carried out in collaboration with Education Statistics Center

(PSP) MONE to strengthen EMIS and data use in school/madrasah (SD/MI), sub-

district education office (UPTD/KCD), and district education office (Disdik) and

Kandepag. The major activities in the pilot are: (i) design, test and improve related

software (which has resulted in a new, more advanced version of the original DBE1

SDS software); and (ii) a series of trainings on ICT and school database system++

(SDS++

). Both program components are described in detail below.

Software/Program Design

The new SDS++

software developed through the pilot has four separate custom

components: SDS++

for School, SDS++

Portable for supervisors to collect and verify

school data, SDS++

for Kecamatan, and SDS++

for Kabupaten/Kota (Figure 5.2). To

run properly SDS++

requires an operating system, system software, and hardware as

follows:

Operating System and System Software: (i) Microsoft Windows XP SP3 or

latest version, (ii) Microsoft Office 2007, (iii) Microsoft ActiveSync for

Windows XP SP3 or Device Media Center for Windows Vista, and (iv)

Microsoft .Net Framework 3.5.

Hardware: (i) IBM PC compatible 1 GHz Processor, (ii) Hardisk 100 MB, (iii)

CD-ROM, (iii) Monitor VGA 1.024 x 768 resolution, (iv) Port USB, and (v)

Printer.

Supply

Demand Capacity

Quality information is used by education

managers and decision makers consistently

Quality information is available for education managers and decision

makers to access, understand, apply, and benefit from the data

Quality information is ready timely, accurate,

valid, and relevant


Additional hardware for SDS++

Portable: personal digital assistant (PDA)

with specifications as follow: (i) Touch Screen, (ii) Stylus, (iii) Windows

Mobile 6.5 system operation, (iv) RAM 256 MB, and (v) VGA 480 x 640

screen resolution (portrait).

Figure 5.2: Four Custom Applications Software of SDS++

SDS++ Features

SDS++

enables school/madrasah to supply and to maintain quality for their own school

management purposes as well as to easily provide various reports for district and

national offices. Users for SDS++

for schools are data operator, school treasurer, and

the principal. SDS++

has different outputs compared to previous (regular) SDS.

SDS++

new outputs are (i) School Monthly Report (Lembar Bulanan Sekolah - LBS),

(ii) School Individual Report (LI-SD/MI) of PadatiWeb, and (iii) BOS Reports, while

RKT and RKAS/M, School Profile for RKS/M, and SRC outputs are similar to

regular SDS (Figure 5.3). The new features are described as follows.

Figure 5.3: Input and Output of SDS++ for School

INPUT PROCESS OUTPUT

SDS++

for

School

LI – SD/MI School Monthly

Report (LBS)

LI – SD/MI

RKT/RKAS

School Report Card (SRC)

School Profile for RKS

BOS Reports

SDS++ for School(Installed on Personal Computer at Sekolah/Madrasah Location)

School Profile for RKS

School MonthlyReport (LBS)

School Programs

School FinanceTransactions

SDS++

for School

SDS++

for Kecamatan

SDS++

for Kabupaten

Portable SDS

++

Users: 1. Data Operator 2. School Treasurer 3. Principal of

SD/MI

Users: 1. SD/MI School

Supervisors 2. Head of KCD/UPTD 3. Head of Disdik/

Kandepag Users: 1. Administrator 2. Data Operator 3. KK Datadik 4. Head of Disdik/

Kandepag

Users: 1. Administrator 2. Data Operator 3. Head of KCD/UPTD


School Monthly Report (Lembar Bulanan Sekolah - LBS). Every month each

school/madrasah is required to submit LBS to District education Office. LBS contains

student statistics, student attendance, school facilities and equipment, finance and budget

summary, and teachers list. Using SDS++

the School/madrasah can easily update data each

month.

School Individual Report (LI-SD/MI) of PadatiWeb. LI-SD/MI is often called

formulir/ kuesioner dari pusat (PSP MONE). School/madrasah are required to report data

to districts for MONE‟s national EMIS. Usually schools are provided with blank

questionnaire (hardcopy) which they complete by hand or using typewriter. Districts then

are required to enter hard copy data from each school in an electronic form (softcopy of

blank LI-SD/MI). Through SDS++

school/madrasah can directly produce the softcopy of

LI-SD/MI and submit the file to sub-district office (KCD/UPTD) or to the DEO. Because

the necessary dat is stored in the school database schools only need to update the data

periodically. This will save schools a great deal of time writing or typing the information.

BOS Reports. Regular SDS contains formats for BOS reporting formats BOS K-1 to K-6.

SDS++

adds more formats so that all currently required BOS reporting formats can be

produced electronically by schools/madrasah. These outputs also grouped by its context

(Figure 5.4): (i) Requirement (Persyaratan): BOS-01 and BOS-03; (ii) Planning

(Perencanaan): BOS K-1A, BOS K-1, BOS-12, and BOS-11A; (iii) Transaction

(Pembukuan): BOS K-3, BOS K-4, BOS K-5, and BOS K-6; and (iv) Finance Report

(Pelaporan): BOS K-2, BOS K-2Rinci, BOS K-11B, and SPJ.

Figure 5.4: BOS Reports Grouping


SDS++ Portable

SDS++ Portable enables supervisors (Pengawas) to use PDA to copy school data for

the national EMIS and for sub-district planning purposes. This allows for data

verification at the same time. This also enables compilation of data from each school

in a sub-district level database. In addition, SDS++

Portable enables DEO to use PDA

to copy school data from sub-district computer (via SDS++

for Kecamatan) for the

national EMIS and for district planning purposes. The specific data collected for each

school includes School Profile (Profil Sekolah) and School Monthly Report (LBS).

School data will further be automatically compiled into Sub-district/District

Education Performance Indicator (Kinerja) and Sub-district/District Profile (Profil

Wilayah) (Figures 5.5.a and 5.5.b).

Education Performance Indicator (Kinerja). Kinerja enables the sub-district to monitor

sub-district achievement of Minimum Service Standards (SPM) (standar pelayanan

minimum ). The sub-district SPM achievement is measured by indicators: (i) gross student

enrollment (angka partisipasi kasar/APK), net student enrollment (angka partisipasi

murni/APM), teacher qualification, teacher certificate holders, teacher-student ratio,

student – classroom ratio, and facilities, teachers education background, and infrastructure

and facilities (includes: computer laboratory, language laboratory, teachers lavatory,

students lavatory, and ground/play yard).

Sub-district/District Profile (Profil Wilayah). Profile Wilaya describes sub-district

demography data: population of children age 7 – 12 years, number of kindergarten

graduates, and number of teachers and support staff required. This demography data is

required as a base calculation for education performance indicator.

Figure 5.5.a: Input and Output of SDS++ Portable

SDS++ Portable(Installed on PDA of School Supervisor/DEO/Kandepag Head)


SDS++

Portable

Data Synchronizationfrom SDS++ for

Sekolah

School Level Data

LBS

School Profile

Sub-District/District Data

Sub-District/District Profile

Education PerformanceIndicator


Figure 5.5.b: Illustration of Input and Output of SDS++ Portable on PDA

SDS++ for Sub-District (Kecamatan)

SDS++ kecamatan enables DEO sub-district (KCD/UPTD) staff to copy school data

from Supervisor‟s PDA into sub-district computer for sub-district/national EMIS and

planning. This will allow sub-district (KCD/UPTD) staff to verify school data and

automatically compile school data into a sub-district level database. Sub-districts will

use the data for planning as well as for EMIS reporting as described above (Figure

5.6a and 5.6b). In addition, sub-district offices can use the data to apply management

by exception. For instance, if the sub-district data indicate overall lack of teachers

who have a sarjana degree, one can drill down to school level data to find out which

school(s) has high numbers of teachers who do not have sarjana degree and further

apply decision/planning accordingly.

Figure 5.6a: Input and Output of SDS++ for Kecamatan

SDS++ for Kecamatan(installed on Personal Computer at UPTD/KCD Office)


SDS++

for

Kecamatan

Data Synchronization from SDS++ Portable

Sub-District Demography Data

School Level Data

LBS

SDS

Sub-District Level Data

Sub-District Profile

RC-SD/MI

Sub-District Education

Performance Indicator

LI-SD/MI

INPUT (via Data Synchronization Process; stored on Portable SDS++) OUTPUT (displayed on PDA screen)


Figure 5.6b: Illustration of Sub-district level data on SDS++ for Kecamatan

Training Activities

Preliminary ICT trainings were carried out from 25 January to 3 March 2010 in Sigli -

Pidie and from 1 February to 12 March 2010 in Takengon – Aceh Tengah. ICT

trainings were provided for the purpose of increasing ICT capacity of the participants

prior to training to use the SDS++

programs. Training participants were grouped by

ICT topics as relevant to the group (Table 5.5). In general, participants‟ experience

with ICT ranged from hardly able to use computers, novice users, and advance users.

All participants were satisfied with the program. The most grateful participants were

the 66 School Supervisors because most of them were computer illiterate. ICT

strengthening has enabled them to use computer and to even connect them into the

global world using Internet.

Table 5.5: Training Participants by Participants Group and ICT Topic

Number of Participants by ICT Topic

No. Participants Group Introduction

to Computers (2 hours)

Computer Trouble

Shooting (8 hours)

MS-Excel 2007

(8 hours)

MS-Access 2007

(8 hours)

MS-PowerPoint

(4 hours)

Internet and Email (5 hours)

1. Head of Disdik/Kandepag 4 - - - 4 4

2. Disdik (KK DataDik) & Kandepag Staff 10 10 10 10 10 10

3. Head of UPTD/KCD 5 - 5 - 5 5

4. UPTD/KCD Staff 5 5 5 5 5 5

5. School Supervisors 66 66 66 - 66 66

6. SD/MI Principals 52 - 52 - 52 52

7. Teachers 52 - 52 - 52 52

8. Administrative Staff 52 52 52 52 52 52

Total Number of Participants 246 133 242 67 246 246

SDS++

trainings were carried out from 8 March to 7 April 2010 in Sigli – Pidie and

from 15 March to 14 April in Takengon – Aceh Tengah. Again, participants were

grouped by task they are expected to perform (Table 5.6). PSP staff, Bapak Agus

Purwadi, attended and observed the training processes. Following his observation, he

is convinced that SDS++

can serve as a model for MONE‟ EMIS PadatiWeb data

collection because it covers all required elementary school level (SD/MI) and sub-

district and district formats for MONE‟s EMIS as described above.


Table 5.6: Training Participants Grouped by Task

Number of Participants by SDS++

Level

No. Participants Group SDS

++ for

School/Madrasah (5 days)

SDS++

for Kecamatan

(3 days)

SDS++

for Kabupaten

(2 days)

1. Head of Disdik/Kandepag - - 4

2. Disdik (KK DataDik) & Kandepag Staff - - 10

3. Head of UPTD/KCD - 5 -

4. UPTD/KCD Staff - 5 -

5. School Supervisors - 66 -

6. SD/MI Principals 52 - -

7. Teachers 52 - -

8. Admistrative Staff 52 - -

Sub Total Participants 156 76 14

Grand Total Participants 246

Local Government Support

Dinas pendidikan staff attended several of the trainings. They promised that the

education office will issue a decree formalizing formation of school ICT teams. The

school ICT team formed will be responsible to maintain supply of quality data,

establish demand for data in school education management, and improve capacity to

use data through SDS++

. Further, special attention was given by DPRD Commission

„A‟ Bapak Bardan Sahidi who stressed the importance of data that is accurate and

valid as necessary for DPRD to support decision making.

Pidie Disdik Head during SDS++

for School Provided for SD/MI Teachers

Pidie School Supervisors Pose after Finishing SDS

++ for Kecamatan & SDS

++

Portable (PDA)



Finalize SDS++

training sessions in Pidie and Aceh Tengah.

Monitor and evaluate SDS++

usage at the school/madrasah, UPTD/KCD, and

Disdik and Kandepag.

Together with PSP Balitbang Kemendiknas conduct national workshop to

discuss the possibility of SDS++

use nationwide.

5.3 EMIS Pilot Dissemination

DBE1 contracted modification dated 2010 tasked DBE1 to disseminate EMIS

Strengthening Pilot program in five districts in addition to Aceh Tengah and Pidie

districts. By the second week of February 2010 two districts requested DBE1

technical assistance for the EMIS Strengthening program. The districts are Tuban and

Bojonegoro of East Java province. In addition, DBE1 has targeted to following

districts to disseminate the program before the project ends in September 2010:

Bogor, West Java;) Jepara and Purworejo, Central Java, and Enrekang, South

Sulawesi. Final program implementation will depend upon the ability of the distrists

to cover the costs. DBE1 can only provide technical assistance. DBE1 staff will lobby

targeted districts to support the program with their own funds.

Table 5.7: Progress with EMIS Pilot Dissemination

Activity Target

Volume Target Date


(cumulative)


Target next Quarter

Socialization of EMIS Pilot Program for candidate five districts

6 districts May 2010

2 districts conducted

2 districts conducted

4 districts receive socialization

Train DBE1 staff at targeted province and districts

DIA, JDIS, DIS, and SDS Facilitators

Jun 2010

Not yet Not yet DBE1 staffs and SDS Facilitators trained

Aceh Tengah DPRD Commission A (center- black suit) pay a Visit during SDS

++ for School Provided for SD/MI

Principals

PSP Representative chat with Aceh Tengah Disdik Head during SDS

++ for

School Provided for SD/MI Principals


Activity Target

Volume Target Date


(cumulative)


Target next Quarter

Provide Technical Assistance for Dissemination

6 districts Jul 2010

Not yet Not yet 6 districts receive technical assistance

Monitoring & Evaluation

6 districts Aug 2010

Not yet Not yet Not yet

Socialization of EMIS Strengthening program for Tuban and Bojonegoro districts was

carried out on 9 February 2010. In essence, both districts expressed their interest for

EMIS pilot because the system will provide solutions for their needs. Following the

socialization both districts drafted a timetable to plan EMIS Strengthening

implementation using SDS++

.

Training strategy for dissemination will group participants by management

levels/roles (Figure 5.7). The strategy is designed so that supply of quality data from

school/madrasah is updated continuously and that demand and capacity to use data is

improved in school/madrasah, kecamatan (UPTD/KCD), and Disdik and Kandepag.

DBE1 meets stakeholders from Tuban and Bojonegoro


Figure 5.7: EMIS Strengthening Mechanism for Dissemination


Conduct EMIS Strengthening socialization in parallel with training provincial

DBE1 on SDS++

Provide technical assistance for six districts that disseminate EMIS

strengthening.

5.4 DBE Website 12

As of March 2010, the DBE website received 1,749,623 hits since the website was

launched in 2005. This quarter‟s total hits (260,779) is higher than last quarter‟s total

hits (201,539). The number of DBE website hits has steadily increased from 83,428

hits in January, to 85,227 hits in February, to 92,124 hits in March 2010 (see right

side of Figure 5.8). This quarter‟s weekly average hits is 18,627 with a relatively

steady number of hits each week until the final week of march which shows a sharp

(see left side of Figure 5.8).

12

http://www.dbe-usaid.org/

http://www.dbe-usaid.org/


Figure 5.8: Website Hits

During the quarter, DBE1 continued to upload information from DBE123 into various

sections of the Website, primarily: News and Good Practices. Annex 4 contains a list

and description of uploaded information. The top ten requests for documents through

the last quarter was dominated with requests for resource materials uploaded by

DBE1 related government legal documents which are ministerial decrees, law, and

government regulations. Also among the top ten downloads were DBE1 and DBE3

manuals (see Table 5.8 below).

Table 5.8: Top 10 Requests for Documents until the Last Quarter

Resource Materials Download

Frequency

Date Upload

(mm-dd-yy)

Duration

since

upload

date (days)

Daily

Download

Frequency

How to Fill SD/MI Profile Instruments Manual

4,811 1-Jul-09 270 17.82

Law number 14 year 2005 regarding Teachers and University Lecturers

13,727 15-Aug-07 946 14.51

Republic of Indonesia Government Regulation number 32 year 2008 regarding Guideline for District Annual Budget (APBD) compilation Year 2009

8,345 28-Jul-08 603 13.84

Bantuan Operasional Sekolah (BOS) 2009 Manual Book

4,806 11-Feb-09 410 11.72

Teknologi Informasi Komunikasi untuk Kehidupan, Pembelajaran dan Pekerjaan

14,676 31-Jul-06 1,320 11.12

Attachment for BSNP regulation No.No.984-BSNP-XI-2007 regarding SOP for SMP, MTs, SMPLB, SMA, MA, SMALB, DAN SMK National Exam year 2007/2008

9,255 27-Nov-07 844 10.97

Minister of National Ecucation Regulation number 39 Year 2009 regarding Teachers and School Supervisors Workload

1,721 7-Oct-09 174 9.89

National Education Minister Regulation number 34 year 2007 regarding National Exam Year 2007-2008

7,651 27-Nov-07 844 9.07

National Education Minister Regulation number 12 year 2007 regarding School Supervisor Standard

5,650 28-Apr-08 693 8.15

School Committee: Simple Accounting Methods

6,742 17-Sep-07 914 7.38



Continuous improvement, maintenance, and update on website content.

Continuous update on Geographic Information System (GIS).

Event list improvement to display calendar activities filtered by province or by

DBE components.

Add new feature called photo gallery to depict various DBE activities.

Add search engine facility to help website users retrieve information.


6. Public-Private Alliance (Task 9)

Outreach activities

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

to support DBE activities. DBE1 also visited Aceh in the quarter to meet with private

sector community in the province. The objective of these meetings was to determine

the readiness, capacity and interest in forming PPA and to negotiate next steps based

on this visit. Private sectors present very different conditions, different capacity and

different needs.

Meetings with major U.S. and Indonesian organizations held during the quarter were:

(i) PPA at National Level: Gramedia Widiasarana Indonesia and Sampoerna School

of Education; (ii) PPA in Aceh: Aceh Chamber of Commerce, Aceh Investment &

Promotion Board, Indonesia Business Link, ExxonMobil, PT Semen Andalas

Indonesia, Pertamina, Telkom and PLN. The following negotiations are highlighted:

PPA at National Level

Follow up meetings took place with Gramedia Widiasarana Indonesia

(Grasindo). It is expected that the final mock up of the DBE1 MBS package

can be presented to Grasindo in the next quarter, so that Grasindo can

calculate their contributions to the partnership. Their proposal will then be

discussed with USAID.

Negotiations with Sampoerna School of Education (SSE) took place and a

draft proposal was prepared by SSE. DBE1 met with USAID at the end of

March 2010 to discuss our response to the proposal. It was decided that

because of the complexity of the program proposed by Sampoerna and

because of the limitation of time, that we would not pursue a PPA at this, but

we would continue to offer limited support for Sampoerna initiatives.

PPA in Aceh

Meetings with Aceh Chamber of Commerce and Aceh Investment and Promotion

Board confirmed that the construction plays important role in Aceh‟s economy but as

reconstruction phase is near to completion, sustainable employment and new private

investment remain a major challenge in Aceh. Both agencies also indicated that

continuing depletion of oil and gas and the decline of manufacturing activities due to

the declining of LNG production pose a serious challenge to Aceh‟s economy. The

Head of Aceh Chamber of Commerce indicated that Aceh‟s economy is currently

derived by service sector (construction, trade and transportation), whilst agriculture

sector remains stagnant. In relation to CSR initiatives in Aceh, the Head of Aceh

Private Public Alliances (PPA) Program Goals

Explore the possibility to form alliances with corporations


Chamber of Commerce mentioned that state owned corporations‟ CSR were

instructed to pool their CSR funds through Kementerian Negara BUMN. The head of

the Chamber said that he would follow up the Minister for BUMN; however, at the

end of the quarter we had not received any reply. Therefore, because of lack of time

remaining we will not pursue this PPA further.

The Aceh Chamber of Commerce suggested DBE1 to meet with ExxonMobil to

explore a partnership even though their production is declining. The Aceh Investment

and Promotion Board also suggested DBE1 to meet with PT Semen Andalas

Indonesia as they would start their production in early 2010 (PT Semen Andalas

Indonesia‟s factory was destroyed by the tsunami and the factory has been rebuilt).

DBE1 followed up both suggestions as described below.

DBE1 Jakarta initiated meeting with ExxonMobil Jakarta‟s CSR Team to

explore the possibility to form a partnership in Aceh. During this meeting,

ExxonMobil‟s CSR Team indicated that Aceh is no longer their main focus

since their operation in Aceh will be closed in 2018, and starting in 2014 their

major operation activities will be significantly reduced. They said that their

main CSR initiatives focus on the Bojonegoro area. However, ExxonMobil

showed interest to replicate DBE1‟s school level intervention (School Based

Management Program) in Aceh Utara and Lhoksumawe. They also showed

interest to explore a partnership to increase the capacity of Dinas Pendidikan

in Bojonegoro to replicate the MBS program in Bojonegoro, Blora and Tuban

area. However, because discussions with ExxonMobil had not proceeded

beyond preliminary discussions by the end of march 2010 and considering the

very limited time remaining for the project, the decision was made not to

pursue this further.

Initial meeting between DBE1 Jakarta & Aceh Team and PT Semen Andalas

Indonesia‟s CSR Department in Aceh was held in the third week of January to

identify interest of each organization. DBE1 presented its program in Aceh

and some areas of possible collaboration. PT Semen Andalas Indonesia

indicated that one of their CSR programs focus is in education and they seem

interested to collaborate with DBE1, especially to replicate DBE1‟s school

intervention in the sub-districts surrounding their factory. DBE1sent a draft

proposal to PT Semen Andalas Indonesia and DBE1 Aceh Team has been

following up but by the end of the quarter there been no response from them.

Therefore, lack of time remaining will not allow us to pursue this further.

In addition to the initiatives in Aceh described above DBE1 also initiated contacts

with the following firms to explore possibilities of PPAs in Aceh: Telkom, PLN,

Pertamina Aceh, and Bank Pembangunan Daerah (BPD) Aceh. However, response

from these firms was not positive. Therefore, we decided about mid way through the

quarter not to pursue these further, but to devote our limited time and resources to

pursue the potential PPAs described above.



Finalize draft agreement with Grasindo for printing DBE1 materials and

review proposal with USAID by end April 2010.

Meet with Sampoerna and USAID to discuss DBE1 assistance outside of the

PPA mechanism

Reach agreement with USAID on use of DBE1 leveraging set aside funds.


7. Dissemination and Sustainability DBE1‟s core strategy is to develop exemplars of good practice in management and

governance, both at school and at district level, and to support the dissemination of

these to other schools and districts.

Singling out good practice requires an agreement on what is meant by the term „good

practice‟ and how we can identity it. Good practice in DBE1 is defined through

reference to international research, reports on previous and concurrent projects in

Indonesia and lessons learned through our own project experience and systems for

monitoring and evaluation.

With the various definitions found in recent MONE policy documents in mind, DBE1

defines good practices as those which meet stakeholder needs and help implement

current policy which improves basic education in efficient and effective ways.

During this, the final year of project implementation, the focus has shifting to

supporting increased dissemination and sustainability. During the first four to five

years DBE1 worked with partners to develop, pilot, finalize and begin to

institutionalize methodologies designed to implement GOI policy in ways that support

good practice in the management and governance of basic education. While

sustainability and dissemination have been core goals since the commencement of

DBE1 activity in 2005, it is now in the final year that these goals take center stage.

Beyond achieving sustainability of project outcomes in target districts and supporting

dissemination within and across districts, it is intended that this process will influence

government policy, creating a much wider impact.

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

the project‟s strategic approach. Our main approach is to (1) develop good

methodologies, good practice, and formalize these in practical manuals, (2) build the

capacity of facilitators and service providers to use these, and (3) support policy

development at district, provincial and national levels to institutionalize the good

practice.

DBE1 will withdraw from provinces and districts at the end of the next quarter.

Meanwhile the scale and scope of dissemination programs is increasing dramatically

towards the end of the project. We know from experience that provinces and districts

typically release funds for development towards the end of the calendar year. It is thus

likely that just at the time DBE1 closes out in the provinces and districts and begins to

close out nationally, many new dissemination programs will be commencing. It would

be very strategic if USAID were able to track the development and progress of

dissemination after the completion of DBE1, as well as sustainability of core project

interventions and outcomes.


Dissemination and Sustainability Program Goals

Provide transitional assistance to districts, schools & other institutions to implement

DBE1 school level programs with their own funds

Provide assistance to districts, schools & other institutions to plan, budget &

manage DBE1 school level programs

Finalize, sanction and disseminate manuals for planning, budgeting & managing

implementation of DBE1 school level programs

Identify, organize and train service providers to provide technical assistance to

districts to implement DBE1 programs

7.1 National Policy and Practice (Task 10)

DBE1 continued to work closely with national counterparts throughout this quarter

with the aim of mainstreaming the good practice developed through the project and

influencing national policy and practice.

Our ongoing work with the MONE Secretariat for School Based Management

(Directorate for Kindergarten and Elementary Schooling) has been central to the

development of national policy and practice in relation to school-based management.

Although no concrete activity took place this quarter, consultations continued. The

process of publishing DBE1 school-based management manuals with MONE and

MORA and Menkokesra logos and endorsements is almost complete. Workshops

conducted in the previous quarters reconfirmed MONE‟s approval for all of DBE1‟s

school and community program materials. The process has proved to be rather

lengthy, a fact which should not suggest that it has been problematic; rather, it has

been thorough.

Signed introductory statements have been obtained from Bapak Professor Fuad Abdul

Hamied, Ph.D (Kementerian Koordinator Bidang Kesejahteraan Rakyat, Deputi

Menteri Bidang Pendidikan, Agama dan Aparatur Negara) and Bapak Drs. H.

Firdaus, M.Pd. (Kementerian Agama, Direktur Pendidikan pada Madrasah.)

However, up until now the MONE TK-SD Director‟s signature has not yet been

obtained. It has been agreed that DBE1 will provide training in the materials to

members of the School-Based Management Secretariat once the signed introductory

statement is finalized.

During the quarter, DBE1 continued work on various impact studies and meta-

analyses which are intended to ultimately inform policy development at national

levels. The meta-analysis of data collected as part of the district interventions, BOSP,

AKPK, SIPPK and renstra, commenced with international consultants working with

members of the national DBE1 team. DBE1 will also conduct an impact evaluation on

district level programs. Both reports are expected to be completed over the coming

quarter. In addition a major impact study of school and community level activity was

completed and submitted to USAID in draft form for comment at the end of the

quarter. All these studies are expected to contribute to GOI policy development.


DBE1 also continued consultations and collaboration with the National Education

Standards Board (Badan Standar Nasional Pendidikan or BSNP) on school operation

costs. DBE1 has been supporting BSNP to develop a national education cost index

primarily for technical high schools (SMK). Although senior high school is outside

the purview of basic education, we agreed to respond to BSNP request for assistance

in this area since the work relates directly to reinforcing DBE1 BOSP methodology

and hence is another means of informing MONE policy.

During this quarter, DBE1 assisted the National Education Standards Board to collect

data for components of school unit cost in eight districts (Kudus, Demak, Grobongan,

Sampang, Bojonegoro, Pasuruan, Lebak, and Indramayu.) Representatives of the

Education Office, schools (SD, SDLB, SMP, SMA, and SMK,) and BSNP

participated, each group providing data on unit costs for each education level. The

program will be completed in next quarter with analysis to be conducted in Kota

Cilegon, Kota Tangerang, Kota Bogor, and Kab Sukabumi.


Follow-up with the aim of finalize the forward, and obtaining signature of

MONE Director TK-SD for the school-based management manuals.

Conduct follow-up training with MONE on school-based management

materials.

Revise school-based management impact study based on USAID input, edit

and publish report, and disseminate to stakeholders.

Complete work on district level studies and meta-analysis and decide with

USAID how to disseminate the results to uniform policy development by GOI.

Complete collaboration with the BSNP on developing an education cost index.

DBE1 facilitated BSNP to collect components of school unit cost in Kudus (left) and Bojonegoro (right)


7.2 Provincial Engagement (Task 11)

In regions where the response of provinces has been favorable we continue to develop

shared approaches to support dissemination and sustainability. In East Java, for

example this includes developing a team of provincial facilitators. In Central and East

Java, the province is also funding dissemination of programs such as RKS and BOSP.

Some of the activities relating to provincial engagement have been reported above in

the section on district level programs.

Collaboration with MORA at province level has also been a strong feature in Central

Java, Yogyakarta and East Java as reported below.

In the next quarter a series of province

level workshops is planned to support the

project‟s withdrawal and to further

strengthen the understanding and role of

provinces in supporting implementation

and dissemination of DBE1 programs as

well as to potentially generate provincial

support for district plans (Renstra/Renja).

The workshops will showcase the

outcomes of DBE1 interventions in

districts. The purpose is to enable

provincial and district governments and

stakeholders to learn more about the

program and to encourage them to invest in programs to disseminate and sustain good

practice approaches such as school-based management, district planning, data

management and policy development. DBE1 final reports for each province will also

be presented during these workshops.

In addition, we are endeavoring to intensify coordination with all provinces in this

final period to support provincial policy improvements. Although we attempt to work

with all, demand and readiness varies somewhat between provinces. Some examples

of ways in which DBE1 has supported provincial policy development during this

quarter are as follows:

We took part in the on-going Mid-Term Review of Aceh‟s Provincial Strategic Plan

(Renstra) for the Education Sector process together with AusAID, UNICEF, the

Provincial Education Office, the provincial Education Council, Office of Religious

Affairs, Bappeda, and Aceh Besar Education Office. In this meeting, participants

discussed methods of reporting as well as analysis to support such reporting. DBE1

also participated in a meeting of the Education Development Coordination Team in

March. Established by a Decree of the Governor of Aceh, the purpose of the team is

to support the implementation of the province‟s education-sector renstra through

synchronized and integrated planning and budgeting of education sector. The team

will also make recommendations related to education-sector quality improvement to

the Governor.

DBE1 assisted renstra development in Tebing Tinggi during this period


In East Java, DBE1 continued to provide support to the provincial government to

develop innovative policies for education. DBE1 presented the results of an analysis

of national and East Java SIPPK to the Provincial Bappeda. Two RTI international

consultants presented the data. The event was attended by the Head of East Java‟s

Education Office, the Head of Bappeda, the East Java Development Bank,

representatives of the Sampoerna Foundation, the Education Council, and others. The

presentation aimed to provide information to the provincial government that can be

used as input when analyzing achievement of East Java‟s mid-term development plan

indicators.

East Java Provincial Government set five priorities of education development in 2010,

as follows: 1) completion of illiteracy eradication, 2) quality improvement of

madrasah diniyah and Islamic boarding schools, 3) provision of assistance to non-

government teachers, 4) improvement of teaching learning facilities, and 5) provision

of educational assistance for the poor. DBE1 and Bappeda East Java decided to focus

DBE1 support on two of these policy initiatives: provincial support for madrasah

diniyah/Islamic boarding schools and illiteracy eradication programs.

Support for madrasah diniyah/Islamic boarding schools. As a first step in developing

a policy for provincial support for madrasah diniyah/Islamic boarding schools in East

Java it was necessary to facilitate data collection in order to produce a profile of the

current state of this sector. Some of the interesting data compiled through this activity

are: there are 6,003 Islamic boarding schools, 975,066 students and 73,051 teachers;

there are a number of different models of madrasah diniyah/Islamic boarding schools

ranging from majelis talim, place to learn the Koran which is very simple, to a

modern madrasah diniyah/Islamic boarding school which implements modern

management; the number of students ranges from less than 20 students to more than

2,000 students.

Although there are some madrasah diniyah and Islamic boarding schools that are

employ modern management, the majority still employ traditional management.

Further guidance and financial support from government, both Central and

Provincial/District Government to madrasah diniyah and Islamic boarding schools is

very limited. Teacher salaries are also inadequate, far below the regional minimum

wage. DBE1 will continue work with East Java Province in the coming quarters to

develop policy strategies for this sector

based on the data analysis.

Illiteracy eradication programs. Illiteracy

is still a major problem for East Java. Its

illiteracy rate (10.5%) is fifth highest in

the country, and because of its size it has

the greatest number of illiterates. The

2009-2014 East Java Provincial medium

term Plan (RPJMD) highlights the

following three literacy activities: literacy

identification, compile illiteracy data,

identify and implement identify literacy

DBE1 East Java Provincial Coordinator (center) took part in workshop to reduce

illiteracy rate in the province


program models. During the quarter DBE1 worked with the East Java provincial team

on illiteracy data collection and analysis.

Data collection on illiteracy in East Java has not been consistent nor has the data

collected but accurate. For example, East Java Provincial Education Office has

different data to that provided by the East Java Provincial Statistic Bureau (BPS). To

illustrate this, Sampang district has been declared free of illiteracy and designated as

recipient of free of illiteracy award, apparently based on BPS data; however, the

provincial education office shows Sampang district has one of the highest number of

illiterates. While Education Office data is probably more accurate, the data cannot

used for strategic planning because it does not clearly identify the exact target (by

name and by address). During the quarter DBE1 facilitated workshops to build a

consensus between Regional Development Planning Board (Bappeda) and BPS to

conduct data collection that is recognized by both parties using the 2010 Census.

Verification of data, analysis and publication status of illiterate population will be

conducted by East Java BPS and will be reported to Bappeda in October 2010.

Once the data methodology is complete, DBE1 will continue to work with the

province to develop literacy models.

In South Sulawesi, DBE1 participated in province-led donor harmonization efforts,

attending a three-day workship in February with representatives of UNICEF,

UNESCO, JICA, ILO, British Council, and DBE23. The workshop focussed on the

implementation of School Based Management and sharing of good practices. In this

meeting, participants from different Education Offices expressed interest in School

Based Management programs.


Continue to develop programs with provincial administrations to support

dissemination and sustainability of DBE1 programs including school-based

management, renstra implementation and other district level programs

Support provincial governments to develop policy in response to demand and

opportunity

Conduct provincial workshops to support this as part of the project close-out

strategy.

7.3 Disseminating DBE1 Programs (Task 12)

During the quarter DBE1 continued to assist schools, district and provincial education

offices (MONE and MORA) as well as other organizations to disseminate DBE1

programs. DBE1 staff monitor dissemination closely and report regularly on plans for

dissemination as well as actual dissemination. The data reported below is actual

implementation, not planning data (tracked separately in PDMS). The original target

for dissemination was 3,000 schools that disseminate at least one DBE1 program. In

the table below that target has been revised in expectation as a new target to be set in

the upcoming modification of DBE1 task order. The expected new target was

exceeded already in the previous quarter.


Table 7.1 Dissemination achievements (school level program)


Target Date


(cumulative)


Target next

Quarter

School based management programs disseminated

3,000 schools

Dec 09 9,592 1,195 Ongoing

Provide TOT, materials masters, supervision

50 districts Dec 09 50 8 Ongoing

Conduct Pengawas Forums to include DF & replication facilitators

9 days x 50 June 10 Approx. 3 x 50 Ongoing Ongoing

Revise and distribute “Dissemination Manual for Districts” based on MONE inputs

50 + districts

March 10 First draft to 49 districts

Manual approved by MONE

Complete publication

Through the end of March 2010, Rp.14 billion, or approximately $1.5 million13

, has

been allocated for dissemination of DBE1 school-based management programs in 54

districts. In addition, approximately $25,000 has been expended for DBE1 district

level programs, primarily BOSP, in 19 districts.14

This is an increase of around

$135,000 since the end of the previous quarter (December 2009).

Of this total cumulative amount, about Rp.10 billion came from annual district

budgets (APBD) and the remainder, nearly Rp.4 billion, from a variety of non-APBD

sources including MORA funds, school funds (predominately BOS) and non-

government sector funds (e.g. Muhammadiyah). Tables 7.2 and 7.3 below provide a

detailed breakdown of dissemination funding and programs to date.

13

Using a nominal exchange rate of Rp9,500 = $1 14

This amount of expenditure does not include funds already expended for implementing the first of the dissemination activities, i.e., training of Trainers (TOT). For example, the Provincial Religious Affairs Offices (Kanwil Agama) of Central Java and Yogyakarta provinces funded TOT in the quarter for their school supervisors and other officials, but those trainers have not yet trained schools (expected in the next quarter). Because the program has not been disseminated in schools, the total amount for that activity (Rp.323 million) is not reported as expenditure for dissemination.


Table 7.2 Summary of School Level Dissemination Program Budgets to end of March 2010

Province District budgets (APBD)

Other funds (BOS, non-government foundations,

MORA etc) Total

Rp Rp Rp

TAHUN 2006

Sulawesi Selatan 129,000,000 129,000,000

Total Nasional 2006 129,000,000 0 129,000,000

TAHUN 2007

Aceh 0

Sumatera Utara 487,000,000 3,000,000 490,000,000

Banten 17,500,000 17,500,000

Jawa Barat 150,000,000 22,500,000 172,500,000

Jawa Tengah 500,000,000 100,000,000 600,000,000

Jawa Timur 436,000,000 24,000,000 460,000,000

Sulawesi Selatan 164,000,000 164,000,000

Total Nasional 2007 1,737,000,000 167,000,000 1,904,000,000

TAHUN 2008

Aceh 50,000,000 50,000,000

Sumatera Utara 328,786,000 8,200,000 336,986,000

Banten 180,000,000 180,000,000

Jawa Barat 409,470,000 409,470,000

Jawa Tengah 1,293,000,000 1,293,000,000

Jawa Timur 633,000,000 185,000,000 818,000,000

Sulawesi Selatan 853,180,000 75,650,000 928,830,000

Total Nasional 2008 3,747,436,000 268,850,000 4,016,286,000

TAHUN 2009

Aceh 522,000,000 522,000,000

Sumatera Utara 330,975,000 33,900,000 364,875,000




MORA etc) Total

Rp Rp Rp

Banten 620,000,000 16,800,000 636,800,000

Jawa Barat 0

Jawa Tengah 219,500,000 328,020,000 547,520,000

Jawa Timur 2,160,689,700 1,477,050,000 3,637,739,700

Sulawesi Selatan 1,040,491,480 107,350,000 1,147,841,480

Total Nasional 2009 4,371,656,180 2,485,120,000 6,856,776,180

TAHUN 2010

Sumatera Utara 100,000,000 100,000,000

Jawa Tengah 74,000,000 381,955,800 455,955,800

Jawa Timur 9,377,000 706,806,000 716,183,000

Total Nasional 2010 183,377,000 1,088,761,800 1,272,138,800

Grand Total Budget of School Level Replication

10,168,469,180 4,009,731,800 14,178,200,980

Table 7.3 Summary of District Level Dissemination Program Budgets to end of March 2010



MORA etc) Total

Rp Rp Rp

TAHUN 2009

Jawa Tengah 3,000,000 36,350,000 39,350,000

Jawa Timur 204,750,000 204,750,000

Total Nasional 2009 207,750,000 36,350,000 244,100,000


Table 7.4, below, indicates the number of schools and madrasah which, up until now,

have participated in dissemination programs to implement DBE1 methodologies using

funds from APBD and other sources. The total of 9,592 is an increase of 1,195 on the

previous quarter total, a similar increase to that in the previous quarter. This increase

occurred as a result of dissemination activities this quarter in Aceh, North Sumatra,

Central Java and East Java. The most significant activity was in Central and East Java.

As a result of dissemination, for every one target school in which the program has

been fully funded by DBE1, another seven or eight schools have now implemented

aspects of the program with independent funding.

Table 7.4 Number of schools implementing DBE1 programs through dissemination programs

Province SD/MI SMP/MTS SMA/MA Total

Aceh 144 0 0 144

North Sumatra 264

13 0 277

Banten 99 543 0 642

West Java 485 40 0 525

Central Java 3,115 157 6 3,278

East Java 3,550 439 66 4,055

Sulawesi Selatan 622 49 0 671 Grand Total 7,257 1,070 70 9,592

NOTE: Total schools for Jawa Tengah (Central Java) includes 15 schools from DYI (Yogyakarta) province

These 9,592 schools and madrasah have implemented programs to disseminate DBE1

school-based management practices, particularly school development planning (RKS)

in non-target schools. As core activity fully-funded by DBE1 at school level is now

almost completed, DBE1 personnel are now more able to focus on supporting the

planning, implementation and monitoring of these activities.

The total number of districts that have implemented at least one DBE1 program is

now 72 (an increase of four districts on the previous quarter). Forty of these are

original DBE1 target districts while 32 are new non-DBE districts (Table 7.5).

Further analysis shows that 54 districts have disseminated school based management

programs and 19 disseminated district level programs; one district has disseminated

both district and school level programs and so is counted twice in this analysis.

Table 7.5 Number of Districts Disseminating DBE1 Programs to end of March 2010

At School Level At District Level At School & District

Level Total

53 18 1 72

As the above tables and the following examples of dissemination activities conducting

during this quarter show, dissemination has taken off in many districts. In many areas,

district governments, MORA, and the schools themselves are implementing training


programs developed by DBE1 with their own funding and using facilitators trained by

the project. The examples below illustrate the depth and breadth of dissemination

taking place across the country. The first quarter of the year is typically not the time

in which districts conduct development programs as budgets are often still being

finalized. Notwithstanding this, as shown below, a wide range of activities has taken

place with funding from schools and madrasah, from APBD (district budgets) and

from DIPA (Daftar Isian Pelaksanaan Anggaran, generally MORA budgets).

Aceh: In January principals and committee

members from 20 schools (SD/MI,

SMP/MTS and SMA/MA) in Montasik

sub-district, Aceh Besar, took part in

training to build the capacity of school

committees. The activity was funded by the

schools (Rp. 20,925,000).

North Sumatra: In Binjai, 25 SD/MI took

part in school committee training while 20

SD/MI were trained in the RKS/M

development process. Binjai District

allocated 144 million rupiah to support

these activities. Meanwhile another three

districts have allocated funds from their 2010 budget to support dissemination

activities: Sibolga allocated Rp 80.000.000 for the development of RKS SD/MI;

Tapanuli Utara allocated Rp 75.000.000 for RKS in 15 SMP; and Tapanuli Selatan

allocated Rp 60.000.000 for RKS in 10 SD. In Deli Serdang, as part of implementing

the Head of Education Office Circular Letter policy directive, a total of 176 schools

from four sub-districts will take part in RKS development process.

West Java / Banten: A series of facilitator forums was completed in Cilegon,

Tangerang, Karawang, Sukabumi, Garut, and Indramayu. Participants discussed

issues such as a plan to train more SMP/MTs and the continued involvement of

committee members in musrenbangdes in the future to ensure sustainability.

Central Java: In this period dissemination activities took place in some 1,288 schools

and madrasah in eight partner districts and three non-partner districts (849 SD, 337

MI, 10 SMP and 92 MTs). The total budget for these activities was Rp 455.955.800

(Rp 329.955.800 from school budgets, Rp 74.000.000 from APBD and Rp 52.000.000

from DIPA). Activities included training for school development planning (RKS),

school committee strengthening and leadership.

The three non-partner districts were:

Kabupaten Batang where 113 madrasah ibtidiayah participated with a budget

from schools of Rp 10.627.800

Kabupaten Temanggung where 32 madrasah tsanawiyah participated with a

budget of Rp 26.010.000 (Rp 4.010.000, from school budgets and Rp

22.000.000 from DIPA), and

DBE1 Deputy Chief of Party attended the committee members training in Montasik

sub-district, Aceh Besar


Kabupaten Gunungkidul where 76 madrasah ibtidiayah participated with a

budget from DIPA of Rp 30.000.000.

The commitment of MORA, of districts, and of schools and madrasah is very high in

Central Java. Challenges experienced were as follows: (1) in some schools and

madrasah the committee was not yet active, (2) in some the completion of follow-up

tasks by the working group was late, (3) in some areas too few pengawas were

available to support the program, (4) and in some the understanding of some

pengawas regarding the RKS method was still limited. To address these issues,

mentoring was provided through the cluster structures (KKG, KKM, K3S), refresher

training for RKS was provided through facilitator forums, and experienced DF were

utilized as co-facilitators in dissemination programs.

Also during this period provincial supervisors (waspendais) from MORA in Central

Java and Yogyakarta conducted post-training monitoring in a sample of eight districts.

These monitors were joined by personnel from DBE1 in Jakarta and Central Java, and

MORA in Yogyakarta and Central Java. The results of the monitoring indicate that

the majority of districts visited have already undertaken some form of follow up such

as: (1) socialized the program to other supervisors, (2) socialized the program to other

madrasah principals in cluster (KKM) meetings, or (3)

conducted further training and invited DBE1. These

activities have been variously funded by the madrasah

themselves, by DIPA (MORA funds) or a mix of the

two.

Also in this quarter facilitator forums were conducted

in four districts: Purworejo, Klaten, Demak dan Blora.

Topics included refresher training on the RKS manual

and facilitation techniques. As a result of these

forums, it is clear that the pengawas are confident and

capable in running RKS/M training. In many cases

these facilitators have now assisted or conducted

training through dissemination programs in non-target

districts.

East Java: DBE1 held a workshop at Bojonegoro in January to further build and

maintain the support education stakeholders for School Based Management

dissemination efforts. Among the participants were the Vice Head of the District,

representatives of the Education Office, UNICEF and DBE23. The Education Office

agreed to establish district and sub-district level teams to support school-based

management (MBS) implementation in respective areas. These teams will use

manuals that have been developed by DBE1 and UNICEF.

Dissemination programs during this quarter took place in Pasuruan, Kabupaten

Mojokerto, Kota Mojokerto, Tuban, Bojonegoro and Tulungagung. Topics included

RKS preparation, leadership for school principals, leadership for Provincial

Facilitators (PF) and pengawas, SDS and SDS++.

One of participants of Facilitator Forum in Blora


Some 125 schools were mentored in RKS in Pasuruan District In the non-target

district of Mojokerto two clusters of schools completed and submitted their RKS to

the local education office. Meanwhile in another non-target district, Tulugagung, 30

school supervisors and 30 principals were trained on RKS in a TOT. Two days of

leadership training were provided to 67 principals in Kota Mojokerto with APBD

funding. Follow up support is being provided through facilitator forums. The two-day

leadership program was also given to Provincial Facilitators to prepare them to deliver

the training to school principals.

In Tuban MORA gave SDS training to all madrasah ibtidaiyah in the district (183)15

in four workshops. The aim is to assist MORA in Tuban to manage data. Meanwhile,

the new SDS++ program was introduced to Tuban and Bojonegoro districts with

encouraging outcomes. As a result of this activity, the two districts plan to

disseminate SDS++ in May to five sub-districts.

In March, Bojonegoro district received a

study tour visit from the Education Office

in Lembata, NTT, facilitated by Plan

International. As a result of this visit, the

visiting team hopes to be able to

implement the DBE1 school-based

management model in Lembata, including

RKS, RKT and RKAS and establishing

parent class groups (paguyuban kelas). The

Education Office from Lembata plans to

use District Facilitators from Bojonegoro

to conduct the training with joint funding

from APBD and Plan International. The

Education Office also has indicated to to use facilitators from NTT districts (Ngada,

Nagekeo, and Ende) that were trained by DBE1 recently.

South Sulawesi: Facilitator forums took place in all Cohort 1 districts this quarter

with the aim of supporting the process of preparing new RKS in these districts. The

DF provided mentoring to groups of schools and visited individual schools. In this

way, on-the-job training was combined with providing support to the schools to

complete their RKS.

The quality and effectiveness of all of the above dissemination programs is

continually under review. While DBE1 is unable to monitor all activities, we do

monitor a sample and continue to advocate for adherence to the DBE1 model based

on the results of the monitoring and evaluation conducted last year, which showed

that in order to be effective, dissemination programs should include all aspects of the

program – especially including on-site mentoring, and should also include all

components of the school community including school committee representatives. A

second study of dissemination, which will focus more on the impact as well as

process of dissemination, has been planned for the coming quarter.

15

The total number of MI is 190. Seven madrasah were unable to attend. These will be trained by DF or other madrasah.

Representatives from Lembata Education Office looked at work results of students

during visit to DBE1-partner school



The focus on promoting and supporting dissemination of school-based

management will continue in all provinces and districts in the next quarter. As

part of the close-out process in each district and province, DBE1 will hand

over final copies of all materials and will discuss with officials and key

stakeholders how the districts can continue to sustain and disseminate the

program.

Support for monthly forums for pengawas and district facilitators will be

phased out over the coming quarter, with the focus on enabling districts to

sustain and disseminate school-based management without further assistance

from DBE1.

Dissemination of school level programs will be conducted in three new

provinces: South Sumatra, West Sumatra and NTT – training 170 new

pengawas as district facilitators to introduce DBE1 school-based management

in a number of new districts in these provinces.

A study to determine the quality and outcomes or impact of dissemination

programs will be conducted in the following quarter.

7.4 Documenting Good Practice (Task 13)

In this final year of project intervention, increased focus is being given to

documenting good practice. DBE1 hired a writer as part-time Short-Term Technical

Assistant in the previous quarter to write stories illustrating good practices from the

field. The writer‟s Scope of Work was approved by USAID and World Education and

the writer‟s contract was finalized in October.

The writer has spent two weeks in the field, including attending a public consultation

event in Sampang District and visiting schools and madrasah in Surabaya. He has

commenced preparation of five print-ready good practice and success stories

consisting of in-depth stories. These stories will contain specific local examples as

well as broader impact and will include two or three stories that may be published in

national or provincial newspapers and one or two major stand-alone publications for

national and international audiences. Themes for each product are to be approved by

DBE1 management. Accompanying photographs, quotations and illustrations (e.g.

samples from school development plans) will be

included as appropriate.

In addition, provincial specialists continue to produce a

range of good practice stories based on their own field

experience. These are submitted to DBE1 Jakarta where

they are polished and uploaded to the website for

publication.

At the end of this quarter, DBE1 submitted a substantial

report of a major study into the impact of school-based

management programs including dissemination

programs. As a result of this study we are able to say


with confidence that DBE1 has impacted in significant ways on large numbers of

schools. The study also enables us to identify factors associated with success (and

conversely, of failure) in efforts to disseminate DBE1 programs. Key factors

associated with maximum impact are identified as follows:

The program is firmly and explicitly based on government policy.

Stakeholder ownership is strong.

Institutional and human capacity is built.

Technical assistance rather than funding is provided.

The program is manageable and affordable for local partners.

Scope and geographical focus is limited.

A complete and integrated school-based management program is provided.

Commitment is built at provincial and district level.

In order to sustain the impressive impact of DBE1 through dissemination, the study

recommends that in the final phase of project implementation, increased efforts

should be made to ensure that government officials at sub-district, district, province

and national levels really understand the methodologies and fully support them – and

where possible institutionalize the approach to school based management in policy.

Further research will be required to determine the impact of dissemination programs

on schools and madrasah and to answer questions raised in this study, such as the

effectiveness of stand-alone programs such as school development planning without

the broader school-based management and active learning methodologies. In order to

answer these questions, a follow-up study is planned for the next quarter. This study

will address the question of impact in both target and dissemination schools.


First drafts of good practice stories are due to be submitted in the coming

quarter.

A follow-up study of quality, outcomes and impact of dissemination programs

will be conducted in the next quarter.

7.5 Disseminating District Level Programs and Developing Service Providers (Task 14)

For district-level activity, higher level service providers are required from outside the

districts. In order to increase sustainability and support dissemination, DBE1 has

developed a program to prepare service providers. There are three components to this

program: (1) working with a group of universities and one NGO to prepare them to be

able to implement DBE1 district level programs in new districts, (2) working with the

private Sampoerna Foundation to enable this institution to implement DBE1 school-

based management programs, and (3) collaborating with other international donors to

enable them to adopt or adapt DBE1 methodologies for both school and district levels.

Each of these is discussed below.


Service Providers for District Level Programs

Throughout the project DBE1 piloted a small program to develop academic staff from

selected universities as service providers. A more major program was conducted mid-

2009 with the Indonesian University of Education (UPI) in Bandung. Based on these

pilots, DBE1 designed an intensive program to develop the capacity of three

additional service providers in the final period of implementation.

In the previous quarter working agreements were signed with three new institutions as

service providers: the National University of Makassar (UNM), the NGO, Center for

Regional Studies and Information (PATTIRO),16

and the private University of

Muhammadiyah, Surakarta (UMS). We also prepared and signed an extension to the

working agreement with the National Education University (UPI) in Bandung, West

Java.

In order to effectively train new service

providers it is necessary to implement the

full district level program, thus enabling the

new personnel to gain practical experience

and learn the entire program from

beginning to end. We will thus work in

three new districts with service providers.

Following discussion with USAID and

consultations with the provinces and

districts, the following were selected:

Kabupaten Barru in South Sulawesi,

Cimahi in West Java and Surakarta in

Central Java. Formal agreements were

reached with each of these districts. MOUs (KAK17

) were signed with Barru and

Cimahi during the quarter. KAK for Surakarta has been approved in principle, but at

the end of the quarter final signing by district head was still pending.

In the previous quarter, a group of 16 individuals was jointly selected from the service

provider institutions in a merit-based selection process. Induction training was

conducted in February, this quarter. All of the nominated service providers attended

and the response was very enthusiastic. All aspects of the DBE1 district level program

were introduced: BOSP, SIPPK, AKPK and renstra. Subsequent to this workshop,

follow-up training was provided in the provinces and the service providers have

begun to implement district level interventions with the support of DBE1 provincial

specialists. Towards the end of this period, DBE1 will discuss with MONE and

MOHA possible mechanisms for certifying the service providers and disseminating

the information to stakeholders throughout the country.

We are currently waiting on the Mayor of Surakarta to sign the MOU (KAK),

however activity has already commenced in this district with the support of the

district administration. The SIPPK program was implemented this quarter. Work will

16

Pusat Telaah dan Informasi Regional 17

KAK = Kerangkaan Acuan Kerja

DBE1 South Sulawesi Provincial Coordinator presented MOU to Barru Head of District

(right)


proceed on renstra and financial analyses next quarter. The Head of the Education

Office is reportedly supportive of DBE1 and has advised that there is no substantive

problem with the MOU, only administrative delays.

In South Sulawesi, the service provider team has already commenced BOSP, AKPK

and SIPPK programs in Barru District. A draft BOSP report is ready for internal

consideration and public consultation. The team plans to conduct consultations at the

same time as for AKPK, which is still in process. Work on renstra has also

commenced and is expected to be completed in the next quarter.

In West Java Service providers have completed training in DPISS; the DPISS data

there is complete. Training in Renstra, BOSP, and AKPK are underway.

Collaboration with the Sampoerna Foundation

During this quarter, DBE1 also commenced a training program to enable the

Sampoerna Foundation (SF) in Jakarta to make use of DBE1 school-based

management materials in its in-service school development program and also possibly

in pre-service teacher training. Training was provided on the overall DBE1 approach,

Leadership training, BOS reporting, SDS and school development planning (RKS).

Ongoing training is planned for the coming quarter to include school committee

strengthening and managing a dissemination program. The response of participants

and of the institution has been extremely

enthusiastic.

The Sampoerna Foundation has an

impressive profile with a new teacher

training institute and a history of

implementing corporate-social

responsibility programs for private

companies in basic education sector. While

the managers and field trainers from the

Sampoerna Foundation have built strong

experience in the delivery of programs to

improve teaching and learning and, to some

extent, to help implement school-based

management, it is clear that they do not

have the experience in linking these programs to government policy and systems –

especially given the current dynamic context. It is this perspective which DBE1 is

able to bring to the Sampoerna Foundation, potentially resulting in significant

improvements and enhancing their approach.

Collaboration with other International Donors

DBE1 continued throughout this quarter to intensify coordination with other donors,

with the aim of supporting both dissemination and sustainability of outcomes and

sharing lessons learnt. In Makassar, for example, DBE1 participated in a Coordinating

Meeting between Donor Organizations on the Implementation of School Based

Management and Sharing of Good Practices. The meeting was held from February 1

DBE1 West Java/Banten Junior Data Information Specialist presented SDS related

materials during training session with Sampoerna Foundaiton


to 3 and was attended by representatives of DBE1, 2, 3, UNICEF, UNESCO, JICA,

ILO, and the British Council. Participants from various Education Offices expressed

their interest in School Based Management programs.

The World Bank‟s Basic Education Capacity Trust Fund (BEC-TF)18

aims to help the

Government of Indonesia (GOI) to achieve the Millennium Development and

Education for All Goals by supporting good governance in education. BEC-TF

assists local government partners to increase their skills in using information in the

planning, management, and monitoring of educational governance and service

delivery. The BEC-TF uses a combination of tools and approaches, such as Local

Government Capacity Assessments, Capacity Development Plans, Education Public

Expenditure Analysis and Local Basic Education Grants to improve budget planning,

improve local governance, financial management and accounting; and strengthen

capacity of existing information and performance assessment systems.

Fifty local government partners each will receive a Local Basic Education Capacity

grant totaling Rp 2.5 billion over three years to help them implement their Capacity

Development Plan for the education sector. The first 25 local governments received

grants starting in 2009, and the second 25 local governments will begin to receive

grant funding in 2010-20011. BEC operates in the provinces of Aceh, Central Java,

Yogyakarta, East Java, West Sulawesi, Central Kalimantan, North Maluku, West

Papua and Papua.

DBE1 has been in discussion with the World Bank since before the BEC-TF

commenced and we have continued to dialogue and share experience since the project

began. BEC-TF has shown great interest in using DBE1 materials and approaches and

BEC teams have visited a number of DBE districts and participated in joint

workshops, particularly in East Java. Now, as first-round districts are beginning to

allocate grant funds to agreed programs based on their capacity development

planning, many are looking to DBE1 for appropriate methodologies and approaches to

improving management and governance of basic education.

In Central Java this quarter a BEC team visited three DBE1 districts: Purworejo,

Blora and Demak. In consultation with BEC consultants, a number of districts have

decided to use their grant funds to implement DBE1 programs. For example, in two

districts Central Java, funds will be used for RKS, and in another grant funds will be

used for asset management and SDS++.

In East Java two DBE1 districts are receiving support from BEC: Nganjuk and

Bangkalan. Bojonegoro District is due to commence in 2011. In Nganjuk in 2009 the

project used DBE1 materials to train 350 schools (SD, MI, SMP and MTs) in school

development planning (RKS). In 2010 BEC plans to use DBE1 materials for the

following activities: capacity building for teachers and principals on school

management, reviewing the district renstra and renja, improving the capacity of

school committees and the district education council (dewan pendidikan), developing

and implementing best practice (MBE and DBE) and improving ICT use.

18

Funded by the Netherlands Government (EUR 22 million) and the European Commission (EUR 17 million), BEC-TF is administered by the World Bank and implemented by the Ministry of National Education. BEC-TF runs from 2008 – 2012 and will serve 50 local government partners in nine provinces.


Meanwhile in Bangkalan, BEC workshops using DBE1 materials will focus on SDS,

RKS and RKAS, developing the capacity of pengawas for supervision, leadership,

school committee workplanning.

Based on information from the District Education Office in Aceh Besar, BEC funds

will be used in this district to implement the following DBE1 programs: Training for

100 SD/MI and 63 SMP/MTs to develop RKS, Strengthening the function of school

committees in 100 SD/MI, Leadership training for 100 SD/MI principals.

There may be more cases than these, and DBE1 is currently investigating the extent of

dissemination through BEC-TF.

In Aceh, DBE1 has also been in close

consultation with the AusAID-funded

SEDIA program since it commenced in

2009. The SEDIA project has shown great

interest in DBE1 approaches and materials

as well as the resource of consultants and

district facilitators developed through the

project. When DBE1 closes out in

September 2010 it is likely that SEDIA will

re-employ some consultants and continue to

support districts in the development and

implementation of governance and

management programs initiated by DBE1.

DBE1 has also been in consultation with representatives of UNICEF and Plan

International during this quarter as reported above. After visiting a DBE1 district in

East Java, Lembata District, NTT, has shown interest in disseminating the DBE1

school-based management package.


Complete signing of an MOU with the Cities of Surakarta and Cimahi.

Continue on-the-job training of new service providers in West Java, Central

Java, and South Sulawesi, to develop a cadre of professionals to provide

services to assist and improve capacities of local governments in education

finance analysis and education development planning and policy development.

Monitor programs funded by other donors and agencies, including BEC-TF

and the Sampoerna Foundation, which disseminate DBE1 methodologies.

Assist with linking DBE1 certified Service Providers to potential clients for

Service Provider services.

7.6 Sustainability

Strategies to increase sustainability are integrated into DBE1‟s approach across the

program. The strategies and activities described above which are being implemented

to support dissemination also support sustainability of project outcomes in very real

and concrete ways. For example, by working with service providers we support the

Head of Aceh Besar District (center) met with USAID, AusAID, and DBE1

representatives recently


dissemination of DBE1 approaches to new

schools, districts and provinces. At the

same time we prepare institutions and

individuals to support the implementation

of better management and governance of

basic education in the future.

The broad approach in this, the final phase

of project implementation, is to deepen and

strengthen the impact of programs at all

levels by supporting districts and schools to

implement plans and develop policies for

ongoing improvement based on the

experience and outcomes of financial

analysis, educational data management and strategic planning.

One sustainability mechanism for school-level programs is the monthly facilitator

forum being held for school supervisors in each district followed up with school visits

to monitor and support implementation of school development plans (RKS). These

monthly forums are designed to provide ongoing professional development and to

help keep the facilitators motivated. Ongoing monthly forum activities have taken

place in most districts this quarter. As reported in the section on Dissemination above,

for some time now new facilitators trained through these forums have successfully

conducted training in dissemination programs in a number of districts. Sustainability

of these forums will depend on the commitment and local approaches in each district.

As reported in the section on School and

Community programs, DBE1 has now

trained some 1,878 facilitators, including

core facilitators, additional members of

facilitator forums and around 1,000 more

who have been part of the larger

dissemination programs in Central Java,

Yogyakarta and East Java. This represents

a significant resource for both sustainability

and further dissemination of school-based

management using DBE1 methodologies.

During the quarter, DBE1 staff began to

assess the competency of district facilitators to training and support schools in

implementing DBE1 materials. Those who are assessed to be able to conduct training

and mentoring on their own in accordance with DBE1 standards will receive

certification from DBE1. Both quantitative and qualitative assessment criteria have

been established. Quantitative criteria include the length of training received from

DBE1, number of hours as trainer/facilitator and mentor. Qualitative criteria include

ability to use active learning approaches in training, respect from trainees, good

communication skills, and mastery of the material. Although 1,878 have been trained

it is unlikely that all will be certified. In the next quarter, DBE1 will compile lists of

Facilitators Forum in Tanjung Balai

Representatives of a school in Klaten took part in RKS/M development training as part of DBE1 programs dissemination process


DBE1 certified facilitators and service providers. The lists will be submitted to

provincial and district governments in final closeout workshops. The list will also be

distributed to MONE and MORA and other donors; assessment criteria will be noted.

In the coming period, the process of assisting all Cohort 1 schools to develop new

school development plans (RKS) will be completed, further institutionalizing the

process. The training is being delivered fully by district facilitators with only

minimum back-up from DBE1 personnel. For district-level programs, sustainability of

outcomes is being achieved in a similar way by supporting districts to develop

accountability statements (LAKIP), annual work-plans and district budgets based on

strategic plans and to support the development of policy informed by DBE1 supported

analysis of educational finance and data management.

Engagement with province-level administrations also strengthens sustainability, as

described above. The development of service providers and possible integration of

DBE1 materials and manuals into curriculum for post-graduate studies in school

management and governance is another sustainability mechanism. Meanwhile

developments at national level are a further support for sustainability.

At the province and district level, the coming quarter will see completion of all

activities and close out. District workshops will be conducted in May-June and

provincial workshops in June. National stakeholders will be invited to participate in

these events to further support sustainability.

As suggested above, it would be very strategic if USAID were able to track the

development and progress of dissemination after the completion of DBE1, along with

the sustainability of core project interventions and outcomes.


Phase out support for monthly forums for facilitators and support for school

mentoring visits.

Complete consultation with provinces and districts on development of annual

work-plans and budgets to align with renstra and support continuing quality

improvement.

Finalize assessment and certification of facilitators and service providers and

disseminate to national, provincial and district levels.

Complete hand-over in each district and province, conduct final district

workshops, prepare and present final reports, hand over materials and close

down operations in June-July.


Annex 1: Provincial Reports

Aceh

DBE1 activity January – March 2010

School-level programs

School Database

System (SDS)

Continuing the activity from last quarter, in this period DBE1 assisted schools

in Aceh Besar to update their data and information using the School Database

System (SDS.) These refresher training sessions were held from January 18 to

23 and supported by District Facilitators. In addition to regular training

sessions, DBE1 allocated extra time to train participants who were not yet

familiar with the system as well as to clean up some virus-affected computers.

As a result of these sessions, schools were able to input data from the past three

years as a basis on which to develop the schools‟ next year plan.

Strengthening

School Committee

Participation in Musrenbang

In Aceh Tengah, DBE1 held a district-level musrenbang preparatory workshop

on January 7 and attended by the Head of Aceh Tengah Education Office, Head

of District Community Development Body (Badan Pemberdayaan

Masyarakat,) and facilitator of Aceh Tengah Mandiri National Program of

Community Development (Program Nasional Pemberdayaan Masyarakat

Mandiri.) As a results of this event: (1) Committee members learned about

possibility of cooperation with village to support implementation of schools‟

programs, (2) the Community Development Body was encouraged to allocate

district‟s budget to support activities at village level, (3) school committee

teams will be established to take part in musrenbang and identify school needs

based on their plan, and (4) a plan to include principals in musrenbangdes was

made.

In the mean time, the sub-district level musrenbang was held for Bies sub-

district in Aceh Tengah. Because representatives from schools were only

invited as observers, their suggestions regarding plans to improve schools were

presented by DBE1 Aceh Tengah District Coordinator. The event was attended

by representatives of Aceh Tengah parliament, Bappeda, and other district

offices (Satuan Kerja Perangkat Daerah or SKPD.)

District-level programs

District

Education

Governance

On January 9, DBE1 held a workshop on the development of education-sector

policy in Aceh Besar. The workshop also aimed to improve the capacity of the

District Education Council (Majelis Pendidikan Daerah or MPD.) Participants,

who included members of Parliament, Education Office officials, Bappeda, the

District Government Office, school committees, and others were involved in

discussion of topics such as effectiveness level of budget allocation for

education so far, teacher distribution, and alternative strategies to increase



community contribution. It was agreed that a Qanun or District Regulation

could be developed to improve community involvement and contribution in

schools activities.

In the mean time, DBE1 facilitated the preparation of a Circular Letter from the

Head of Banda Aceh Education Office. On February 22, the letter was issued,

requesting all schools to develop RKS, RKT, and RKAS and use SDS to

support these activities.

Dissemination

District

Dissemination

Activities

School Committee Training

From January 12 to 13, principals and committee members from 20 schools

(SD/MI, SMP/MTS and SMA/MA) in Montasik sub-district, Aceh Besar, took

part in training to develop school committee capacity. The activity was funded

by schools (Rp. 20,925,000.)

Supervisors and

District

Facilitators

Forum

In Aceh, Facilitators Forum was held in Aceh Besar and Banda Aceh. In Aceh

Besar, activities included training on school committee, leadership, and SDS,

while in Banda Aceh in RKS/M development process.

ICT & Data Management

Aceh EMIS Pilot

DBE1 continued to train stakeholders in Pidie and Aceh Tengah. The response

from participants in Pidie, was very positive. Although some of them had no

previous experience in using a computer, they were very eager to learn the

technology, even in the evening or on weekends. In Aceh Tengah, additional

time was allocated for participants because of their difficulty in understanding

the subject and using the available hardware/software.

DBE1 also trained administrative staff of Pidie and Aceh Tengah partner

SD/MI on SDS++. Participants also needed additional time during the training

because some of them did not understand the RKS/T development process

completely. Participants also lacked knowledge of BOS, and therw was a lack

of BOS management information from participating schools‟ principals. DBE1

team members used all this information to further develop SDS++ and to

improve training methods in the future. Similar training on SDS++ was also

provided for Pidie partner-schools‟ teachers, principals, and supervisors.



Monitoring and Evaluation

Routine

Monitoring Routine monitoring and evaluation activities for DBE1 partner schools were

conducted in this reporting period.

Partnerships

Engaging District,

Province

Stakeholders

Phase 2 Expansion of DBE1 Districts in Aceh

On January 13, DBE1 launched the second phase of district expansion in Aceh.

The event was attended by Head of Aceh Education Office and representatives

of 12 additional districts. The Head of Aceh Tamiang Education Office and

Head of Development and Control of Education Quality Division of Aceh

Besar were also present to share experience and lessons learned with the rest of

the participants.

Meeting with Aceh Besar stakeholders and other donors

On January 14, DBE1 met with the Head of Aceh Besar District,

representatives of District Education Office, USAID, AusAID‟s SEDIA, and

World Bank‟s BEC to discuss coordination among donors as well as results of

dissemination that has been taking place for the past year. At this meeting, the

Head of Education Office mentioned that there have been some changes in the

way schools conduct their acitivities as a result of leadership and committee

training sessions. However, he also mentioned that the financial support of

donors is essential because the District Government does not have sufficient

budget to implement programs to improve the quality of education.

Mid Term Review of Aceh Provincial Strategic Plan (Renstra) of

Education Sector

DBE1 continued to take part in the review process of provincial resnstra

together with AusAID, UNICEF, Provincial Education Office, Education

Council, Office of Religious Affairs, Bappeda, and Aceh Besar Education

Office. In this meeting, participants discussed methods of reporting as well as

analysis to support such reporting.

Establishment of Education Development Coordination Team

DBE1 took part in a meeting of the Education Development Coordination

Team on March 15. Established by an Aceh Governor Decree, the purpose of

the team is to support implementation of the province‟s education-sector

renstra through synchronized and integrated planning and budgeting of

education sector. The team will also make recommendations related to

education-sector quality improvement to the Governor.


North Sumatra



School planning

(RPS/RKS/RKT)

School Planning 2010-2014 for Cohort 1 SD/MI

In Cohort 1 schools, members of school plan working group worked together to

develop school profile, use the profile to determine objectives, establish plans

and budget for 2010 – 2014 period, determine programs to implement those

plan, and find available funding resources. The process commenced in January

for schools in Tebing Tinggi and Deli Serdang districts and later on for schools

in other districts. Some of the challenges faced by DBE1 team were, in some

schools, some principals were occupied with other work and had to leave the

plan development process quite often. Also, because some of these schools

have new principals or committee members, District Facilitators had to spend

more time explaining the plan development process. In some schools in Deli

Serdang, additional time was needed to complete the school plan.

Strengthening

School

Committees

School Committee Training

Following the training to prepare school committees to participate in the

musrenbangdes which was provided in December 2009, during this quarter, DF

provided in-school mentoring for school committees to assist them to

participate in the musrenbangdes in all villages and sub-districts. In general

terms, proposals from the school committee members who were supported

gained a positive response and it was agreed to include these in village budgets

(ADD/APB Desa).


District

Education

Governance

DBE1 North Sumatra assisted stakeholders in Dairi, Tapanuli Utara, and

Tapanuli Selatan to develop education-sector policy instruments. This resulted

in a Circular Letter from the Head of the Education Office of Dairi District,

dated March 18, and a similar letter for Tapanuli Selatan District, also dated

March 18, requesting schools in both districts to develop their school plan in

accordance with the Government Regulation (Peraturan Pemerintah) 19 Year

2005 and the Regulation of the Minister of National Education (Permendiknas)

19 Year 2007.

In Dairi, the initiative to develop the circular letter came from the newly-

appointed Head of District Education Office. Bapak Drs. Pasder Berutu

expressed an interest in learning about DBE1 programs as well as a concern

that the current government regulation on school plan development

(Permendiknas 19 Year 2007) does not ensure that schools have their own

quality plans. As a result of this situation, school plans often consisted of the

same list of activities that had been used for years. He also indicated that he

hopes that schools development plan (RKS) will be used as input for Education

Office Plans (Renja and Renstra). The Head of the Education Office also plans



to send the Circular Letter to the Head of District Office, Committee C of the

local Parliament, the district Education Council, and the North Sumatra

Education Office.

In Tapanuli Utara, the District Education Office used similar Circular Letter of

Deli Serdang Education Office (which was developed with the support of

DBE1) as a guideline. Also, because DBE1 will conclude its work in the near

future, the District Education Office indicated that it hopes the issuance of the

Circular Letter will encourage more schools to develop school plans and,

therefore, support the sustainability of DBE1 programs.

In South Tapanuli, a similar process to develop a Circular Letter was ongoing

in this reporting period.

District

Education

Planning and

Capacity

Assessment

District Education Planning (Renstra)

In Tebing Tinggi, public consultation session to discuss Education Office

strategic plan (rencana strategis or renstra) was held on March 11. The event

was officially opened by Mayor of Tebing Tinggi and attended by district

stakeholders, including representatives of 12 Tebing Tinggi District Offices.

Some inputs from session‟s participants were:

Budget allocation and program implementation should be done to improve

quality of education.

Members of Education Council to be more active in identifying and working

with private sectors to improve education-sector.

Strategic plan to accommodate Tebing Tinggi‟s plan to become an

“education-based service city” (kota jasa berbasis pendidikan.)

A plan to include utilization of ICT, in particular improvement of internet

access for students and inclusion of health-related activities such as

immunization for students.

The plan should be based on Tebing Tinggi Mid-Term Development Plan for

the 2011-2015 period. However, since the election of the Tebing Tinggi

Mayor will only be conducted in 2010, Education Office must anticipate the

possibility that its renstra may not be aligned to district‟s plan.

Dissemination

District

Dissemination

Activities

In Binjai, a total of 25 SD/MI took part in School Committee training from

March 22 to 24 while a total of 20 SD/MI were trained in the RKS/M

development process during the period, March 25-27. Binjai district allocated

144 million rupiah to support these activities.

Meanwhile, three districts have allocated funds from their 2010 budget to

support dissemination activities:



District Activities Budget (2010)

Sibolga Development of RKS SD/MI Rp 80.000.000

Tapanuli Utara Development of RKS for 15 SMP Rp 75.000.000

Tapanuli Selatan Development of RKS for 10 SD Rp 60.000.000

In Deli Serdang, as part of implementing the Head of Education Office Circular

Letter, a total of 176 schools from four sub-districts will take part in RKS

development process.


ICT/Hotspots and

Grants

North Tapanuli ICT Grant

Implementation of ICT Grant in Tapanuli Utara was completed in this reporting

period. Results included:

Training in messaging system, blogging, internet and html, and PC trouble

shooting methods for a total of 1,014 people consisting of District

Government staff, students and community members

Education Office website: http://www.disdik-taput.net/

Training in basic computer skills, MS Office, and internet for staff of

Tapanuli Utara district library

Establishment of a Library Information System


Routine

Monitoring

From January to March, DBE1 North Sumatra collected data and information

for:

Measure 3 Monitoring and Evaluation of RKS implementation for SMP/MTs

Measure 3 Monitoring and Evaluation for ICT

Baseline and Measure 1 for RKS dissemination activities.

West Java & Banten

DBE1 activity January– March 2010


School Database

System (SDS)

During the January to March period, DBE1 West Java and Banten conducted

SDS training for Cohort 2 schools in Jalancagak and Pagaden sub-districts in

Subang. As a result of this training, participants were able to use the newest

version of SDS to store and manage their data and information as well as to

produce documents such as supporting document for BOS report and School

Report Card.

http://www.disdik-taput.net/



Strengthening

School

Committees

Participation in Musrenbangdes

Committee members from schools in Lebak, Cilegon, Indramayu, and Garut

took part in pre-musrenbangdes workshop to analyze how school programs

could be supported with village budgets. Participants agreed that activities such

as building and maintenance of infrastructure and facilities were those that could

be financed by the village. Based on this agreement, committee members took

part in respective village musrenbang. Because of this experience, committee

members were exposed to budget allocation process that took place at village

level. They also learned that although in average each village receives 60 million

rupiah, this amount was not based on the four components (poverty, basic

education, health, and affordability.) In this forum, committee members

emphasized the need for village to take part in the effort to improve quality of

education.


District

Education

Governance

Facilitation to Develop Sukabumi Head of District Regulation

DBE1 assisted Sukabumi stakeholders to develop a Head of District Regulation

on Education (Peraturan Bupati.) The Regulation was designed as a legal

umbrella for the Sukabumi Education Office to implement programs to improve

education, in particular for schools to have RKS and RKT. Throughout this

reporting period, DBE1 and Sukabumi stakeholders discussed topics such as

definitions, regulations, stages of district planning and budgeting along with

strategies to incorporate planning at school level into that of the district.

Participation of the Education Council in district renstra’s development.

In the mean time, DBE1 also encouraged the participation of Bogor and Cilegon

Education Council members in their districts‟ renstra development process.

District

Education

Planning and

Capacity

Assessment

District Education Planning (Renstra - LAKIP - Renja)

District Education Office Strategic Plan (Rencana Strategis or Renstra)

In West Java and Banten, renstra development took place in Garut, Bogor, and

Cilegon.

In Garut, the Head of the Education Office and Heads of Divisions were very

interested to learn about the use of valid and up-to-date data as a basis to develop

a renstra. To ensure that the data that were used in the process were correct,

District Education Office requested staff of the sub-district education offices to

verify data directly.



Development of a Report on Accountability and Performance of

Government Institutions or LAKIP (Laporan Akuntabilitas Kinerja Instansi

Pemerintah.)

As part of the DBE1 effort to improve the capacity of district stakeholders in

education governance, team members assisted stakeholders from Sukabumi,

Karawang, Indramayu, Bogor, Tangerang and Lebak to develop their LAKIP.

Throughout the process, it was difficult for participants to determine target

indicators because such indicators were not available in district‟s renstra. DBE1

then facilitated inclusion of indicators such as district budget to be used in

district‟s Report.

District

Education

Finance

District Education Finance Analysis/Analisis Keuangan Pendidikan

Kabupaten/Kota (AKPK)

The DBE1 team from West Java and Banten completed analysis of education

finance with the Education Offices in Subang, Cilegon, Bogor, and Sukabumi.

In Subang, using AKPK results as an input, the District Education Office will

issue a Circular Letter as the district‟s guideline to improve the quality of

teachers and supervisors, and to request schools to develop school work and

budget plans (Rencana Kerja dan Anggaran Sekolah or RKAS.)

In Bogor, as a result of AKPK analysis process, team members found some

unclear use of the District‟s Deconcentration Fund and allocation of APBN fund.

They proceeded with further verification of this information.

Dissemination

Supervisors and

District

Facilitators

Forum

During the January to March period, DBE1 West Java and Banten completed a

series of Forum activities in Cilegon, Tangerang, Karawang, Sukabumi, Garut,

and Indramayu. Participants discussed issues such as a plan to train more

SMP/MTs and continued involvement of committee members in musrenbangdes

in the future to ensure sustainability.


PDMS

Until March 2010, total training sessions conducted in West Java was 732

training sessions and in Banten 321 sessions, resulting in total of 1,053 events.

As for the total training activities for the period of January to March in the two

provinces, there were 50 training sessions.

Up until the end of March 2010, 9,353 participants attended from West Java,

while the number from Banten was 3,086. For the period of January to March, a

total of 355 people from West Java and 172 people from Banten were trained.



ICT/Hotspots

and Grants

In Karawang, grantees completed a series of computer training sessions for

students and teachers. A total of 1,020 people were trained. Grantees have also

completed their third report, containing information related to the training.

DBE1 also conducted monitoring and evaluation Measure 3. In Tangerang,

consortium members have already trained participants on internet, email, and

web functions for e-hotspots (school.net and e-catalog) They will further

develop e-hotspot network for Office of Religious Affairs and continue the

training activities. Similar training activities were also conducted in Sukabumi.

DBE1 also completed data collection for monitoring and evaluation Measure 4.


Monitoring and

Evaluation

In this quarter, DBE1 team members completed data collection for measure 6 for

Cohort 1 schools and measure 5 for Cohort 2 schools. In the meantime, data

collection for SMP/MTs and schools taking part in dissemination was still

ongoing.

Partnerships

Other activities

Cooperation with UPI as Service Provider, Kota Cimahi, and DBE1

DBE1 West Java and Banten worked together with service providers from UPI

to train Cimahi stakeholders in school-level programs as well as to in renstra,

AKPK, and BOSP.

Central Java

DBE1 activity Jan – Mar 2010


School planning

(RPS/RKS/RKT)

School Development Planning for 2010-2014 period for Cohort 1 schools

Training and facilitation was provided to schools in Cohort 1 districts (Jepara,

Boyolali, Karanganyar, Klaten, and Kudus) to help them prepare 2010-2014

school development plans. District Facilitators who had been trained in the

Facilitator Forum took part in facilitating the process. By the end of March, all

schools in Boyolali, Klaten, and Jepara received three mentoring visits.

Although most had also already received facilitation visits, in other districts

schools mainly had to wait until the facilitators were not occupied with other

activities such as preparation for national examination or school accreditation. It

is hoped that all schools in all Cohort 1 districts will complete the RKS/M

development process by the first week of April.



School Database

System (SDS)

All Cohort 1 schools completed the SDS process in this period while a total of

96 Cohort 2 SD/MI already updated their SDS. To enable schools that did not

have computers to take part in the process, facilitation sessions took place at

Cluster Learning Centers (Pusat Sumber Belajar Gugus or PSBG.) Also, some

schools such as those in Bener Sub-District, Purworejo, established SDS Forum

as a place to learn and use the system together.


District

Education

Governance

Facilitation of Jepara District Regulation Draft on Education

Starting from January 2010, DBE1 Central Java assisted with development of a

draft District Regulation on education in Japara (Rancangan Peraturan Daerah

Pendidikan). The process was conducted together with a team of 18 people

representing the Education Office, Office of Religious Affairs, Law Department,

Education Council, Teachers Association, NGO, and community members.

The process started with issuing of a Head of District Decree to establish the

team and select its members. To provide a clear picture on district‟s education-

sector condition, Focus Group Discussion was conducted with those involved in

developing and implementing education policies in Jepara. Including amongst

the participants were the Secretary of the District, Bappeda, the District

Personnel Board, Sub-District Education Office, school supervisors, and

students. Some of the issues identified by the FGD were poor quality of

education management and the need to handle issues such as facilities and

infrastructure, teaching and learning, and education finance as a priority. At the

beginning, challenges faced by the DBE1 team were team members‟ busy

schedules, insufficient knowledge within the team on related education policies,

and minimum administrative support. To address these issues, DBE1 conducted

facilitation sessions after office hours, continuously provided team members

with information on policies on education, and requested he district to make

office space available to the team for use any time.

At this point, the team working with DBE1 has already finished a draft of the

academic policy paper as well as a first draft of the regulation.

Capacity Development for Newly Elected Parliament Members

Several conferences were held this quarter for new members of district

parliaments in DBE1 target districts to provide information related to education

sector and programs to improve the quality of education. One of the

conferences‟ presenters was the Vice Head of Central Java Parliament who

discussed roles and functions of provincial and district parliaments in supporting

better governance in the education sector. In these conferences, participants

learned about National Education Standards, Minimum Education Service



Standards, planning at district and school level, policy development for students

with special needs, and others matters.

These conferences provided an opportunity for legislators to familiarize

themselves with issues related to education. Participants reportedly found the

information very useful and plan to use it as basis for consultation with other

district stakeholders. However, a number challenges were also faced in running

these conferences, particularly the big difference in experience and background

related to education among participants, and a tendency to treat those from the

executive branch not as equal.

Discussion with NGOs on advocacy for adequate planning and budgeting

for the education sector

DBE1 invited members of three NGOs from Jepara, Boyolali, and Blora to

discuss education sector planning at school and district level and how NGOs can

support the integration of these planning mechanisms. Participants also learned

about education sector budget spending and National Education Standards.

Although participants were selected based on their prior involvement in efforts

to improve education quality in their districts, it was quite a challenge for DBE1

to manage the discussion. That was because most of the participants had very

little knowledge about the subject of education planning and finance.

Participants also realized their limitation and requested DBE1 Central Java for

further support and training.

District

Education

Planning and

Capacity

Assessment

HRD Management, Asset Management, and School Supervision

In this period, a piloting activity for asset management commenced in

Purworejo. Fully supported by the District Education Office, this activity aimed

to provide guidelines to schools and district stakeholders on managing their

education-sector assets. Focus Group Discussion was also conducted to obtain

preliminary information from supervisors, Education Office staff in charge of

assets, and principals regarding current condition of asset management in

schools.

The main challenge in this activity was the confusion caused by different

policies issued by MONE and MOHA on asset management. In addition,

because of lack of an available system, most schools still do not practice good

bookkeeping practice when it comes to recording their assets. To assist schools

and the Education Office, DBE1 held several workshops, with the latest one

conducted on March 22. The workshop was attended by a total of 133

participants including principals, supervisors, and the staff of Education Office

in charge of assets from 16 sub-districts. The aim was to improve participants‟

capacity in completing the tasks in accordance with Government requirements

and the various guidelines by using DBE1-developed software. Other DBE1



Provincial Coordinators also took part in this workshop.



In Central Java, all but Klaten district have now completed their renstra. In

Klaten, the process was not finalized because of lack of commitment from the

Head of Klaten Education Office and other members of the renstra development

team.

Report on Accountability and Performance of Government Institutions or

LAKIP (Laporan Akuntabilitas Kinerja Instansi Pemerintah.)

As the final step to support development and implementation of renstra, DBE1

facilitated the development of LAKIP in seven districts (Jepara, Purworejo,

Blora, Kudus, Grobogan, Demak, and Karanganyar). Although at the beginning

of the process supporting data was incomplete, participants were not discouraged

and worked intensively with personnel from their respective districts to ensure

that data and information used as a basis to develop LAKIP was sufficient.

Participants were also very eager to complete the process because it coincided

with a request from the District Government for each District Office to have

their own LAKIP by February 2010. The process is now completed in all those

districts.

District Office Yearly Plan (Rencana Kerja or Renja)

Also as next step to renstra finalization, these seven districts received

facilitation to complete their yearly plan (renja.) DBE1 Central Java provided

assistance to the seven districts and expected the process to be completed by

May 2010.

Participants were eager to complete their renja because they realized that a good

yearly plan will help them to develop their LAKIP in 2011 and be used as input

for district 2011 budget.

Dissemination

District

Dissemination

Activities

Dissemination of RKS development and training of school committee and

principals.

In Central Java, a total of 1,288 schools/madrasah from eight partner and three

non-partner districts (Batang, Temanggung, and Gunungkidul) took part in

dissemination of DBE1 school-level programs this quarter. The budget for these

activities was Rp 455,955,800 with more than Rp 300,000,000 from schools, Rp

74,000,000 from districts budgets, and Rp. 52,000,000 from national budget

implementation (Daftar Isian Pelaksanaan Anggaran or DIPA).

Although participants were eager to learn about the programs, at times the



process was slowed down for the following reasons: (1) some school committees

were not used to being involved in school activity, (2) insufficient numbers of

supervisors, and (3) low level of understanding on RKS/M development process.

To address these issues, DBE1 further facilitated participants during meetings of

teacher working groups and provided more information to supervisors on the

RKS/M development process. These supervisors were also involved as co-

facilitators of the dissemination process.

Monitoring of Central Java and Yogyakarta Islamic Schools Supervisors

Activities

After conducting Training of Trainers for supervisors of Islamic Schools in

Central Java and Yogyakarta, DBE1 conducted monitoring of the supervisor

activities in eight sample districts in Central Java and two in Yogyakarta. Results

of this monitoring indicated that a range of different activities were conducted by

the supervisors, from introducing topics to other supervisors and heads of

madrasah to conducting independent training sessions. These activities were

funded by either the schools, the national budget or a combination of the two.

Supervisors and

District

Facilitators

Forum

Forums were held in Purworejo, Klaten, Demak, and Blora. Topics of discussion

included facilitation techniques as well as process of developing RKS/M. Most

of participants were already conversant in these topics and have been involved in

facilitating non-DBE1 schools to take part in DBE1 school-level programs.


ICT/Hotspots

and Grants

In Klaten and Karanganyar, grantees completed the reporting requirement. For

both districts, grantees provided additional mentoring so that grant beneficiaries

could maintain assets properly and to ensure sufficient knowledge on ICT that

could be used after the program ends in the near future.


Routine

Monitoring

DBE1 Central Java completed data and information collection for:

Measure 5 for Cohort 2 schools


Measure 3 for non DBE1 schools

Measure 3 for ICT

Partnerships

Engaging

District,

Province

stakeholders

Surakarta District Government agreed to DBE1 assistance to develop the District

Education Office‟s renstra, AKPK, and BOSP. The District Education Office is

currently waiting for the Mayor or Secretary of Surakarta City to sign the

Guidelines of Cooperation (Kerangka Acuan Kerjasama or KAK) with DBE1.


East Java

DBE1 activity Januari – Maret 2010


School planning

(RPS/RKS/RKT)

School Planning 2010-2014 for Cohort 1 SD/MI

Training to develop schools plan for the 2010-2014 period started in February in

Surabaya, Mojokerto, Sidoarjo, Bangkalan, and Tuban. So far, most of these

schools have completed training on the school budgeting mechanism and are

expected to finalize their school plan by end of April.

School Database

System (SDS)

Schools in all nine partner districts (Bangkalan, Sidoarjo, Tuban, Mojokerto,

Surabaya, Bojonegoro, Nganjuk, Pasuruan, and Sampang) have completed

training to use the newest version of SDS. As a result of these training sessions,

some schools were encouraged to purchase their own computer. At the same

time, because some of the staff in charge of computer usage or data/information

were transferred to other schools, DBE1 had to train new personnel.

Strengthening

School

Committees

Participation in Musrenbangdes/kel

Since January, DBE1 has trained committee members in Surabaya, Tuban,

Bangkalan, Sidoarjo, Mojokerto, Pasuruan, and Bojonegoro to take part in

musrenbangdes/kel. In Surabaya, three DBE1 facilitators helped committee

members discuss possible alternatives for financing school activities, selected

members who would attend the forum, and discussed lessons learned from

taking part in last year‟s musrenbangdes. In Tuban, committee members agreed

to invite village head (Kepala Desa) to take part in activities prior to the forum

and provide him/her with information regarding schools‟ conditions. In

Mojokerto, as a result of committee member participaton in the forum, SDN

Kedudung in Mojokerto received some support to build a new drainage system.

Meanwhile, in Pasuruan, the village agreed to allocate some of its budget to

build a new gate for SDN Beji 1.


District

Education

Governance

Facilitating the Revision of the Bangkalan District Regulation Draft on

Education (Rancangan Peraturan Daerah Pendidikan or Ranperda

Pendidikan)

Following a recommendation from the Legal Department of the East Java

Provincial Government, the Draft Regulation was revised so that Education

Office Vision and Mission were aligned with those of the District Government.

Representatives of Bangkalan Education Office took part in this activity.



Facilitating the Development of the Tuban District Regulation Draft on

Education

On March 8, a public consultation session was held to discuss a draft of the

Tuban District Regulation on Education (Ranperda Pendidikan.) Participants

included reperesentatives of the Education Office, Office of Religious Affairs,

teachers, the Education Council, press, parents, and students. In this session,

participants provided input on how to solve problems that were identified in the

draft development process.

District

Education

Planning and

Capacity

Assessment



In Bangkalan, on March 25, DBE1 assisted the Education Office of Bangkalan

to review and synchronize its renstra with the Head of the District‟s Mid-Term

Development Plan.

Report on Accountability and Performance of Government Insitutions, or


A total of seven partner districts (Bangkalan, Sampang, Nganjuk, Mojokerto,

Bojonegoro, Tuban, and Pasuruan) took part in workshops to assist in the

development of LAKIP in this period. Participants of the workshops were Heads

and staff of the Planning Sections as well as Heads of Finance Sections from

each district. They also took part in the subsequent facilitation sessions. Drafts

of LAKIP have been completed, presented to the respective Education Office

representatives, and revised accordingly. The final documents will then be

presented to the District Government.


A workshop on the development of partner-districts‟ yearly plans (Renja) was

conducted from March 30 to April 1 in Kediri, East Java. The districts of

Nganjuk, Bangkalan, Sampang, Tuban, Mojokerto, Pasuruan, and Bojonegoro

sent three representatives each to take part in this event.

Dissemination

District

Dissemination

Activities

RKS/M Development Process for SD/MI

The facilitation process was completed for 125 schools in Pasuruan

District.

Supervisors from 82 schools in Bangkalan took part in the process.

A total of 25 MI from Palang sub-district, Tuban took part in RKM

development process.

Schools in two sub-districts (Kemlagi and Kutorejo) of a non-partner



district (Mojokerto Kabupaten) took part in the process. At the end of

March, plans from participating schools were presented to the Mojokerto

District Education Office.

Training of Trainers for 30 supervisors and 30 principals in five sub-

districts in Tulungagung (non-partner district) took part on January 26 to

28 and February 8 to 10. Facilitation to these schools will be provided in

April.

Leadership Training

On February 17 and 18, a training session to improve the leadership capacity for

67 principals of Mojokerto Municipality was conducted. This activity was

funded by the district budget. To prepare for the activity, DBE1 also trained

school supervisors from Mojokerto.

School Data Base System (SDS)

The Office of Religious Affairs of Tuban disseminated SDS for all 190 MIs in

the district. The budget was from Office of Religious Affairs of Tuban.


ICT/Hotspots

and Grants

To monitor grant implementation in Surabaya, DBE1‟s EMIS and ICT

Coordinator met with the lead grantee (PT. ITS Kemitraan) and the Head of

Surabaya Education Office. As a result of this meeting, the Education Office

will issue a Circular Letter requesting participating schools to establish an IT

team consisting of three teachers who will be trained by the lead grantee on

DigiSchool. Subsequent training was conducted by grantee to schools to update

their data such as students profile, grades, and schools‟ finance. Facilitation is

planned to take place until the end of March.


Routine

Monitoring

The DBE1 East Java team completed data collection for the following

monitoring and evaluation activities:



Measure 3 for non DBE1 schools

Measure 3 for ICT

Measure 3 for SMP/MTs

Baseline and Measure 1 in 10 SD/MI participating in dissemination



Partnerships

Engaging

District,

Province

stakeholders

Workshop to build stakeholder support in Bojonegoro

On January 5 and 6, DBE1 held a workshop to build and maintain education

stakeholders support for School Based Management dissemination efforts.

Among the participants were the Vice Head of the District, representatives of the

Education Office, UNICEF and DBE23. The Education Office agreed to

establish district and sub-district level teams to support school-based

management (MBS) implementation in respective areas. These teams will use

manuals that have been developed by DBE1 and UNICEF.

Report of National and East Java SIPPK Analysis to East Java Bappeda.

DBE1 presented results of the analysis of National and East Java SIPPK to East

Java Provincial Bappeda. The event was attended by Head of East Java

Education Office, Head of East Java Bappeda, East Java Development Bank,

representatives of Sampoerna Foundation, the Education Council, and others.

The presentation aimed to provide information to the provincial government that

can be used as input when analyzing achievement of East Java‟s mid-term

development plan indicators.

Assistance to Education National Standard Board

In this quarter, East Java assisted Education National Standard Board (Badan

Standar Nasional Pendidikan or BSNP) to collect data for components of school

unit cost in four districts (Bangkalan, Sampang, Bojonegoro, and Pasuruan.) As

in other provinces, representatives of Education Office, schools (SD, SDLB,

SMP, SMA, and SMK,) and BSNP filled out different forms with unit costs for

each education level.

Workshops to support efforts to reduce illiteracy rate in East Java

DBE1 continued to take part in efforts of East Java provincial government to

reduce illiteracy rate in its areas.

Other

Other activities

Comparative Study by representatives of Lembata District, Nusa Tenggara

Timur, to Bojonegoro.

In the beginning of March, DBE1 schools in Bojonegoro (SDN Baureno 1 and

SDN Dander 1) were visited by representatives of Lembata District. The visit

aimed to gather information regarding school management methods that have



been implemented in these schools. Topics that were reviewed included process

of RKS/M development and establishment of class-based association

(Paguyuban Kelas.) Lembata District Government is planning to implement

similar approach in its districts with support of Plan International. The team also

visited some UNICEF schools for similar purpose.

South Sulawesi

DBE1 activity January-March 2010


School planning

(RPS/RKS/RKT)

Cohort 1: School Development Planning for the 2010-2014 period

Throughout February, schools in Cohort 1 districts in South Sulawesi (Enrekang,

Jeneponto, Pangkep, Soppeng, and Palopo) took part in developing their 2010-

2014 school plans. As part of this process, schools used the results of SDS to

develop their profiles. In Enrekang, the Secretary of the Education Office

reminded schools about the importance of school planning (RKS) as well as

school activity and budget planning (RKAS) and the involvement of committee

in supporting schools to implement their activities. Challenges in this process

included the fact that some schools did not have computers, several participants

were unable to use computers properly, viruses, and incomplete data. To try to

address some of these problems, the training sessions took part in DBE Cluster

Learning Centers where computers were available and could be used by all. All

of the schools completed documents by the end of March.

School Database

System

(SDS)

In this period, Cohort 1 schools were trained to update their SDS data. As at the

end of March, most schools had updated around 80 to 95% of their SDS data.

Strengthening

School

Committees

Participation in Musrenbangdes/kel

More than 200 committee members of DBE1-partner schools in Makassar,

Palopo, Pangkep, Soppeng, Enrekang, Pinrang, and Sidrap were trained to take

part in the musrenbangdes/kel in their villages. Through these training sessions,

committee members learned about the types of programs that could be funded by

village budgets or other sources of funding at village level. Committee members

will identify and select programs to be presented during musrenbangdes.

Throughout the process, DBE1 allocated additional time to explain relevant

issues to participants since most of them were not familiar at all with the

situation. DBE1 also reminded participants about the importance of participative

planning at all levels, including at the village-level.

In Pangkep, the Head of Ma‟rang sub-district was one of the presenters for the



activity. He reacted positively to the involvement of committee members in the

Forum and suggested that school commitees lobby their relevant village

government to respond to the inputs of committees and schools. In Soppeng,

Enrekang, and Pirang, representatives of Bappeda took part and their response

was very positive.


District

Education

Governance

Facilitation of the draft District Regulation on Education in Soppeng

DBE1 held a public consultation session on March 4 at the Head of District

Office. In addition to he DBE1 Chief of Party, the Head of the District, Vice

Head of Parliament, representatives of the Education Office and other district

offices, schools, and teachers took part. In his statement, the Head of the

District mentioned that the development of the draft Soppeng District Regulation

on Education represented the district‟s concern and effort to improve quality of

education. Team members from the Education Office further finalized the

document from March 23 to 25. It is planned to present it to the Legal

Department at the beginning of April.

Capacity Development for Newly Elected Parliament Members

The event was held from February 24 and 25 and attended by a total of 27

people from eight partner-districts parliaments. Out of this eight, six districts

sent the Vice Head of their parliament, the Head or Secretary of the Committee

and/or the Head of the Budget Committee.

The parliamentarians learned more about planning and budgeting in the

education sector, evaluating the performance of government institutions, as well

as DBE1 programs and achievements. Participants were encouraged to discuss

issues related to education and prepare recommendations to improve quality of

education in their areas. Throughout the workshop, participants were divided

into three functionality-based groups: legislative, budgeting, and monitoring.

Members of these groups then discussed related issues as well as future

strategies to improve the quality of education in their regions. Participants also

understood the importance of having reliable and valid data and information as a

basis to develop policies and recommended the relevant parliamentary

committees collect and manage required data as part of their work in their

districts.

As a result of this workshop, participants made recommendations to:

(1) evaluate the implementation of South Sulawesi‟s free education program, (2)

change the allocation of the province‟s free education program funding from

40% for the province and 60% for districts to 60% for province and 40% for

districts, (3) consistently implement related Decrees of the Minister for

Education on the appointment of principals and supervisors, (4) allocate more

budget for teaching/learning activities and proportionally less for infrastructure,



(5) develop cooperation between provinces and districts to improve the roles and

functions of parliament, (6) support community involvement in planning and

budgeting for education, and (7) support the improvement of education sector

management.

District

Education

Planning and

Capacity

Assessment

District Education Planning (Renstra - LAKIP – Renja)

Report on Accountability and Performance of Government Institutions or


In South Sulawesi, a workshop to assist stakeholders from nine districts to

develop their LAKIP was conducted in two batches. The first one, attended by

Cohort 1 districts, was conducted on January 25-27 while the second one for

Cohort 2 districts was held from January 27 to 29. Each district sent a team of

four members which consisted of a combination of the following positions:

secretary, head or staff of the elementary education division, head or staff of the

junior secondary education division, head of planning, or representative from the

education office data or finance department. In addition, representatives of Barru

district also took part.

Throughout the process, participants realized that most offices in the districts

still do not have work plans or strategic plans as a basis for their activities while

reporting of education office activities were often done with little coordination

with other institutions, for example between district education office and

schools. As a result, most of the reports were not synchronized with each other

in terms of format and substance. DBE1 facilitation should help district offices

to improve this situation. By the end of March, DBE1 has facilitated the

development process for LAKIP in all partner districts, including Barru.


DBE1 South Sulawesi held a Renja development workshop for seven partner

districts from March 31 to 2 April in Makassar. Participants were provided with

the opportunity to work with each other and developed the Education Offices‟

Renja together with related budget documents. They were also trained to

establish yearly plans for the Education Offices, included planned outputs, and

performance indicators for each objective.

Support for Renstra: SIPPK/Sistem Informasi Perencanaan

Pendidikan Kabupaten/Kota (DPISS)

In this reporting period, SIPPK training sessions were held for stakeholders in

Makassar, Sidrap, and Barru. In Sidrap, the activity was funded by the district‟s

budget. Sidrap requested this retraining because most of SIPPK team members

have changed since the last time DBE1 conducted the activity. They also added

more people as members of the new team. In Barru, training was carried out to



provide the necessary skills and information to district stakeholders prior to its

renstra development process.

District

Education

Finance

District Education Finance Analysis/Analisis Keuangan Pendidikan Kabupaten/Kota (AKPK)

DBE1 assisted stakeholders of Barru district to develop and analyze their district

education finance. During the last workshop that was carried out on March 10

and 11, stakeholders were able to calculate the education budget for 2009.

School Unit Cost Analysis/Biaya Operasional Satuan Pendidikan (BOSP)

DBE1, together with a service provider, also assisted Barru stakeholders to

calculate their school unit cost. Public consultation session is planned to take

place at the end of April.

Dissemination

Supervisors and

District

Facilitators

Forum

Facilitators Forums have been carried out in all District 1 Cohorts in this

reporting period. The aim of these forums was mainly to provide facilitators and

supervisors with the necessary knowledge and latest information on the RKS/M

development process. To encourage the direct involvement of supervisors in the

process, they were often requested to help their own schools to finalize their

school plans. Currently, there were 16 members of Facilitator Forum that were

responsible for the development of RKS/M in DBE1-partner schools.


Routine

Monitoring

DBE1 South Sulawesi completed data entry for the latest round of monitoring

and evaluation activities in February.

Partnerships

Engaging

District,

Province

stakeholders

Coordinatin Meeting between Donor Organizations on the Implementation

of School Based Management and Sharing of Good Practices

The meeting was held from February 1 to 3 and was attended by representatives

of DBE123, UNICEF, UNESCO, JICA, ILO, and the British Council.

Presentation of Work Cooperation Guidelines (KAK or MOU) from DBE1

to Barru District Government

On March 4, DBE1‟s Chief of Party presented the Work Cooperation Guidelines

between DBE1 and Barru District Government. DBE1 will assist stakeholders in

BOSP, AKPK, SIPPK, Renstra, and LAKIP.


Annex 2: Success Stories

DBE1 held public consultation of Draft of Soppeng District Regulation on Education

On March 4, DBE1 held public consultation session to discuss Draft of Soppeng

District Regulation on Education at the Head of District Office. In addition to the

DBE1 Chief of Party, the Head of District, Vice Head of Parliament, representatives

of the Education Office, Office of Religious Affairs, local schools and madrasah,

committees, supervisors, and teachers took part.

The decision to develop draft regulation on education was based on Soppeng

Education Council recommendations back in May 2009 and District Parliament and

Education Office comparative visits to Bandung and Gresik earlier. The process

started in June 2009 with establishment of development team that consisted of sub-

team of experts, of academic and regulation drafts development, and of implementers.

Team members did not only consist of those from Education Office, but from other

institutions. For academic and regulation draft development, for example, members

were from District Law Department, Bappeda, Indonesian Teacher Association, and

NGO. To ensure that team members had a clear understanding of district‟s education-

sector condition, DBE1 facilitated Focus Group Discussion where information was

obtained from different resources such as school supervisors, principals, teachers,

committee members, students, and others. Further, team members identified possible

national and local laws and regulations that could be used as references and basis of

academic and regulation draft. Even though this process was meticulous, team

members were not discouraged to take part. In December 2009, the academic draft

portion of the document was completed and team members continued to with the

whole development process.

On March 4, 2010, the public consultation

session was carried out to provide

opportunity to district stakeholders to give

input to the draft document. This stage in

the document development is crucial as it

encourages participation of not only

Education Office personnel but other

stakeholders related to the education sector

making the process transparent and

participative. In his statement, the Head of

the District, Drs. H. A. Soetomo, M.Si,

mentioned that the development of the

draft Soppeng District Regulation on

Education represented the district‟s concern and effort to improve quality of

education. In addition, other stakeholders also provided constructive response to the

draft.

Based on the inputs in the public consultation sessions, team members with DBE1

assistance continued to finalize the document. Soppeng Draft of Regulation on

Head of Soppeng District presented souvenir to DBE1 Chief of Party during public

consultation session


Education is planned to be presented to the Head of District during the fourth week of

April 2010.

The latest version of Draft contains regulations such as:

Article 9: Community Members

Community members have equal right and stand to obtain education in

accordance with principles of provision of education services through

formal and non-formal channels

Community members have the right to participate in planning,

implementation, monitoring, and evaluation of education services

Community members have the right to obtain data and information related

to education services

Article 10: Community members must support provision of education services

Article 41: School Database System

District Government is required to provide school database system

School database system is used to develop profile, school report card,

accreditation report, and report of school finance as well as other needs

related to school development

To the following must exist to operate school database system: (a) ICT

support, (b) administrative staff, and (c) school basic data

Head of Education Office will establish further implementation

mechanism

Article 45: School-Based Management

Each education unit must develop school plan (Rencana Kerja

Sekolah/RKS, Rencana Kerja Tahunan/RKT, and Rencana Kegiatan dan

Anggaran Sekolah/RKAS.)

School plan is aimed to:

Provide quality improvement that needs to be achieved in mid-term

plan (four years)

In accordance to vision, mission, and goals of national education and

relevant to community needs

Accommodate inputs from others such as school/madrasah committee

and are decided by a meeting that is lead by principal and such

decisions are informed to school/madrasah members and others


Circular Letter of Education Office of Banda Aceh, Dairi, and Tapanuli Selatan, encourage sustainability of DBE1 programs.

Many donors‟ education quality improvement programs have been implemented in

Indonesia for the past years and produced positive results, but unfortunately many of

these results do not stay for a long time, in particular when these programs end.

USAID/DBE1 realizes this and tries that not only partner schools will continue

implementing DBE1 programs but also more schools in more districts enjoy the

positive results of DBE1 programs, even after DBE1 ends in 2010. To support this,

DBE1 encourages partner-district government to issue some policy or regulation that

will include implementation of DBE1 programs as part of district government

activities.

In partner district of Banda Aceh, Dairi, and

Tapanuli Selatan, for example, DBE1 has been

supporting 53 SD/MI and 8 SMP/MTs to improve

quality of education through better schools

management and governance. Programs include

capacity building for school principals and

committee members, development of school plan,

and implementation of School Database System

(SDS.) DBE1 works with Education Office of

respective districts so that schools can continue

these activities even after DBE1 programs ends in

2010.

Considering the success that has been shown in

DBE1-partner schools, Banda Aceh, Dairi, and

Tapanuli Selatan District Education Office each

issued a Circular Letter requesting all schools in

their areas to implement programs which

methodology and approach was developed by

Dairi District Head of Education Office, Bapak Drs. Pasder Berutu, MA (second from

right) participated directly in discussion of draft of Circular Letter.

SDS training in SD 16 Syiah Kuala, Banda Aceh

Tapanuli Selatan District Education Office Circular Letter


DBE1. Some of these programs are development of school plan, school yearly plan,

school mid-term plan, school work and budget plan, and implementation of School

Database System. Education Office also requested supervisors who have been trained

by DBE1 to monitor the process.

In addition to Banda Aceh, Dairi, and Tapanuli Districts, until 2010, DBE1 has

assisted Education Office in eight partner districts and one partner province (Aceh

Besar, Aceh Tengah, Deli Serdang, Sampang, Mojokerto, Tuban, Surabaya, Nganjuk

Districts and Banten Province) to issue similar Circular Letter that aim to continue

implementation of DBE1 programs even after the program ends in 2010.


Annex 3: Training for Project Beneficiaries In this quarter, DBE1 carried out a total of 256 training sessions where North Sumatra

and South Sulawesi conducted the most sessions (59 and 54 sessions, respectively.)

The total number of people trained was 3,486 which consisted mostly of school

principals, school committee members, and teachers (1,909 participants.) If compared

with the same data from last quarter (October to December 2010,) DBE1 also held

same number of training sessions (256) and trained approximately the same number

of participants (3,441.)

(Please see Tables A3-1 and A3-2 on number of training activities and persons

trained below for more details.)

Table A3-1: Number of training activities from January to March 2010

Table A3-2: Summary of persons trained from January to March 2010

Jan Feb March Total

1 Aceh 10 13 1 24

2 Sumatera Utara 25 30 4 59

3 Banten 4 3 3 10

4 Jawa Barat 12 16 5 33

5 Jawa Tengah 16 10 14 40

6 Jawa Timur 20 11 5 36

7 Sulawesi Selatan 23 21 10 54

Total 110 104 42 256

No. Province2010

Component Male Female Total

District Facilitator 117 36 153

School Principal/Vise 390 232 622

School Committee 348 115 463

School teacher 354 441 795

District Education Staf 337 78 415

MORA District Staf 15 4 19

Local Government 48 9 57

Parent (non School Committee) 4 - 4

CSO 1 - 1

DPRD 87 15 102

Education Board 44 4 48

Supervisor 261 79 340

Other 238 229 467



DBE1 65 23 88

DBE2 1 1

DBE3 1 1

67 23 90

Kantor Cabang Dinas 16 5 21

Kepala Bidang 9 2 11

Kepala Dinas 15 1 16

Kepala Seksi-KCD-UPTD 23 8 31

Kepala Unit 126 21 147

Staf 148 41 189

337 78 415

Kepala Kantor 4 4

Kepala Seksi 2 2

Kepala Unit 1 1 2

Staf 8 3 11

15 4 19

Lainnya 192 68 260

Orang Tua Murid 123 37 160

Paguyuban Kelas 1 1

Tokoh Masyarakat 32 10 42

348 115 463

Bapedda 9 4 13

Dinas Terkait 37 4 41

Kantor Pemda 2 1 3

48 9 57

Guru 354 441 795

Kepala Sekolah 390 232 622

Lainnya 15 14 29

759 687 1,446


Lainnya 132 188 320

Pengawas 261 79 340

510 303 813

CSO 1 1

Dewan Pendidikan 44 4 48

DPRD 87 15 102

Lainnya 15 1 16

LSM/NGO 7 3 10

Media 2 2

Orang Tua Murid 4 4

160 23 183

Grand Total 2,244 1,242 3,486

SERVICE PROVIDER

SERVICE USER

DBE

MONE

MORA

School Committee

LOCAL GOVERNMENT

SCHOOL

As mentioned above, the highest number of participants (1,909 out of 3,486 people)

that were trained by DBE1 in this January to March session came from schools

(principals/vice principals, teachers, and school committee members.) This was

because DBE1 continued to train schools to update their school plan and SDS. A high

number of committee members were also trained prior to their participation in

musrenbangdes.

Furthermore, as DBE1‟s effort to support programs sustainability continued in this

period, a total of 813 people, which consisted largely of facilitators and supervisors

took part in DBE1 programs, mainly in facilitators forums.

Table A3-3 below shows analysis of training beneficiaries by institutions while table

A3-4, shows analysis of training beneficiaries by activities.

Table A3-3: Analysis of training beneficiaries by Institutions19

19

The number of beneficiaries reported here does not meet USAID reporting requirements which define a training beneficiary as one who receives 24 hours of training and who can only be counted once in a year


Table A3-4: Analysis of training beneficiaries by activities


DBE1 65 23 88

DBE2 1 1

DBE3 1 1

67 23 90

Kantor Cabang Dinas 16 5 21

Kepala Bidang 9 2 11

Kepala Dinas 15 1 16

Kepala Seksi-KCD-UPTD 23 8 31

Kepala Unit 126 21 147

Staf 148 41 189

337 78 415

Kepala Kantor 4 4

Kepala Seksi 2 2

Kepala Unit 1 1 2

Staf 8 3 11

15 4 19

Lainnya 192 68 260

Orang Tua Murid 123 37 160

Paguyuban Kelas 1 1

Tokoh Masyarakat 32 10 42

348 115 463

Bapedda 9 4 13

Dinas Terkait 37 4 41

Kantor Pemda 2 1 3

48 9 57

Guru 354 441 795

Kepala Sekolah 390 232 622

Lainnya 15 14 29

759 687 1,446


Lainnya 132 188 320

Pengawas 261 79 340

510 303 813

CSO 1 1

Dewan Pendidikan 44 4 48

DPRD 87 15 102

Lainnya 15 1 16

LSM/NGO 7 3 10

Media 2 2

Orang Tua Murid 4 4

160 23 183

Grand Total 2,244 1,242 3,486

SERVICE PROVIDER

SERVICE USER

DBE

MONE

MORA

School Committee

LOCAL GOVERNMENT

SCHOOL

Activity Name Male Female Total

BOSP-Workshop I :Penyamaan Persepsi perhitungan BOSP 118 24 142

BOSP-Workshop II: Finalisasi penghitungan BOSP 112 18 130

BOSP-Workshop III : Internal Perhitungan BOSP 8 1 9

DPISS-Data Completion 16 2 18

DPISS-Workshop DPISS 42 5 47

296 50 346

Pembuatan Laporan 6 1 7

Workshop #1 9 1 10

Workshop #2 5 1 6

20 3 23

Pendampingan 1 57 9 66






412 131 543

Konferensi DPRD 26 1 27

Penyusunan Raperda 70 8 78

Other 167 57 224

263 66 329

Hotspot-Pelatihan BLOG Bagi Siswa di Tapanuli Utara 130 188 318

130 188 318

Musrenbang Desa 353 151 504

353 151 504

LAKIP 146 36 182

146 36 182

Stakeholder Workshops 54 19 73

54 19 73

High level District workshop 38 5 43

Pelatihan DPISS 20 1 21

Pendampingan Entry Data 7 7

Ws.#2 Visi, Misi, Tata Nilai 13 4 17

Ws.#3 Visi sp. Kegiatan 15 1 16

Ws.#4 Tujuan Strategis 6 6

Other 37 8 45

136 19 155

Lokakarya Tk. Kab./Kota 18 23 41

Pendampingan Thp. 1& 2 (Pendampingan 1) 238 149 387



Other 330 275 605

930 671 1,601

SD/MI-Pendampingan Finalisasi SDS (Pendampingan SDS II) 98 89 187

SMP/MTs-Pendampingan Finalisasi SDS (Pendampingan SDS II) 40 16 56

Refresher-Training SDS Refresher 79 137 216

Refresher-Fasilitasi 6 19 25

223 261 484

BOSP 57 11 68

Coordination Meeting 5 3 8

Other Training Activity 209 139 348

271 153 424

Grand Total 3,234 1,748 4,982

LAKIP

OTHER

RENJA

RENSTRA

RKS (SD/MI)

SDS

ACEH EXPANSION

AKPK

FORUM DF

GGSP

ICT Grants T2

School Committee (SD/MI)


Activity Name Male Female Total

BOSP-Workshop I :Penyamaan Persepsi perhitungan BOSP 118 24 142

BOSP-Workshop II: Finalisasi penghitungan BOSP 112 18 130

BOSP-Workshop III : Internal Perhitungan BOSP 8 1 9

DPISS-Data Completion 16 2 18

DPISS-Workshop DPISS 42 5 47

296 50 346

Pembuatan Laporan 6 1 7

Workshop #1 9 1 10

Workshop #2 5 1 6

20 3 23







412 131 543

Konferensi DPRD 26 1 27

Penyusunan Raperda 70 8 78

Other 167 57 224

263 66 329

Hotspot-Pelatihan BLOG Bagi Siswa di Tapanuli Utara 130 188 318

130 188 318

Musrenbang Desa 353 151 504

353 151 504

LAKIP 146 36 182

146 36 182

Stakeholder Workshops 54 19 73

54 19 73

High level District workshop 38 5 43

Pelatihan DPISS 20 1 21

Pendampingan Entry Data 7 7

Ws.#2 Visi, Misi, Tata Nilai 13 4 17

Ws.#3 Visi sp. Kegiatan 15 1 16

Ws.#4 Tujuan Strategis 6 6

Other 37 8 45

136 19 155

Lokakarya Tk. Kab./Kota 18 23 41




Other 330 275 605

930 671 1,601

SD/MI-Pendampingan Finalisasi SDS (Pendampingan SDS II) 98 89 187

SMP/MTs-Pendampingan Finalisasi SDS (Pendampingan SDS II) 40 16 56

Refresher-Training SDS Refresher 79 137 216

Refresher-Fasilitasi 6 19 25

223 261 484

BOSP 57 11 68

Coordination Meeting 5 3 8

Other Training Activity 209 139 348

271 153 424

Grand Total 3,234 1,748 4,982

LAKIP

OTHER

RENJA

RENSTRA

RKS (SD/MI)

SDS

ACEH EXPANSION

AKPK

FORUM DF

GGSP

ICT Grants T2

School Committee (SD/MI)


Annex 4: Documents uploaded in the website

News update:

Circular Letter of Education Office of Banda Aceh, Dairi, and Tapanuli Selatan, encourage sustainability of DBE1 programs March 30, 2010 2010: Central Java Province Allocate Rp. 192 Billion for Basic Education BOS March 20, 2010 DBE1 School Unit Cost Analysis Workshop Received Positive Response from Aceh Tamiang District Stakeholders March 7, 2010 Tuban and Bojonegoro District are ready to disseminate School Database System++ Program (SDS++) March 3, 2010 DBE1 supports Central BOS Program to develop 2010 BOS implementation guidelines February 24, 2010

Resource Materials update:

Government Regulation Number 17 Year 2010 regarding Education Management and Implementation March 12, 2010 Summary of Minister of National Education Regulation number 24 Year 2007 regarding Facility Standards for SD/SMP February 15, 2010 President Regulation No.47 Year 2009 regarding Forming and Organization of Ministry January 27, 2010 Study of Legal Framework for The Indonesia Basic Education Sector (second edition) January 25, 2010


Top 10 downloaded documents:

Teknologi Informasi Komunikasi untuk Kehidupan, Pembelajaran dan Pekerjaan (14,676 downloads) Law number 14 year 2005 regarding Teachers and University Lecturers (13,727 downloads) Attachment for BSNP regulation No.No.984-BSNP-XI-2007 regarding SOP for SMP, MTs, SMPLB, SMA, MA, SMALB, DAN SMK National Exam year 2007/2008 (9,255 downloads) Republic of Indonesia Government Regulation number 32 year 2008 regarding Guideline for District Annual Budget (APBD) compilation Year 2009 (8,345 downloads) National Education Minister Regulation number 34 year 2007 regarding National Exam Year 2007-2008 (7,651 downloads) Letter of Directorate General of Basic Education Management No. 643/C/KU/2007 regarding Implementation Guidelines for 2007 Fiscal Year 2007 Specific Allocation Funds (6,969 downloads) School Committee: Simple Accounting Methods (6,742 downloads) School Committee: Organization (6,154 downloads) Attachment to Republic of Indonesia Government Regulation No. 38 Year 2007 regarding Division of Government Matters among Central, Province, and District level Government (5,754 downloads) Integrasi Kecakapan Hidup dalam Pembelajaran (5,738 downloads)


Annex 5: Deliverables Status: March 31, 2010

Deliverables Due Status Documents

Deliverable 1: Prepare indicative work

plans for the reminder of the project annually for submission to USAID.

Due: Annual work plan

submission in subsequent years remains the same.

COMPLETED

Submitted October 2008. Revised plan to be submitted Oct 2009

Workplan

Deliverable 2: Modify staff scope of work

and estimated person/month to meet the needs for the remainder of the project

Due: During the third

year of the project implementation.

COMPLETED

Submitted November 2008

Included in Workplan

Deliverable 3: Update Performance

Monitoring Plan and a Results Framework specifying indicators, baseline data and targets – to measure progress at both activity and Project Objective level. Data will be used as inputs to USAID’s Annual Report to AID/W.

Due: Annual report

submitted to USAID.

COMPLETED

Submitted October 2008

Annual Report

Deliverable 4: Conduct a selection of new

sub-districts and schools for replication in collaboration with local governments. USAID anticipates the number of schools to be targeted for replication to be approximately 3,000, and the contractor must have USAID approval on the selection criteria and the total number of schools and sub-districts to be selected. Where practical, the selection of new sub-districts and schools would be coordinated with other DBE partners.

Due: During the fourth


COMPLETED

By end of fourth year more than 7,000 schools are implementing at least one DBE1 program under the dissemination program

Updated in quarterly reports

Selection of any new districts in Aceh will use the same approach, but after the completion of the 2008 assessment (see Deliverable 22).

COMPLETED

18 districts mandated in Aceh modification signed by USAID July 2009

RTI proposals for Aceh modification

Deliverable 5: Modify scope of work

(SOW) of District Coordinators to include replication and to meet local government and project’s priorities in the remaining period of the project. In expanded areas in Aceh, District Coordinators hired and trained to work with local governments, school committees and schools on planning, budgeting and management to support improved basic education.



COMPLETED

Approved by USAID June 2, 2008

Revised SOW for DC

Deliverable 6: Assessment of Education

Management Information System (EMIS) in Indonesia [Completed].

Due: During the first

year of program implementation.

COMPLETED

Submitted April 2007

Report

Deliverable 7: Update and maintain Project

Data Management System (PDMS) regularly and provide periodic and ad hoc analyses to USAID.

Due: Continue on

regular basis.

ONGOING UNTIL END OF PROJECT

Updated Users Guide to be published in next quarter


Deliverable 8:To support institutionalization

and replication, the contractor will design and deliver a workshop in each province for the project districts and project staff to highlight best practices. The workshop will be delivered in coordination and conjunction with DBE 2 and 3.

Due: Before end of

March 2009.

COMPLETED

Agreement with USAID to conduct workshops between July 27 and August 6,2009 in conjunction with DBE23

No

Deliverable 9: Develop medium term

education sector development plans (renstra) for at least 35 project district governments.

Due: By the end of the

fourth year of assistance to each local government.

COMPLETED

35 plans completed 9 plans in process.

District strategic plans (in Bahasa Indonesia)

Deliverable 10: Develop education finance

plans and budgets (AKPK = District Education Finance Analysis, and BOSP = School Unit Cost Analysis) at least in 35 project districts to support education sector development plans.

Due: By the end of the

fourth year of assistance to local government.

COMPLETED

44 AKPK completed 61 BOSP completed

District finance reports (in Bahasa Indonesia)

Deliverable 11: Complete a second report

describing progress and recommendations to implement greater democratic participation, transparency, and accountability in the education sector.



COMPLETED

Draft approved by USAID December 2009. Final formatting and translation underway

Report.

Deliverable 12: Summary of materials on

local government education planning, management and governance, as well as participatory community school management practices. The report will help DBE1 refines its replication strategy to meet efficient and effective dissemination of best practices.

Due: Eighteen months

from contract award, with comprehensive updates at the end of year three and end of activity.

Partially COMPLETED

#2 submitted May 2009

#3 due April 2010

Report. Includes Deliverables12,13 and 23.

Deliverable 13: Document outcomes

highlighting DBE1 best practices, how they were developed, tested, and the extent of successful replication. The report will inform MONE and MORA the implementation of national policy at the lower level (districts and schools) and the recommendations for national policy dialogues.

Due: Comprehensive

updates at the end of year three and year four.

COMPLETED

#2 submitted May 2009

#3 datedJanuary 2010. Approved by USAID

Report# 2 Includes Deliverables12, 13 and 23.

Report# Includes Deliverables 13 and 23.

Deliverable 14: For each PPA (Public

Private Alliance), prepare a report describing summary of the contributions of the parties, including the amount of leverage brought by the contractor; a description of private resources and level of innovations; and a summary of how the interests and objectives of each partner converge. PPA initiatives in the remaining period of the program depend on directions from USAID/Office of Education.

Due: On semi-annual

basis.

Partially COMPLETED

#3 submitted September 2008

#4 submitted July 2009

#5 submitted January 2010

#6 Final to be submitted July 2010

Report

Deliverable 15: Monitor and report on-

going ICT-based small grants. Following the Mid-Term Review, USAID does not plan to initiate new education hotspots or associated small grants.

Due: Continue on a

regular basis. Underway Reports included in

quarterly project reports


Deliverable 16: Prepare special

reports/analyses occasionally requested, including input to planned mid-term and final evaluations in 2008 and 2009.

Due: Upon request

with delivery as agreed by the CTO.

Pending USAID requests

Occasional reports as requested

Deliverable 17: Develop a complete

program for disseminating school-based management activities to other schools/areas. To the extent possible, incorporate Active Learning into school-based management in DBE1 activities for elementary schools. School-based management packages will be provided to DBE3 for junior secondary schools.

Due: Beginning of

year four of project implementation.

Underway

Materials including module on Pakem has been approved by MONE/MORA. Final printing of 1,500 copies to be distributed to every province in the next quarter

Integrated replication packet

Deliverable 18: With written concurrence

from MONE and USAID, place staff at MONE’s School Based Management secretariat to provide the networking and liaison between MONE, USAID, and DBE 123.


year of program implementation.

COMPLETED

Assignment began October 2008 with USAID approval

No

Deliverable 19: Assist central and local

government institutions as well as donors,in identification, training, and standard-setting for certification of service provider(s) in education management and governance that can implement DBE1 programs throughout the country.


year of the program implementation.

Under way

Request extension to June 2010.

No

Deliverable 20: Update materials for

training on local governance to improve communication and coordination within and between education stakeholders (legislative members, education council, local media, non-governmental organizations) promoting transparency and accountability in education sector.

The training and other activities will be conducted with local governments and civil society organizations.


and fourth years of the project implementation.

Underway

Request extension to July 2010.

Governance materials

Deliverable 21: Design expansion or

replication of DBE1 program in Aceh, to be implemented in Aceh with contributions from the Aceh provincial government, and dependent on funding and approval from USAID. Recommendations are derived from an assessment conducted by the contractor in the third year of the contract.

Due: Design due

during the third year of the project implementation, and subject to the availability of additional funds, implementation during fourth and fifth years.

COMPLETED

Feasibility study submitted August 2008

Design document and workplan

Deliverable 22: Carry out pilot data

collection and maintenance activity in Aceh in collaboration with MONE (Pusat Statistik Pendidikan or Center for Education

Statistics). Results of the pilot activity submitted to GOI to improve MONE’s Education Management Information System (EMIS).


year of the project. Underway

Request extension to June 2010

Completion report


Deliverable 23: Produce a periodic report

describing the institutionalization and transfer of DBE1 products (training materials, manuals, reports regarding local government and school education planning, management, and governance, as well as community participation in management practices) to MONE and MORA.

Due: Semi-annually

for the remaining of the program period.

Partially

COMPLETED

Report #1 submitted May 2009

Second datedJanuary 2010. Approved by USAID.

Third and final report to be submiited july 2010

.

Report 1 Includes Deliverables 12, 13 and 23

Report 2 Includes Deliverables 13 and 23

Deliverable 24:The contractor will conduct

a Bos Impact Assessment to report on the impact of BOS on expenditure patterns at some DBE-supported schools.


year of implementation Underway

Request extension to June 2010

Report


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

Status of Uploading Documents to Development Education Clearing House (DEC)

Report Date uploaded

to DEC

Monitoring Progress Report 1 dated September, 2006 09-28-2009

Monitoring Progress Report 2 dated September , 2007 09-28-2009

Monitoring Progress Report 3 dated November, 2007 09-28-2009

Monitoring Progress Report 4 dated June, 2008 09-28-2009

USAID Chevron Vocational Training Monitoring and Evaluation (final report DBE1 special report) dated September 2007

09-28-2009

Annual Report III Oct 2007 – Sep 2008 03-31-2009

Annual Report IV Oct 2008 – Sep 2009 03-31-2010

Study of Legal Framework/Summary of Laws of Regulations (2007) 03-05-2009

Study of Legal Framework/Summary of Laws of Regulations (2009) 02-16-2010

Replication of DBE1 School Dev Planning Oct 2008 03-05-2009

Public Private Alliance Sept 2008 –Year 3 03-05-2009

Public Private Alliance Sept 2007 – Year 2 03-05-2009

Public Private Alliance – Year 1 dated 14 August 2006 03-05-2009

School Reconstruction Central Java Monitoring Progress Rpt 1 August 2008 03-05-2009

District Ed. Finance Analysis (DEFA) Oct 2007 03-05-2009

EMIS Assessment June 2007 03-05-2009

ICT Grants Sept 2006 DBE1 ICT Grants Report 03-05-2009

Review of Materials on Education Planning, Management and Governance June 2007 03-05-2009

More Effective Decentralized Education Management and Governance Oct06_Sept07 Annual Report Year 2

03-05-2009

More Effective Decentralized Education Management and Governance April 05_Sept06 Annual Report Year 1

03-05-2009

Policy Reform in Education Planning Oct 2007 03-05-2009


Annex 7: Contribution of DBE1 in District Policy Development per March 2010

No Province District Policy Status DBE1 Contribution

1 DBE1 National Technical Guideline on School Finance Management Based on 2010 BOS Manual

Complete Full Technical Assistance

2 Aceh Aceh Besar Circular letter of Head of Educaction Office requesting schools to have RKS/M and integrating of school plan into district’s.


3 Aceh Besar Revision of Qanun no. 23/2002 to 5/2008 on education.

Complete Provided input

4 Banda Aceh*

Circular letter of Head of Education Office requesting SD, SMP, SMA, and SMK to have RKS/RKT/RKAS and SD to take part in SDS


5 Aceh Tengah* Circular letter of Head of Education Office requesting SD, SMP, SMA, and SMK to have RKS


6 North Sumatra Deli Serdang Decision letter of Head of Education Office requesting SD, SMP, and SMA to have RKS.

Complete Full Technical Assistance, Education Office developed document.

7 Deli Serdang Draft District Regulation to fulfill schools’ operational costs through BOSDA.

In Process Full Technical Assistance

8 Tanjung Balai Decision to allocate budget for poor students Complete Full Technical Assistance

9 Tapanuli Selatan*

Circular letter of Head of Education Office requesting SD, SMP, SMA, SMK and private schools to have RKS and RKT


10 Dairi * Circular letter of Head of Education Office requesting schools to have RKS


11 West Java Karawang Head of District Decision on fulfilling schools’ operational costs through BOSDA



12 Province Head of Province Decision on fulfilling schools’ operational costs through Provincial BOS

Complete Based on presentation of Karawang Head of District to Governor.

13 Tangerang Head of Municipality Decision on fulfilling schools’ operational costs through BOSDA


14 Sukabumi Head of District Decision on fulfilling schools’ operational costs through BOSDA


15 Sukabumi* Head of District Regulation on Education Planning

In Process Full Technical Assistance

16 Banten

Head of Education Office Decision Letter requesting SD and SMP to develop RKS


17 Central Java Boyolali Head of Education Office Decision Letter on planning mechanism.


18 Boyolali District Regulation on Education Complete District Parliament member who was involved in DBE1 activities, suggested to include RKS/M in the Perda.

19 Jepara Head of District Regulation on Free Education

Complete Provided input to the process

20 Jepara Head of District Regulation on fulfilling of school operational costs through BOS (90%)


21 Jepara* District Regulation on Education In Progress Full Technical Assistance

22 Kudus Head of District Regulation on education-sector human resource


23 Kudus Head of District Decision Letter on District BOS

In Process (awaiting approval from Head of District)

Full Technical Assistance, Education Office developed document.

24 East Java Tuban Head of Education Office Decision on 2009 Technical Guidance to implement BOSDA.

Complete BOSP results were used as basis of decision

25 Tuban District draft regulation on education In Process Full Technical Assistant

Cost sharing


26

East Java Provincial Education Office and Bappeda

Final report on BOSP calculation for 2009 in accordance to BSNP for 24 districts.

Complete Full Technical Assistant

Cost Sharing

27 Mojokerto District draft regulation on education Complete Provided susbstances of Perda

28 Sampang District draft regulation on education Complete

Provided susbstances of Perda

29 Bangkalan * District draft regulation on education Complete Provided susbstances of Perda

30 Sidoarjo Head of District Regulation on expenses of education for poor students.

Complete Provided susbstance

31 Sampang Head of Education Office decision letter requiring schools to have RKTS/RKAS.

Complete Provided substance

32 Mojokerto Head of District decision on implementation of BOSDA SD/MI and SMP/MTs for 2009


33 Mojokerto* Head of District Decision on implementation of BOSDA SD/MI for 2010

In Process (document currently with Law Department)

Full Technical Assistance

34 Tuban Head of Education Office decision letter requesting schools to have RKS


35 Mojokerto Head of Education Office decision letter requesting schools to have RKS.


36 Surabaya Head of Education Office decision letter requesting schools to have RKS.


37 Nganjuk Head of Education Office decision letter requesting schools to have RKS.


38 South Sulawesi Soppeng District draft regulation on education In Process Full Technical Assistance

39 Sidrap District draft regulation on free education Complete Provided input on Draft

40 Enrekang District draft regulation on education Complete BOSP results were used as basis of District Draft Regulation on Free Education development


Annex 8: Abbreviations, Acronyms and Glossary

Abbreviations & Acronyms

ADD Alokasi Dana Desa [Village Budget Allocation]

APBD Anggaran Pendapatan dan Belanja Daerah [District Government Annual

Budget]

APBN Anggaran Pendapatan dan Belanja Negara [National Government

Annual Budget]

AusAID Australian Agency for International Development

Balitbang Badan Penelitian dan Pengembangan [Research and Development Body]

Bappeda Perencanaan Pembangunan Daerah [Regional Development Planning

Agency]

Bappenas Perencanaan Pembangunan Nasional [National Development Planning

Agency]

BIA BOS (Bantuan Operational Sekolah) Impact Analysis

BOP Bantuan Operasional Pendidikan [Education Operational Grants]

BOS Bantuan Operational Sekolah [school grants]

BOSP Biaya Operasional Satuan Pendidikan [School Unit Cost]

BP British Petroleum

BRR Bureau for Reconstruction and Rehabilitation (Aceh and Nias)

BSNP Badan Standar Nasional Pendidikan [National Education Standard

Board]

CA Capacity Assessment

CLCC Creating Learning Communities for Children

COP Chief of Party CSO Civil Society Organization

DAU Dana Alokasi Umum [general budget allocation from central government

to local governments]

DBE USAID Decentralized Basic Education Project

DBE1 Decentralized Basic Education Project Management and Governance

DBE2 Decentralized Basic Education Project Teaching and Learning

DBE3 Decentralized Basic Education Project Improving Work and Life Skills

DEFA District Education Finance Analysis

DPISS District Planning Information Support System

DPRD Dewan Perwakilan Rakyat Daerah [district parliament]

DSC District Steering Committee

DTT District Technical Team

EMIS Education Management Information Systems

ESP Environmental Services Program [USAID project]

GDA Global Development Alliance

GDP Gross Domestic Product

GGSP Good Governance Sektor Pendidikan (Good Governance in The

Education Sector)

GOI Government of Indonesia

IAPBE Indonesia-Australia Partnership in Basic Education [AusAID project]

ICT Information and Communication Technology


ILO International Labor Organization

Jardiknas Jaringan pendidikan nasional – national education network

KADIN Indonesian Chamber of Commerce

Kandepag Kantor Departemen Agama [District Religious Affairs Office]

KKG Kelompok Kerja Guru [teachers‟ working group]

KKRPS Kelompok Kerja RPS [school RPS team]

KTSP Kurikulum Tingkat Satuan Pendidikan [School Unit Curriculum]

LG Local government

LGSP Local Governance Support Program [USAID project]

LOE Level of Effort

LPMP Lembaga Penjamin Mutu Pendidikan [Education Quality Assurance

Body]

M&E Monitoring and Evaluation

MAPENDA Madrasah dan Pendidikan Agama [Religious and Madrasah Education]

MBE Managing Basic Education [USAID project]

MBS Manajemen Berbasis Sekolah (SBM=School Based Management)

MCA Millennium Challenge Account

MGMP Musyawarah Guru Mata Pelajaran [Subject-based Teachers Association]

MI Madrasah Ibtidaiyah [Islamic primary school]

MIS Madrasah Ibtidaiyah Swasta [private madrasah; MIN State Madrasah]

MOU Memoranda of Understanding

MSS Minimum Service Standards

MTs Madrasah Tsanawiyah [Islamic junior secondary school]

Musrenbangdes Musyawarah Perencanaan Pembangunan Desa [Village Development

Planning Forum]

NGO Non Governmental Organization

P4TK Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga

Kependidikan [Center for Educators and Education-Related Personnel

Capacity Building]

PAG Provincial Advisory Group

PAKEM Pembelajaran Aktif, Kreatif, Efektif, dan Menyenangkan

[AJEL: Active, Creative, Joyful, and Effective Learning] PADATIWEB Pangkalan Data dan Informasi berbasis WEB. MONE database system

PCR Politeknik Caltex Riau, Pekanbaru

PDIP Pusat Data dan Informasi Pendidikan [Education Data and Information

Center]

PDMS Project Data Management System

Permendiknas Peraturan Menteri Pendidikan Nasional [Minister of National Education

Regulation]

PKBM Pusat Kegiatan Belajar Mengajar [Teaching and Learning Center]

PMP Performance Monitoring Plan

PMTK Peningkatan Mutu dan Tenaga Kependidikan [Quality Improvement of

Education and Education Staff]

PPA Public-private alliances

Ranperda Rancangan Peraturan Daerah [Draft of District Regulations]

RAPBS Rencana Anggaran, Pendapatan, dan Belanja Sekolah [School Budget

Plan]

Rembuk

Nasional

National meeting


RKAS Rencana Kegiatan dan Anggaran Sekolah [School Activities and Budget

Plan]

RKS Rencana Kerja Sekolah [School Work Plan]

RKT Rencana Kerja Tahunan [Annual Work Plan]

RKTL Rencana Kerja Tindak Lanjut [Future Action Plan]

RPJMD Rencana Pengembangan Jangka Menengah Daerah [District Mid-Term

Development Plan]

RPK Rencana Pengembangan Kapasitas [Capacity Development Plan]

RPPK Rencana Pengembangan Pendidikan Kabupaten/Kota [District Education

Development Plan]

RPS Rencana Pengembangan Sekolah [School Development Plan]

RTI RTI International

SBM School-based management (see MBS)

SD Sekolah Dasar [primary school]

SIMNUPTK Sistem Informasi Manajemen - Nomor Unik Pendidik dan Tenaga

Kependidikan (Management Information System of Unique Number of

Educator and Education Staff)

SIPPK Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota [District

Planning Information Support System]

SMP Sekolah Menengah Pertama [junior secondary school]

SNP Standar Nasional Pendidikan [National Standards for Education]

SOAG Strategic Objective Agreement [USAID and Menko Kesra]

SOTK Struktur Organisasi dan Tata Kerja [Organizational and Work Structure]

SPM Standard Pelayanan Minimum [Minimum Service Standard]

STTA Short-Term Technical Assistance

SUCA School Unit Cost Analysis

TraiNet TraiNet Administrator & Training [USAID reporting system]

UPTD Unit Pelaksana Teknis Dinas [Technical Implementation Unit]

USAID United States Agency for International Development

WIB Waktu Indonesia Barat [Western Indonesian Standard Time]

Glossary

Badan Kepegawaian Daerah District Personnel Board

Bupati Head of a district

Departemen Agama Ministry of Religious Affairs

Departemen Keuangan Department of Finance

Departemen Pendidikan Nasional Ministry of National Education

Dewan Perwakilan Rakyat

Daerah

District Parliament (DPRD)

Dinas Provincial, district, or city office with sectoral responsibility

Dinas Pendidikan dan

Kebudayaan (Dinas P&K)

Provincial or district educational office

Gugus School cluster


Kabupaten District (administrative unit), also referred to as a regency

Kanwil Agama Provincial Religious Affairs Office

Kecamatan Sub-district

Kepala Dinas Pendidikan Head of provincial or district education office

Kepala Sekolah School principal

Komisi Committee in national or local legislatures

Komite sekolah School committee

Kota City (administrative unit)

Madrasah Ibtidaiyah Islamic primary school (MI; MIS Swasta; MIN Negeri)

Madrasah Tsanawiyah Islamic junior secondary school (MT)

Madrasah Pendidikan dan Agama Department of Religious Affairs directorate for Islamic

religious schools (Mapenda)

Menko Kesra Coordinating Ministry for People‟s Welfare

Pengawas School inspector

Renstra Satuan Kerja Perangkat

Daerah (Renstra SKPD)

Strategic Plan for local government work unit

(e.g. District Education Development Plan)

Sekolah Dasar primary school (SD)

Sekolah Menengah Pertama junior secondary school (SMP)

Surat Keputusan Decree/defining conditions, outcomes of a decision

Wali Kota Mayor

Widyaiswara Trainer