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More Effective

Decentralized
Education Management
and Governance
Quarterly Report No. 19

January 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. 19

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.
Table of Contents
Page
Executive Summary ............................................................................................................................... iii
Ringkasan Eksekutif............................................................................................................................... xi
1. Project Management and Coordination ............................................................................................20
1.1. Project Coordination and Collaboration with Government and Stakeholders (Task 1) ....21
1.2. Monitoring, Evaluation, and Reporting (Task 2 and 3) .....................................................23
1.3 Project Data Management System (PDMS) (Task 4) ........................................................25
2. School and Community Programs ....................................................................................................28
2.1 Elementary School Level (Task 5) .....................................................................................29
2.2 Junior Secondary School Level (Task 5) ...........................................................................33
2.3 School-Based Management Secretariat (MONE) (Task 5)................................................35
3. District Level Management and Governance/ Advocacy ..................................................................37
3.1. Education Governance (Task 6) .......................................................................................37
3.2. Education Finance (Task 7) ..............................................................................................41
3.3. Education Planning and Management (Task 7)................................................................44
3.4. Management of District Education Personnel (SIMPTK/Sistem Informasi Manajemen
Pendidik dan Tenaga Kependidikan), Supervision, and Assets Management
Systems (Task 7) ........................................................................................................47
3.5. Implementation of District Annual Education Plans and Budgets .....................................50
4. Aceh Expansion Program..................................................................................................................52
4.1 Program Preparation ..........................................................................................................52
4.3 Program Implementation ....................................................................................................53
5. EMIS/ICT/Data Management ............................................................................................................55
5.1. ICT Grants (Task 8) ..........................................................................................................55
5.2. EMIS Pilot (Task 8) ...........................................................................................................59
5.3 DBE Website .....................................................................................................................63
6. Public-Private Alliance (Task 9).........................................................................................................65
Outreach activities ....................................................................................................................65
7. Dissemination and Sustainability ......................................................................................................67
7.1. National Policy and Practice (Task 10) .............................................................................68
7.2. Provincial Engagement (Task 11) .....................................................................................71
7.3. Disseminating DBE1 Programs (Task 12) ........................................................................72
7.3 Documenting Good Practice (Task 13) ..............................................................................80
7.4 Disseminating District Level Programs and Developing Service Providers (Task 14) ......81
7.5 Sustainability ......................................................................................................................82
Annex 1: Provincial Reports ..................................................................................................................84
Annex 2: Success Stories ................................................................................................................... 112
Annex 3: Training for Project Beneficiaries ......................................................................................... 116
Annex 4: Documents uploaded in the website ....................................................................................121
Annex 5: Deliverables Status: December 31, 2009* ...........................................................................123
Annex 6: Status of project documents uploaded in USAID Development Experience
Clearinghouse (DEC) .............................................................................................................127
Annex 7: Contribution of DBE1 in District Policy Development ..........................................................128
Annex 8: Abbreviations, Acronyms and Glossary ...............................................................................131

More Effective Decentralized Education Management and Governance i


List of Figures
Page
Figure 5.1: Level of Readiness by School ............................................................................................ 62
Figure 5.2: Website Hits ........................................................................................................................ 63

List of Tables
Page
Summary of Selected Achievements Cumulative through December 2009 ........................................... x
Table 1.1 Monitoring, Evaluation and Reporting* ................................................................................. 25
Table 1.2 Progress in Managing PDMS* .............................................................................................. 26
Table 2.1: Targets for School-Based Management Program (Elementary) ......................................... 29
Table 2.2 Progress in SDS Development* ............................................................................................ 32
Table 2.3: Targets for School-Based Management Program (Junior-Secondary) ............................... 33
Table 3.1 Summary of Progress in District Governance* ..................................................................... 38
Table 3.2 Progress in Education Finance*............................................................................................ 42
Table 3.3 Summary of Education Planning Progress* .......................................................................... 44
Table 3.4 Summary of Progress in Personnel, Supervision and Asset Management*......................... 47
Table 4.1 Summary of Progress in Implementing Aceh Expansion program ....................................... 53
Table 5.1 Progress in ICT Grants Implementation ............................................................................... 55
Table 5.2 Progress in ICT Grants Completion ...................................................................................... 56
Table 5.3 Summary of Grants Awarded ................................................................................................ 57
Table 5.4 Progress with EMIS Pilot ...................................................................................................... 59
++
Table 5.5: SDS Training Topics by Group of Participants ................................................................. 61
Table 5.6: Level of Readiness by Districts ............................................................................................ 61
Tabel 5.7: Level of Readiness by KCD ................................................................................................. 62
Table 5.8: Top 10 Requests for Documents until the Last Quarter ...................................................... 63
Table 7.1 Dissemination achievements (school level program)* .......................................................... 72
Table 7.2 Summary of Expenditures for School Level Dissemination to end of December 2009 ........ 73
Table 7.3 Summary of Expenditures for District Level Dissemination to end of December 2009 ........ 73
Table 7.4 Number of schools implementing DBE1 programs under dissemination ............................. 74
Table 7.5 Summary of Districts Disseminating DBE1 Programs to end of December 2009 ................ 74
Table 7.6 Districts Disseminating DBE1 Programs to end of December 2009 ..................................... 75
Table 7.6 Dissemination achievements (school level program) ........................................................... 79
Table A3-1: Number of training activities from October to December 2009 ....................................... 116
Table A3-2: Summary of persons trained from October to December 2009 ...................................... 116
Table A3-3: Analysis of training beneficiaries by Institutions .............................................................. 117
Table A3-4: Analysis of training beneficiaries by activities ................................................................. 118
Status of Uploading Documents to Development Education Clearing House (DEC) ......................... 127

ii More Effective Decentralized Education Management and Governance


Executive Summary
This report covers the nineteenth quarter of project implementation, from
October through December 2009. This quarter DBE1 commenced
implementation of a draft new workplan. The 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).
The revised workplan incorporates new goals and activities associated with a
six-month extension of the project until the end of September 2010. It also
accommodates a modification made to extend DBE1 assistance in education
management and governance to up to 18 additional districts in Aceh. The plan
will be submitted after final contract modification.
The main objective of the revised workplan 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 the focus above,
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.
A number of important meetings were held this quarter with counterparts at
national and provincial levels as well as at district level. This includes a series
of regional workshops organized by the Directorate of TK-SD which enabled
us to introduce DBE1 school-based management materials to representatives
from all provinces and districts in the country. A meeting with MONE’s
School Based Management Secretariat, USAID and MORA was held to
finalize formats for School Based Management materials. Publication of
materials and follow up meetings with the Secretariat for distribution will take
place in the next quarter.
A number of meetings were also held with MONE’s BOS implementation
team. Responding to a request from MONE, DBE1 made revisions to some
BOS formats and drafted a technical implementation manual. Supporting
software will be tested and finalized with MONE in the coming quarter.
Consultations have also taken place with MORA.
Meetings were held with MONE’s center for educational Statistics (PSP) on
the EMIS pilot study in Aceh. Implementation will commence in the next
quarter and results will be provided as inputs for MONE policy in July 2010.
In December 2010 DBE1 joined DBE3 for a meeting with sub directors of the
Junior Secondary directorate (Dit SMP) of MONE to discuss relevant
programs.
During the quarter DBE1 also met with the Directorate General of Regional
Development (Bangda), MOHA to discuss the role of district planning and
review of government regulation 38/2007 which describes new functions for
provinces and districts in managing education. The meeting concluded that the
regulation should be revised in order to better clarify these roles and functions.
DBE1 had a number of meetings with AusAID SEDIA project staff both in
Aceh, and in Jakarta to coordinate and ensure sustainability of outcomes after
the USAID project closes in Aceh. At province level, 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.
At school level, DBE1’s focus 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. The main strategy to support the implementation of school
development plans (RKS/M) and other programs is to support the preparation
and updating of school database systems (SDS), annual workplans and
budgets (RKT and RKAS). In the first cohort of schools, whose original
school development plans will conclude in 2010, we will also facilitate
preparation of new RKS. Most of this work is now undertaken by district
facilitators, who are generally school supervisors trained by DBE1.
Workshops to update RKS took place in all districts in Central and East Java
this quarter. Other areas will complete the program early in 2010 ahead of the
new school year.
SDS training was conducted this quarter for Cohort 1 schools. While previous
training linked SDS to school annual plans (RKT), the updated second round
of training will assist school to link SDS to the schools’ development plans
(RKS). This training is being implemented mainly by facilitators (pengawas
and teachers who have been trained by DBE1).
District facilitators also offer the main means of disseminating the program to
new schools and sub-districts, and for ensuring sustainability of outcomes. The
target of 1,000 plus school supervisors to implement school-based
management dissemination programs has not yet been reached. As at the end
of December, 873 district facilitators have been trained. We anticipate
achieving the target in the coming year. Monthly district forums for district
facilitators were supported throughout the quarter and will continue in the
coming year. 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.
Governance activities this quarter included focus group discussions and
training for education councils (dewan pendidikan) in a number of districts in
all target provinces. Briefing sessions for newly installed parliamentarians
(DPRD) will commence next quarter. A key strategy has been to involve local
education sector stakeholders in activities such as renstra, BOSP and AKPK
public consultation sessions. Activities of this sort took place in South
Sulawesi and Aceh this quarter among others. Results have been most
encouraging, as stakeholders appreciate the chance to be involved and most of
all appreciate being presented with real data and useful analysis which can
inform policy development and planning.
To further strengthen this participation, we have commenced a round of
training for education council members (this quarter in West Java, Banten,
Central Java and South Sulawesi). Commencing next quarter we will begin
training for newly elected (2009) district legislators (DPRD). This will provide
information on policy development as well as review of district plans and
budgets.
As at the end of December 2009, DBE1 has contributed to the development of
32 formal policies such as a Head of Education Office Edict (Surat Keputusan
Kepala Dinas) requiring schools to have their own RKS (Aceh Besar,) a Head
of District Regulation (Peraturan Bupati) on free education (Jepara,) and a
draft of a district regulation on education (Rancangan Peraturan Daerah) in
Soppeng. DBE1 support varied from providing substantial input to full
technical assistance throughout the whole process.
Because policies such as Peraturan Daerah have legal implications and can be
binding to education-sector actors such as schools and principals, this is a
major sustainability strategy. These policies will mean that improvements to
the management and governance of basic education will be institutionalized
and are likely to continue after DBE1 ends in September 2010.
We also continued work on implementing financial analysis methodologies
throughout the quarter. Specifically this included District Education Finance
Analysis (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 strategic education plans
(renstra). In a number of districts AKPK results have been used to reallocate
funding. Meanwhile results of BOSP have been extremely useful for districts
in calculating the actual costs of schooling to meet national standards, as
compared with funding provided by the national government through per-
capita school grants (BOS).
Targets set in the previous workplan for both AKPK and BOSP have been
exceeded and increased in the new work. While the target for both was 35, we
have now completed some 42 AKPK and 46 BOSP, not including an
additional 15 BOSP completed in non-DBE districts in East Java and four
non-DBE districts in Central Java implemented under the dissemination
program whereby the districts or province covers most of the cost for the
activity. Two more AKPK and BOSP are currently underway. The new targets
are 45 AKPK and 49 BOSP.
Discussion of AKPK and BOSP results in stakeholder forums is resulting in
many policy changes and increased budgets for schooling in some places. In
Subang, for example, the latest BOSP calculation and analysis was presented
during a public consultation session in October and to cover for operational
costs for schools in the district, Subang District Government agreed to:
• Reallocate Rp. 17 billion of District Budget to schools operational cost
• Allocate additional Rp. 128 million to support SD and SMP
• Allow voluntary community contributions
In response to a request, during this quarter DBE1 also continued to assist
National Education Standards Board (BSNP) to collect data for components of
school unit cost in DBE1 districts in several provinces. This information is
used by BSNP to develop price indices for all districts in the country in order
to determine BOSP for individual districts.
DBE1 also began work on the methodology for conducting the Personal Cost
Survey/Study. This is a very strategic activity as it will assist BSNP in
developing a national personal education cost index, which in turn will be
useful in developing pro-poor policy. For example the index could be used by
districts to help identify poor families where the risk of drop-out is high in
order to target fee-relief or assistance schemes.
During this quarter we completed assistance to produce another seven district
strategic education plans (renstra) based on data analysis using the DBE1
methodology titled SIPPK and public consultations. This brings the total to 28.
An additional 15 districts are in the process of completing renstra. Some 39
have already completed SIPPK. With the addition of three new districts added
to support the Service Provider program (see below) we anticipate achieving
the revised target of 45 renstra in 2010. These strategic plans are providing a
policy basis for the development of annual district work-plans and budgets for
the education sector. In order to facilitate this, DBE1 personnel have been
working in various ways with district stakeholders including facilitating
district stakeholder meetings to discuss the outcomes of financial analyses,
data analysis and strategic planning. As described above, the district level
renstra are also beginning to provide input into planning and policy
development at provincial level in some areas.
During the quarter the DBE1 team in consultation with MONE drafted a
technical guide for schools to help them meet BOS reporting requirements.
The team also drafted a new reporting format that links BOS reporting to the
school’s development plan (RKS). The team also drafted revision of a few
existing reporting formats, including adding expenditure codes required by
MOHA. DBE1 presented the draft revisions to MONE in a meeting at MONE
in December 2009. MORA representatives attended as well as a representative
from BSNP and USAID. Follow up revisions were made based on BSNP
inputs. We expect MONE to incorporate all these DBE1 inputs in the 2010
BOS implementation manual.
During the quarter after consultations with MONE we also developed software
for schools that have computers. Two versions of the software were developed
and field tested in Bogor and Sukabumi, West Java. A final version will be
completed and tested in the next quarter. The manual and software will be
transferred to MONE in the next quarter.
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. Activity commenced in the first six districts this quarter
DBE1 Aceh staff and specialists from other projects began analytical work in
the six initial districts during the quarter. By the end of the quarter, about 30%
of BOSP work had been completed in all six districts. District officials were
trained in SIPPK methodology and data input analysis had also started by the
end of the quarter; about 40% of SIPPK was completed in six districts by the
end of the quarter. AKPK also commenced in all six districts.
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, district library, and schools. Fourteen grants were
awarded and 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.
The total anticipated value of 14 grants awarded increased from $277,740
(IDR 2,578,299,451) to $287,884 (IDR 2,669,599,451). The increase is a
result of USAID approval to increase the grant for Pangkep, South Sulawesi.
As of December 2009, $224,127 (IDR 2,084,959,731) has been disbursed to
the grantees in the form of equipment and cash to cover grant main activities
including training expenses. In the quarter, four grantees received
disbursements. Two of the fourteen grants are now completed, one in
Enrekang, South Sulawesi and one in Tuban, East Java.
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 flow of data from schools to districts within MONE’s EMIS.
During the quarter DBE1 completed software for schools to input, organize
and prepare data for transfer. The system developed is modification/expansion
of DBE1’s School Database System (SDS) which has been implemented in
over 1,000 DBE target schools (and replicated by several other schools with
non-DBE resources.) The modified system is called SDS++. During the quarter
field testing was completed in the two Aceh pilot districts. Results were
presented to local stakeholders. Pidie and Aceh Tengah DEO staff were very
enthusiastic and the Head of Aceh Tengah District Education Office said that
he was very keen to disseminate the program to all schools in the district;
however, he would wait until field testing and program design is complete.
DBE1 continues to manage the project website for DBE123. As of December
2009, the DBE website has received 1,488,844 hits since the website was
launched in 2005. This quarter’s total hits (201,539) is higher than last
quarter’s total hits (185,856). During the quarter we continued to upload
information from DBE123 into various sections of the website. The most
popular requests for documents during the quarter were resource materials
uploaded by DBE1, especially ministerial decrees 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.
DBE1 set aside approximately $677,775 amounting to 15% of the program
activity budget to support PPAs. Overall, DBE1 has leveraged 3:1 from the
private sector. Earlier PPAs were completed in the previous quarter. During
the quarter, DBE1 explored the possibility to form alliances with corporations
to support DBE activities. Several meetings with major U.S. and Indonesian
organizations such as Gramedia Widiasarana Indonesia, Indonesia Business
Link, Sampoerna School of Education and ExxonMobil were held to initiate
alliances.
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 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.
Through the end of December 2009, nearly Rp.13 billion, or $1.365 million1,
has been allocated for dissemination of DBE1 programs in 68 districts. This is
an increase of $300,000 or 30% since the end of the previous quarter
(September 2009). Of this total cumulative amount, about Rp10 billion came
from annual district budgets (APBD) and the remainder, nearly Rp.3 billion,
from a variety of non-APBD sources including MORA funds, school funds
(predominately BOS) and non-government sector funds (e.g.
Muhammadiyah). The total number of districts that have implemented at least
one DBE1 program is now 68. Forty of these are original DBE1 target districts
while 28 new non-DBE districts have recently begun dissemination.
A wide range of dissemination activities is now taking place around the
country as districts and other agencies take hold of the program and increase
the scope of their efforts to implement school-based management using DBE1
approaches and materials and with their own funding. Approximately 8,400
schools have now participated in these dissemination programs. 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. Many of these initiatives are described in the report although they are
now so many and varied that it is not possible to report on all. Throughout this
quarter we continued to support district facilitators through monthly forums
which will continue until the close of activity in districts mid-2010.
Meanwhile for dissemination of programs at the district level a higher level of
expertise is required. DBE1 has responded to this need by beginning to
develop the capacity of service providers, particularly consultants and
potential consultants from universities. Building on the ongoing collaboration
with the National Education University (UPI) in West Java, in this quarter we
established institutional agreements and selected consultants from
consultations were held with the National University of Makassar, the
University of Muuhammadiyah Surakarta, in Central Java, the National
University of Makassar, in South Sulawesi, and with the national-level NGO,
PATTIRO (Pusat Telaah & Informasi Regional), with whom DBE1 has
already conducted training. In the coming quarter these consultants will be
trained and will commence on-the-job training with DBE1 specialists to
1
Using a nominal exchange rate of Rp9,500 = $1
implement the full DBE1 district level program of interventions in three new
districts: Cimahi in West Java, Surakarta in Central Java and Barru in South
Sulawesi,
In addition, as described above, a number of districts have taken the step of
drafting decrees and local regulations to support the institutionalization and
dissemination of good practices developed by the project. DBE1 is providing
ongoing support for this process.

Summary of Selected Achievements Cumulative through December 2009


Activity Target Achievement
Schools/madrasah assisted for producing 1,076 SD/MI and 196 1,076 SD/MI and 196
annual plans and budgets SMP/MTs SMP/MTs.
District Officials trained and supported N/A 845
School Committees, parents, and community
N/A 348
members trained and supported
Members of education governance related
institutions trained and supported N/A 171

Renstra Completed/Ongoing 45 28/6


AKPK Completed/Ongoing 45 42/11
BOSP Completed/Ongoing 49 44/2
SIPPK Completed/Ongoing 45 39/4
ICT Grant Disbursed $287,884 $224,127
(IDR 2,669,599,451). (IDR 2,084,959,731)
Private sector funds leveraged through PPAs $677,775 $1,547,000
Number of schools replicating or committed to
3,000 8,397
replicate DBE1 programs
Government and non-government funding for $1,340,111
replication of DBE1 programs NA
(IDR12,731,062,180)
Community contributions to school $ 847,900
development attributed to DBE1 programs N/A
(IDR 8,055,056,676)
Ringkasan Eksekutif
Laporan ini mencakup triwulan ke 19 dari pelaksanaan proyek yaitu periode
Oktober hingga Desember 2009. Pada periode ini DBE1 memulai pelaksanaan
dari draf rencana kerja yang baru. Rencana kerja yang baru ini mencakup dua
belas bulan terakhir dari pelaksanaan DBE1 dari Oktober 2009 hingga
September 2010. Perbaikan dari rencana kerja sebelumnya untuk periode
Oktober 2008 hingga April 2010 juga tercantum dalam rencana kerja ini.
Rencana kerja yang baru menyertakan tujuan baru dan berbagai kegiatan yang
berhubungan dengan perpanjangan kerja proyek hingga akhir September 2010.
Rencana kerja ini juga mengakomodir modifikasi yaitu perluasan dukungan
DBE1 dalam manajemen dan tata layanan kepada 18 kabupaten/kota
tambahan di Aceh. Rencana kerja ini akan diserahkan kepada USAID setelah
modifikasi kontrak tahap final.
Tujuan utama dari rencana kerja yang telah diperbaiki ini adalah untuk
menggunakan perpanjangan dan perluasan program untuk meningkatkan
kesinambungan dam mendukung upaya untuk diseminasi. Adapun berbagai
thema penting yang mendukung focus yang disebutkan diatas adalah:
• Institusionalisasi perubahan-perubahan yang ada melalui
pengembangan kebijakan
• Memperdalam perubahan dengan meningkatkan kapasitas dari sistem
yang ada, dan
• Menyebarluaskan praktik-praktik yang baik melalui peningkatan
kapasitas dari service providers.

DBE1 melakukan beberapa pertemuan penting dengan pihak yang


berkepentingan di tingkat nasional, provinsi, dan kabupaten/kota. Salah satu
kegiatan yang diikuti oleh DBE1 adalah beberapa lokakarya yang
dilangsungkan oleh Direktorat TK-SD yang memberikan kesempatan kepada
DBE1 untuk memperkenalkan materi yang selama ini telah dikembangkan dan
digunakan kepada perwakilan dari berbagai provinsi dan kabupaten/kota di
Indonesia. Selain itu, pertemuan dengan perwakilan Sekretariat MBS, USAID,
dan juga Departemen Agama juga dilaksanakan untuk memfinalisasi format
untuk pedoman-pedoman MBS yang ada. Publikasi dari pedoman-pedoman
ini serta pertemuan-pertemuan selanjutnya dengan Sekretariat MBS akan
dilakukan pada periode berikutnya.

Beberapa pertemuan juga telah dilakukan dengan anggota tim implementasi


BOS dari Departemen Pendidikan Nasional. Menjawab permintaan dari
Depdiknas, DBE1 membuat beberapa perbaikan dalam format BOS dan
sedang menyiapkan petunjuk teknis pelaksanaan. Software yang akan
digunakan akan diujicoba dan difinalisasi bersama Depdiknas pada periode
triwulan yang akan datang. DBE1 juga telah melakukan beberapa kali
pertemuan dengan Departemen Agama.
Selain itu, DBE1 juga telah bertemu beberapa kali dengan perwakilan dari
Pusat Statistik Pendidikan (PSP) dalam rangka mempersiapkan studi ujicoba
di Aceh. Pelaksanaan dari program ini akan dilangsungkan dalam triwulan
yang akan datang dan hasil dari ujicoba akan digunakan sebagai masukan
untuk kebijakan Depdiknas pada bulan Juli 2010. Pada bulan Desember 2010,
DBE1 bersama dengan DBE3 bertemu dengan beberapa wakil dari Direktorat
SMP Depdiknas untuk membicarakan hal-hal terkait.

DBE1 juga bertemu dengan wakil dari Direktorat Jenderal Pengembangan


Daerah Departemen Dalam Negeri (Depdagri) untuk mendiskusikan mengenai
peran dari perencanaan tingkat kabupaten dan juga untuk meriviu Peraturan
Pemerintah 38 tahun 2007 yang menggambarkan fungsi baru pemerintah
provinsi dan kabupaten/kota dalam mengelola pendidikan. Salah satu hasil
dari pertemuan ini adalah kesimpulan bahwa Peraturan Pemerintah tsb harus
diperbaiki agar tugas dan fungsi dari institusi terkait dapat diperjelas.
Selain itu, DBE1 juga bertemu dengan staff AusAID SEDIA di Aceh dan di
Jakarta. Berbagai pertemuan ini dilakukan untuk mendukung upaya koordinasi
diantara ke dua lembaga donor dan berupaya untuk menjaga kesinambungan
terutama pada saat DBE1 berakhir di Aceh dalam waktu dekat ini. Pada
tingkat provinsi, DBE1 juga melakukan beberapa pertemuan tindak lanjut
dengan Bappeda dan Dinas Pendidikan Jawa Timur untuk berdiskusi lebih
jauh lagi mengenai upaya-upaya yang dilakukan untuk mendukung rencana
pemerintah provinsi dalam meningkatkan mutu pendidikan dan
pengembangan kebijakan inovatif sektor pendidikan.
Untuk tingkat sekolah, kegiatan DBE1 telah beralih dari pelatihan kepala
sekolah, penguatan kapasitas komite sekolah, dan mendukung sekolah dalam
pengembangan Rencana Kerja Sekolahnya. Karena berbagai kegiatan pokok
ini telah diselesaikan beberapa waktu lalu, fokus dari kegiatan DBE1 di
tingkat sekolah dalam periode ini adalah mendukung implementasi,
kesinambungan, dan diseminasi. Strategi utama untuk mendukung
pelaksanaan dari rencana kerja sekolah dan program lainnya adalah
memberikan dukungan kepada sekolah dalam menyiapkan dan
memutakhirkan Sistem Database Sekolahnya, rencana kerja tahunan and
rencana kerja anggaran sekolah. Di Kohor 1, dimana rencana kerja sekolah
akan berakhir pada tahun 2010, DBE1 juga memberikan fasilitasi kepada
sekolah untuk menyiapkan rencana kerja sekolah yang baru. Sebagian besar
kegiatan ini dilaksanakan oleh fasilitator yang pada dasarnya adalah kepala
sekolah atau pengawas sekolah yang telah dilatih dan ikut serta dalam
kegiatan DBE1 sebelumnya. Di Jawa Tengah dan Jawa Timur, telah dilakukan
lokakarya untuk pemutakhiran RKS di sekolah-sekolah sementara provinsi
lainnya akan menyelesaikan kegiatan ini di awal tahun 2010, sebelum
dimulainya tahun ajaran 2010/2011.
Selain itu, pelatihan SDS telah dilakukan dalam periode ini untuk sekolah-
sekolah yang termasuk dalam Kohor 1. Jika pelatihan yang dilakukan
sebelumnya berupaya untuk menghubungkan rencana kerja tahunan sekolah
dengan SDS, pelatihan untuk putaran ke dua akan menghubungkan rencana
kerja sekolah dengan SDS. Seperti halnya pemutakhiran rencana kerja
sekolah, proses ini juga dilaksanakan oleh fasilitator (kepala sekolah dan
pengawas yang telah dilatih oleh DBE1.)
Fasilitator kabupaten/kota juga menjadi bagian yang sangat penting dalam
upaya menyebarluaskan program DBE1 ke sekolah dan kecamatan baru dan
mendukung kesinambungan program-program tersebut. Target untuk
mengikutsertakan lebih dari 1,000 pengawas untuk mendukung upaya
diseminasi dan melaksanakan Manajemen Berbasis Sekolah (MBS) sampai
saat ini belum tercapai. Hingga bulan Desember, 873 fasilitator telah dilatih
dalam program-program DBE1. DBE1 mengantisipasi bahwa target yang
disebutkan diatas dapat dicapai pada tahun 2010. DBE1 juga mendukung
forum fasilitator yang dilaksanakan setiap bulan di berbagai kabupaten/kota.
Selain itu, DBE1 juga berharap bahwa kabupaten/kota akan mendukung
kegiatan forum ini dimasa yang akan datang.
Pada periode ini, karena kegiatan utama di tingkat sekolah telah hampir
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.
Kegiatan governance pada triwulan ini mencakup kegiatan Focus Group
Discussion dan pelatihan dewan pendidikan di beberapa kabupaten/kota di
semua provinsi mitra. Selain itu, briefing untuk anggota DPRD yang baru
akan dilakukan pada periode yang akan datang. Salah satu strategi utama yang
dilakukan adalah mengikutsertakan pemangku kepentingan sektor pendidikan
lokal dalam berbagai kegiatan uji publik renstra, BOSP, dan AKPK. Hal ini
dilakukan di Sulawesi Selatan dan juga Aceh, selain provinsi mitra lainnya.
Kegiatan ini menghasilkan hal yang cukup positif dimana pemangku
kepentingan menjadi lebih terlibat dalam proses yang ada dan juga mengetahui
lebih jauh pentingnya data yang terkini dan valid dan analisis yang
mendukung yang kemudian membantu proses perencanaan dan
pengembangan kebijakan, khususnya dalam sektor pendidikan.
Untuk meningkatkan partisipasi ini, pelatihan untuk peningkatan kapasitas
dewan pendidikan telah dilakukan di Jawa Barat, Banten, Jawa Tengah, dan
Sulawesi Selatan dalam periode ini. Untuk triwulan yang akan datang, DBE1
akan memulai pelatihan untuk anggota DPRD yang baru. Peserta pelatihan
akan mendapatkan informasi mengenai pengembangan kebijakan dan juga
riviu rencana dan anggaran kabupaten.
Per Desember 2009, DBE1 telah mendukung pengembangan 32 kebijakan
formal seperti misalnya Surat Keputusan Kepala Dinas yang mengharuskan
skeolah untuk memiliki rencana kerja sekolah (Aceh Besar,) Peraturan Bupati
untuk pendidikan gratis (Jepara,) dan Rancangan Peraturan Daerah untuk
bidang pendidikan di Soppeng. Dukungan yang diberikan oleh DBE1
bervariasi

Pada akhir Desember 2009, DBE1 telah memberikan bantuan untuk


pengembangan 32 kebijakan formal seperti Surat Keputusan Kepala Dinas
yang mengharuskan setiap sekolah untuk memiliki rencana kerja sekolah
(Aceh Besar,) Peraturan Bupati dalam pendidikan gratis (Jepara,) dan
Rancangan Peraturan Daerah dalam bidang pendidikan (Soppeng.) Bentuk
dukungan DBE1 dalam pengembangan kebijakan ini bervariasi, mulai dari
memberikan masukan hingga bantuan teknis penuh.
Karena kebijakan seperti Peraturan Daerah memiliki implikasi hukum dan
dapat mengikat aktor sektor pendidikan seperti sekolah dan kepala sekolah,
hal ini adalah salah satu strategi utama DBE1 untuk menjaga kesinambungan.
Dengan adanya kebijakan seperti ini, upaya untuk meningkatkan manajemen
dan tata layanan pendidikan dasar menjadi dilembagakan dan kemungkinan
akan tetap berlanjut setelah DBE1 berakhir pada bulan September 2010.
DBE1 juga melaksanakan kegiatan Analisis Keuangan Pendidikan Kabupaten
(AKPK) dan analisis Biaya Operasional Satuan Pendidikan (BOSP.) Hasil
AKPK sangat bermanfaat dalam menyiapkan perkiraan jumlah dana yang
diperlukan maupun yang ada dan perkiraan ini digunakan dalam persiapan
rencana strategis (renstra) dinas pendidikan. Di beberapa kabupaten mitra
DBE1, hasil analisis APKP telah digunakan untuk menjadi masukan dalam
realokasi anggaran. Hasil analisis dan penghitungan BOSP juga sangat
bermanfaat bagi kabupaten dalam menghitung biaya operasional sekolah yang
diperlukan sebenarnya dan sesuai dengan standar nasional. Hasil ini juga dapat
dibandingkan dengan dana yang dialokasikan oleh pemerintah nasional
melalui Bantuan Operasional Sekolah (BOS.)
Target jumlah kabupaten yang melaksanakan AKPK dan BOSP dalam rencana
kerja yang lama telah tercapai dan kini ditambahkan dalam rencana kerja baru.
DBE1 saat ini telah menyelesaikan sekitar 42 AKPK dan 46 BOSP, tidak
termasuk 15 BOSP tambahan di kabupaten non-mitra di Jawa Timur and 4 di
Jawa Tengah. Kabupaten tambahan ini menyelesaikan BOSP sebagai bagian
dari program diseminasi mereka dimana sebagian besar dana kegiatan
ditanggung oleh kabupaten. Dua kabupaten lainnya saat ini sedang
melaksanakan AKPK dan BOSP. Target baru untuk AKPK adalah 45 dan 49
untuk BOSP.
Diskusi mengenai hasil AKPK dan BOSP di forum pertemuan pemangku
kepentingan selama ini membuahkan hasil yang cukup positif. Beberapa
perubahan kebijakan dan peningkatan anggaran telah dilakukan oleh beberapa
kabupaten dengan menggunakan hasil AKPK dan BOSP sebagai masukan. Di
Subang, misalnya, pada saat hasil penghitungan dan analisis BOSP dipaparkan
di forum uji publik, pemerintah kabupaten Subang menyetujui untuk:
• Realokasi Rp. 17 milyar dari dana kabupaten untuk mendukung biaya
operasional sekolah
• Alokasi biaya tambahan Rp. 128 juta untuk mendukung SD dan SMP
• Memperbolehkan kontribusi masyarakat
DBE1 juga membantu Badan Standar Nasional Pendidikan (BSNP)
mengumpulkan data yang digunakan dalam menghitung biaya komponen
operasional pendidikan di kabupaten mitra DBE1. Kegiatan yang sangat
strategis ini akan mendukung BSNP dalam mengembangkan index biaya
pendidikan personal untuk tingkat nasional yang kemudian akan berguna
dalam mengembangkan kebijakan pro-kemiskinan. Sebagai contoh, index ini
akan digunakan oleh kabupaten dalam mengidentifikasi keluarga kurang
mampu atau miskin yang memiliki risiko drop-out dari sekolah yang tinggi.
Dengan adanya identifikasi ini, kabupaten dapat merencanakan skema bantuan
atau pembebasan biaya pendidikan kepada keluarga-keluarga yang
memerlukan tersebut.
Dalam triwulan ini, DBE1 telah menyelesaikan dukungan kepada tujuh
kabupaten dalam menyelesaikan rencana strategis dinas pendidikan yang
berbasis data dan analisis yang juga telah dikembangkan oleh DBE1 (SIPPK.)
Dengan penambahan tujuh kabupaten ini, jumlah total kabupaten yang telah
didukung adalh 28. Selain itu, 15 kabupaten lainnya sedang dalam proses
penyelesaian renstra. Untuk SIPPK, 39 kabupaten telah menyelesaikan.
Dengan adanya kabupaten baru yang akan mendukung program Service
Provider (lihat di bawah,) DBE1 mengantisipasi target renstra diselesaikan
oleh 45 kabupaten dapat di dicapai pada tahun 2010. Rencana strategis ini
memberikan informasi dan basis dalam pengembangan rencana kerja dan
anggaran tahunan kabupaten untuk sektor pendidikan. Untuk memfasilitasi
ini, DBE1 bekerja sama dengan pemangku kepentingan kabupaten terkait
dalam mendiskusikan hasil dari analisis keuangan, analisis data, dan
perencanaan strategis kabupaten.
Dalam periode ini, DBE1 juga berkonsultasi dengan Depdiknas dalam
mengembangkan petunjuk teknis untuk sekolah yang akan digunakan oleh
sekolah dalam memenuhi persyaratan dalam pelaporan BOS. Tim juga telah
menyiapkan format pelaporan yang menghubungkan BOS dengan rencana
kerja sekolah. Selain itu, tim juga mereivisi beberapa bagian dari format yang
ada saat ini, termasuk menambahkan kode untuk pembiayaan seperti yang
diharuskan oleh Departemen Dalam Negeri. Dalam pertemuan yang juga
dihadiri oleh USAID dan BSNP, DBE1 telah memaparkan revisi-revisi
tersebut kepada Departemen Pendidikan Nasional pada bulan Desember 2009.
DBE1 berharap revisi-revisi tersebut akan disertakan oleh Depdiknas dalam
manual implementasi BOS 2010 (yang terbaru.)
Setelah berkonsultasi dengan Depdiknas, DBE1 juga telah mengembangkan
software untuk sekolah-sekolah yang memiliki komputer. Dua versi software
telah diujicoba di Bogor dan Sukabumi baru-baru ini. Versi final akan
diselesaikan dan diujicoba pada periode yang akan datang. Manual dan
software yang telah dikembangkan tersebut akan diserahkan kepada
Depdiknas pada periode yang akan datang.
Pada bulan Juli 2009, task order DBE1 telah dimodifikasi untuk
menambahkan dukungan DBE1 kepada 18 kabupaten di Aceh yang selama ini
belum termasuk dalam program. Dukungan yang diberikan kepada 18
kabupaten ini terbatas kepada kegiatan analisis keuangan, pengembangan
rencana strategis, dan governance. Kegiatan-kegiatan tersebut telah dimulai di
enam kabupaten dan didukung oleh staff DBE1 Aceh maupun dari provinsi
mitra lainnya. Pada akhir triwulan ini, sekitar 30% dari kegiatan BOSP telah
diselesaikan di enam kabupaten tersebut. Sekitar 40% dari kegiatan SIPPK
telah selesai dilakukan di enam kabupaten sementara AKPK juga telah dimulai
di enam kabupaten tersebut.
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. Empat belas hibah telah diberikan dan saat
ini sedang dalam proses pelaksanaan. Hibah-hibah tersebut dibagi menjadi dua
kategori: (1) ICT Innocation and Education Management Grants untuk
memperbaiki manajemen pendidikan dan (2) Hibah Education Hotspots yang
bertujuan untuk memberikan akses internet kepada sekolah, dinas pendidikan,
dan masyarakat pada umumnya.
Jumlah total 14 hibah tersebut bertambah dari $277,740 (IDR 2,578,299,451)
menjadi $287,884 (IDR 2,669,599,451). Penambahan jumlah ini disebabkan
karena USAID menyetujui penambahan jumlah hibah untuk Pangkep. Per
Desember 2009, $224,127 (IDR 2,084,959,731) telah diserahkan kepada pihak
penerima hibah dalam bentuk peralatan maupun tunai untuk mendukung
kegiatan utama hibah, termasuk biaya pelatihan. Dalam triwulan ini, empat
penerima hibah menerima pembayaran hibah tersebut. Dari 14 hibah, 2 hibah,
yaitu di Enrekang dan Tuban, telah selesai.
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 Depdiknas. Dalam periode ini, DBE1 telah menyelesaikan software untuk
sekolah dimana software tersebut digunakan untuk menginput, mengorganisasi
dan menyiapkan data untuk di transfer. Sistem yang digunakan adalah sistem
yang dimodifikasi dari Sistem Database Sekolah (SDS) yang telah
dilaksanakan di lebih dari 1,000 sekolah mitra dan juga telah didiseminasi oleh
sekolah lainnya. Sistem yang telah dimodifikasi ini disebut sebagai SDS++.
Dalam periode ini, SDS++ telah diuji coba di Aceh Tengah dan Pidie dan
hasilnya telah dipaparkan kepada pemangku kepentingan terkait. Staff Dinas
Pendidikan Aceh Tengah sangat antusias dan Kepala Dinas Pendidikan Aceh
Tengah mengatakan bahwa beliau sangat tertarik untuk mendiseminasikan
program ini disemua sekolah di Kabupaten. Walaupun demikian, beliau akan
menunggu hingga desain program dan ujicoba telah selesai dilaksanakan
untuk penentuan langkah berikutnya.
Seperti juga periode-periode sebelumnya, DBE1 mengelola situs DBE. Sejak
diluncurkan pada tahun 2005, situs telah dikunjungi sebanyak 1,488,844 kali.
Dalam triwulan ini, kunjungan berjumlah 201,539. 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.
Sementara itu, 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.
DBE1 telah mengalokasikan sekitar $677,775 yang merupakan 15% dari
anggaran kegiatan untuk mendukung program kemitraan ini. DBE1
mendapatkan dukungan dengan perbandingan 3:1 dari sektor swasta. Dalam
periode ini, DBE1 telaj menjajaki kerja sama dengan berbagai organisasi
Amerika maupun Indonesia seperti Gramedia Widiasarana Indonesia,
Indonesia Business Link, Sampoerna School of Foundaiton, dan Exxon Mobil.
Dalam tahun terakhir pelaksanaan program, DBE1 kini terfokus dalam
mendukung upaya diseminasi dan menjaga kesinambungan program. Dalam
empat tahun pertama, DBE1 berkerja sama dengan pemangku kepentingan
dalam mengembangkan, membuat contoh-contoh yang baik, menyelesaikan,
dan memulai melakukan pelembagaan pendekatan yang ada yang dirancang
untuk melaksanakan kebijakan Pemerintah Indonesia dengan cara yang
mendukung “good practice” dalam 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 dapat menghasilkan hasil dengan jangkauan
lebih luas.
Kesinambungan kegiatan merupakan bagian yang penting dalam “good
practice”. Diseminasi juga merupakan titik pusat dari 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.”
Hingga akhir December 2009, lebih dari Rp.13 milyar, atau $1.365 juta2, telah
dialokasikan oleh berbagai pihak untuk mendukung diseminasi program DBE1
di 68 kabupaten. Jumlah ini merupakan penambahan sebesar $30,000 atau
30% jika dibandingkan dengan periode yang lalu (Septmeber 2009.) Dari
jumlah total kumulatif ini, sekitar Rp. 10 milyar berasasl dari APBD dan Rp. 3
milyar sisanya dari berbagai sumber seperti dana Departemen Agama, dana
dari sekolah (sebagian besar diambil dari dana BOS) dan dana dari LSM
seperti Muhammadiyah. Telah ada 68 kabupaten yang telah mendiseminasi
paling sedikit satu program DBE1. Dari 68 kabupaten itu, 40 adalah kabupaten
mitra DBE1, sedangkan 28 sisanya adalah kabupaten yang baru memulai
program diseminasi.
Berbagai kegiatan diseminasi telah berlangsung di banyak tempat, terutama
dengan adanya kabupaten/kota dan lembaga lain yang mulai menggunakan
pendekatan dan materi DBE1 guna mendukung upaya mereka dalam
melaksanakan Manajemen Berbasis Sekolah. Kabupaten/kota dan lembaga
tersebut melakukan hal ini dengan menggunakan dana masing-masing. Lebih
dari 8,400 sekolah telah berpartisipasi dalam diseminasi program DBE1.
Selain itu, kabupaten/kota secara bertahap lebih banyak menggunakan
pengawas dan pihak lainnya yang telah dilatih oleh DBE1 sebagai fasilitator.
Karena banyaknya kegiatan serupa yang terlaksana dalam periode Juli hingga
September, tidak seluruh kegiatan dicantumkan dalam pelaporan ini. Dalam
periode ini, DBE1 terus mendukung kegiatan fasilitator melalui Forum
Fasilitator yang akan terus berlangsung hingga program di tingkat kabupaten
berakhir pada pertengahan 2010.
Namun demikian, diperlukan tingkat keahlian yang lebih tinggi untuk
mendukung diseminasi program DBE1 di tingkat kabupaten/kota. Untuk
memenuhi keperluan ini, DBE1 telah mulai berupaya untuk mengembangkan
kapasitas service provider, terutama melalui konsultan dan calon konsultan
dari perguruan tinggi. Berdasarkan kerja sama yang telah berjalan dengan
2
Menggunakan nilai tukar Rp9,500 = $1
Universitas Pendidikan Indonesia di Bandung, dalam periode ini DBE1
melaksanakan perjanjian kerja sama dan memilih beberapa konsultan dari
Universitas Nasional Makassar di Sulawesi Selatan, Universitas
Muhammadiyah Surakarta di Jawa Tengah, dan Universitas Nasional di
Makassar, Sulawesi Selatan, dan juga dengan LSM nasional, Pattiro (Pusat
Telaah dan Informasi Regional) dimana DBE1 telah melakukan pelatihan.
Dalam triwulan kedepan, para konsultan ini akan dilatih dan memulai on-the-
job training bersama-sama dengan specialis DBE1 dalam melaksanakan
program tingkat kabupaten di tiga kabupaten baru: Cimahi di Jawa Barat,
Surakarta di Jawa Tengah, dan Baruu di Sulawesi Selatan.
Selain itu, seperti yang telah disebutkan diatas, beberapa kabupaten telah
memulai langkah untuk merancang keputusan dan peraturan daerah untuk
mendukung pelembagaan dan diseminasi dari good practice yang selama ini
telah dikembangkan oleh DBE1. DBE1 memberikan bantuan dalam proses
tersebut.

Ringkasan Pencapaian Hingga Desember 2009

Kegiatan Target Pencapaian


Schools/madrasah yang dibantu dalam 1,076 SD/MI and 196
1,076 SD/MI and 196
mengembangkan rencana tahunan dan
SMP/MTs SMP/MTs.
anggaran
Jumlah wakil kabupaten/kota yang
N/A 845
dilatih dan didukung
Komite Sekolah, orang tua, dan anggota
N/A 348
masyarakat yang dilatih dan didukung
Anggota dari badan tata layanan yang
N/A 171
dilatih dan didukung
Renstra yang telah selesai/Renstra yang
35 28/6
sedang dalam proses penyelesaian
AKPK yang telah selesai/AKPK yang
35 42/11
sedang dalam proses penyelesaian
BOSP yang telah selesai/BOSP yang
35 44/2
sedang dalam proses penyelesaian
SIPPK yang telah selesai/SIPPK yang
35 39/4
sedang dalam proses penyelesaian
$224,127
Hibah ICT yang telah dibayarkan $277,740
(IDR 2,084,959,731)
Dana pihak swasta yang diperoleh
$667,775 $1,547,000
melalui program kemitraan
Jumlah sekolah yang ikut serta atau
telah memberikan komitmennya untuk
3,000 8,397
ikut serta dalam diseminasi program
DBE1.
Dana yang telah dijanjikan oleh
pemerintah kabupaten/kota, sekolah, $1,340,111
dan yayasan untuk ikut serta dalam N/A
(IDR12,731,062,180)
diseminasi program DBE1.

Jumlah kontributsi masyarakat yang $ 847,900


berhubungan dengan program DBE1.
N/A
(IDR 8,055,056,676)
1. Project Management and Coordination
Project management in the quarter was mainly concerned with ensuring the
sustainability of outcomes. 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.

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)

During this quarter DBE1 continued preparation of a revised workplan to incorporate


new goals and activities associated with a six-month extension of the project until the
end of September 2010. The main point of the revised workplan is that we do not plan
to do simply ‘more of the same’. The objective is to make use of the extension to
further increase sustainability and support dissemination. Key underlying themes are
as follows:
• Institutionalize the changes through policy development
• Deepen the change through further developing the capacity of the system, and

20 More Effective Decentralized Education Management and Governance


• Disseminate good practice through developing the capacity of service
providers.
The revised workplan will be submitted as soon as contract modification is official.

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.

Meetings with MONE Directorate of Kindergarten/Elementary Education to


Disseminate MONE Programs to All Regions of the Country
In November 2009, DBE1 participated in the final of a series of regional workshops
organized by the Directorate of TK-SD which took place, beginning in the previous
quarter, in each of 10 regions, covering all provinces in the country3. During the
quarter, three separate events were held for representative from the provinces of Nusa
Tenggara Barat, Nusa Tenggara Timur, Jambi, Bangka Belitung, Sumatera Barat,
Lampung, Kalimantan Barat and Kalimantan Tengah. Details of the workshops and
outcomes are the same as those provided Quarterly Report 18 in the section 2.3 on
cooperation with the School-Based Management Secretariat (MONE) under Chapter
2, School and Community Programs. As a result, DBE1 school based management
materials have been introduced to representatives from all provinces and districts in
the country.
As follow up to the series of meetings in 10 regions to discuss MONE programs,
including school based management, in November 2009, DBE1 participated in a two
day workshop organized by MONE which was attended by 130 representatives from
all provinces. Participants all expressed the importance of DBE1 materials especially
RKS and SDS. They hope that the materials can be disseminated in the future.
UNICEF also participated in the meeting.

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. This was follow up to a previous meeting with the team in the
previous quarter at which time the final editing was conducted. Procurement for final
formatting and editing was made during the quarter. Publication of materials and
follow up meetings with the Secretariat for distribution will take place in the next
quarter.

Meeting with MONE and MORA on BOS Reporting


DBE1 held several meetings with MONE’s team that manages BOS implementation.
We found in our work on supervision management that stakeholders from school and

3
DBE1 was the only donor organization invited to participate in these workshops.

More Effective Decentralized Education Management and Governance 21


district offices had great difficulty in understanding and compiling with BOS
reporting guidelines. During the quarter DBE1 acting on a request from MONE made
revisions to some BOS formats and drafted a technical implementation manual to
supplement the directions for reporting contained in the BOS manual. We expect
MONE to include the DBE1 in the 2010 version of the implementation manual.
Further, MONE has requested our help to produce a computer based reporting format
for schools. Work started on this during the quarter; the software will be tested and
finalized with MONE in the coming quarter.
MORA has its own separate mechanism for implementing the BOS program.
Although there are some minor differences with MONE management, MORA
indicated that the DBE1 inputs would be valuable for them as well.

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. Program implementation will
commence in the next quarter. Results will be finalized as inputs for MONE policy in
July 2010.

Meetings with MONE on Junior Secondary


In December 2010 DBE1 joined DBE3 for a meeting with sub directors of the Junior
Secondary directorate (Dit SMP) of MONE to discuss relevant programs. The
officials who attended the meeting were not fully aware of DBE1 activities because
our ongoing consultations were with officials from other offices within the
directorate. Both DBE1 and DBE3 submitted materials which are kept within the
directorate. The officials welcomed further coordination in the future.

Meetings with Ministry of Home Affairs (MOHA) on Planning Procedures


During the quarter DBE1 had additional meetings with staff from the Directorate
General of Regional Development (Bangda), MOHA to follow up meetings reported
in the last report. The purpose of the meetings was to discuss the role of district
planning and review of government regulation 38/2007 which describes new
functions for provinces and districts in managing education. The meeting concluded
that the regulation should be revised in order to better clarify these roles and
functions.

Meeting with AusAID on Aceh program


DBE1 had a number of meetings with AusAID SEDIA project staff both in Aceh, and
in Jakarta. 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.
AusAID contractors will coordinate closely with DBE1 with the aim to help ensure
sustainability after the USAID project closes.

22 More Effective Decentralized Education Management and Governance


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.

Provincial Level Dissemination Training for MONE and MORA


DBE1 trained 30 provincial facilitators in Banten for disseminating DBE1 programs.
This was funded by Banten province budget. DBE1 also trained 74 provincial level
facilitators for MORA provincial office (Kanwil) in Central Java and 33 facilitators
for MORA Yogyakarta provincial office during the quarter; in each case the MORA
provincial offices provided the budgets and will fund follow up training for madrasah
in each province.

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
• Coordination and collaboration at the provincial and district levels is
becoming increasingly important as DBE1 efforts to support the policy
development process and to promote sustainability and dissemination of good
practices developed through the project are taking effect.
• Manuals and publications for school based management will be finalized over
the coming three months and after endorsement by MONE/MORA at least
1,500 sets of materials will be produced and distributed nationwide.
• 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 will begin in the
next quarter.

More Effective Decentralized Education Management and Governance 23


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. As reported in Quarterly Report 18, in order to enrich the
study, eight volunteers were trained to gather qualitative data about school and
community activities. During the quarter this data was analyzed using a special
software called NVivo which is a qualitative data analysis package designed for deep
analysis of complex text data. Second draft of the report was finalized; and feedback
on the draft was received from a RTI evaluation expert. The final draft will be
submitted to USAID in February 2010.
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 commenced 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 40 districts. DBE1 has complied the results of
all of the completed programs into a database. The data from these sources is very
large; for example, some form of data exists for more than 20,000 schools. During the
quarter consultants were contracted to “clean” the data (i.e., make all entries
consistent in coding, etc.) and initial sets by province were sent to an international
data analysis expert at RTI who has been contracted to review initial data sets and
formulate research questions for the study. Intensive data analysis will take place
during the next quarter. This will involve analysis at RTI and one trip by an RTI
specialist to Indonesia in March to review results to date, seek inputs from USAID,
and prepare for the final aspects of the study. The study will be completed by May
2010 and shared with GOI and other stakeholders.

24 More Effective Decentralized Education Management and Governance


Table 1.1 Monitoring, Evaluation and Reporting*
Activity Target Target Status at Achievement Target
Volume Date end of this Quarter next
Quarter Quarter
(cumulative)
Revise PMP including 1 doc Nov 09 Completed Completed Revised if
Performance Indicators & required
targets in accordance with by USAID
new SOW
Routine monitoring reports 7 reports Jan 10 6 reports 1
Special study on 1 report Mar 10 In process Second draft Study
implementation & impact of completed completed
DBE1 school development
planning
Special study on 2 reports Apr 10 1 report Interim report Interim
implementation & quality of completed commenced report
dissemination programs
Special study on 1 report May 10 SOW drafted SOW was
implementation & impact of submitted
district level programs for USAID
approval
during the
previous
quarter
Implementation & impact of Annual Jun 10 Routine Initial report Initial
DBE1 ICT grants program drafted report
completed
* New targets expected to be mandated in contract modification January 2010

Anticipated Next Steps


• Begin collecting data for monitoring report 7.
• Submit final draft of school/community impact study February 2010.
• Begin second study on dissemination.
• Intensive data analysis for meta-study on results of DBE1 data analysis
interventions including meetings in Indonesia with RTI specialist.
• 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 following modifications, updates and improves were
made in PDMS during the quarter.
• Replication Data. Through December 2009, 8.397 schools in 50 districts had
implemented some form of DBE1 replication. This data is being uploaded to
the GIS section of PDMS.

More Effective Decentralized Education Management and Governance 25


• DBE 1 Project Implementation Tracking. This is a useful project management
tool to track progress in achieving DBE1 targets by province and district. The
following adjustments were made to the tool during the quarter.

Governance activities
This program has been evolving since the beginning of the project. Through the
remaining of the project this program will track the following activities: DPRD
training, Dewan pendidikan training, and DBE1 support in producing various types of
district government regulations. Major governance activities as part of other programs
such as public consultations on Renstra drafts are included as mile stones in reaching
the targets for those programs.

Aceh Expansion Program


To manage Aceh expansion activities, we constructed new milestone for the four
major programs to be implemented in 18 new districts in Aceh (Renstra, SIPPK,
AKPK, BOSP.) One of the milestones is completing public consultations, a
governance related activity.

Correlations
We have been trying to develop software for conducting correlations among different
types of data in PDMS. However, we concluded that we cannot construct software to
perform certain standard correlations. Therefore, this feature will not be included in
the final users Guide which will be issued in the next quarter. Instead, the user’s
Guide will state that DBE1 will enable authorized programmers to create correlation
analysis software to test correlations of PDMS data to be determined on a case by
case basis

Table 1.2 Progress in Managing PDMS*


Activity Target Target Status at Achievement Target
Volume Date end of this Quarter next
Quarter Quarter
(cumulative)
Improve PDMS queries & - Sept 10 In process In process Finalize
correlations features queries
features.
Discontinue
correlation
feature.
Finalize & distribute - Sept 10 In process In process Guide
PDMS User Guide finalized
Data input, update, and Monthly Sept 10 Routine Routine Routine
cleaning
Finalize & distribute Sept 10 Print and
PDMS User Guide distribute
Update replication data Quarterly Sept 10 Routine Routine Routine
Update selected project Quarterly Sept 10 Routine Routine Routine
implementation data
* New targets expected to be mandated in contract modification January 2010

26 More Effective Decentralized Education Management and Governance


Anticipated Next Steps
• 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.

More Effective Decentralized Education Management and Governance 27


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.

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

The core activity at school and community level was completed some time ago. Focus
is now on supporting implementation, sustainability and dissemination.
The target of 1,000 plus pengawas to implement school-based management
dissemination programs has not yet been reached. As at the end of December, 873
district facilitators have been trained. This includes the original core group of 4-5
facilitators in each target district plus additional pengawas who have joined district
forums supported by DBE1 and others who have been trained in dissemination
programs. The routine district forums will continue this year and it is hoped will be
sponsored by districts into the future. We anticipate achieving the target of 1,000
trained facilitators through various dissemination programs this year. 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.
As reported below, the process of finalizing and sanctioning school level
implementation manuals and training materials is now in the final stage.

Participant of Facilitators Forum in Kudus Community Participation Specialist DBE1


Aceh provided info during Facilitators Forum
in Banda Aceh

28 More Effective Decentralized Education Management and Governance


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 1,076 1,076 1,076
Strengthening
SDS 1,076 694 1,076
RKS 1,076 1,076 1,076

School Development Planning


All target schools and madrasah completed their plans earlier in the 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.
Activities to support the updating of RKS took place in a number of districts this
quarter. Updating RKS / RKT for the 2009/2010 school year was completed in
Central Java, so that all schools have RKT. There is one exception, which is SD
Kedungloteng in Purworejo District; a school which did not complete an RKS / RKT.
After the RKT / RKAS documents are completed, the school will prepare an RKS.
Progress in this school was constrained by the fact that the school principal was
unwilling to prepare an RKS even though the Office of Education, the Head of the
sub-district office (UPTD), and the school community all wanted the school to
prepare an RKS. However, following further consultations, the principal now
reportedly understands the benefits of RKS / RKT. Workshops to update RKS / M
and formulate RKT for Cohort 2 schools were also held in Indramayu and Lebak.
The completion of RKT 2009/2010 workshops in East Java at the end of August 2009
was followed by intensive mentoring by the DC and DF. In November 2009 all the
schools supported by DBE1 (179 SD / MI in Cohort 1 & 2 in the nine districts)
completed RKT documents as a guide for the school year ahead.
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 we plan to assist all Cohort 1
elementary schools and madrasah to prepare a school data base (SDS) which will then

More Effective Decentralized Education Management and Governance 29


provide the school profile required for preparation of a new school development plan.
Whilst initially these schools produced RPS in line with the current regulations at the
time, they will now be 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, most of whom are school supervisors under the local
education office, will provide the training.

Anticipated next steps


• Assist all Cohort 1 elementary schools and madrasah to prepare a school data
base (SDS).
• Facilitate preparation of new school development plans, based on SDS, in
Cohort 1 elementary schools and madrasah in time for the new academic year.
• Continue to support school mentoring by district facilitators (pengawas) in all
schools and madrasah.
• Continue to support district facilitators and school supervisors in this role
through monthly forums.

School Committee Strengthening


In this quarter a second round of training
was provided to school committees and
village officials to enable them to lobby
for funding from village budgets for
school development programs identified
in RPS/RKS. Workshops were held in all
districts this quarter, with the exception
of several districts in Aceh. Most villages
in Aceh (as well as in papua and east
kalimanta) have not been participating in
Participants from school, committee the musrembang process. For this reason
members, and local community in Tapanuli we intended not to hold musremanbg
Utara
training in Aceh. However, 10 schools in
Aceh Tengah asked to be trained because they intend to loby village and district
authorities to hold musrembang this year.
The program designed to train school
committee on musrenbang has increased
awareness among school committees and
village officials of the need to conduct
musrenbang. For example, in North
Sumatra participants learned about the
types of programs which can be funded
by the Village Budget (Alokasi Dana
Desa or ADD) or other sources.
Participants also established school teams
Musrenbangdes training in Jepara

30 More Effective Decentralized Education Management and Governance


to take part in musrenbangdes and determine programs to be suggested in this village
forum.
In Tanjungbalai, during the session to determine programs to be discussed in the
upcoming musrenbangdes, representatives of schools worked together with those of
the village (kelurahan). Working together in this way should significantly increase the
possibility of these programs being subsequently approved by the village during
musrenbangdes.

Anticipated next steps


• 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 will be reported in the Impact Study to be released next quarter.

Anticipated next steps


• School level impact study to be completed and published next quarter.

School Database System (SDS)

More Effective Decentralized Education Management and Governance 31


D Participants eagerly learned more about
Aceh Besar SDS training session
B SDS in Demak
E
1 conducted a first round of SDS training for all Cohort 2 elementary schools
(SD/MI)4 and Cohort 1 elementary schools in East Java and South Sulawesi. The
training materials were evaluated and revised in early 2009. During this quarter, a
second round of training commenced for Cohort 1 schools that had not been trained in
Round 1 and also began refresher training for schools that had been trained
previously. The first round of training linked SDS to school annual plans (RKT),
while the updated second round of training will assist school to link SDS to the
schools’ development plans (RKS). During the quarter 145 schools completed the
second round of training. The remaining schools will complete the training by end of
the next quarter so that by March 2010 all SD/MI both Cohorts 1 and 2 will have
completed and updated SDS that are linked to the schools’ 4-year development plans.
The second round of training is being implemented primarily by facilitators
(pengaswas and teachers who have been trained by DBE1). DBE1 staff monitor the
training and provide support to the facilitators.

Table 2.2 Progress in SDS Development*


Status at
Target Achievement Target Next
Activity Target Volume end of
Date this Quarter Quarter
Quarter
Complete SDS training 100 SDS April 09 100 None None
for trainers facilitators facilitators
trained
First Round SDS 550 cohort-2 + Jun 09 702 None Refresher SDS
Completed 152 cohort- (Jatim schools
& SulSel)

Evaluate SDS 1 set July 09 Completed None Final review after


implementation & training Second Round of
program; revise materials Training

Revise SDS SD/MI and 2 sets May 09 SD/MI None Work with

4
Initially DBE2 and DBE1 agreed that DBE2 would roll out School Report Card (SRC) in Cohort 1 while DBE1 would roll out
SDS (which contains SRC) in Cohort 2. Subsequently DBE1and2 agreed that SDS should be applied in Cohort 1 as well. After
SDS was implemented for some junior secondary schools we agreed with MONE not to continue this further since MONE had
its own database system for schools at this level. See further Section 2.2 below

32 More Effective Decentralized Education Management and Governance


Status at
Target Achievement Target Next
Activity Target Volume end of
Date this Quarter Quarter
Quarter
SDS SMP/MTs completed SMP/MTs
discontinued
SDS
SMP/MTs
Partially
completed

Second Round SDS 1,076 Mar 10 145 145 931 schools


Completed

SDS for Aceh EMIS 2 districts Apr 10 Phase 1 Phase 2 Finalized phase 2
strengthening Pilot 10 sub-districts completed partially
52 schools completed

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

Anticipated Next Steps:


• Complete second round SDS for 931 schools.
• Monitor and evaluate implementation and finalize all manuals and training
materials.

2.2 Junior Secondary School Level (Task 5)


DBE1 and DBE3 attended a meeting at the Junior Secondary Directorate on 11th
December. Two of the Sub-Directors, Ibu Yeny (Management) and Ibu Mujim
(Teaching and Learning) attended from MONE. DBE1 & 3 training materials had
been provided n preparation for the meeting and we had let them know the names and
locations of our partner schools. We were surprised and pleased to hear that the
Directorate had invited a total of 10 teachers from two partner schools, SMPN 8
Bogor and MTs Al Ahiya, Karawang to MONE the previous day to gather their
opinions of the DBE program.
The feedback we received was totally positive. The schools felt that both the school
management and governance activities and the teacher training activities were very
useful to them. Since the group consisted of teachers, most of the specific feedback
concerned the teacher training program and the resulting changes in the schools.
Discussions also took place concerning the BOSP unit costing activities of DBE1,
which MONE also values highly. The Directorate feels that DBE1 & 3 are supporting
GOI's plans and are keen to continue the cooperation and use our materials more
extensively.

Table 2.3: Targets for School-Based Management Program (Junior-Secondary)

Target Completed Anticipated


achievement
Leadership 203 203 203
RKS 203 202 202
School Committee 203 203 203
Strengthening

More Effective Decentralized Education Management and Governance 33


School Development Planning
All target schools and madrasah have now completed the core programs of leadership
training for principals, introductory training for school committees, and RKS – 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’.
No further activity is planned for these schools and madrasah. District Facilitators will
be supported in monthly forums through until the end of June 2010.

Anticipated next steps


• Ongoing support should be provided by district facilitators, funded by the
districts.
• No further activities are planned.

School Database System (SDS)


It was decided not to proceed with implementing SDS in junior-secondary schools at
this time as MONE has developed its own system.

Anticipated Next Steps:


• Ongoing support should be provided by district facilitators, funded by the
districts.
• No further activities are planned.

School Committee Strengthening


Training of school committees in target junior secondary schools was completed early
in the year. This consisted of a one-off introductory training event to clarify the role
and function of school committees.

Anticipated next steps


• Ongoing support should be provided by district facilitators, funded by the
districts.
• No further activities are planned.

Leadership Training
Leadership training in target junior secondary schools and madrasah was completed
early in the year. This consisted of a one-off leadership training event, delivered to
groups of school heads and supervisors (pengawas).

Anticipated next steps:


• Ongoing support should be provided by district facilitators and local
government.
• No further activities are planned.

34 More Effective Decentralized Education Management and Governance


2.3 School-Based Management Secretariat (MONE) (Task 5)
DBE1 continued to consult with MONE’s Directorate of Elementary Schooling
(Direktorat Pembinaan TKSD) this quarter. The DBE1 materials for school-based
management are to be adopted by MONE for use in all elementary schools throughout
the country.
Following a series of earlier meetings, a final meeting was held between DBE1,
USAID, MONE and MORA at Cipanas in West Java on 22-23 December 2009. As a
result of this meeting, Bpk Palogo, from the Secretariat for School-Based
Management, under the Directorate for Kindergarten and Elementary Schooling,
MONE, will carry a letter from DBE1 formally requesting approval to the Director in
January 2010.
It was also agreed to revise the wording of the introductory statement by the Director
of Religious Affairs. Bpk Nanang of Religious Affairs will bring the new wording to
MORA’s Director of Madrasah Education in January.
The Department of Education will prepare a team to monitor and support the use of
the DBE1 school-based management materials. To support this, it was agreed that
DBE1 will provide training for 20 MONE staff in February on the DBE1 MBS
materials, especially those whose names are included in the documents to be
published.
During the meeting Bpk Palogo gave a brief overview of the history of the
development of the materials. According to Bpk Palogo, the first version of the DBE1
RKS manual was not well aligned with the capacity of some schools because it was
too advanced and too rigid. Based on these field findings, the RKS manual was
revised together with the Directorate. The revised manual was then implemented in
schools. Monitoring of schools by the Directorate shows that schools have received
guidance and training in the preparation of RKS. This observation also showed that
RKS is applied in schools as a tool for school improvement. Results of the MONE
team’s monitoring were subsequently reported by Bpk Utju to the Director. In
essence, the Director has agreed to provide the preface. As a result, the preface will be
signed when it is ready to print. It was agreed that the preface should also highlight
that this package is not the only one. It is one of several references that can be used by
schools.
Another finding from the monitoring of the Directorate, reported by Bpk Palogo, was
that the school-development planning in RKS is somewhat separated from the
learning process. As a result of this separation, School Work Plans do not always
align directly with learning activities. For example, some schools just copy the RPP
(Learning Plan) from the example given by the Department of Education. As a result,
the Directorate recommends that the preparation of RKS should not be separate from
the work of learning.
Bpk Palogo also advised that the newly installed Minister of National Education has
issued new policy directives. One of the policy priorities is to strengthen the capacity
of school principals and school supervisors (pengawas), while also strengthening the
implementation of active learning (PAKEM). Each province now has a KTSP

More Effective Decentralized Education Management and Governance 35


implementation team already arranged by the Directorate. Donors are requested not to
form their own development teams. The existing teams should be used to promote the
use of the DBE1 material. DBE1 was also requested to provide a list of local
facilitators, who can assist in implementation, to the Directorate.

Anticipated next steps

• Introductory statements (kata pengantar) for each manual to be revised and a


mock-up of the final manuals to be prepared so that the introductions can be
signed by the Director of the Direktorat Pembinaan TK dan SD for each
manual in January. Bpk Utju will take the final documents to the Director for
signing.
• Revised wording for the MORA introductory statement to be prepared and
signed in January (Bpk Nandang from MORA to follow up).
• Training in DBE1 MBS materials to be provided to the MONE Secretariat
team in February.
• Final publication should be complete by end of March.
• Continue work on preparing a list of DBE1 trained facilitators for the
Directorate.

36 More Effective Decentralized Education Management and Governance


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.

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

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

3.1. Education Governance (Task 6)

Education Sector Good Governance and Stakeholder Forums


In this period, DBE1 facilitated a multi-stakeholder workshop in Banda Aceh and
GGSP Forum in Tanjungbalai. Through these Fora, stakeholders from different
institutions such as district parliament, media, NGOs, and education council have the
chance to meet and start to work together to improve education-related issues in
respective districts. Target dates set in early 2009 have not yet been achieved. The
major reason for the slippage is due to other priorites that emerged including
diversion of reasources for the Aceh expansion. However, the project is on track to
achieve the targets in the coming months.

More Effective Decentralized Education Management and Governance 37


Table 3.1 Summary of Progress in District Governance*
Activity Target Target Status at end Achievement Target
Volume Date of Quarter this Quarter next
(cumulative) Quarter
5
Complete training/facilitation on 49 Mar 10 43 completed 12 6
roles and functions for district
education boards (Dewan
Pendidikan)
Complete training/facilitation for 49 June 2010 - - 30
new elected (2009) district
legislatures (DPRD) to review
district planning and operational
budgets**
6
Facilitate education policy 15 Jun 10 32 - -
formulations at district and 1
province (Aceh)
Facilitate workshops for 6 Jun 10 2 2 4
provinces & districts to review
plans & budgets and advocate
for district support
* New targets expected to be mandated in contract modification January 2010

** New Targeted Activity

Capacity Building for Education Governance Stakeholders


As part of DBE1 effort to encourage involvement from more stakeholders in
education sector’s planning and financing decision making process and to take
advantage of implementation of many DBE1 district level programs in this period,
more representatives of education council are involved in activities such as BOSP and
AKPK public consultation sessions. In South Sulawesi, for example, Luwu Education
Council members participated in a joint
public consultation session to discuss
district’s renstra, AKPK and BOSP In
Tanjungbalai, North Sumatra, Education
Council members provided input to
District’s renstra in particular to Head of
Municipality plan of ”Tanjungbalai Cerdas
2015” (Smart Tanjungbalai by 2015.) .
With this participation, it is hoped that
education council members become more
aware of issues related to education, provide
Education Council members from several
input on decision making process, and take districts in Central Java met to discuss
active part in monitoring implementation of issues related to education.
programs.

5
In some provinces Dewan Pendidikan training has been replaced or supplemented with Multi-stakeholder forums in which
DBE1 facilitates inputs and reviews of draft plans, financial analyses and policies as a means to promote better governance in
education. 43 such forums had been completed through the quarter.
6
During a meeting between DBE1 Provincial Governance Specialists and National Education Planning and Management
Advisor, it was reported that DBE1 has contributed to development of 32 policies. Details of contribution could be seen in
Annex 7.

38 More Effective Decentralized Education Management and Governance


Also, to encourage this participation further, several DBE1 provinces (West Java,
Banten, Central Java and South Sulawesi) also conducted education council
workshops. In West Java, Education Council from six partner districts took part in a
workshop “Education Council Roles and Functions in Pro-Children Policy Making
Process.” The workshop was held by DBE1 to provide Education Council members
with opportunity to learn topics such as impact of BOS to education sector as well as
each district’s finance and education situation. In addition to Education Council
members, participants included representatives of districts’ Bappeda and Education
Office. In Central Java, DBE1 facilitated partner districts’ Education Council
workshop on council’s roles and functions in supporting district’s education-sector
policy and funding.
Beginning in the next quarter DBE1 will begin training for new elected (2009) district
legislators (DPRD) that will include information on policy development as well as
review of district plans and budgets.
So far, results of these workshops are very positive. Not only do participants have a
better understanding on their roles and functions, as well they know what they can do
to support education-districts, they are encouraged to put their knowledge into real
actions:
• In Purworejo, Education Council members were involved directly in
establishing Head of District Decree on formal and non-formal education.
• In Blora, Education Council members used education sector data such as ratio
of teachers/students and teachers’ distribution as input in district’s renstra
development process.
• In Grobogan, Education Council held a workshop for 65 private SMP/MTs
principals and committees. This workshop aimed to improve roles and
functions of committee members and included discussion topics such as
education’s legal umbrella and management of teaching and learning
activities.
• In Karanganyar, a workshop was held by Education Council to develop work
plan for 2010. In this workshop, other stakeholders from various institutions
such as District Parliament, Education Office, Bappeda, School Committee
Communication Forum, and NGO were invited.
• In Enrekang, as one of the next step of the Education Council workshop held
in December, District’s Bappeda will work together with Education Council to
analyze Education Office plan and budget while Education Office will provide
2010 budget plan as well as its renstra for Education Council.

Policy Development
In December, a workshop for all DBE1 Governance Specialists was held in Surabaya
to provide them with information on policy development. In this workshop, DBE1
provided details on policy development process such as functions of academic draft in
district regulation on education and importance of having legal baseline as reference
to policies development.

More Effective Decentralized Education Management and Governance 39


DBE1 South Sulawesi also shared
experience with other DBE1 specialists in
assisting Soppeng stakeholders in
developing their draft of district regulation
on education (Rancangan Peraturan
Daerah or Ranperda.) The decision to
develop Ranperda on education was based
on Soppeng Education Council
recommendations back in May 2009 and
District Parliament and Education Office
comparative visit to Bandung and Gresik
Team members of Soppeng Ranperda
development team
earlier. The process started in mid August
and, as of beginning of December, had
completed the academic draft portion of the document. One of the lessons learned so
far was the importance of involvement of stakeholders aside from Education Office’s
such as Bappeda, Teachers Association, and Office of Religious Affairs. Another
interesting fact from Soppeng was the upcoming head of district election in 2010 and
local political situation that affected policy development process positively.
As Annex 7 shows, until December 2009, DBE1 has contributed to development of
32 policies such as head of education office letter of decision (Surat Keputusan
Kepala Dinas) requesting schools to have their own RKS (Aceh Besar,) head of
district regulation (Peraturan Bupati) on free education (Jepara,) and draft of district
regulation on education (Rancangan Peraturan Daerah) in Soppeng. Level of
contribution also varied from providing substantial input to the process to full
technical assistance throughout the whole process.
Because policies such as Peraturan Daerah have its own legal implications and could
be binding to education-sector actors such as schools and principals, it is hoped that
efforts to improve management and governance of education sector could be
continued even after the program ends in September 2010, institutionalizing DBE1
work so far.
From October to December period, some of DBE1 contributions to districts’ policy
development were:
• Deli Serdang: DBE1 facilitated discussions between Education Office and
Education Committee of Parliament on establishment of Draft of District
Regulation on budget allocation to support schools operational costs. For 2010
fiscal year, Education Office had suggested Rp. 30 billion to be allocated from
district budget to cover operational costs of SDN, SMPN, and SMAN.
• Tuban: DBE1 assisted facilitation of District Draft of Regulations on
Education (Peraturan Daerah or Perda.) Focus Group Discussion was also
held to find issues related to education in formal and non-formal sectors that
need to be included in the Draft. A subsequent meeting was held to discuss
development of academic draft as basis of the Draft.
• Soppeng: DBE1 has been facilitating Soppeng to develop academic draft of its
District Draft of Regulations on Education (Peraturan Daerah or Perda.)

40 More Effective Decentralized Education Management and Governance


After public consultation to discuss the academic draft in November, the team
has now started discussing and writing up the main parts of the Perda.
During the quarter DBE1 continued to assist
the provincial government of East Java to
develop new education policy innovations.
DBE1 staff had a number of meetings with
representatives from Bappeda, Education
Office (dinas pendidikan provinsi) and
other provincial stakeholders. During these
meetings DBE1 was able to fully
understand the governor’s policy on
education especially his policy for assisting
Islamic schools that follow a special Participant from East Java Bappeda
curriculum (diniyah). DBE1’s role in explained provincial policies regarding free
education
assisting in policy development such as
developing a methodology to map the entire education system including boarding
schools and literacy programs was further defined. We expect to continue to provide
until through June 2010.

Anticipated Next Steps:


• Continued capacity building for dewan pendidikan, including organization of
briefing sessions on education planning, and education financial analysis
• 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 finalization of education regulation in Soppeng and continue or
commence such assistance in policy development in other districts 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 recently
set to anticipate contract modification are already nearing achievement (see Table
3.2). The actual number of BOSP completed is much higher than reported in the table
below because 15 non-DBE districts in East Java and four non-DBE districts in
Central Java have completed BOSP under the dissemination program whereby the
districts or province cover most of the cost for the activity.

More Effective Decentralized Education Management and Governance 41


Table 3.2 Progress in Education Finance*
Status at
Achievement Target
Target Target end of
Activity this next
Volume Date Quarter
Quarter Quarter
(cumulative)
Complete AKPK 45* Mar 10 42 - 4
Final draft of AKPK 1 set Mar 10 Initial draft Ongoing To be
manuals and software completed
by June
2010
7
Complete BOSP 49* Mar 10 46 - -
Final draft of BOSP 1 set Mar 10 Completed -
manuals and software
Sanction of BOSP 1 set Jun 10 BSNP fully - -
materials by MONE supports
(BSNP) DBE1
methodology;
however,
official
sanction has
not been
made
* New targets expected to be mandated in contract modification January 2010

District Education Finance Analysis (AKPK)


Throughout this October to December period, workshops and consultations were
carried out in Aceh, West Java, Banten, and South Sulawesi. In addition to assisting
districts with knowledge and skills to analyze their education-sector budgeting and
financial condition, workshops and public consultation sessions are used to provide
opportunities to other stakeholders to learn about those topics too, often in
combination with other DBE1 programs (BOSP and Renstra.) These efforts have
somehow influenced budget allocation and decision making process in some districts.
In Aceh Tengah, the AKPK analysis and report was presented by Head of Education
Office to other stakeholders. As a result of this presentation, members of Parliament
requested Education Office to provide more information regarding the required
additional amount for Parliament’s further consideration. Meanwhile, in Sidrap,
results of AKPK were presented together with District’s renstra on October 14.
Similar to the response in Aceh Tengah, members of Sidrap parliament requested the
information to be presented again in front of Parliament’s Education and Budget
Committee so that more discussions could take place and Parliament members can
obtain more information on the subject.
Experience during 2009 has shown that AKPK results have influenced the budgeting
process as a number of districts have taken initiatives to change their fund allocation
patterns. For instance in Indramayu and Sukabumi, West Java the Education Offices
proposed substantial increases in allocations for school operational expenditure and
investments in teaching and learning processes. However, because of budget

7
In addition 15 additional districts completed BOSP under dissemination strategy where districts and province
covered most of the cost and DBE1 provided technical assistance.

42 More Effective Decentralized Education Management and Governance


constraints resulting from an increase in salary expenditure, budget proposals were
reduced in some places or rejected in others. For instance, in Sukabumi the proposal
to provide additional support to junior secondary schools for operational expenditure
was reduced from Rp 70,000 per student per year to Rp. 26,000 per student per year.
AKPK results also helped to highlight the low financial support for senior secondary
schools, resulting in increases in financial support in for instance Karawang, West
Java and Pinrang, South Sulawesi (Rp 7 billion).

School Unit Cost Analysis (BOSP) School Operational Expenditure


For BOSP, the process has been completed in most of the provinces, except in West
Java (Garut, Bogor, and Subang) and in South Sulawesi (Pinrang.) As in other
districts, results of BOSP calculation and analysis continued to provide insights to
stakeholders regarding actual need of district’s budget allocation to cover schools
operational fully.
In Subang, for example, latest BOSP calculation and analysis was presented during
public consultation session in October and to cover for operational costs for schools in
the district, Subang District Government agreed to:
• Reallocate Rp. 17 billion of District Budget originally planned to support
villages (Bantuan Keuangan Untuk Desa/Kelurahan) to schools operational
cost (Rp. 45 million/school/village.)
• Allocate additional Rp. 128 million to support SD and SMP
• Allow voluntary community contribution
In this quarter, DBE1 also continued to assist
National Education Standards Board (BSNP) to
collect data for components of school unit cost
in DBE1 districts in several provinces (Aceh,
North Sumatra, Central Java, and South
Sulawesi.) The data collection sessions are
attended by representatives of Education
Office, schools (SD, SDLB, SMP, SMA, and
SMK,) where they complete different forms
with information related to unit costs for each
education level. This information is used by Workshop to collect data for school unit cost
components in Tebing Tinggi
BSNP which has been developing price indices
for all districts in the country to determine
BOSP for individual districts.

Personal Cost
DBE1 began work on the methodology for conducting the Personal Cost
Survey/Study. We expect the methodology to completed and pilot tested in
Indramayu, West Java during the next quarter and then applied in another six
districts. The results of the study will be delivered to MONE as potential policy inputs
for calculating BOS funding and also to BSNP for consideration as additions to
operating cost standards.

More Effective Decentralized Education Management and Governance 43


The following is a summary of the description of the study presented in Quarterly
report 18. 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.

Anticipated Next Steps:


• Compete SKPK and BOSP in target districts
• Assist BSNP to collect information on the unit price of BOSP components in
DBE1 districts.
• Begin meta-analysis of data-sets including financial analyses and prepar
policy paper.
• Finalize methodology for personal cost, pilot test and implement in six
additional districts
• Present results of personal cost to MONE and BSNP as potential policy inputs.

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*


Status at
Target
Target Target end of Achievement
Activity next
Volume Date Quarter this Quarter
Quarter
(cumulative)
Complete renstra and 45* May 10 28 6 10
sanction by districts
Final draft of renstra 1 set May 10 Initial draft Ongoing Ongoing
manuals and software
Sanction of renstra 1 set Jun 10 On-going - -

44 More Effective Decentralized Education Management and Governance


manuals and software by support for
MOHA DBE1
methodology
by MOHA
Train and install SIPPK 45* May 10 39 2 6
Final draft of SIPPK 1 set May 10 Second draft Second draft Third and
manuals and software completed completed final draft
Complete RPK 13 Mar 09 12 - -

Revise RPK manuals & 1 set Mar 09 DBE1 has DBE1 inputs -
materials with provided inputs completed
MONE/World Bank
Assist districts in annual 20** June 2 districts 2 districts 10
planning and budgeting 2010 districts
(LAKIP and Renja) in line
with renstra
* New targets expected to be mandated in contract modification January 2010

** New targeted activity

District Strategic Development Planning (Renstra)


DBE1 assisted development of renstra in 18
districts in all partner provinces this period
and continued to involve district stakeholders
in workshops and public consultation
sessions to encourage renstra development
process that is participative and accountable.
In several districts in South Sulawesi,
district’s renstra was presented together with
results of AKPK and/or BOSP to provide
stakeholders with a more comprehensive
look into district’s education-sector current
Lively discussion among renstra
condition as well its’ planning and budgeting development team members in
process. So far, these efforts have brought Tanjungbalai.
positive outcomes and significantly impacted
districts’ education office in planning for
their activities and programs.
In Boyolali, for example, as a direct result of
renstra public consultation session,
participants decided to add two more
members to the document development team
from external organization (Education
Council) to ensure that stakeholders’ inputs
were included in the revised document. In
Blora and Karanganyar, both districts’
Bappeda requested DBE1 to facilitate Facilitation session during renstra
development process in Sampang

More Effective Decentralized Education Management and Governance 45


renstra development of other Offices. Furthermore, some of the participating districts
in Central Java decided to use their renstra as Education Office input to district’s mid-
term plan.
Throughout the facilitation and development process, the biggest challenge faced by
renstra development and DBE1 teams were high level of difficulty in finding time for
all team members to work together. Therefore, the method of putting the development
team members in “isolation” over a certain period of time to allow them to discuss
and develop the document with limited interruptions was very helpful.

Data Processing System to Support Planning (SIPPK8)


Because of the extensive use of data as
basis of renstra development, stakeholders
become more aware of the importance of
using valid and up-to-date data in
developing district’s education planning. In
Subang, for example, Head of Education
Office agreed that, although district already
had its own renstra, the current document
needed to be revised and based more on
data and information such as the one
provided in other districts’ SIPPK.
Subang SIPPK team members learned to
enter related data to System.

District Annual Planning and Budgeting


In the coming quarters DBE1 will implement a new intervention to build district
capacity in planning and budgeting. During the first half of 2010 we will help districts
to improve accountability and develop policy and annual budgets which reflect their
renstra. Workshops will be held in the districts where renstra has already been
completed by the end of 2009 to support the LAKIP accountability process in
February 2010 and to assist districts to better link annual workplans (known as renja)
and renstra in April 2010. This process will help ensure that the renstra informs
annual planning and budgeting.
During the current quarter DBE1 had already assisted two districts in Aceh (Pidie and
Aceh Tengah) in producing renja. The efforts were much appreciated. In the quarter
the Aceh experience will be shared with specialists from other provinces to prepare
them for providing such assistance in other target districts. Such technical assistance
will be provided to the remaining three target districts in Aceh in the next quarter.

Anticipated Next Steps:


• Continued support for renstra preparation
• Conduct SIPPK training for districts that have not yet completed data inputs

8
Formerly referred to as District Information Planning System (DPISS). Henceforth the Indonesian term will be: Sistem
Informasi Perencanaan Pendidikan Kabupaten/Kota or SIPPK

46 More Effective Decentralized Education Management and Governance


• Assist districts still in process to sharpen data analysis
• Final drafts of SIPPK manual and software
• Continue support for lakip and renja
• Invite MOHA to attend training in the field.

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 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). Progress was made on supervision management, but as will be explained
below, an unanticipated supplemental activity was undertaken to both satisfy a request
from MONE and also to support the overall supervision program. The first draft of
materials to support assets/preventive maintenance programs completed during the
previous quarter was revised during the current quarter.

Table 3.4 Summary of Progress in Personnel, Supervision and Asset


Management*
Status at
Target Target end of Achievement Target next
Activity
Volume Date Quarter this Quarter Quarter
(cumulative)
Develop computerized 1 set March 09 pilot conducted No progress Finalize
personnel management & and software software and
tracking system (SIMPTK) drafted training
program
Install SIMPTK & train data 6 district Jul 10 - - Begin in 3
operators & district decision districts
makers
Facilitate workshops to inform 6 districts Jun 10 - - -
personnel policy development
Develop manual & training 6 districts April 09 1 pilot In process. In process
program for school Supplemental
management supervision activity to
produce
supplemental
BOS reporting
manual for
MONE
Train district staff & 6 district Apr 10 Not yet - -
supervisors
Facilitate workshops to inform 6 districts Jul 10 Not yet - -
supervision policy
development

More Effective Decentralized Education Management and Governance 47


Status at
Target Target end of Achievement Target next
Activity
Volume Date Quarter this Quarter Quarter
(cumulative)
Develop software & manuals 1 set July 09 Manual drafted Manual drafted Complete
for districts to track asset software
management and development
maintenance
Install system & train districts 6 districts Jun 10 Not yet - Begin
to use asset management implementation
tracking system in 3 districts
* New targets to reflect FY 2010 contract modification

Personnel Management System (SIMPTK)


No further progress was made on personnel manage during the quarter because the
DBE1 handling this program concentrated on asset management and supervision
management as reported below. We expect these programs will be developed and
tested in the coming quarter and then the team focus attention on completing
personnel management program development. As reported previously, the first
version of the required software has been developed and tested. Revisions will be
made in the next quarter and a second test will be carried out before the materials are
finalized and ready for roll out in the April –June 2010 quarter.

School Supervision Management System


Detailed work on this program began in early 2009 and has been reported previous.
As explained in previous reports and summarized below in order to develop this
program, a number of issues related to uses and reporting of BOS had to be addressed.
The efforts of the DBE1 team developing supervision management (the same team is
also developing personnel management as reported above) was devoted almost
exclusively to the BOS program both in the previous and current quarters.
As reported in the previous quarter our current intense collaboration with MONE on
the BOS program began as a result of results of field begun in about April 2009.
Some of the conclusion/findings of the field work related to BOS were as follows:
• School Annual Financial Plan (RKAS) was not consistently linked with
School Development Plan (RKS) and Annual School Plan (RKT)9, and
consequently the school financial plan is not a program oriented plan as
required by BOS Guidelines, issued by Central BOS Management.
• All BOS based financial reports were not multi-funding source, as required by
BOS Guidelines.
• Too many reports (BOS-K1 to BOS-K6 plus attachment of all original
receipts/kwitansi – resulting in a report of more than 100 pages) were required
by district authorities as compared to only one simple/comprehensive report (a
two page report) required by BOS Guidelines. These reporting requirements
resulted in an exhaustive, time effort consuming effort for elementary schools
(SD/MI) which do not have administrative assistants for this purpose.
9
However, this link was made in several DBE assisted schools.

48 More Effective Decentralized Education Management and Governance


• Different interpretation of account names and line items result in confusion
which among others inhibits the use of computerized information such as that
being attempted by SDS
• Different account codes were used for the same type of expenditure in
different districts.
The above issues were partly due to the absence of detailed explanation on how to
apply BOS guidelines, and partly on the method of training/socialization provided by
Provincial BOS Management teams. DBE1 reported the above findings to MONE
BOS Program. MONE agreed that these findings indicate the urgent need for more
detailed guidelines (Juknis) on how to implement Buku Panduan BOS 2009 and buku
Pelatihan Program BOS Tahun 2009. Further in discussions with DBE1 MONE asked
that the new guidelines focus on:
• Selection of “multi-funding” formats.
• Modification of the multi-funding formats.
• Detailed procedures on how to translate/link school annual plans and budgets
(RKT and RKAS) to BOS based budget plan (BOS-K1), including
standardization of account names, account classifications, and account code
numbering.
MONE asked DBE1 to produce these guidelines which will become a supplement to
MONE BOS Implementation manuals. Because this was considered an urgent need
affecting the quality of the largest school support program in the country, DBE1
agreed to take on the work.
During the quarter the DBE1 team in consultation with MONE drafted a technical
guide for schools to help them meet BOS reporting requirements. The team also
drafted a new reporting format that links BOS reporting to the school’s development
plan (RKS). The team also drafted revision of a few existing reporting formats,
including adding expenditure codes required by MOHA. DBE1 presented the draft
revisions to MONE in a meeting at MONE on December 15, 2009. MORA
representatives attended as well as a
representative from BSNP and USAID.
Follow up revisions were made based on
BSNP inputs. We expect MONE to
incorporate all these DBE1 inputs in the
2010 BOS implementation manual.
During the quarter after consultations
with MONE we also developed software
for schools that have computers10. Two
versions of the software were developed
and field tested in Bogor and Sukabumi,
Draft preliminary test in Klaten recently
West Java. A final version will be

10
MONE expects that in 2010 nearly all junior secondary schools will have computers, at least 50% public
schools and about 35% madrasah will have computers.

More Effective Decentralized Education Management and Governance 49


completed and tested in the next quarter. The manual and software will be transferred
to MONE in the next quarter. The software will also be incorporated into the SDS++
software that DBE1 is developing for the EMIS pilot in Aceh (see Section 5 below.)
We also expect to facilitate further improvements in BOS policy in the coming
months. Although these interventions were not originally planned we believe that our
efforts to help improvement management of this approximately Rp 12 trillion ($1.2
billion) annual program will contribute to better management of the program, better
use of funds and result in quality improvements in basic education in the future.

Assets/Preventive Maintenance Management System


Work on manuals and software drafted in the previous quarters was continued during
the current quarter. The materials will be finalized in January 2010 and tested in
Sukabumi, West Java in February. If the testing requires revisions, this will be
completed in February and roll out to an additional five districts will begin in March
2010.
The program will includes technical directions for schools to record data on
preventive maintenance and regular reporting on the status of school assets to district
education offices. The district education offices will have a database to accommodate
school reports. The software designed by DBE1 will allow districts to analyze asset
data and help to provide a maintenance schedule for schools that will greatly assist in
district and school level maintenance planning.

Anticipated Next Steps:


• Complete Personnel Management (SIMPTK) software development and
implementation manual and field test.
• Instruments already drafted for financial management supervision for school
principals and supervisors to be further tested and finalized.
• Facilitate inputs to MONE to improve BOS policy.
• Finalize and field test software for BOS reporting and present results to
MONE.
• Pilot test manual for asset management and completed software development.
• Roll out assets management program beginning in three districts in the next
quarter.

3.5. Implementation of District Annual Education Plans and Budgets


In the coming quarters DBE1 will implement a new intervention to build district
capacity in planning and budgeting. During the first half of 2010 we will help districts
to improve accountability and develop policy and annual budgets which reflect their
renstra. Workshops will be held in the districts where renstra has already been
completed by the end of 2009 to support the LAKIP accountability process in
February 2010 and to assist districts to better link annual workplans (known as renja)
and renstra in April 2010. This process will help ensure that the renstra informs
annual planning and budgeting.

50 More Effective Decentralized Education Management and Governance


During the current quarter DBE1 had already assisted two districts in Aceh (Pidie and
Aceh Tengah) in producing renja. The efforts were much appreciated. In the quarter
the Aceh experience will be shared with specialists from other provinces to prepare
them for providing such assistance in other target districts. Such technical assistance
will be provided to the remaining three target districts in Aceh in the next quarter.

Anticipated Next Steps:


• Continued support for renstra preparation
• 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
• Invite MOHA to attend training in the field

More Effective Decentralized Education Management and Governance 51


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. Beginning with the previous report (Quarterly
Report 18) implementation in Aceh will be reported in a separate chapter.

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

4.1 Program Preparation


During the quarter SOWs for new staff were finalized and recruiting begun. By the
end of the quarter interviews had been conducted for potential staff and preparations
for submission for USAID concurrence were made. A lease for a supplemental office
in Banda Aceh, close to the current DBE office, was signed and arrangements were
made for sharing the space with DBE2. Needs were assessed for additional space and
facilities in the DBE Medan office to accommodate DBE1 staff to be assigned to the
Southern districts of Aceh. DBE1 staff began procurement of computers and other
equipment during the quarter.
4.2 Coordination with Provincial and other Donor Stakeholders
DBE1 maintained consultations with provincial officials and other donors,
particularly AusAID SEDIA Project. Coordination with SEDIA has been very good
since the beginning of program preparation. Preliminary review of GTZ work also
took place. GTZ has assisted about five districts to produce strategic plans. Before
beginning planning work in these districts DBE1 will consult with GTZ and district
officials about ways to most effectively coordinate inputs.
The provincial education office appointed two staff to work closely with DBE1 to
monitor program implementation and in consulting with district officials. The
provincial education office has 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.

11
“Report on Assessment of the Feasibility of Expanding the DBE1 Program in Aceh”, August 2008.

52 More Effective Decentralized Education Management and Governance


4.3 Program Implementation
DBE1Aceh staff and specialists from other projects began analytical work in the six
initial districts during the quarter. By the end of the quarter, about 30% of BOSP work
had been completed in all six districts. District officials were trained in SIPPK
methodology and data input analysis had also started by the end of the quarter; about
40% of SIPPK was completed in six districts by the end of the quarter. AKPK also
commenced in all six districts.
Implementation to date has been smooth because DBE1 specialists are experienced in
providing the technical assistance and conducting training for these programs and
because of the enthusiasm and support from district stakeholders as well as excellent
support from provincial stakeholders.

Central Java Provincial Specialist assisted Head of Aceh Tamiang Education Office in
stakeholders in Aceh to develop their BOSP. BOSP finalization workshop.

Table 4.1 Summary of Progress in Implementing Aceh Expansion program


Activity Target Volume Target Status at Achievement Target
Date end of this Quarter next
Quarter Quarter
(cumulative)
Launch program and sign 18 March 6 districts 6 districts 12 districts
agreements with 18 2010
districts

Establish offices and 8 staff & 1 September 4 staff 4 staff recruited 4 new staff
contract and train new supplemental 2009 recruited contracted
staff office and trained
1 office lease
signed
Complete BOSP 18 March Begun in 6 Begun in 6 Completed
2010 districts districts in 6 districts
Commenced
in 12
districts
Complete AKPK 18 March Begun in 6 Begun in 6 Completed
2010 districts districts in 6 districts
Commenced
in 12
districts
Complete renstra 18 August Not yet Not yet Commenced

More Effective Decentralized Education Management and Governance 53


2010 in 12
districts
Facilitate workshops for 18 August Not yet Not yet Commenced
district governance related 2010 in 6 districts
stakeholders to review
plans
Facilitate workshops for 3 workshops (6 August Not yet Not yet 0
district to present plans & districts/workshop) 2010
budgets to provincial
stakeholders and
advocate for district
support

Anticipated Next Steps:


• Complete contracting and training new staff
• Complete procuring equipment and supplemental office operations
• Attend coordination meetings with Aceh provincial stakeholders and other
donors
• Complete BOSP and AKPK and begin SIPPK and Renstra first cluster of 6
districts
• Begin BOSP and AKPK in second cluster of 12 districts
• Identify and sign agreements with an additional 12 districts and hold
launching.

54 More Effective Decentralized Education Management and Governance


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. In this quarter, DBE1’s ICT team continued to develop School Database
System (SDS) as part of effort to reach schools and communities decribed above.

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

5.1. 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, district library, and schools. Fourteen grants were awarded and 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


Status at end Target
Target Target Achievement
Activity of Quarter next
Volume Date this Quarter
(cumulative) Quarter
Complete grant awards 14 Mar 09 14 awarded - -

Complete disbursement of 14 Dec 09 ongoing Ongoing -


funds/procurement

Complete grant 14 Mar 10 2 2 4


implementation

Compliance monitoring & 14 Dec 09 Contuous based Up to date As per


reporting end 2009 on milestones milestones

Final evaluation & publication 14 Jun 10 Not yet Not yet Not yet
(mid 2010)

More Effective Decentralized Education Management and Governance 55


Two grants that were completed in last quarter (Table 5.2, denoted as ‘C’). No
grants were completed in the current quarter. Four grants that was targeted to be
completed in this quarter are still on going (Table 5.2, denoted as ‘T’); however,
because some outstanding reports remain to be processed, we expect these grants will
be completed in the next quarter.In addition we expect four additional grants to be
completed in the next quarter (Table 5.2, denotesdas ‘P’) which will make a total of
10 completed grants. The remaining four grants will be completed by June 2010.

Table 5.2 Progress in ICT Grants Completion


LOCAL GOVERNMENT
COMPLETION STATUS
CONSORTIUM MEMBER

Dinas Infokom

Procurement
Grant Award

Completed
Pendidikan

ICT Center
No DISTRICT CATEGORY LEAD CONSORTIUM

University/

Pre Award

Launching
Kandepag

Eductaion

On Going
Perpusda

Bappeda

Process
Board
Dinas

SMK
CENTRAL JAVA
Kab. PT Indomaya Wira
1 Tier-2 EMG √ √ √ - - - - - √ √ √ √ √
Karanganyar Sejahtera
2 Kab. Klaten Tier-2 EMG CV Cosmo Jaya √ √ √ - - - - - √ √ √ √ √ P
Kab. Tier-1 PT Indomaya Wira
3
Karanganyar Hotspot Sejahtera
√ √ √ - - - - - √ √ √ √ √ P

EAST JAVA
Kota
4
Surabaya
Tier-2 EMG PT ITS Kemitraan √ - - - - - - - √ √ √ √ √ P
Tier-1
5 Kab. Tuban
Hotspot
PT Tridata Cakrawala √ √ - - - - - - √ √ √ √ C
Kota
6
Surabaya
Tier-1 EMG PT ITS Kemitraan √ - - - - - - - √ √ √ √ T

NORTH SUMATRA
Kab. Tapanuli
7
Utara
Tier-2 EMG Web Media √ - √ - - - - - √ √ √ √ √ P

SOUTH SULAWESI
8 Kab. Pangkep Tier-2 EMG YPK Amanah √ - √ - - - - - √ √ √ √ √
Tier-1
9 Kab. Soppeng
Hotspot
Indo Komputer √ √ - - - - - - √ √ √ √ T
Kab. Tier-1 PT. Rekayasa Teknologi
10
Engrekang Hotspot Informasi
√ - √ - - - √ - √ √ √ √ C
Kab.
11
Jeneponto
Tier-1 EMG Turatea Computer Centre - - √ - - - - - √ √ √ √ T

BANTEN
Kota Tier-2
12 CV Almagada Jaya* √ √ √ √ - - - - √ √ √ √ √
Tangerang Hotspot

WEST JAVA
Kab.
13 Tier-2 EMG CV Trisatya Pratama* √ - √ √ √ √ - - √ √ √ √
Karawang
Kab. Tier-1 Yayasan Tarbiyah
14
Sukabumi Hotspot Islamiyah (YASTI)*
√ √ - - - - - √ √ √ √ √ √ T

The total anticipated value of 14 grants awarded increased from $277,740 (IDR
2,578,299,451) to $287,884 (IDR 2,669,599,451). The increase is a result of USAID
approval to increase the grant for Pankep, South Sulawesi (see below). As of
December 2009, $224,127 (IDR 2,084,959,731) has been disbursed to the grantees in
the form of equipment and cash to cover grant main activities including training

56 More Effective Decentralized Education Management and Governance


expenses. In the quarter, four grantees received disbursements (Table 5.3, denoted by
bold blue color font).

Table 5.3 Summary of Grants Awarded


Progress
No. Grantee Cummulative Balanced to
Obligated
Realization be Disbursed
Amount (Rp.)
(Rp) (Rp.)
a. ICT INNOVATIONS & EMG

a.1. Pangkajene Kepulauan, South Sulawesi


- YPK Amanah 506,452,000 370,311,875 136,140,625
a.2. Jeneponto, South Sulawesi - PT Turatea
Computer Center 25,252,500 22,100,000 3,152,500
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] 258,532,500 129,003,750 129,528,750

a.5. Klaten, Central Java - CV Cosmo Jaya 347,461,000 280,840,000 66,621,000

a.6. Surabaya, East Java - PT ITS Kemitraan


[Tier-1] 50,184,000 41,716,500 8,467,500
a.7. Surabaya, East Java - PT ITS Kemitraan
[Tier-2] 311,557,100 304,710,000 6,847,100
a.8. North Tapanuli, North Sumatra – PT
Webmedia 361,742,000 311,975,600 49,766,400
b. b. EDUCATION HOTSPOT

b.1. Soppeng, South Sulawesi - Indo


Komputer 31,243,000 21,730,000 9,513,000
b.2. Sukabumi, West Java - Yayasan
Tarbiyah Islamiah (YASTI) 60,670,400 56,303,500 4,366,900
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 (Rekti)* 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.) 2,669,599,451 2,084,959,731 584,639,720
Grand Total (USD=9,000 IDR) 287,884 224,127 63,758

* Grants completed

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.

More Effective Decentralized Education Management and Governance 57


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 December 2009 they
trained over 700 participants. They also carried out intensive communication with
stakeholders on ways to ensure the program will be sustained.
Pangkep, South Sulawesi. As a result of monitoring in the previous quarter DBE1
concluded that the consortium was meeting its obligation in training teachers,
education staff and community as required by the grant, but because of changes in
internet costs and commitments from stakeholders and community to continue the
internet service, DBE1 concluded that the consortium’s sustainable business plan
must be revised and updated. Therefore, $10,145 (Rp.93 million) was added to the
grant obligation and the time period extended until June 2010 to allow the consortium
to update its sustainability plan. DBE1 provided technical advice to the consortium by
a member of a high performing grantee from Klaten, Central Java. DBE1 will
continue to closely monitor the implementation of the new business plan to ensure the
program is sustained after the grant period is completed.

Training Series Carried Out at Tarutung Cyber Learning Center Located at District Public Library

58 More Effective Decentralized Education Management and Governance


Anticipated Next Steps
• Conduct special monitoring for grantees that have not shown significant
progress so far.
• Assist grantees in grant reporting process.
• Continue compliance monitoring by reviewing each grantee’s progress reports
for completeness and compliance of general reporting requirements.
• Plan for impact evaluation and reporting.

5.2. EMIS Pilot (Task 8)


The EMIS Strengthening Pilot program is being implemented in two selected districts
in Aceh: Aceh Tengah and Pidie. The project has two major phases of
implementation. The preparation phase has been concluded, while implementation
phase is ongoing. The main purpose of the pilot is to test new ways to improve flow
of data from schools to districts within MONE’s EMIS. During the quarter DBE1
completed software for schools to input, organize and prepare data for transfer. The
system developed is a modification//expansion of DBE1’s School Database System
which has been implemented in over 1,000 DBE target schools (and replicated by
several other schools with non-DBE resources.) The modified system is called SDS++.
During the quarter field testing and presenting resource assessment results to
stakeholders were completed and follow up activities planned on the basis of the
results of the field testing.

Table 5.4 Progress with EMIS Pilot


Status at end
Target Target Achievement Target next
Activity of Quarter
Volume Date this Quarter Quarter
(cumulative)
Finalize work plan & Implement Oct 09 Work Plan Work Plan Work Plan Phase-2
baseline For EMIS Work Plan Phase-1 Phase-2 fully implemented
pilot with MONE Phase-2 completed, completed
(PSP team) Phase-2 in
progress
Procure equipment 62 computers, Jan 10 Printers waiting Desktop Procurement of
district, sub district 52 printers, 20 USAID approval Computers and equipment
and school Smart Phones Smartphone’s completed
completed
Conduct resource 52 SD/MI, 2 Oct 09 Assessment Resource Results of Resource
assessment district, UPTD/KCD, 2 conducted, Assessment Assessment
sub district, and DEO and Analyzing and Report implemented
schools Kandepag presenting completed
results
Train district, sub Train in ICT Apr 10 ICT training ICT capacity ICT capacity
district, and schools capacity and materials training materials training begun
use of SDS++ developed established ++
strengthening SDS++ software SDS Development
revision in completed and
progress training begun

Monitoring and 52 SD/MI, 5 May 10 Initial completed Measure-1 Not Measure-1


evaluation** (initial, UPTD/KCD, 2 yet completed;
measure-1, and DEO Measure-2 begun
measure-2)

More Effective Decentralized Education Management and Governance 59


Status at end
Target Target Achievement Target next
Activity of Quarter
Volume Date this Quarter Quarter
(cumulative)
Evaluate and National Jun 10 Not yet Not yet Not yet
disseminate results workshop
for MONE policy on
data flows
* 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

SDS++ field testing was conducted through workshops in each district in the first
week of October 2009. Pidie and Aceh Tengah District Education Office (DEO) staff,
DEO sub district (UPTD/KCD) staff, school/madrasah principals, and school
supervisors participated in the workshops. Pidie and Aceh Tengah DEO staff were
very enthusiastic with the program and stayed until the end of the training program.
Head of Aceh Tengah DEO said that he was very keen to disseminate the program to
all schools in the district; however, he would wait until field testing and program
design is complete.

Aceh Tengah and Pidie Head of DEO Aceh Tengah and Pidie Head of
uses SDS++ Portable (PDA) UPTD/KCD uses SDS++ Portable (PDA)

SDS++ Field Testing Posed Prior to School Head uses School Level SDS++
Workshop Closing while PSP Balitbang Reps Observed

60 More Effective Decentralized Education Management and Governance


Table 5.5: SDS++ Training Topics by Group of Participants
PARTICIPANTS

Kepala Sekolah
Staf Disdik (KK

Tenaga Adm.
Kakandepag

Staf UPTD

Pengawas
Sekolah*
Ka UPTD
No. TOPICS

DataDik

Sekolah
KaDis/

Guru
1 SDS++ Architecture:
a. SDS++ Desktop √ √ √ √ √ √ √ √
b. SDS++ Portable √ √ √ √ √ √ √ √
2 Installation of SDS++:
a. SDS++ School Level Installation √ √ √
b. SDS++ UPTD/KCD(Sub-District) Installation √ √ √
c. SDS++ District Level Installation √
3 SDS++ Implementation and Usage:
a. School Level √ √ √
b. UPTD/KCD (Sub-District) Level √ √ √
c. District Level √ √

Jumlah peserta 4 10 5 5 66 52 52 52

In addition to field testing software during the quarter a survey on resource


assessment was carried out by DBE1 national and provincial staff together with
MONE/PSP team members. (The results of the survey were documented in a separate
report.) The objective of the survey was to assess readiness on: (i) human resources
(the brainware), (ii) equipment and its infrastructure (hardware and software), and (iii)
organizational support (organoware). A total of 52 persons responded to the survey,
comprised of 22 school principals, 10 madrasah principals, two vice principals, 11
teachers, and seven support staff. Results are depicted in Tables 5.6 and 5.7 and
Figure 5.1. Note that for Tables 5.6 and 5.7 the number of stars denotes level of
readiness, while Figure R3 average score indicates level of readiness.

Table 5.6: Level of Readiness by Districts


Category Aceh Tengah Pidie

1. Human Resources:
1.1. Knowledge about DBE1 ICT program
1.2. ICT Capacity
2. Equipment and Infrastructure:
2.1. Hardware and Netware
2.2. Software
3. Organizational Support

More Effective Decentralized Education Management and Governance 61


Tabel 5.7: Level of Readiness by KCD
KCD
KCD Silih KCD KCD Lut
Kategori Grong- KCD Bies
Nara Bebesan Tawar
Grong

1. Human Resources:
1.1. Knowledge about DBE1 ICT
program
1.2. ICT Capacity
2. Equipment and Infrastructure:
2.1. Hardware and Netware
2.2. Software
3. Organizational Support

Figure 5.1: Level of Readiness by School

In general, resource assessment results indicate that prior to SDS++ training


participants’ ICT capacities were very low.

Anticipated Next Steps


• Conduct ICT training to improve ICT capacity in general followed by specific
SDS++ training
• Implement and roll out ICT capacity strengthening and SDS++ as stated in the
workplan
• Monitor and evaluate SDS++ roll out.
• Carry out evaluation on related training activities.

62 More Effective Decentralized Education Management and Governance


• Prepare dissemination plan with MONE.

5.3 DBE Website 12


As of December 2009, the DBE website received 1,488,844 hits since the website was
launched in 2005. This quarter’s total hits (201,539) is higher than last quarter’s total
hits (185,856). DBE website hits increased from 60,961 hits in October to 74,113 hits
in November, but then decreased to 66,465 hits in December (see right side of Figure
5.2). This quarter’s weekly average hits is 14,890 with a relatively steady hits for each
week. The lowest weekly hits recorded for this quarter is at 9,464 on the 3rd week of
October while the highest weekly hits is at 20,912 on the 4th week of November (see
left side of Figure 5.2).

Figure 5.2: Website Hits

During the quarter, DBE1 continued to upload information from DBE123 into various
sections of the Website, primarily: News, Resource Materials, and Good Practices.
Annex 4 contains a list and description of uploaded information. The top ten requests
for documents up until the last quarter were dominated with resource materials
uploaded by DBE1 related government legal documents which are ministerial
decrees, laws, 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
Duration
Daily
Download Date Upload since
Resource Materials Download
Frequency (mm-dd-yy) upload
Frequency
date (days)

Law number 14 year 2005 regarding


12,076 15-Aug-07 856 14.11
Teachers and University Lecturers

Minister of National Ecucation


Regulation number 39 Year 2009 1,018 7-Oct-09 84 12.12
regarding Teachers and School

12
http://www.dbe-usaid.org/

More Effective Decentralized Education Management and Governance 63


Duration
Daily
Download Date Upload since
Resource Materials Download
Frequency (mm-dd-yy) upload
Frequency
date (days)

Supervisors Workload

Attachment for BSNP regulation


No.No.984-BSNP-XI-2007 regarding
SOP for SMP, MTs, SMPLB, SMA, MA, 8,636 27-Nov-07 754 11.45
SMALB, DAN SMK National Exam year
2007/2008

Teknologi Informasi Komunikasi untuk


Kehidupan, Pembelajaran dan 13,984 31-Jul-06 1,230 11.37
Pekerjaan

How to Fill SD/MI Profile Instruments


1,985 1-Jul-09 180 11.03
Manual

National Education Minister Regulation


number 34 year 2007 regarding 7,068 27-Nov-07 754 9.37
National Exam Year 2007-2008

Republic of Indonesia Government


Regulation number 32 year 2008
4,337 28-Jul-08 513 8.45
regarding Guideline for District Annual
Budget (APBD) compilation Year 2009

Bantuan Operasional Sekolah (BOS)


2,656 11-Feb-09 320 8.30
2009 Manual Book

National Education Minister Regulation


number 12 year 2007 regarding School 4,932 28-Apr-08 603 8.18
Supervisor Standard

School Committee: Simple Accounting


5,978 17-Sep-07 824 7.25
Methods

Anticipated Next Steps


• Continuous improvement, maintenance, and updating of website content.
• Continuous updating of website links to PDMS 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.

64 More Effective Decentralized Education Management and Governance


6. Public-Private Alliance (Task 9)
The last PPA activity—a partnership with BP Company to support capacity
development for three districts in Papua Barat—was completed in the previous
quarter. Our PPA activities in the current quarter focused on investigating new
opportunities for PPAs in Aceh and other places. About $110,000 PPA set aside funds
to leverage private sector supports through PPAs remains in the DBE1 budget13.

Private Public Alliances (PPA) Program Goals


• Complete current PPA (BP in W. Papua)
• Investigate and report on new PPA opportunities

Outreach activities
During the quarter, DBE1 explored the possibility to form alliances with corporations
to support DBE activities. Several meetings with major U.S. and Indonesian
organizations such as Gramedia Widiasarana Indonesia, Indonesia Business Link,
Sampoerna School of Education and ExxonMobil were held to initiate alliances. The
following meetings are highlighted.

Meetings with PT Gramedia Widiasarana Indonesia (Grasindo)


Several meetings and discussions between DBE1 program and Grasindo
representatives took place during the quarter to explore complimentary areas of
interest. DBE1 is interested to explore a partnership with Grasindo to support the
DBE1 activity to print the School Based Management package. As a result of the last
meeting held in December 2009, it was agreed that DBE1 and Grasindo would pursue
possible potential collaboration. It will take several more meetings and discussions to
develop more accurate and detailed Terms of Reference for this alliance. Due
diligence on Grasindo will be conducted in the next quarter to see that the company fit
the partner profile required by USAID. It is anticipated that the alliance with Grasindo
will be finalized in the first quarter 2010.

Meetings with Indonesia Business Links


In December DBE1 Jakarta contacted Indonesia Business Links (IBL), an
organization established in 1998 to promote corporate social responsibility, which
organized an “Implementing PPA in DBE Workshop” in September 2005 to form
alliances with their corporate contacts to support DBE1 activities. Further discussions
will continue next quarter.

13
$350,000 for PPAs noted in Contract Modification for Aceh, January 31, 2006 has been incorporated in other budget line
items because private sector funds had been allocated to tsunami efforts; thus, there was no interest in forming alliances with
DBE1.

More Effective Decentralized Education Management and Governance 65


Meetings with Sampoerna Foundation
Meetings with Sampoerna Foundation took place to discuss the possibility to form an
alliance. Sampoerna Foundation through Sampoerna School of Education (SSE) has
indicated an interest in integrating DBE1 initiatives into SSE by expanding the pre-
service teacher training curriculum to include elementary and junior high school
levels. The alliance is intended to develop a pre-service curriculum for school-based
management. Due diligence on Sampoerna Foundation and detailed Terms of
Reference are anticipated to be completed in the first quarter of 2010.

Meetings with ExxonMobil


In December DBE1 Aceh Team met with ExxonMobil Aceh Team during the DBE3
Workshop in Lhoksumawe to seek its support for expanding DBE1 activity in Aceh.
After the meeting, DBE1 Aceh Team was informed that ExxonMobil has been
allocated budget for their CSR program in Aceh, but they suggested DBE1 to contact
ExxonMobil Jakarta’s CSR Department. In the next quarter, DBE1 Jakarta will
contact the CSR Team in ExxonMobil Jakarta to explore the possibility to form a
partnership in Aceh and Bojonegoro.

Anticipated Next Steps


• Follow up with contacts made during the quarter and finalize PPAs that may
result before the end of the next quarter.
• Submit semi annual PPA reports in January and July 2010.
• Discuss with USAID use of any remaining PPA set aside funds in DBE1
budget that will not be obligated to a PPA by end March 2010.

66 More Effective Decentralized Education Management and Governance


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 is shifting more and
more to supporting increased dissemination and sustainability. During the first four
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.

More Effective Decentralized Education Management and Governance 67


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.
As reported above, a two-day meeting was held with members of the Secretariat in
Bogor with representatives of USAID and MORA. The meeting finalized agreements
to publish DBE1 school-based management materials with government logos and
forwards signed by Directors from MONE and MORA. As a result, the materials will
be finalized in the next quarter. The Secretariat has also requested DBE1 to (1)
provide training for members of the Secretariat in the use of all the materials and (2)
provide a list of qualified district facilitators available from the districts to support
dissemination and implementation of school-based management using the DBE1
materials.
The process of publishing DBE1 school-based management manuals with MONE and
MORA and Menkokesra logos and endorsements is thus 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.
Building on the ongoing collaboration with MONE’s Secretariat for School Based
Management, in the Directorate for Kindergarten and Elementary Schooling, DBE1
participated in the last of a series of regional workshops conducted by the Directorate
across Indonesia. This consisted of regional KTSP workshops in Mataram on 6 - 7
November, Bandung on 9-10 November and on 20th November in Jakarta. The
workshops provided an opportunity to disseminate school-based management
materials to province and district level personnel. Materials focused on the
introducing DBE1’s RKS/M approach at level SD/MI level, along with a glimpse of
the SDS.

68 More Effective Decentralized Education Management and Governance


Some 130 participants came to the Mataram workshop from the provinces of Bali,
West Nusa Tenggara Barat (NTB), and East Nusa Tenggara (NTT). In Bandung, 83
people attended from the provinces of Jambi, Bangka Belitung, and West Sumatra.
The Jakarta workshop was attended by 96 participants from the provinces of
Lampung, West Kalimantan and Central Kalimantan. Participants consisted of
provincial Education Department Officers, province level staff in charge of
curriculum (Subdin SD) and Provincial Level Curriculum Development Teams. Each
district was represented by the District Education Office staff, Curriculum
Development Team, Supervisors, Principals and Teachers.
As a result of the discussions, participants now understand the importance of RKS and
SDS, but they realize the limitations of the school owned primarily in the field of
human resources, for which they expect facilitation from DBE1. Unlike previous
regional workshops, in which more discussion was dominated by the principal and
teachers, this time the discussion was dominated by supervisors and staff of the
education offices, especially those who never participated in programs from other
NGOs or donors, such as AusAID. Participants asked about the sustainability of the
program, coordination between NGOs, issues at the school level which have not been
responded to by the districts, and so on.
In Bandung and Jakarta, participants commented that they realize the RKS and SDS
are important, but they also aware of limitations in the capacity of school, especially
in human resources. As in Mataram, in Bandung MBS discussion were dominated by
the education office staff, especially related to difficulties in RKS preparation due to
limited human resources and lack of technical support. In Jakarta the school level
participants tended to dominate the discussion. The issues however were similar.
Other school-level issues that arose were related to funding. It was agreed that
schools, especially in the village areas, are in desperate need of BOS funds, but they
are also very troubled by reports on the BOS funds must be made by the schools.
They complain because (1) lack of school administrative personnel, and (2) lack of
places to ask if they have difficulties in understanding the guidelines of BOS. Schools
were also confused by the contents of the official BOS Implementation Guide as there
was no agreement among the auditors.
On 21-22 November DBE1 participated in a follow-up workshop with the MONE
SBM Secretariat (Directorate of Kindergarten and Elementary Schooling). This
workshop aimed to design the SBM Development Program as a follow-up to the
regional workshops described above. The workshop participants divided into ten
groups with ten subjects as follows: (1) National Strategy for Development of SBM,
(2) Implementation of SBM at the provincial level, district / city, clusters, and
schools, (3) Review indicator conceptual implementation of SBM in schools, (4)
Socialization and Consolidation Pattern SBM, (5) Management and Leadership, (6)
Curriculum Development and Learning, (7) Development of Community
Participation, (8) System for Monitoring and Evaluation Program, (9) Instruments
Self -Assessment, and (10) Financing and Supporting Aspects Implementation of
SBM.

More Effective Decentralized Education Management and Governance 69


DBE1 was invited to provide feedback about SBM dissemination activities that have
been taking place during the project. An allocation of 120 minutes was made for the
two presenters (panel discussion). Presenters were also invited from: UNICEF,
MGPP, South Sulawesi Education Department, Education Department of Sukabumi,
the Head SDN Purwantoro 1 Malang (TKT task winners, national level in 2009), the
Head of SDN Kampung Dalem 1 Tulung Agung, East Java, and the Head of SD
Muhammadiyah Condong Catur, Depok, Sleman Jogjakarta.
Some 130 people came from all provinces in Indonesia, and participants from each
province, consisting of: Section Heads of the Provincial Education Curriculum
section, District Education Office Curriculum Heads, Supervisors, and Principals.
Participants from each province amounted to four people.
The discussion covered various topics, but the relevant points are:
• The DBE1 programs are regarded as very effective in supporting the
implementation of the MBS program. DBE1 was requested to provide support
and program facilitation to non-partner regions.
• DBE1 was requested to not only develop managerial supervision but also
academic supervision. Reportedly, this is desperately needed by schools.
• The SBM dissemination model developed by DBE1 is regarded as quite
interesting and promising. The meeting concluded that information on the
DBE1 approach needs to be disseminated.
During the quarter, DBE1 continued work on various impact studies and meta-
analyses which are intended to ultimately inform policy development at national
levels.
DBE1 also continued on-going consultations with the national education standards
board (BSNP) regarding our cooperation on school opartion costs. DBE1 has been
supporting BSNP to develop a national education cost index primarily for tehnical
high schools (SMK). Although senior high school is outside the perview of basic
education, we have 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.

Anticipated Next Steps


• Complete follow-up steps to finalize forwards, signed by MONE and MORA
directors
• Conduct training with MONE on school-based management materials
• Submit school-based management impact study, publish report and
disseminate to stakeholders.
• Commence work on district level studies and meta-analysis
• Follow up on consultations with the BSNP on developing an education cost
index.

70 More Effective Decentralized Education Management and Governance


7.2. Provincial Engagement (Task 11)
In regions where the response of provinces has been favourable we are developing
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 beginning to fund 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.
During the coming year we also plan to run a series of province level workshops to
further strengthen the understanding and role of provinces in supporting
implementation and dissemination of DBE1 programs. 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.
In addition, we will endeavor to intensify coordination with all provinces in the
remaining year of the project in order to provide support for provincial policy
improvements. Although we will attempt to work with all, we anticipate that demand
and readiness may be less in some provinces. Some examples of ways in which we
anticipate supporting provincial policy development are as follows:
• Aceh: Strengthening coordination between district and provincial strategic
planning (renstra)and developing a province-wide database based on SIPPK
• North Sumatra: No significant developments anticipated at this time.
• West Java: Developing a policy to provide additional school operation funds,
based on BOSP results.
• Banten: Assisting the provincial MORA office to make school-based
management a provincial priority.
• Central Java: Developing a policy to provide additional school operation
funds, based on BOSP results. Assisting the provincial MORA office to make
school-based management a provincial priority in both Central Java and
Yogyakarta (DIY)
• East Java: Supporting Bappeda and the Education Office in mapping a
complete educational delivery system including public, private dyniah
(pesantren), literacy development and adjusting provincial targets to achieve
national targets.
• South Sulawesi: providing inputs to provincial policy on ‘free education’
based on BOSP.

Anticipated Next Steps


• 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

More Effective Decentralized Education Management and Governance 71


• Support provincial governments to develop policy in response to demand and
opportunity
• Conduct provincial workshops to support this.

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 actaual
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 has already
been exceeded.

Table 7.1 Dissemination achievements (school level program)*


Status at end Target
Target Target Achievement
Activity of Quarter next
Volume Date this Quarter
(cumulative) Quarter
School based management 7,000 Sep 10 8,397 1,227 Ongoing
programs disseminated schools
Provide TOT, materials 50 districts Sep 10 50 8 Ongoing
masters, supervision
Conduct Pengawas Forums to 9 days x 50 June 10 Approx. 3 x 50 ongoing Ongoing
include DF & replication
facilitators
Revise and distribute 50 + March 10 First draft to 49 Manual Complete
“Dissemination Manual for districts districts approved by publication
Districts” based on MONE MONE
inputs
* New targets expected to be mandated in contract modification January 2010

Through the end of December 2009, nearly Rp.13 billion, or $1.365 million14, has
been allocated for dissemination of DBE1 programs in 68 districts. Of this amount,
approximately $25,000 was expended for DBE1 district level programs, primarily
BOSP; the remainder has been used for school based management programs.15 This is
an increase of $300,000 or 30% since the end of the previous quarter (September
2009). Of this total cumulative amount, about Rp10 billion came from annual district
budgets (APBD) and the remainder, nearly Rp.3 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 provides a
detailed breakdown of dissemination funding and programs to date.

14
Using a nominal exchange rate of Rp9,500 = $1
15
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.

72 More Effective Decentralized Education Management and Governance


Table 7.2 Summary of Expenditures for School Level Dissemination to end of
December 2009
Other funds (BOS,non-
District budget (APBD) government foundations, Total
Province
MORA etc)
Rp Rp Rp

Year 2006
Sulawesi Selatan 129,000,000 129,000,000
Total for 2006 129,000,000 0 129,000,000

Year 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 for 2007 1,737,000,000 167,000,000 1,904,000,000

Year 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 for 2008 3,747,436,000 268,850,000 4,016,286,000

Year 2009
Aceh 347,000,000 347,000,000
Sumatera Utara 330,975,000 33,900,000 364,875,000
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 for 2009 4,371,656,180 2,310,120,000 6,681,776,180
Grand Total Budget of School Level
9,985,092,180 2,745,970,000 12,731,062,180
Dissemination

Table 7.3 Summary of Expenditures for District Level Dissemination to end of


December 2009
Other funds (BOS,non-
District budgets (APBD) government foundations, Total
Province
MORA etc)
Rp Rp Rp

Year 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
Grand Total Budget of District Level
207,750,000 36,350,000 244,100,000
Dissemination

More Effective Decentralized Education Management and Governance 73


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 8,397 is an increase of 1,227 on the
previous quarter total. For every one target school in which the program has been
fully funded by DBE1, another six or seven schools have implemented aspects of the
program with independent funding.

Table 7.4 Number of schools implementing DBE1 programs under


dissemination
Province # of School
Aceh 79
Sumatera Utara 257
Banten 642
Jawa Barat 525
Jawa Tengah 2,794
Jawa Timur 3,429
Sulawesi Selatan 671
Grand Total 8,397

NOTE: Total schools for Jawa Tengah (Central Java) includes 15 schools from DYI (Yogyakarta)
province

These 8,397 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 68. Forty of these are original DBE1 target districts while 28 new non-DBE
districts have recently begun dissemination (Table 7.5). Further analysis (Table 7.6)
shows that 50 districts have disseminated school based management programs and 19
disseminated district level programs; one district (Kota Tegal) has disseminated both
district and school level programs and so is counted twice in this analysis.

Table 7.5 Summary of Districts Disseminating DBE1 Programs to end of


December 2009
At School & District
At School Level At District Level Total
Level
50 17 1 68

74 More Effective Decentralized Education Management and Governance


Table 7.6 Districts Disseminating DBE1 Programs to end of December 2009

DBE 1 Target District DBE 1 Non Target District

Province 2006- September 2009 October - December 2009 2006- September 2009 October - December 2009
School District School District School District School District
District District District District
Level Level Level Level Level Level Level Level
Aceh Aceh Bes ar Y
Sumatera Utara Tapanul i Uta ra Y Tapanul i Sel a tan Y Pa da ng La was Y
Kota Si bol ga Y Pa da ng La was Utara Y
Kota Tebi ng Ti nggi Y
Deli Serda ng Y
Kota Bi njai Y
Ba nten Leba k Y Ta ngerang Y
Kota Ci l egon Y Sera ng Y
Kota Ta ngera ng Y Pa ndegl a ng Y
Kota Sera ng Y
Kota Tangera ng Sel ata n Y
Jawa Ba rat Suka bumi Y
Indra mayu Y
Kara wa ng Y
Kota Bogor Y
Ga rut Y
Jawa Tengah Kudus Y Kota Tegal Y Y Kota Yogya Y
Boyol al i Y Ka bupaten Pekal ongan Y Purba l ingga Y
Kl aten Y Kota Sal a ti ga Y
Kara nga nya r Y Kota Pekal onga n Y
Grobogan Y
Bl ora Y
Jepa ra Y
Demak Y
Purworejo Y
Jawa Ti mur Pas urua n Y Sampang Y Kota Batu Y
Tuban Y Kota Bl i tar Y
Nga njuk Y Kota Madiun Y
Kota Surabaya Y Kota Kedi ri Y
Si doarjo Y Kota Probol i nggo Y
Kota Mojokerto Y Ka b. Ma l ang Y
Bojonegoro Y Ka b. Jomba ng Y
Bangka l an Y Ka b. La monga n Y
Ka b. Kediri Y
Ka b. Tul unga gung Y
Ka b. Ponorogo Y
Ka b. Ma geta n Y
Ka b. Jember Y
Ka b. Bondowos o Y
Ka b. Mojokerto Y
Sul a wes i Sela tan Soppeng Y
Pangka jene Kepul auan Y
Si denreng rappa ng Y
Pi nrang Y
Enrekang Y
Luwu Y
Kota Ma ka s s a r Y
Total 38 0 2 0 6 19 4 0

NOTE: Dessimination budgets data for Central Java 2009 includes one district from DYI(Yogyakarta) province

As the above tables and the following examples of dissemination activities conducting
during this quarter show, dissemination has taken off around the country. 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 following examples show well the depth and bredth of
dissemination taking place across the country.

Aceh:
Training of Trainers for Aceh Utara SMP/MTs facilitators was held. The workshop
was attended by three principals and 24 teachers. The districts allocated Rp.

More Effective Decentralized Education Management and Governance 75


52,860,000 to support this activity. To help participants understand the need to use
supporting data as basis to prepare a school profile, DBE1 provided samples of
profiles from other schools. DBE1 also encouraged participants to learn from each
other by discussing the results of their work. As a result of this exercise, participants
became more aware of school’s budget sources and management. DBE1 also
suggested to participants that schools should include more teachers in their planning
and budget allocation process.
Meanwhile in November, Training of Trainers for District Facilitators and supervisors
of SD/MI in Aceh Utara was conducted in November. This training session was held
in response to a request from the Head of Aceh Utara Education Office to support the
district’s dissemination team. Because some participants’ understanding on RKS/M
was low and they had difficulty in establishing school profiles, DBE1 provided
samples of school profiles and shared the results of participants work to obtain input
and feedback. DBE1 also suggested that the Education Office involve supervisors in
schools’ activities, in particular teaching-learning and management.
In Aceh Besar, DBE1, World Vision, and the District Education Office worked
together to hold Leadership training for 25 principals from four clusters.
Also in November, Training of Trainers was conducted for a total of nine principals
and nine teachers from Aceh Utara. This training session aimed to provide
information and skills for facilitators to assist RKS/M updating process in schools. A
budget of Rp. 22,400,000 was allocated by the District Education Office for this
activity. The Education Office requested these facilitators to assist RKS/M
development process in their own schools first, prior to facilitating other schools.
In Aceh Besar, DBE1, together with Education Office, facilitated the formation of
KK-RKS in 35 schools. The budget for this activity (Rp. 5,600,000) came from the
Special Autonomy Budget (Dana Otonomi Khusus). The process commenced in
December with a cluster-level workshop to provide more information to schools
regarding the RKS/M development process and to discuss facilitation schedule. It was
agreed that schools will be facilitated to develop their plan until February 2010.

North Sumatra:
In North Sumatra, several dissemination
activities were supported by district
education offices. In Sibolga a total of
15 SD/MI took part. Each school sent
four people as members of KKRKS.
Participants were divided into two
clusters and trained over six days. In
Deli Serdang the principals of 60
elementary schools attended training.
These sessions were the implementated Training of Trainers for principals in Deli
under the Head of Education Office Serdang

Decision Letter requiring all schools in Deli Serdang to have their own RKS/M.
However, because the budget for both districts was ready only in October and the

76 More Effective Decentralized Education Management and Governance


document must be completed by mid-December, most training and facilitation
sessions were carried out hastily.
A number of activities were also conducted by the Office of Religious Affairs. In
Tapanuli Selatan, a total of 18 MIN took part in RKM training. These training
sessions were paid for by funds from BOS and DIPA (Daftar Isian Pelaksanaan
Angaran or Budget Implementation List.)

West Java and Banten:


In West Java and Banten, increased attention
is being paid to the development of RKS in
junior secondary schools (SMP). As the next
step in a plan to train 600 Tangerang junior
secondary principals in July, the Education
Office asked DBE1 to train 30 supervisors as
facilitators for the RKS development process
in these schools. The training sessions were
RKS/M development workshop for SMP held in October and funded by Tangerang
held in Pelabuhan Ratu recently. Budget.
In Sukabumi, training for schools to develop RKS was conducted in October. This
activity was based on a West Java Education Office letter requiring all SMP in
Sukabumi to have their own RKS. DBE1-trained facilitators took turn in explaining
development process and assisting participants to develop their school profile.
Meanwhile RKS Development Process for SD continued in Karawang, where Rp. 75
million was allocated from the District Budget for 26 schools. Also in Cilegon, some
Rp. 60 million was allocated from the District Budget to support the introduction of
RKS to 160 SD Principals and 9 MI. In Indramayu, dissemination of RKS took place
in 31 SDN and SDS in 62 schools.
After taking part in DBE123 Best Practice Workshop in July, Cirebon Municipality,
which is a non-DBE1 target district, invited DBE1 to introduce RKS development
process to 300 SD/MI, SMP/MTs, and SMA/MA principals.

Central Java:
During this quarter,
dissemination programs to
facilitate the RKT/RKAS and
RKS/M processes have been
taking place across Central Java.
This included programs in Blora,
Karanganyar, Grobogan, Klaten,
Demak, Jepara, and Purworejo.
In Yogyakarta City, 15
MI/MTs/MA took part in a Training to develop RKS/M for SD/MI in Jepara
program with Rp. 11,500,000 funding from the Religious Affiars Ministry Office’s

More Effective Decentralized Education Management and Governance 77


Budget. Also with funding from the Purbalinggal Office of Religious Affairs, 178
madrasah were trained.
In total, RKS/M dissemination covered eight districts, 519 SD, MI, and MTs, with
budget of Rp. 202,870,000.
Some of the challenges faced by participating schools and sub-districts were: (a)
inactive school committees, (b) insufficient number of supervisors, and (c)
participating supervisors’ lack of knowledge on RKS/M development process. To
overcome these challenges, DBE1 has recommended the following: (a) to use
Teachers Working Group (Kelompok Kerja Guru or KKG) meetings and Facilitator
Forum to train supervisors, (b) to involve more supervisors as co-facilitators of the
dissemination process.
DBE1 also conducted Training of Trainers for 74 supervisors from the Office of
Religious Affairs in Central Java and 33 from Yogyakarta. Together with both
districts’ Office of Religious Affairs, DBE1 will monitor implementation on the field
in January 2010. This program was to prepare the supervisors of madrasah to support
implementation of RKM/RKT and RKAM in madrasah.

East Java
In East Java, dissemination of the RKS/M Development Process for SD/MI took place
in Bangkalan Sidoarjo Tuban Sampang Pasuruan Bojonegoro and Mojokerto districts.
Dissemination programs to facilitate the RKS Development Process for SMP/MTs
took place in Tuban, Surabaya Municipality. Funding was from district budgets and
the schools themselves. In Pasuruan, a Training of Trainers was conducted for ten
MTs and eight supervisors. The budget of Rp. 368 million was funded by Office of
Religious Affairs, Education Office, and the schools.
In Bangkalan, training was conducted for school committee representatives of 78
SD/MI from 18 sub-districts. Each SD/MI sent principal and head of committee. The
budget of Rp. 50,000,000 was covered by the district. In Pasuruan, training was
provided for 58 TK/SD and 27 Islamic schools supervisors with district funding.
Meanwhile in Tuban a total of 120 main schools were trained on SDS in October. The
budget of Rp. 100,000,000 was from District.

South Sulawesi:
Dissemination activities were reported in five districts in South Sulawesi this quarter.
In Soppeng, the district disseminated the whole package of DBE1 programs. Starting
with comparative visit to DBE1 partner schools in Soppeng, the process continued
with leadership and school committee training. A total of 20 SD/MI and 10 SMP/MTs
took part in this process. Throughout October and November, participants were
trained in SD/MI RKS/M development process. A total of 80 members of RKS
working group took part. A similar process also took place for participating
SMP/MTs. To support these activities, the Soppeng District allocated Rp.
110,750,000 from its budget.

78 More Effective Decentralized Education Management and Governance


In Sidrap, Training of Trainers was held for six days for 39 supervisors on the RKS/M
development process. Also, a total of 24 schools took part in RKS/M development
process which took place from November 18 to December 3. Meanwhile, a total of 93
principals participated in Leadership training and committee members from 44
schools in capacity building for school committees.
In November in Pinrang, RKS/M development training was carried out for 41 schools
from two sub-districts. Activities were funded by District budget.
In Enrekang, a total of 33 schools took part in RKS/M development training. At the
beginning of the process, DBE1 assisted with facilitation. However, as the process
went on, facilitation was gradually taken over by facilitators and supervisors.
In Makassar, 20 SD replicated SDS in
Makassar. These schools were those that
took part in RKS/M dissemination
process earlier and were interested to
learn more about DBE1 programs. They
were very enthusiastic with the process
and output as some schools immediately
posted their School Report Cards in their
school. Head of Makassar Education Office officially
opened training to support dissemination
National Level: recently

In addition, during this quarter, DBE1 participated in a series of meetings with


USAID, DBE23 and the Sampoerna Foundation (SF) in Jakarta with the aim of
negotiating a joint program to take place in the coming year to enable SF to make use
of DBE1 school-based management materials in its in-service school development
program and also possibly in pre-service teacher training. It is anticipated that this
program will commence early in the coming quarter.
The quality and effectiveness of these 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, is planned for mid-2010.

Table 7.6 Dissemination achievements (school level program)


Status at end Target
Target Target Achievement
Activity of Quarter next
Volume Date this Quarter
(cumulative) Quarter
School based management 5,000 Dec 09 8,397 1,227 Ongoing
programs disseminated schools
Provide TOT, materials 50 districts Dec 09 50 8 Ongoing
masters, supervision

More Effective Decentralized Education Management and Governance 79


Conduct Pengawas Forums to 9 days x 50 June 10 Approx. 3 x 50 ongoing Ongoing
include DF & replication
facilitators
Revise and distribute 50 + March 10 First draft to 49 Manual Complete
“Dissemination Manual for districts districts approved by publication
Districts” based on MONE MONE
inputs

Anticipated Next Steps:


• The focus on promoting and supporting dissemination of school-based
management will continue in all provinces and districts in the next quarter.
• Monthly forums for pengawas and district facilitors will continue, with the
focus on improving skills and understandings to enable the districts to
disseminate school-based management without further assistance from DBE1.

7.3 Documenting Good Practice (Task 13)


In this final year of project intervention it is vital that increased focus be given to
documenting good practice. Given the large geographic spread, the diversity of
location and the vast numbers of schools, madrasah, teachers, and communities
involved in the DBE1 program over the course of five to six years, we know that there
are a great many untold stories out there; stories of good practice in improving the
governance and management of basic education at both school and district level,
stories of ordinary people doing innovative and extraordianry things to improve
schooling for their children. We aim to capture as many of these stories as we can and
to publish and disseminate them in reader-friendly formats.
For principals, teachers, committee members, and community members from other
schools, these stories are an effective tool to show them changes they can achieve by
themselves. For stakeholders at higher levels (district and province,) these stories can
illustrate the kind of approaches that DBE1 uses, how these methods were accepted
and implemented by schools, and how they could be replicated.
Meanwhile, districts responses to DBE1 programs for district level (district financial
analysis, unit cost analysis, and support to develop district strategic plan on education)
have been mainly very positive. There is the need to capture the momentum of all
these dynamic activities and encouraging responses from districts. When polished,
these stories can then be used as supporting tools to show and convince other districts
to use the good practices developed under the project. When DBE1 ends in 2010,
these stories will be disseminated to other districts.
DBE1 hired a writer as Short-Term Technical Assistant 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 will prepare a total of five print-ready good practices and success stories
consisting of in-depth stories concerning DBE1 activities at school and district levels
(stories to be written in both English and Indonesian). These stories will contain

80 More Effective Decentralized Education Management and Governance


specific local examples as well as broader impact. The products will consist of 2-3
stories that may be published in national or provincial newspapers and 1-2 major
stand-alone publications for national and international audiences. Themes for each
product will be approved by DBE1 management. Accompanying photographs,
quotations and illustrations (e.g. samples from school development plans) will be
included as appropriate.

Anticipated Next Steps:


• Provide ongoing encouragement and further workshops to DBE1 personnel to
document good practice.
• Allocate resources at central level to collecting, editing, polishing and
compiling good practice stories.

7.4 Disseminating District Level Programs and Developing Service


Providers (Task 14)
For the district-level activity, higher level service providers are required from outside
the districts. Throughout the project DBE1 has been piloting a small program to
develop academic staff from selected universities as service providers. A more major
program was recently conducted in the Indonesian University of Education (UPI) in
Bandung. Based on these pilots, in the final year, we will provide an intensive
program to develop the capacity of three additional service providers.
We need to implement the full district level program to be effective in training new
service providers as this will enable 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 in South Sulawesi, Central Java and West
Java/Banten.
In this quarter working agreements were signed with these new districts and 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.
We also jointly select 16 individuals from the service provider institutions in a merit-
based selection process. Induction training will be conducted in the next quarter
followed up by a second training activity one month later. We expect that both
resource persons from MONE and MOHA will attend the second training. After this,
the trainees will join experienced DBE1 staff to implement the program in the new
districts as on-the-job training or ‘professional apprentiship’. 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.

16
Pusat Telaah dan Informasi Regional

More Effective Decentralized Education Management and Governance 81


Anticipated Next Steps:
• Commence training of new service 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
• Assist with linking DBE1 certified Service Providers to potential clients for
Service Provider services.

7.5 Sustainability
Strategies to increase sustainability are integrated into DBE1’s approach across the
program. Most of the strategies described above which are being implemented to
support dissemination also support sustainability of project outcomes.
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.
The new project workplan for this final period, currently being updated and revised
following input from USAID, aims to strengthen both sustainability and
dissemination. DBE1 has completed implementation of all core programs at
school/community level and most programs at district level. The focus is now more
on deepening impact, institutionalizing good practices, supporting widespread
dissemination and a broad fieldbased policy agenda at district, province and national
levels.
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 all districts this quarter. As reported in the section on Dissemination above,
we are now beginning to see new facilitators trained through these forums taking up a
role as trainers in dissemination programs in a number of districts.
In the coming period, all Cohort 1 schools will be assisted to develop new school
development plans (RKS), further institutionalizing the process. The training will be
prepared and 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 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 will also greatly strengthen
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.

82 More Effective Decentralized Education Management and Governance


Negotiations are underway with USAID and the Sampoerna Foundation (SF) for a
Public Private Alliance to enable DBE1 to assist SF to adapt DBE1 school-based
management materials for use in pre-service training. Meanwhile developments at
national level are a further support for sustainability, particularly the work described
earlier in this report with MONE’s Secretariat for School Based Management under
the Directorate for Kindergarten and Elementary Schooling, and work on BOS
reporting.

Anticipated Next Steps:


• Continue to provide monthly forums for facilitators and to support school
visits for mentoring and supporting implementation of school-based
management including RKS.
• Lobbying and consultation with provinces and districts to influence the
development of annual work-plans and budgets to align with renstra.

More Effective Decentralized Education Management and Governance 83


Annex 1: Provincial Reports
Aceh
DBE1 activity October - December 2009

School-level programs

School Plan updating for Cohort 1 and 2 SD/MI


School planning
In this period, schools in Pidie completed their school plan updating
(RPS/RKS/RKT)
process while schools in Bireuen and Aceh Tengah were in near
completion.

In this quarter, all Cohort 1 schools in Banda Aceh finalized their School
Database System (SDS.) Using SDS, schools were able to input related
data from the past three years. At the beginning of this process, six of the
19 schools did not have complete data. Also, some schools had a new
principal or treasurer, making the data input process more difficult since
they were not familiar with the System. To assist these schools and
principals/teachers, DBE1 provided additional facilitation.

School Database Similar process was carried out in Aceh Besar and Bireuen. In Aceh
System (SDS) Besar, 95% of schools in Neuheun cluster have completed their SDS
finalization process. The challenges of this process include schools
incomplete data (three out of 17 schools) and loss of data due to virus
attacks. To address these problems, the DBE1 team trained the schools
in basic computer skills. District Facilitators also provided additional
facilitation sessions to complete the required data.

After taking part in the process, most schools now understand that SDS
offers the benefit of more effective data management.

District-level programs

On November 10, DBE1 held the second multi-stakeholder workshop in


Banda Aceh to discuss recommendations for the district education sector
District budget allocation. However, because representatives of Parliament and
Education Bappeda were not present, stakeholders’ inputs were not comprehensive.
Governance As a next step, DBE1 team will present the results to Parliament
members to obtain their input as well.

District District Education Planning (Renstra) or District Education Work


Education Plan (Rencana Kerja or Renja.)
Planning and
Capacity After completing their district’s renstra earlier, a renja workshop was
Assessment held in Aceh Tengah and in Pidie to develop draft yearly work plan and

84 More Effective Decentralized Education Management and Governance


DBE1 activity October - December 2009
budget of both districts’ education office. In these sessions, participants
had difficulties trying to allocate budget if based on realized 2010
amount. DBE1 assisted participants to analyzed Education Office
realized budget closely and, accordingly, determine programs and
activities to be included in the planning document. DBE1 also suggested
for participants to use budget of 2009 as guideline.

District Education Finance Analysis (Analisis Keuangan Pendidikan


Kabupaten/Kota or AKPK)

A District Education Finance Analysis (DEFA) workshop was


conducted on October 15 in Aceh Besar and attended by the Head of
Aceh Besar District, Head of Education Office, and other stakeholders.
In this workshop, the Head of the District advised that, because of
budget limitation, 69% of district’s budget (Rp. 386.4 billion) was
allocated for salary while 31% (Rp. 173.6 billion) was for supporting
other programs. The Head of the District also recommended that the
DEFA document could be further used as a supporting document for
policy development as well as to inform other stakeholders about the
district’s financial situation to improve their understanding on the
subject.

District In Aceh Tengah, on October 24, the workshop was attended by the Head
Education of the Education Office, Budget Committee members of Aceh Tengah
Finance
Parliament, representatives from schools (principals and committee
members,) supervisors, and Kobar (Koalisi Barisan Guru Bersatu or the
United Teachers Coalition), an NGO. The DEFA analysis and report
were presented by the Head of Education Office to other stakeholders.
As a result of this presentation, Parliament members became aware that
the education sector still needs additional budget support for its
programs and activities. The Parliament representantives requested the
Education Office to provide more information regarding the additional
amount required for Parliament’s further consideration.

In Banda Aceh, on November 10, a workshop was held to discuss results


of the analysis. Although no members of Parliament attended the
session, other stakeholders still provided information and feedback. As
next step, DBE1 encouraged Education Office to present AKPK results
to others such as Head of Municipality. DBE1 team also presented
results of AKPK to newly appointed Parliament members.

Dissemination

District Training of Trainers for District Facilitators and supervisors of SD/MI in


Dissemination Aceh Utara was conducted on November 11 and 12. This training
Activities session was held in response to a request from the Head of Aceh Utara
Education Office to support the district’s dissemination team. Because

More Effective Decentralized Education Management and Governance 85


DBE1 activity October - December 2009
some participants’ understanding on RKS/M was low and they had
difficulty in establishing school profiles, DBE1 provided samples of
school profiles and shared the results of participants work to obtain input
and feedback. DBE1 also suggested that the Education Office involve
supervisors in schools’ activities, in particular teaching-learning and
management.

In Aceh Besar, DBE1, World Vision, and the District Education Office
worked together to hold Leadership training for 25 principals from four
clusters.

Meanwhile, from October 5 to 9, Training of Trainers for Aceh Utara


SMP/MTs facilitators was held. The workshop was attended by three
principals and 24 teachers. The District allocated Rp. 52,860,000 to
support this activity. To help participants understand the need to use
supporting data as basis to prepare a school profile, DBE1 provided
samples of profiles from other schools. DBE1 also encouraged
participants to learn from each other by discussing the results of their
work. As a result of this exercise, participants became more aware of
school’s budget sources and management. DBE1 also suggested to
participants that schools should include more teachers in their planning
and budget allocation process.

From November 13 to 14, Training of Trainers was carried out for a total
of nine principals and nine teachers from Aceh Utara. This training
session aimed to provide information and skills for facilitators to assist
RKS/M updating process in schools. A budget of Rp. 22,400,000 was
allocated by the District Education Office for this activity. The
Education Office requested these facilitators to assist RKS/M
development process in their own schools first, prior to facilitating other
schools.

In Aceh Besar, DBE1, together with Education Office, facilitated the


formation of KK-RKS in 35 schools. The budget for this activity (Rp.
5,600,000) came from the Special Autonomy Budget (Dana Otonomi
Khusus) The process took place from December 3 to 13 with a cluster-
level workshop to provide more information to schools regarding the
RKS/M development process and to discuss facilitation schedule. It was
agreed that schools will be facilitated to develop their plan until
February 2010. In addition, 35 SD/MI principals received leadership
training on December 22 and 23 while committee members from the
same SD/MI were trained on December 30 and 31.
In Banda Aceh, Forum was established on December 9. Members
Supervisors and included supervisors of Education Office, Office of Religious Affairs
District and DBE1-trained facilitators. Because some of participants also were
Facilitators Forum involved in World Bank’s BERMUTU program, members appointed a
coordinator to arrange meeting time. They also agreed that members
should adhere to Forum meetings schedule.

86 More Effective Decentralized Education Management and Governance


DBE1 activity October - December 2009

ICT & Data Management


To support the Aceh EMIS Pilot project, a total of 13 and 44 computers
were provided to District of Pidie and Aceh Tengah, respectively. The
Aceh EMIS Pilot
participating schools were very excited to take part in the project; a few
installed the computers immediately.

Partnerships

On December 29, DBE1 took part in Banda Aceh Technical and


Supervisory Team meeting to discuss efforts to support dissemination. In
this event, Principal and committee member of MIN Rukoh took part to
talk about positive impact of DBE on the madrasah. Head of Banda
Aceh Education Office supported dissemination of DBE1 programs and
agreed to issue some kind of regulation requesting all schools to have
their own RKS.

On December 17, together with Provincial Education Office, Education


Council, Office of Religious Affairs, UNICEF, and others, DBE1 Aceh
took part in a SEDIA workshop to discuss achievements of indicators
included in province’s renstra. A similar meeting will be held on January
6 to discuss the matter further.

With DBE1 assistance, BSNP continued to collect data on unit costs for
BOSP components from schools in Aceh Tengah. This activity was
attended by representatives of SD, SMP, SMP, SMK, SDLB and
SMPLB.
Engaging District,
Province On December 14, the DBE1 Banda Aceh Coordinator met with the
Stakeholders Secretary of the Education Office. Results of the meeting included a plan
for the Education Office to issue a circular letter requiring all SD in
Banda Aceh Municipality to have an RKS. The Education Office will
also allocate part of the “BERMUTU” budget to improve capacity of
supervisors.

DBE1 took part in Mid-Term Review of implementation of the Aceh


Provincial Strategic Plan (renstra) for the Education Sector. Facilitated
by AusAID’s SEDIA, the meeting was also attended by representatives
of UNICEF, the Provincial Education Office, Bappeda, the Special
Autonomy and Oil and Gas Revenue Team, and Office of Religious
Affairs. At the meeting participants reviewed achievements against
indicators included in the plan. Discussions were rather interesting
because some indicators were established three years ago with limited
supporting data. Because participants were not able to review all
indicators, the discussion will continue in the near future.

On November 30, the District Coordinator met with the Head and
members of Committee D of Banda Aceh Parliament. The meeting was

More Effective Decentralized Education Management and Governance 87


DBE1 activity October - December 2009
held to provide information about DBE1 programs to newly-elected
Parliament members and to prepare for future meetings with Technical
and Advisory teams of Banda Aceh.

On November 17, DBE1’s District Coordinator in Bireuen met with


representatives of the Education Office to discuss dissemination. Using
funds from P2DTK, the Education Office will determine the number of
schools and the period of dissemination for the RKS/M development
process. The Education Office requested DBE1 to provide related
information for further review.

On November 16, DBE1 met with representatives of the Education


Office and principals of disseminating schools at Gani and Ateuk
clusters in Aceh Besar. It was agreed that schools will complete their
RKS/M documents at the beginning of December. To support this aim,
District Facilitators will conduct additional facilitation sessions. DBE1
will also continue to support the Education Office because at this time
the capacity of the Office’s personnel is still not adequate to complete
the tasks. At the same time, most of the participating schools still did
not own a computer to support the RKS development process. DBE1
also recommended that the Education Office meet with schools regularly
to assist them in completing their RKS/M.

In Aceh Besar, on October 22, the Head of the Education Office signed a
circular letter requiring all schools to have four-year plan and conduct
annual review of plan.

DBE1 met with the Acting Head of the Education Office of Aceh
Province to introduce current programs and future expansion plans. The
Acting Head of the Education Office mentioned that, until the new Head
of Education Office is appointed by the Governor, one of Office
priorities will be to improve transparency and the quality of work of the
Office’s personnel.

DBE1 met with district stakeholders as well as principals from schools


in Sibreh cluster in Aceh Besar to discuss ways to improve quality of
education in the region. From the meeting, participants realized the
reasons for low quality so far were lack of discipline among principals
and teachers, lack of transparency in education management, and lack of
capable personnel. Stakeholders agreed that they should work together to
improve the situation.

DBE1 met with Exxon Aceh operational representatives to discuss about


Public Private possibility of PPA in Aceh. Exxon explained that although they have
Partnership allocated budget for 2010, they requested DBE1 to provide more
information and draft Terms of Reference for possible cooperation.

88 More Effective Decentralized Education Management and Governance


North Sumatra
DBE1 activity Oktober – Desember 2009

School-level programs

Training and facilitation sessions for Cohort 1 schools

Training and facilitation sessions for Cohort 1 schools as well as refresher


training for Cohort 2 SD/MI in North Sumatra were completed in this
reporting period. Throughout the training sessions for Cohort 1 schools in
Sibolga, some challenges that DBE1 faced were some participants’ tendency
to come late to the training sessions and reluctance to use SDS manual. This
situation caused delay in the training process and, as a result, the DBE1 team
was able to check quality of schools’ work only after the training sessions. In
School addition, because of lack of supporting data, only 85% of the participating
Database schools were able to finalize their SDS with complete data. However, despite
System (SDS) these limitations, participants were very eager to learn about completing the
process for BOS report. This was because prior to this training, in most
schools, such information was only available to principals.
Training for Cohort 2 schools
For Cohort 2 schools in Tapanuli Selatan, Tapanuli Utara, and Tanjungbalai,
the whole process went relatively smoothly although DBE1 had to spend
additional time to train some participants who were new to the process. Also,
in Tapanuli Utara, some schools were not able to complete inputting their
BOS-related information because the school principals had changed and data
was not transferred properly from the old to new heads of schools.

School Committee Training


From December 8 to 22, all committees from Cohort 1 and 2 schools took
part in training sessions to support the participation of committee members
in musrenbangdes during January and February 2010 period. In these
sessions, participants learned about the types of programs which can be
Strengthening funded by the Village Budget (Alokasi Dana Desa or ADD) or other sources.
School Participants also established school teams to take part in musrenbangdes and
Committees determine programs to be suggested in this village forum.
In Tanjungbalai, during the session to determine programs to be discussed in
the upcoming musrenbangdes, representatives of schools worked together
with those of the village (kelurahan). Working together in this way should
significantly increase the possibility of these programs being subsequently
approved by the village during musrenbangdes.

More Effective Decentralized Education Management and Governance 89


DBE1 activity Oktober – Desember 2009

District-level programs

In Tanjungbalai, from December 15 to 17, DBE1 met with the Education


Office to discuss a plan to issue a Head of Municipality or Education Office
Decree to allocate part of the Municipality budget to support schools
operational costs. This was based on BOSP results and the subsequent
discussion in which Education Office had suggested a budget allocation of
Rp. 500,000 per student per year for SMA, MA, and SMK students.
Meanwhile, in Deli Serdang, DBE1 facilitated discussions between the
District Education Office and Education Committee of the Parliament on the
Education formulation of a draft District Regulation on budget allocation to support
Governance school operational costs. For the 2010 fiscal year, the Education Office had
suggested Rp. 30 billion to be allocated from the district budget to cover
operational costs of SDN, SMPN, and SMAN.
On October 20, the Multi-Stakeholder Forum of Tanjungbalai met to discuss
the Forum’s work plan. Participants agreed to conduct monthly meetings to
discuss education-sector issues in the district such as the ratio of students and
class rooms and recruitment mechanism of principals and supervisors.

District Education Planning (Renstra)

From October to December, DBE1 North Sumatra assisted Tanjungbalai and


Tebing Tinggi Education Office to develop their strategic plan.

In Tanjungbalai, based on discussion with Head of Education Office, to


support the Head of Municipality plan for ”Tanjungbalai Cerdas 2015”
(Smart Tanjungbalai by 2015) the district’s renstra period was from 2011 to
2015. After going through various workshops and facilitation sessions, a
public consultation was held on December 17. Key points from this session
were:
District
Education • Education Council: Supported programs listed in the document, in
Planning and particular efforts to meet the 32 students per class room requirement
Capacity and usage of ICT to support teaching and learning activities.
Assessment
• Bappeda: To include programs for private schools as well.

• Distict Parliament: Requested planning of programs to be based on


available budget.

Similar to Tanjungbalai, DBE1 continued its support for renstra


development in Tebing Tinggi. In this reporting period, the effort culminated
with an Internal Workshop which was held on December 28 and 29.
Officially opened by Head of Education Office, the meeting was attended by
members of the renstra development team, other representatives of the
Education Office, and supervisors. Based on inputs from participants, the

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DBE1 activity Oktober – Desember 2009
document was revised and will be presented in a public consultation session
planned to take place on January 20, 2010.

Dissemination

RKS/M Development Process

Activities supported by District Education Office


• Sibolga: A total of 15 SD/MI took part. Each school sent 4 people as
members of KKRKS. Participants were divided into two clusters and
trained in six days.
• Deli Serdang: Training sessions from November 3 to 6 were attended
by principals of 60 SDN. These sessions were the implementation of
the Head of Education Office Decision Letter requesting all schools
in Deli Serdang to have their own RKS/M.

District • However, because the budget for both districts was ready only in
Dissemination October and the document must be completed by mid-December,
Activities most training and facilitation sessions were carried out hastily.

Activities supported by Office of Religious Affairs


• Tapanuli Selatan: As a result of Tapanuli Selatan’s division into two
districts, a total of 18 MIN took part in RKM training with the
following details:
- 3 from Tapanuli Selatan
- 8 from Padang Lawas Utara
- 7 from Padang Lawas
• These training sessions were paid for by funds from BOS and DIPA
(Daftar Isian Pelaksanaan Angaran or Budget Implementation List.)

During the November to December period, Supervisor Forums were held in


all districts in North Sumatra (Tapanuli Selatan, Tapanuli Utara, Binjai,
Tanjungbalai, Dairi, Sibolga, Deli Serdang and Tebing Tinggi.)
Supervisors In these Forums, supervisors and facilitators were provided with information
and District about DBE1 school-level programs and trained to have a better
Facilitators understanding of these programs. For example, in Tebing Tinggi, after
Forum learning about the RKS/M development process, supervisors and facilitators
were requested to fill out school profile information based on real
information of local schools. They were then asked to present their work
results to others. In general, participation was high and the response was
positive.

More Effective Decentralized Education Management and Governance 91


DBE1 activity Oktober – Desember 2009

ICT & Data Management

Tapanuli Utara ICT Grant


As of December 15, out of the target of 1,000 participants, a total of 702
people have been trained in topics such as blogging and use of the Internet.
Other activities included:
ICT/Hotspots
and Grants • Establishment of an Education Office website (http://www.disdik-
taput.net/)
• Training in basic computer and Internet skills for staff of District Public
Library
• Establishment of a Library Information System

Partnerships

Throughout November, DBE1 assisted the Education National Standards


Board (Badan Standar Nasional Pendidikan or BSNP) to collect data for
components of school unit cost in Tebing Tinggi, Tapanuli Utara, Binjai,
Engaging Sibolga, and Tanjungbalai. In these sessions, representatives of the
District, Education Office, schools (SD, SDLB, SMP, SMA, and SMK,) and BSNP
Province filled out different forms with unit costs for each education level. This
stakeholders information will then be used by BSNP as basis to establish index for
education-sector costs.

West Java & Banten


DBE1 activity October - December 2009
School-level programs

School Plan updating for Cohort 2 SD/MI


In Lebak, schools were trained on October 22 and 29. Prior to the School
Annual Plan (Rencana Kerja Tahunan or RKT) development process,
School planning working group members agreed to revise their schools’ objectives,
(RPS/RKS/RKT) program, and other related information so that the yearly plan could be
developed accordingly. Meanwhile, in Indramayu, DBE1 provided
additional facilitation time so that working groups would be able to
understand the RKT development process better and therefore develop a
sound document.

School Database Training and facilitation sessions for Cohort 1 schools


System (SDS) From October 19 to 29, schools in Lebak were trained to use the School
Database System. In Rangkasbitung cluster, the training encouraged

92 More Effective Decentralized Education Management and Governance


DBE1 activity October - December 2009
schools to update and manage their data regularly. These sessions were
also covered by local media, Fajar Banten. In the meantime, in Bayah
cluster, SDN 2 Suwakan and SDN 6 Bayah Barat, which are not DBE1
schools, used their own funds to take part in the three-day training
session.

Training for Cohort 2 schools


Cohort 2 schools in Karawang, Garut, and Indramayu were trained
throughout November and December period. In Indramayu, participants
understood the importance of maintaining and managing valid and up-to-
date information to schools. This understanding subsequently pushed
participants to update their school plan as a valid basis on which to
develop SDS. In Talagasari cluster, Karawang, Head of Sub-District
Education Office attended the training and was encouraged to use the
System in more schools. In Tarogong cluster, committee members of
SDN Haurpanggung decided to purchase a computer so that the school
could take part in the training uninterruptedly.

School Committee Training


In Karawang, training sessions for committee members on participation
in musrenbangdes were carried out on December 8 and 9. The attendance
of the head of one of the villages was very helpful to committee members
because he provided information on matters such as the policies of village
and kecamatan in providing budget and support for schools. Similar
training was also held on December 29 and 30 for committee members of
Karawang Cohort 2 schools. Because this training was attended by three
heads of villages, participants were able to learn a lot about village
programs and policies. These village heads were very responsive to
committee members questions and encouraged the latter’s participation in
Strengthening musrenbangdes.
School
Committees In Sukabumi, pre-workshops were held from December 11 and 12 to
committee members. In these pre-workshop sessions, participants learned
about the importance of participation of schools and committee members
in musrenbangdes. They were also given the opportunity to look back and
reflect on their involvement in 2009 musrenbangdes. From their
participation in last year’s musrenbangdes, committee members learned
the village forum was more focused on establishment of village’s priority
of activities and how these activities would be funded by the sub-district
forum (musrenbang kecamatan.)

From these pre-workshops, participants started to identify programs


which could be included in musrenbangdes discussions in the near future.

More Effective Decentralized Education Management and Governance 93


DBE1 activity October - December 2009
District-level programs
From November 23 to 25, Education Councils from six partner districts
took part in a workshop “Education Council Roles and Functions in Pro-
Children Policy Making Process.” The workshop was held by DBE1 to
provide Education Council members with the opportunity to learn about
topics such as the impact of BOS on the education sector as well as each
district’s finance and education situation. In addition to Education
Council members, participants included representatives of districts’
District Bappeda and Education Office. A representative of West Java Provincial
Education Education Office also attended this workshop and presented provincial
Governance policies on education. As one of the results of this workshop, participants
listed issues related to education and plans to improve the education
sector in each district.
From December 21 to 23, a similar workshop was held for Education
Councils of partner districts in Banten. One of the workshop’s results was
suggestion for regular meetings with Banten Provincial Education
Council. Council members would also like to use DBE1 School
Committee Modules and other manuals for capacity building efforts.

District Education Planning (Renstra)


In the October to December period, the renstra development process was
started for Bogor, Cilegon, and Subang. Activities related to data and
information preparation for SIPPK can be found in the section below.

For Bogor and Cilegon districts, the document development process was
conducted simultaneously. On November 25 and 26, Focus Group
Discussions were held for Cilegon and Bogor Education Offices
respectively, to determine issues and real conditions related to the
District education sector in each district. Participants included representatives of
Education Education Office, Parliament, and principals of SD, SMP, and SMA.
Planning and Throughout the process, renstra development team members learned to
Capacity use SIPPK as basis for analysis and description of the districts’
Assessment education-sector condition. Challenges in the process included team
members’ lack of ability to produce solid analysis and the busy schedule
of leaders that hampered efforts to control the quality of documentation.
In Cilegon, DBE1 requested the involvement of the Education Office
Secretary so that team leader involvement in the quality control process
could be improved. DBE1 then continued the process on December 22
and 23 by reviewing team members’ work results so far. This occasion
was also used by DBE1 to review the data required for analysis of
Bogor’s education finance which will be conducted in the near future.

In Subang, Head of Education Office agreed that, although district


already had its own renstra, district will develop a new one and the new
document will be based on SIPPK data and information.

94 More Effective Decentralized Education Management and Governance


DBE1 activity October - December 2009
Support to Renstra: SIPPK/Sistem Informasi Perencanaan
Pendidikan Kabupaten/Kota (DPISS)

Throughout October and November, the DBE1 team assisted Bogor and
Cilegon SIPPK team members. In Bogor, the Head of the Planning Sub-
Division of the Education Office decided to use validated and verified
data from 2008/2009 as a basis to develop the district’s renstra. This was
because the Education Office realized the importance of having valid and
up-to-date data as basis for the district’s planning and found out that data
prior to 2008/2009 was less than reliable. In Cilegon, the SIPPK team
started the process by visiting all sub-districts to ensure that district’s
population data covered all regions. The activities then were continued
with training for the SIPPK team on November 10 to 13.

Meanwhile, in Garut, DBE1 met with representatives of Garut Education


Office on October 14 and 15 to discuss about required data to support
renstra. As a result of this meeting, the Head of the Data and Information
Section agreed to speed up the data collection process and requested the
43 sub-districts to provide the necessary information. Based on another
meeting on November 30, the Education Office agreed that by the end of
December all data for all levels would be collected. SIPPK training will
then be conducted by DBE1 during the first or second week of January
2010.

In Subang, a workshop was held from December 8 to 10 to gather all


data. At the end of the third day, the district’s SIPPK team was able to
complete inputting of the required data for all education levels (TK/RA,
SD/MI, SMP/MTs, SMA/MA/SMK) into the System. As a next step, the
district’s SIPPK team will continue to verify and validate data.

The District Education Finance Analysis/Analisis Keuangan


Pendidikan Kabupaten/Kota (AKPK)

The AKPK process took part in Garut, Cilegon, and Subang in this
period. In Garut, during a public consultation session on October 7,
participants learned that 42.3% of 2008 District Budget was allocated for
Education Office. However, 11% of this budget was allocated to support
District
schools’ infrastructure and facilities, only 3.55% for teaching/learning
Education
activities and 1.43% for operational costs. In this consultation session,
Finance
representative of Bappeda also mentioned that although Garut is the
poorest district in the province, efforts to improve education must still be
maintained. Some of the recommendations of this session were
improvement of access for education for all, more efforts to improve
quality of graduates, and more budget allocation for education sector.

In Cilegon, after lack of progress for five months due to the unavailability
of the district budget, the AKPK process was restarted again with

More Effective Decentralized Education Management and Governance 95


DBE1 activity October - December 2009
workshops and internal consultation from October to December. From
December 14 to 16, DBE1 facilitated preparation of AKPK report.
Although team members planned to finish the report in the near future so
public consultation could be held, this could not be accomplished because
currently draft report was still far from complete. Team members then
agreed to revise the draft together with other representatives of Education
Office.

Subang team members participated in workshop sessions to conduct their


analysis. During one of the workshops held from December 29 to 30,
participants learned that some supporting data from the District Secretary
Office for 2007 could not be collected because 90% of the Office’s
personnel were transferred to different offices or divisions. Despite of this
setback, team members were still eager to continue the calculation and
analysis and prepare for public consultation session.

School Unit Cost Analysis/Biaya Operasional Satuan Pendidikan


(BOSP)

BOSP teams in the districts of Garut, Bogor and Subang continued to


calculate their schools’ unit costs in this October to December period. In
Garut, a public consultation was held on October 7 and informed
participants that there is an operational cost difference of Rp. 41,646 per
SD/MI student per year and Rp. 63,288 per SMP/MTs student per year
that still needs to be covered by the district budget. The District
Government agreed to gradually achieve these goals. The District
Government also informed participants that it would involve ICW
(Indonesia Corruption Watch) and GGW (Garut Government Watch) in
developing district annual budget.

In Bogor, DBE1 continued to facilitate calculations with BOSP team


members. However, during calculation at the SMP/MTs level, discussion
between DBE1 and Education Office became very difficult as the
Education Office insisted on using its own figures. Based on actual BOSP
calculation, the current amount allocated for SMP/MTs was already in
surplus. However, the Education Office insisted on using a different
amount so that additional fund for SMP/MTs would still be needed.
Finally, the Education Office figures were used as a recommended
amount for SMP/MTs during an internal consultation session on October
8. For SD/MI and SMP/MTs level, the District Government must allocate
Rp. 980 million and Rp. 4 billion to cover operational costs for both
levels, respectively. BOSP team members will revise calculations and
analysis based on inputs of this session and will prepare for public
consultation.

In Subang, results of the latest BOSP calculation and analysis were


presented during a public consultation session on October 16. To cover

96 More Effective Decentralized Education Management and Governance


DBE1 activity October - December 2009
operational costs for schools in the district, the Subang District
Government agreed to:
• Reallocate Rp. 17 billion of District Budget originally planned to
support villages (Bantuan Keuangan Untuk Desa/Kelurahan) to
schools operational cost (Rp. 45 million/school/village.)
• Additional Rp. 128 million to support SD and SMP
• Allow voluntary community contribution
• Encourage private companies to fulfill their CSR responsibilities
• Encourage high schools to hold activities that will generate
income for the school.

Dissemination

Training of Trainers for facilitators of SMP RKS development


process
As a follow-up to the training of 600 Tangerang SMP Principals in July,
the Education Office requested DBE1 to train 30 supervisors to facilitate
these SMP in the RKS development process. The training sessions were
held from October 5 to 10 and funded by the Tangerang Budget.

RKS Development Process for SMP

In Sukabumi, training of junior secondary schools to develop RKS was


carried out on October 6 to 8. This activity was based on a West Java
Education Office letter requesting all SMP in Sukabumi to have their own
RKS. DBE1-trained facilitators took turn in explaining development
District process and assisting participants to develop their school profile.
Dissemination
Activities
RKS Development Process for SD

• Karawang: Rp. 75 million from District Budget was allocated for


26 schools.
• Cilegon: Rp. 60 million from District Budget to support
introduction of RKS to 160 SD Principals and 9 MI.
• Indramayu: Dissemination of RKS in 31 SDN and SDS in 62
schools.

Introduction of RKS Development Process in non-partner district

After taking part in DBE123 Best Practice Workshop in July, Cirebon


Municipality invited DBE1 to introduce the RKS development process to
300 SD/MI, SMP/MTs, and SMA/MA principals.

Supervisors and Forums were held in Sukabumi, Indramayu, Karawang and Lebak. In
District Sukabumi, the forum was held to prepare facilitators prior to

More Effective Decentralized Education Management and Governance 97


DBE1 activity October - December 2009
Facilitators dissemination of DBE1 programs in madrasah planned to take place
Forum during the first 2010 quarter. One of the meetings in Sukabumi also
discussed the impact of a DBE1-trained supervisor’s recent appointment
as the new Head of a Sub-District Education Office on plans of
dissemination in the region.
In Lebak, participants discussed different strategies so that all SD could
have RKS by 2010 as requested by the Education Office while still
meeting the budget limitation of Rp. 200 million.

ICT & Data Management

DBE1 continued to assist grantees in Karawang, Tangerang and


Sukabumi. Challenges faced by grantees varied greatly. For example, in
ICT/Hotspots
Karawang, grantees continued to find ways to implement training
and Grants
sessions while in Sukabumi, DBE1 assisted grantees to complete their
fourth report.

Partnerships

From November 8 to 13, DBE123 took part in 2009 West Java Education
Collaboration and Technology Expo and exhibited products of three components. The
with DBE23 Expo was also attended by education offices from all districts in West
Java.

Central Java
DBE1 activity October – December 2009
School-level programs
School Development Planning (RKS) SD-MI dan SMP-MTS in
Cohort 1-2

In Central Java, the updating process for Cohort 1 and 2 SD/MI and
SMP/MTs 2009/2010 RKS was completed this quarter. Out of a total of
202 partner schools, only one school, SD Kedungloteng located in
School planning Purworejo District, did not take part in the process. This was because
(RPS/RKS/RKT Principal of the school did not want to do so, despite requests from
Education Office, Sub-District Education Office, and community
members. The next step is training for Cohort 1 schools to develop their
2010/2013 school plan in January 2010. These schools will use outputs
from School Database System (SDS) as basis to develop their school
profile.

98 More Effective Decentralized Education Management and Governance


DBE1 activity October – December 2009

Training and facilitation sessions for Cohort 1 schools


A three-day workshop was carried out for 105 Cohort 1 SD/MI in this
reporting period. Using computers in secondary or vocational schools’
computer labs, participants were able to input their school’s data into the
System. These schools plan to use the information as a basis to develop
their 2010-2013 school plans. As of the middle of December, a total of
57 SD/MI in Boyolali, Jepara, and Klaten have been facilitated by
DBE1 in using the System.

Training for Cohort 2 schools


Refresher courses for Cohort 2 schools were conducted for 97 SD/MI in
five districts. As of the middle of December, 34 SD/MI in the districts
of Blora, Klaten, and Purworejo had received facilitation to use SDS
School Database further. Although some of these schools were very busy with other
System (SDS) activities, they planned to complete the process by January 2010.
This SDS training and facilitation sessions posed several challenges
such as the lack of computers in some schools (7 schools in Grobogan, 3
in Demak, 2 in Klaten, and 1 in Karanganyar) and the inability of
participants to use computers and the software application smoothly. As
a consequence, participants were trained in local Cluster Learning
Centers and given additional time to familiarize themselves with the
hardware and software. Also, schools had to manage their time carefully
because SDS training and facilitation was held at the same period as
semester one examinations. In addition, schools in several districts were
unable to use the SDS BOS reporting mechanism because these districts
use a different BOS reporting form than that of SDS. To solve this,
DBE1 attempted to convince the Education Office to use the SDS BOS
reports, but to no avail.

District-level programs

From October 13 to 15 and November 3 to 5, DBE1 Central Java


facilitated partner districts’ Education Council workshops on the
councils’ roles and functions in supporting district education-sector
policy and funding. Participants included representatives of Education
Councils, Education Offices, and Bappeda. Also taking part in these
District Education
workshops were the Head of the Provincial Education Office and school
Governance
committee members. In addition to making Education Council members
more aware of how they can support their district in improving the
quality of education, members were encouraged to put their knowledge
into real action:
• In Purworejo, Education Council members were involved
directly in establishing a Head of District Decree on formal and

More Effective Decentralized Education Management and Governance 99


DBE1 activity October – December 2009
non-formal education.
• In Blora, Education Council members used education sector data
such as the ratio of teachers/students and teachers’ distribution
as input in district’s renstra development process.
• In Grobogan, the Education Council held a workshop for 65
private SMP/MTs principals and committees. This workshop
aimed to improve the roles and functions of committee members
and included discussion topics such as the legal umbrella for
education and the management of teaching and learning
activities.
• In Karanganyar, a workshop was held by the Education Council
to develop a workplan for 2010. In this workshop, other
stakeholders from various institutions such as the District
Parliament, Education Office, Bappeda, School Committee
Communication Forum, and NGOs were invited. The workshop
also invited an education expert from Universitas Sebelas Maret
to discuss issues of education.

District Education Planning (Renstra)


During the October to December period, DBE1 Central Java facilitated
renstra development in Blora, Purworejo, Kudus, Demak, Grobogan,
and Boyolali. In Blora and Purworejo, public consultations were held on
November 10-11 and 13-14, respectively. In Kudus, meanwhile, after
facilitation on November 19 and 20, the DBE1 team found out that the
document was still not completed after having been developed for more
than three months. The delay apparently occurred because the team did
not complete calculation of the budget and funding section. After
discussing the matter with the Head of the Planning Sub-Division, the
calculation was completed in two days. In Demak and Grobogan,
public consultation sessions were held on December 2 and 9,
District Education respectively. On December 22, public consultation was also held in
Planning and Boyolali and attended by education-sector stakeholders. One interesting
Capacity result of this consultation session was the decision to add two more
Assessment members to the renstra development team from an external organization
(The Education Council) to ensure that stakeholders’ inputs were
included in the revised document.
The Renstra of three districts, Kudus, Purworejo, and Blora were
completed and signed by respective Heads of Education Offices.
Renstra of Demak, Grobogan, and Boyolali have also been completed
and are still waiting for approval from Education Office. The process in
Boyolali is scheduled to conclude in January and Klaten in May 2010.
Throughout the facilitation and development process, the biggest
challenge faced by renstra development and DBE1 teams was the real
difficulty in finding time for all team members to work together. On the
other hand, renstra were used in these districts as Education Office
input to the Head of the District in developing the district’s mid-term

100 More Effective Decentralized Education Management and Governance


DBE1 activity October – December 2009
plan. Also, Bappeda of Blora and Karanganyar requested DBE1 to
facilitate renstra development for other Offices.

Dissemination

RKT/RKAS Development Process


• Blora: Kradenan sub-district, 36 schools, budget: Rp. 4,000,000

RKS/M Development Process


• Karanganyar: Karanganyar sub-district with 23 MTs and budget
of Rp. 16,500,000 and Tawangmangu sub-district with 29
schools and budget of Rp. 11,650,000.
• Blora: Tunjungan sub-district, 34 schools with budget of Rp.
11,650,000 from schools, Bogorejo 22 schools Rp. 4,620,000.
• Grobogan: Gubug, 49 schools, Rp. 26,800,000 and Tawangharjo
28 schools with a budget of Rp. 16,000,000
• Klaten: Jogonalan, 22 schools, Rp. 10,000,000
• Demak: Bonang, 43 schools, Rp. 20,000,000
• Jepara: Pecangaan, 45 schools, Rp. 20,600,000
• Purworejo: Kaligesing, 31 schools, Rp. 9,500,000 from schools’
budgets.
• Yogyakarta Office of Religious Affairs: 15 MI/MTs/MA, Rp.
11,500,000 from the Office’s Budget.
District/Provincial • Purbalinggal Office of Religious Affairs: 178 madrasah, Rp.
Dissemination 45,000,000 from the Office’s Budget.
Activities
In total, RKS/M dissemination covered eight districts in this quarter;
519 SD, MI, and MTs, with a budget of Rp. 202,870,000.

Throughout the dissemination process, the DBE1 Central Java team


observed that some of the challenges faced by participating schools and
sub-districts were: (a) inactive school committee, (b) insufficient
number of supervisors, and (c) participating supervisors’ lack of
knowledge on RKS/M development process. To overcome these
challenges, DBE1 suggested the following: (a) to use Teachers Working
Group (Kelompok Kerja Guru or KKG) meetings and Facilitator Forum
to train supervisors, (b) to involve more supervisors as co-facilitators of
the dissemination process.

Training of Trainers for Central Java and Yogyakarta Office of


Religious Affairs

DBE1 Central Java team also conducted Training of Trainers on


RKM/RKT and RKAM for 74 supervisors of Central Java and 33 of
Yogyakarta Office of Religious Affairs. Together with both districts’
Office of Religious Affairs, DBE1 will monitor implementation on the
field in January 2010.

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DBE1 activity October – December 2009

During this reporting period, Forums were held in Demak, Jepara,


Kudus, Boyolali, Grobogan, and Purworejo. Topics of discussion
included RKS/M and RKT development and monitoring. Participants
consisted of supervisors, members of Principals Working Group
(KKKS), and officials from the planning departments of education
Supervisors and
offices.
District
Facilitators Forum
However, although supervisors received information about ways to
improve their capacity as well as to support better school planning,
some of them were still reluctant to implement the new knowledge in
their schools. One of the possible solutions was to approach the Head of
Sub-District Education Office to discuss dissemination and to encourage
these supervisors to be involved closely in the process.

ICT & Data Management

In Karanganyar, the Tier 1 program (Digital Library) is being


implemented in this quarter. The grantee trained two personnel from
Karanganyar District Library to support this program. For the Tier 2
program, the Office of Karanganyar and Jatipuro Sub-District Education
Office are now connected through the Internet and Wide Area Network.
With this facility, personnel can communicate and send data easily. The
District Office of Religious Affairs is also connected via Internet. The
ICT/Hotspots and
portal www.karanganyar-cyber.org is currently being developed and it is
Grants
planned to use this facility to provide information on the Karanganyar
education sector.

In Klaten, an Internet Cafe is currently in operation. However, the


availabile technology is still not fully utilized by Education Office
personnel as they are apparently more comfortable doing things
manually. In addition, due to electricity power limitation, not all
computers could be used to access the Internet.
Partnerships

District Coordination

DBE1 met with the Education Office of Boyolali to coordinate


monitoring and evaluation of the RKS development process in each sub-
Engaging District, district. This was done to support implementation of the Head of
Province Education Office Letter requiring all schools in the district to have
stakeholders RKS/RKT. Because eight sub-districts have not completed their RKS,
district facilitators will assist these schools in the process.

On November 23, DBE1 met with the Education Office of Sukoharjo


District to discuss the district’s plan to take part in renstra, AKPK, and
BOSP dissemination. In this meeting, the Education Office confirmed

102 More Effective Decentralized Education Management and Governance


DBE1 activity October – December 2009
that the district’s data is ready to be used for the above programs. On
November 24, a meeting was held with Universitas Muhammadiyah
Surakarta to further discuss details of becoming a Service Provider. The
meeting discussed selection of possible candidates as wells as
preparation of Work Cooperation Guidelines (Kerangka Acuan
Kerjasama.)

Meanwhile, four lecturers from Universitas Muhammadiyah Surakarta


and two from Pattiro Solo have been selected to be trained as Service
Providers. Training is planned to take place at the end of January 2010.

Provincial Coordination

On December 14, DBE1 Central Java took part in a workshop to review


affordable and good quality education program in the province. Results
of Unnes showed that BOSP for SD was Rp. 558,000/year/child and
SMP Rp. 662,000/year/child. This was good input for the provincial
government because it has planned to provide additional funding of Rp.
30,000 per SDN and Rp. 50,000 for SMPN.

DBE1 invited DBE2 and 3 to present their progress and work results to
Collaboration stakeholders during partner districts’ Education Council workshop on
with DBE23 council’s roles and functions in supporting district’s education-sector
policy and funding in October and November.

In addition to assisting Jepara in the last quarter, DBE1 Central Java


Other assisted the Education National Standards Board (Badan Standar Nasional
collaboration Pendidikan or BSNP) to collect data for components of school unit cost in
Boyolali, Blora, Klaten, Purworejo, and Karanganyar.

East Java
DBE1 activity October – December 2009

School-level programs

School Plan updating for Cohort 1 and 2 SD/MI


School planning
(RPS/RKS/RKT After the RKT development workshop in August and subsequent facility
sessions, all Cohort 1 and 2 partner schools in East Java (179 SD/MI)
now have their own school annual plans.

More Effective Decentralized Education Management and Governance 103


DBE1 activity October – December 2009

District-level programs

In Tuban, DBE1 assisted facilitation of a draft District Regulation on


Education (Peraturan Daerah or Perda.) The process commenced with
the selection of 11 people to be members of development team. Focus
Group Discussion was also held to identify issues related to education in
formal and non-formal sectors that need to be addressed in the draft. On
December 16, DBE1 held a meeting to discuss the development of an
academic draft as basis of the draft regulation. This meeting was
District Education attended by the Secretary of the Education Office, several SMP and
Governance SMA Principals, and DBE1.

Also, as part of the Bangkalan District Government decision to increase


transparency and accountability, it published a list of schools which
received Special Allocated Funds (Dana Alokasi Khusus or DAK) in the
Radar Madura daily. The Head of the Education Office requested
community members and NGOs to monitor the implementation of these
funds (Rp. 250,000,000.)

District Education Planning (Renstra)

After assisting the Sampang renstra development team in the past


quarter, the draft document was presented to the Head of District on
October 16. In the meeting that was attended by related stakeholders,
the Head of District learned about the analysis and recommendations
based on SIPPK data and information, and provided input to the
document. Afterwards, the process continued with facilitation sessions
in November and December. Finally, a public consultation was held in
Bangkalan and attended by a total of 55 participants consisting of the
District Education
Head of District, Head of Committee D of Parliament, Education
Planning and
Council, CSO, Indonesian Teachers Association, and others.
Capacity
Representatives of USAID Education Office as well as MOHA also
Assessment
attended. Currently the document has already been revised and is
awaiting final approval by the Head of the Education Office.

In Pasuruan, DBE1 assisted document development throughout the


October and November period. On November 13, results of work were
presented to members of Committee D of Parliament to obtain their
inputs.

Meanwhile, after being revised many times, Bojonegoro’s renstra was


approved by Head of Education Office on October 28.

104 More Effective Decentralized Education Management and Governance


DBE1 activity October – December 2009

Dissemination

RKS/M Development Process for SD/MI

District Activity Budget


Bangkalan Training of 64 supervisors and 36 District:
principals from 18 sub-districts. Rp. 60,000,000
Sidoarjo Training of Trainers for 18 MI from Paid by school:
18 sub-districts. These MIs are from Rp. 15,000.000
Ma’arif Foundation.

Tuban Training for: 63 SDN from 2 sub- Paid by school:


districts and 7 MI from 1 sub- Rp. 62,100,000
district.

Sampang • Training for 63 SD from 2 sub- • Paid by school:


districts. Rp. 40,550,000
• Training of Trainers for 42 • District:
supervisors, 14 main schools, and Rp. 12,000,000
14 UPTD.

Pasuruan • Training for 125 SD/MI. • District:


District/Provincial • Training of Trainers for 85 TK/SD Rp.429.267.000
Dissemination and Islamic supervisors. • N/A
Activities Bojonegoro Training for 320 SD/MI from 25 District:
sub-districts. Rp.367.422.700

Mojokerto Training of Trainers for 14 N/A


District Principals of main schools and 78
TK/SD supervisors from 12 sub-
districts.

RKS Development Process for SMP/MTs


• Tuban : 28 SMPN from District. Budget: Rp. 70,000,000 from
BOSDA.
• Surabaya Municipality: 4 MTsN in Surabaya and 3 MIN from
Jambangan and Rungkut sub-districts. Budget: paid by schools,
Rp. 3.200.000
• Pasuruan : Training of Trainers for 10 MTs and 8 supervisors.
Budget: Rp. 368 million which will be supported by Office of
Religious Affairs, Education Office, and schools.

School Committee Capacity Building


• Bangkalan: Training for representatives of 78 SD/MI from 18
sub-districts. Each SD/MI sent principal and head of committee.
Budget: Rp. 50,000,000 from district.
• Pasuruan: Training for 58 TK/SD and 27 Islamic schools

More Effective Decentralized Education Management and Governance 105


DBE1 activity October – December 2009
supervisors. Budget: Rp. 17,000,000 from district.

School Database System


• Tuban: A total of 120 main schools were trained on SDS from
October 12 to 24. Budget of Rp. 100,000,000 was from District.

In Bangkalan, Bojonegoro, Sampang, Nganjuk, and Pasuruan,


supervisors used actual schools’ RKS to learn about the development
Supervisors and
and monitoring processes. These documents were also used to link
District Facilitators
schools’ budgets and BOS. In Mojokerto and Sidoarjo, participants
Forum
focused more on capacity building for principals because their districts’
dissemination activities will place more emphasis on training on
leadership.

Partnerships

Workshop to build innovative policies for madrasah, religious-


based education, and pondok pesantren in East Java.

From September 9 to 10, DBE1 together with the East Java Provincial
Bappeda held a workshop to obtain information on religious education
in madrasah and pondok pesantren. Also taking part in the meeting were
representatives from modern and traditional pondok pesantren and from
Universitas Islam Negeri Malang and the Institut Agama Islam Negeri
Sunan Ampel Surabaya. It was intended that this information will be
used as input for provincial education policy. As a next step, further
discussions will be held on support for madrasah diniyah through the
2010 Provincial budget.

Workshop on innovative strategies to reduce illiteracy rate in East


Engaging District, Java Province.
Province
stakeholders DBE1 East Java, together with other related stakeholders took part in
workshops on October 21 and 22 and November 10 and 11 to discuss
strategies to reduce illiteracy rate in the province. As these workshops
were preliminary in nature, issues will be discussed further in the future.

Nganjuk
• Collaboration with BEC to develop RKS/M
On October 9, DBE1 met with Nganjuk Education Office and
BEC facilitator. As part of the BEC program, it was decided that
the DBE1 RKS process would be followed. However, minor
modifications would be made in the types of profile data to be
included in RKS in order to better meet BEC needs. It was also
decided that schools which already have completed their RKS
development process through DBE1 dissemination activities do
not need to develop another school plan. The Education Office

106 More Effective Decentralized Education Management and Governance


DBE1 activity October – December 2009
also agreed to issue standards that schools must fulfill in
developing their RKS/M.

• Reference District Workshop


On 27 October, a workshop to prepare Nganjuk as DBE1
reference district in East Java was held and attended by Head of
Nganjuk Education Office, principals of DBE1 schools,
members of BOSP and Renstra teams, and DBE1. As a next
step, DBE1 will conduct refresher training on BOSP and renstra.
Two reference schools will be selected.

Coordination with Mojokerto Municipality Government

In Mojokerto, after DBE1 met with representatives of the Education


Office to discuss the legal umbrella to support implementation of the
district’s BOSP, the District Government agreed to formulate a
Mojokerto Municipality Decree. However, to ensure that the Decree is
based on the latest and most valid data, BOSP team members reviewed
current data and information and revised the analysis based on BOSKO
(Bantuan Operasional Sekolah dari Walikota.) On December 7, DBE1
also took part in the presentation of the analysis to Head of Municipality
and Bappeko.

Other

Tuban Education Expo


Other activities From November 9 to 14, DBE1 together with the Tuban Education
(not in Work Office took part in an exhibition in commemoration of Tuban District’s
Plan) establishment. DBE1 exhibited results of work so far as well as photos
of activities at school and district levels.

South Sulawesi
DBE1 activity October – December 2009
School-level programs

SDS related data completion for Cohort 1 SD/MI

Training to prepare Cohort 1 SD/MI in SDS commenced in Soppeng on


School Database
November 17 and 18 and continued in Pangkep on November 19 and
System
20. In Jeneponto, it was carried out on December 3 and 4, in Enrekang
(SDS)
from December 7 to 9, and in Palopo from December 15 to 16. These
training sessions were generally attended by the principal and one
teacher from each school and aimed to help schools complete their data
prior to SDS data entry workshop in the near future.

More Effective Decentralized Education Management and Governance 107


DBE1 activity October – December 2009

District-level programs

District Education Planning (Renstra)

A combined public consultation session for Sidrap renstra and AKPK


was carried out on October 14. In this session, the Head of Education
Office presented the results of the work of the renstra development
team. Parliament members who were present at the consultation
requested DBE1 to specifically present the renstra document and
AKPK analysis to other members of Parliament. This information will
then be used by Parliament members as input for budget allocation to
support Education Office programs.
District Education
Planning and
In Luwu, a similar combined public consultation was also held, but this
Capacity
time including presentation of BOSP calculation and analysis.
Assessment
Officially opened by the Head of Luwu District, the event was attended
by representatives of the District Government, Education Office,
schools, and NGOs.

After these public consultation sessions, DBE1 continued to assist


finalization of the documents. Renstra team members indicated that
they believe in the importance of valid and up-to-date data as a basis
for this document and requested that the finalization process be
conducted thoroughly and carefully. They also plan to use this renstra
document as a guideline for work when Education Office is audited.

On December 21 to 23, the Education Councils of Sidrap, Enrekang,


Soppeng, Luwu, and Palopo participated in a workshop to support
planning and monitoring of the education sector. Results of the
workshop included recommendations such as: (1) to involve Education
Councils in the education sector planning and budgeting process, (2) to
improve communication among education stakeholders, and (3) to
integrate school plans and actions into district planning.

District Education In Enrekang, the district government responded positively to these


Governance initiatives. For example, Bappeda will work together with the
Education Council to analyze the Education Office plan and budget
while the Education Office will provide a 2010 budget plan as well as
its renstra to the Education Council.

Meanwhile, DBE1 has been facilitating Soppeng District to develop an


academic draft for its draft District Regulation on Education (Peraturan
Daerah or Perda.) During a public consultation session for the draft
conducted on November 17, the Head of the District indicated that he hopes
that the development team will stay committed and continue in the
development process. The team has now started discussing and writing up the
main parts of the Perda.

108 More Effective Decentralized Education Management and Governance


DBE1 activity October – December 2009

District Education Finance Analysis/Analisis Keuangan Pendidikan


Kabupaten/Kota (AKPK)

As mentioned in the District Education Planning and Capacity


Assessment section above, in Sidrap, results of AKPK were presented
together with the District’s renstra on October 14. One significant
aspect of this event is the Head of the Education Office’s statement that
development of the District’s renstra was based on AKPK results.
DBE1 was also requested by District Parliament to re-present the
information in front of the Education and Budget Committee of
Parliament to obtain more inputs.

In Luwu, presentation of AKPK results was conducted on October 15


and 16. Participants agreed that more should be allocated to support
District Education teaching and learning activities of schools and with a total education-
Finance sector budget of Rp. 1.2 billion, it would be difficult for Luwu to be in
the top three of the province in terms of district growth and
development.

School Unit Cost Analysis/Biaya Operasional Satuan Pendidikan


(BOSP)

Together with the presentation of AKPK results as mentioned above,


Luwu BOSP results were also presented on October 15 and 16.
Through this informative session, participants became aware of the fact
that the current budget for the education sector would not be sufficient
to cover for operational costs for all schools in the district.

In this reporting period, DBE1 also facilitated calculation and analysis


of BOSP in Pinrang.

Dissemination
• Soppeng: This district disseminated the whole package of DBE1
programs. Starting with a comparative visit to DBE1 partner
schools in Soppeng, the process continued with Leadership and
School committee training. A total of 20 SD/MI and 10 SMP/MTs
participated in this process. Throughout October and November,
District/Provincial participants were trained in SD/MI RKS/M development process.
Dissemination A total of 80 members of the RKS working group took part. A
Activities similar process was also carried out for participating SMP/MTs. To
support these activities, Soppeng District allocated Rp.
110,750,000 from its budget.

• Sidrap: Training of Trainers for 39 supervisors on the RKS/M


development process was held for six days. Also, a total of 24
schools took part in the RKS/M development process which took
place from November 18 to December 3. Meanwhile, a total of 93

More Effective Decentralized Education Management and Governance 109


DBE1 activity October – December 2009
principals participated in Leadership training and committee
members from 44 schools in capacity building for school
committees.

• Pinrang: In November, RKS/M development training was


conducted for 41 schools from two sub-districts. Activities were
funded by District budget.

• In Enrekang, a total of 33 schools took part in RKS/M


development training. At the beginning of the process, DBE1
assisted with facilitation. However, as the process went on,
facilitation was gradually taken over by district facilitators and
supervisors.

• Makassar: 20 SD replicated SDS in Makassar. These schools were


the ones who took part in RKS/M dissemination process earlier
and were apparently interested to learn more about DBE1
programs. They were very enthusiastic with the process and output
as some schools immediately posted the new School Report Card
in their school.

ICT & Data Management

In Enrekang, on October 16, discussions about the closing out of the


program took place between the lead grantee, PT. Rekti, Education
Office, Information and Communications Office, District Library,
Office of Religious Affairs, and others. The meeting was also held to
review results of Interactive Learning for 21 teachers as part of the
grant implementation. As a next step, details and results of the training
were presented to grantees and other related stakeholders so that this
information could be used by other schools as well.

ICT/Hotspots and In Pangkep, after a meeting between consortium members and the Head
Grants of the District, the latter requested that the consortium develop a work
plan so that this ICT program could be included in District’s next year’s
budget. Heads of Sub-District Education Office are also regularly
updated on progress of program implementation.

In Soppeng, training for science teachers started on November 11. As


agreed by grantees, the training will be conducted for a minimum of 5
teachers to help them make ICT-based teaching programs. The main
challenge of this effort is black outs that often take place during
training sessions.

110 More Effective Decentralized Education Management and Governance


DBE1 activity October – December 2009
Partnerships

Assistance to Education National Standard Board


On December 3, DBE1 South Sulawesi assisted the Education National
Standards Board (Badan Standar Nasional Pendidikan or BSNP) to
collect data for components of school unit cost in Sidrap and Luwu. As
in other provinces, representatives of the Education Office, schools
(SD, SDLB, SMP, SMA, and SMK,) and BSNP filled out different
forms with unit costs for each education level.

Service Provider Collaboration with Barru District.

Engaging District, DBE1 met with the Head of the Education Office of Barru District to
Province provide information about DBE1 and discuss options to develop
stakeholders Service Providers. The District Government of Barru and its Education
Office were very responsive and will support implementation of DBE1
district-level programs in Barru.

Visit of Pinrang Parliament members to DBE South Sulawesi


Office
On December 9, five members of the Education Committee of Pinrang
Parliament visited DBE office in South Sulawesi. They came to get
information about programs of DBE123 and were met with the
Provincial Coordinators. From this visit, they also learned about
dissemination of DBE1 programs as well as importance of facilitator in
dissemination process.

Joint Field Visit (JFV) Helen Keller Indonesia


Together with BakTI (Bursa Kawasan Timur Indonesia,) Helen Keller
Other Indonesia carried out a Joint Field Visit (JFV) on October 28 to DBE.
Since HKI programs in Makassar ended in November, HKI hoped that
DBE1 could encourage the Makassar Education Office to include
programs for disabled children in the district’s renstra.

More Effective Decentralized Education Management and Governance 111


Annex 2: Success Stories
Boyolali Education Office Issued a Decree to support synchronized
planning of schools and district.

Decentralized Basic Education 1 (DBE1) is implemented to improve quality of basic


education through education management and governance at school, sub-district, and
district level. At school level, DBE1 carries out capacity building training for schools
principals and committee members. DBE1 also assists schools to develop their work
plan which is based on information such as the school’s latest profile, real condition
and situation, and related stakeholders’ hopes and aspirations. Schools will then use
this document to determine their activities and allocate budget accordingly.
At district level, DBE1 activities are focused to improve district stakeholders’
capacity to produce better informed education sector plans and policies. This effort is
implemented through programs such as School Unit Cost Analysis (SUCA,) District
Education Finance Analysis (DEFA,) and assisting districts to develop their education
sector strategic plan. While taking part in these programs, stakeholders are
encouraged to use valid and up-to-date data and information as basis of their analysis.
DBE1 hopes that by providing support to stakeholders at school and district education
sector, stakeholders at these levels could work together to plan and formulate the
education sector’s policy. However, results of DBE1 monitoring and evaluation in
seven provinces show that there is still the need to synchronize planning and
formulation at these levels.
Government of Boyolali district, Central Java also had the same view. Having been a
part of DBE1 programs since 2005, representatives of Boyolali District and its
Education Office realize the importance of integrated planning between the district
and schools. At the beginning of 2009, Boyolali Education Office together with DBE1
conducted a research on education planning mechanism. The results clearly indicated
that currently in Boyolali there was no mechanism that required schools, Education
Office Technical Implementation Unit, and District Education Office to plan and
implement education policies together. As part of the current planning procedure,
technical data was collected from schools by the Unit and processed by Planning
Division of the Education Office. As a result, it was difficult for schools to have
programs listed in their School Development Plan included in Education Office work
plan and subsequent budget allocation. Boyolali Education Office realizes that many
schools that have been taking part in DBE1 programs actually have good School
Development Plan or Annual Work Plan but are not able to implement these programs
due to the afore-mentioned circumstance.
Based on these results, Education Office recognizes the need for district education
planning system that will accommodate implementation of school programs and
accordingly decided to develop an Education Office decree. On May 28, such Decree
was produced by Education Office. On July 27, during a public consultation session,

112 More Effective Decentralized Education Management and Governance


the document was presented to other stakeholders for their input and suggestions.
Representatives of District Parliament, District Development Planning Board,
Education Council, Office of Religious Affairs, Indonesia Teachers Association, Non
Governmental Organizations, Association of School Principals, as well as Technical
Implementation Unit and other units/sub-divisions of the Education Office took part.
Based on participants inputs, the Decree will be revised and is planned to be
implemented during 2010-2011 budget year. In addition, as part of the effort to
support the Decree implementation, from 25 to 27 August, Heads of Technical
Implementation Unit and supervisors from Boyolali District were trained on the
school planning process.
“This is a good breakthrough so that education planning can be included in planning
of the distrct,” was said by Bapak Sri Muljanto, Governor of Boyolali when the
Decree was issued recently. Other positive responses were expressed by other
stakeholders. Representative of Boyolali District Parliament mentioned that because
schools are where education activities take place, education sector policy must start
from schools.

Tenacity, consistency, and a lot of hard work: stories of two District


Facilitators.
When DBE1 was implemented in 2005, DBE1 requested partner Education Offices to
select principals and school supervisors to be trained and become facilitators of DBE1
school level programs. Through training in programs such as school plan development
and capacity building for committees and principals, these facilitators became
immersed in DBE1 approaches and methodologies. They were also provided with
skills and knowledge on proper facilitation techniques. Together with DBE1 team
members, these District Facilitators then carried out the programs throughout training
and mentoring sessions. For school development process, for example, after each
training sessions, District Facilitators visited schools at least four times to make sure
that the school development working group complete their work according to DBE1
standards. With this approach, district facilitators are hoped to know first hand the ins
and outs of efforts to improve school stakeholders’ capacity building and will
continue their work in school long after DBE1 ends.
The stories below, of Bapak Zulfahmi Rambe of Tapanuli Selatan, North Sumatra,
and Bapak E. Saepudin of Karawang, West Java, talks about their experience as
District Facilitators of DBE1 programs.
Bapak Zulfahmi Rambe was born in 1954 in Tapanuli Selatan, North Sumatra. After
graduating from Muhammadiyah Economics High School in Medan, because Bapak
Rambe’s parents had to support his nine other siblings, he was not able to continue his
study and had to sell “salak” fruit to pay for his living expenses in Medan.
Afterwards, he was able to go back to his home town in Sidimpuan and continued his
higher education. Later on he started his career in education as a teacher and became
SMP 1 Halonggoan principal. In 2006, Bapak Rambe was appointed to be supervisor

More Effective Decentralized Education Management and Governance 113


for SMP/SMA and in July 2009 was promoted
to be the Supervisors Coordinator for all
SMP/SMA of Tapanuli Selatan District
Education Office.
Throughout his tenure as an educator, he
somewhat felt ambivalent about the way
schools were managed. To a large extent, his
questions were answered when he learned
about DBE1 programs in improving quality of
education through better school management
and governance. According to Bapak Rambe,
DBE1 training sessions were interesting to
follow because participants were encouraged to
take active part in activities such as Question
and Answer or group sessions. Also, through
DBE1 programs, supervisors learned more
about supervision and how to assist schools in
Bapak Zulfahmi Rambe, Coordinator of school plan development and improving
Tapanuli Selatan Education Office
SMP/SMA District supervisors stakeholders’ capacity. On the other hand, he
said, because schools were given clear goals
and objectives as well as adequate level of assistance throughout the actual
development process, school stakeholders learned to complete the whole process
independently.
Although Bapak Rambe feels that the effort to improve quality of education require a
great deal of effort, tenacity, and consistency, he believes that all the hard work has
gradually started to bear fruit. According to him, when schools in Tapanuli Selatan
were accredited in 2009, DBE1-partner schools got B+ while others got C. He
believes that if more schools in Tapanuli Selatan adopt DBE1 methodologies, the
district’s goal to improve quality of education will be easier to achieve.
Similar view was also expressed by
Bapak E. Saepudin, principal of SDN
Tanjung Mekar 3 in Karawang, West
Java, who is also DBE1 District
Facilitator. Situated not too far from
Karawang busy and noisy public
transportation hub, the exterior of SDN
Tanjung Mekar 3 is unassuming and
simple. However, when a visitor enters
the school complex, from the welcoming
attitude of teachers, students, and parents
Bapak E. Saepudin (third from left,)
alike to the lively teaching and learning teachers, committee members of SDN
activities in class rooms, it is obvious Tanjung Mekar 3, Karawang.

that the school itself is a vibrant place of learning. According to Bapak E. Saepudin,
this was not always the case. Prior to implementation of DBE1 programs, the school

114 More Effective Decentralized Education Management and Governance


was not really seen and treated as a place of learning by the surrounding community
members. During day time, some people used to let their animals run around the
school yard. At night, the school was often used by young people for some unlawful
activities. Further, Bapak Saepudin added, because most parents came from low to
middle income background and were not highly educated, it was an accepted norm
among them not to be involved in their children school activities.
However, things changed rather
significantly when the school, its teachers,
and parents started to take part in DBE1
programs. Helped by DBE1-trained District
Facilitators such as Bapak Saepudin, they
learned about the importance of school plan
and took approximately six months to
complete one. They also learned about the
benefits of having a principal who is also
EMASLIME (Educator, Manager,
One of many happy faces at SDN Tanjung
Administrator, Supervisor, Leader,
Mekar 3, Karawang. Innovator, Motivator, and Entrepreneur.)
Through school committee members’ capacity building training, they learned about
their roles and functions as well as topics such as simple accounting methods that they
can use to support the school.
Nowadays, Bapak Saepudin proudly informed, most committee members and parents
of SDN Tanjung Mekar 3 feel that they are part of the school and often are involved
actively in school’s activities. For example, parents and committee members now are
the ones who actively prepare for end of school year celebration, relieving Bapak
Saepudin and the teachers to concentrate on the teaching and learning activities.
It is Bapak Saepudin hope that capacity building efforts such as those will continue in
his school and other schools in Karawang even though DBE1 will end its programs in
2010.

More Effective Decentralized Education Management and Governance 115


Annex 3: Training for Project Beneficiaries
From October to December period, a total of 256 training sessions were conducted
and 3,441 people were trained. This number of people trained was up by more than
600 people if compared to the period of July to September. Out of 3,441 people,
district-level stakeholders (District Education Office, Office of Religious Affairs,
Education Council, Parliament, and others) made up 845 of the number. Also, because
DBE1 conducted SDS training and refresher courses in this period (school-level
program,) the number of principals and teachers trained was also high (1,478 people.)
(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 October to December 2009


Month
Province Total
Oct Nov Dec
Aceh 3 11 5 19
Sumatera Utara 31 14 28 73
Banten 10 5 4 19
Jawa Barat 11 8 15 34
Jawa Tengah 10 19 17 46
Jawa Timur 8 16 13 37
Sulawesi Selatan 11 8 9 28
Total 84 81 91 256

Table A3-2: Summary of persons trained from October to December 2009

Component Male Female Total


District Facilitator 115 36 151
School Principal/Vise 432 284 716
School Committee 282 66 348
School teacher 356 406 762
District Education Staf 417 117 534
MORA District Staf 24 10 34
Local Government 88 18 106
Parent (non School
Committee) - 1 1
CSO 4 3 7
DPRD 12 5 17
Education Board 100 1 101
Supervisor 335 92 427
Other 161 76 237
Total 2,326 1,115 3,441

116 More Effective Decentralized Education Management and Governance


Table A3-3 below shows analysis of training beneficiaries by institutions. Table A3-4,
shows analysis of training beneficiaries by activities.

Table A3-3: Analysis of training beneficiaries by Institutions17


Component Male Female Total
DBE

DBE1 44 30 74

DBE2 3 1 4

DBE3 2 2

49 31 80
MONE

Kantor Cabang Dinas 35 7 42

Kepala Bidang 44 4 48

Kepala Dinas 19 1 20

Kepala Seksi-KCD-UPTD 80 27 107

Kepala Unit 108 36 144

Staf 131 42 173

417 117 534


MORA

Kepala Kantor 1 2 3

Kepala Seksi 10 3 13

Kepala Unit 3 3

Staf 10 5 15

24 10 34
SCHOOL COMMITTEE

Lainnya 168 39 207

Orang Tua Murid 62 15 77

Paguyuban Kelas 8 9 17

Tokoh Masyarakat 44 3 47

282 66 348
LOCAL GOVERNMENT

Bapedda 34 8 42

Dinas Terkait 30 8 38

Kantor Pemda 24 2 26

88 18 106
SCHOOL
Guru

17
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

More Effective Decentralized Education Management and Governance 117


356 406 762

Kepala Sekolah 432 284 716

Lainnya 30 16 46

818 706 1,524


SERVICE PROVIDER

District Facilitator 115 36 151

Lainnya 6 4 10

Pengawas 335 92 427

456 132 588


SERVICE USER

CSO 4 3 7

Dewan Pendidikan 100 1 101

DPRD 12 5 17

Lainnya 5 4 9

LSM/NGO 16 3 19

Media 15 2 17

Orang Tua Murid 1 1

152 19 171
Unclasiffied

Tokoh Masyarakat 20 7 27

Other 20 9 29

40 16 56

Grand Total 2,326 1,115 3,441

Table A3-4: Analysis of training beneficiaries by activities


AKPK

Internal consultation 17 3 20

Presentasi untuk stakeholder 112 19 131

Workshop #3 10 2 12

Workshop #4 2 4 6

141 28 169
BOSP

Finalisasi Laporan 6 3 9

Presentasi Stakeholder 87 21 108

Other 67 23 90

160 47 207

118 More Effective Decentralized Education Management and Governance


FORUM DF

Pendampingan 1 11 5 16

Pendampingan 6 16 16

Pendampingan 7 16 10 26

Pendampingan 8 46 14 60

Pendampingan 9 102 42 144

Pendampingan 10 30 23 53

Pendampingan 11 98 23 121

319 117 436


GGSP

Fasilitasi Konsultasi Publik 79 27 106

Konferensi Dewan Pendidikan 120 12 132

Pendampingan Forum SKPD dan Musrenbang 8 5 13

Penyusunan Raperda 85 28 113

292 72 364
ICTGRANT T2 (EMG)

Progress Report 3 6 2 8

6 2 8
SCHOOL COMMITTES

KS (SD/MI)-Musrenbang Desa 345 152 497

KS (SMP/MTS)-Musrenbang Desa 36 22 58

381 174 555


RENSTRA

FGD Renstra 15 3 18

Internal Workshop 46 17 63

Pelatihan DPISS 23 3 26

Pelatihan Renstra 32 3 35

Pendampingan Ws.#1 34 6 40

Pendampingan Ws.#2,3 9 4 13

Persiapan Data 8 8

Pertemuan Forum SKPD 56 18 74

Revisi & Finalisasi 26 5 31

Ws. Uji Publik 229 70 299

Ws.#2 Visi, Misi, Tata Nilai 13 2 15

Ws.#3 Visi sp. Kegiatan 10 10

Ws.#7 Finalisasi Dokumen 8 4 12


Other-Renstra

More Effective Decentralized Education Management and Governance 119


119 30 149

628 165 793


REPLICATION

RKS/M-TOT Tk. Provinsi 102 23 125

RKS/M-Workshop 211 86 297

313 109 422


SDS (SD/MI)

Pendampingan Finalisasi SDS (Pendampingan SDS I) 32 49 81


SDS (SD/MI)-Pendampingan Finalisasi SDS (Pendampingan
SDS II) 9 13 22

SDS (SD/MI)-Workshop Tk. Gugus 466 364 830

507 426 933


SDS Refresher

Fasilitasi 24 60 84

Training SDS Refresher 67 39 106

91 99 190
RKS/M

Update RKS/M (SD/MI) 2009-Workshop Updating RKT S/M 11 14 25

Other 3 1 4

14 15 29
Other Training Activities

Coordination Meeting 61 36 97

Other Training Activity 305 193 498

366 229 595

Grand Total 3,218 1,483 4,701

120 More Effective Decentralized Education Management and Governance


Annex 4: Documents uploaded in the website
News update:
Boyolali Education Office Issued a Decree to support synchronized planning of
schools and district
December 28, 2009

DBE1 trained Daerah Istimewa Yogyakarta Islamic Schools Supervisors to develop


Madrasah Work Plan
December 17, 2009

Stakeholders from Sorong dan Manokwari District Attended Disaster Preparedness


Management Workshop in Yogyakarta
November 25, 2009

DBE1 South Sulawesi supports integration of Nine Partner-Districts Education


Sector Strategic Plans into Province’s
October 30, 2009

DBE1 assists the National Education Standard Board (Badan Standar Nasional
Pendidikan) to calculate unit costs for school operational components
October 30, 2009

DBE1 Activities in September 2009 ARRO Report


October 19, 2009

Jepara News Articles Highlight Efforts of Jepara District Government, Parliament,


and School to Improve Quality of Education
October 13, 2009

Resource Materials update:


Improving the Management and Governance of Islamic Schools and Madrasah
December 9, 2009

DBE Training Modules and Description of Programs


October 19, 2009

More Effective Decentralized Education Management and Governance 121


Good Practices update:
The Art of School Principal Leadership: Creating a Quality School
Nov 25, 2009

Top 10 downloaded documents:

Teknologi Informasi Komunikasi untuk Kehidupan, Pembelajaran dan Pekerjaan


(13,984 downloads)

Law number 14 year 2005 regarding Teachers and University Lecturers


(12,076 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
(8,636 downloads)

National Education Minister Regulation number 34 year 2007 regarding National


Exam Year 2007-2008
(7,068 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
(6,050 downloads)

School Committee: Simple Accounting Methods


(5,978 downloads)

Integrasi Kecakapan Hidup dalam Pembelajaran


(5,412 downloads)

panduan Penghitungan Biaya Operasional Satuan Pendidikan dan Penyusunan


Kebijakan (DRAFT-Agustus 2007)
(5,080 downloads)

National Education Minister Regulation number 12 year 2007 regarding School


Supervisor Standard
(4,932 downloads)

School Committee: Organization


(4,902 downloads)

122 More Effective Decentralized Education Management and Governance


Annex 5: Deliverables Status: December 31, 2009*
Deliverables Due Status Documents

Deliverable 1: Prepare indicative work Due: Annual work plan COMPLETED Workplan
plans for the reminder of the project submission in
annually for submission to USAID. subsequent years Submitted October
remains the same. 2008. Revised plan to
be submitted January
2010
Deliverable 2: Modify staff scope of work Due: During the third COMPLETED Included in Workplan
and estimated person/month to meet the year of the project
needs for the remainder of the project implementation. Submitted November
2008
Deliverable 3: Update Performance Due: Annual report COMPLETED Annual Report
Monitoring Plan and a Results Framework submitted to USAID.
specifying indicators, baseline data and Submitted October
targets – to measure progress at both 2008
activity and Project Objective level. Data
will be used as inputs to USAID’s Annual
Report to AID/W.
Deliverable 4: Conduct a selection of new Due: During the fifth COMPLETED Updated in quarterly
sub-districts and schools for replication in year of the project reports
collaboration with local governments. implementation. By end of fourth year
USAID anticipates the number of schools to more than 7,000
be targeted for replication to be schools are
approximately 7,000, and the contractor implementing at least
must have USAID approval on the selection one DBE1 program
criteria and the total number of schools and under the
sub-districts to be selected. Where dissemination program
practical, the selection of new sub-districts
and schools would be coordinated with
other DBE partners.
Selection of any new districts in Aceh will Due: During the fifth COMPLETED RTI proposals for
use the same approach, but after the year of the project Aceh modification
completion of the 2008 assessment (see implementation. 18 districts mandated
Deliverable 22). in Aceh modification
signed by USAID July
2009
Deliverable 5: Modify scope of work Due: During the fifth COMPLETED Revised SOW for DC
(SOW) of District Coordinators to include year of the project
replication and to meet local government implementation Approved by USAID
and project’s priorities in the remaining [completed]. June 2, 2008
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.
Deliverable 6: Assessment of Education Due: During the first COMPLETED Report
Management Information System (EMIS) in year of program
Indonesia [Completed]. implementation. Submitted April 2007

Deliverable 7: Update and maintain Project Due: Continue on ONGOING UNTIL Updated Users Guide
Data Management System (PDMS) regular basis. END OF PROJECT to be published in next
regularly and provide periodic and ad hoc quarter
analyses to USAID.

More Effective Decentralized Education Management and Governance 123


Deliverable 8:To support institutionalization Due: Before end of COMPLETED No
and replication, the contractor will design March 2009.
and deliver a workshop in each province for Agreement with
the project districts and project staff to USAID to conduct
highlight best practices. The workshop will workshops between
be delivered in coordination and July 27 and August
conjunction with DBE 2 and 3. 6,2009 in conjunction
with DBE23
Deliverable 9: Develop medium term Due: By the end of the Underway District strategic plans
education sector development plans fifth year of assistance (in Bahasa Indonesia)
(renstra) for at least 45 project district to each local 28 plans completed 15
governments; and prepare at least 20 government. plans in process.
annual plan and budget (Renja) using
developed Renstras
Deliverable 10: Develop education finance Due: By the end of the Partially District finance reports
plans and budgets (AKPK = District fifth year of assistance COMPLETED (in Bahasa Indonesia)
Education Finance Analysis, and BOSP = to local government. 42 AKPK completed
School Unit Cost Analysis) respectively in 44 BOSP completed
at least in 45 and 49 project districts to
support education sector development
plans.
Deliverable 11: Complete a second report Due: During the fourth COMPLETED Report.
describing progress and recommendations year of the project
to implement greater democratic implementation. Draft approved by
participation, transparency, and USAID December
accountability in the education sector. 2009. Final formatting
and translation
underway
Deliverable 12: Summary of materials on Due: Eighteen months Partially Report. Report #2
local government education planning, from contract award, COMPLETED Includes
management and governance, as well as with comprehensive Deliverables12,13 and
participatory community school updates at the end of #2 submitted May 23.
management practices. The report will help year three and end of 2009
DBE1 refines its replication strategy to activity.
meet efficient and effective dissemination of
best practices. #3 due April 2010

Deliverable 13: Document outcomes Due: Comprehensive Partially Report. Report #2


highlighting DBE1 best practices, how they updates at the end of COMPLETED Includes
were developed, tested, and the extent of year three and year Deliverables12, 13
successful replication. The report will inform four. #2 submitted May and 23.Report #3 will
MONE and MORA the implementation of 2009 be submitted
national policy at the lower level (districts #3 due January 2010 separately
and schools) and the recommendations for
national policy dialogues.

Deliverable 14: For each PPA (Public Due: On semi-annual Partially Report
Private Alliance), prepare a report basis. COMPLETED
describing summary of the contributions of
the parties, including the amount of #3 submitted
leverage brought by the contractor; a September 2008
description of private resources and level of #4 submitted July Report
innovations; and a summary of how the 2009
interests and objectives of each partner
converge. PPA initiatives in the remaining #5 to be submitted
period of the program depend on directions January 2010
from USAID/Office of Education.
Deliverable 15: Monitor and report on- Due: Continue on a Underway Reports included in
going ICT-based small grants. Following regular basis. quarterly project
the Mid-Term Review, USAID does not plan reports
to initiate new education hotspots or
associated small grants.

124 More Effective Decentralized Education Management and Governance


Deliverable 16: Prepare special Due: Upon request Pending USAID Occasional reports as
reports/analyses occasionally requested, with delivery as requests requested
including input to planned mid-term and agreed by the CTO.
final evaluations in 2008 and 2009.
Deliverable 17: Develop a complete Due: December 2008, COMPLETED Integrated replication
program for disseminating school-based to be revised packet
management activities to other December 2009. Dissemination
schools/areas. (a) Planning for replication: management and
Designate contact people with project; revsion of key
develop key materials; to the extent materials completed
possible, incorporate planning materials, and approved by
especially DBE2 and 3. MONE June 2009

(b) Implementation of replication: Provide Due: Selection and COMPLETED


technical assistance to help strategically implementation
target for replication school based completed in year five Over 8,000 schools
management. . .USAID anticipates number have replicated DBE1
of schools to be targeted for replication to programs as of
be approximately 7,000 at primary and December 31, 2009
junior secondary levels. . .
Deliverable 18: With written concurrence Due: During the fourth COMPLETED No
from MONE and USAID, place staff at year of program
MONE’s School Based Management implementation. Assignment began
secretariat to provide the networking and October 2008 with
liaison between MONE, USAID, and DBE USAID approval
123.
Deliverable 19: Assist central and local Due: During the fourth Under way No
government institutions as well as donors,in and fifth years of the
identification, training, and standard-setting program .
for certification of service provider(s) in implementation.
education management and governance
that can implement DBE1 programs
throughout the country.
Deliverable 20: Update materials for Due: During the third Partially Governance materials
training on local governance to improve and fourth years of the COMPLETED
communication and coordination within and project
between education stakeholders (legislative implementation. Draft materials have
members, education council, local media, been produce.
non-governmental organizations) promoting Integrate package will
transparency and accountability in be prepared by June
education sector. 2010

The training and other activities will be Due: Year five The begin in March –
conducted with local governments and civil April 2010
society organizations.In the fifth year of the
project new installed legislatures will be
trained to increase knowledge in education
sectorparticularly in reviewing education
planning and budget.
Deliverable 21: Design expansion or Due: Design due COMPLETED Design document and
replication of DBE1 program in Aceh, to be during the third year of workplan
implemented in Aceh with contributions the project Feasibility study
from the Aceh provincial government, and implementation, and submitted August
dependent on funding and approval from subject to the 2008
USAID. Recommendations are derived availability of
from an assessment conducted by the additional funds,
contractor in the third year of the contract. implementation during
fourth and fifth years.

More Effective Decentralized Education Management and Governance 125


Deliverable 22: Complete pilot data Due: During the fifth Underway Completion report
collection and maintenance activity in Aceh year of the project
in collaboration with MONE (Pusat Statistik implementation.
Pendidikan or Center for Education
Statistics). Results of the pilot activity
submitted to GOI to improve MONE’s
Education Management Information
System (EMIS).
Technical assistance will be provided in Due: During the fifth Response for
response to requests from MONE and/or year of the project technical assistance
local governments. implementation. expected to begin next
quarter

Deliverable 23: Produce a periodic report Due: During the fourth Partially Report. May 2009
describing the institutionalization and and fifth years of COMPLETED report includes
transfer of DBE1 products (training project implementation Deliverables 12, 13
materials, manuals, reports regarding local Report submitted May and 23. Next report
government and school education planning, 2009 will be presented
management, and governance, as well as Next report to be separately.
community participation in management submitted January
practices) to MONE and MORA. 2010.
Deliverable 24:The contractor will conduct Due: During the fourth Underway Report
a Bos Impact Assessment to report on the year of implementation
impact of BOS on expenditure patterns at Request extension to
some DBE-supported schools. March 2010

126 More Effective Decentralized Education Management and Governance


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

Status of Uploading Documents to Development Education Clearing House


(DEC)
Date uploaded
Report
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 09-28-2009
special report) dated September 2007
Annual Report III Oct 2007 – Sep 2008 03-31-2009
Study of Legal Framework/Summary of Laws of Regulations (2007) 03-05-2009
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 03-05-2009
Annual Report Year 2
More Effective Decentralized Education Management and Governance April 05_Sept06 03-05-2009
Annual Report Year 1
Policy Reform in Education Planning Oct 2007 03-05-2009

More Effective Decentralized Education Management and Governance 127


Annex 7: Contribution of DBE1 in District Policy Development
No. Province District Policy Status DBE1 Contribution

Aceh Aceh Besar Circular letter of Head of Educaction Office Complete Full Technical Assistance
requesting schools to have RKS/M and
integrating of school plan into district’s.
Revision of Qanun no. 23/2002 to 5/2008 on Complete Provided input
education.
North Deli Serdang Decision letter of Head of Education Office Complete Full Technical Assistance, Education Office developed
Sumatra requesting SD, SMP, and SMA to have RKS. document.
Deli Serdang Draft District Regulation to fulfill schools’ In Process
operational costs through BOSDA.
Tanjung Decision to allocate budget for poor students Complete
Balai
West Java Karawang Head of District Decision on fulfilling schools’ Complete Full Technical Assistance, Education Office developed
operational costs through BOSDA document.
Province Head of Province Decision on fulfilling Complete Based on presentation of Karawang Head of District to
schools’ operational costs through Provincial Governor.
BOS
Tangerang Head of Municipality Decision on fulfilling Complete Full Technical Assistance, Education Office developed
schools’ operational costs through BOSDA document.
Sukabumi Head of District Decision on fulfilling schools’ Complete Full Technical Assistance, Education Office developed
operational costs through BOSDA document.
Banten Head of Education Office Decision Letter Complete Full Technical Assistance, Education Office developed
requesting SD and SMP to develop RKS document.

Central Boyolali Head of Education Office Decision Letter on Complete Full Technical Assistance
Java planning mechanism.
Boyolali District Regulation on Education Complete District Parliament member who was involved in DBE1

128 More Effective Decentralized Education Management and Governance


activities, suggested to include RKS/M in the Perda.
Jepara Head of District Regulation on Free Complete Provided input to the process
Education
Jepara Head of District Regulation on fulfilling of Complete Full Technical Assistance, Education Office developed
school operational costs through BOS (90%) document.
Kudus Head of District Regulation on education- Complete Full Technical Assistance
sector human resource
Kudus Head of District Decision Letter on District In Process Full Technical Assistance, Education Office developed
BOS (awaiting document.
approval from
Sekda)
East Java Tuban Head of Education Office Decision on 2009 Complete BOSP results were used as basis of decision
Technical Guidance to implement BOSDA.
Tuban District draft regulation on education In Process Full Technical Assistant
Cost sharing
East Java Final report on BOSP calculation for 2009 in Complete Full Technical Assistant
Provincial accordance to BSNP for 24 districts.
Education Cost Sharing
Office and
Bappeda
Mojokerto District draft regulation on education Complete Provided susbstances of Perda
Sampang District draft regulation on education Complete Provided susbstances of Perda

Bangkalan District draft regulation on education In Process Provided susbstances of Perda


Sidoarjo Head of District Regulation on expenses of Complete Provided susbstance
education for poor students.
Sampang Head of Education Office decision letter Complete Provided substance
requiring schools to have RKTS/RKAS.
Mojokerto Head of District decision on implementation Complete Provided substance
of BOSDA SD/MI and SMP/MTs for 2009
Tuban Head of Education Office decision letter Complete Full Technical Assistance
requesting schools to have RKS

More Effective Decentralized Education Management and Governance 129


Mojokerto Head of Education Office decision letter Complete Full Technical Assistance
requesting schools to have RKS.
Surabaya Head of Education Office decision letter Complete Provided substance
requesting schools to have RKS.
Nganjuk Head of Education Office decision letter Complete Full Technical Assistance
requesting schools to have RKS.
South Soppeng District draft regulation on education In Process Full Technical Assistance
Sulawesi
Sidrap District draft regulation on free education Provided input on Draft
Enrekang District draft regulation on education BOSP results were used as basis of development

130 More Effective Decentralized Education Management and Governance


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

More Effective Decentralized Education Management and Governance 131


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 National meeting
Nasional

132 More Effective Decentralized Education Management and Governance


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 District Parliament (DPRD)
Daerah
Dinas Provincial, district, or city office with sectoral responsibility
Dinas Pendidikan dan Provincial or district educational office
Kebudayaan (Dinas P&K)
Gugus School cluster

More Effective Decentralized Education Management and Governance 133


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 Strategic Plan for local government work unit
Daerah (Renstra SKPD) (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

134 More Effective Decentralized Education Management and Governance