putera sampoerna foundation indonesia case study by: phil beavers presented by: juliana guaqueta the...
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Putera Sampoerna Foundation
INDONESIA
Case Study by: Phil BeaversPresented by: Juliana Guaqueta
The World BankMarch 31, 2010
Putera Sampoerna Foundation
1. Scholarships (access) Sampoerna Academies: state-owned boarding high-schools
that selects most able students from neighboring schools Education within Indonesia: Primary to Graduate Schools Tertiary overseas: MBAs in world leading universities
2. Teacher Capacity Programs (quality) Teacher Institute: continuing education workshops to raise
standards School of Education: 4-year degree granting institution
3. School-wide development (administration) United Schools Program: transform selected senior high-
schools for quality improvements
Why is this case relevant?
Local philanthropic organization—as opposed to international philanthropy—
Works with public education institutionsAims to address public failures by creating a
new set of incentives in the system Merit-based scholarships and teacher training Government matches funding in targeted public
schoolsTackles quality of education by working on
teacher capacity
Education System in Indonesia
1. Access: • 93.2% Primary enrollment (2005)
65.2% Junior Secondary enrollment (cost of opportunity) 41.7% Senior Secondary Schools (school fees are introduced)
• 17% Tertiary (full cost must be met personally)
2. Quality• Low performance in International Assessment Tests • Teachers under qualified: 50% of 2.7m teachers do not have 4 year bachelors
degree• Inadequate teacher training institutions: current capacity 20,000 vs. 1.7m
teachers
3. System Management:• Excess of staff in urban areas: low STR of 19 at Primary & 15.6 at Junior
Secondary• Low workloads: 23% primary & 44% secondary teachers, workload < 18
hours per week• Absenteeism: 1 in 5 teachers are absent in any given day (19%)
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Level 1 Below Level 1 Level 2 Level 3 Level 4 Level 5 Level 6%
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Education System in Indonesia
1. Access:• 93.2% Primary enrollment (2005)
65.2% Junior Secondary enrollment (cost of opportunity) 41.7% Senior Secondary Schools (school fees are introduced)
• 17% Tertiary (full cost must be met personally)
2. Quality:• Low performance in International Assessment Tests • Teachers under qualified: 54% of 2.7m teachers do not have 4 year bachelors
degree• Inadequate teacher training institutions: current capacity 20,000 vs. 1.7m
teachers
3. System Management:• Excess of staff in urban areas: low STR of 19 at Primary & 15.6 at Junior
Secondary• Low workloads: 23% primary & 44% secondary teachers, workload < 18 hours
per week• Inequities for remote schools: 28% of teachers with below minimum workload• Absenteeism: 1 in 5 teachers are absent in any given day (19%)
1. Scholarships
How does the program operate? Different mechanisms for targeting:
Merit-based: competitive selection of best students academically Income-based: students that lack economic means (low-middle income &
demographics) Multiyear scholarships to ensure graduation
How does it work with Government? Students attend public education institutions (primary to tertiary) Governments supply all capital costs for Academies (buildings &
materials) Foundation provides operational expenditures
Coverage? Total scholarships 30,000 (2003-2008) Academies: each scholarships is $5,000; 150 students per year
2. Teacher Capacity
How does the program operate? Institute: short workshops to facilitate raising standards in their schools School of Ed: government-licensed, degree granting institutions, provides
financing for 70% of students. Overseas partnerships and curriculum (with Singapore & Australasian HE
institutions)
Work with Government? Private institute that trains public school teachers Certificates that add to portfolio required to receive Teacher Certification
(2005 Law) = double salary
Coverage? Institute: workshops to 14,000 teachers and 1,100 principals School of Education: 89 students in second half of 2009 (first semester)
3. School Management
How does the program operate? Target: income-based and average schools with potential to improve PSF provides support for academic related improvements (5 years) Involves corporate partners as sponsors/donors (30% in 2009) Indicators to monitor: National Scores before and after; % of 4-year degree
teachers
Work with Government? Close coordination with Municipal Government to nominate schools MONE and local government match every dollar donated through capital
infrastructure (building refurbishment and equipment)
Coverage? 22 USP; attending 16,000 students Mixed results (slight decline in average ranking but half of the schools
improved)
PSF Investments
Program Projected Investment (USD)
Sampoerna School Education $ 4,297,387
Sampoerna School of Business $ 2,179,646
Sampoerna Academy $ 9,143,820
Program Development $ 1,685,572
Scholarship $ 5,009,139
Student Loan $ 44,175
Alumni Affairs $ 37,922
Bait Al-Kamil $ 100,179
Total $ 22,497,841
•Total donations U$22.5 million
•PSF supplements government programs
•Monitoring and financial management is handled by PSF
•Except funding on infrastructure
•In addition, corporate donors and partners channel resources through the PSF for specific projects
Role of private donor in the education system
Potential Impact Yes/No/Unclear
How?
Supply
1. Establishing relationships of accountability with existing service providers (supply)
Yes Foundation provides support and incentives created for school improvement plans in selected schools through the United Schools Program.
2. Acting as an independent service provider (supply)
Yes Academies at high-school level (even if in government premises), Teacher Institute, School of Education provide quality education for selected students and teachers.
3. Influencing Policy Making (supply)
No Supplements public programs in place but does not yet trigger changes in public policy
Demand
4. Transferring resources to the demand side of education to enable enrolment and attainment (demand)
Yes Facilitates access through scholarships from primary to graduate level for economically challenged students.
5. Increasing competition in the system (demand)
Unclear Does not create changes in rest of public schools. New programs and low coverage.
Challenges
Financial Sustainability: Primarily based on philanthropic investments and corporate donations Finite resources
Local vs. systemic effects: Localized enhancements of the public system How to trigger systemic changes?
Trade-off between merit and low socio-economic status: Often times students from low-income background demonstrate lower
performance Increments in average quality of education can be induced by two
strategies: moving up the best students; or moving up the lower performers.
What is the best approach?
Thank you