Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia s Teachers, Administrators, and Students (USAID PRIORITAS)

Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students (USAID PRIORITAS) Quarterly Report No. 6

July-September 2013

October 2013 This publication was produced for review by the United States Agency for International Development. It was prepared by RTI International. The contents are the reszponsibility of RTI International and do not necessarily reflect the views of USAID or the United States Government.

Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students (USAID PRIORITAS) Quarterly Report No. 6

Contract AID-497-C-12-00003 July–September 2013 Prepared for USAID/Indonesia

Prepared by RTI International 3040 Cornwallis Road Post Office Box 12194 Research Triangle Park, NC 27709-2194

The authors’ 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 LIST OF TABLES ....................................................................................................................................III LIST OF CHARTS ...................................................................................................................................III LIST OF ACRONYMS, ABBREVIATIONS, AND TERMS ................................................................ IV EXECUTIVE SUMMARY ........................................................................................................................ 1 RINGKASAN UTAMA (INDONESIAN EXECUTIVE SUMMARY) .................................................. 4 1

PROJECT MANAGEMENT ....................................................................................................... 7 1.1 SCOPE OF WORK ...................................................................................................................................................... 7 1.2 DISTRICT SELECTION................................................................................................................................................. 7 1.2.1 Cohort 2 District Selection ................................................................................................................................................... 7 1.2.2 Preparation for Papua Program ......................................................................................................................................... 8 1.3 PROJECT OFFICES, INFORMATION TECHNOLOGY (IT), AND PROCUREMENT ..................................................... 8 1.4 STAFFING .................................................................................................................................................................... 8 1.5 TECHNICAL COLLABORATION................................................................................................................................. 9 1.5.1 Collaboration with the National Government of Indonesia ........................................................................................ 9 1.6 STUDIES ....................................................................................................................................................................13 1.6.1 Inclusive Education Study .................................................................................................................................................. 13 1.7 INTERNAL PROJECT MEETINGS ...............................................................................................................................13

2

STRENGTHENED INSTRUCTION IN SCHOOLS.............................................................. 14 2.1 THE WHOLE-SCHOOL DEVELOPMENT (WSD) PROGRAM ................................................................................. 14 2.1.1 Training of Schools .............................................................................................................................................................. 14 2.2 DEVELOPING PRE-SERVICE TEACHER TRAINING CURRICULA AND MATERIALS .................................................18 2.2.1 Establishment of Working Groups ................................................................................................................................. 18 2.2.2 Developing Teacher Training Curricula and Materials Workshops ...................................................................... 20 2.3 TRAINING OF PEDAGOGY LECTURERS .................................................................................................................. 21 2.4 PROVINCIAL TTI CONSORTIA MEETINGS ............................................................................................................. 22 2.5 SELECTION AND TRAINING OF TTI LAB AND PARTNER SCHOOLS .................................................................... 23

3

GOVERNANCE, MANAGEMENT, AND LINKAGES.......................................................... 24 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8

4

TEACHER DEPLOYMENT ..........................................................................................................................................25 SCHOOL FINANCIAL REPORTING........................................................................................................................... 28 NORTH SUMATRA PROVINCIAL EDUCATION OFFICE STRATEGIC PLAN ...........................................................30 DISTRICT CAPACITY ASSESSMENT COHORT 2 ..................................................................................................... 30 DISTRICT EDUCATION INFORMATION MANAGEMENT SYSTEM FOR MINIMUM SERVICE STANDARDS.............31 TRAINING NEED AND COST ANALYSIS ................................................................................................................. 32 DISSEMINATION OF DISTRICT-LEVEL PROGRAMS ................................................................................................. 33 EDUCATION POLICY WORKSHOP IN THE UNITED STATES ................................................................................. 33 REPORTING AND COMMUNICATIONS ............................................................................ 37

4.1 4.2 4.3 4.4 4.5

NEWSLETTER ............................................................................................................................................................37 PROJECT WEBSITE ...................................................................................................................................................37 MEDIA MONITORING ..............................................................................................................................................38 PROJECT VIDEOS ......................................................................................................................................................38 FACT SHEET..............................................................................................................................................................39

USAID PRIORITAS – Quarterly Report No. 6, July–September 2013

i

5

MONITORING AND EVALUATION .................................................................................... 39 5.1 THE VERIFICATION OF BASELINE MONITORING RESULTS IN ACEH .................................................................... 39 5.1.1 Background ........................................................................................................................................................................... 39 5.1.2 Sample for Verification ...................................................................................................................................................... 39 5.1.3 Fieldwork................................................................................................................................................................................ 40 5.1.4 Results .................................................................................................................................................................................... 40 5.1.5 Follow-up................................................................................................................................................................................ 41 5.2 REVISION OF THE PROJECT CUSTOM INDICATORS .............................................................................................. 41 5.3 PROJECT ANNUAL MONITORING .......................................................................................................................... 42 5.3.1 Preparation............................................................................................................................................................................ 42 5.3.2 Sample Selection ................................................................................................................................................................. 43 5.3.3 Recruiting and Training Data Collectors ....................................................................................................................... 43 5.3.4 Data Collection .................................................................................................................................................................... 44 5.4 EARLY GRADE READING ASSESSMENT (EGRA) .................................................................................................... 44 5.5 DISSEMINATION .......................................................................................................................................................44

6

PLANS FOR QUARTER 7 ....................................................................................................... 46

ANNEX 1: PROVINCIAL REPORTS ................................................................................................... 47 ANNEX 2: EDUCATION POLICY WORKSHOP PARTICIPANT LIST ...................................... 106 ANNEX 3: MONITORING & EVALUATION FRAMEWORK (REVISED SEPTEMBER 2013) .. 107 ANNEX 4: DISSEMINATION ............................................................................................................ 129 ANNEX 5: TRAINET ........................................................................................................................... 132 ANNEX 6: LIST OF PRIORITAS PARTNER DISTRICTS .............................................................. 133

ii

USAID PRIORITAS – Quarterly Report No. 6, July-September 2013

List of Tables Table 1: List of Current Partner Districts (not including Papua)...................................................................................... 7 Table 2: Newly Hired Cooperating Country National (CCN) Staff ................................................................................ 9 Table 3: Newly Hired STTA Staff ............................................................................................................................................ 9 Table 4: Staff Resignations ......................................................................................................................................................... 9 Table 5: Staff Movement ............................................................................................................................................................ 9 Table 6: Coordination Meetings with National GOI during Quarter 6 ........................................................................10 Table 7: Number of Participants in School Training in Teaching and Learning in Quarter 6 ...................................15 Table 8: Number of Participants in School-Based Management Training in Quarter 6 .............................................16 Table 9: School Training Participant by Category ..............................................................................................................16 Table 10: Pre-Service Teacher-Training Curriculum Writing Groups ..........................................................................20 Table 11: Developing Training Curriculum and Materials Workshops .........................................................................20 Table 12: Rollout of Teacher Distribution Program in Cohort 1 ..................................................................................26 Table 13: Workshops to Introduce the School Finance Reporting Tool .....................................................................28 Table 14: Distribution of the National Newsletter, Fourth Edition ..............................................................................37 Table 15: Number of Hits on Project Website in Quarter 6 .........................................................................................38 Table 16: Monthly Media Coverage ......................................................................................................................................38 Table 17: Number of Schools Visited ...................................................................................................................................39 Table 18: Number of Teachers Observed while Teaching ..............................................................................................40 Table 19: The Baseline Results, Verification in Aceh, and Its Impact on Overall Results .........................................41 Table 20: Number of Sampled Schools, Principals, and Teachers ..................................................................................43 Table 21: Activities for Quarter 7 .........................................................................................................................................46 Table 4.1 The Expenditure for Dissemination, by Source of Funds............................................................................ 129 Table 4.2: Number of Participants of Dissemination Program per Institution ......................................................... 130 Table 4.3: Participants in Dissemination Programs ......................................................................................................... 131

List of Charts Chart.1:

School Training Participant by Category .....................................................................................................17


iii

List of Acronyms, Abbreviations, and Terms ACDP ADB APBD APP AusAID BAN BAPPEDA BAPPENAS BEC-TF BERMUTU BKD BOS BOSP Bupati CCN CIDA COP COR CTL DAPODIK DBE DC DCOP Dewan Pendidikan DF DIKTI Dinas DPRD EDC EGRA EMIS EU FGD GB GOI GRIFN HR IAID IAIN ICT ICT4E IDR IKIP IR IT iv

Analytical and Capacity Development Partnership Asian Development Bank District Budget District Education Finance Analysis Australian Agency for International Development Badan Akreditasi Nasional (National Accreditation Board) Badan Perencanaan Pembangunan Daerah (Regional Development Planning Board) Badan Perencanaan Pembangunan Nasional (National Development Planning Board) Basic Education Capacity-Trust Fund (World Bank-funded program) Better Education through Reform Management and Universal Teacher Upgrading Project Regional Personnel Bodies Government allocated School Operational Assistance Funds Biaya Operasional Satuan Pendidikan (School Operational Funding) District Council Head Cooperating Country National Canadian International Development Assistance Chief of Party (project position) Contracting Officer’s Representative Contextual Teaching and Learning Data Pokok Pendidikan, MOEC’s national web-based EMIS Decentralized Basic Education Project District Coordinator (project position) Deputy Chief of Party (project position) District Education Council District Facilitator Directorate General for Higher Education District or Provincial Government Offices Dewan Perwakilan Rakyat Daerah (Local Legislature) Education Development Center Early Grade Reading Assessment Education Management Information System European Union Focus Group Discussion Gigabyte Government of Indonesia Global Research and Innovation Fellowship Network Human Resources Islamic Religious College State Islamic Institute Information and Communication Technology Information and Communication Technology for Education Indonesian Rupiah Teachers’ Training College Intermediate Result Information Technology USAID PRIORITAS – Quarterly Report No. 6, July-September 2013

JSE JSS Kabupaten KAK KKG LKI LKS LP2KS LPM LPMP M&E MA Madrasah MBS MENKO KESRA MGMP MI MOEC MOH MOHA MORA MSS MT NGO NUPTK OVC P4TK PABX PADATIWEB PAKEM PC PDMS PDSP PGRI PGSD PPG PPL PPMBS PRIORITAS PTA Renja Renstra RKAS RKS RKT

Junior Secondary Education Junior Secondary School District or Regency Kerangka Acuan Kerja (Working Agreement) Kelompok Kerja Guru (Teacher Working Group-secular primary schools) Lembaga Pendidikan Tinggi Keguruan (a teacher training institution) Laporan Keuangan Sekolah [a software application that uses an Excel platform to produce reports on school funding and spending from all sources] Lembaga Pengembagan and Pemberdayaan Kepala Sekolah (Institute for School Principal Development and Empowerment) Lembaga Pengabdian Masyarakat (Community Service Institution) Lembaga Penjaminan Mutu Pendidikan (Provincial Quality Assurance Institute) Monitoring and Evaluation Massachusetts Islamic School Manajemen Berbasis Sekolah (School Based Management) Coordinating Ministry for People’s Welfare Local Association of Secondary Teachers (grouped by subject matter) Madrasah Ibtidaiyah (Primary Islamic School) Ministry of Education and Culture Ministry of Health Ministry of Home Affairs Ministry of Religious Affairs Minimum Service Standard same as SPM in Indonesian Madrasah Tsanawiyah (Junior Secondary Islamic School) Nongovernmental Organization Unique number identity for teachers and teaching personnel Orphans and Vulnerable Children Teacher and Education Staff Development and Empowerment Center Private Automated Branch Exchange Former National level EMIS Pembelajaran yang Aktif, Efektif dan Menyenangkan (Active, Effective and Enjoyable Learning) Provincial Coordinator (project position) Project Data Management System Pusat Data and Statistik Pendidikan (National Education Data and Statistics Center) Teacher Union Primary School Teacher Education Department Teacher Professional Education Program (one year post-baccalaureate) Teaching Practice/Practicum (practice teaching) School-based quality improvement program [USAID PRIORITAS] Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students Project Parent-Teacher Association Rencana Kerja (Annual Education Plan) Rencana Strategis (Five-Year Educational Development Plan) Rencana Kerja Anggaran Sekolah (Annual School Budget) Rencana Kerja Sekolah (School Work Plans) Annual Plan


v

RPJP RTI S1 SBM SD SERASI SIMPK SIMPTK SMP SPM STAI STAIN STEM STKIP STR STTA TDB TIMSS TOT TraiNET TRIMS TTI TTO UIN UKG UKP4 UKSW UM UMN UMS UMSU UNBAJA UNESA UNESCO UNICEF UNIMED UNM UNNES UNS UNTIRTA UNY UP UPI UPTD UPTK US USA USAID

vi

Long-term Development Plan RTI International (trade name for Research Triangle Institute) Bachelor’s degree [equivalent] School-Based Management Sekolah Dasar (Primary School) Indonesian word for harmony [USAID Democracy and Governance project] District Education Information Management System Personnel Management Information System Sekolah Menengah Pertama (Junior Secondary School) Standar Pelayanan Minimum (Minimum Service Standards) Sekolah Tinggi Agama Islam (Islamic Tertiary Education Institute) State Islamic Tertiary Education Institute Science, Technology, Engineering, and Math Sekolah Tinggi Keguruan Ilmu Pendidikan (Tertiary Teacher Education) Student-teacher ration Short-term Technical Assistance To be determined Test of International Mathematics and Science Study Training of Trainers Training for Information and Results reporting system [USAID] Tool for Reporting and Information Management by Schools Teacher Training Institute Teacher Training Officer State Islamic University Teacher competency test The President’s Development Monitoring Unit Univeritas Kristen Satya Wacana Universitas Negeri Malang Universitas Muslim Nusantara Universitas Muhammadiyah Surakarta Universitas Muhammadiyah Sumatra Utara Universitas Banten Jaya Universitas Negeri Surabaya The United Nations Organization for Education, Science and Culture United Nations Children’s Fund Universitas Negeri Medan (Medan State University) Universitas Negeri Makassar Universitas Negeri Semarang Universitas Negeri Sebelas Maret Universitas SultanAgeng Tirtayasa Universitas Negeri Yogyakarta University Partnership Universitas Pendidikan Indonesia Subdistrict Offices Subdistrict office United States United States of America United States Agency for International Development


USD USG UT UWG VA Walikota WB WSD YKW

United States dollars United States Government Universitas Terbuka (Open University) University Working Group Virginia City Council Head or Mayor World Bank Whole School Development Yayasan Kristen Wamena


vii

EXECUTIVE SUMMARY The United States Agency for International Development–Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students (USAID PRIORITAS) project began in May 2012 with the aim of achieving expanded access to quality basic education (IR1). The intermediate results (IRs) that the project aims to achieve are as follows: 

Strengthened instruction in schools in targeted districts (IR1-1)



Improved education management and governance in targeted schools (IR1-2)



Strengthened coordination between all levels of the Government of Indonesia (GOI) and education institutions (IR1-3).

On July 12, 2013, USAID issued a revised scope of work for the project, to which RTI has responded. Revisions to the contract between USAID and RTI are being finalized at the time this report is being written. This report covers the period from July through September 2013 (Quarter 6 of the project).

Key Accomplishments in Quarter 6 PRIORITAS achieved the following results for the various project sectors during Quarter 6: Project Management 

A series of meetings was held with officials from the National Ministry of Education and Culture (MOEC) and the Ministry of Religious Affairs (MORA). As a result, coordination and alignment of plans and programs is expected to be stronger. Practical steps to ensure this will take place over the coming quarter.



During July-August, project teams, in consultation with provincial counterparts, selected the second cohort of 20 districts as project partners. Following USAID approval of the selection, discussions are underway to finalize working agreements with the districts, select partner schools, district facilitators, and district coordinators.

Strengthened Instruction in Schools 

The majority of the first-round school-level training in active and contextual learning and schoolbased management (SBM) was completed this quarter for Cohort 1. The remainder will take place in the coming quarter. Mentoring to support implementation of the results of the training in schools is underway.



A stakeholder working group was established to oversee the development of materials to strengthen Teacher Training Institute (TTI) course content in the selected areas of Early Grades Reading and Literacy, Junior Secondary Mathematics, and Junior Secondary Science. The group identified areas of strength and weakness in the course content and decided on priorities for development. The working group will re-convene after the completion of the writing workshops, to review the materials before finalization and draft publication.



A series of workshops started for curriculum review and writing in the three subject areas: Early Grades Reading and Literacy, Junior Secondary Mathematics, and Junior Secondary Science; the first two workshops took place this quarter for each of these subject areas, with six workshops in total (two in each subject area). The first workshops produced raw drafts of the pre-service curriculum material and teaching media such as big books and graphic organizers.



Training was completed for pedagogy lecturers of partner TTI and consortia members. The final two activities took place in West Java and Banten. Feedback from participants highlighted the


1

value of experiences gained in developing lesson plans and taking part in “real” teaching. All participants have developed action plans for follow-up activities to be implemented in their TTIs. 

Provincial TTI consortia meetings were held in three provinces this quarter: South Sulawesi, North Sumatra, and Central Java. The meetings discussed issues of active learning implementation in TTIs and the challenges of implementing the new 2013 school curriculum. Lecturers who had participated in USAID PRIORITAS activities shared their experiences, and joint follow-up plans were developed between partner TTIs and their consortia partners. The remaining provinces will hold similar activities in the coming quarters.



Work started with the partner TTIs to identify and select a small set of TTI lab and partner schools for targeted improvement and for use as a laboratory for trialing piloting new teaching approaches. The schools will play a key role in providing authentic settings for TTI project implementation activities, including curriculum improvement, teacher practicum programs, classroom action research, and whole school development activities.



The first training on school based management for TTI Lab and Partner schools took place in Makassar.

Governance, Management, and Linkages 

The rollout of the Teacher Deployment Program (known as PPG), started in Quarter 6, following the pilot in Blitar that was conducted in previous quarters. Training-of-Trainers (TTI lecturers) and a series of workshops started in all provinces and all Cohort 1 districts. The program is expected to be completed in the Cohort 1 districts next quarter. Ongoing support for policy development and implementation to address the raised issues will be provided on a case-by-case basis, where districts have allocated funds for the program.



USAID PRIORITAS completed preparation and piloting of a new software application, called School Finance Reporting (BOS Reporting software), based on earlier DBE1 models, but updated and made more user-friendly. Project specialists provided training, funded by MOEC, for BOS managers from almost all districts in the country (676 participants in five events). Following some final adjustments and based on this experience, the software will be launched and made available, as an officially endorsed and free instrument, to all schools in the country in October 2013. It will significantly increase transparency and accountability in school financial management.



USAID PRIORITAS continued to provide low-level support for the province of North Sumatra to develop their strategic plan (renstra) for education.



All districts have now been selected for Cohort 2 and preliminary discussions are underway with all. An approach to a collaborative district capacity assessment, which is somewhat more streamlined than that used in Cohort 1 but still consistent, was successfully piloted in Wonosobo District.



Updating of the DBE1 software application, District Education Information Management System (known as SIMPK), was completed this quarter. The tool, which is in use for the Teacher Deployment program, was modified slightly to enable it to assess the achievement of minimum service standards in other areas, based on existing data in MOEC’s Basic Education Data System (DAPODIK). Responding to an invitation, USAID PRIORITAS presented the tool to MOEC. Further discussions are expected.



A one-week Education Policy Workshop in the U.S for 18 high-level officials from MOEC, other central government institutions, and senior staff of partner TTIs took place in mid-September.

Communications 

The third edition of the national newsletter, PRIORITAS PENDIDIKAN, was published this quarter. A total of 7,200 copies were distributed.

2




The USAID PRIORITAS website continues to provide information on the project and on good practices to stakeholders at all levels. The number of unique visitors to the site more than doubled from Quarter 5 to 6 (from 8,819 to 18,066).



A total of 158 news items about USAID PRIORITAS were published in the mass media this quarter.



The instructional video program is ongoing. Three videos were produced this quarter, all focusing on different aspects of early grade reading instruction. These videos are a highly effective resource for use in teacher training.

Monitoring and Evaluation 

Following analysis of baseline data collected previously, it was found that results for Aceh, particularly in relation to teachers demonstrating good practice, were inflated. This was found to be a result of using inexperienced data collectors. The data were recollected, using experienced data collectors from the USAID PRIORITAS national and provincial teams. The baseline data have been adjusted accordingly.



After receiving a revised scope of work from USAID in early July and following other developments in the project, the Project Custom Indicators were revised and the revisions were discussed with and approved by USAID. Baseline data are currently being modified based on the revised indicators.



Preparation for the annual monitoring in Cohort 1 and baseline data collection in Cohort 2 is underway. The activity will take place next quarter.

Dissemination 

Dissemination of school-level programs, funded by local government and other agencies, took place in 22 districts in 7 provinces, this quarter. Some 5,500 participants from 1,288 separate schools and education institutions attended. A total of $292,951, or 89%, of the cost of this training came from local government or the schools themselves. The remainder was a contribution from USAID PRIORITAS.



Dissemination of district-level programs took place in Sampang District (District Finance Analysis and District Planning) and Purworejo (School Unit Cost Analysis).


3

RINGKASAN UTAMA (INDONESIAN EXECUTIVE SUMMARY) Proyek USAID PRIORITAS (Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students) dimulai pada bulan Mei 2012 dengan tujuan meningkatkan akses pendidikan dasar yang berkualitas (IRI). Hasil menengah (IRs) yang ditargetkan untuk dicapai proyek adalah: 

Memperkuat instruksi di sekolah di daerah mitra (IRI-1)



Meningkatkan manajemen dan tata kelola pendidikan di sekolah mitra (IRI-2)



Memperkuat dukungan koordinasi antara semua jenjang Pemerintah Indonesia dan institusi pendidikan (IRI-3).

Pada tanggal 12 Juli 2013, USAID merevisi lingkup pekerjaan proyek yang telah ditanggapi oleh RTI. Revisi kontrak antara USAID dan RTI saat ini sedang dalam tahap penyelesaian. Laporan ini mencakup masa dari bulan Juli sampai dengan bulan September 2013 (kuartal ke-6 proyek).

Pencapaian Utama pada Kuartal ke-6 Hasil capaian PRIORITAS pada kuartal ke-6 adalah sebagai berikut: Manajemen Proyek 

Serangkaian rapat dengan pejabat dan staf di Kemdikbud dan Kemenag telah dilaksanakan. Hasilnya, koordinasi dan penyelarasan rencana dan program diharapkan akan lebih kuat. Langkahlangkah praktis akan diambil untuk memastikan hal tersebut terlaksana di kuartal berikutnya.



Selama bulan Juli-Agustus, tim proyek berkonsultasi dengan mitra provinsi dan bersama telah memilih 20 kabupaten/kota kohor 2 sebagai mitra program. Setelah memperoleh persetujuan USAID, diskusi segera diadakan untuk meyelesaikan Kerangka Acuan Kerja (KAK), memilih sekolah mitra, fasilitator daerah dan District Coordinator.

Memperkuat Instruksi di Sekolah 

Sebagian besar pelatihan pembelajaran dan manajemen berbasis sekolah jenjang sekolah ronde 1 untuk kabupaten kohor 1 telah dilaksanakan pada kuartal ini. Pelatihan yang belum terlaksana akan dilanjutkan pada kuartal berikutnya. Pendampingan untuk mendukung perubahan di sekolah sedang berlangsung.



Kelompok kerja pemangku kepentingan telah dibentuk untuk mengawasi dan mengkoordinir pengembangan materi untuk memperkuat bahan ajaran LPTK di bidang yang terpilih yaitu Membaca pada Kelas Awal dan Literasi, Matematika tingkat SMP, dan IPA tingkat SMP. Kelompok mengidentifikasi kekuatan dan kelemahan pada bidang dalam bahan ajaran dan memutuskan apa yang akan diprioritaskan untuk dikembangkan. Kelompok kerja ini akan bertemu kembali dalam lokakarya setelah penulisan selesai untuk mereviu materi sebelum difinalkan dan dibuat draf untuk dipublikasikan.



Serangkaian lokakarya telah dimulai untuk peninjauan dan penulisan kurikulum pada tiga bidang mata pelajaran: Membaca pada Kelas Awal dan Literasi, Matematika tingkat SMP, dan IPA tingkat SMP; dua lokakarya pertama telah terselenggarakan pada kuartal ini untuk setiap bidang, enam lokakarya secara keseluruhan (dua dalam masing-masing bidang). Lokakarya pertama menghasilkan draf awal materi kurikulum dan media ajar seperti buku-buku besar dan jaringan ide.

4




Pelatihan bagi dosen pedagogi mitra LPTK dan anggota konsorsium telah selesai dilaksanakan. Dua kegiatan terakhir dilaksanakan di Jawa Barat dan Banten. Dalam umpan balik, peserta menghargai pengalaman yang diperoleh dalam pengembangan rencana pelaksanaan pembelajaran dan pengalaman praktik mengajar. Seluruh peserta mengembangkan rencana tindak lanjut yang konkret untuk diimplementasikan di masing-masing LPTK.



Rapat Konsorsium LPTK Provinsi telah diadakan di tiga provinsi pada kuartal ini: Sulawesi Selatan, Sumatera Utara dan Jawa Tengah. Pertemuan tersebut membahas isu implementasi pembelajaran aktif di LPTK dan tantangan implementasi Kurikulum 2013. Dosen yang telah mengikuti kegiatan PRIORITAS berbagi pengalaman mereka dan melakukan perencanaan bersama yang dikembangkan oleh LPTK dan mitra konsorsium. Provinsi lainnya akan mengadakan kegiatan yang sama pada kuartal yang akan datang.



LPTK telah memulai mengidentifikasi dan memilih sekolah lab dan sekolah mitra LPTK sebagai sekolah yang ditargetkan untuk peningkatan mutu dan untuk digunakan sebagai laboratorium sebagai tempat percobaan pendekatan pengajaran baru. Sekolah akan memainkan peran kunci dalam menyediakan kondisi yang riil untuk kegiatan implementasi proyek LPTK, termasuk peningkatan kurikulum, program praktikum guru, penelitian tindakan kelas dan kegiatan pengembangan sekolah secara menyeluruh.



Pelatihan pertama untuk sekolah lab dan sekolah/madrasah mitra LPTK dilaksanakan di Makassar. Topiknya adalah Manajemen Berbasis Sekolah.

Tata Kelola, Manajemen dan Keterkaitan 

Peluncuran program Penataan dan Pemerataan Guru (PPG) dimulai pada kuartal ini setelah ujicoba yang diadakan di Blitar pada kuartal sebelumnya. Pelatihan Pelatih (TOT) bagi dosen LPTK dan serangkaian lokakarya diadakan di seluruh provinsi dan seluruh kabupaten/kota kohor I. Program diharapkan selesai di daerah kohor I pada kuartal berikut. Dukungan yang berkelanjutan akan tetap diberikan untuk pengembangan dan implementasi kebijakan terkait isu yang muncul berdasarkan kasus per kasus bagi kabupaten/kota yang telah menyediakan dana untuk program tersebut.



USAID PRIORITAS menyelesaikan persiapan dan ujicoba aplikasi perangkat lunak yang baru bernama Pelaporan Keuangan Sekolah (Perangkat lunak pelaporan BOS). Perangkat lunak ini dikembangkan oleh DBEI tetapi telah dimutahirkan dan dibuat menjadi lebih ramah-guna. Spesialis proyek telah memberikan pelatihan yang didanai oleh Kemdikbud, untuk manajer BOS dari seluruh kabupaten/kota (676 peserta di dalam lima kegiatan). Setelah beberapa penyesuaian, berdasarkan pengalaman ini, perangkat lunak akan diluncurkan dan tersedia untuk umum, sebagai instrumen gratis untuk seluruh sekolah di Indonesia pada bulan Oktober. Perangkat lunak ini akan secara signifikan meningkatkan transparansi dan akuntabilitas dalam pengelolaan keuangan sekolah.



USAID PRIORITAS terus memberikan dukungan ‘tingkat-rendah’ bagi provinsi Sumatra Utara untuk mengembangkan renstra pendidikan.



Seluruh kabupaten/kota kohor 2 PRIORITAS telah terpilih. Diskusi awal dengan pemerintah daerah telah berlangsung. Asesmen kapasitas kabupaten/kota yang digunakan untuk kohor 2 masih tetap konsisten dengan asesmen kabupaten koho 2, namun direvisi agar lebih efesien. Instrumen ini telah berhasil di ujicobakan di Wonosobo.



Pemutahiran aplikasi perangkat lunak DBEI yang dikenal dengan nama SIMPK – Sistem Informasi Manajemen Pendidikan Kabupaten/Kota, telah selesai dilakukan. Alatnya, yang digunakan untuk Program Penataan dan Pemerataan Guru, dimodifikasi sedikit untuk memungkinkan penilaian pencapaian standar pelayanan minimum di daerah lain, berdasarkan data yang ada pada sistem


5

DAPODIK Kemdikbud. Atas undangan dari Kemdikbud, PRIORITAS mempresentasikan alat tersebut untuk staf Kemdikbud. Diharapkan ada diskusi lebih lanjut dari presentasi tersebut. 

Lokakarya Kebijakan Pendidikan di Amerika Serikat yang berlangsung satu minggu bagi 18 pejabat tinggi dari Menko Kesra, Kemdikbud dan perwakilan senior dari LPTK mitra diselenggarakan pad pertengahan bulan September.

Komunikasi 

Edisi ke-tiga buletin nasional, PRIORITAS PENDIDIKAN, diterbitkan pada kuartal ini. Sejumlah 7.200 eksemplar telah didistribusikan.



Situs proyek terus menyediakan informasi mengenai proyek dan praktik yang baik kepada pemangku kepentingan di seluruh tingkat. Jumlah pengunjung unik yang mengunjungi situs menjadi berlipat ganda dari kuartal 5 ke kuartal 6 (dari 8.819 ke 18.006).



Sebanyak 158 keping berita mengenai USAID PRIORITAS telah diterbitkan di media masa pada kuartal ini.



Beberapa video instruksi sedang dikerjakan. Tiga video dengan fokus yang berbeda untuk pembelajaran membaca di kelas awal telah diselesaikan pada kuartal ini. Video ini sangat efektif untuk digunakan pada pelatihan guru.

Pemantauan (Monitor) dan Evaluasi 

Setelah melakukan analisa data baseline sebelumnya, ditemukan hasil yang diperoleh dari Aceh melambung, terutama terkait pelaksanaan praktik yang baik di kelas. Hal ini terjadi akibat pengumpul data yang kurang berpengalaman. Data telah diambil ulang oleh pengumpul data yang berpengalaman dari tim PRIORITAS nasional dan provinsi. Data baseline telah disesuaikan.



Setelah mendapatkan revisi lingkup kerja dari USAID pada awal bulan Juli dan setelah adanya beberapa perkembangan pada proyek, ‘Custom Indicator’ proyek telah direvisi dan revisi tersebut telah didiskusikan bersama dan disetujui oleh USAID. Data baseline saat ini sedang dimodifikasi berdasarkan indikator yang telah direvisi.



Persiapan monitor tahunan di daerah kohor I dan persiapan pengambilan data baseline di kohor 2 sedang berlangsung dan pengumpulan data akan dilakukan pada kuartal berikut.

Diseminasi Proyek 

Program diseminasi tingkat sekolah yang didanai oleh pemerintah lokal dan institusi lainnya diselenggarakan di 22 kabupaten/kota di 7 provinsi, pada kuartal ini. Sebanyak 5.500 peserta dari 1.288 sekolah dan institusi sekolah berpartisipasi dalam kegiatan ini. Sebanyak $292.951, atau 89%, dari biaya pelatihan, berasal dari pemerintah daerah atau sekolah masing-masing. Sisanya merupakan kontribusi dari USAID PRIORITAS.



Program diseminasi tingkat kabupaten/daerah dilakukan di Sampang untuk analisa keuangan kabupaten/daerah dan perencanaan serta di Purworejo untuk analisis biaya per sekolah.

6


1 PROJECT MANAGEMENT 1.1

Scope of Work

On July 12, 2013, USAID issued a revised scope of work for the project, to which RTI has responded. Revisions to the contract between USAID and RTI are being processed at the time this report is being written.

1.2

District Selection

1.2.1

Cohort 2 District Selection

During July and August 2013, project teams, in consultation with provincial counterparts, selected the second cohort of districts as partners for USAID PRIORITAS. A brief report was submitted to USAID, describing the process and outcomes. As with the selection of Cohort 1 districts, the key objectives of the process were: (1) to ensure that ownership of the process and outcome is shared between local government (province and districts), USAID, and the project implementation team; and (2) to ensure that districts, and subsequently district coordinators, schools, and facilitators were selected in a transparent way according to agreed criteria. In addition, this process provided a model of good practice for local governments in transparent and merit-based selection. The process resulted in a list of 20 Cohort 2 districts (not including Papua). See Annex 6 for a full list of the district names. The selection was subsequently approved by USAID, and consultations are now underway to finalize working agreements and to select target schools, district coordinators, and district facilitators. The number of districts in each cohort is illustrated in Table 1 below: Table 1: List of Current Partner Districts (not including Papua) Former DBE Districts

PRIORITAS Cohort 1

PRIORITAS Cohort 2

TOTAL

Aceh

5

2

4

11

North Sumatra

7

3

2

12

Banten

3

2

2

7

West Java

6

3

4

13

Central Java

8

5

2

15

East Java

9

5

2

16

South Sulawesi

8

3

4

15

TOTAL

46

23

20

89


7

1.2.2

Preparation for Papua Program

USAID PRIORITAS is planning to start working in Papua Province by the end of 2013 or in early 2014. RTI is currently in discussions with potential partners to receive grants to implement a program in three districts in the highlands of Papua Province by building on an existing program in the province. The partners and districts in discussion are as follows: Partner

District to be Covered

Yayasan Kristen Wamena (YKW)

Jayawijaya

Narwastu

Mamberano Tengah

Yasumat

Yahukimo

It is planned that the activities in the three districts will be coordinated by Yayasan Kristen Wamena (YKW), with oversight from a member of RTI staff placed in the YKW office in Wamena.

1.3

Project Offices, Information Technology (IT), and Procurement

The Jakarta project headquarters office and six provincial offices (Aceh, Banten, West Java, Central Java, East Java, and South Sulawesi) are fully operational with network server and services in place. As of September 2013, Private Automated Branch Exchange (PABX), Internet, network printing, and backup systems are fully functional in North Sumatra; however, the office server installation is still pending, waiting for an electricity upgrade. An inter-office connection service has been set up and tested. This connection service will eventually enable data sharing across all USAID PRIORITAS offices. As a start, the Jakarta office server has been opened for connection to other offices, and it is expected that by early October2013, all other offices except the North Sumatra office will also be accessible. As the latest project procurement list has not yet been approved by USAID, some equipment could not be procured and provided to new staff joining in August and September 2013. Currently, some staff are using ex-DBE or spare equipment. All provincial offices continue to rent cars to support the program and operations, while waiting for a final decision on vehicle purchase.

1.4

Staffing

Short-term technical assistant (STTA) contracts for all District Training Facilitators are being processed. All District Facilitators will work under STTA contracts for the period up until December 2014, with the possibility of extension, based on performance reviews and program needs. South Sulawesi, Banten, and North Sumatra will start using the STTA contracts on October 1, 2013, but the new contracts will start at a later date in the other provinces due to delays in completing required documentation and processing contracts. It is planned that all District Facilitators in all provinces will be under STTA contracts by the end of 2013. West Java and Aceh are expected to start using the STTA contracts on November 1. Central Java and East Java are expected to start on December 1, 2013. Recruitment for Cohort 2 District Coordinators started on August 25, 2013. The recruitment is being combined with some movement of Cohort 1 and DBE District Coordinators to make the deployment of resources more efficient. Tables 2–5 below describe staff movements and status in Quarter 6: 8


Table 2: Newly Hired Cooperating Country National (CCN) Staff Name

Position

Location

Starting Date

Ares Abraham Uly

Finance Manager

Jakarta

July 15, 2013

Rimbananto

Governance Management Specialist

North Sumatra

August 5, 2013

Ruwiyati Ahmadi

Technical Coordinator with GOI

Jakarta

August 12, 2013

Mulyadi Nurdin

Junior Accountant

South Sulawesi

August 15, 2013

Mahargianto

Governance Management Specialist for EMIS*

Jakarta

August 19, 2013

Saito Nainggolan

Operation Manager

Jakarta

August 19, 2013

*EMIS = Education Management Information System

Table 3: Newly Hired STTA Staff Name Hamdan Hadenan

Title

Location

Teacher Deployment Specialist

South Sulawesi

Starting Date July 1, 2013

Table 4: Staff Resignations Name

Position

Location

Effective Date

Anky Bramantyo

IT Specialist

Central Java

July 16, 2013

Habibilah Pohan

District Coordinator

North Sumatra

July 19, 2013

Hamsah

Communication Specialist

South Sulawesi

September 1, 2013

Table 5: Staff Movement Name

Position

Ajar Budi Kuncoro

TTI Development Specialist

Central Java

Promoted to University and Stakeholder Coordination Specialist, Jakarta

August 1, 2013

Monita

Administrative Assistant

Central Java

Promoted to Junior Accountant

September 1, 2013

T. Medy Nugraha

Administrative Assistant

West Java

Promoted to Junior Accountant

September 1, 2013

1.5

Location

Movement

Effective Date

Technical Collaboration

During Quarter 6, USAID PRIORITAS continued to collaborate with the GOI at all levels for technical workshops and meetings. 1.5.1

Collaboration with the National Government of Indonesia

During this reporting period, the newly-appointed national Technical Coordinator with the GOI conducted a series of meetings to strengthen coordination with the national government. The


9

Directorate of Primary Education agreed to provide a shared room that can also be used by other agencies such as the United Nations Children’s Fund (UNICEF) and the United Nations Educational, Scientific, and Cultural Organization (UNESCO) for coordination activities. In addition to a workspace in the shared room, the Directorate of Junior Secondary Education has also agreed to provide a desk in their office for the Technical Coordinator to use. The Technical Coordinator will use these workspaces at agreed times. Table 6 provides an overview of the various meetings with the national GOI during this quarter. Table 6: Coordination Meetings with National GOI during Quarter 6 Date Tuesday– Wednesday, August 13– 14, 2013

GOI / Stakeholder Fahturachman, Head of Monitoring and Evaluation SubDirectorate and Manager of One-Roof1 JSS Directorate for JSS.

Agenda and Results Agenda: Introduction to the newly-appointed Government Technical Coordinator and the USAID PRIORITAS program update. Fahturachman undertook to fully support the implementation of USAID PRIORITAS. The directorate agreed to provide a work station for the Technical Coordinator Discussed opportunities to synergize USAID PRIORITAS with school-based management training activities for principals and teachers of one-roof Primary and JSS schools at the central level. Possible forms of synergy were explored: 

Provision of technical assistance from USAID PRIORITAS for training, organized by the Directorate;



Provision of technical assistance from USAID PRIORITAS to train government trainers using USAID PRIORITAS Modules.



Inclusion of principals and teachers of Directorate-managed one-roof schools in activities implemented in the project’s partner districts.

Wednesday, August 14, 2013

Romlan, Head of Primary Education SubDirectorate

Agenda: Introduction to the newly-appointed Government Technical Coordinator and the USAID PRIORITAS program update

Thursday, August 22, 2013

Didik Prabangkat, Head of Teaching and Learning SubDirectorate, Primary Education

Agenda: Introduction to the newly-appointed Government Technical Coordinator and USAID PRIORITAS program update

Identified opportunities to synergize the activities of the Directorate of Primary Schooling with USAID PRIORITAS whenever there are overlapping activities, especially in relation to school-based management training activities at the central provincial levels.

Identified opportunity to synchronize the school-based management and teaching/learning technical support conducted by the Directorate with USAID PRIORITAS at the central, provincial, district, and school levels. A list of USAID PRIORITAS partner schools and districts was sent to the Directorate to avoid double intervention from the Government in the project’s partner schools. The Directorate reiterated their request to USAID PRIORITAS to support the implementation of Curriculum 2013 during the next round of training to schools in USAID PRIORITAS target districts and provinces.

1

One-roof school = a combined primary school and junior secondary school in remote areas.

10


Date

GOI / Stakeholder

Agenda and Results Confirmed to provide a desk in a room within the Directorate to share with other agencies for coordination activities.

Friday August 23, 2013

BOS Technical Team, Directorate of Junior Secondary Education

Agenda: Presentation of the software for BOS Reporting (School Finance Reporting software) The BOS Software created by USAID PRIORITAS is considered easy to use by schools. The software will be introduced to the entire team of BOS District Managers in Indonesia in four regions: Solo, Jakarta, Makassar, and Bandung. There are still some things that need to be fixed within the software; these will be completed before the training. Note: This meeting was followed up as planned with training in the four regions and further field-testing and improvements to the software. For details, see the Governance and Management section of this report, below.

Tuesday, September 3, 2013

Ibrahim Bafadal, Director of Primary Education

Agenda: Introduction to the newly-appointed Government Technical Coordinator and USAID PRIORITAS program update Regrets from the Director for not being able to participate in the Education Policy Workshop in the U.S. A general agreement for USAID PRIORITAS to continue to liaise with Directorate technical staff to identify closer linkages with training activities.

Friday, September 6, 2013

Didik Suhardi, Director of Junior Secondary Education

Agenda: Introduction to the newly-appointed Government Technical Coordinator and USAID PRIORITAS program update The Director expressed continued strong support for the implementation of the PRIORITAS program He proposed synchronization between USAID PRIORITAS and the program of the Directorate, called the Special Partnership Community Planning in Jakarta greater region (Jakarta, Bogor, Depok, Tangerang and Bekasi), especially in regard to training activities. He suggested that USAID PRIORITAS conduct a study on the decentralization of education in order to evaluate the implementation, benefits, and impacts of decentralization. Note: A list of USAID PRIORITAS partner schools and districts was sent to the Directorate to avoid overlapping interventions from the Government in the project’s partner schools.

Monday, September 9, 2013

Dian Wahyuni , Head of Basic Education Teacher Development

Agenda : Hiring of Research Fellow to analyze Teacher Competency Test (UKG) data to identify teacher training needs There is a need for the MOEC, especially for the Education Professional Development Center (Pusbangprodik) to analyze the results UKG in order to map teacher training needs: whether the teacher training should be at the basic entry, advanced, intermediate, or advanced level. The GOI will use UKG as one of the requirements for determining acceptance of applicants as a civil servant teacher (Calon Pegawai


11

Date

GOI / Stakeholder

Agenda and Results Negeri Sipil). A concern is leakage of test items, because the UKG instrument has not adopted an “item bank”2 system The urgent need for Pusbangprodik is to develop an “item bank” for UKG

Wednesday, September 11, 2013

Khamim, Head of SubDirectorate, Junior Secondary Education

Agenda : Follow-up on the discussion/meeting with the Director of Junior Secondary Education Further discussion will be scheduled with government technical staff on synchronization of target districts and training activities between USAID PRIORITAS and PPMBS programs (the School-Based Quality Improvement Program) in Pandeglang, Bekasi, Tangerang, and Bandung. Like in the past year, the Directorate will send staff to attend the school-based management training organized by USAID PRIORITAS Likewise, USAID PRIORITAS will be invited to attend training for the 2013 curriculum, which is being organized by the Directorate.

Wednesday, September 11, 2013

Mukhlis, Teaching/ Learning staff, Directorate of Primary Education

Agenda: Follow-up to the meeting with the Director of Primary Education and Teaching/Learning Head Section

Thursday, September 12, 2013

Dian Wahyuni, Head of Basic Education Teacher Development,

Agenda: Follow-up with DianWahyuni on proposed research fellowship

Tony Crocker, Technical Consultant Friday, September 13, 2013

Rochmat Head, Sub-Directorate of Institution and Cooperation, Islamic Basic Education Directorate, MORA

USAID PRIORITAS was requested to ensure that training modules are aligned with the new 2013 curriculum. USAID PRIORITAS was requested to provide assistance in the 2014 preparation of training modules on school-based management and school leadership.

Discussed a proposal for a research fellow for Teacher Training Needs Analysis Agenda: Introduction to the newly-appointed Government Technical Coordinator and the USAID PRIORITAS program update MORA expressed their support for dissemination of good-practice USAID PRIORITAS activities in the districts. District MORA education offices can request matching funds from the central MORA for the implementation of activities, including dissemination in madrasah in 2014. MORA suggested a formal technical agreement between USAID PRIORITAS and MORA in order to facilitate planning and budgeting for implementation and dissemination of good practice

Monday, September 16, 2013

Didik Prabangkat Head of Teaching and Learning SubDirectorate, Directorate of Primary Education, Trias Subarkah and Adang staff

Agenda : Follow-up on technical coordination with the Primary Education Directorate As in the past year, in the current year the Directorate will also send a technical team to attend school-based management (MBS) training activities, organized by USAID PRIORITAS. The Directorate will hold a forum to discuss activities and education issues with three donors that are currently working with

2

An“item bank” is a robust repository of test questions and their components that are organized and catalogued.

12


Date

Tuesday, September 17, 2013

GOI / Stakeholder

Agenda and Results the Directorate: USAID PRIORITAS, UNICEF, and UNESCO). USAID PRIORITAS may be asked to coordinate the activity.

Renani, Head of Division of Law and Personnel, Directorate General of Management for Basic Education and her team

Agenda: Presentation of the USAID PRIORITAS tool: District Data Education Analysis (SIMPK) The Directorate welcomed SIMPK as a tool for mapping minimum service standards, but it needs to be synchronized with existing systems such as TRIMS and systems that have been developed by MOHA For using DAPODIK, it is important to include the Center for Education Data and Statistics (PDSP) (which is responsible for the verification and validation of data). Follow-up discussions between USAID PRIORITAS and the Directorate (through the head of the cooperation section of MOEC) are needed on synergy and the development and use of SIMPK.

Note: SIMPK= District Education Data Analysis; TRIMS =Tool for Reporting and Information Management by Schools.

1.6

Studies

1.6.1

Inclusive Education Study

A final version of the Inclusive Education Study Report, incorporating feedback from USAID and translated into English, was submitted to USAID on August 26, 2013.

1.7

Internal Project Meetings

Two coordination and planning meetings were held on July 24 and September 10, respectively. The meetings were held to discuss and plan upcoming project activities including the following: 

Selection of Cohort 2 districts and start-up activities



School and teacher training



TTI training programs



Governance and management activities



Monitoring and evaluation.

Various administrative matters were also discussed. Mimy Santika, the USAID Contracting Officer’s Representative (COR), was present at the first of these meetings. The Deputy Chief of Party (DCOP) and the Teaching and Learning Advisor both travelled to the United States in September and attended meetings about project management and technical matters with their respective home office staff. Following the Education Policy Workshop (study tour to the U.S.) described later in this report, the DCOP traveled to RTI’s home office in Research Triangle Park, NC, where she met with various home office staff during September 23–25, 2013. The Teaching and Learning Advisor attended an Education Development Center, Inc. (EDC) Chief of Party Summit in Washington, DC. The four-day summit, held September 3–6, included technical, administrative, and financial sessions. A project fair shared progress of current EDC international


13

projects. Following this summit, the Teaching and Learning Advisor attended a two-day security workshop before joining the Education Policy Workshop participants in Boston, Massachusetts. USAID PRIORITAS staff also participated in an RTI International workshop on Ethics. The Code of Ethics Training, conducted by Mr., Dan Segal from RTI International on July 18, covered a range of issues including conflict of interest, fraud, USAID procedures and requirements, and workplace harassment.

2 STRENGTHENED INSTRUCTION IN SCHOOLS USAID PRIORITAS is working to improve the quality of instruction in schools by developing more effective in- and pre-service training programs for teachers and is working to support teacher training providers, specifically TTIs and District Education Offices, to implement these programs.

2.1

The Whole-School Development (WSD) Program

The WSD program is being delivered to partner schools in the USAID PRIORITAS districts. It consists of a series of activities as follows: 

Study visits to DBE schools that are exhibiting good practices



Cluster-based training in teaching and learning, school-based management (SBM), and community participation



Structured mentoring of training participants at the cluster and school levels after the training



Showcase meetings of training results and their impact on schools approximately two months after the training.

During Quarter 6, the program of cluster-based training continued. 2.1.1

Training of Schools

Following the training of district and TTI facilitators and the study tours conducted in the previous quarter, cluster-based training for partner schools in USAID PRIORITAS districts continued this quarter. The primary and junior secondary school training is taking place separately and consists of two parts: 1. Training in teaching and learning: An average of six teachers from each primary school or 15 teachers from each junior secondary school participated, along with the school principal, school supervisors, and some local government staff. The training takes place over three days and includes practical teaching in school. The training that took place in Quarter 6 is shown in Table 7 below. Because of the large number of teachers to be trained, much of the training was divided into several smaller groups, as shown below.

14

Participants in the Primary School Teacher Training in Bener Meriah District, Aceh Province, September 18, 2013.

The Head of the Curriculum Section from Medan City Education Office, North Sumatra, observing practical teaching at SMPN Medan as part of the Junior Secondary School teacher training on September 20, 2013.


Table 7: Number of Participants in School Training in Teaching and Learning in Quarter 6

Province/District Aceh Aceh Besar Banda Aceh Bener Meriah North Sumatra

Primary Schools Male Female Total 16

92

Junior Secondary Schools Male Female Total

Grand Total

108

85

312

397

505

110 103 99 228

144 128 125 349

144 128 233 701

16 77

92 275

108 352

34 25 26 121

Labuhan Batu Medan Nias Selatan Banten

16 27 34 77

98 106 71 154

114 133 105 231

42 33 46 131

68 102 58 115

110 135 104 246

224 268 209 477

Pandeglang Serang West Java

37 40 30

81 73 81

118 113 111

69 62 96

62 53 141

131 115 237

249 228 348

46 50 255

71 70 336

117 120 591

117 231 958

55 36 65 38 61 134

74 53 78 63 68 226

129 89 143 101 129 360

129 210 143 220 256 836

54

70

124

Bandung Barat Ciamis Central Java Banjarnegara Batang Purbalingga Semarang Sragen East Java Blitar Madiun Mojokerto Pamekasan Situbondo South Sulawesi Bantaeng Maros Wajo Grand Total

N/A

30 157

81 210

111 367

41

80

121

69 47 176

50 80 300

119 127 476

38 42 52 44 78

82 70 68 80 277

120 112 120 124 355

40 40 127

79 77 228

119 117 355

124 120 112 239 241 710

21 25 32

91 97 89

112 122 121

28 53 46

52 80 96

80 133 142

192 255 263

611

1389

2000

949

1586

2535

4535

2. School-Based Management and Community Participation: From each school, the school principal, head of the school committee, at least one other committee member, and two representatives of the teaching staff participate. The training is conducted over three days by trained District Facilitators and a number of the TTI Facilitators. The training during Quarter 6 is shown in Table 8.

Participants in School-Based Management training in Sragen District, Central Java, on September 22, 2013.


15

Table 8: Number of Participants in School-Based Management Training in Quarter 6 Province/Distric t Aceh Aceh Besar Banda Aceh Bener Meriah North Sumatra

Primary Schools Male Female Total 46 29 75

Junior Secondary Schools Male Female Total 87 46 133

Grand Total 208

14 17 15 59

45 43 45 141

45 43 120 385

46 118

29 126

75 244

31 26 30 82

Labuhan Batu Medan Nias Selatan West Java

30 35 53 19

47 54 25 21

77 89 78 40

25 30 27 32

16 32 11 9

41 62 38 41

118 151 116 81

Bandung Barat Banten

19 51

21 33

40 84

32 75

9 9

41 84

81 168

Pandeglang Serang Central Java

51

33

84

161

85

246

39 36 173

5 4 41

44 40 214

128 40 460

33 34 34 36 36 37

14 9 5 8 5 11

47 43 39 44 41 48

47 124 39 125 125 218

37

11

48

Banjarnegara Batang Purbalingga Semarang Sragen East Java Blitar Mojokerto Pamekasan South Sulawesi Bantaeng Maros Wajo Grand Total

N/A

50

31

81

59 52 126

22 32 44

81 84 170

54 72 101

28 16 94

82 88 195

77

37

114

48 82 88 309

33 45 23 622

29 37 28 432

62 82 51 1054

28 30 19 563

12 10 15 212

40 40 34 775

102 122 85 1829

Table 9 and Chart 1 below show the proportion of trainees by category. As expected, teachers comprised the largest proportion (72.6%). Table 9: School Training Participant by Category Category

Female

Male

Grand Total

%

School Principals

254

436

690

10.8%

Teachers

3129

1492

4621

72.6%

School Committees

105

528

633

9.9%

School Supervisors

105

212

317

5.0%

District Education and MORA Officers

26

77

103

1.6%

16


Chart.1:

School Training Participant by Category

The training has been completed in 14 Cohort 1 districts in seven provinces. It will be completed in the remaining nine districts in October 2013. At present, a total of 1,174 participants from primary schools and 667 from JSS have completed the school-based management training, totaling 1,841 participants. Based on the results of participant evaluations, 72% of participants from primary schools and 87% from junior secondary schools commented that the material was very useful. Only 1% of participants from the primary schools said that the material was not useful. A total of 52% of participants from primary schools and 69% from junior secondary schools stated that facilitators demonstrated active learning principles in the training, while 4% of participants from primary schools and 31% from junior secondary schools stated that the training partially reflected active learning principles. Only 8% of primary school participants said that the facilitators did not reflect how active learning should be conducted. A total of 78% of primary school participants and 100% of junior secondary school participants commented that the facilitators had mastered, or mastered very well, the material. While 22% of primary school participants stated that the facilitator had not yet mastered the material. Mastery of the material on school planning and budgets (RKS and RKAS) was considered to be the weakest aspect. Some 91% of primary school participants and 95% from junior secondary schools stated that the training tasks assigned helped them to learn. Only 9% of participants from primary schools and 5% from junior secondary schools said that the assignments did not help them to learn the material more effectively. The USAID PRIORITAS specialists observed that the facilitators—both for primary schools and JSS—do understand the content material, with exceptions in some cases for the material on RKS/RKAS for primary schools. However, there is a need to improve facilitation skills, particularly for facilitating the sharing of ideas and opinions between groups.


17

A similar analysis for the training in Teaching and Learning will be conducted in the next quarter. Training both in Teaching and Learning and in School-Based Management is expected to take place in the first month of the coming quarter for the remainder of the USAID PRIORITAS partner schools.

The Head of District gives support and advice on the sidelines of USAID PRIORITAS training in active learning methodologies for primary teachers from SD and MI in Benar Mariah, Aceh.

2.2 2.2.1

Developing Pre-service Teacher Training Curricula and Materials Establishment of Working Groups

In addition to using in-service materials adapted for TTIs, USAID PRIORITAS started work with TTIs this quarter to develop specific instruction materials aimed to strengthen TTI course content in the selected areas of Early Grades Reading and Literacy, Junior Secondary Mathematics, and Junior Secondary Science. These materials will enrich and extend the current course content in identified units of study in the TTI pre-service program and will have extended application to practicum activities and TTI in-service training programs. The materials will be focused on the needs of the preservice teaching program, including strengthening content understanding in specific topics, as well as addressing best practices in pedagogical approaches. The Mathematics and Science units will also include a focus on strengthening the importance of language and literacy as it relates to the specific subject. The content will be developed initially as a package of support materials designed for insertion into current course content or to be used as resource material for Pendidikan Profesi Guru ([PPG] Professional Teacher Education program—one year post-baccalaureate) or in-service programs. Guidelines for training usage will be developed to accompany the completed materials. A pre-service Teacher Training Curriculum Initial Workshop was held in Jakarta on July 2–5, 2013, with the aim of establishing a representative working group to ensure representation, contribution, and agreement by all partners. The participants included two representatives per TTI per working group. Representatives from the Teacher and Education Staff Development and Empowerment Center (P4TK), MOEC, and the Directorate General for Higher Education (DIKTI) were also invited to attend. Project staff was supported by consultants chosen for their subject expertise.

18


The workshop began with detailed presentations of existing programs of study in each TTI, specifically related to the subjects of Early Grades Reading and Literacy, Junior Secondary Mathematics, and Junior Secondary Science. The groups worked to identify areas of strengths and weaknesses in the course content reviewed and to develop consensus on priority areas and topics for development. Initial topics identified for further development were as follows: Early Grades Reading and Literacy 

What is Literacy?



Teaching Principles of Literacy in Early Grades



Promoting a Literacy Environment



Teaching Reading Strategies for Teaching Reading and Comprehension



The Reading Program—Shared Reading, Guided Reading, Independent Reading



The Writing Program



Using Big Books and Media

Junior Secondary Mathematics 

Algebra (Basic Concept of Variable, Relation and Function, and Straight Lines Equation)



Numbers (Arithmetic Operation on Integer and Fraction, Number with Power and Radical, and Number Pattern)



Geometry (Congruence, 2-D Shapes, and 3-D Shapes)



Statistics and Chance (Data Presentation, Data Processing and Implementation, and Chance)



Problem Solving, Discovery, and Investigation

Junior Secondary Science 

Energy for Life



Adaptation Systems



Navigation Systems



Sonar Systems



Electricity



Global Warming



Working Scientifically



Literacy in Science: Report Writing



Science in Everyday Life

These topics will be further refined and developed during the series of three provincial writing workshops. All topics are based on the competencies and approaches outlined in Curriculum 2013 (MOEC). The working group will re-convene at the completion of the writing workshops to review the materials before finalization and draft publication.


19

2.2.2

Developing Teacher Training Curricula and Materials Workshops

Following agreement on the design and content of the pre-service teacher-training curriculum materials, provincial TTI teams were established to complete the writing of the materials. Lessons learned from past curriculum writing workshops showed that small teams are more efficient in working together and producing results, which was taken into consideration for selecting the writing teams. To ensure participation by all project partners, TTIs in each province were assigned to work on one of the three curriculum subject areas. Table 10 shows locations of subject areas writing groups.

TTI lecturers developing the Mathematics Module at the Hotel Continental, Makassar, South Sulawesi on 5 September 2013

Table 10: Pre-Service Teacher-Training Curriculum Writing Groups Writing Groups

Location of Workshops

Early Grades Reading and Literacy

Central Java, West Java, and Banten

Junior Secondary Mathematics

East Java and South Sulawesi

Junior Secondary Science

Aceh and North Sumatra

The curriculum teams are being led by TTI specialists who were identified at the initial working group meeting. These facilitators come from a variety of TTIs in various provinces and will take part in all workshops for their subject to ensure consistency of approach and quality of outputs. They will be supported by project staff and subject specialist consultants. Each curriculum writing team also includes two TTI staff representatives from local TTI partners in the province, representatives from P4TK training centers, and two teachers, to provide a school-level perspective. Three workshops will be held for each curriculum team during Quarter 7. To ensure that the maximum number of institutions is involved and to keep the program focused, the curriculum subject teams have divided into two groups, who are responsible for completing the assigned topics. Both groups will be led by the TTI specialists identified above. As a result of the split groups, a total of 18 workshops (six per curriculum subject) will take place. A number of workshops have been completed to date. For details, please see Table 11 below: Table 11: Developing Training Curriculum and Materials Workshops Workshop

Team 1

Team 2

Early Grades Reading and Literacy

Sep 21–23 Semarang

Oct 11–13 Yogyakarta

Oct 25–27 Semarang

Oct 25–27 Bandung

Oct 18–20 Serang

Nov 1–3 Bandung

Junior Secondary Mathematics

Aug 28–30 Malang

Sep 17–19 Sidoarjo

Oct 8–10 TBD

Sep 4–6 Makassar

Oct 2–4 TBD

Oct 16–18 TBD

Junior Secondary Science

Aug 27–29 Banda Aceh

Sep 19–21 Banda Aceh

Oct 10–12 Banda Aceh

Sep 2–5 Medan

Sep 26–28 Medan

Oct 29–31 Medan

20


The Early Grades Reading and Literacy curriculum group completed two workshops in Semarang on September 21–23, 2013, and in Cimahi-Bandung on September 25–27, 2013. Topics covered in these first workshops included the following: 

Literacy in Early Grades: What is literacy? Why is Literacy? The four elements of literacy (listening, speaking, reading, writing), Promoting a literacy environment



What to Teach in Early Grade Literacy: Acquisition of literacy—pre reading, pre writing, concepts of print, reading comprehension, creative writing



The Literacy Block: Modeled reading and writing, shared reading and writing, interactive reading and writing, guided reading and writing, independent reading and writing



Teaching Media: Big book, characteristics of reading levels, writing media, graphic organizers



Assessment and Evaluation: Assessment tools, diagnostic (determining reading levels), assessment portfolios.

The first workshops have produced a raw draft of the pre-service curriculum material and teaching media such as big books and graphic organizers. In the second and third workshops, the literacy group will finalize detailed information for each topic and add examples of teaching scenarios, examples of diagnostic assessment tools, and assessment portfolios. The Mathematics curriculum group conducted writing workshops in Batu Malang on August 28–30, 2013, and in South Sulawesi on September 4–6, 2013. Topics covered in these first workshops included the following: 

Math and Its Approaches: What is Mathematics, Scope of Mathematics, Approaches in Mathematics, Languages and Context in Mathematics, Classroom Management.



Learning Mathematics: Number, Algebra, Geometry, Statistics, and Opportunity.

In the second and third workshop, the Mathematics group will develop detailed explanations for each topic, include examples of lesson plans, and examples of higher level thinking and problemsolving approaches. The first workshops for Science were held in Aceh and in Medan on August 28–29 and August 3–5, respectively. Topics covered in this first workshop included the following: 

Global Warming: Factors that cause global warming, impact of global warming for the ecosystem, how to control Global Warming



Energy for Life



To See the Beauty of the World



Simple Machines in Life

Workshops 2 and 3 of Science will develop detailed explanations in each topic, as well as examples of lesson plans and teaching scenarios, and identify supporting video opportunities.

2.3

Training of Pedagogy Lecturers

This quarter, West Java and Banten completed training for pedagogy lecturers of TTI partners and consortia. All provinces have now completed this training activity. Training lecturers in SBM in West Java was conducted on July 17-19, 2013, in Bandung. The participants were 30 lecturers from Universitas Islam Nasional (UIN) Bandung (22 lecturers), STAI Siliwangi Cimahi (4 lecturers), and IAID Ciamis (4 lecturers).


21

Training for Junior Secondary school (SMP/MTs) materials for pedagogy lecturers in Banten was conducted in Serang on August 27-29, 2013. The 40 participants included 10 lecturers from Universitas Sultan Ageng Tirtayasa (UNTIRTA), 10 lecturers from Institut Agama Islam Negeri (IAIN SMH, and 5 lecturers each from consortia partners UNBAJA, UNMA, UMT and STKIP Setiabudhi. Banten conducted training of the Primary School module for pedagogy lecturers on September 2-5, 2013, in Serang. A total of 50 lecturers took part, including 15 from UNTIRTA, 15 from IAIN Sultan Maulana Hasanuddin, and five lecturers from UNBAJA, Mathla'ul Anwar University, UMT and STKIP Setiabudhi. Training using the Primary, Junior Secondary Teacher Training and School Management Training materials adapted specifically for pedagogy lecturers has now been conducted in all provinces. Feedback from participants indicated that the training met objectives and was well received. Lecturers were very pleased with the content and the participatory approach implemented in the trainings. Lecturers commented on the value of the school management material, as they are often asked by schools in their district to provide in-service training to head teachers, and they have little relevant material to use. They stated that all materials met their needs, especially for lecturers who are responsible for the teaching practice (PPL) course component. They were also happy with valuable experiences in developing lesson plans and taking part in “real” teaching. All participants have developed concrete plans for follow-up activities to be implemented in their TTIs.

The Dean of the Faculty of Education, taking part in a practical teaching activity as part of the training of pedagogy lecturers in West Java.

2.4

Provincial TTI Consortia Meetings

During this quarter, TTI provincial consortia meetings were conducted in three provinces: South Sulawesi, North Sumatra, and Central Java. Banten will conduct their meeting in the first week of October 2013. East Java will hold their meeting in November 2013. These meetings are the venue

22


for provincial partners and their consortia to receive and share information related to project activities. South Sulawesi held their meeting on July 1, 2013, in Gedung PINISI Universitas Negeri Makassar. Participants included the vice rector, dean, vice dean, TTI facilitators, and lecturers from UNM, UIN Alaudin Makassar, Universitas Muhammmadiyah Makassar, Universitas Muhammadiyah Pare-pare, Universitas Cokroaminoto Palopo, and STAIN Bone. The main agenda of the meeting was to introduce the USAID PRIORITAS program to TTI partners and consortia, to strengthen coordination and communication among TTI partners and consortia, and to develop a plan of joint activities. Participants of the meeting agreed to conduct regular meetings of USAID PRIORITAS partners and consortia in South Sulawesi. They also committed to replicate pedagogy and SBM training for their lecturers. In North Sumatra, the meeting was conducted on August 21, 2013, in Hotel Grand Angkasa. Participants included the Director of the Practice Teaching Program (PPL), deans, Study Program coordinator, TTI facilitator, and lecturers from UNIMED, IAIN Sumatra Utara, Universitas Muhammadiyah Sumatra Utara, Universitas Muslim Nusantara Al Washliyah, Universitas Sisingamangaraja, Universitas HKBP Nommensen. The agenda included opportunities for socializing the USAID PRIORITAS TTI program, sharing the experiences of lecturers who have participated in USAID PRIORITAS activities and developing collaborative action plans for partners and consortia members. During this meeting, a forum of TTI partners and consortia was established to facilitate consortia support. Plans for an expanded program were developed during the meeting. The TTI provincial consortia meeting in Central Java was conducted on September 16-17 at the Lor Inn Hotel, Solo. The Rector of UNNES, Prof. Dr. Fathur Rokhman, gave the opening remarks of the meeting. Participants included vice rectors, deans, directors of study programs, TTI facilitators, and lecturers from UNNES, IAIN Walisongo, UNY, IKIP PGRI Semarang, UKSW Salatiga, STAIN Purwokerto, STAIN Pekalongan, and UNS. The Head of the Education Office from Banjarnegara District and trainers from the Central Java Lembaga Penjaminan Mutu Pendidikan ([LPMP] Provincial Quality Assurance Institute) also attended the meeting as resource persons for discussion about implementation of the 2013 curriculum. The meeting participants discussed issues of active learning implementation in TTIs and the challenges of implementing the 2013 Curriculum. Lecturers who have participated in USAID PRIORITAS activities shared their experiences, and joint plans were developed among TTIs and their consortia partners. Further details of these meetings can be found in the provincial reports section in Annex 1.

2.5

Selection and Training of TTI Lab and Partner Schools

TTIs make use of many schools during their pre-service practice teaching program, with varying methods of selection. The quality of the programs offered and mentoring received by student teachers varies greatly among schools. This quarter, USAID PRIORITAS has started work with the TTIs to identify and select a small subset of schools for targeted improvement and as a laboratory for piloting new teaching approaches. The schools will play a key role in providing authentic settings for TTI project implementation activities, including curriculum improvement, teacher practicum programs, classroom action research, and WSD activities.


23

Each TTI, in collaboration with project stakeholders, will identify six primary schools and three junior secondary schools to be trained, using a WSD approach, and will receive the same in-service training as other USAID PRIORITAS partner schools. In this quarter, the process of selecting these schools started, using criteria developed and agreed upon by TTIs and project staff. TTI partners have been asked to send a list of potential schools and madrasahs that met the agreed-upon criteria. Based on the list from the TTI partner, the project and TTI staff will visit the school/madrasah for verification and to meet with the school principal. If they meet the criteria and the school principal shows a strong commitment to the program, they will be selected as partners. Criteria for selecting lab and partner schools are as follows: 1. The selected schools should be partners of TTIs. 2. The location of the selected schools should be close to the TTIs. 3. The selected schools must be used by TTIs for practical teaching (PPL/PPG). 4. The selected schools should be willing to send school principals, teachers, and school committee members for training and other activities conducted by USAID PRIORITAS. 5. The selected schools should have a strong commitment to implement and sustain USAID PRIORITAS training/activities. 6. The selected schools must be willing to become models for, and welcome visits from, other schools. 7. Preferably, the selected schools should have an adequate number of students and classes. In total, six primary schools and three junior secondary schools are to be selected per TTI. Aceh, North Sumatra, West Java, and South Sulawesi have completed the selection of six primary and three junior secondary schools. East Java, Central Java, and Banten are completing the selection process at present and plan to complete training in the next quarter. The first training of TTI lab and partner schools for primary and madrasah school partners was conducted in South Sulawesi on September 5-7, 2013, at the Training Center at UIN Alaudin Makassar. Participants included 12 school principals and 73 teachers from 6 UNM primary school partners. Training in SBM for primary and madrasah school partners was conducted on September 12-14, 2014, at the Training Center UIN Alaudin Makassar. Each school/madrasah sent their principal, supervisor, two teachers, and two members of the school committee. A total of 69 participants took part in this training, the details of which can be found in the provincial reports section in Annex 1.

3 GOVERNANCE, MANAGEMENT, AND LINKAGES Activities under Components 2 and 3 in this quarter focused on: (1) teacher deployment, (2) collaboration with MOEC on school financial reporting, (3) sharing of the DBE approach to District Education Data Analysis (SIMPK) with MOEC, and (4) dissemination of SBM and some district level programs in DBE districts. Each of these is described below.

24


3.1

Teacher Deployment

USAID PRIORITAS approaches and training modules for teacher deployment (known as Penataan dan Pemerataan Guru or PPG) have now been piloted in Blitar District, East Java. The program in Blitar included a number of stages as follows : 

Socialization: This activity was attended by district-level stakeholders in Blitar, including representatives of the Education Office (Dinas Pendidikan), the Planning and Development Body (Bappeda), the Personnel Office (BKD), MORA, and local parliament, along with representatives from schools, teachers, and subdistrict offices.



Data Analysis Workshop: This phase was attended by 10 local government staff members responsible for data collection, consisting of representatives from the Education Office, BKD, and MORA.



Policy Formulation Workshop: This activity was attended by 10 district level staff responsible for policy formulation.



Public Consultation: This activity was attended by the Chairman of the Regional Development Planning Board (Bappeda), the Head of the Education Office, Head of BKD, Deputy Chairman of the Parliament, the Head of the Office of MORA, and representatives of the teacher union (PGRI), school supervisors, and principals.

As a follow-up to the public consultation, Blitar District has decided on a policy and planned for its implementation, commencing in 2013, with funding from an amendment to the 2013 District Budget for a large event to present the results of the Teacher Deployment (PPG) analysis and to introduce the concept of multigrade teaching. A number of follow-up policy implementation activities are planned and included in the 2014 Annual District Budget. A national training-of-trainers (TOT) event was held late in the previous quarter to prepare trainers to implement the program (approach and modules). This event took place in Batu and was attended by 43 participants that included Provincial Coordinators, Governance and Management Specialists, several Monitoring and Evaluation (M&E) Specialists, and “service providers” from a number of partner TTIs, namely UM, UNM, and UPI. This last group was selected because they had previous experience under the DBE1 program. The Teacher Distribution program is now being rolled out in all Cohort 1 districts. The rollout follows the same pattern described above, as illustrated in Table 12 below. Before the program begins and between each event listed, the specialists and service provider personnel from TTI also visit the districts to assist with data cleaning and verification, analysis, advocacy, and preparation for each event. Note that dates proposed for future events may change due to changing circumstances in the districts. Public consultation events have not yet been scheduled in all districts, as the districts themselves have to decide on the dates. Activities have started in all Cohort 1 districts in the seven partner provinces, as described in Table 12 below. Some events are taking place in clusters, combining two provinces. This is the case for Aceh and Sumatra Utara (except for the second workshop in Nias Selatan), West Java and Banten, and East Java and South Sulawesi. In some provinces, the TOT is taking place at the province or cluster level and the workshops separately in each district.


25

Table 12: Rollout of Teacher Distribution Program in Cohort 1 TOT 1 Aceh

Socialization

Sep 17-18 July 24

Bener Meriah

July 31 Sep 17-18 July 23

Labuhan Batu

July 31

Nias Selatan

Aug 15 May 25-28 July 16

Pandeglang

July 4 May 25-28 July 3

Kota Cimahi

July 2

Ciamis

July 4 July 1-3

Semarang

July 24

Batang

July 16

Purbalingga

July 18

Banjarnegara

July 19

Sragen

July 23

East Java

July 1-2

Blitar (Pilot)

May 1-3

July 29-31

Sep 5-6

Sep 18-20

July 3-5

Aug 27-28

Sep 2-3

May 27-28

May 29-31

May 24-26

July 3-5

Sep 24-25

July 23-25

Bandung Barat

Central Java

Public Consultation

July 23-25

Serang

West Java

Workshop 2

Sep 19-21

Kota Medan

Banten

TOT 2

Sep 19-21

Aceh Jaya

North Sumatra

Workshop 1

April 2

July 30

Situbondo Madiun Pamekasan Mojokerto South Sulawesi

July1-2

Bantaeng

June 20

Maros

June 19

Wajo

June 26

The above table also shows data from the previous quarter, to give a picture of the status of the program.

26


Follow-up work on the analysis of teacher deployment in Cimahi, West Java.

Teacher deployment analysis in Central Java.


27

3.2

School Financial Reporting

As reported in late 2012, MOEC requested the assistance of USAID PRIORITAS to prepare a software application that helps schools to produce financial reports, including mandated reports for national per-capita school funds (known as BOS). This was a follow-on from the earlier DBE1 assistance. Since then, the project has been working with MOEC’s national BOS team to prepare and pilot the application, now called Laporan Keuangan Sekolah (LKS). It is a relatively simple, userfriendly application, using an Excel platform to produce reports on school funding and spending from all sources. Some important lessons were learned from the experience with the earlier DBE1 application. This tool proved to be so useful and so popular that it went “viral” and spread across the country. Unfortunately, many people saw the opportunity to make some money, made minor changes to the appearance of the software, and sold it to schools—often under a “requirement” from local officials that schools purchase the software. Thus, dissemination occurred—but not the way it was intended. As a result, a substantial amount of BOS funds was spent on purchase of what should have been a free application. This uncontrolled dissemination sometimes also resulted in viruses being spread along with the software. The software itself was effective—but the new version has been made simpler and more user-friendly in a number of ways. The new software will be available for free download from the MOEC BOS website. It will be protected to prevent people from tampering with it. And it will be clearly labeled as free and mandated for use by MOEC. The new application was piloted, initially in Bogor, and subsequently in Banten—where it was piloted with three schools, selected as being representative and not particularly “computer savvy.” During August and September, the application was introduced to BOS teams from every province and nearly every district in the country through a series of four MOEC-funded regional workshops for district BOS management teams. In each location, a project team spent a day training the BOS teams to use the software. A further province-funded workshop was held for East Java because districts from this province were unable to attend the MOEC-scheduled event due to a clash with provincial elections. The results of these workshops were very encouraging. An accompanying manual, simple PowerPoint introduction, and built-in prompts were designed to assist users in becoming familiar with the application. Details of the regional workshops are described in Table 13, below. (Note that the precise participant numbers are unavailable as these were MOEC workshops.) Table 13: Workshops to Introduce the School Finance Reporting Tool Date

Number of Provinces

Number of Participants

Solo

August 29

5

100+

Jakarta

August 29

9

150+

Makassar

August 4

10

150+

Bandung

August 5

9

150+

Malang 3

September 18

1 (East Java)

76

Location

3

Note that the Malang workshop was funded by the province, while the others were funded by MOEC.

28


Participants at these workshops were asked to complete a feedback form: 99.5 % of participants said that the software is useful for schools and districts. Specifically, participants commented that the software: 

makes it easy for schools to create a BOS report



makes it easy for schools to administer BOS funds



makes the financial reporting (Laporan Bertanggungjawaban Keuangan) process easier and saves time



facilitates monitoring



improves administration



prevents fraud and corrupt use of funds.

While the team learned some lessons about how to package the software and about adding more tips for users within the application itself, the main lesson was that it works well and is easy to use for those familiar with Excel. Nonetheless, the application is being piloted one more time to ensure that it can be effectively and independently implemented in the field. Over the last week of September and first week of October, schools in two districts in West Java are downloading the application and using it to produce financial reports for the last reporting period (triwulan). MOEC and USAID PRIORITAS are monitoring the pilot through a remote “help desk,” and through the district BOS management teams. To ensure that schools and districts can use the application without project support, pilot schools are required to download and then use the application independently to prepare their BOS report. After the final field-testing of the software and guide is complete, it will be officially handed over to MOEC and uploaded to the national MOEC website, so that it can be downloaded and used for free by all schools in the country. It is intended that this should take place by the end of October 2013. MOEC intends to launch the application nationally. Using the MOEC national website and mass media, MOEC is keen to get the message out as widely as possible that this is a free application, available for every school in the country to use. In this way it will be disseminated nationally by MOEC. It will greatly improve financial transparency and accountability—both to government and to local communities. USAID PRIORITAS is to be recognized for our contribution in the labeling on the software. All schools will be able to use the software to produce final reports for 2013. We anticipate that only minor revisions will be required to accommodate changes to the BOS reporting format for 2014. This will also allow us to make any other minor improvements deemed necessary after implementation in the final quarter of 2013.

Training in the new software for School Finance Reporting (BOS) in West Java.


29

3.3

North Sumatra Provincial Education Office Strategic Plan

Earlier this year, USAID PRIORITAS received a request from the Provincial Education Office in North Sumatra, to assist in the preparation of a provincial strategic plan (renstra) for education (2014–2018). This provides an excellent opportunity for the project to influence policy and planning in the province in support of project objectives, including dissemination of good practices in schools (SBM and active learning), better engagement with TTIs, better teacher distribution, and better focused and funded teacher in-service training. During this quarter, we helped review a number of relevant documents, including the North Sumatra RPJP (Long Term Development Plan) for 2005–2025. The review found that the document, particularly in the third planning period (2014–2018), included a 12-year compulsory education program. The plan also includes a program to strengthen the vocational school system as a means of developing the North Sumatra region. An analysis of strategic issues was conducted, based on the province’s education profile. Working with counterparts from the Provincial Office, we were able to identify priorities based on strategic issues, especially related to disparities in the quality of education among districts in the province. The performance of the province was benchmarked against provincial targets set out in their current strategic plan and in MOEC’s 2010–2014 strategic plan for the relevant years. Based on this analysis, the quality of basic education is still below targets set both in the provincial strategic plan and in the national development goals. Following this analysis, specialists from the project participated in a province-funded workshop that aimed to identify strategic issues, based on district concerns. Together with 33 districts, the provincial team identified strategic issues in education at the district level that could be aggregated to the province. Although the structure and process of the workshop was somewhat “top-down” as designed by the provincial team, the group was able to identify some common issues among districts and cities in North Sumatra. In addition to the quality of basic education still being low, the disparity in terms of quality indicators between districts and cities in North Sumatra is large. For example, the percentage of qualified teachers (with a minimum bachelor’s (S1) degree) in the city of Medan is already up to 70%, whereas in South Nias Regency it is only 16%. In this context, we were able to push for the inclusion of a program to disseminate good practices that align with USAID PRIORITAS objectives in non-target districts, in the activities planned for the provincial renstra.

3.4

District Capacity Assessment Cohort 2

As districts have now been selected for Cohort 2, we intend to conduct a simple capacity needs assessment in the coming quarter. The assessment will use a modified version of the instrument and approach adopted for Cohort 1 in the past year. The aim is to get a snapshot of the capacity development needs for each new district and also to be able to aggregate these at the national level and collate with results of the previous assessment. Equally important, the assessment will be a collaborative exercise, providing an opportunity for the project team to discuss needs and programs that align with the USAID PRIORITAS agenda with counterparts prior to beginning the activity. The modified instrument was piloted in Wonosobo District, Central Java, on September 17. The approach is to bring together key stakeholders for a day. In Wonosobo, this included representatives of the District Office for Education, Sport, and Youth (including representatives from schools and the subdistrict offices, UPTD), the MORA Office, the regional planning and development body (Bappeda), the district personnel body (BKD), and the Education Board (Dewan Pendidikan).

30


Although some items in the instrument were intended to be answered by the education providers, the District Education Office, and MORA, others related more to the educational support groups (Bappeda, BKD, Parliament, and the Education Board). Capacity building needs that could align with the USAID PRIORITAS program were identified through a focus group discussion (FGD) approach. These included: (1) a need for more thorough training in SBM, (2) support to use DAPODIK for analysis and teacher management (the data is not yet accurate in Wonosobo District), (3) teacher training for character education, (4) support to address the uneven distribution of teachers, and (5) support to establish a more effective and concrete form of coordination with the province.

3.5

District Education Information Management System for Minimum Service Standards

During Quarter 6, USAID PRIORITAS has been coordinating with MOEC and the Australian Agency for International Development (AusAID)- and European Union (EU)- funded Education Sector Analytic and Capacity Development Partnership (ACDP) in preparing for a program to measure the achievement of minimum service standards in districts. USAID PRIORITAS was initially approached by an ACDP team that has been working on preparations for a major EU-funded project that will provide grants to 110 selected districts to assist them to achieve minimum service standards in education. The EU project is expected to begin in 2014, with grants to be disbursed, starting in 2015. As a first step, the project will map the achievement of minimum service standards in target districts. The ACDP team was aware that USAID PRIORITAS has been using a software application called Sistem Informasi Manajemen Pendidikan Kabupaten/Kota (SIMPK) and was interested in knowing if the tool could be used to map the achievement of minimum service standards. USAID PRIORITAS has been using this tool for teacher distribution analysis (PPG). The SIMPK tool was originally developed by DBE1 and has been developed further under USAID PRIORITAS. The previous DBE1 tool focused on costing for meeting minimum service standards (SPM). It used the MOEC databases available at the time: PADATIWEB and NUPTK. The now updated tool uses the new DAPODIK (MOEC’s new comprehensive, web-based Education Management Information System [EMIS]) and focuses on achievement of minimum service standards, rather than costing (although this would be a relatively simple addition). The tool produces easy-to-read displays for all the school-level minimum service standards (i.e., those that can be assessed with DAPODIK analysis). It shows the number of schools in a district that are substantially below each relevant standard, nearly meet it, meet it, and are slightly over or substantially over it. Following the principles adopted by DBE1 and USAID PRIORITAS, the approach uses existing datasets, rather than requiring more data collection. In this way, it strengthens MOEC’s EMIS (DAPODIK). It was this feature that was particularly attractive to the ACDP team. The updated version of SIMPK is thus a more complete version of the tool originally developed by DBE1, updated by USAID PRIORITAS, and being used in the field for teacher distribution analysis by USAID PRIORITAS. MOEC is interested in the SIMPK, as they may be able to use it to map achievement of minimum service standards in districts, not only for the proposed EU project, but more generally across the country. USAID PRIORITAS gave a presentation of the SIMPK tool for minimum service standards at MOEC on September 17. The event was attended by 18 people from MOEC, MORA, the Asian Development Bank (ADB), and ACDP. MOEC’s DAPODIK team also attended the presentation. The response from MOEC and other participants was very positive. Ibu Sri Renani Pantjastuti (Head


31

of the section on Law and Personnel under the Secretariat for the Director General of Basic Education)4 commented that the SIMPK can be very useful, enabling both the national Ministry and districts to see the level of achievement of minimum service standards in basic education. To date, MOEC has been unable to answer a request to report on the extent of education achievement from the President’s Development Monitoring Unit (known as Unit Kerja President Pengendalian dan Pengawasan Pembangunan, or UKP4). Although the Ministry has been exploring the possibility of using two other tools for this purpose, to date neither has proved completely satisfactory nor has been adopted for a national survey. Following the presentation of SIMPK by USAID PRIORITAS, MOEC is reviewing the three options currently available for mapping achievement of minimum service standards: 1. SIMPK, developed by USAID PRIORITAS and using DAPODIK data, 2. BASIC, developed under MOHA, which issued the minimum service standards, with assistance from Canadian International Development Assistance (CIDA), and 3. TRIMS-K (Tool for Reporting Information Management by School – District Level), developed by the World Bank-funded Basic Education Capacity–Trust Fund (BEC-TF), under MOEC. Each of these tools has strengths and weaknesses. Both BASIC and TRIMS-K rely on collecting data and self-reporting from schools. Meanwhile, SIMPK relies on data already collected through MOEC’s EMIS, known as DAPODIK. Arguably, this is an advantage as it enables more valid, detailed, and nuanced analysis of achievement of standards, and it does not require further data collection—thus reducing the burden on schools. It may be that some combination of approaches will best suit the purpose. The following points were made at the meeting for further development of SIMPK: 1. USAID PRIORITAS should coordinate with MOEC and collaborate on further implementation (usage, preparing national trainers, etc.). 2. The DAPODIK team plans to improve the national database system by adding new fields to capture data on all minimum service standards. Currently, DAPODIK only captures school-level data and so is not able to address all minimum service standards. 3. It is intended that, as of 2014, DAPODIK will also be applied for madrasah (MI and MTs), so SIMPK will need to be adjusted. 4. For data sharing using DAPODIK, USAID PRIORITAS should involve the National Education Data and Statistics Center (PDSP). 5. SIMPK could be distributed to all districts in the same way as the school financial reporting application (BOS Report) reported above.

3.6

Training Need and Cost Analysis

In the coming year, USAID PRIORITAS plans to develop and implement a system for analyzing teacher in-service training needs and the cost-benefit of different training approaches. The proposed system is intended to help districts, provinces, and training providers (TTI and LPMP) jointly plan for teacher in-service training. Currently, funds from MOEC, provinces, and districts are allocated in an 4

Kabag Hukum dan Kepegawaian, Setditjen Dikdas

32


uncoordinated way, and programs are designed with little or no analysis of teachers’ needs for professional development. During Quarter 6, the project coordinated with MOEC in anticipation of this program. As one component in a comprehensive system of needs-based teacher development, in 2012, MOEC introduced a requirement for all teachers to participate in a competency test in order to progress through a four-level professional career framework. Known as UKG, this is a 100-item multiple choice test, delivered online through a national network of schools designated as test centers. Alternative versions of the test are required in 180 subjects to cover all programs at primary, junior, senior high, and vocational schools. The test consists of 70 items focused on curriculum content and 30 items focused on teaching methodology appropriate to the subject and to the level of education of the students. One source of information on teacher training needs analysis is the UKG dataset. This data is owned and managed by MOEC’s Center for Teacher Professional Development (known as Pusbangprodik). USAID PRIORITAS intends to work with the Center to develop an approach to assessing teacher training needs, using the results of the teacher competency test as input. In general terms, it is agreed that the project can coordinate with the Center to use the UKG data for this purpose. In this context, RTI International, USAID PRIORITAS, and the Center submitted a joint proposal to the USAID-funded Global Research and Innovation Fellowship Network (GRIFN) for two postgraduate research fellows. If successful, the researchers will be placed for a period of 6–12 months within the Center in the MOEC complex, adjacent to the USAID PRIORITAS national office. The researchers will assist both USAID PRIORITAS and MOEC to achieve shared goals, relating to the collection, analysis, and use of data about teacher training needs identification. This is intended to supplement, expand, and support the work of USAID PRIORITAS, but not to replace or duplicate it.

3.7

Dissemination of District-Level Programs

In addition to the large amount of school-level dissemination taking place this quarter (see Annex 4), a number of district-level programs were disseminated in DBE districts, with funding from the district. In Sampang, district finance analysis (APP) and strategic planning (renstra) activities took place, using USAID PRIORITAS approaches and materials. Meanwhile, school unit cost analysis (BOSP) was conducted in Purworejo District, Central Java.

3.8

Education Policy Workshop in the United States

In this quarter, USAID PRIORITAS conducted an Education Policy Workshop in the United States for senior officials from central government (Coordinating Ministry for People’s Welfare [MENKO KESRA] and MOEC) and from the USAID PRIORITAS partner TTIs. The overall purpose of the workshop was to provide high-level representatives of GOI engaged with the USAID PRIORITAS project the opportunity to (1) visit program implementation partners and to learn, first hand, about the range of services, expertise, and strategies available to best meet program objectives; and (2) observe various educational sites and effective practices in teacher education, and to discuss key strategies and program priorities with leading educational experts in the USA. The Education Policy Workshop took place in Boston, MA, and Washington, DC, from September 16–20, 2013. Of the 18 participants, 15 were from TTIs, including 9 rectors. The other three participants were from MOEC, Menko KESRA, and the Language Development Center (P4TK Bahasa). The participant list can be found in Annex 2. The group was accompanied by the USAID


33

PRIORITAS Chief of Party (COP), DCOP, and the Teaching and Learning Advisor, as well as a number of US-based RTI and EDC staff. The USAID COR also took part in the activities. The program included the following: 

Visits to the Harvard Graduate School of Education and the Massachusetts Institute of Technology, where there were presentations on managing the education system and using technology in teaching;



Visits to two elementary schools in Fairfax County, VA; to one elementary and middle school in Boston; and to Natick High School in Massachusetts. In Fairfax County, the focus of the visit was on the teaching of reading. In the other schools, the focus was on school management, teacher training, and the use of technology;



Presentations from a number of other education experts on teacher education and systems management;



A visit to USAID Washington, DC; and



Dinner and meetings with RTI and EDC staff.

The participants found the activities highly relevant to their work in Indonesia and were particularly interested in the good practices in teacher training, including building links between TTIs and schools and the use of technology. They were also interested and impressed with the teaching of reading. Discussions on lessons learned from the visits took place periodically during the workshop. At the end of the visit, a longer discussion took place to determine how the USAID PRIORITAS program would be supporting the participants and their institutions to put the lessons learned into practice. Particularly relevant project activities include the following: 

Training of TTI partner schools to act as locations for student teacher practicums



Development of more structured approaches in student teacher practicums



Development of teacher training curricula and materials



Development of videos and other technology to support teacher training.

It was agreed that the participants and other technical staff from their institutions would meet with project staff in approximately three months to review progress in applying the results of the workshop with USAID PRIORITAS.

34


Education Policy Workshop participants visiting Daniel’s Run Elementary School in Fairfax County, Virginia, on September 20, 2013.

Discussing the teaching of reading with the reading teaching coordinator at the school.


35

Grade 4 students reading in pairs.

Workshop participants observing remedial reading instruction.

36


4 REPORTING AND COMMUNICATIONS

4.1

Newsletter

The fourth edition of the national newsletter, PRIORITAS PENDIDIKAN, was at the final stages of preparation at the end of Quarter 6. The newsletter includes information on many of the project’s activities and good practices, including the USAID PRIORITAS Education Policy Workshop that involved rectors from TTIs visiting the USA, the project’s support for the BOS and SIMPK programs, the initial Teacher Training Curriculum Workshop, and the expansion of USAID PRIORITAS into Cohort 2 districts. Stories from all partner provinces are included in the newsletter. For example, a story on innovative learning in SDN Tegal Jetak, Kecamatan Ciruas, Kabupaten Serang, Banten, describes how the school organized Reading Time in their library, the implementation of a Cooperative Learning Method in a science class in SDN 2 Semarang, and an article by the rector of Makassar State University, who participated in SBM training in South Sulawesi.

Front page of the national newsletter, PRIORITAS PENDIDIKAN, fourth edition.

A total of 7,200 copies of the newsletter were published and distributed to key partners and stakeholders in all project provinces, as shown in Table 14. Table 14: Distribution of the National Newsletter, Fourth Edition Province Aceh Sumatra Utara Banten Jawa Tengah Jawa Barat

4.2

Total 600 1,000 525 1,250 900

Jawa Timur

1,250

Sulawesi Selatan

1,125

Jakarta

550

Total

7,200

Project Website

The project website is used as a medium to disseminate good practices and innovations in education, developed by USAID PRIORITAS. Project products such as training modules; videos; newsletters; research studies; good practices; inspiring stories from teachers, school principals, supervisors,


37

regional education offices, and regional parliaments are uploaded onto the website. As shown in Table 15, the number of hits to the website increased from 117,952 in Quarter 5 to 208,186 in Quarter 6, and the number of unique visitors increased from 8,819 to 18,066. Table 15: Number of Hits on Project Website in Quarter 6 Unique Visitors

Hits

Bandwidth

July 2013

6,075

60,718

5,33 GB

August 2013

4,398

49,066

4,87 GB

September 2013

7,593

98,402

9,90 GB

18,066

208,186

20,10 GB

Month

Total

4.3

Media Monitoring

For the period of July to September 2013, articles about USAID PRIORITAS activities were published in the mass media in a total of 158 news items. The media mentioned many USAID PRIORITAS activities in the provinces, including school level training, teacher deployment, and TTI consortia meetings. Table 16, below, shows the total monthly media coverage. This type of coverage is very effective in disseminating information about the project and about good practices in education to the general public. Table 16: Monthly Media Coverage Month

4.4

Total Media

Total News

July 2013

37

46

August 2013

15

21

September 2013

43

91

Total

95

158

Project Videos

The project communication team produced three videos during Quarter 6. These are very useful videos in illustrating the processes and goals that the project is aiming to accomplish, especially about good practices in reading programs. The following were produced during Quarter 6: 

Literacy in Early Grades – Grade 1 – Modeled Reading Strategy



Literacy in Early Grades – Grade 2 – Guided Reading Strategy



Literacy in Early Grades – Grade 3 – Shared Reading Strategy

These videos can be viewed at www.prioritaspendidikan.org.

38


4.5

Fact Sheet

The project fact sheet was updated in August 2013. The update includes adding 20 Cohort 2 district partners on the map; also adding new data and information (activities) on what USAID PRIORITAS has already achieved and will implement in future.

5 MONITORING AND EVALUATION During this quarter, activity focused on verifying results of the baseline data collection in Aceh; revising indicators, based on the experience of the baseline data analysis for Cohort 1; and preparations for the second round of monitoring, including baseline data collection in Cohort 2 and the second annual monitoring in Cohort 1. Preparations for implementation of the Early Grade Reading Assessment (EGRA) in Cohort 2 districts are also underway.

5.1

Revised USAID PRIORITAS factsheet, updated in August 2013.

The Verification of Baseline Monitoring Results in Aceh

5.1.1

Background

The baseline monitoring in schools showed that Aceh has the highest percentages of teachers who demonstrate good practice of teaching (38%), twice as high as in South Sulawesi (19%), which ranked as the second highest. However, Aceh had the lowest results in student tests. This raised the question of the reliability and validity of the classroom observation data from Aceh. During the assessment of the baseline results, it was agreed that the unreliability of the results was primarily because of the lack of data collection experience of university students who were hired as data collectors. Since the unreliable data mainly relate to the results of classroom observation of teaching and learning activities and the interviews with the principals, the verification focused on schools. This was done by repeating the classroom observation and interviews in schools. All the procedures applied during the baseline were repeated (e.g., the same instruments and length of observation time were adopted). This process is described in more detail below. 5.1.2

Sample for Verification

All partner schools in Aceh that had been selected in the baseline sample were revisited. Their distribution is as shown in Table 17. Table 17: Number of Schools Visited Primary Schools

Junior Secondary Schools

Total

Aceh Jaya

4

3

7

Bener Meriah

4

3

7

TOTAL

8

6

14

District

In each primary school (SD/MI) sample, the teachers in grades 1, 2, 4, and 5 were observed while teaching (four teachers were observed in each primary school). In grades 1 and 2, the observation


39

focused on early grade reading, while in grades 4 and 5, the teaching subjects were the Indonesian Language (Bahasa), Mathematics, and Science. The students’ activities were observed at the same time in grades 4 and 5. In junior secondary schools (SMP/MTs), Mathematics, Science, and Indonesian Language (Bahasa) teachers were observed while teaching grade 8 (three teachers were observed in each junior secondary school). At the same time, student activities were also observed. Table 18 below shows the number of teachers observed. Table 18: Number of Teachers Observed while Teaching District

SD/MI

SMP/MTs

Total

Aceh Jaya

20

9

29

Bener Meriah

20

9

29

TOTAL

40

18

58

The verification was not conducted in comparison schools for two reasons. First, the comparison schools were selected from those schools that have similar characteristics and qualities (as measured by the results of national exams) as partner schools. The second reason, which actually confirms the first, is that the baseline results in comparison schools are very similar to those from partner schools. The same instruments used during baseline monitoring in November 2012 were used in 2013. These are as follows: a) Classroom observation for grades 1 and 2 for early grade teachers; b) Classroom observation for grades 4 and 5 while teaching Bahasa Indonesia, Mathematics, and Science. The same instrument was used for subject teachers in SMP/MTs. c) Interview schedule (questionnaire) for principals and senior teachers of primary school and JSS. 5.1.3

Fieldwork

The verification was conducted in two districts by two teams: the first team, covering Aceh Jaya, consisted of Peter Hagul (M&E Director), Wira Darma (Aceh M&E Specialist), and Wahyuni (DC Aceh Jaya ). The second team, covering Bener Meriah, consisted of Afifuddin (M&E Specialist), Muth Mainah (DC Bener Meriah), and Rahmi Jafar (DC Aceh Tengah). The school visit was carried out over four working days: August 19–22, 2013. 5.1.4

Results

The results of the analysis show that the values of the indicators in the Aceh 2012 baseline were significantly higher than the results of the verification. The new results in Aceh, however, only slightly change the overall results for the seven provinces. Table 19 summarizes the comparison between baseline results in 2012 and verification in 2013, and the extent to which it affects the overall results of the baseline.

40


Table 19: The Baseline Results, Verification in Aceh, and Its Impact on Overall Results Results from Aceh

Impact on Overall Results of Baseline Overall Results of Impact of Baseline Aceh 2012 Verification

Baseline 2012

Verification 2013

1R1 Teachers demonstrate good practices in teaching and assessment

38.1%

9.5%

15.8%

13.4%

1R2 Early grade teachers demonstrate good practice in teaching and assessing reading

37.5%

0.0%

16.3%

13.0%

1R3 Teachers of all subjects support the development and reinforcement of students’ reading skills

28.6%

3.6%

12.4%

10.2%

0.0%

2.4%

4.1%

4.3%

1R5 Students demonstrate positive learning behaviors

11.9%

50.0%

16.7%

20.0%

1R6 Early grade reading materials are regularly used

43.8%

18.8%

37.0%

34.8%

7.1%

7.7%

9.9%

10.0%

2R1 Schools produce annual budgeted plans in a transparent and participative manner

28.6%

15.4%

9.9%

8.8%

2R2 Increased parent and community participation in activities which focus on teaching and learning

85.7%

100.0%

79.5%

80.6%

2R3 School managers initiate activities to create school reading culture

78.6%

46.2%

67.1%

64.4%

No and name of the indicator

1R4 Teachers use ICT to assist students’ progress in learning their subjects

1R16 Instructional leadership in schools is improving

5.1.5

Follow-up

Based on the verification in Aceh, the baseline data related to the schools had been revised and new tables were prepared. Currently, tables about the schools in the Baseline Monitoring Report Volume 1 are being revised.

5.2

Revision of the Project Custom Indicators

After internally reviewing the baseline reports about the conditions of partner provinces, districts, and TTIs, it was decided to revise some of the project custom indicators. There are a number of reasons for the revisions, as noted below: 1. To further clarify the meaning of the indicator. As an example, one of the criteria in the 1R1 (Teachers demonstrate good practices in teaching and assessment), which is “organize the classroom to facilitate interactive learning,” was further clarified and so became “organize the physical classroom to facilitate interactive learning (furniture, teaching aids, and displays).”


41

2. Certain criteria for the indicators were removed because they were found to be difficult to measure. For example: in 1R5 (Students demonstrate positive learning behavior), one of the criteria is “they know what they are learning and why.” 3. Some indicators were changed to bring them into line with project activities and objectives. 4. Based on the experience of the baseline analysis, some changes were made to the number of criteria to be met to make the targets more meaningful (some were initially set too high and some too low). In some indicators, the bar has been lowered. For example, early grade teachers are considered to have demonstrated good practice of teaching and assessing reading if they implement all six criteria of the indicator. In the revised indicator, at least five of the six criteria had to be met. In other criteria, the bar has been raised. For example, in 2R3 (School managers initiate activities to create a school reading culture), originally the school managers should only meet at least one of eight criteria. In the revised indicator, it is at least three. Annex 3 presents the original (old) indicators, the revised list of indicators, and a brief explanation on what changes were made and why. The changes in the indicators have been discussed, reviewed, and approved by USAID. Based on these changes, the monitoring data have been reanalyzed and tables and charts in the Baseline Monitoring Report, Volume 1 are being revised. In addition, the data collection instruments have been revised accordingly and are ready to be used in the next round of monitoring.

5.3

Project Annual Monitoring

5.3.1

Preparation

Preparation for annual project monitoring is underway. An initial meeting between COP, DCOP, with the Provincial Coordinator (PC) and M&E team took place in Jakarta on September 10–11, 2013. During the meeting, the following points were agreed: 

The next round of monitoring will first be conducted in Cohort 2 districts. This is to allow teachers and principals in Cohort 1 districts, which have only just been exposed to USAID PRIORITAS training, to start implementing reforms and to have more time to practice new ways of managing and teaching in their schools. The data collection, however, could not be immediately implemented, because some of the Cohort 2 districts and the project are still in the process of establishing formal working relationships. It is anticipated that the earliest data collection will take place in late October and early November.



Teachers in Cohort 1 have only just been trained in Active Learning; the relatively short period since the training has provided little opportunity for them to apply the new teaching strategies and techniques in the classroom. It is thus very unlikely that the new practices will have impact on their students’ performance. Therefore, the tests of students in Cohort 1 schools will not be conducted yet. Students in Cohort 2, however, will undertake the tests as part of the baseline data collection.



The comparison schools are still to be monitored both in Cohort 1 and 2. The PCs and other provincial staff have been asked to explain to the District Government about the importance of comparison schools in assessing the impact of the project. It was suggested that the project could recommend that the District Government (i.e., the District Office of Education) select comparison schools from those that are likely to receive government support in the near future.



The methodology for the second annual monitoring (2013) is mostly the same as that for the first monitoring (2012). Because the project indicators have been revised, the data collection

42


instruments (e.g., questionnaire, observation protocol) have also been revised accordingly. This revision was completed on September 15, 2013. 5.3.2

Sample Selection

For Cohort 1, the sample schools for the 2013 monitoring are the same as the 2012 sample (for the first annual monitoring). For Cohort 2, the selection of sample schools in South Sulawesi has been completed. In other provinces, however, the selection of sample schools was delayed because the projects and the partner districts are still in the process of establishing formal working relations. The number of sampled schools per district will be the same in both cohorts: four primary schools/MI and three Junior Secondary Schools (JSS)/MTs. In primary schools, five teachers (two early grade teachers and three grades 4, 5, and 6) will be observed while teaching. In JSS, three teachers will be observed per school. Table 20 provides the total number of schools, principals, and teachers that will be sampled, including both the partner and the comparison schools. Table 20: Number of Sampled Schools, Principals, and Teachers Partner Schools Schools Principals Teachers Cohort 1 (23 Districts)

Cohort 2 (20 Districts)

TOTAL

Comparison Schools Schools Principals Teachers

SD/MI

92

92

460

92

92

460

SMP/MTs

69

69

207

69

69

207

SD/MI

80

80

400

80

80

400

SMP/MTs

60

60

180

60

60

180

301

301

1247

301

301

1247

In addition to observations and interviews, student tests will also be conducted as a baseline in Cohort 2. Students’ competency in the subjects of Bahasa Indonesia and Mathematics will be tested for grade 4 students and Science for grade 5 students. Sample size for each grade is approximately 25 students. These tests will last 60 minutes. 5.3.3

Recruiting and Training Data Collectors

The selection of the data collectors is to be carried out in September and October. Based on the results and quality of the previous baseline, the PCs and Provincial M&E Specialists have been requested to carefully select the data collectors. The PCs are asked to select from among the pool of District Facilitators, with preference given to those who have previous experience in data collection. During the writing of this Quarterly Report, South Sulawesi completed the data collector recruitment. Other provinces are expected to finish the selection of data collectors in early October. The provincial data collector training will require three days. The first two days will be used for discussing the content of the instruments and the procedure of how to use them in the field. One day before the training, the provincial M&E team, consisting of the provincial M&E Specialist and two other provincial specialists, will be briefed by the Jakarta M&E team on the implementation of the baseline: the content of the instruments and the methods for administering them. The Jakarta team will also share the experiences from the previous baseline monitoring last year. On the third day, the


43

data collectors who were not involved in last year’s data collection, will have a chance to practice as data collectors in nearby schools. The data collectors training will take place in the coming quarter. 5.3.4

Data Collection

The data collection will begin in schools immediately after the training. Based on the data collection schedules prepared by the provinces, data collection will start in October in South Sulawesi, North Sumatra, and Central Java. Most of the data collection activities will be carried out in November. The latest data collection should be completed by the first week of December because, starting the second week of December, most of the schools in Indonesia will have their semester test. The data entry will be carried out at the provinces, and data analysis and report writing will be done by the Jakarta team.

5.4

Early Grade Reading Assessment (EGRA)

Baseline monitoring and a baseline EGRA assessment is planned to take place in the 20 Cohort 2 districts in October and November 2013. Preparations for this have already started. It was agreed with USAID that the second of the six sub-tasks for EGRA would not be used. A number of other tasks are currently being modified to avoid the possibility of contamination from previous use of the tests. The “Tangerine” software program, which records the data from the tests, has been updated and will soon be downloaded to the tablets used during the testing, in order to check functionality.

5.5

Dissemination

During Quarter 6, DBE programs were disseminated in 22 districts in 7 provinces. Some 5,500 participants (mainly comprising teachers, principals, and school supervisors) from 1,288 institutions (mostly primary schools, junior secondary schools, and District Office of Education) participated in these dissemination trainings (see Annex 4, Table 4.2). This represents an average of 4.3 persons per institution, which is about a 12% increase from the previous Quarter 5 (3.8). More members from each institution are expected to create a stronger “critical mass,” that could bring innovation to their respective institution. In terms of gender, 2,198 men and 3,302 women were participating in the dissemination programs, which take three to five days each. A total of US$37,826 was spent on the dissemination of USAID DBE and PRIORITAS programs in Quarter 6. The major part of the dissemination funds are from local government of BOS and APBD, which contributed a total of US$292,951 or 89% of the total funds. The local funding increased about 150% compared to the previous quarter (see Annex 4, Table 4.1).

44


Practical training in active learning, a dissemination program in Aceh at SD Rusip Antara.


45

6 PLANS FOR QUARTER 7 The main activities planned for Quarter 7 are listed in Table 21, below. Table 21: Activities for Quarter 7 Cohort 2 Districts Start-Up Complete signing of District Working Agreements Complete selection of partner schools and District Facilitators Socialization and Capacity Assessments Papua Start-Up Finalization of grant agreements for intervention in Papua Improved Teacher Training Completion of TTI lab and partner schools selection Study visits for TTI lab and partner schools Training of TTI lab and partner schools TTI Provincial Consortia meetings Improved School Instruction and Management Developing second round of modules for WSD training Complete Cohort 1, Round 1, teaching/learning and SBM training for primary and junior secondary schools Improved Governance, Management, and Linkages Complete Teacher Deployment Training Rollout in Cohort 1: Data Analysis and Policy workshops Support MOEC rollout of School Finance Reporting Software Dissemination Training in DBE Districts Activities are anticipated in many locations, as the districts typically spend their development funds in the last quarter of the year Monitoring and Evaluation Baseline data collection for Cohort 2 Annual data collection for Cohort 1 EGRA for Cohort 2

46


ANNEX 1: PROVINCIAL REPORTS Provinsi: ACEH RAPAT KOORDINASI, REVIU, DAN PERENCANAAN Rapat Koordinasi/Reviu/Perencanaan Tingkat Provinsi Tanggal 9 September 2013

Dengan siapa

Hasil koordinasi

Tim Koordinasi Pembangunan Pendidikan Aceh (TKPPA), lembaga donor, Dinas Pendidikan, Kemenag dan MPD

TKPPA menjelaskan fungsinya. Lembaga donor/NGO (termasuk PRIORITAS) memperkenalkan, dan menjelaskan program yang telah dilakukan serta yang direncanakan.

Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota Tanggal

Dengan siapa

Hasil koordinasi

18 Juli 2013

Fasda SMP/MTs Kab. Bireuen (Pertemuan Fasda), Dinas Pendidikan, Kemenag, Kepala Sekolah an Pengawas (L:21;P:8)

Terpilihnya 5 SMP dan 3 MTs serta peserta pelatihan yang akan dilatih pada jenjang SMP/MTs. Fasda melakukan persiapan kegiatan pelatihan & pendampingan.

20 Juli 2013

Fasda SMP/MTs Kab. Pidie (Petemuan Fasda), Dinas Pendidikan, Kemenag, Kepala Sekolah dan Pengawas (L:19;P:10)


25 Juli 2013

Fasda SD/MI, SMP/MTs Kab. Aceh Jaya (Pertemuan Fasda), Dinas Pendidikan, Kemenag, Kepala Sekolah dan Pengawas (L:34;P:22)

Kegiatan pelatihan sebaiknya dilakukan bertahap (per grup/angkatan) untuk mencegah kekosongan guru di sekolah dan sulitnya mencari lokasi pelatihan di Kabupaten tersebut.

29 Juli 2013

Fasda SMP/MTs Kota Banda Aceh (Pertemuan Fasda), Kepala Sekolah dan Pengawas (L:16;P:12)


30 Juli 2013

Fasda SMP/MTs Kab. Aceh Besar (Pertemuan Fasda), Dinas Pendidikan, Kemenag, Kepala Sekolah dan Pengawas (L:15;P:11)


24 Juli 2013

Fasda Aceh Jaya (Pertemuan Fasda) (L:7;P:18)

Fasda paham Kurikulum 2013, mampu menyusun RPP kelas awal dan kelas 4 SD/MI, dan RPP untuk kelas VII semua berdasarkan kurikulum 2013

16 September 2013

Fasda Bener Meriah (Pertemuan Fasda) (L:15; P:13)

Fasda paham Kurikulum 2013, mampu menyusun RPP kelas awal dan kelas 4 SD/MI, dan RPP untuk kelas VII semua berdasarkan kurikulum 2013

USAID PRIORITAS – Quarterly Report No. 6 July – September 2013

47

SELEKSI KABUPATEN/KOTA KOHOR 2 Kantor provinsi memilih 6 kabupaten/kota calon Kohor 2 dari 10 calon Kabupaten/kota di Aceh melalui rapat bersama seluruh staff teknis. Kantor provinsi mengajukan 6 Kab/kota pilihan kepada Kadis Pendidikan Provinsi untuk mendapatkan masukkan dan pertimbangan dalam menentukan kabupaten pilihan. Enam kab/kota pilihan dilaporkan bersama Kepala Dinas Pendidikan kepada Wakil Gubernur Aceh untuk mendapatkan pertimbangan dan persetujuan. Surat dikirimkan kepada calon mitra untuk mendapatkan balasan komitmen kesediaan kabupaten menjadi mitra. Dari 6 Kab/kota hanya 4 Bupati yang merespon. Kunjungan ke 4 Kab dilakukan untuk mendengar langsung komitmennya. Kab. Aceh Barat Daya (Abdya), Pidie Jaya, Aceh Utara dan Aceh Tamiang dipilih sebagai mitra kohor 2 berdasarkan beberapa masukan pemegang kepentingan provinsi dan hasil kunjungan ke lapangan. Kabupaten pilihan dilaporkan kepada Dinas Pendidikan Provinsi dan Wakil Gubernur Aceh.

PELATIHAN TINGKAT SEKOLAH Pelatihan CTL dan MBS SMP/MTs di Kabupaten DBE di Aceh Besar diselenggarakan di 6 SMP dan 2 MTs. Kegiatan ini diawali dengan persiapan pelatihan pada tanggal 28 Agustus 2013 yang dihadiri oleh Fasda Provinsi, Fasda, Dosen dan Kepala Sekolah. Pelatihan CTL diselenggarakan dari 29 Juli 2013 hingga 6 September dalam 3 gelombang. Masing-masing pelatihan dihadiri oleh kepala sekolah, guru, pengawas, staf dari Dinas Pendidikan dan Kemenag. Pelatihan MBS dilaksanakan pada tanggal 9-11 September 2013 dan dihadiri oleh staf dari Dinas Pendidikan dan Kemenag, Pengawas, kepala sekolah, wakil kepala sekolah, guru dan komite sekolah. Pelatihan CTL dan MBS SMP/MTs di Kabupaten DBE di Banda Aceh diselenggarakan di 6 SMP dan 2 MTs. Kegiatan ini diawali dengan persiapan pelatihan pada tanggal 27 Agustus 2013 yang dihadiri oleh fasilitator dari daerah dan provinsi. Pelatihan CTL diselenggarakan dari 28 Juli 2013 sampai dengan 7 September 2013 dalam tiga gelombang. Pelatihan ini dihadiri oleh kepala sekolah, guru, pengawas, staf Dinas Pendidikan dan Kemenag. Pelatihan MBS dilaksanakan pada tanggal 9-11 September 2013 dan dihadiri oleh staf Dinas Pendidikan, Kemenag, pengawas, kepala sekolah, wakil kepala sekolah, guru, dan komite sekolah. Pelatihan MBS dan PAKEM SD/MI di Bener Meriah dilaksanakan di 10 SD dan 5 MI dibuka oleh Wakil Bupati Bener Meriah. Persiapan pelatihan diselenggarakan pada tanggal 17 Sepetember 2013 dan dihadiri oleh fasilitator dari daerah dan provinsi. Pelatihan PAKEM diselenggarakan dari tanggal 18 Setpember sampai dengan 26 September 2013 dalam tiga gelombang. Pelatihan dihadiri oleh kepala sekolah, guru dan pengawas. Pelatihan MBS dilaksanakan pada tanggal 30 September sampai dengan 2 Oktober 2013 dan dihadiri oleh staf dinas Pendidikan, Kemenag, pengawas, kepala sekolah, wakil kepala sekolah, guru dan komite sekolah. Pelatihan CTL dan MBS SMP/MTs di Bener Meriah diselenggarakan di 6 SMP dan 2 MTs dan dibuka oleh Wakil Bupati Bener Meriah. Pelatihan ini diawali dengan persiapan pelatihan yang diselenggarakan pada tanggal 17 September 2013. Pelatihan guru dalam tiga gelombang diselenggarakan dari tanggal 19 September sampai dengan 28 September 2013, dan dihadiri oleh kepala sekolah, guru, dan pengawas. Pelatihan MBS dilaksanakan pada tanggal 30 September sampai dengan 2 Oktober 2013 dan dihadiri oleh staf Dinas Pendidikan, Kemenag, pengawas, kepala sekolah, wakil kepala sekolah, guru, dan komite sekolah.

DISEMINASI TINGKAT SEKOLAH Diseminasi PAKEM dan MBS di Kab. Bireuen pada Gugus 1, SDN 4 Bireuen dilaksanakan pada tanggal 21-26 Juli di 6 SD, dihadiri oleh kepala sekolah, guru dan lainnya. Persiapan Fasda untuk Pelatihan PAKEM SD/MI dilaksanakan tanggal 6 September dihadiri oleh sembilan orang fasilitator. Pada Gugus 48


2, SDN 6 Bireuen, PAKEM dilaksanakan pada 7-9 September 2013 untuk gugus 2 di SDN 6 Bireun dengan 5 SD dan pada tanggal 10-12 September untk gugus 3 di SDN 18 Bireuen dengan 6 SD. Kedua kegiatan ini dihadiri oleh kepala sekolah dan guru. Diseminasi PAKEM di Kab. Aceh Tengah dilaksanakan pada 3 gugus yaitu Celala, Rusip Antara, Linge. Pelatihan PAKEM dilaksanakan pada tanggal 4-6 September di 9 SD Gugus Celala, 10 SD Gugus Rusip Antara, 11 SD Gugus Linge, dengan total 30 SD. Kegiatan pelatihan dibuka oleh Kadis Pendidikan Aceh Tengah. Unsur keterlibatan yaitu kepala sekolah, guru, pengawas, dan staf UPTD. Pelatihan MBS diselenggarakan pada tanggal 17-19 September di 9 SD Gugus Celala, 10 SD Gugus Rusip Antara, 11 SD Gugus Linge dengan total 30 SD. Unsur keterlibatan yaitu kepala sekolah, guru, komite sekolah, pengawas, dan staf UPTD.

PEMILIHAN SEKOLAH LAB AND SEKOLAH MITRA LPTK USAID PRIORITAS Aceh mendiskusikan calon sekolah mitra LPTK yang akan dibina serta melakukan kunjungan ke calon sekolah mitra LPTK tersebut. Ini dilanjutkan dengan berdiskusi calon sekolah mitra LPTK dengan pimpinan FKIP Unsyiah dan Tarbiyah IAIN Ar-Raniry. Hasilnya, LPTK mengeluarkan surat penetapan calon sekolah mitra yaitu: SDN 1, SDN 12, SDN 16, SDN 20, SDN 54, SDN Lampenerut, SMPN 1, SMPN 6 dan SMPN 8 (mitra LPTK Unsyiah), MIN Rukoh, MIN Tungkop, MIN Banda Aceh, MIN Merduati, MIN Lambaro, MIN Miruek Taman, MTsN Rukoh, MTsN Tungkop, dan MTsN Model (mitra LPTK IAIN Ar Raniry).

PENGEMBANGAN MATERI MATA PELAJARAN OLEH KELOMPOK LPTK Pengembangan Materi dan Kurrikulum IPA untuk LPTK - Tahap 1 diselenggarakan di Banda Aceh (27-29/8/13) dan dihadiri oleh 13 peserta LPTK (Unsyiah, IAIN Ar-Raniry, UNIMED, UNESA, UNY, UNES) dan 4 peserta guru (SMPN 1, SMPN 6, SMPN 8, MTsN Rukoh Banda Aceh), (L:7;P:10). Hasilnya adalah telah dikembangkan draf awal untuk empat topik: Pemanasan Global, Energi untuk Kehidupan, Melihat Keindahan Dunia, dan Pesawat Sederhana dalam Kehidupan. Kegiatan ini dillanjutkan dengan lokakarya tahap 2. Pengembangan Materi dan Kurrikulum IPA untuk LPTK - Tahap 2 diselenggarakan di Banda Aceh (19-21/9/13) dan dihadiri oleh12 peserta LPTK (Unsyiah, IAIN Ar-Raniry, UNIMED, UNESA, UNY, UNES) dan 4 peserta guru ((SMPN 1, SMPN 6, SMPN 8, MTsN Rukoh Banda Aceh), (L:8;P:8). Hasilnya adalah telah disempurnakan empat topik draf bahan ajar dengan judul topik: Pemanasan Global, Energi untuk Kehidupan, Melihat Keindahan Dunia, dan Pesawat Sederhana dalam Kehidupan. Finalisasi materi akan dilakukan pada lokakarya III yang direncanakan pada bulan Oktober.

KEGIATAN TATA KELOLA DAN MANAJEMEN TINGKAT KABUPATEN PENATAAN DAN PEMERATAAN GURU Sosialisasi Penataan dan Pemerataan Guru (Aceh Jaya: 23-24 Juli 13)(Bener Meriah: . Tujuan: Melakukan persiapan data advokasi kepada pemangku kepentingan, sosialisasi tentang pentingnya analisis dan distribusi/pemerataan guru serta penyamaan persepsi. Di Aceh Jaya, persiapan advokasi melibatkan 12 orang (L:10;P:2): Dinas Pendidikan (6); Kemenag (3); Fasilitator LPTK (3). Sosialisasi dihadiri Bupati Aceh Jaya dan melibatkan 20 orang (L:19;P:1): Dinas Pendidikan (6); Kemenag (3); Komite Sekolah (2); pengawas (2); Pemda (3); DPRK (2); Bappeda (1), MPD (1). Di Bener Meriah, persiapan advokasi melibatkan 12 orang (L:12;P:0) yang terdiri dari Dinas Pendidikan (6); Kemenag (3; Fasilitator LPTK (3). Sosialisasi dihadiri oleh Wakil Bupati Bener Meriah, melibatkan 20 orang (L:20;P:0): Dinas Pendidikan (6); Kemenag (3); Komite Sekolah (2); pengawas (2); Pemda (3); DPRK (2); Bappeda (1), MPD (1). Hasil yang diperoleh adalah dukungan dari Bupati Aceh Jaya dan Wakil


49

Bupati Bener Meriah serta pemangku kepentingan, disamping itu juga diperoleh data berdasarkan Dapodik untuk tingkat SD dan SMP serta MI dan MTs, dan dipahami pentingnya data (Dapodik) untuk keperluan analisis distribusi guru. Pendampingan Penataan dan Pemerataan Guru 1, Kab. Aceh Jaya (3-4 September) dan Bener Meriah (9-10 September). Di Aceh Jaya pendampingan melibatkan 8 orang (L:8;P:0): Dinas Pendidikan (3); Kemenag (2); Fasilitator LPTK (3). Di Bener Meriah melibatkan 8 orang (L:6;P:2): Dinas Pendidikan (3); Kemenag (2); Fasilitator LPTK (3). Hasilnya adalah diperolehnya database Dapodik yang termutahir, peserta memahami cara mengimpor database Dapodik ke SIMP-K, merevieu hasil produksi SIMP-K dan memahami prinsip analisis data dengan Pivot Table untuk keperluan PPG. Pelatihan Fasilitator Penataan dan Pemerataan Guru (TOT) Kab. Bener Meriah (L:5;P:0) (Dinas Pendidikan(3) Kemenag(2)). Kab. Aceh Jaya (L:5;P:0) (Dinas Pendidikan(3) Kemenag(2)) dan Fasilitator LPTK (L:00 ;P:00 ) (FKIP(00) Tarbiyah(00)) di Brastagi Sumatera Utara (18-22 sept 2013). Hasil: Peserta memahami analisis data dan isu strategis. Bener Meriah telah mengumpulkan data 90 % dan Aceh Jaya 75 %.

Kabupaten

LPTK (Calon Fasilitator) LK PR

Dinas Pendidikan LK

PR

Kantor MenAg

Bappeda dll

BKD

LK

PR

LK

Total

Total

PR

LK

PR

LK

PR

Aceh Jaya

1

2

21

0

12

0

0

0

10

1

44

3

47

Bener Meriah

3

0

21

0

12

0

0

0

11

0

47

0

47

Galeri Foto

Keseriusan peserta Pelatihan Sekolah SD/MI Kab. Bener Meriah (18/9/13 di SMAN1 Bukit,Bener Meriah)

50

Kekompakkan Sekolah dan Komite dalam menyusun program sekolah (11/9/13 di PPMG Wilayah 1 Aceh)


Ketika meja tidak mampu membendung semangat peserta pelatihan (18/9/13, Pelatihan PAKEM di Bener Meriah. Lokasi: SMAN 1 Bukit )

Bupati Aceh Jaya didampingi Ketua DPRK, Sekretaris Dinas Pendidikan dan Kemenag, memberi pengarahan saat sosialisasi PPG (24/7/13, di Kantor Bupati Aceh Jaya)

Diseminasi pada salah satu Gugus di Aceh Tengah (17/9/13, Pelatihan MBS Gugus Celala. Lokasi: SDN Celala A. Tengah )

Diseminasi PAKEM Gugus 3 Kab. Bireuen, praktik ke sekolah (12/9/13, Lokasi: SDN 1 Bireuen)

Wabup Bener Meriah, KaDinas Pendidikanpora dan Kakankemenag saat membuka pelatihan tingkat sekolah (18/9/13, Pelatihan PAKEM di Bener Meriah. Lokasi: SMAN 1 Bukit )

Wabup Bener Meriah, Sekda, KaDinas Pendidikanpora dan DPRK saat mengikuti sosialisasi PPG (31/7/13, Kantor Bupati Bener Meriah )


51

Provinsi: Sumatera Utara RAPAT KOORDINASI/REVIU/PERENCANAAN TINGKAT KABUPATEN/ KOTA Tanggal

Dengan siapa

Hasil koordinasi

I Juli 2013

Kadisdik Kabupaten Nias Selatan

Disdik mendukung pelaksanaan pelatihan tingkat sekolah.

10 Juli 2013

Kadisdik Kota Tebing Tinggi

Mengusulkan kegiatan ke dalam P-APBD 2013 dan APBD 2014

16 Juli 2013

Kasubag Program Dinas Pendidikan Sumut

Menyusun Desain kegiatan Lokakarya IsueIsue Strategis Pendidikan

20 Agustus 2013

Kadisdik Kota Tanjungbalai

Mengusulkan kegiatan kedalam P-APBD 2013 dan APBD 2014

3 September 2013

Kadis Pendidikan, Pemuda dan Olahraga Kab. Deli Serdang.

Adanya evaluasi tentang pelatihan diseminasi yang sudah dilakukan.

8 September 2013

Kadis Pendidikan Kota Binjai

Mulai melaksanakan diseminasi.

12 dan 13 September 2013

Ka.UPTD Bilah Hulu dan Ka.UPTD Rantau Utara

Memonitor pendampingan di tingkat sekolah pasca-pelatihan

SELEKSI KABUPATEN/KOTA KOHOR 2 Proses seleksi dimulai dengan rapat koordinasi dengan pemangku kepentingans provinsi di kantor USAID PRIORITAS Sumatera Utara pada tanggal 18 Juni 2013. Rapat dihadiri perwakilan Dinas Pendidikan Provinsi Sumatera Utara, BAPPEDA Provinsi, Kemenag Provinsi, Dewan Pendidikan Provinsi, Universitas Negeri Medan dan IAIN Sumatera Utara. Pemangku kepentingan provinsi merekomendasikan empat kabupaten sebagai calon mitra kohor 2 yaitu: Kabupaten Langkat, Kabupaten Asahan, Kabupaten Toba Samosir dan Kabupaten Humbang Hasundutan. Pada tangggal 26 Juni- 15 Juli Tim USAID PRIORITAS melakukan kunjungan lapangan untuk menawarkan program, mensosialisasikan program dan menilai komitmen pemerintah setempat terhadap peningkatan mutu pendidikan. Tim USAID PRIORITAS melaporkan hasil kunjungan dan penilaian lapangan kepada pemangku kepentingan provinsi pada tanggal 19 Juli 2013 di kantor USAID PRIORITAS. Pemangku kepentingan provinsi merekomendasikan dua kabupaten yaitu : Kabupaten Langkat dan Kabupaten Toba Samosir sebagai mitra kohor 2. Saat ini proses kemitraan sedang pada tahap persiapan penandatanganan Kerangka Acuan Kerjasama.

RAPAT KONSORSIUM LPTK Rapat berlangsung di Grand Angkasa International Hotel Medan pada tanggal 21 Agustus 2013 dihadiri oleh 20 peserta perwakilan dari 2 LPTK mitra USAID PRIORITAS ( Unimed dan IAIN Suamtera Utara), 4 LPTK Konsorsium ( Universitas HKBP Nommensen, Universitas Muhammadiyah Sumatera Utara, Universitas Muslim Nusantara Al-Wasliyah dan Univeritas Sisingamangaraja XII Tapanuli) dan LPMP Sumatera Utara. Peserta rapat bersepakat :

52


1. Membentuk suatu wadah dalam bentuk asosiasi antara LPTK mitra dengan LPTK konsorsium. 2. LPTK mitra akan mendukung LPTK konsorsium dalam menerapkan Program USAID PRIORITAS di tingkat perguruan tinggi. 3. Pola kerjasama antara LPTK mitra dan LPTK konsorsium tidak hanya dalam melaksanakan program USAID PRIORITAS tetapi juga dalam hal riset, publikasi karya ilmiah, dan pertukaran dosen. 4. LTPK mitra dan LPTK konsorsium akan mengupayakan sumber dana untuk melaksanakan program-program yang telah direncanakan oleh konsorsium.

STUDI BANDING Tanggal 27 Agustus 2013

Kabupaten Asal

Kabupaten Tujuan

Medan dan Deli Serdang

Deli Serdang

Peserta (LK/PR) 67 peserta (42 laki-laki dan 23 perempuan) yang terdiri dari staf Dinas Pendidikan Kota Medan, Kemenag Kota Medan, pengawas, kepala sekolah, guru sekolah Lab. LPTK dan dosen LPTK.

LOKAKARYA PENGEMBANGAN MATERI DAN KURIKULUM IPA UNTUK LPTK Lokakarya berlangsung selama tiga hari (3-5 September 2013) di Asean International Hotel Medan. Lokakarya diikuti oleh16 peserta (8 laki-laki dan 8 perempuan) yang terdiri dosen dari 6 LPTK (Universitas Negeri Medan, IAIN Sumatera Utara, IAIN Ar-Rainy Aceh, Universitas Negeri Semarang, Universitas Negeri Yogyakarta, dan Universitas Negeri Surabaya) dan perwakilan dari 4 SMP/MTs di Medan (SMP N 7 Medan, SMP N 11 Medan, MTs N 2 Medan dan MTs N 3 Medan).

PELATIHAN TINGKAT SEKOLAH NIAS SELATAN SD/MI Pelatihan berlangsung di dua kecamatan yaitu Teluk Dalam dan Gomo. Pelatihan di Teluk Dalam untuk PAKEM dilaksanakan pada 20 – 23 Juli di SMP Dharma Caraka, Teluk Dalam Nias Selatan. MBS dilaksanakan pada tanggal 28 Juli - 2 Agustus 2013 di SMP Dharma Caraka di Teluk Dalam. Pelatihan dibuka oleh Sekda Nias Selatan, Asaaro Laia, M.Pd cons. Pelatihan PAKEM di Gomo dilaksanakan pada tanggal 24 – 26 Juli di SMP N 1. Pelatihan MBS dilaksanakan pada tanggal 31 Juli – 2 Agustus 2013 di SMP N 1 Gomo, Nias Selatan.

SMP/MTs Pelatihan berlangsung di dua kecamatan yaitu Teluk Dalam dan Gomo. Pelatihan di Teluk Dalam untuk PAKEM dilaksanakan pada tanggal 20 – 23 Juli di SD Dharma Caraka, Teluk Dalam Nias Selatan. MBS dilaksanakan pada tanggal 28 Juli - 2 Agustus 2013 di SDN Dharma Caraka di Teluk Dalam. Pelatihan PAKEM di Gomo dilaksanakan pada tanggal 24 – 26 Juli di SD Sifaoroasi. Pelatihan MBS dilaksanakan pada tanggal 31 Juli – 2 Agustus 2013 di SD Sifaoroasi, Gomo, Nias Selatan.


53

LABUHAN BATU SD/MI Pelatihan PAKEM dilaksanakan pada 20 – 23 Agustus 2013 di Aula BKD, Rantau Prapat. Dibuka oleh Kepala Dinas Pendidikan Labuhan Batu, Drs. Iskandar, M.Pd. Sedangkan MBS dilaksanakan pada 24 – 26 Agustus 2013 di Aula SMA Yapim, Rantau Prapat.

SMP/MTs Pelatihan CTL dilaksanakan pada 24- 26 Agustus 2013 di Aula SMK Yapim, Rantau Prapat. Pelatihan dibuka oleh Kepala Kemenag Labuhan Batu Drs. Dahman Hasibuan, MA , sedangkan pelatihan MBS dilaksanakan pada tanggal 27 – 29 Agustus 2013 di Aula SMK Yapim, Rantau Prapat.

MEDAN SD/MI Pelatihan berlangsung pada tanggal 9-11 September untuk PAKEM dan 13-15 September untuk MBS di SDN 064036 Medan Kota, Medan. Pelatihan dibuka oleh Plt. Walikota Medan yang diwaliki Sekda Ir. Syaiful Bahri.

SMP/MTs Pelatihan berlangsung pada tanggal 18-20 September untuk CTL dan 21-23 September untuk MBS di SDN 064036 Medan Kota, Medan. Pelatihan dibuka oleh Kasi Kurikulum SMP Disdik Kota Medan Drs. Supri Harahap.

PEMILIHAN SEKOLAH LAB AND SEKOLAH MITRA LPTK Proses seleksi sekolah mitra LPTK di Sumatera Utara yaitu Universitas Negeri Medan (Unimed) dan IAIN Sumatera dikoordinir oleh nara hubung dari Unimed (Prof. Dr. Abdul Hamid K, M.Pd) dan IAIN SU (Drs. Irwan Nasution, MSc) bekerjasama dengan Dekan dan Kepala PPL masing-masing LPTK. Kriteria sekolah mitra disampaikan kepada nara hubung sebagai berikut: 1. Telah bermitra dengan Universitas Negeri Medan sebagai tempat Praktik Pengalaman Lapangan 2. Berada tidak jauh dari lokasi Universitas Negeri Medan 3. Berkomitmen untuk menjalankan program secara sungguh-sungguh dan tetap mempertahankab praktik terbaik dari program. 4. Bersedia mengirimkan guru, kepala sekolah, dan komite sekolah mengikuti pelatihan-pelatihan yang dilaksanakan USAID PRIORITAS. 5. Bersedia menjadi sekolah contoh praktik yang baik dan bersedia menerima kunjungan studi banding dari sekolah lainya 6. Bersedia menerima masukan baik dari Universitas Negeri Medan maupun USAID PRIORITAS Sumatera Utara. Verfikasi sekolah terpilih dan selanjutnya dibuat dalam Surat Keputusan Penetapan Sekolah Mitra yang ditandatangani oleh Rektor (untuk Unimed) dan Dekan Fakultas Ilmu Tarbiyah dan Keguruan (FITK) untuk IAIN SU. Hasil seleksi sebagai berikut:

54


SEKOLAH MITRA UNIVERSITAS NEGERI MEDAN (UNIMED) No

SD/MI

SMP/MTs

1

SDN 101774 Sampali Jl. Irian Barat, Sampali, Kec. Percut Sei Tuan, Deli Serdang Tel: 061 6645567

SMPS Al Azhar Medan Jl. Pintu Air IV No. 214, Medan Tel: 061 8361911

2

SDN 106163 Bandar Klippa Jl. Pusaka Pasar X, Bandar Klippa, Deli Serdang

SMPN 3 Medan Jl. Pelajar, Medan

3

SDN 101775 SampaliJl. Irian Barat Sampali No. 11, Sampali, Deli Serdang061 6611621

SMPN 23 MedanJl. Menteng Raya, Medan

4

SDN 101771 Tembung Jl. Psar III, Tembung

5

SDN 106812 Bandar Klippa Jl. Taruna Siswa No. 121

6

SDN 105288 Sei Rotan Jl. Pendidikan II, Sei Rotan

SEKOLAH MITRA INSTITUT AGAMA ISLAM NEGERI (IAIN) SUMATRA UTARA (IAIN SU) No

SD/MI

SMP/MTS

1

SDN Al Ittihadiyah Laut Dendang Jl. Mesjid No. 21, Laut Dendang

SMP Karya Bunda Jl. Vetpur Utama No. 77, Medan Estate

2

SDS PAB 20 Bandar Klippa Jl. Pinang Baris, Pasar XIII, Bandar Klippa Deli Serdang

MTs Lab IAIN Jl. IAIN/Sutomo No. 1

3

MI Madinatussalam Jl. Sidomulyo, Dsn XIII, Desa Sei Rotan

MTs PAB 1 Helvetia Jl. Veteran, Pasar IV, Desa Helvetia

4

MI Hidayatussalam Jl. Puskesmas No. 103

5

MI Nurul Fadhilah Jl. Pelaksanaan, Gg Saudara IV, Bandar Setia

6

SD Tekad Mulia Jl. Kompos No. 131, Pujimulio, Sunggal

KEGIATAN TATA KELOLA DAN MANAJEMEN TINGKAT KABUPATEN PENATAAN DAN PEMERATAAN GURU SOSIALISASI MEDAN Sosialisasi Penataan dan Pemerataan Guru (PPG) dilaksanakan pada tanggal 23 Juli 2013 di Hotel Royal Perintis Medan. PGG dibuka oleh Kepala Dinas Pendidikan Kota Medan Parluhutan Hasibuan. Kegiatan ini diikuti oleh 20 peserta (16 laki-laki dan 4 perempuan) terdiri dari perwakilan dari dewan pendidikan, dinas pendidikan, bappeda, BKD dan media massa. Kepala Dinas Pendidikan menanggapi


55

positif terhadap sosialisasi PPG, dan menindaklanjutinya dengan membentuk tim teknis untuk meneruskan tahapan kerja yang ditawarkan USAID PRIORITAS.

LABUHAN BATU Sosialisasi Penataan dan Pemerataan Guru (PPG) dilaksanakan pada tanggal 31 Juli 2013 di Gedung PKK, Rantau Prapat, Labuhan Batu. Sosialisasi PGG dibuka oleh Bupati Labuhan Batu, Dr Tigor Panusunan Siregar, Sp.PD. Kegiatan ini diikuti oleh 20 perserta (18 laki-laki dan 2 perempuan) yang terdiri dari perwakilan dari dewan pendidikan, dinas pendidikan, bappeda, BKD. Kepala Dinas Pendidikan menanggapi secara positif sosialisasi PPG, dan menindaklanjutinya dengan membentuk tim teknis untuk meneruskan tahapan kerja yang ditawarkan USAID PRIORITAS.

NIAS SELATAN Sosialisasi Penataan dan Pemerataan Guru (PPG) dilaksanakan pada tanggal 23 Agustus 2013 di Kantor Bupati dan Aula Dinas Pendidikan, Teluk Dalam, Nias Selatan. PGG dibuka oleh Bupati Nias Selatan Drs. Idealisman Dachi. Kegiatan ini diikuti oleh 21peserta (19 laki-laki dan 2 perempuan) yang terdiri dari perwakilan dari dewan pendidikan, dinas pendidikan, bappeda, BKD. Kepala Dinas Pendidikan menanggapi secara positif sosialisasi PPG, dan menindaklanjutinya dengan membentuk tim teknis untuk meneruskan tahapan kerja yang ditawarkan USAID PRIORITAS.

TOT (PELATIHAN FASILITATOR) PENATAAN DAN PEMERATAAN GURU TOT dilakukan pada tanggal 17-18 September 2013 di Hotel Mickey Holiday, Berastagi, Kabupaten Karo. Peserta kegiatan ini berasal dari dua mitra LPTK USAID-PRIORITAS yaitu UNIMED dan IAIN yang menjadi penyaji layanan (service provider) untuk kegiatan Penataan dan Pemeretaan Guru ke depannya. Adapun kegiatan dihadiri oleh 8 orang yang seluruhnya adalah pria. Rincian pesertanya adalah sebagai berikut :

Kabupaten


Dinas Pend. LK PR

Kantor MenAg LK PR

BKD LK PR

Dll LK

PR

Total LK PR

Total

Dinas Pendidikan Provsu

0

0

2

0

0

0

0

0

0

0

2

0

2

BKD Provsu

0

0

0

0

0

0

0

0

0

0

0

0

0

LPTK

4

0

0

0

0

0

0

0

0

0

4

0

4

LPMP

2

0

0

0

0

0

0

0

0

0

2

0

2

LOKAKARYA PENATAAN DAN PEMERATAAN GURU Lokakarya dilaksanakan selama 3 hari (19 – 21 September 2013) di Hotel Mickey Holiday, Berastagi, Kabupaten Karo. Peserta kegiatan ini berasal dari dua daerah di Provinsi Sumatera Utara (Medan dan Labuhan Batu) dan 2 daerah dari Provinsi Aceh (Aceh Jaya dan Bener Meriah). Peserta dari Sumatera Utara berjumlah 19 orang ( 17 laki-laki dan 2 perempuan). Kegiatan ini menghasilkan data awal dari DAPODIK dan isu-isu strategis yang berhubungan guru.

56


Kabupaten Medan

LPTK (Calon Fasilitator) LK PR 0 0

Dinas Pend. LK PR 2 1

Kantor MenAg LK PR 1 0

BKD LK PR 1 0

Lain LK PR

Labuhan Batu

0

0

2

1

1

0

1

0

Dinas Pendidikan Provsu

0

0

0

0

0

0

0

0

2

BKD Provsu

0

0

0

0

0

0

0

0

LPTK

4

0

0

0

0

0

0

LPMP

2

0

0

0

0

0

0

Total LK PR 4 1

Total 5

4

1

5

0

2

0

2

1

0

1

0

1

0

0

0

4

0

4

0

0

0

2

0

2

DISEMINASI TINGKAT KABUPATEN Tapanuli Utara Pelatihan PAKEM jenjang SD untuk 8 sekolah Kec. Pagaran Tapanuli Utara dan CTK jenjang SMP untuk 4 sekolah Kec. Pagaran Tapanuli Utara dilaksanakan pada tanggal 16 – 20 Juli 2013. Pelatihan diikuti guru dari 4 sekolah. Pelatihan MBS jenjang SD untuk 8 sekolah Kec. Pagaran Tapanuli Utara dan MBS jenjang SMP untuk 4 sekolah Kec. Pagaran Tapanuli Utara dilaksanakan pada tanggal 16-20 Juli 2013. Pelatihan diikuti guru, kepala sekolah dan komite sekolah dari 4 sekolah.

Tanjungbalai Pelatihan Praktik Pembelajaran yang Baik Tingkat SMP dilaksanakan pada tanggal 24 – 26 September 2013 di Tanjungbalai. Pelatihan diikuti oleh guru dan kepala sekolah.

Binjai Pelatihan PAKEM jenjang SD dilaksaankan pada tanggal 22 – 24 September 2013 dan 26 – 28 September 2013 SD di Binjai. Pelatihan diikuti guru dan kepala sekolah.

KEGIATAN LAIN LOKAKARYA I: PENYUSUNAN RENCANA STRATEGIS DINAS PENDIDIKAN PROVINSI SUMATERA UTARA Lokakarya dilaksanakan pada tanggal 1-2 Juli 2013 di Aula Dinas Pendidikan Provinsi Sumatera Utara. Lokakarya ini menghasilkan data dan isu dari setiap bidang yang nantinya akan menjadi masukan untuk lokakarya II. Rapat diikuti oleh Sekretaris Dinas Pendidikan, Kabid PMTK, Kabid PLS, Kabid SMA, Kasubag Program dan 6 orang tenaga ahli Dinas Pendidikan Sumatera Utara.


57

LOKAKARYA II: ISU-ISU STRATEGIS PENDIDIKAN Lokakarya dilaksanakan pada tanggal 19-21 Juli di Hotel Grand Mutiara, Berastagi, Kabupaten Karo. Lokakarya ini dihadiri oleh perwakilan dinas pendidikan dari 33 kabupaten/kota di Provinsi Sumatera Utara. USAID PRIORITAS memfasilitasi diskusi untuk merumuskan isu-isu strategis dalam meningkatkan mutu pendidikan di Sumatera Utara.

DISKUSI PERTUKARAN PENGALAMAN ANTARA PENDIDIK AMERIKA DAN INDONESIA Diskusi dilaksanakan pada hari Selasa, tanggal 2 Juli 2013 di MTs N 2 Medan. Seorang ahli pendidikan dari Amerika Serikat Ibu Catherine Clark Colglazier, berbagi pengalamannya sebagi seorang pendidik profesional. Kegiatan itu diikuti fasilitator daerah (Fasda) USAID PRIORITAS, guru-guru dan kepala sekolah. Wakil Direktur USAID Indonesia, Derick Brown hadir dalam kegiatan ini.

PERAYAAN PERINGATAN HARI KEMERDEKAAN AMERIKA SERIKAT USAID PRIORITAS diundang mengikuti resepsi peringatan hari kemerdekaan Amerika Serikat di kediaman Konsul Amerika Serikat di Medan pada 2 Juli 2013. Resepsi ini sekaligus merupakan perpisahan dengan Duta Besar AS untuk Indonesia Scot Marciel yang mengakhiri masa tugas di Indonesia.

LOKAKARYA PENULISAN JURNAL ILMIAH INTERNASIONAL USAID PRIORITAS berpartisipasi dalam lokakarya sehari tentang penulisan di jurnal ilmiah internasional yang difasilitasi KPTIP di IAIN Sumatera Utara pada 23 Agustus 2013. Hadir sebagai narasumber adalah Prof. W. James Jacob, Ph.D dari University of Pittsburgh dari Amerika Serikat (AS).

DISEMINASI MANDIRI PRAKTIK YANG BAIK DI SMP DAN SD Diseminasi secara mandiri dilakukan oleh SMPN 42 Medan di aula SMPN 42 Medan pada 19 – 21 Agutus 2013 dan KKG SD Wilayah I Medan Kota di SDN 20 – 23 Agustus. Diseminasi ini menggunakan modul dan tenaga pelatih yang dikembangkan oleh USAID PRIORITAS. Seluruh pembiayaan kegiatan ini ditanggung oleh sekolah.

SEMINAR UJI SAHIH RANCANGAN UU PERUBAHAN ATAS UU NO.20 TAHUN 2003 SISTEM PENDIDIKAN NASIONAL USAID PRIORITAS diundang berpartisipasi sebagai peserta dalam seminar Uji Sahih Rancangan UU tentang Perubahan atas UU No 20, 2003 Sistem Pendidikan Nasional pada 23 September 2013 di Hotel Grand Aston, Medan. Seminar ini difasilitasi oleh Komite III Dewan Perwakilan Daerah (DPD) Republik Indonesia dan Dinas Pendidikan Provinsi Sumatera Utara. Narasumber utama untuk kegiatan ini adalah Prof. Dr. Imam Suprayogo (Tim Ahli DPD-RI), Drs. Moh. Zein, M.Si (Kepala Dinas Pendidikan Provinsi Sumatera Utara), Prof. Dr. Saiful Sagala (UNIMED) dan Dr. Mardianto (IAIN Sumatera Utara).

58


Galeri Foto

Plt. Walikota Medan yang diwakili Sekda Ir. Syaiful Bahri berbicara kepada media setelah membuka Pelatihan Praktik Yang Baik Tingkat SD/MI di SDN 064036 Medan Kota, Medan. Ir. Syaiful Bahri mengatakan Pemko Medan berkomitmen mendukungan USAID PRIORITAS untuk meningkatkan mutu pendidikan di Kota Medan.

Ahli Pendidikan dari Amerika Serikat (AS), Catherine Clark Colglazier berdiskusi dengan guru-guru tentang kondisi pendidikan di AS dan di Indonesia. Diskusi bertajuk Exchanging Experience Between US and Indonesia Educator dan dihelat di ruang MGMP, Madrasah Tsanawiyah (MTs) Negeri 2 Medan, Selasa (2/7).

Koordinator Provinsi USAID PRIORITAS Sumatera Utara Agus Marwan berbicara bersama Kadis Pendidikan Kota Medan Drs. Parluhutan dalam sosialisasi Program Penataan dan Pemerataan Guru di Hotel Royal Perintis, Medan (23/7)

Guru IPA MTs N 2 Medan Drs. Syakrim menyampaikan rasa gembiranya dapat bekerjasama dengan dosen LPTK dalam membuat bahan ajar IPA untuk SMP di Asean International Hotel, Medan.

Peserta pelatihan Praktik Yang Baik Tingkat SD/MI Kota Medan melakukan praktik mengajar

Peserta TOT PPG – I menggunakan masker dikarenakan lokasi kegiatan terkena dampak minor abu vulkanik letusan Gunung Sinabung


59

Kasi Kurikulum SMP Disdik Kota Medan Drs. Supri Harahap (berbatik) memantau praktik mengajar peserta pelatihan Praktik Yang Baik Tingkat SMP/MTs Kota Medan di SMPN 7 Medan.

Peserta Pelatihan Praktik Yang Baik Tingkat SMP/MTs di Nias Selatan menujukkan hasil kerja kelompoknya.

60


Provinsi: Banten RAPAT KOORDINASI, REVIU, PERENCANAN ATAU PERTEMUAN LAIN YANG PENTING Rapat Koordinasi/Reviu/Perencanaan Tingkat Provinsi Tanggal

Dengan siapa

31 Juli 2013

Kepala Dinas Pendidikan dan Kebudayaan Provinsi beserta jajarannya

Hasil koordinasi 1. Kepala Dinas Pendidikan mendukung sepenuhnya program pelatihan yang diprakarsai USAID PRIORITAS 2. Kepala Dinas Pendidikan siap membantu dana dan tenaga untuk kelancaran program USAID PRIORITAS 3. Kepala Dinas Pendidikan menyarankan adanya pemilihan ‘tenaga-tenaga pengajar inspirasional’ untuk menjadi ujung tombak keberhasilan program peningkatan kualitas pendidikan dasar

16 Agustus 2013

Kanwil Kemenag Provinsi Banten

4. Melaporkan capaian program USAID PRIORITAS. 5. Meminta masukan mengenai calon daerah mitra kohor 2. 6. Merencanakan program replikasi di lingkungan Kanwil Kemenag Provinsi


Dengan siapa

Hasil koordinasi

11 Juli 2013

Bupati Serang

1. Bupati Serang, Drs. H.A. Taufik Nuriman, M.M., M.B.A., menyatakan mendukung setiap upaya peningkatan pendidikan dasar-apalagi bernuansa religius-untuk menciptakan generasi muda yang tak hanya cerdas, namun juga berakhlak mulia.

16 Juli 2013

Wakil Bupati Serang (dalam acara PPG Kab. Serang)

2. Wakil Bupati Serang, Hj. Ratu Tatu Chasanah, S.E., menugaskan Dinas Pendidikan Kabupaten Serang untuk meninjau ulang penempatan tenaga pengajar 3. Wakil Bupati Serang berjanji akan melakukan pengawasan melekat terhadap proses penataan dan pemerataan guru di Kabupaten Serang

10 September 2013

Kepala Kantor Kemenag Kota Tangerang Selatan dan Kemenag Kabupaten Tangerang

1. Komitmen Kemenag Kota Tangerang Selatan dan Kabupaten Tangerang dalam mendukung program USAID PRIORITAS dan menentukan calon madrasah mitra.


61

SELEKSI KABUPATEN/KOTA KOHOR 2 Proses pemilihan daerah kohor 2 dimulai dengan skema berikut : No

kegiatan

Tujuan

waktu

Hasil

1.

Mencari informasi awal tentang calon daerah mitra dari berbagai media, termasuk berdiskusi dengan wartawan yang juga seorang Pemred sebuah Koran di Banten.

1. Mengumpulkan informasi tentang kondisi dan potensi semua daerah calon mitra

1-24 Juli 2013

Terkumpulnya informasi awal mengenai keadaan dan potensi ketiga daerah sebagai dasar dan bahan pertemuan dengan pemangku kepentingan provinsi.

2.

Pertemuan provinsi dengan : Kepala Dinas Pendidikan, Kepala Bidang Pendidikan Dasar, Kepala Bidang Pendidikan Menengah, Kepala Bidang PMPTK, dan Kasi Pendidikan Dasar dan Pendidikan Menengah

1. Penyampaian laporan progres PRIORITAS 2012 – 2013

31 Juli 2013

Kesepakatan daerah terpilih : (1) Kab. Tangerang (2) Kota Tangerang Selatan

3.

Distribusi surat minat mitra PRIORITAS kepada Bupati Tangerang dan Walikota Tangerang beserta tembusan surat

Penyampain surat tawaran untuk minat mitra PRIORITAS dan tembusan kepada : Kepala Bappeda, Kepala Dinas, Kepala Kantor Kemenag Kab. Tangerang dan Kota Tangerang Selatan

15 – 16 Agustus 2013

Surat terdistribusi melalui (1) Sekretariat Daerah (2) Sekretaris Dinas Pendidikan (3) Staf Bappeda dan (3) Bagian Madrasah Kemenag

3

Pertemuan informal dengan Kabid SMP, Bappeda, Kemenag Kab. Tangerang Selatan & Kab. Tangerang

Tindak lanjut surat minat dari Kab. Tangerang : masih permintaan telaahan dari Dinas Pendidikan dan Kota Tangerang selatan : sudah ada kesediaan dari Walikota

12 – 13 September 2013

Kab. Tangerang : Surat telaahan dan proses untuk surat kesediaan

2. Konsultasi pemilihan daerah kohor 2

Kota Tangerang Selatan : tindak lanjut pertemuan : 1. Draf KAK akan dibahas lebih lanjut bersama TKSD (Tim Kersama Daerah)

2. Draf kecamatan terpilih : (1) Kec. Setu dan (2) Kec. Ciputat

62


PELATIHAN TINGKAT SEKOLAH Pelaksanaan pelatihan tingkat sekolah di Banten adalah sebagai berikut: Kabupaten Pandeglang

Jenis Pelatihan

Waktu/tempat

Pembelajaran SD/MI

31 agustus 2013 s.d 02 september 2013 (Aula PKPRI Pandeglang)

Unsur Peserta kepala sekolah, guru, kepala madrasah, wakil kepala madrasah, pengawas

Sekolah/Instansi SDN Gunungsari 1 SDN Gunungsari 2 SDN Kurung Kambing 1 SDN Kurung Kambing 3 SDN Kurung Kambing 4 SDN Mandalasari 1 MIN Model Mandalawangi MI Darul Huda Waru SDN Bojong 1 SDN Bojong 2 SDN Bojong 3 SDN Bojong 4 SDN Bojong 5 SDN Mekarsari 1 MI MA Sukamaju MI MA Dahu Mekarsari

MBS SD/MI

07 september 2013 s.d 09 september 2013 (PSBB Pandeglang)

kepala sekolah, guru, kepala madrasah, wakil kepala madrasah, pengawas, komite sekolah

SDN Gunungsari 1 SDN Gunungsari 2 SDN Kurung Kambing 1 SDN Kurung Kambing 3 SDN Kurung Kambing 4 SDN Mandalasari 1 MIN Model Mandalawangi MI Darul Huda Waru SDN Bojong 1 SDN Bojong 2 SDN Bojong 3 SDN Bojong 4 SDN Bojong 5 SDN Mekarsari 1 MI MA Sukamaju MI MA Dahu Mekarsari


63

Kabupaten Pandeglang

Jenis Pelatihan Pembelajaran SMP/MTs

Waktu/tempat 21 september 2013 s.d 23 september 2013 (AULA PKPRI Pandeglang)

Unsur Peserta Kepala sekolah, guru, kepala madrasah, pengawas, wakil kepala sekolah,

Sekolah/Instansi SMPN 1 Mandalawangi SMPN 2 Mandalawangi SMP Daar El Falaah MTs Darul Huda Pusat Pari, SMPN 1 Bojong SMPN 2 Bojong MTs Mathlaul Anwar Bojong, MTs Riyadhul Mubtadiin Pasir Jambu

MBS SMP/MTs

28 september 2013 s.d 30 september 2013 (PSBB Pandeglang)

Kepala sekolah, kepala madrasah, guru, komite sekolah, wakil kepala sekolah, pengawas

SMPN 1 Mandalawangi SMPN 2 Mandalawangi SMP Daar El Falaah MTs Darul Huda Pusat Pari, SMPN 1 Bojong, SMPN 2 Bojong MTs Mathlaul Anwar Bojong, MTs Riyadhul Mubtadiin Pasir Jambu

Serang

Pembelajaran SD/MI

11 september 2013 s.d 13 september 2013 ( MAN 2 PSBB Serang)

Guru, Kepala UPTD Petir, Kepala madrasah, kepala sekolah, pengawas, dinas pendidikan

SDN CILEUNGSIR PETIR MI SHOLATIYAH SDN PETIR 2 SD KAMP. BARU SDN Tegal Jetak NAGARA PADANG KADU MANGGU MI NURUL FALAH MI KEPANDEAN SDN CIRUAS 2 SDN PERIUK SDN KADIKARAN SDN CIRUAS 4 SDN SEUAT PETIR SDIT KHAIRUNNAS MI KARANG ANYAR

Serang

Pembelajaran SMP/MTs

22 agustus 2013 s.d 26 agustus 2013 (MAN 2 PSBB Serang)

Guru, Dinas pendidikan, kepala sekolah, pengawas, wakil kepala sekolah

SMPN 2 Ciruas MTSN Ciruas SMPN 1 Ciruas MTs NF Rego Padasuka SMPN 2 Petir MTs NF Pasanggrahan Petir, SMPN 1 Petir

64


Kabupaten

Jenis Pelatihan

Waktu/tempat

Unsur Peserta

Sekolah/Instansi MTs Al-Khairiah Kepandean

Serang

MBS SMP/MTs

28 september 2013 s.d 30 september 2013 ( Aula SMPN 1 Serang)

Guru, kepala sekolah, komite, pengawas, dinas pendidikan, kemenag, wakil kepala sekolah

SMPN 2 Ciruas MTSN Ciruas SMPN 1 Ciruas MTs NF Rego Padasuka SMPN 2 Petir MTs NF Pasanggrahan Petir, SMPN 1 Petir MTs Al-Khairiah Kepandean

PEMILIHAN SEKOLAH LAB AND SEKOLAH MITRA LPTK Setelah Dekan LPTK UNTIRTA dan IAIN “SMH” Banten berkoordinasi, ketua Program Studi PGSD FKIP UNTIRTA dan ketua Program Studi PGMI FTK IAIN “SMH’ Banten bersama TTI Development Specialist melakukan daftar pendek semua sekolah mitra masing-masing LPTK. Kriterianya adalah: 1) SD/MI dan SMP/MTs merupakan mitra LPTK dalam melakukan PPLK bagi calon guru mahasiswa LPTK; 2) memiliki komitmen tinggi untuk melakukan perubahan mutu kualitas pembelajaran. TTI Development Specialist, ketua program studi PGSD untuk sekolah mitra FKIP UNTIRTA dan ketua program studi PGMI FTK IAIN “SMH” Banten kemudian melakukan pemilihan dan meminta kepala sekolah/madrasah menandatangani kesediaan untuk menjadi mitra LPTK dalam program USAID PRIORITAS Banten bersama oleh ketua program studi PGSD dan PGMI. Jumlah mitra untuk masing-masing LPTK tersebut adalah 3 SMP/MTs dan 6 SD/MI untuk masing-masing LPTK. Berikut daftar sekolah mitra LPTK FKIP UNTIRTA dan FTK IAIN “SMH” Banten:

Sekolah Mitra LPTK (FKIP UNTIRTA dan Fakultas Tarbiyah dan Keguruan IAIN “SMH” Banten) No.

Nama Sekolah

Alamat

Tingkat

Keterangan

1.

MTs Negeri Serang

Kota Serang

MTs

Mitra FTK IAIN “SMH”

2.

MTs Curug

Kota Serang

MTs


3.

MTs Padarincang

Serang

MTs


4.

MIN Langon

Cilegon

MI


5.

MIN Padarincang

Serang

MI


6.

MIN Leuwinanggung Kopo

Serang

MI


7.

MI Islamiah Ciwaru

Serang

MI


8.

MI Nurul Falah Kemuning

Serang

MI


9.

MI Al Islam

Serang

MI


10.

SMPN 3 Kota Serang

Kota Serang

SD

Mitra FKIP UNTIRTA

11.

SMPN 7 Kota Serang

Kota Serang

SD

Mitra FKIP UNTIRTA

12.

SMPN 10 Kota Serang

Kota Serang

SD

Mitra FKIP UNTIRTA

13.

SDN Banjar Agung 4

Kota Serang

SD

Mitra FKIP UNTIRTA


65

No.

Nama Sekolah

Alamat

Tingkat

Keterangan

14.

SD Banjar Sari

Kota Serang

SD

Mitra FKIP UNTIRTA

15.

SDN Karundang 1

Kota Serang

SD

Mitra FKIP UNTIRTA

16.

SDN 20 Kota Serang

Kota Serang

SMP

Mitra FKIP UNTIRTA

17.

SDN Sumber Agung

Kota Serang

SMP

Mitra FKIP UNTIRTA

18.

SDN 7 Kota Serang

Kota Serang

SMP

Mitra FKIP UNTIRTA

PELATIHAN SEKOLAH LAB AND SEKOLAH MITRA LPTK Belum dilaksanakan.

PELATIHAN DOSEN PEDAGOGI: LPTK MITRA DAN KONSORSIUM 1. Pelatihan MBS untuk Dosen LPTK Mitra dan Konsorsium dilaksanakan di Hotel Mahadria Serang pada tanggal 20-22 Juni 201. Fasilitator berasal dari UNTIRTA 4 orang (3 lakilaki dan 1 orang perempuan) dan dari IAIN “SMH” Banten sebanyak 4 orang yaitu (3 laki-laki dan 1 orang perempuan) sehingga total menjadi 8 orang fasilitator. Peserta yang dilatih yaitu sebanyak 60 orang dengan rincian 25 orang dosen dari UNTIRTA (13 laki-laki dan 12 perempuan), 25 orang dosen dari IAIN “SMH’ Banten (12 laki-laki dan 13 perempuan), dan 10 orang dari LPTK Konsorsium (3 orang UNBAJA: 2 laki-laki dan 1 orang perempuan, 3 Orang UNMA: 3 orang lakilaki, 2 orang UNMT: 2 orang laki-laki, 2 orang STKIP Setiabudi: 1 laki-laki dan 1 Perempuan) 2. Pelatihan CTL untuk Dosen LPTK Mitra dan Konsorsium dilaksanakan di Hotel Mahadria Serang pada tanggal 27-29 Agustus 2013 dengan jumlah fasilitator dari UNTIRTA sebanyak 4 orang dosen (2 laki-laki dan 2 perempuan) dan IAIN “SMH” Banten sebanyak 4 orang dosen (2 laki-laki dan 2 perempuan). Sedangkan jumlah peserta adalah 60 peserta dengan perincian: 20 peserta dari UNTIRTA (10 laki-laki dan 10 perempuan), 20 peserta dari IAIN “SMH” Banten (12 laki-laki dan 8 perempuan), dan 20 peserta dari LPTK konsorsium dengan perincian: dari UNBAJA 5 orang peserta (2 orang laki-laki dan 3 orang perempuan), UNMA 5 orang peserta: (4 laki-laki dan 1 perempuan), UMT 5 orang peserta (3 laki-laki dan 2 perempuan), STKIP Setiabudhi 5 orang peserta dengan perincian (4 laki-laki dan 1 orang perempuan). 3. Pelatihan PAKEM untuk Dosen LPTK Mitra dan Konsorsium Pelatihan ini dilaksanakan di Hotel Mahadria Serang pada tanggal 2-5 September 2013 dengan jumlah fasilitator dari LPTK Mitra sebanyak 8 orang dengan perincian dari UNTIRTA sebanyak 4 orang yaitu: Ade Husnul Mawadah, A. Syahruroji, Lusiani Dewi Assaat, dan Ujang Jamaludin (2 laki-laki dan 2 perempuan) dan IAIN “SMH” Banten sebanyak 4 orang yaitu: Uyu Muawanah, Anis Zohriah, Asep Saefurrohman, dan Anita (1 laki-laki dan 3 perempuan). Sedangkan jumlah peserta adalah 60 peserta dengan perincian: 20 peserta dari UNTIRTA (9 laki-laki dan 11 perempuan), 20 peserta dari IAIN “SMH” Banten (14 laki-laki dan 6 perempuan), dan 20 peserta dari LPTK konsorsium dengan perincian: dari UNBAJA 5 orang peserta (2 orang laki-laki dan 2 orang perempuan), UNMA 5 orang peserta: (4 laki-laki dan 1 perempuan), UMT 5 orang peserta (2 laki-laki dan 3 perempuan), STKIP Setiabudhi 5 orang peserta dengan perincian (1 laki-laki dan 4 orang perempuan).

66


Jumlah dosen yang dilatih LK PR

Nama LPTK IAIN Sultan Maulana Hasanuddin

38

27

Universitas Sultan Ageng Tirtayasa

32

33

Universitas Banten Jaya

6

7

Universitas Muhammadiayah Tangerang

7

5

11

2

6

6

Universitas Mathlaul Anwar STKIP Setiabudi Serang Catatan: keikutsertaan peserta dihitung berdasarkan satu pelatihan saja.

PENGEMBANGAN MATERI LITERASI UNTUK LPTK Lokakarya ini akan diselenggarakan di Banten pada bulan Oktober 2013.

KEGIATAN TATA KELOLA DAN MANAJEMEN TINGKAT KABUPATEN PENATAAN DAN PEMERATAAN GURU Untuk upaya PPG, USAID PRIORITAS Banten telah melakukan pertemuan dengan para mitra dari Kabupaten Pandeglang dan Serang. Di Pandeglang, tanggal 4 Juli 2013, tim dari USAID PRIORITAS Banten dan LPTK selaku penyedia layangan bertemu dengan elemen-elemen dari Bappeda, Dinas Pendidikan Kabupaten, Kantor Kemenag Kabupaten, PGRI, dan media. Tujuan kegiatan ini adalah untuk menyosialisasikan rencana kegiatan PPG beserta jadwalnya. Hasilnya adalah semua pihak sepakat untuk berpartisipasi dalam ToT dan pendampingan PPG yang akan dilaksanakan. Di Serang, kegiatan yang sama dilaksanakan pada tanggal 16 Agustus 2013, dengan dibuka oleh Wakil Bupati Serang, Hj. Ratu Tatu Chasanah. Pertemuan melibatkan unsur-unsur dari Bappeda, Dinas Pendidikan Kabupaten, Kantor Kemenag Kabupaten, BKD, DPRD, dan PGRI. Hasilnya, pemerntah daerah Kabupaten Serang sangat antusias untuk menindaklanjuti rencana penataan dan pemerataan jumlah guru di kabupaten ini.

Kabupaten


Dinas Pend. LK PR

Kantor MenAg LK PR

BKD LK PR

Bappeda dan lain LK PR

Total LK PR

Total semua

Pandegalng

2

0

4

0

0

0

1

0

1

0

8

0

8

Serang

2

0

4

0

0

0

1

0

0

1

7

1

8


67

No 1

Nama Kegiatan ToT Fasilitator (Service Provider) Jabar - Banten

Tujuan

Kapan

1. Peserta TOT memahami dan mampu menyampaikan tujuan dan fokus Lokakarya 1 Analisis Distribusi Guru kepada peserta lokakarya 1.

Lembang, 26 – 28 Juni 2013

Siapa yang Terlibat Tim Fasilitator LPTK, IT/MES, GM/WSDS, PC, Tim Jabar & STTA

Hasil Capaian 1. Tersampaikannya maksud tujuan 2. Terpahaminya kerangka analisa PPG 3. Terpahaminya persiapan data dan perangkat lunak SIMPK

2. Peserta TOT memahami dan mampu menyampaikan kerangka analisis distribusi guru kepada perserta lokakarya 1

4. Terpahaminya analisa kesenjangan guru dari berbagai jenjang

3. Peserta TOT memahami dan mampu memfasilitasi peserta lokakarya 1 terkait dengan penyiapan data dan penggunaan perangkat lunak SIMPK.

5. Tersampaikannya materi identifikasi isu strategis dalam distribusi guru

4. Peserta TOT mampu memahami dan memfasilitasi peserta WS 1 dalam menganalisis kesenjangan kecukupan guru pada tingkat satuan pendidikan, baik guru kelas maupun guru mata pelajaran. 5. Peserta TOT mampu mengidentifikasi isu-isu strategis dalam distribusi guru. 4

Pendampingan 2

1. Melengkapi data Hasil Analisis Data saat lokakarya di Cipanas, yaitu Analisis Individu Guru; Analisis Jenjang Sekolah; Analisis Jenjang Kecamatan dan Analisis Jenjang Kabupaten / Kota.

Pandeglang : 21 & 26 Agustus 2013 Serang : 4 & 10 September 2013

Tim Data, SP, DC, IT dan GMS

1. Terpenuhinya kelengkapan analisis data melalui lembar kerja (LK.4) 2. Teridentifikasinya isu – isu strategis dalam pengisian isu – isu strategis

2. Melengkapi, menyempurnakan Isu – Isu sebagaimana Lembar Kerja Unit 4 dan Menentukan Isu Strategis

68


DISEMINASI TINGKAT DAERAH Kegiatan replikasi pelatihan Modul CTL USAID PRIORITAS ini terbagi menjadi 5 (lima) kegiatan pelatihan berdasarkan Mata Pelajaran (MAPEL). Masing-masing MGMP Mata Pelajaran memiliki perbedaan waktu penyelenggaraan, tetapi pola pelatihan masih tetap sama 1 hari persiapan dan 3 hari pelaksanaan. Tempat pelatihan berpusat di SMPN 1 Rangkasbitung dan praktik mengajar dilaksanakan di SMPN 1 dan SMPN 4 Rangkasbitung. Berikut adalah rincian waktunya: 1. MGMP Bahasa Inggris, persiapan tanggal 16 Agustus 2013, pelaksanaan tanggal 17 – 19 Agustus 2013. 2. MGMP Matematika, persiapan tanggal 18 Agustus 2013, pelaksanaan tanggal 19 – 21 Agustus 2013. 3. MGMP IPS, persiapan tanggal 21 Agustus 2013, pelaksanaan tanggal 22 – 24 Agustus 2013. 4. MGMP Bahasa Indonesia, persiapan tanggal 24 Agustus 2013, pelaksanaan tanggal 25 – 27 Agustus 2013. 5. MGMP Bahasa Inggris, persiapan tanggal 27 Agustus 2013, pelaksanaan tanggal 28 – 30 Agustus 2013. Acara ini dibuka secara simbolis secara keseluruhan dalam pembukaan pelatihan Bahasa Inggris, yaitu tanggal 17 Agustus 2013. Pejabat yang membuka kegiatan ini adalah Kepala Bidang Pendidikan Menengah SMP/SMA/SMK Dinas Pendidikan Kabupaten Lebak, Drs. Hadi Nugraha, M.Pd. Beliau berpesan dalam pembukaan tersebut, “yang harus dikembangkan oleh guru dalam kurikulum adalah dimensi cara atau dimensi metoda. Dimensi pertama yang isinya berupa perencanaan itu telah diselesaikan oleh pemerintah. Tidak ada satupun metode yang terbaik di seluruh jagat raya ini ataupun di sekolah, saya harapkan teman-teman tidak terbuai dengan pemikiran bahwa ini adalah metode yang paling baik. Tetapi ada suatu metode yang baik, yaitu metode yang selalu mampu memberikan kemudahan bagi peserta didik untuk belajar dan meningkatkan seluruh potensinya. Jadi bukan soal instrumen tetapi pada soal bagaimana anak merasakan begitu mudah untuk belajar bersama. Sehingga mudah-mudahan kalau anak merasa mudah untuk belajar, maka insya Allah peningkatan mutu dan prestasi anak didik akan lebih baik. Kita punya harapan besar bahwa ke depan akan memiliki guru-guru yang berkualitas.” Peserta terdiri dari unsur guru-guru mata pelajaran yang berada di lingkungan / Wilayah Bina 1 Dinas Pendidikan Kabupaten Lebak, yaitu guru-guru dari 8 sekolah utama dan tambahannya: 1. SMPN 1 Rangkasbitung 2. SMPN 4 Rangkasbitung 3. SMPN 6 Rangkasbitung 4. SMPN 7 Rangkasbitung 5. SMPN 8 Rangkasbitung 6. SMPN 10 Rangkasbitung 7. SMPN 1 Cibadak 8. SMPN 2 Cibadak 9. SMP lainnya


69

Secara keseluruhan 5 kegiatan ini berjalan dengan lancar dan seluruh peserta terlibat dengan aktif dan semangat dari awal hingga akhir. Peserta yang seluruhnya adalah guru-guru, banyak yang berpendapat “baru kali ini mendapatkan pelatihan yang semangat”, “tidak ngantuk”, “menyenangkan”, “siap diaplikasikan di sekolah”, dan lain sebagainya.

Pelajaran yang Dipetik Dikarenakan tidak semua guru berlatar belakang mata pelajaran yang lima utama, ada yang dari pendidikan jasmani, seni budaya dan lainnya, tetapi pelatihan tersebut masih dapat diserap oleh guru mata pelajaran yang lain. Metoda atau cara mengajar siswa tersebut tetap dapat diaplikasikan pada pelajaran tersebut.

KEGIATAN LAIN Ujicoba perangkat lunak BOS 2013 pada tanggal 22 Agustus 2013 di SDN Ciruas 4 melibatkan beberapa kepala sekolah, bendahara sekolah dari 3 sekolah yaitu SDN 4 Ciruas, SD Nagarapadang Petir, dan SDN Periuk. Tujuan kegiatan adalah memberikan masukan–masukan tentang kemudahan instruksi dari Perangkat lunak BOS, dan tentang masalah–masalah yang dihadapi sekolah dalam menggunakan aplikasi ini. Ujicoba berjalan lancar dengan terkumpulnya sejumlah informasi penting yang bisa dimanfaatkan untuk pengembangan aplikasi ini ke depan.

Galeri Foto:

Kadisdikprov Banten, Drs. Hudaya Latuconsina, tengah menyimak penjelasan PC Banten, Rifki Rosyad, mengenai program USAID PRIORITAS.

Rapat pembahasan draf KAK dan Pemilihan draf Kec. Mitra bersama Bappeda, Dinas Pendidikan dan Kantor Kemenag di ruang rapat Bappeda Tangerang selatan, 13 Sept 2013

Foto Bersama: ki-ka, Endang Suherman, adc. Kadindik Provinsi Banten; Aep Junaidi, Kabid Diknas; Ahmad Ridwan, Kabalai Tekom; Ade Ahmad Kosasih, Kabid PMPTK; John Pahamzah, TTI Specialist; Drs. Hudaya Latuconsina, KadindikProv; Rifki Rosyad, PC Banten; Nahrawi, Kasi Bina SMP; Didin Sihabudin, Kasi Bina SMP; Ahmad Mardiyanto P., GM dan WSD Specialist.

Foto Bersama: Duduk (ki-ka): Dra. Hj. Rif'ah Maftuty (Ka BKD), Ir. H. Gembung Rudiansyah Subaedi (Ketua DPRD), Hj. Ratu Tatu Chasanah, SE (Wk. Bupati), Handoko Widagdo (USAID Jakarta), Rifki Rosyad (PC). Berdiri (ki-ka): Ahmad Mardiyanto (GM Sp), Drs. Tb. Syihabuddin (Kasi Madrasah Kemenag), Drs. Daud Fansuri (ka Dinas Pendidikan), Syihabuddin (TTO sp), Aan Ansori (SP IAIN), Eko Wahyu (SP IAIN), Biru Muqdamil (SP IAIN) & Drs. Asep Nugraha (Sekretaris Bappeda)

70


Praktik ajar yang dilaksanakan oleh seorang dosen LPTk dalam rangkaian acara pelatihan pembelajaran bagi dosen LPTK tingkat Secondary.

Suasana pelatihan dalam rangkaian diseminasi/replikasi di Kabupaten Lebak.

Suasana praktik mengajar dalam rangkaian Pelatihan CTL bagi Guru SMP/MTs di Kabupaten Pandeglang

Dua kelompok (dari 3) tengah melakukan ujicoba aplikasi BOS 2013 di SDN 4 Ciruas Kabupaten Serang.


71

Provinsi: Jawa Barat RAPAT KOORDINASI, REVIU, PERENCANAAN ATAU PERTEMUAN LAIN YANG PENTING Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota Tanggal

Dengan siapa

Hasil koordinasi

4 September 2013

Dinas Pendidikan Kabupaten Cirebon



Terpilih usulan beberapa kecamatan

5 September 2013

Pak H. Cece Suryaman Martakusuma, S.Pd (Kepala Dinas Pendidikan Tasikmalaya), Bagian Hukum Kabupaten Cirebon



KAK akan terlebih dahulu dibicarakan dengan beberapa pemangku kepentingan yang terkait khususnya Dinas Pendidikan dan Kemenag juga Sekda.

6 September 2013

Dinas Pendidikan Kabupaten Kuningan



Terpilih usulan beberapa kecamatan

10 September 2013

Kasubag Perencanaan Dinas Pendidikan Kota Bogor



Akan melaksanakan lokakarya tata kelola bagi para kepala sekolah. Dinas pendidikan meminta materi lokakarya diisi oleh modul kepemimpinan DBE1 dan modul MBS PRIORITAS khususnya tentang RKS, RKT, dan RKAS.

SELEKSI KABUPATEN/KOTA KOHOR 2 Tahapan yang dilakukan adalah: (1) Tim Provinsi (Dinas Pendidikan, Kemenag, Bappeda) dan Tim USAID PRIORITAS: Menyepakati kriteria tambahan, yaitu: daerah dipilih mewakili 5 daerah pengembangan Jawa Barat, fokus pada daerah kabupaten, nilai rata-rata lama sekolah dan tingkat kemiskinan. Menetapkan daerah yang masuk dalam daftar panjang Menetapkan daftar pendek, yaitu Kab. Bogor, Kab. Tasikmalaya, Kab. Cirebon, dan Kab. Bekasi Menyepakati untuk mengundang 4 daerah ke provinsi (2) Dinas Pendidikan Provinsi mengundang 4 daerah dalam daftar penek untuk mendapatkan penjelasan tentang bantuan USAID PRIORITAS (3) Verifikasi ke daerah yang masuk dalam daftar pendek, kecuali Kabupaten Bogor karena tanggapan yang diberikan saat menghadiri penjelasan program kurang baik. (4) Koordinasi dengan Kepala Dinas Pendidikan terkait penggantian Kabupaten Bogor dan disepakati diganti dengan Kabupaten Kuningan (5) Tim Pemerintah Provinsi dan Tim USAID PRIORITAS melakukan verifikasi ke Kabupaten Kuningan sekaligus menyerahkan surat penawaran menjadi mitra (6) Daerah mengirimkan surat tanggapan kepada USAID PRIORITAS (7) Daerah terpilih adalah Kabupaten Cirebon, Kabupaten Tasikmalaya, Kabupaten Kuningan, dan Kabupaten Bekasi.

72


PEMILIHAN SEKOLAH MITRA KOHOR 2 Tahapan yang dilakukan adalah: 1. Diskusi tentang kriteria seleksi sekolah mitra USAID PRIORITAS dengan dinas pendidikan, kemenag, dan bappeda dari 4 derah terpilih. Diskusi dilaksanakan pada tanggal 17 September 2013 di Cirebon, 18 September 2013 di Tasikmalaya, 24 September 2013 di Kuningan, dan 26 September 2013 di Bekasi. 2. Seleksi sekolah berdasarkan kriteria akan dilakukan oleh dinas pendidikan dan kemenag serta didampingi oleh staf USAID PRIORITAS Jawa Barat. 3. Verifikasi usulan sekolah oleh tim USAID PRIORITAS bersama-sama dengan dinas pendidikan dan kemenag 4. Penetapan sekolah mitra USAID PRIORITAS Dalam periode Juli-September, tahapan yang baru dilakukan adalah tahapan nomor 1.

PELATIHAN TINGKAT SEKOLAH Pelaksanaan pelatihan tingkat sekolah di Jawa Barat periode Juli-September 2013 adalah sebagai berikut: Kabupaten Ciamis

Jenis Pelatihan Pembelajaran SD/MI


Bandung Barat

Waktu/tempat 3-5 September 2013 (Sindangkasih)

Unsur Peserta

Sekolah/Instansi

kepala sekolah, guru, dan pengawas

MI Gunung Cupu, MI Kalangari, SDN 1 Sukamanah, SDN 1 Sukaraja, SDN 2 Sukamanah, SDN 2 Sukaraja, SDN 3 Sukamanah, SDN 3 Sukaraja

10-12 September 2013 (Banjarsari)

MI Cibadak, MI Sindangtawang, SDN 1 Sindangsari, SDN 1 Sukasari, SDN 2 Sindangsari, SDN 2 Sukasari, SDN 3 Sindangsari, SDN 3 Sukasari,

4-6 September 2013 (Sindangkasih)

MTsN Sindangkasih,, SMPN 1 Cikoneng, SMPN 1 Sindangkasih, dan SMPN 2 Cikoneng

11-13 September 2013 (Banjarsari)

MTsN Wanayasa, SMPN 1 Banjarsari, SMPN 2 Banjarsari, SMPN 3 Banjarasari

MBS SD/MI

4-6 Juli 2013 (Cipatat)

kepala sekolah, guru, komite sekolah dan pengawas

MI Al-Hikmah Cipatat, MI Syamsudin Cipatat, SDN 1 Rajamandala, SDN 2 Rajamandala, SDN 3 Rajamandala, SDN 4 Rajamandala, SDN Nyomplong, SDN Rancabentang


22-24 Agustus 2013 (Cipatat)

kepala sekolah, guru, dan pengawas

MTs Al-Mukhtariyah, SMP Al-Hikmah Cipatat, SMPN 1 Cipatat, dan SMPN 3 Cipatat. MTsN Cihampelas, SMPN 1 Cihampelas, SMPN 2 Cihampelas, SMPN Pataruman

26-28 Agustus 2013 (Cihampelas) MBS SMP/MTs

10-12 September 2013 (Cipatat & Banjarsari

kepala sekolah, guru, komite sekolah dan pengawas


73

PEMILIHAN SEKOLAH LAB AND SEKOLAH MITRA LPTK Proses pemilihan sekolah lab dan mitra LPTK di Jawa Barat adalah sebagai berikut: 1. Penyusunan kriteria pemilihan sekolah dilakukan bersama-sama antara USAID PRORITAS dan pihak LPTK pada saat pertemuan awal. 2. Penyusunan daftar panjang dan daftar pendek dilakukan oleh UPI dan UIN. 3. Pemilihan sekolah/madrasah dilakukan bersama-sama antara USAID PRIORITAS Jawa Barat, UPI, dan UIN. Pemilihan sekolah lab dan sekolah mitra UPI dilakukan pada tanggal 22 Agustus 2013 bertempat di kantor LPPM UPI dengan dihadiri oleh 7 orang yang terdiri dari ketua LPPM, Sekretaris LPPM, Kepala P2JK, Ketua jurusan program studi pedagogi, dan beberapa perwakilan fasilitator LPTK. Pemilihan sekolah mitra UIN dilakukan pada tanggal 23 Agustus 2013 bertempat di UIN Bandung, dihadiri oleh 7 orang yang terdiri dari Dekan Fakultas Tarbiyah dan Keguruan UIN beserta perwakilan fasilitator LPTK. Sekolah mitra UPI

SD Negeri Isola 1 dan 2 Bandung, SD Negeri Sukarasa 3,4,dan 5 Bandung, SD Negeri Gegerkalong 1 dan 2 Bandung, SD Negeri Cirateun, Kec. Cidadap, SD Labschool UPI Bandung, SDN Kayuambon 1 Lembang, SMP Labschool UPI, SMPN 3 Lembang, dan SMPN 12 Bandung.

Sekolah mitra UIN

MI Al-Misbah – Cipadung, MIN 1 Cicendo – Bandung, MI Nailusibyan, Mi Miftahul Falah Gede Bage, MIN 2 Margasari, MI Abdurrohman, MTsN 2 Bandung (Cicaheum), MTs. Kifayatul Achyar, dan MTs. Ar-Rosyidiyah – Cibiru

4. Verifikasi ke sekolah terpilih 5. UPI dan UIN membuat surat keputusan penetpan sekolah/madrasah tersebut sebagai mitra dalam program USAID PRIORITAS.

PELATIHAN MBS: LPTK MITRA DAN KONSORSIUM Pelatihan MBS bagi dosen UIN dan konsorsiumnya dilaksanakan pada tanggal 16-18 Juli 2013 bertempat di Hotel Bali World Bandung. Peserta yang mengikuti pelatihan ini dilatih oleh para fasilitator LPTK yang telah mengikuti TOT di tingkat provinsi dan dihadirkan pula narasumber yaitu wakil kepala SMPN 8 Kota Bogor yang juga sebagai Fasda Kota Bogor. Sekitar 80% dari peserta menyatakan bahwa pelatihan MBS ini sangat bermanfaat untuk menunjang tugas sebagai dosen. Pejabat Universitas (kajur, dekan, dll) Yang Dilatih

Jumlah Dosen yang Dilatih Nama LPTK

74

LK

PR

LK

PR

Jumlah

IAID Ciamis

2

1

1

0

4

STAI Siliwangi

4

0

0

0

4

UIN Bandung

12

10

0

0

22

Jumlah

18

11

1

0

30


PELATIHAN DOSEN PEDAGOGI: LPTK MITRA DAN KONSORSIUM Pelatihan dosen pedagogi untuk jenjang SMP/MTs dilaksanakan pada tanggal 23-25 Juli 2013 sedangkan jenjang SD/MI dilaksanakan pada tanggal 27-29 Juli 2013 bertempat di Hotel Pesona Bamboe Lembang. Peserta yang mengikuti pelatihan ini dilatih oleh para fasilitator LPTK yang telah mengikuti TOT di tingkat provinsi. Berdasarkan refleksi pasca-praktik mengajar pada umumnya peserta berkomitmen untuk mengimplementasikan di kampus masing-masing.

Nama LPTK

Jumlah Dosen jang Dilatih SMP/MTs LK PR

Jumlah Dosen Yang Dilatih SD/MI LK

PR

IAID

2

3

5

5

STAI

6

4

7

4

UIN

3

8

6

4

UNINUS

4

8

5

7

UNPAS

6

5

4

1

UPI

4

6

3

7

25

34

30

28

Jumlah

PENGEMBANGAN MATERI DAN KURIKULUM LITERASI UNTUK LPTK Lokakarya pengembangan materi literasi untuk LPTK di provinsi Jawa Barat merupakan tindak lanjut dari lokakarya nasional awal Juli di Jakarta. Materi yang akan dibahas dalam lokakarya ini adalah mengenai literasi untuk sekolah dasar. Jawa Barat masuk dalam kelompok 2 yang terdiri dari UNTIRTA, IAIN SHM Banten, UPI, UIN Bandung. Lokakarya ini akan dilaksanakan sebanyak 3 kali dan lokakarya pertama dilakukan pada tanggal 25-27 September 2013 di Cimahi. Lokakarya ini diikuti oleh 4 laki-laki dan 6 perempuan yang terdiri dari 8 dosen dan 2 guru. Hasil dari lokakarya pertama ini adalah draf pertama yang meliputi dua topik yaitu Apa yang Diajarkan di Kelas Awal (What to Teach in Early Grade Literacy) dan Pengelompokan Program Literasi (Literacy Block).


75

KEGIATAN TATA KELOLA DAN MANAJEMEN TINGKAT KABUPATEN PENATAAN DAN PEMERATAAN GURU Sosialisasi Daerah Cimahi

Tanggal

Unsur Peserta

Tujuan

Hasil

2 Juli 2013

Sekretaris Dinas Pendidikan; Kabid Dikdas; Kasubbag Program dan Perencanaan; Kasubbag Kepegawaian; Staf DAPODIK; Staf BKD

Terbangun persepsi yang sama terhadap tujuan dan manfaat program Penataan dan Pemerataan Guru, terbangun kesadaran dan komitmen untuk melakukan analisis lebih lanjut dalam rangka menghasilkan kebijakan penataan dan pemerataan guru.

Peserta melihat bahwa penataan dan pemerataan guru merupakan isu penting dan sensitif yang harus dikawal bersama-sama pelaksanaannya.

Perwakilan Bappeda; Kabid Program dan Kesejahteraan BKD; Unsur Pengawas; Unsur PGRI; Dewan Pendidikan Bandung Barat

3 Juli 2013

Kepala Dinas Pendidikan; Kabid Dikdas Kasubbag Program dan Perencanaan; Kasubbag Kepegawaian; Perwakilan Kemenag; Staf DAPODIK; Staf BKD

Peserta menyetujui bahwa kacamata akurasi data sangat penting dan menyepakati bahwa data pokok pendidikan dijadikan data dasar untuk analisis data guru.

Perwakilan Bappeda; Kabid Mutasi BKD Unsur Pengawas; Ketua PGRI; Ketua Dewan Pendidikan Ciamis

76

4 Juli 2013

Kepala Dinas Pendidikan; Sekretaris Dinas;Kabid MUtasi BKD; Kabid Sosbud Bappeda; Kabid Dikdas Disdik; Kasubbag Kepegawaian; Ketua PGRI; Ketua Dewan Pendidikan; Unsur Pengawas; Staf DAPODIK


Pendampingan Daerah

Tanggal

Unsur Peserta

Tujuan

Hasil

Pendampingan 1 Cimahi

11-12 Juli 2013

Bandung Barat

15-16 Juli 2013

Ciamis

17-18 Juli 2013

Tim analisis Data, yang terdiri dari 1 orang subbag program, 1 orang kasubbag kepegawaian, 2 orang staf dapodik, 1 staf Data BKD

1. Melengkapi, Memperbaharui dan melakukan validasi data pokok pendidikan kabupaten/kota dan data kependudukan untuk kepentingan Lokakarya Analisis Data;

Kelengkapan DAPODIK meningkat baik dari sisi kuantitas maupun kualitas dan bisa dipakai untuk analisis data pada lokakarya 1 - Analisis Data Penataan & Pemerataan Guru

2. Menyepakati udpdate dan validasi data untuk Penataan dan Pemerataan Guru. Pendampingan 2 Cimahi

21-22 Agustus

Ciamis

27-28 Agustus

Bandung Barat

29-30 Agustus

Tim analisis Data, yang terdiri dari 1 orang subbag program, 1 orang kasubbag pegewaian, 2 orang staf dapodik, 1 staf Data BKD

Pendampingan 3 Ciamis

30 Agt – 1 Sept

Cimahi

9-10 September

Bandung Barat

16-23 Sept

Kepala Dinas Pendidikan/Sekretaris Dinas Bidang DIkdas Bidang Sosbud Bappeda Bidang Mutasi BKD Kasubbag Kepegawaian

(1) Melakukan reviu hasil lokakarya analisis data; (2) Melakukan analisis data lebih lanjut; (3)Melakukan verifikasi data, jika diperlukan; (4) Merumuskan peta kondisi guru dalam rangka mencapai SPM bidang Pendidik dan Tenaga Kependidikan; (5) Menghitung kesenjangan; (6) Merumuskan isu-isu strategis terkait dengan peta kondisi guru dalam rangka mencapai SPM bidang Pendidik dan Tenaga Kependidikan.

Tim Kebijakan melakukan verifikasi terhadap analisis data yang dilakukan tim data, dan menyimpulkan bahwa ada isu strategis yang berkaitan dengan pemerataan guru yang harus segera di sikapi. Kumpulan analisis data beserta isu strategisnya akan di bawa sebagai amunisi pada Lokakarya 2 : Analisis Kebijakan Penataan dan Pemerataan Guru

Ketua tim Data : Kasubbag Program Perwakilan tim Data (Dapodik/Kepegawaian) Staf BKD

Lokakarya 1 Penataan dan Pemerataan Guru - Data Analysis Lokakarya dilaksanakan pada tanggal 23-25 Juli 2013 bertempat di Hotel Cianjur. Komposisi peserta terdiri dari Kasubbag Program, Kasubbag Kepegawaian/PTK atau Unsur Dikdas, staf DAPODIK, BKD Kab/kota, perwakilan Dinas Pendidikan Provinsi dan LPMP, fasilitator UPI dan UIN. Kegiatan ini bertujuan meningkatkan kapasitas peserta dalam (1) penggunaan perangkat lunak SIMPK-DAPODIK; (2) mampu melakukan pivoting secara mandiri; (3) mampu mereviu data yang akan digunakan dalam


77

analisis; (4) mampu mengidentifikasi isu strategis pada jenjang satuan pendidikan, kecamatan, dan kabupaten/kota; (5) memahami cara melakukan analisis penyebab akar masalah. Hasil dari lokakarya ini adalah peserta telah mampu menggunakan SIMP-K untuk menemukan profil kecukupan guru yang dikaitkan dengan SPM bahkan SNP. Melalui data yang telah dihasilkan, peserta telah mampu menemukan isu-isu strategis yang berkaitan dengan peta guru di masing-masing kabupaten.

Provinsi/Kabupaten


Dinas Pendidikan LK PR

BKD LK PR

staf/pejabat SKPD lainnya LK PR

Jumlah LK PR

Jumlah LK+PR

Bandung

0

0

0

1

0

0

0

0

0

1

1

Ciamis

0

0

5

0

0

0

0

0

5

0

5

Cimahi

0

0

3

1

1

0

0

0

4

1

5

Kab. Bandung Barat

0

0

4

0

1

0

0

0

4

1

5

Provinsi Jabar

7

1

0

0

0

0

1

0

8

1

9

Jumlah

7

1

12

2

2

0

1

0

21

4

25

DISEMINASI TINGKAT DAERAH Sukabumi melakukan diseminasi berupa pelatihan PAKEM bagi 15 SDN di Kecamatan Sukalarang Sukabumi. Gelombang pertama pada tanggal 9-11 September 2013 dan gelombang kedua pada tanggal 12-14 September 2013. Sumber dana pelatihan ini berasal dari dana mandiri sekolah dan kas KKG dengan nilai total Rp 17,860,000,-

KEGIATAN LAIN Kunjungan Pejabat RTI International Kantor Pusat ke MI Asih Putera Cimahi Rombongan RTI yang berjumlah 3 orang yakni Eddie Story (Senior Vice President, General Counsel, and Corporate Secretary), Mohammed Ali (Senior Director-Chief Procurement Officer) dan Dan Segal (International Councel) berkunjung ke MI Asih Putera Cimahi yang merupakan salah satu mitra USAID PRIORITAS di Jawa Barat pada tanggal 11 Juli 2013. Tujuan dari kunjungan tersebut adalah untuk melihat kondisi sekolah setelah mendapatkan bantuan dari USAID PRIORITAS. MI Asih Putera ini telah diberikan pelatihan PAKEM dan MBS oleh USAID PRIORITAS pada bulan Mei 2013. Rombongan sangat terkesan melihat proses pembelajaran yang terjadi di MI Asih Putera.

Monitoring 1 (Baseline): Pengumpulan data instrumen 9 (Pengamatan mahasiswa praktik mengajar PPL UIN) Pengamatan dilakukan pada tanggal 27-28 Agustus 2013 terhadap 10 orang mahasiswa UIN yang sedang melakukan PPL di SMPN 2 Cileunyi dan MI Naelushibyan/Assawiyah Cileunyi. Kesepuluh orang tersebut terdiri dari 3 orang dari jurusan Matematika, 3 orang dari jurusan IPA (Fisika dan Biologi), dan 4 orang dari Program Studi PGMI. Berdasarkan hasil pengamatan terlihat bahwa suasana proses belajar mengajar baik di MI maupun di SMPN belum mencerminkan pembelajaran aktif, tempat duduk siswa masih berbanjar, guru lebih cenderung ceramah, tidak ada pajangan hasil karya siswa dan penyampaian materi/bahan ajar masih monoton. 78


Galeri Foto:

Dosen UIN berkunjung karya pada pelatihan dosen tentang MBS.

Dekan FKIP UNINUS ketika praktik mengajar pada pelatihan dosen pedagogi.

Lokakarya 1: Analysis data Penataan dan Pemerataan Guru

Kegiatan lanjut Penataan dan Pemerataan Guru di Ciamis: USAID PRIORITAS membantu analisis data.

Guru SMP di Bandung Barat ketika menghadiri pelatihan guru.

Siswa SMP terlibat dalam diskusi sebagai bagian dari praktik mengajar.

Siswa SD memajangkan hasil karya mereka dan saling memberi masukan

Tim Jawa Barat membantu tim BOS dari Bangka Belitung.


79

Provinsi: Jawa Tengah Rapat Koordinasi/Reviu/Perencanaan Tingkat Provinsi Tanggal

Dengan siapa

17-18 Juli

Hasil koordinasi

Subag Perencanaan Dinas Pendidikan Provinsi, Seksi Pendataan BKD Provinsi, dan LPMP

Kehadiran perwakilan Dinas Pendidikan Provinsi, BKD Provinsi dan LPMP Provinsi Jawa Tengah dalam Lokakarya 1 PPG tanggal 29-31 Juli 2013.

Rapat Koordinasi/Reviu/Perencanaan Tingkat Kabupaten/kota 

Tanggal 23 Juli – 5 Agustus



 

5-6 September



9 September



16-17 September

 

Dengan siapa Bagian Hukum, Bappeda, dan Sekretaris Dinas Pendidikan Kab. Wonosobo dan Kabupaten Pekalongan Kasubag Perencanaan Dinas Pendidikan Kabupaten Wonosobo Sekdin dan Kabid Dikdas Dinas Pendidikan Kabupaten Pekalongan Kabid Dikdas Dinas Pendidikan Kabupaten Wonosobo



  

Hasil koordinasi Disetujui dan ditandatanganinya KAK oleh Bupati Wonosobo dan Bupati Pekalongan.

Disepakatinya jadwal dan agenda asesmen Kabupaten Wonosobo. Disepakatinya jadwal pemilihan gugus dan sekolah serta verifikasi calon sekolah mitra di Kabupaten Pekalongan Disepakatinya jadwal pemilihan gugus dan sekolah serta verifikasi calon sekolah mitra di Kabupaten Wonosobo.

Rapat Koordinasi/Reviu/Perencanaan LPTK 





Tanggal 9 Juli (UNNES) 10 Juli (IAIN Walisongo)



15 Juli (UKSW Salatiga) 16 Juli (UNS)



17 Juli (UNY)

 

  

 



80

23 Juli (STAIN Purwokerto) 24 Juli (STAIN Pekalongan)



Dengan siapa Dua orang Vocal Point UNNES: Prof. Dr. Ani Rusilowati, M.Pd dan Dra. Hartati, M.Pd Dr. Sujai (Dekan Fakultas Tarbiyah IAIN Walisongo), Ismail, M.Ag (Vocal point dan contact person), Muthohar, M.Ag (Dosen dan fasilitator) Prof. Ferdy Rondonuwu, Ph.D (Wakil Rektor V), Dra. Marthaandari, MA (Wakil Rektor IV) UKSW Salatiga Prof. Dr. Joko Nurkamto (Kepala LPP UNS), Budi Legowo, M.Si (Sekretaris LPP UNS) Dr. Satoto Nayono, M.Eng (Direktur Kantor Internasional UNY), Supartinah, M.Pd (Sekretaris PGSD dan Fasilitator UNY), Esti Swastika, M.Hum Wakil Ketua 1 Bidang Akademik STAIN Purwokerto dan Ketua Jurusan Tarbiyan Ketua STAIN Pekalongan, Wakil Ketua 1 Bidang Akademik, dan Ketua Jurusan Tarbiyah





Hasil koordinasi UNNES, IAIN Walisongo, UKSW Salatiga, UNS, STAIN Purwokerto, STAIN Pekalongan, dan UNY setuju untuk mengirimkan wakil dalam TTI Provincial Consortia Pertemuan dan memilih 6 SD dan 3 SMP laboratorium sebagai mitra program USAID PRIORITAS Mengusulkan topik kurikulum 2013 dimasukkan dalam agenda TTI Provincial Consortia Pertemuan


SELEKSI KABUPATEN/KOTA Kohor 2 Pemilihan kabupaten kohor 2 diawali dengan koordinasi dengan Dinas Pendidikan Provinsi dan Biro Kerjasama Setda Provinsi Jawa Tengah. Koordinasi dilakukan untuk mendapatkan gambaran kabupaten yang sesuai untuk mendapat bantuan teknis dari USAID PRIORITAS. Setelah diperoleh daftar kabupaten yang memiliki kinerja pendidikan rendah dan menjadi prioritas untuk mendapatkan bantuan, dilakukan kunjungan ke kabupaten untuk melihat gambaran awal komitmen dari kabupaten. Kunjungan dilakukan di Kabupaten Wonosobo dan Kabupaten Pekalongan. Kunjungan tersebut untuk melihat komitmen Bupati dan Kepala Dinas Pendidikan dalam menanggapi program USAID PRIORITAS. Berdasarkan kunjungan tersebut kedua kabupaten layak untuk mendapatkan bantuan teknis. STUDI BANDING (Studi banding kohor 2 akan dilaksanakan bulan November 2013)

PELATIHAN TINGKAT SEKOLAH: A. PELATIHAN PAKEM TINGKAT SD/MI Pelatihan PAKEM tingkat SD/MI dilaksanakan secara bertahap sesuai dengan pola di daerah. Peserta pelatihan berasal dari sekolah dan madrasah mitra di dua gugus mitra yang berasal dari unsur pengawas, kepala sekolah, guru dan staf UPTD. Rincian pelaksanaan kegiatan sebagai berikut.

1. Pelatihan PAKEM di Kabupaten Batang Pelatihan diawali dengan penyegaran/persiapan Modul PAKEM SD/MI pada tanggal 3-4 Juli 2013 bertempat di Gedung Pramuka Kabupaten Batang dengan peserta terdiri dari fasilitator daerah Kabupaten Batang. Persiapan dilanjutkan dengan pelatihan yang dilaksanakan dalam dua tahap dengan pola per gugus. Tahap I gugus Kecamatan Batang dilaksanakan pada tanggal 20 – 22 Juli 2013, bertempat di Gedung Pramuka Kabupaten Batang. Tahap II Gugus Reban dilaksanakan pada tanggal 27 – 29 Juli 2013 bertempat di Gedung Koperasi Nastiti Kecamatan Reban.

2. Pelatihan PAKEM di Kabupaten Sragen Persiapan Modul PAKEM SD/MI Kabupaten Batang dilaksanakan pada tanggal 17 – 18 Agustus 2013 bertempat di Balai Diklat Kabupaten Sragen dengan peserta dari fasilitator daerah. Selanjutnya pelatihan dilaksanakan dalam dua tahap dengan pola per kelompok kelas untuk kecamatan Sragen dan Sambungmacan yang bertempat di Balai Diklat Kabupaten Sragen. Tahap I dilaksanakan pada tanggal 24 – 26 Agustus 2013 dan Tahap II dilaksanakan pada tanggal 31 Agustus – 2 September 2013.

3. Pelatihan PAKEM di Kabupaten Semarang Pelatihan diawali dengan persiapan Modul PAKEM SD/MI tanggal 19 – 20 Agustus 2013 di Hotel Le Beringin Salatiga yang diikuti oleh fasilitator daerah Kabupaten Semarang. Untuk pelatihan dilaksanakan satu tahap namun di buat 2 kelompok dengan pola per gugus yaitu gugus Kecamatan Tengaran dan Kecamatan Sumowono. Pelatihan dilaksanakan pada tanggal 24 – 26 Agustus 2013 bertempat di Hotel Le Beringin Salatiga.

B. PELATIHAN CTL TINGKAT SMP/MTs Pelatihan tingkat sekolah materi CTL dilaksanakan mulai tanggal 16 Agustus-25 September. Peserta dari setiap kabupaten berasal dari unsur guru, kepala sekolah, pengawas, dan staf UPTD. Berikut rinciannya:


81

1. Pelatihan CTL di Kabupaten Purbalingga Pelatihan dimulai dengan persiapan modul bagi fasilitator di Kabupaten Purbalingga pada tanggal 20-21 Agustus di Purbalingga. Setelah persiapan, pelatihan CTL SMP/MTs dilaksanakan secara bertahap pada tanggal 26-28 Agustus dan 29-31 Agustus di Owabong Cottege Purbalingga. Praktik mengajar dilaksanakan di SMPN 1 Mrebet, SMPN 2 Mrebet, SMPN 1 Kemangkon, dan SMPN 2 Kemangkon.

2. Pelatihan CTL di Kabupaten Semarang Persiapan modul dilakukan pada tanggal 22-23 Agustus di Salatiga dengan diikuti oleh 10 orang fasilitator Kabupaten Semarang. Kegiatan pelatihan dimulai dari tanggal 27 Agustus dan berakhir 29 Agustus dengan sistem pararel untuk masing-masing kecamatan. Pelaksanaan pelatihan di Hotel Le Bringin Salatiga dengan praktik mengajar dilakukan di SMPN Bergas 1, 2 dan SMPN Tuntang.

3. Pelatihan CTL di Kabupaten Batang Persiapan modul dilaksanakan pada tanggal 24-25 Agustus di Kabupaten Batang diikuti oleh 10 orang fasilitator. Pelatihan terbagi dalam 2 tahap. Tahap 1 dilaksanakan pada tanggal 31 Agustus – 2 September untuk kelompok Subah dengan praktik mengajar di SMPN 1 Subah dan MTsN Subah. Pelatihan tahap 2 kelompok Batang dilaksanakan pada tanggal 7 – 9 September dengan praktik mengajar di SMPN 7 dan 8 Batang.

4. Pelatihan CTL di Kabupaten Banjarnegara Persiapan modul dilaksanakan pada tanggal 6 – 7 September di Hotel Surya Yudha dengan diikuti oleh 9 orang fasilitator daerah. Kelanjutan dari persiapan berupa pelatihan CTL dilaksanakan pada tanggal 14–16 September. Peserta dibagi menjadi dua kelompok pararel. Kelompok A mencakup SMPN 2 Banjarnegara, SMPN 2 Mandiraja, dan MTsN 2 Banjarnegara, sedangkan kelompok B mencakup SMPN 5 Banjarnegara, SMP Taman Siswa, MTs Ma’arif Mandiraja, SMPN 1 Mandiraja dan SMPN 1 Klampok. Praktik mengajar dilaksanakan di SMPN 1, 2, 5 Banjarnegara, dan MTsN 2 Banjarnegara.

5. Pelatihan CTL di Kabupaten Sragen Pelatihan diawali dengan persiapan modul pada tanggal 17-18 September dan dilanjutkan dengan pelatihan CTL yang terbagi 2 tahap secara beruntun di Badan Diklat dan Litbang Kabupaten Sragen. Kelompok A dilaksanakan pada tanggal 19-21 September dan kelompok B pada tanggal 23-25 September. Praktik mengajar dilaksanakan di SMPN 3, 4, dan 6 Sragen, MTsN Sragen dan Tanon, SMPN 1 dan 2 Tanon, dan SMPN 2 Sambungmacan.

C. PELATIHAN MANAJEMEN TINGKAT SD/MI Pelatihan manajemen tingkat SD/MI sudah dimulai sejak bulan Juni 2013 dan berakhir pada bulan September 2013. Unsur yang terlibat di setiap kabupaten yaitu dari komite sekolah, kepala sekolah, guru, pengawas baik dari Disdikpora maupun Kemenag. Perincian pelaksanaan adalah sebagai berikut:

1. Kabupaten Batang, tahap 1 terlaksana pada tanggal 22 – 24 Agustus di Gedung Pramuka, sedang tahap 2 terlaksana pada tanggal 28-30 Agustus bertempat di Gedung Koperasi Nastiti, Reban. 2. Kabupaten Semarang, tahap 1 terlaksana pada tanggal 31 Agustus – 2 September di Hotel Beringin Salatiga, sedang tahap 2 terlaksana pada tanggal 7 – 9 September di Hotel Beringin, Salatiga. 82


3. Kabupaten Sragen, tahap 1 pada tanggal 3 – 5 September 2013 bertempat di Balai Diklat Kabupaten Sragen, sedang tahap 2 terlaksana pada tanggal 10 – 12 September bertempat di Balai Diklat. D. PELATIHAN MANAJEMEN TINGKAT SMP/MTs Pelatihan manajemen tingkat SMP/MTs berlangsung di bulan September dan dikuti peserta dari unsur komite sekolah, kepala sekolah, guru, pengawas baik dari Disdikpora maupun Kemenag. Perincian kegiatan adalah seperti berikut:

1. Kabupaten Purbalingga, pelatihan pada tanggal 2 – 4 September bertempat di Wisma Asri. 2. Kabupaten Semarang, terlaksana pada tanggal 7 – 9 September 2013 bertempat di Hotel Beringin, salatiga. 3. Kabupaten Batang, terlaksana pada tanggal 10 – 12 September, bertempat di Gedung Pramuka. 4. Kabupaten Sragen, terlaksana pada tanggal 23-25 September di Balai Diklat Kabupaten Sragen. PEMILIHAN SEKOLAH LAB DAN SEKOLAH MITRA LPTK Seleksi sekolah mitra LPTK dilaksanakan melalui proses sebagai berikut: USAID PRIORITAS Jawa Tengah mengirimkan kriteria calon sekolah/madrasah mitra kepada LPTK Mitra (UNNES, IAIN Walisongo, dan UNY) dan meminta untuk mengirimkan daftar calon sekolah/madrasah mitra berdasarkan kriteria tersebut. Selanjutnya setiap LPTK mengirimkan daftar sekolah/madrasah mitra kepada TTI DS USAID PRIORITAS Jawa Tengah. Masing-masing LPTK mengirimkan data 6 SD/MI dan 3 SMP/MTs yang akan diverifikasi oleh staf USAID PRIORITAS Jawa Tengah (proses verifikasi masih berlangsung).

PERTEMUAN KONSORSIUM DAN PENYUSUNAN MODUL Pertemuan Konsorsium LPTK MITRA Pertemuan Konsortium LPTK mitra USAID PRIORITAS Jawa Tengah diadakan pada tanggal 16-17 September 2013 di Hotel Lor In Solo. Acara dibuka oleh Rektor UNNES (Prof. Dr. Fathr Rokhman, M.Hum) dan ditutup oleh Wakil Rektor 3 IAIN Walisongo (Dr. Darori Amin, M.Ag). Peserta pertemuan adalah para pimpinan LPTK dan perwakilan dosen yang sudah mendapatkan pelatihan dari USAID PRIORITAS, baik pelatihan pedagogi maupun MBS. Rincian peserta lengkap sebagai berikut: UNNES

IAIN Walisongo

L

2

4

0

1

1

3

3

1

P

2

0

3

2

2

0

0

2

Total

4

4

3

3

3

3

3

3

Peserta

UN Y

IKIP PGRI Semarang

UKSW Salatiga

STAIN Purwokerto

STAIN Pekalongan

UNS

PELATIHAN SEKOLAH LAB AND SEKOLAH MITRA LPTK Pelatihan baru akan dilaksanakan pada bulan November - Desember 2013


83

PELATIHAN DOSEN PEDAGOGI: LPTK MITRA DAN KONSORSIUM Pelatihan sudah selesai dilaksanakan pada bulan Juni 2013

PENGEMBANGAN MATERI DAN KURIKUM BAHASA UNTUK LPTK Penyusunan materi dan kurikulum bahasa untuk kelas awal diadakan dalam 3 kali rangkaian lokakarya. Lokakarya pertama dilaksanakan pada tanggal 21-23 September 2013 di kantor USAID PRIORITAS Jawa Tengah. Lokakarya difasilitasi oleh Angi Anggari (Konsultan) dan Ajar Budi Kuncoro (USC). Peserta terdiri atas perwakilan dosen dari UNNES, UNY, dan IAIN Walisongo. Dalam rangka pengembangan materi dan penulisannya ada tiga orang kunci yaitu Nensilianti (TTIDS Sulawesi Selatan), Nugraheti Sismulyasih (UNNES), Muhana Gipayana (UM Malang). Dua orang guru SD/MI juga terlibat aktif dalam lokakarya pengembangan materi ini. Rincian peserta sebagai berikut.

Peserta

UNNES

IAIN Walisongo

Guru/ Kepala sekolah

UNY

Total

L

1

0

0

0

1

P

1

2

2

2

7

Total

2

2

2

2

8

KEGIATAN TATA KELOLA DAN MANAJEMEN TINGKAT KABUPATEN Pelatihan 1 Fasilitator LPTK/LPMP : Penataan dan Pemerataan Guru Pelatihan bagi fasilitator Penataan dan Pemerataan Guru dilaksanakan pada tanggal 1-4 Juli 2013 di Hotel Wahid Salatiga. Tujuan dari kegiatan ini yaitu agar peserta mampu menganalisis data untuk pemetaan dan pemerataan guru serta peserta mampu melatih tim teknis kabupaten dalam menganalisis data guru. Peserta berjumlah 10 orang terdiri dari 2 orang dosen UNNES (L:2, P:0), 2 orang dosen IAIN Walisongo (L;2, P:0), 2 orang dosen UNY (L:1, P:1), 2 orang Dosen IKIP PGRI Semarang (L:1, P:1), 1 orang dosen UKSW Salatiga (L:1,P:0), dan 1 orang staf LPMP Jawa Tengah (L:1, P:0).

Sosialisasi Penataan dan Pemerataan Guru Kegiatan Penyamaan Persepsi Program PPG bertujuan membangun komitmen para pemangku kepentingan pendidikan kabupaten dalam pemetaan dan pemerataan guru. Kegiatan dilaksanakan di Kabupaten Batang (16 Juli), Purbalingga (18 Juli), Banjarnegara (18 Juli), Sragen (23 Juli), dan Kabupaten Semarang (24 Juli). Peserta berasal dari unsur Bupati, DPRD, Dewan Pendidikan, Dinas Pendidikan, Kemenag, UPTD, Pengawas, dan Kepala Sekolah yang difasilitasi oleh dosen LPTK yang telah mengikuti TOT 1 di Salatiga.

84


Kabupaten

Dikpora LK PR

Kemenag LK PR

Pengawas LK PR

BKD LK PR

Bappeda LK PR

Lainnya LK PR

Total LK PR

Total

Batang

9

1

2

0

3

0

2

0

1

1

4

0

21

2

23

Pubalingga

8

1

1

1

2

0

0

1

2

0

2

0

15

3

18

Banjarnegara

10

4

1

0

2

0

0

0

2

0

3

0

18

4

22

Semarang

13

3

1

0

0

0

0

1

0

0

2

0

16

4

20

9

0

0

0

3

0

1

0

0

2

2

1

15

3

18

Sragen

Lokakarya 1 Penataan dan Pemerataan Guru : Analisis Data Lokakarya 1 Program Penataan dan Pemerataan Guru diikuti oleh tim teknis analisis data 5 kabupaten dengan mengirimkan 5 orang yang berasal dari Dinas Pendidikan dan BKD. Tim Teknis bertugas mengolah data Dapodik dan menganalisis data. Kegiatan tersebut dilaksanakan pada tanggal 28-31 Juli 2013 di Hotel Fave Solo dengan difasilitasi oleh Manajemen dan Governance Specialist dari Jakarta dan Semarang serta dari unsur LPTK dan LPMP yang telah dilatih pada Pelatihan Fasilitator sebelumnya. Peserta

Batang LK PR

Purbalingga LK PR

Banjarnegara LK PR

Semarang LK PR

Sragen LK PR

LK

Total PR

Total

Dikpora

3

1

4

0

2

2

3

1

3

1

15

5

20

BKD

1

0

1

0

1

0

1

0

1

0

5

0

25

Pendampingan 1 Kabupaten Menindaklanjuti kegiatan Lokakarya 1 analisis data PPG, dilakukanlah pendampingan di 5 kabupaten. Pendampingan di kabupaten diikuti 5 orang tim teknis analisis data. Target kegiatan ini adalah untuk memperbaiki dan melengkapi data serta menyelesaikan analisis data sampai dengan muncul isu-isu strategis. Pendampingan di 5 kabupaten dilaksanakan pada tanggal 20 Agustus – 3 September 2013. Peserta

Batang LK PR

Purbalingga LK PR

Banjarnegara LK PR

Semarang LK PR

Sragen LK PR

LK

Total PR

Total

Dikpora

2

1

4

0

2

2

3

1

3

1

15

5

20

BKD

1

0

1

0

1

0

1

0

1

0

5

0

25

Pelatihan 2 Fasilitator LPTK/LPMP : Penataan dan Pemerataan Guru Tujuan pelatihan bagi fasilitator tahap 2 yaitu untuk mengidentifikasi alternatif kebijakan, rumusan kebijakan, dan implementasi kebijakan. Peserta kegiatan terdiri dari 10 orang dari 5 LPTK dan 1 LPMP yaitu 1 orang dari UNNES (L:1, P:0), 2 orang dosen IAIN Walisongo (L;2, P:0), 2 orang dosen UNY (L:1, P:1), 2 orang Dosen IKIP PGRI Semarang (L:1, P:1), 1 orang dosen UKSW Salatiga (L:1, P:0), dan 1 orang staf LPMP Jawa Tengah (L:1, P:0). Kegiatan dilaksanakan pada tanggal 5-7 September 2013 di Hotel Atria Magelang.

Lokakarya 2 : Kebijakan Kegiatan Lokakarya 2 PPG dilaksanakan pada tanggal 17-20 September di Hotel Atria Magelang diikuti oleh 3 orang tim teknis PPG dan 5 orang pengambil kebijakan berasal dari unsur Dinas Pendidikan dan BKD. Tujuan kegiatan ini adalah untuk menyusun alternatif kebijakan, merumuskan kebijakan, dan merencanakan implementasi kebijakan PPG. Pelaksanaan lokakarya 2 difasilitasi oleh dosen dari LPTK serta tenaga dari LPMP Provinsi Jawa Tengah. USAID PRIORITAS – Quarterly Report No. 6 July – September 2013

85

Peserta

Batang LK PR

Banjarnegar a LK PR

Purbalingga LK PR

Semarang LK PR

Sragen LK PR

Total LK PR

Tot al

Dikpora

4

2

6

0

4

2

5

1

5

1

24

6

30

BKD

1

1

2

0

2

0

1

1

2

0

8

2

10

DISEMINASI TINGKAT KABUPATEN Kegiatan diseminasi ditingkat Kabupaten berlangsung pada bulan juli-september 2013 berupa pelatihan PAKEM, CTL maupun MBS baik SMP/MTs. Kegiatan pelatihan dilaksanakan dengan menggunakan modul dari DBE 1,2 dan 3 atau modul Praktik Yang Baik USAID PRIORITAS. Kabupaten yang melaksanakan diseminasi antara lain adalah Kabupaten Jepara, Kudus, Demak, dan Karanganyar. Pendanaan diseminasi berasal dari USAID PRIORITAS (fasilitator) dan dana mandiri Kabupaten/Sekolah. Rincian kegiatan diseminasi yang telah terlaksana adalah sebagai berikut:

Kabupaten

Kegiatan

Tanggal

Jepara

Pelatihan PAKEM Kec. Tahunan

29 Juni - 1 Juli 2013

Jepara

Pelatihan PAKEM Kec. Nalumsari

2 - 4 Juli 2013

Demak

Pelatihan BTL 3, Kec. Bonang (3 hari)

1 - 18 Juli 2013

Demak

Pelatihan BTL 3, KKMTs Kec. Gajah (3 hari)

3 - 16 Juli 2013

Demak

Pelatihan BTL 3, MTsN Gajah (3 hari)

5 - 17 Juli 2013

Demak

Pelatihan CTL, SMPN 1 Guntur, Demak

4 - 6 Juli 2013

Kudus

Pelatihan MBS, Kab. Kudus

4 - 6 Juli 2013

Kudus

Pelatihan CTL Kab. Kudus

20 - 22 Agustus 2013

Kudus

Pelatihan CTL Kab. Kudus

10 - 12 Sept 2013

Karanganyar

Pelatihan PAKEM, Kec. Karanganyar

1 - 3 Juli 2013

Karanganyar

Pelatihan MBS, Kec. Nangsri

1 - 3 Juli 2013

Karanganyar

Pelatihan MBS, Kec. Karanganyar

4 - 6 Juli 2013

Karanganyar

Pelatihan PAKEM, Kec. Tasikmadu

4 -6 Juli 2013

Karanganyar

Pelatihan MBS & BTL 3 (dibagi beberapa angkatan)

4 Juli - 10 Sept 13

Blora

Pelatihan CTL

21 Agust-2 Sept 2013

Purwodadi & Grobogan

Pelatihan PAKEM

8-11 Sept 2013

Purworejo

Penghitungan BOSP Kab. Purworejo

23-Sep-13

KEGIATAN LAIN: 1. PENGAMATAN MAHASISWA PRAKTIK PENGALAMAN LAPANGAN Guna mendapatkan informasi awal mengenai Praktik Pengalaman Lapangan (PPL) mahasiswa 3 LPTK Mitra (IAIN Walisongo, UNNES, UNY), dilakukan pengamatan langsung kepada mahasiswa yang sedang melaksanakan PPL di sekolah mitra LPTK. Mahasiswa yang diamati sebanyak 30 mahasiswa 86


dengan perincian 4 mahasiswa jurusan PGSD/PGMI, 2 mahasiswa pendidikan matematika, 2 mahasiswa pendidikan IPA, dan 2 mahasiswa Pendidikan Bahasa Indonesia. Karena IAIN Walisongo tidak ada jurusan Bahasa Indonesia maka untuk jurusan matematika dan IPA menjadi masing – masing 3 mahasiswa. Untuk UNNES, kegiatan pengamatan terlaksana pada tanggal 28 – 30 Agustus di SDN Tambakboyo 04, dan SMPN 1 Ungaran, sedangkan IAIN Walisongo pada tanggal 28 – 30 Agustus di MI Terpadu Nurul Islam, MTs Fatahillah, dan SMP Nurul Islam , dan UNY pada tanggal 4 – 5 September di SDN Lempuyangan 01, SMPN 1 Mlati, dan SMPN 2 Yogyakarta. Kegiatan pengamatan ini dilaksanakan oleh M &E Specialist dan 3 orang DC.

2. ASESMEN KABUPATEN KOHOR 2 Asesmen Kabupaten Wonosobo sebagai kabupaten mitra baru USAID PRIORITAS Jawa Tengah dilaksanakan pada tanggal 17 September 2013 bertempat di Resto Ongklok Wonosobo. Tujuan kegiatan yaitu mengidentifikasi kebutuhan pengembangan kapasitas di satuan pendidikan dan dinas pendidikan yang sesuai dengan program USAID PRIORITAS. Dalam kegiatan ini dilaksanakan FGD dalam 2 kelompok yaitu kelompok penyelenggara pendidikan terdiri dari Disdikpora (L: 8, P:1) dan Kemenag Wonosobo (L:2, P:3). Kelompok ke 2 yaitu kelompok pendukung penyelenggara pendidikan dihadiri oleh BKD (L:1, P:1), Dewan Pendidikan (L:2, P:0), DPRD (L:1, P:0), dan Bappeda (L: 2, P: 0). Hasil kegiatan yaitu telah didapatkan data-data awal untuk penentuan bentuk kerjasama yang akan dijalin sampai 2017 ke depan.

Galeri Foto

Peserta Pelatihan PAKEM di Sragen sedang menjelaskan hasil pengamatan video pembelajaran dalam kelompok.

Dua siswa SD di Kabupaten Sragen merefleksi hasil praktik. Mereka bercerita tentang pembelajaran yang telah dialami dari awal sampai ahir.

Siswa SMPN 6 Sragen mengikuti pembelajaran CTL tentang bahan kimia dalam praktik mengajar peserta pelatihan.

Hari Riyadi GMS Jateng memandu peserta lokakarya analisis Penataan dan Pemerataan Guru di Hotel Fave Surakarta.


87

Siswa SMPN 5 Banjarnegara mengikuti pembelajaran CTL tentang jenisjenis tanah dan pemanfaatannya dalam praktik mengajar peserta pelatihan.

Peserta pelatihan MBS di Sragen sedang memberikan masukan.

Prof. Faturrahman Rektor Universitas Negeri Semarang membuka acara pertemuan konsorsium LPTK di Hotel Lor-In (16-17 September).

Salah satu peserta Pre-Service Literary Curriculum sedang membuat bahan ajar untuk modul membaca kelas awal.

88


Provinsi: Jawa Timur RAPAT KOORDINASI, REVIU, PERENCANNA ATAU PERTEMUAN LAIN YANG PENTING Tanggal

Dengan siapa

Hasil koordinasi

Rapat program kerja USAID PRIORITAS Tahun anggaran 2013 10 Juli 2013

Dinas Pendidikan Provinsi beserta staf

Telah menganggarkan desiminasi tahun 2013 dalam rangka peningkatan kualitas guru

Rapat koordinasi program kerja USAID PRIORITAS dengan menggunakan dana APBD Provinsi tahun anggaran 2013 23 Agustus 2013

Sungram Dinas Pendidikan Provinsi,Bag.Keuangan Dinas Pendidikan Provinsi)

Pelatihan desiminasi di Kab Pacitan, Kab Magetan, Kab Ponorogo direalisasikan

Rapat koordinasi program USAID PRIORITAS dengan Biro Administrasi Kemasyarakatan & Biro Kerjasama Sekretariat Daerah Provinsi Jawa Timur 2 September 2013

Biro kerja sama Pemerintah Provinsi

MONEV oleh Biro Kerjasama minggu II September 2013 di Mojokerto, Sampang dan Pamekasan sebagai salah satu bahan laporan LKPJ Gubernur


Dengan siapa

Hasil koordinasi

Pertemuan Perencanaan dan Reviu Kabupaten tahyn 2014 untuk Kab. Sampang, Tuban, Blitar & Nganjuk 28 Agustus, 3, 11 dan 13 September 2013

1.

Kasubag. Keuangan

2.

Kasubag. Sungram

3.

Kasi Tendik

Tersedia anggaran dalam RKA 2014 untuk pelatihan dan penguatan kurikulum 2013

SELEKSI KABUPATEN/KOTA KOHOR 2 Proses Seleksi Rapat koordinasi dengan tim teknis provinsi Jawa Timur meninjau daftar kota/kab yang tertunda, koordinasi dengan calon daerah mitra, menetapkan 2 kabupaten yaitu Lumajang dan Ngawi.

Daerah yang Dipilih (1) Kabupaten Ngawi dan Kab.Lumajang (IPM pendidikan rendah, indikator mutu pendidikan rendah, namun komitmen tinggi untuk meningkatkan kualitas pendidikan). (2) Kedua daerah ditetapkan sebagai daerah mitra USAID 420/17555/032/2013 atas nama Gubernur Provinsi Jawa Timur.


PRIORITAS

dengan

No.

89

STUDI BANDING Kabupaten Asal

Kabupaten Tujuan

26 – 27 Agustus 2013

Situbondo

Sidoarjo

PR=33, LK=66, Total=99

SD/MI=3, SMP/MTs=2

26 – 27 Agustus 2013

Pamekasan

Sidoarjo


SD/MI=3, SMP/MTs=2

27 – 28 Agustus 2013

Kab Mojokerto

Nganjuk

PR=22 LK=68, Total=90

SD/MI=3, SMP/MTs=2


Blitar

Tuban


SD/MI=2, SMP/MTs=2


Madiun

Kota Mojokerto


SD/MI=3, SMP/MTs=2

Tanggal

Sekolah yang Dikunjungi

Peserta (LK/PR)

Pada hari pertama Dinas Pendidikan melakukan paparan tentang apa saja yang diperoleh dan bagaimana kiat-kiat mencapai kesuksesan. Hari kedua dilakukan studi lapangan dan membuat rencana tindak lanjut.

Hasil yang dicapai : Bagi Sekolah

Bagi Guru



Memahami MBS , karena mendapat pengalaman langsung dari sumbernya



Mendapatkan contoh praktik yang baik pembelajaran terutama strategi dan inovasi pendidikan



Mendapat gambaran yang baik dari kegiatan PAKEM dan atau CTL



Mendapatkan inovasi dan strategi baru dalam metode pembelajaran pengalaman dalam pengelolaan KKG

Bagi Pemerintah Kabupaten

Bagi Komite Sekolah 

Mendapatkan penjelasan tentang menggerakkan PSM



Memperoleh bukti bahwa pelaksana bidang pendidikan perlu mendapat dukungan dari pemangku kepentingan.

PELATIHAN TINGKAT SEKOLAH Pelatihan tingkat sekolah meliputi PAKEM, CTL dan MBS dilaksanakan secara paralel dengan data seperti pada tabel berikut (sampai dengan September 2013): Tanggal

Kabupaten

Pelatihan

Tempat

2-4 Sept 2013

Pamekasan

PAKEM 1

Aula PKG Pademawu

2-4 Sept 2013

Situbondo

CTL 1

Ged MGMP Panarukan

5-7 Sept 2013

Pamekasan

PAKEM 2

SDN Polangan 1 Galis

5-7 Sept 2013

Situbondo

CTL 2

Aula SMK Suboh

9-11 Sept 2013

Mojokerto

PAKEM 1

Aula Pendidikan Dlanggu

9-11 Sept 2013

Blitar

CTL 1

SMPN 1 Srengat

12-14 Sept 2013

Mojokerto

PAKEM 2

Ged. Ds Mojowono Kemlagi

12-14 Sept 2013

Blitar

CTL 2

SMPN 2 Kademangan

12-14 Sept 2013

Pamekasan

MBS SD/MI

Aula PKG Pademawu

16-17 Sept 2013

Madiun

PAKEM 1

Aula Mejayan

90


Tanggal

Kabupaten

Pelatihan

Tempat

17-19 Sept 2013

Situbondo

MBS SMP/MTs

Ged MGMP Panarukan

19-21 Sept 2013

Madiun

PAKEM 2

Aula KPRI Marga Bhakti

22-24 Sept 2013

Mojokerto

MBS SD/MI

Aula UKS Kebondalem

23-25 Sept 2013

Pamekasan

CTL 1

SMKN 3 Pamekasan

26-28 Sept 2013

Blitar

MBS SMP/MTs

Gedung Pramuka Kwarcab

26-28 Sept 2013

Situbondo

PAKEM 1

SDN 3 Besuki

26-28 Sept 2013

Pamekasan

CTL 2

SMKN 3 Pamekasan

29 Sept-1 Okt 2013

Situbondo

PAKEM 2

SDN 1 Kilensari

30 Sept-2 Okt 2013

Madiun

MBS SD/MI

Aula Dispendik Madiun

PEMILIHAN SEKOLAH LAB DAN SEKOLAH MITRA LPTK Pemilihan sekolah lab diawali dengan sosialisasi pemilihan sekolah bersamaan dengan kegiatan pertemuan konsorsium LPTK yang dilaksanakan di 3 mitra LPTK yakni IAIN Sunan Ampel Surabaya (20 Agustus 2013), Universitas Negeri Malang (21 Agustus 2013) dan Universitas Negeri Surabaya (23 Agustus 2013). Berikut sekolah lab yan diusulkan oleh IAIN Sunan Ampel Surabaya: No

Nama Madrasah

Alamat

1

MTs Al-Fatich

Tambak Osowilangun 98 Surabaya

2

MTs NU Sidoarjo

Jl. Raden Patah 18 Sidoarjo

3

MTs Hasyim Asy’ari Sukodono

JL. K.H.Hasyim Asy'Ari Sukodono Sidoarjo

4

MI Roudlatul Banat

Jl. A. Yani 343 Bebekan Taman Sidoarjo

5

MI H Achmad Ali

Sememi 09 RW 04 Benowo

6

MI Muhammadiyah 23

Jl. Buntaran No 156 Surabaya

7

MI Badrus Salam

Jl. H.R. Muhammad 161 Pradah Kalikendal Surabaya

8

MI Darunnajah

Desa Kelopo Sepuluh Sukodono Sidoarjo

9

MINU Ngingas Waru

Desa Ngingas, Waru Sidoarjo

PELATIHAN SEKOLAH LAB AND SEKOLAH MITRA LPTK Belum dilakukan.

PELATIHAN DOSEN PEDAGOGI: LPTK MITRA DAN KONSORSIUM Universitas Malang dan konsorsia belum melaksanakan pelatihan MBS.


91

PENGEMBANGAN MATERI DAN KURIKULUM MATEMATIKA UNTUK LPTK USAID PRIORITAS Jatim telah melakukan pengembangan materi pelajaran oleh kelompok LPTK modul Matematika untuk SMP/MTs. Kegiatan telah dilakukan dua kali pada tanggal 28-30 Agustus 2013 di Malang) dan tanggal 17-19 September 2013 di Sidoarjo. Berikut peserta yang terlibat dalam lokakarya:

1. Prof. Dr. Siti M. Amin, M.Pd (UNESA) 2. Abdul Haris Rosyidi, M.Pd (UNESA) 3. Maunah Setyawati, M.Si (IAIN Sunan Ampel) 4. Agus Prasetyo Kurniawan, M.Pd (IAIN Sunan Ampel) 5. Lathiful Anwar, M.Pd (UM Malang) 6. Endang Listyani, MS (UNY Jogjakarta) 7. Agus Nurbaktiono (SMPN 3 Kertosono, Kab. Nganjuk, Jawa Timur) 8. Juli Eko Sarwono (SMPN 19 Purworejo, Kab. Magelang, Jawa Tengah)

KEGIATAN TATA KELOLA DAN MANAJEMEN TINGKAT KABUPATEN PENATAAN DAN PEMERATAAN GURU Tanggal

Dengan siapa

Hasil koordinasi

Pelatihan Fasilitator Penataan dan Pemerataan Guru (TOT) : penataan guru bersama TTI Provinsi Jawa Timur & Sulawesi Selatan 1-2 Juli 2013

1.

LTPK: UM (2), UNESA (2), IAIN Sunan Ampel (2), UNM (6), UIN Alaudin (3)

2.

DC PRIORITAS Jawa Timur (4) & Sulawesi Seleatan (3)

3.

Fasilitator Nasional PPG

1.

Telah terlatih calon fasilitator tingkat provinsi PPG yang berasal dari unsur LPTK

Lokakarya #1 Analisa DAPODIK dan Penyusunan Isu Strategis 3-5 Juli 2013

1.

Tim Data Dinas Pendidikan Kabupaten Madiun, Pamekasan, Situbondo, Mojokerto, Wajo.

2.

Tim Teknis Provinsi Jawa Timur dan Sulawesi Selatan

1.

Fasilitator provinsi membagi peran dalam memfasilitasi sesi-sesi dalam Lokakarya #1 Analisa DAPODIK

2.

Fasilitator provinsi, nasional dan DC mendampingi kabupaten/kota masing-masing dalam: mengimport data

3.

RTL: melakukan pendampingan ke Kab./Kota

Pendampingan pasca Lokakarya #1- PPGP Kabupaten Blitar, Mojokerto, Pamekasan dan Situbondo 17-19 Juli 2013

92

1.

Tim Pendataan Dinas Pendidikan Pamekasan



Data terupload dan diunduh lebih dari 90 %, sehingga terimpor dengan baik



Analisa data, kesenjangan dan isu strategis terkait dengan PPGP


Tanggal 22-23 Juli 2013

22-23 Juli 2013

24-25 Juli 2013

Dengan siapa 2.

3.

4.

Hasil koordinasi

Tim Pendataan Dinas Pendidikan Kab. Madiun

Tim Pendataan Kab. Situbondo

Tim Pendataan Dinas Pendidikan Kab. Mojokerto



Terdapat perubahan data yang terolah dari 80% menjadi 95% .



Formulir 4 sudah selesai yaitu (analisa data, kesenjangan dan isu strategis



Terdapat perubahan data yang terolah dari 80% menjadi 95% sekolah sudah mengupload pembaharuan dapodik



Analisa data, kesenjangan dan isu strategis terkait dengan PPGP selesai dilakukan



Data terunggah dan diunduh lebih dari 95 %, sehingga terimpor dengan baik



Analisa data, kesenjangan dan isu strategis terkait dengan PPGP selesai

Audiensi Hasil PPG Kab. Blitar dengan Bupati yang diwakili Sekretaris Daerah Kab Blitar 29 Juli2013

1.

Sekretaris Daerah Kab. Kadispendik, Kabid PTK, Dikmen , TL/SD, Sub Bagian Penyusunan Program yang meliputi Pendataan, Perencanaan dan Monev, Kasubag Tendik,BKD

1.

Paparan materi PPG oleh Kepala Dinas Pendidikan, mendapat dukungan dari semua fihak.

2.

Pemerintah Kabupaten Blitar sudah menyediakan anggaran untuk sosialisasi program PPG sebesar Rp161 juta yang berasal dari anggaran APBD

Konsultasi Publik Kab Blitar & Penyusunan RTL 30 Juli 2013

1.

Forum multi-pemangku kepentingan sektor pendidikan Kab.

Secara umum semua peserta mendukung diadakannya penataan dan pemerataan guru,(DPRD,BAPPEDA,Dewan Pendidikan,PGRI,KORWAS)

Pelatihan pengolahan DAPODIK dengan aplikasi AIMPK-DAPODIK se-Provinsi Jawa Timur 20-21 Agustus 2013

1.

Perwakilan 38 Kabupaten/Kota (Sub Bagian Penyusunan Program yang meliputi Pendataan, Perencanaan dan Monev (Monitoring dan Evaluasi) dan operator dapodik)

1.

Pengunduhan database di kabupaten/kota masing-masing , melakukan pengolahan dengan SIMPK DAPDIK (impor dan pivot sederhana).

2.

Rencana Tindak Lanjut : keseluruhan database DAPODIK terkumpulkan.

DISEMINASI TINGKAT DAERAH Tanggal 4-6 Juli 2013

Kabupaten Sidoarjo

Nama Pelatihan Pelatihan PAKEM

Tempat 

Group 1: Aula Dispendik Sidoarjo



Group 2: SMPN 4 Sidoarjo

29-31 Juli 2013

Sampang

Penyusunan Renstra 20132018

Aula Dispendik Sampang

21-22 Agust 2013

Kota Mojokerto

Pelatihan PAKEM

Aula SDN Balongsari Kota Mojokerto

26-28 Agust 2013

Sampang

Analisa Pendanaan Pendidikan (APP)

Aula Dispendik Sampang


93

Tanggal

Kabupaten

Nama Pelatihan

Tempat

10-12 Sept 2013

Nganjuk

Pelatihan PAKEM

SDN 3 Sukomoro Nganjuk

16-18 Sept 2013

Tuban

Pelatihan MBS dan PAKEM

Aula Dispendik Tuban

19-21 Sept 2013

Tuban

Pelatihan PAKEM

SDN Kebonsari Tuban

23-25 Sept 2013

Tuban

Pelatihan MBS SD

SDN Kebonsari Tuban

23-25 Sept 2013

Sidoarjo

Pelatihan PAKEM

Aula Pasar Wisata Tanggulangin Sidoarjo

24-26 Sept 2013

Nganjuk

Pelatihan MBS SD

SDN 3 Sukomoro Nganjuk

30 Sept-2 Oct 2013

Tuban

Pelatihan MBS SMP

Aula SMPN 6 Tuban

3-5 Oct 2013

Tuban

Pelatihan CTL SMP

Aula SMPN 6 Tuban

KEGIATAN LAIN Pertemuan Konsorsium LPTK Provinsi (IAIN Sunan Ampel, UM, UNESA) Waktu Pelaksanaan serta undangan yang hadir : Tanggal

Tempat

Undangan LPTK yang Hadir

20 Agustus 2013

IAIN Sunan Ampel Surabaya

Wakil Rektor II, Dekan Fak. Tarbiyah, Ketua Jurusan, Koordinator USAID PRIORITAS untuk IAIN Sunan Ampel

21 Agustus 2013

Universitas Negeri Malang (UM)

Rektor, Pembantu Rektor IV/ Koordinator USAID PRIORITAS untuk UM, Dekan Fak MIPA, Dekan FIP, Dekan Fak. Bahasa, Dekan Fak. Ilmu Sosial, Ka Prodi IPA, Bahasa Inggris dan Matematika.

23 Agustus 2013

Universitas Negeri Surabaya (UNESA)

Pengganti PR I, Dekan Fak MIPA, Dekan FIP, Dekan Fak. Bahasa, Dekan Fak. Ilmu Sosial, Ketua Jurusan, Koordinator USAID PRIORITAS untuk UNESA

Bahasan : mengevaluasi kegiatan-kegiatan yang sudah dilakukan, kendala serta solusinya. Bahasan lainnya meliputi kegiatan-kegiatan yang akan dilakukan bersama ke depan.

Monev: Baseline Mahasiswa PPL Tanggal 26 Agustus – 6 September 2013 telah dilaksanakan pengamatan awal untuk mahasiswa IAIN Sunan Ampel, Universitas Negeri Surabaya dan Universitas Negeri Malang. Pengamatan dilakukan pada mahasiswa jurusan PGSD/MI, Pendidikan IPA, Matematika dan Bahasa Indonesia.

94


Galeri Foto

Pertemuan konsosium LPTK provinsi dengan IAIN Sunan Ampel 20 Agustus 2013 yang dipimpin oleh Wakil Rektor II.

Pertemuan konsosium LPTK privinsi dengan Universitas Negeri Malang pada 21 Agustus 2013 dipimpin langsung oleh Rektor

Hasil kerja kelompok dipamerkan dalam pelatihan CTL cluster 1 di Situbondo pada 2-4 September 2013

Merie Yuniandani/Guru IPS sedang melakukan praktik mengajar di MIS Tarbiyatul Islamiyah di hari terakhir pelatihan PAKEM cluster 2 di Pamekasan pada 5-7 September 2013

Peserta studi banding dari Madiun sedang berdialog dengan komite sekolah di MI Khoirul Huda pada 4 September 2013

Peserta studi banding dari Kab. Mojokerto mengunjungi ruang showcase hasil karya siswa MTsN Nglawak Kertosono Nganjuk pada 28 Agustus 2013

Konsultasi publik paparan hasil penghitungan PPGP di Gedung DPRD Kab Blitar pada 30 Juli 2013

Perwakilan Kab Madiun mempresentasikan kondisi penataan guru di wilayahnya pada Pelatihan Analisa DAPODIK dan Penyusunan Isu Strategis 3 Juli 2013


95

Provinsi: Sulawesi Selatan

RAPAT KOORDINASI, REVIU, PERENCANNA ATAU PERTEMUAN LAIN YANG PENTING Rapat Koordinasi/Reviu/Perencanaan Tingkat Provinsi Tanggal 1 Juli 2013

Dengan siapa Dilaksanakan Consortia Pertemuan antara LPTK Mitra dengan anggota Konsorsiumnya. Beberapa pimpinan yang hadir: PR IV UNM, Dekan Fakultas Tarbiyah dan Keguruan UIN, Rektor Unismuh Makassar, Rektor Unpar Parepare, Wakil Ketua Universitas Cokro Palopo dan Para Ketua STAIN Palopo dan Bone.

Kepala Bidang Pendidikan Dasar Dinas Pendidikan Provinsi Sulawesi Selatan

Hasil koordinasi Pertemuan ini menghasilkan beberapa hal: 

Setiap LPTK anggota konsorsium akan melakukan diseminasi program Pembelajaran dan MBS di internal LPTK dan sekolah mitranya



Akan dilaksanakan pertemuan secara berkala dan pelaksanaannya secara bergilir, yaitu setiap anggota konsosrsium akan bertindak sebagai tuan rumah/pelaksana secara bergiliran



Setiap anggota konsorsium akan mendorong pelembagaan MBS di kampus masing-masing, dan akan memperkenalkan kepada mahasiswa PPL untuk ditularkan kepada guru sekolah praktek.



Akan dibuat MOU yang lebih operasional untuk menjadi acuan bagi setiap anggota konsorsium dalam melaksanakan kegiatan di kampus masingmasing.

Disepakati bahwa Dinas Pendidikan Provinsi akan mendorong diseminasi program MBS namun strategi dan teknis pelaksanaannya masih akan dibicarakan lebih lanjut. Kegiatan dimaksud akan diupayakan dilaksanakan tahun 2013.

26 Agustus 2013

SELEKSI KABUPATEN/KOTA KOHOR 2 Proses diseleksi kabupaten/kota kohor 2 dilaksanakan pada bulan Juli – Agustus 2013. Seleksi kabupaten/kota Kohor 2 dilaksanakan melalui beberapa tahapan: 1) Identifikasi daerah non mitra USAID PRIORITAS; 2) Penilaian daerah non mitra berdasarkan beberapa kriteria pokok; 3) Konsultasi kriteria dan hasil penilaian awal dengan pemangku kebijakan provinsi dan LPTK Mitra; 4) Penjajakan kesiapan kabupaten terpilih sebagai calon mitra terpilih; dan 5) Penetapan kabupaten 96


terpilih. Pemangku kebijakan provinsi terlibat dan berkontribusi terutama dalam penetapan short list kabupaten yang dipandang perlu diprioritaskan untuk menjadi mitra USAID PRIORITAS. Hasil dari beberapa tahapan dimaksud, ditetapkan 4 kabupaten, yaitu: Kabupaten Bone, Tanah Toraja, Takalar, dan Kota Parepare. Dengan tambahan 4 daerah kohor 2, maka dari 24 kabupaten/kota di Sulawesi Selatan, program USAID PRIORITAS akan bermitra 16 kabupaten/kota, artinya 67% daerah di Sulawesi Selatan mendapatkan dampingan program USAID, baik melalui program DBE (9 kabupaten/kota) dan PRIORITAS (7 kabupaten/kota).

STUDI BANDING Telah dilaksanakan dan dilaporkan pada QR 5

PELATIHAN TINGKAT SEKOLAH Pelatihan tingkat sekolah di 3 kabupaten mitra USAID PRIORITAS telah dilaksanakan dalam periode Agustus – September 2013. Kegiatan diawali dengan pelatihan PAKEM tingkat SD/MI di Kabupaten Maros pada tanggal 20 – 22 Agustus 2013. Selanjutnya dilaksanakan Pelatihan secara paralel antara Pelatihan PAKEM tingkat SD/MI di Kabupaten Bantaeng dan Pelatihan CTL SMP/MTs angkatan I di Kabupaten Wajo pada tanggal 24 – 26 Agustus 2013. Kegiatan CTL kab Wajo termasuk peserta angkatan II dilaksanakan pada tanggal 31 Agustus – 2 September 201. Kemudian pada tanggal 27 – 29 Agustus dilaksanakan pelatihan CTL SMP/MTs di Kabupaten Maros, selanjutnya pada tanggal 31 Agustus – 2 September dilaksanakan pelatihan CTL SMP/MTs di Kabupaten Bantaeng (parallel dengan CTL angkatan II Wajo). Sementara itu Pelatihan PAKEM di Wajo dilaksanakan dalam dua gelombang. Gelombang I dilaksanakan pada 7 – 9 September, dan Gelombang 2 Pada tanggal 12 – 14 September. Pelatihan terakhir tingkat sekolah adalah pelatihan MBS, secara berturut-turut dimulai dari Kabupaten Bantaeng yang dilaksanakan secara parallel antara Jenjang SD/MI dan SMP/MTs pada tanggal 4 – 6 September 2013. Selanjutnya di Kabupaten Maros dilaksanakan pada tanggal 3 – 5 September untuk jenjang SD/MI dan 10 – 12 September untuk jengjang SMP/MTs. Terakhir di Kabupaten Wajo yang dilaksanakan dalam dua angkatan dan parallel antara SD/MI dan SMP/MTs. Gelombang I dilaksanakan di Gugus Satu Tempe pada tanggal 21 – 23 September, dan gelombang II di Gugus Dua Keera pada tanggal 25 – 27 September 2013. Secara umum kegiatan pelatihan berjalan sangat baik, tingkat partisipasi peserta cukup tinggi, disamping itu para fasilitator daerah dan fasilitator dari LPTK mitra dan Fasilitator Nasional telah memfasilitasi tiap kegiatan dimaksud dengan sangat baik. Salah satu pengalaman menarik dari pelatihan pembelajaran, khususnya pada unit praktek mengajar adalah para pemangku kepentingan tingkat sekolah praktek mengakui bahwa kegiatan tersebut sangat bermanfaat, bahkan sebagian besar siswa menanyakan kapan lagi ada kunjungan praktek mengajar dari peserta pelatihan USAID PRIORITAS. Para siswa mengakui bahwa metode pembelajaran tersebut sangat menyenangkan.

PEMILIHAN SEKOLAH MITRA KABUPATEN KOHOR 2 DAN SEKOLAH LAB DAN MITRA LPTK Di provinsi Sulawesi Selatan telah dilaksanakan seleksi sekolah mitra di kabupaten/kota kohor 2, yaitu masing-masing: di kabupaten Takalar pada 19 – 20 Agustus & 29 Agustus, selanjutnya di Kota Parepare pada tanggal 20 – 22 Agustus, di Kabupaten Bone pada tanggal 26 – 28 Agustus, dan di Kabupaten Tanah Toraja pada 26 – 28 Agustus 2013. Dalam rentang waktu yang sama juga dilaksnakan seleksi sekolah Lab dan Mitra LPTK. Secara umum proses seleksi melalui beberapa tahapan berikut: 1) koordinasi dan penyampaian surat perihal seleksi sekolah kepada Dinas Pendidikan dan Kemenag masing-masing kabupaten/kota, 2) Diskusi dan penyamaan persepsi tentang Kriteria dan Syarat Sekolah Mitra oleh Tim Seleksi, 3) Seleksi Gugus dan Sekolah, dimana Tim dari USAID PRIORITAS bersama kepala Dinas, Kepala Kemenag, dan Dewan Pendidikan membentuk tim USAID PRIORITAS – Quarterly Report No. 6 July – September 2013

97

seleksi bersama. Selanjutnya Tim tersebut melakukan seleksi Gugus dan Sekolah. Setiap Gugus jenjang SD/MI mempresentasikan keunggulan gugus masing-masing di Kantor Dinas (pihak Dinas mengundang beberapa gugus dan sekolah yang potensial untuk menjadi Mitra berdasarkan kriteria yang telah disepakati oleh Tim Seleksi), 4) Observasi dan verifikasi Gugus dan Sekolah oleh Tim Seleksi, dan 5) penetapan Gugus dan Sekolah Mitra yang disertai penandatanganan Letter of Commitment oleh Kepala Sekolah terpilih disaksikan oleh Kepala Dinas, Kepala Kemenag. Daftar sekolah Mitra di Kabupaten Kohor 2 Terlampir. Proses seleksi untuk sekolah Lab dan Mitra LPTK lebih sederhana, yaitu hanya melalui beberapa tahapan: 1) Identifikasi sekolah Mitra oleh TTI Specialist dan Pihak LPTK, 2) Verifikasi sekolah Mitra dan Lab LPTK oleh TTI Specialist dan bersama perwakilan LPTK, dan 3) Penetapan sekolah Mitra dan Lab yang akan menjadi mitra dalam program USAID PRIORITAS.

PELATIHAN SEKOLAH LAB AND SEKOLAH MITRA LPTK Pelaksanaan pelatihan sekolah Lab dan Mitra LPTK dimulai dari pelatihan PAKEM jenjang SD/MI pada tanggal 5 – 7 September 2013, diikuti 12 sekolah (6 sekolah Mitra UNM dan 6 sekolah mitra UIN), jumlah peserta 85 orang (24 laki-laki, 61 perempuan). Pelatihan dilaksakan di Training Center UIN Alauddin Makassar Jalan Sultan Alauddin No. 63 Makassar. Kegiatan dimaksud oleh 10 dosen yang menjadi fasilitator LPTK (masing-masing 5 orang dari UNM dan UIN Alauddin Makassar). Rincian 12 sekolah peserta adalah: SDN Gunung Sari 1 Makassar, SDN Komplek IKIP Makassar, SDN Kompleks IKIP 1 Makassar, SDN Sudirman II Makassar, SDN Sudirman III Makassar, dan SDN Sudirman IV Makassar (Mitra UNM), dan Lab School/Mitra UIN Alauddin masing-masing: MI Madani Alauddin di Gowa (Lab School), MI Al Abrar Makassar, MIN Banta-Bantaeng Makassar, MI Darul Hikmah Makassar, MI Yaspi Sambung Jawa Makassar, dan MI Nasrul Haq Makassar. Masing-masing sekolah mengutus 7 orang, meliputi: guru kelas 1 s.d. kelas 6 dan kepala sekolah. Disamping itu juga diundang untuk menjadi peserta dari UPPL UNM dan UIN Alauddin Makassar. Selanjutnya pada tanggal 12 s.d. 14 September 2013 di tempat yang sama diselenggarakan Pelatihan MBS untuk jenjang SD/MI bagi 12 sekolah mitra UNM dan UIN Makassar. Kegiatan ini difasilitasi oleh 6 dosen fasilitator dari UNM dan UIN, diikuti oleh 69 peserta (27 laki-laki dan 42 perempuan). Masing-masing sekolah Lab/Mitra tersebut mengutus 6 orang peserta yang meliputi: Kepala Sekolah, Pengawas, 2 orang guru, dan 2 orang komite sekolah. Seluruh rangkaian kegiatan berjalan dengan sangat baik, para peserta sangat antusias mengikuti kegiatan ini dari awal sampai akhir kegiatan sesuai dengan jadwal yang ditetapkan. Para peserta mengakui bahwa baru kali ini mereka mendapatkan pemahaman tentang PAKEM secara utuh dan riil berbeda dengan pelatihan PAKEM yang mereka ikuti sebelumnya. Peserta merasa nyaman dengan suasana pelatihan apalagi difasilitasi oleh para dosen yang mampu memberikan pemahaman yang lebih komprihensif. Secara umum semua Lembar Kerja peserta terisi sesuai dengan harapan, demikian pula halnya ketika mereka menyusun/mempersiapkan rencana pembelajaran. Guru kelas I dan Kelas IV mencoba merakit rencana pembelajaran dengan berpatokan pada KI-KD Kurikulum 2013. Perpaduan antara SD dan MI rupanya juga memberikan dampak positif dalam pelatihan ini. Pelatihan yang melibatkan pengawas, kepala sekolah, guru, dan komite telah membuka wawasan peserta akan pentingnya kerja sama antara mereka untuk meningkatkan pelayanan dan pengeloaan manajemen sekolah yang berbasis pada peningkatan kualitas pembelajaran. Unit RKS dan RKT/RKAS disambut baik oleh peserta, mereka mengakui bahwa mendapat gambaran yang lebih jelas dan pengetahuan praktis tentang cara menyusunnya. Hal tersebut sangat berbeda dengan kecenderungan/kebiasaan para pemangku kepentingan tingkat sekolah yang hanya meng-copy paste RKS, RKT dan RKAS sekolah lainnya.

98


Kabupaten Makassar Gowa

Guru LK PR

Komite Sekolah LK PR

Kepala Sekolah LK PR

Pengawas LK PR

Lain LK PR

Total LK PR

Total

25

66

10

11

4

8

4

7

3

6

46

98

144

4

3

2

0

0

1

0

1

0

0

6

5

11

PELATIHAN DOSEN PEDAGOGI: LPTK MITRA DAN KONSORSIUM Telah dilaksanakan dan dilaporkan pada QR 5 yang lalu.

Pengembangan Materi dan Kurikulum Matematika untuk LPTK Tim LPTK Sulawesi Selatan bersama Jawa Timur bergabung dalam kelompok penyusun materi Pelajaran Matematika. Lokakarya I telah dilaksanakan di Hotel Continent Makassar pada tanggal 4 – 6 September 2013. Jumlah peserta inti adalah 8 orang (1 perempuan, 7 laki-laki), dan 2 orang fasilitator Nasional, dari Kantor Jakarta Bapak H Ujang Sukandi, dan Parapat Gultom TTI Sumatera Utara. Komposisi peserta adalah 3 dosen UNM dan 2 dosen dari UIN, dan 1 dosen dari UNES Semarang. Juga hadir 2 guru Matematika yaitu 1 orang dari Maros dan 1 orang dari Pangkep, keduanya merupakan Fasilitator Mata Pelajaran Matematika. Lokakarya dimaksud telah menghasilkan draf I (awal) Pokok bahasan tentang Geometri dan Aljabar.

KEGIATAN TATA KELOLA DAN MANAJEMEN TINGKAT KABUPATEN PENATAAN DAN PEMERATAAN GURU Untuk meningkatkan kompetensi dan penguasaan materi PPG oleh para fasilitatorari LPTK Mitra, maka dilaksanakan ToT 2 pada tanggal 23-25 September 2013 di Hotel Delima Sari Parepare. Kegiatan dimaksud diikuti oleh 7 orang SP (5 laki-laki, 2 perempuan) dari UNM dan UIN Alauddin Makassar, dan 2 orang DC yaitu dari kabupaten Maros dan Bantaeng (dua-duanya laki-laki). Kegiatan difasilitasi oleh G & M Specialist Jakarta), GMS Sulawesi Selatan, dan konsultan STTA). Kegiatan berlangsung dengan baik. Partisipasi peserta sangat baik pada setiap sesi. Topik yang berkembang dalam diskusi antara lain mengenai: data dan hasil analisisnya, perumusan isu strategis, serta perumusan kebijakan. Secara umum peserta dapat memahami seluruh materi yang dibahas, dan telah siap untuk melakukan pendampngan dan fasilitasi kegiatan PPG di Kabupaten Mitra.

Kabupaten

Fasilitator LPTK LK PR

Dinas Pendidikan LK PR

Kantor MenAg LK PR

BKD LK PR

Bappeda Dll LK PR

Total LK PR

Total

UNM

3

2

0

0

0

0

0

0

0

0

3

2

5

UIN

2

0

0

0

0

0

0

0

0

0

2

0

2

DISEMINASI TINGKAT DAERAH Diseminasi program di beberapa kabupaten/kota eks DBE dilakukan secara masif dan konsisten hingga memasuki tahun ke program USAID PRIORITAS. Beberapa daerah yang tetap konsisten melaksanakan kegiatan diseminasi, khususnya program tingkat sekolah (Pembelajaran dan MBS), yaitu Kabupaten Pinrang, Pangkep, Enrekang, Soppeng, dan Kota Makassar. Periode Juli – September di Kabupaten Pinrang telah dilaksanakan 3 kali kegiatan di Kecamatan. Di Kabupaten Pangkep dalam periode Agustus – September 2013, telah dilaksanakan 6 kali kegiatan (tahap 1 – 6). Dalam periode


99

yang sama di Kota Makassar telah dilaksanakan 1 kegiatan. Para peserta adalah dari kalangan Guru, Kepala Sekolah dan Pengawas. Kegiatan Diseminasi akan terus berlanjut hingga akhir tahun 2013 di beberapa kabupaten.

LAMPIRAN SEKOLAH TERPILIH SEBAGAI MITRA USAID PRIORITAS KOHOR 2 Kabupaten Tana Toraja Kecamatan Makale

Gugus Gugus 1 SD/MI

Sekolah 1. SDN 102 Makale V 2. SDN Kalumpang 3. SDN 129 Lea 4. SDN Katolik Renya Rosari 5. MIS To’Kaluku 6. SD Kristen Makale 1 7.SD KristenMakale 2 8. MIN Makale

SMP

1. SMPN 3 Makale 2.SMP 5 Makale 3.MTsN Rantepao 4.SMP Kristen Makale

Bittuang

Gugus 2 SD/MI

SMP

1.

SDN 183 Inpres Balla Bittuang

2.

SDN 187 Bittuang

3.

SDN 240 Inpres Rantemasindung

4.

SDN 308 Inpres Rantekarua

5.

SDN 225 Tiroan

6.

SDN 222 Inpres Pali

7.

SDN 348 Palian

1. SMPN 1 Bittuang 2. SMPN 3 Bittuang 3. SMPN 4 Bittuang

Rembon

4. SMP Katolik Rembon SD/MI

8.

MIS Rembon

100


Kota Parepare Kecamatan

Gugus /Wilayah

Gugus I

Sekolah 1.

SDN 19 (Gugus Inti)

2.

SDN 2

3.

SDN 38

4.

SDN 47

5.

SDN 34

6.

SD Sarikat Islam

7.

MI DDI Ujung Lare

8.

MI DDI Taqwa Lakessi

9.

SDN 35 (gugus Inti)

10. SDN 12 11. SDN 25 Gugus II

12. SDN 46 13. SDN 59 14. SDN 79 15. MI DDI Kp. Baru 16. MI DDI Jabal Nur 1.

SMPN 3 Parepare

2.

SMPN 4 Parepare

3.

SMPN 6 Parepare

4.

SMPN 7 Parepare

5.

SMPN 8 Parepare

6.

SMPN 12 Parepare

7.

MTs N Parepare

8.

MTs Lil-Banat DDI Parepare


101

Kabupaten Takalar Kecamatan

Gugus /Wilayah 1.

SDN No 01 Centre Pattallassang

2.

SDN No 103 Inp Sompu

3.

SDN No 133 Inp Paririsi

4.

SDN No 234 Takalar kota

5.

SDN No 101 Inp Pattallassang

6.

SDN No 2 Pattallassang

7.

SDN No 05 Ballo

8.

MIN Pattiro Banggae

1.

SMPN 1 Takalar

2.

SMPN 2 Takalar

3.

SMPN 2 Mappakasunggu

4.

MTs Manongkoki

1.

SDN No 226 Inp Lanna

2.

SDN No 69 Galesong I

3.

SDN No 145 Bayowa

Gugus penyelenggara IV

4.

SDN No 68 Centre Galesong II

Gugus Penyelenggaran V

5.

SDN No 115 Inp Galesong

6.

MIS Bontoa

7.

MIN Galesong Utara

8.

MIS Muh Parambambe

5.

SMPN 1 Galesong Selatan

6.


7.


8.

MTs Pesantren Assalamiyah Gelesong

Gugus Penyelenggara I

Pattallassang Mappakasunggu

Gugus Penyelenggara II

Mangarabombang Gugus Penyelenggara III

Galesong Galesong Selatan Galesong Utara

Sekolah

102


Kabupaten Bone Kecamatan

Tanete Riattang Timur

Tanete Riattang Barat

Gugus /Wilayah

Gugus I

Gugus I

Sekolah 1.

SDN 18 Bajoe

2.

SD Inp 3/77 Bajoe II

3.

SD Inp 5/81 Bajoe

4.

SD Inp 12/79 Lonrae

5.

SD Inp 12/79 Toro

6.

SD Inp 10/73 Bajoe

7.

MI Darul Hikmah Watampone

8.

MI Al-Amin Cabalu

9.

SMPN 4 watampone

10. SMPN 8 Watampone 11. SMPN 9 Watampone Awangpone

9.

SD Inp 5/81 Unra

10. SD Inp 3/77 Jaling 11. SD Inp 6/80 Latteko Gugus II

12. SD Inp 6/75 Pacing 13. SD Inp 12/79 Cakkebone 14. SDN I Mallari 15. MIN Mallari

Palakka

Gugus II

16. MI Babul Ilmi Lemoape 12. SMPN 1 Palakka 13. MTs Al-Faaizun Watang Palakka

Barebbo

14. SMPN 4 Barebbo

Awangpone

15. SMPN I Awangpone

Ulaweng

16. MTs Al-Mubarak Tacipi


103

Galeri Foto

Pembantu Rektor IV UNM menyampaikan Materi Pentingnya Peran LPTK sebagai Agen Kualitas Pembelajaran pada Consortia Pertemuan 1 Juli 2013 di Gedung Rektorat Kampus UNM

Suasana Pelatihan Pembelajaran PAKEM di Kabupaten Maros pada tanggal 20 -22 Agustus 2013

Salah seorang siswa kelas I membacakan hasil karyanya dalam praktek Mengajar Peserta Pelatihan PAKEM di Kabupaten Wajo pada tanggal 14 September 2013

Salah satu Kelompok Mempresentasikan hasil Kerja Kelompok Pada Pelatihan Pembelajaran CTL di Kabupaten Bantaeng pada tanggal 31 Agustus 2013

Suasana Kerja Kelompok pada Pelatihan MBS Jenjang SD/MI dan SMP/MTs di Kabupaten Wajo Gugus I Tempe

Salah satu Kelompok mempresentasikan hasil kerja Kelompoknya pada Pelatihan Sekolah Lab dan Mitra LPTK di UIN Training Center Makassar pada tanggal 5 – 7 September 2013

104


Tim Penyusun Materi dan Kurikulum Pembelajaran Matematika di LPTK sedang berdiskusi di Hotel Continent Makassar 6 September 2013

Suasana sangat serius Nampak pada TOT 2 untuk Service Provider program PPG di Hotel Delimasari Parepare Sulawesi Selatan


105

ANNEX 2: Education Policy Workshop Participant List No.

NAME

POSITION

INSTITUTION

1

Dr. MSi Femmy Eka Kartika Putri

Assistant Deputy Minister for Basic Education, Early Childhood and Community Education

The Coordinating Ministry of Peoples Welfare

2

Dr. Unifah Roshidi, M.Pd.

Head Center for Teacher Professional Development

Ministry of Education and Culture

3

Dr. Teriska R. Setiawan, M.Ed. Dip. Tesol, M.Ed.

Director of Center for Development of Language Teachers and Education Personnel

Ministry of Education and Culture

4

Dr. Djufri, MSi

Dean of the Faculty of Education

Syiah Kuala University

5

Dr. Mujiburrahman, MA

Vice Dean for Academic Affairs, Faculty of Education

IAIN Ar-Raniry (Islamic State University of Ar-Raniry)

6

Prof. Dr. Abdul Hamid, M.Pd

Dean, Faculty of Engineering

State University of Medan

7

Drs. Irwan Nasution, M.Sc

Head, Education Development Center

IAIN Sumatra Utara, Medan (Islamic State University of North Sumatra)

8

Prof. Dr. H.E. Syibly Syarjaya, LML., MM

Rector

IAIN Sultan Maulana Hasanuddin, Serang (Islamic State University of Sultan Maulana Hasanuddin, Serang)

9

Prof. Dr. Sholeh Hidayat, MPd

Rector

State University of Sultan Ageng Tirtayasa, Serang

10

Prof. Dr. Furqon Munirudin, Ph.D

Vice Rector Academic Affairs & International Relations

Universitas Pendidikan Indonesia (UPI)

11

Prof. Dr. H. Mahmud, M.Si

Dean, Faculty of Tarbiyah

Universitas Islam Negeri Bandung (Islamic State University of Bandung)

12

Prof. Dr. Muhibbin, M.Ag

Rector

IAIN Walisongo Semarang (Islamic State University of Walisongo, Semarang)

13

Prof. Dr. Rochmat Wahab, M.Pd., MA

Rector

State University of Yogyakarta

14

Prof. Dr. H. Suparno, M.Pd

Rector

State University of Malang

15

Prof. Dr. Muchlas Samani

Rector

State University of Surabaya

16

Prof. Dr. H. Abd. A'la, M.Ag

Rector

IAIN Sunan Ampel, Surabaya (Islamic State University of Sunan Ampel, Surabaya)

17

Prof. Dr. H. Arismunandar, MPd

Rector

State University of Makassar

18

Prof. Dr. Abdul Qadir Gassing, HT., M.S.

Rector

Universitas Islam Negeri Sultan Alauddin Makassar (Islamic State University of Sultan Alauddin Makassar)

106


ANNEX 3: MONITORING & EVALUATION FRAMEWORK (REVISED SEPTEMBER 2013) Key * * A R C1: C2:

Indicator relating to Cross Cutting issue Indicator relating to early grades reading Denotes activity (or input) indicator) Denotes results (or outcomes) indicator Cohort 1 Cohort 2

PROJECT CUSTOM INDICATORS # INDICATOR DETAILED INDICATOR IR 1.1 STRENGTHENED INSTRUCTION IN SCHOOLS 1.1.1 More effective pre-service training 1.1.2 More effective in-service training 1.R1 Teachers demonstrate good % of teachers demonstrating at least six of the following: practices in teaching and a Used a mix of whole class/group/ partner and individual assessment5 work with students b Ask non recall questions and allow students time to Made this indicator of good answer teaching practices the same c Using varied learning approaches (other than lecturing as 1.R12 (for student and text book) such as giving open ended tasks teachers on practicum). d Use low costs learning aids Combined criteria ‘d’, ‘f’ & e Move around the room, observing and assisting students ‘g’ into new ‘a.’ made to complete their tasks criteria four out of six f Organize the classroom to facilitate interactive learning instead of six out of eight – g Display students work inside and/or outside the but teachers still have to classroom to encourage students to learn from each fulfill same conditions to other pass this indicator. h Use tools6 to gather data about student achievement Baseline data reanalyzed

REVISED DETAILED INDICATOR

% of teachers demonstrating at least four of the following good practices: a. Organize the physical classroom to facilitate interactive learning (furniture, teaching aids, displays) b. Use a mix of whole class/group/ partner and individual work with students c. Ask non recall questions and allow students time to answer d. Use varied learning approaches (other than lecturing and text book) such as giving open ended tasks, using the environment and using learning aids e. Use tools7 to gather data about student achievement f. Move around the room, observing and

BASELINE Oct 2012

All teachers: 15.8% PS Teachers: 17.6% JSS Teachers: 13.5%

5

For numbers of teachers trained through the project, see USAID Custom Indicator 4 Tools such as running records, portfolios, checklists, observation reports 7 Tools such as runningrecords,, portfolios, checklists, observation reports 6


107

# 1.R2

INDICATOR accordingly. Early Grades teachers demonstrate good practice in teaching and assessing reading Reducing the number of criteria as (a) will not apply in classrooms where all the children can read

DETAILED INDICATOR % of early grades teachers demonstrating all of the following: a Provide specific instruction appropriate to the learner in order to build word knowledge and teach word analysis8 (for children who cannot read) b Provide opportunities for students to engage in sustained reading activities9 to practice their reading skills c Create a literacy rich10 classroom environment d Check students comprehension on what they are reading11 e Read aloud to students/asks students to read aloud using a range of materials12 to enhance children’s print and phonological awareness f Conduct regular and purposeful monitoring of children’s progress in reading13

REVISED DETAILED INDICATOR assisting students to complete their tasks % of early grades teachers demonstrating At least five of the following: a Provide specific grade-appropriate instruction to the learner in order to build word knowledge and teach word analysis14 b Provide opportunities for students to engage in sustained reading activities15 to practice their reading skills c Create a literacy rich16 classroom environment d Check students comprehension on what they are reading17 e Read aloud to students/asks students to read aloud using a range of materials18 to enhance children’s print and phonological awareness f Conduct regular and purposeful monitoring ``of children’s progress in reading19

BASELINE Oct 2012 All teachers: 17.9% ; Alternatives: with at least 4 criteria: 73.2% with at least 5 criteria: 48.8%

8

Phonemic awareness, phonics, word recognition, structural analysis, context clues and vocabulary This can be silent or oral reading, individual or small group reading 10 Literacy rich environment includes displaying words and print in and possibly outside the classroom, provide opportunities, materials and tools that engage students in reading activities, including, for example, creating book corners to ensure students have access to a range of interesting material, in different media appropriate to the instructional levels 11 Talks to students about what they are reading, asks them to re-tell events and details, asking them to predict next events, 12 Including repetitive texts, rhymes, poems, and songs 13 This includes listening to individual children read aloud, keeping progress records and observation of students reading 14 Phonemic awareness, phonics, word recognition, structural analysis, context clues and vocabulary 15 This can be silent or oral reading, individual or small group reading 16 Literacy rich environment includes displaying words and print in and possibly outside the classroom, provide opportunities, materials and tools that engage students in reading activities, including, for example, creating book corners to ensure students have access to a range of interesting material, in different media appropriate to thereading/ instructional levels 17 Talks to students about what they are reading, asks them to re-tell events and details, asking them to predict next events, 18 Including repetitive texts, rhymes, poems, and songs 19 This includes listening to individual children read aloud, keeping progress records and observation of students reading 9

108


# 1.R3*

INDICATOR Teachers of all subjects support the development and reinforcement of students reading skills Clarified the language of the indicator to focus on the upper grades

1 R4*

Teachers use ICT to assist students’ progress in learning their subjects

DETAILED INDICATOR % of non-early grades or Indonesian language teachers reinforcing students reading skills through using at least two of the following strategies: a Allow time for students to read in the lessons (independently, in pairs, groups or chorally) b Provide different types of materials for students to read other than the textbook20 c Check students comprehension as they are reading21 d Discuss new words and concepts in texts to build word recognition and vocabulary

% of non ICT teachers who provide opportunities for students to use ICT24 for all of the following: a Instruct students to use ICT to find out information and/or gain new knowledge25 , Process knowledge26 or Share knowledge27 b Support students to use ICT c Check students’ use of ICT d Ask students to use ICT in doing their homeworks or assignment

REVISED DETAILED INDICATOR % of teachers in grades 4, 5 & 8 reinforcing students reading skills through using at least two of the following strategies: a Allow time for students to read in the lessons (independently, in pairs, groups or chorally) b Provide different types of materials for students to read other than the textbook22 c Check students comprehension as they are reading23 d Discuss new words and concepts in texts to build comprehension, word recognition and vocabulary DELETED IN LINE WITH REVISED SCOPE OF WORK

BASELINE Oct 2012 All teachers: 12.4% PS teachers: 13.4% JSS teachers: 10.9%

All teachers: 4.3% PS teachers: 4.3% JSS teachers: 4.3%

20

Such as newspapers, magazines, websites, text, story books) For example, asking students to talk about what they have read) 22 Such as newspapers, magazines, websites, text, story books) 23 For example, asking students to talk about what they have read) 24 Monitors should look for evidence of ICT use in students workbooks, in folders and in displays as well as observe what is happening in the lessons 25 For example, finding information on the Internet or by using an ICT-based encyclopedia or by communicating and asking people with people elsewhere through e-mail 26 For example, carrying out calculations, checking grammar and spelling in a piece of writing or re-sequencing a series of events) 27 For example, creating presentations or documents and slideshows to demonstrate what they have learned) 21


109

# 1 R5

INDICATOR Students demonstrate positive learning behaviors28 Criterion which is difficult to assess removed. Baseline data reanalyzed accordingly. Wording edited to make crtieria more operational.

1 R6*

Early grades reading materials are regularly used

1 R7

Students performance in district/or national examinations improves

DETAILED INDICATOR % of classrooms where students demonstrate at least four of the following: a 80% of the students are engaged in their task (not easily distracted) b They know what they are learning and why c Demonstrating problem solving skills d Their work is the result of their own thinking (e.g. written in their own words) e They are expressing their feelings and opinions during lessons or asking questions (verbally) f They are participating in cooperative activities such as experiments or discussion

REVISED DETAILED INDICATOR % of classrooms where students demonstrate at least four of the following: a 80% of the students are engaged in their tasks b Students undertake activities which involve problem solving c Students’ work is the result of their own thinking (e.g. written in their own words) d They express their feelings and opinions during lessons or ask questions (verbally) e They participate in cooperative activities such as experiments or discussion

% of early grades classes where there are a Regular reading periods b Students take books home to read % Average improved performance as measured by results in GOI tests by subject a PS: Mathematics, Science and Indonesian b JSS: Mathematics, Science and Indonesian

% of early grades classes where there are a Regular reading periods b Students take books home to read % Average improved performance as measured by results in GOI tests by subject a PS: Mathematics, Science and Indonesian b JSS: Mathematics, Science and Indonesian

BASELINE Oct 2012 All classrooms: 20% PS Classrooms: 19.7% JSS Classrooms: 20.3% Revised with 5 criteria: All classrooms : 15.2% PS Classrooms: 15.4% JSS Classrooms: 15.0% 37.0% of early grades classes Baseline Scores 2012 Grade 6 Mathematics: 7.09 Grade 6 Science: 7.35

28

For numbers of students involved in the project see USAID Custom Indicator 6

110


#

INDICATOR

DETAILED INDICATOR


1 R8A

Reading performance in early grades improves

% of early grade students demonstrate that they can read and understand the meaning of grade-level text (as measured by EGRA tests)

% of grade 3 students who demonstrate that they can read and understand the meaning of grade-level text (as measured by EGRA tests)

1 R8B

Performance of students in grades 4 and 5 in reading, writing, mathematics and science improves

% average improved student performance by subject as measured by specially designed tests in reading, writing, mathematics and science

% average improved student performance by subject as measured by specially designed tests in reading, writing, mathematics and science


BASELINE Oct 2012 Grade 6 Indonesian: 7.35 Grade 9 Mathematics: 7.41 Grade 9 Science: 7.42 Grade 9 Indonesian: 8.02 47.3% of students can read and understand the meaning of grade-level text Baseline Scores 2012 Grade 4 Reading: 42.9% Grade 4 Writing: 41.8% Grade 4 Mathematics: 40.7% Grade 5 Science: 35.6%

111

# 1 R9

INDICATOR Performance of students in grade 8 in reading, writing, mathematics and science improves

DETAILED INDICATOR % average improved student performance by subject as measured by specifically designed tests in reading, writing, mathematics and science.

REVISED DETAILED INDICATOR % average improved student performance by subject as measured by specifically designed tests in reading, writing, mathematics and science.

1 R10

Lecturers in TTI’s model active learning behaviors 29

% of lecturers in partner TTI’s (and LPMP) who demonstrate at least five of the following: a Use a mix of whole class/group/ partner and individual work with students b Ask non recall questions and expecting and allowing student teachers time to answer c Use varied learning approaches (other than lecturing and text book) such as giving open ended tasks, using the environment and using learning aids d Move around the room, observing and assisting student teachers to complete their tasks e Allow student teachers to ask questions f Allow students to povide feedback g Use authentic problems and experiences that link the theory of teaching to the practice of teaching

% of lecturers in partner TTI’s who demonstrate at least five of the following: a Use a mix of whole class/group/ partner and individual work with students b Ask non recall questions and expecting and allowing student teachers time to answer c Use varied learning approaches (other than lecturing and text book) such as giving open ended tasks, using the environment and using learning aids d Move around the room, observing and assisting student teachers to complete their tasks e Allow student teachers to ask questions f Allow students to povide feedback g Use authentic problems and experiences that link the theory of teaching to the practice of teaching # Of TTI which integrate new training programs/materials into pre-service and in service teacher education curricula31

LPMP removed in line with the project focus on TTIs (not LPMPs)

1.1 R11*

TTI’s integrate project training materials and programs into pre-service

# Of TTI which integrate new training programs/materials into pre-service and in service teacher education curricula30

BASELINE Oct 2012 Baseline Scores 2012 Reading: 64.0% Writing: 50.1% Mathematics: 33.9% Science: 38.4% 40.5% of lecturers

0

29

For numbers of lecturers from TTI and LPMP trained through the project, see USAID Customs Indicator 3 These programs will be disaggregated into themes such as inclusive education, child protection, early grades reading and so on to identify which parts of USAID PRIORITAS have been determined to be most relevant

30

112


# 1. R12

INDICATOR teacher education curricular TTI’s offer a more practiceoriented practicum Revised to make indicator in line with project activities and objectives

DETAILED INDICATOR


% of student teachers from each partner TTI’s which (during their teacher training course)did all of the following: a Spent at least 30% of their time in schools b Completed their teaching practice in one of the good practice schools c Practiced lesson planning and implementation in school both independently or with peers d Were observed by their in school mentor (teacher) or lecturer whilst implementing a lessons at least twice a month e Taught independently during their teaching practice on average 20 lessons f Taught at least 2 different groups of students during their time in schools g Provided feedback on their teaching experience to the school and TTI

% of TTI’s which do all of the following: a Have a teacher practicum program which includes:  A program or guide provided to students prior to practice teaching  Clearly stated competencies to be achieved by the students  A sequence of tasks for the students to perform including observation, teaching and assessment b Teaching practice makes use of at least 60% of the TTI lab and partner schools trained by USAID PRIORITAS c 50% of students sampled are observed by their in- school mentor (teacher) or lecturer whilst implementing a lessons at least twice a month

BASELINE Oct 2012 1.83% of students (N/A) Revised : With 4 out of 5 (assuming criterion ‘a’ NA): 27.6%

31

These programs will be disaggregated into themes such as inclusive education, child protection, early grades reading and so on to identify which parts of USAID PRIORITAS have been determined to be most relevant


113

# 1 R13

INDICATOR Student teachers demonstrate good practices in teaching and learning Revised to be in line with teacher performance indicator 1.R1

1 R14

TTI centers function effectively as hubs for continuing professional development Focusing of the role of the TTI rather than the support centers, as we are supporting the TTIs as a whole, not centers, which in some cases do not exist.

DETAILED INDICATOR % of student teachers in partner TTI demonstrating at least four of the following good practices: a. Used a mix of whole class/group/ partner and individual work with students b. Asking non recall questions and allow students time to answer c. Using varied learning approaches (other than lecturing and text book) such as giving open ended tasks, using the environment and using learning aids d. Used tools32 to gather data about student achievement e. Moving around the room, observing and assisting students to complete their tasks f. Organized the classroom to facilitate interactive learning

% of assisted TTI support centers, which have conducted or organized at least three of the following activities (in collaboration with districts and/or schools) a Training for teachers, school principals or school supervisors b Mentoring teachers or school principals in the field c Monitoring and evaluation activities d Supported education research activities with student teachers, lecturers or teachers e Prepared demand based training materials or resources f Networking and public outreach activities such as

REVISED DETAILED INDICATOR % of student teachers in partner TTI demonstrating at least four of the following good practices: a. Organize the physical classroom to facilitate interactive learning (furniture, teaching aids, displays) b. Use a mix of whole class/group/ partner and individual work with students c. Ask non recall questions and allow students time to answer d. Use varied learning approaches (other than lecturing and text book) such as giving open ended tasks, using the environment and using learning aids e. Use tools33 to gather data about student achievement f. Move around the room, observing and assisting students to complete their tasks % of assisted TTI, which have conducted or organized at least three of the following activities (in collaboration with districts and/or schools) a Training for teachers, school principals or school supervisors b Mentoring teachers or school principals in the field c Monitoring and evaluation activities d Supporting education research activities with student teachers, lecturers or teachers

BASELINE Oct 2012 NA

NA

32 33

Tools such as running books, portfolios, checklists, observation reports Tools such as running books, portfolios, checklists, observation reports

114


#

INDICATOR Criteria ‘f.’ deleted because it was too wide.

1 R15

Good Practice Schools are functioning in each District34

1 R16

‘a.’ changed in line with TTI practice, which is to send out students on practicum once per year at a predetermined time. ‘b.’ wording edited and time adjusted to become 12 months Instructional Leadership in Schools is Improving 35 Definition in footnote clarified

DETAILED INDICATOR creating websites, conducting seminars with schools, districts and universities, publishing articles in newspapers g Providing consulting services to districts or provinces using PRIORITAS approaches # of Good Practice Schools which: a Have been used by the local TTI for teaching practicums at least three times for the last semester b Are visited by schools principals and/or teachers from other schools at least three times for the last semester

REVISED DETAILED INDICATOR e Prepared demand based training materials or resources f Providing consulting services to districts or provinces using PRIORITAS approaches % of Good Practice Schools which: a Have been used by the local TTI for teaching practicums during the last 12 months, or b Have received study visits by schools principals and/or teachers from other schools at least three times for the last 12 months

% of schools where the school principal or delegated senior staff member36 does at least four of the following: a Holds meetings with teachers to discuss curricular matters at least once a month b Makes regular37 monitoring and mentoring visits to class to observe teaching and learning c Regularly38 evaluates teachers d Organizes or allows teachers to participate in professional development activities for teachers39 e Provides the resources for learning to take place40

% of schools where the school principal or delegated senior staff member41 does at least four of the following: a Holds meetings with teachers to discuss curricular matters at least once a month b Makes regular42 monitoring and mentoring visits to class to observe teaching and learning c Regularly43 evaluates teachers d Organizes or allows teachers to participate

BASELINE Oct 2012

NA

All partner schools: 13% PS Schools: 14% JSS Schools: 9%

34

This criteria may be modified as the study and characteristics of good practice schools are defined at the end of 2012 For numbers of persons trained on instructional leadership see IR 1.2.1 A1 36 In some large schools, the principal may delegate instructional leadership responsibilities to other senior staff such as the vice principal for curriculum 37 Regular is defined as at least 2 per semester (4 times per year) per teacher 38 At least twice per year 39 At least 2 from (1) Teacher working group meetings (2) study visits (3) participation in external training activities or 4) seminars dealing with education or other issues related to education 40 (1) non-textbook materials, (2) learning aids/learning kits, and (3) funds for photocopying (TLM other than mandatory textbooks) 41 In some large schools, the principal may delegate instructional leadership responsibilities to other senior staff such as the vice principal for curriculum 42 Regular is defined as at least 2 per semester (4 times per year) per teacher 43 At least twice per year 35


115

#

INDICATOR

DETAILED INDICATOR

1 R17

Teacher Working Groups are more effective and quality training is being provided

% Assisted KKG and MGMP in early grades, mathematics, science and Indonesia where effective teacher training is taking place as defined by: (TTO and WSD will be asked to observe the KKG and MGMP meetings- do random checks) a The KKG or MGMP has regular meetings (at least once a month). b At least 50% of teachers in the cluster/district regularly attend meetings c Activities conducted in the meetings directly relate to improving teaching and learning.

1 R18

Districts develop and implement a plan for inservice training46

1 R19

Project Programs are disseminated in line with quality assurance standards47 We are not requiring districts to implement mentoring, even though it is

% of Districts which: a Prepare a plan for in –service training (including for dissemination) Achieve at least 50% of the targets in their plan # of schools/other educational institutions where project programs have been disseminated which meet all of the following standards: a Complete project training packages are used b The Training Package is used in its intended timeframe c Mentoring is included as an integral part of the training (delete it)

REVISED DETAILED INDICATOR in professional development activities for teachers44 e Provides the resources for learning to take place45 % Assisted KKG and MGMP in early grades, mathematics, science and Bahasa Indonesia where effective teacher training is taking place as defined by: (TTO and WSD will be asked to observe the KKG and MGMP meetings- do random checks) a The KKG or MGMP has regular meetings (at least once a month). b At least 50% of teachers in the cluster/district regularly attend meetings c Activities conducted in the meetings directly relate to improving teaching and learning. DELETED (covered in 3R.1)

# of schools/other educational institutions where project programs have been disseminated which meet all of the following standards: a Complete project training packages are used b The Training Package is used in its intended timeframe c Training is implemented by project trained

BASELINE Oct 2012

All assited teacher working groups: 35.6% Assisted KKG: 31.0% Assisted MGMP: 39.3%

69.56% of districts 36 institutions (1.3% of all institutions benefitting from dissemination)

44

At least 2 from (1) Teacher working group meetings (2) study visits (3) participation in external training activities or 4) seminars dealing with education or other issues related to education (1) non-textbook materials, (2) learning aids/learning kit,s and (3) funds for photocopying 46 Including for dissemination 47 PRIORITAS will conduct an impact evaluation in year 3 and 5 to assess improvements in instruction and/or management in dissemination schools. 45

116


#

INDICATOR desirable.

1 R20

Non US Government funds are used to support /disseminate project programs50

DETAILED INDICATOR d Training and mentoring is implemented by project trained personnel e Involves a sufficient48 # of participants from a single school/institution Total amount of non US Government funds (in USD) used to disseminate the project programs. Source of non USG sources include: a District Budgets (APBD) b Ministry of Education (BOS or other special funds) c Ministry of Religious Affairs d Other private funds (Schools, foundations, individuals, agencies)

REVISED DETAILED INDICATOR personnel d Have involved a sufficient49 # of participants from a single school/institution Total amount of non US Government funds (in USD) used to disseminate the project programs. Source of non USG sources include: a District Budgets (APBD) b Ministry of Education (BOS or other special funds) c Ministry of Religious Affairs d Other private funds (Schools, foundations, individuals, agencies)

BASELINE Oct 2012

216,723 US$ (99.5% of total dissemination spending)

48 Sufficient defined as: 3 persons from a primary school, 5 from a junior secondary school and 5 from a teacher training institute or LPMP for teaching and learning training (PAKEM, CTL), and 2 persons per school (PS and JSS) for School Based Management training 49 Sufficient is defined as: 3 persons from a primary school, 5 from a junior secondary school and 5 from a teacher training institute or LPMP for teaching and learning training (PAKEM, CTL), and 2 persons per school (PS and JSS) for School Based Management training ) 50 For number of institutions contributing funds for dissemination of project programs see USAID Customs Indicator 9


117

# INDICATOR DETAILED INDICATOR Component 2: IMPROVED EDUCATION MANAGEMENT AND GOVERNANCE 2.1 Strengthened Capacity at School Level 2.2 More Effective District Based Management % of schools which produce a budgeted plan which meets all of 2R1 Schools produce annual the following criteria: * budgeted plans in a a Focuses on improving teaching and learning outcomes transparent and b Developed with community participation (school participative manner committee) c Are publicly displayed/available Removing mention of ICT4E in line with revised d Addresses issues such as inclusion, retention and transition, project scope of work. gender, health, education and ICT4E, which are relevant to the particular school 2 R2*

Increased parent and community participation in activities which focus on teaching and learning and/or improving the school environment Note: a and b apply to primary school only Raising the bar and differentiating between help in class and out of class

118

% of schools which involve parents and community in any one of the following activities: a Assisting teachers in teaching and learning activities in the classroom b Assisting teachers in non- teaching activities (making displays, materials, portfolios) c Supporting extra -curricular areas such as sports or local curriculum activities (language, dancing) d Improving the school environment (e.g. cleaning, maintenance, construction) e Assisting with specific initiatives to address relevant issues e.g. health, hygiene, inclusive education, participation, transition


% of schools which produce a budgeted plan which meets all of the following criteria: a Focuses on improving teaching and learning outcomes b Was developed with community participation (school committee) c Is publicly displayed/available d Addresses at least one of the following issue which are relevant to the particular school inclusion, retention and transition, gender, and health % of schools which involve parents and community in at least one of the in-school activities ( a, b) AND in at least one of out of school activities (c, d, e): a Assisting teachers in teaching and learning activities in the classroom b Assisting teachers in non- teaching activities (making displays, materials, portfolios) c Supporting extra -curricular areas such as sports or local curriculum activities (language, dancing) d Improving the school environment (e.g. cleaning, maintenance, construction) e Assisting with specific initiatives to address relevant issues e.g. health, hygiene, inclusive education, participation, transition

BASELINE Oct 2012

All partner schools: 9.9% PS Schools: 13% JS Schools: 5.8%

All partner schools: 79.5% PS Schools: 84.8% JS Schools: 73.5% Revised: All partner schools: 42.4% PS : 29.4% JSS: 52.2% (assuming any two of c,


#

INDICATOR

2R3

Schools managers initiate activities to create a school reading culture Raising the bar Deleted i. as it is open ended

2 R4

Districts use the personnel management tool for improving the efficiency of the education system ==== Districts use the teacher deployment tool for improving the efficiency of the education system

DETAILED INDICATOR


% of schools which plan for and implement initiatives to support reading including any of the following: a Include school reading policies in their improvement plans b Use funds to purchase age appropriate reading materials (non-text book) c Upgrade school libraries d Establish reading corners e Set aside specific reading times during school hours f Establish reading clubs g Involve parents in reading activities h Set up systems for home based reading i Any other relevant initiatives

% of schools which plan for and implement initiatives to support reading at least three of the following: a Include school reading policies in their improvement plans b Use funds to purchase age appropriate reading materials (non-text book) c Upgrade school libraries d Establish reading corners e Set aside specific reading times during school hours f Establish reading clubs g Involve parents in reading activities h Set up systems for home based reading

% of districts using the personnel management and planning tool where the analysis of data demonstrates a need) in which: a The number of over and under sized classes are reduced as measured by a decrease in the Student teacher ratio (STR) outliers b Multi grade schools are established c Small primary schools are merged

% of districts using the teacher deployment tool which fulfill the following conditions: a The number of over and under sized classes is reduced as measured by a decrease in the student to teacher ratio (STR) outliers b The number of over- and under staffed schools is reduced

BASELINE Oct 2012 d, e) All partner schools: 50.7% PS Schools: 77.2% JS Schools: 55.1% Revised: All partner schools: 27.3% PS : 33.7% JSS: 18.8% NA

Changing the name to ‘teacher deployment’ in line with project acitivities. Choosing more accurate indicators of improved teacher deployment USAID PRIORITAS – Quarterly Report No. 6 July – September 2013

119

# INDICATOR 2 R5 Districts collaborate with provincial training providers to implement their in-service training plan ========= Districts develop needs based in-service training plans and collaborate with provincial training providers to implement these plans

2 R6

Aligning the indicator more closely with project objectives and activities Districts use financial analysis for improved financial planning to allocate more resources to quality improvement

DETAILED INDICATOR % of districts which utilize the services of lecturers from TTI and/or LPMP’s and # of lecturers from TTI and LPMP who support in-service training in districts

# districts which demonstrate an increase in: Student retention rates a Transition rates (PS to JSS) b Participation rates of students with special educational needs in mainstream schools.

Aligning the indicator with project objectives and activities

BASELINE REVISED DETAILED INDICATOR Oct 2012 % of the districts which fulfill all the following criteria: a a targeted strategic needs based in-service training plan51 have been made b An adequate budget has been allocated52 c The in-service training utilizes service providers (TTI, LPMP, others)

# of districts or provinces allocating increased funds for two or more of the following: a Disseminating project programs b School operations (BOS Daerah) c Teacher cluster groups (KKG or MGMP) d Targetted teacher training e Programs to improve reading

NA

51

For examples: the training is based on UKG results and for targeted teachers

52

The budget provided is sufficient to cater designated teachers and the # of training days

120


# INDICATOR 2 R7 Districts and Provinces have improved EMIS ==== Districts have better reading program

DETAILED INDICATOR # of districts meeting MOEC and MORA requirements for data collection and submission

REVISED DETAILED INDICATOR # of districts and provinces have implemented a program to support reading development, including one of the following: a publicity campaign b creating facilities c supplying books d providing training for teachers

BASELINE Oct 2012 NA

Original indicator not relevant to project objectives. New indicator in line with revised project focus on reading.


121

# INDICATOR DETAILED INDICATOR REVISED DETAILED INDICATOR Component 3 STRENGTHENED CO-ORDINATION BETWEEN ALL LEVELS OF GOI AND KEY EDUCATION INSTITUTIONS 3.1 Greater capacity for staff development 3.2 Greater capacity to inform national policy 3.3 Greater capacity to build linkages 3.4 Greater capacity to advocate for education 3R1 Provincial Government # of provinces producing studies, formal policy papers, # of Provincial Government, LPMP, TTI and Districts assesses the policy briefs, recommendations or guidelines to improve producing coordinated plans for teacher professional implementation of basic education including management, funding, governance development and upgrading53 educational policies and deliver ==== Aligned more closely with project activities Provincial Government coordinates the management and provision of education staff development 3 R2 Provincial Government # Of Provinces sharing information on the implementation # of provinces expending funds to support the implementation of needs-based teacher professional shares information and of education policies/ educational issues through: development and upgrading plans and total amount of recommendations on the a Studies funds provided by the provinces. implementation of b Websites educational policies c Publications Aligned more closely d Press with project activities e Social Media ======== f Blogs Provincial Government g Forums channels funds for h Television education staff i Radio

BASELINE Oct 2012

NA

NA

53

Based on the district plans

122


# 3 R3

3 R4

INDICATOR development Provincial Government coordinates the management and provision of education staff development ====== Aligned more closely with project activities Provincial Government holds Public Policy Forums to consult on policies and plans for improvements in education Provincial Government channels funds for education staff development ==== Redefining indicator because it is covered by indicator 3.R2 National, Provincial and district Government make policies and plans to improve education

DETAILED INDICATOR


BASELINE Oct 2012

# Provincial Government, LPMP, TTI and Districts produce coordinated plans for teacher professional development and upgrading54

# of multi-stake holder forums (add footnote) held at provincial level # of multi-stake holder forums held at district level

NA

# of provinces providing funds to support the implementation of their teacher professional development and upgrading plans and total amount of funds provided by the provinces.

# of policies and plans prodiuced at the national or provincial or district level to improve basic education as a result of project activities.

NA

54

Based on the district plans


123

# 3 R5

3 A1

3 R6

INDICATOR Provincial Government builds linkages between education stakeholders at the District and Provincial level Provincial Government holds Public Policy Forums to advocate for improvements in education Provincial Government have effective entities for advocating for educational improvement

DETAILED INDICATOR # Provinces in which mechanisms for coordination among education stakeholders at the district level are systemized55

REVISED DETAILED INDICATOR DELETED (Covered in 3R1. MH)

# Public Policy Forums held at provincial level

DELETED (Covered in 3R3)

# of laws, policies, regulations or guidelines developed or modified at the national or provincial level to improve basic education including management, governance, funding and delivery

DELETED (Already covered in 3R4)

BASELINE Oct 2012

55

Established as a regular activity

124


USAID CUSTOM INDICATORS ESTIMATE D YEAR 1 TARGET Oct 2013 16 higher education institutions

DATA COLLECTIO N METHOD Project Records

FREQUE NCY Annually

BASELINE Oct 2012 0

INTERIM Mar 2013 16 higher education institutions

Project Records

Annually

0

0

16 higher education institutions

Project Records

Annually

0

221

1100 persons

Project Records

Annually

0

1,349

# 1

INDICATOR Higher Education Institutions reached by the Project

2

Organizational improvements made in Higher Education Institutions as a result of the project

3

Higher Education Staff trained by the project

4

Teachers/Educators trained by the project

DETAILED INDICATOR # of host country institutions with increased management or institutional capacity as a result of USG Investments involving higher education institutions # of USG supported organizational improvements that strengthen the institutional capacity of host country higher education institutions # of individuals trained as a result of USG investments involving Higher Education Institutions # of Teachers/Educators trained with USG support

5

Schools affected

# of Schools receiving USG support

Project Records

Annually

0

557

6

Learners reached by the Project

# of learners enrolled in USG supported primary and secondary schools

Project Records

Annually

0

7

Learners with Special needs reached by the Project

Project Records

Annually

0

8

TTI address regional, national and local development needs

Project Records

Annually

0

0

TBD

9

GOI and others fund the

# of OVC and Special Needs Children in USG supported Primary and Secondary Schools # of USG assisted higher education institutions activities that address regional, national and local development needs # of Institutions which expend own budget

169,658 learners in supported schools 929

5, 500 educators trained 552 schools receiving direct support 100,000 learners in supported schools TDB

Project Records

Annually

0

12

500


125

# 10

INDICATOR dissemination of the Project Textbooks and other materials or equipment provided through the project

11 12

126

Administrators and Officials reached by the Project

DETAILED INDICATOR to replicate USG education assistance # of textbooks and other teaching and learning materials provided with USAID assistance # of Educators participating in USG sponsored exchange programs # of Administrators and Officials Trained

DATA COLLECTIO N METHOD

FREQUE NCY

BASELINE Oct 2012

INTERIM Mar 2013

ESTIMATE D YEAR 1 TARGET Oct 2013

Project Records

Annually

0

0

0

Project Records

Annually

0

0

0

Project Records

Annually

0

92

230 administrator s and officials


USAID STANDARD INDICATORS

# 4 5

INDICATOR School Committees reached by the project Early Grade Reading Assessment

6

10

11 12 13 14

Primary school students reached by the project Schools reached by the ICT4E program and shown to be using ICT as a result Evaluations conducted to measure change in a particular area as a result of a specific project intervention

FREQU ENCY Annually

BASELINE Oct 2012 0

INTERIM Mar 2013 557

Year 1, 3 and 5

47.3%

47.3%

ESTIMATED YEAR 1 TARGET Oct 2013 552 PTA supported 52.3%

Primary School “National” Examination Results (Indonesian) Project Records

Annually

TBD

TBD

TBD

Annually

1 standardized learning assessment

1 standardized learning assessment

# of learners receiving reading interventions at the primary level # of schools using Information and Communications Technology due to USG support # of impact evaluations conducted

Project Records Project Records

Annually

0

75,952

Annually

0

0

1 standardized learning assessment 45,000 students TBD

Project Records

Annually

0

0

0

# of laws, policies, regulations or guidelines developed or modified to improve primary grade reading programs or increase equitable access

Project Records

Annually

0

0

0

DETAILED INDICATOR # of PTA or similar ‘school governance structures’ supported Proportion of students, who by the end of two grades of primary schooling, demonstrate that they can read and understand the meaning of grade level text The proportion of students who, by the end of the primary cycle are able to read and demonstrate understanding as defined by a country curriculum, standards and national experts # of standardized learning assessments supported by USG


DATA COLLECTIO N METHOD Project Records EGRA results

127

# 16

INDICATOR Person hours of in-service training for teachers

17

Person hours of pre-service training for student teachers

18

Person hours of in and pre service training for school principals, administrators, GOI officials

DETAILED INDICATOR Total # of person hours of teachers/educators/teaching assistants who successfully completed in-service training or received intensive coaching or mentoring with USG support56 Total # of person hours of teachers/educators/teaching assistants who successfully completed pre-service training or received intensive coaching or mentoring with USG support Total # of person hours of administrators and officials successfully trained

FREQU ENCY Annually

BASELINE Oct 2012 0

INTERIM Mar 2013 75,544 person hours

ESTIMATED YEAR 1 TARGET Oct 2013 166,000 person hours

Project Records

Annually

0

0

TBD

Project Records

Annually

0

52,136 person hours

15,000 person hours

DATA COLLECTIO N METHOD Project Records

56

Calculated as the total number of training hours it takes to complete the course x by the total number of people completing the training course

128


ANNEX 4: DISSEMINATION Table 4.1 The Expenditure for Dissemination, by Source of Funds Province/District

Local (BOS, APBD)

USAID

Bireuen

72,813,500

18,095,376

Aceh Tengah

63,864,000

31,780,000

Aceh

North Sumatra Binjai

80,000,000

Deli Serdang

920,000,000

Tapanuli Utara

114,000,000

41,700,000

Cilegon

180,000,000

11,151,250

Lebak

180,000,000

21,955,850

Tangerang

414,776,875

69,183,125

17,860,000

10,407,360

136,725,000

31,725,000

Demak

31,575,000

20,200,000

Grobogan

15,410,000

6,410,000

Jepara

31,600,000

9,600,000

255,040,000

24,570,000

48,050,520

20,050,520

Banten

West Java Sukabumi Central Java Blora

Karanganyar Kudus Purworejo

750,000

East Java Kota Mojokerto

5,970,000

3,780,000

Nganjuk

20,080,000

9,450,000

Sampang

70,000,000

4,700,000

Sidoarjo

158,000,000

9,450,000

94,000,000

14,175,000

19,000,000

19,875,000

2,929,514,895

378,258,481

292,951

37,825

Tuban South Sulawesi Pinrang Total IDR Total USD


129

Table 4.2: Number of Participants of Dissemination Program per Institution Number of Participants

Number of Institutions

Participant/ Institution

Bireuen

208

17

12,2

Aceh Tengah

245

34

7,2

Province/District Aceh


134

42

3,2

Deli Serdang

384

234

1,6

Tapanuli Utara

273

47

5,8

Cilegon

234

74

3,2

Lebak

233

28

8,3

Tangerang

846

184

4,6

116

22

5,3

Blora

324

85

3,8

Demak

162

8

20,3

89

14

6,4

Jepara

166

27

6,1

Karanganyar

888

165

5,4

Kudus

202

15

13,5

25

21

1,2

31

3

10,3

Nganjuk

108

7

15,4

Sampang

50

1

50,0

Sidoarjo

283

76

3,7

Tuban

299

102

2,9

Banten

West Java Sukabumi Central Java

Grobogan

Purworejo East Java Kota Mojokerto

South Sulawesi Pinrang Total

200

82

2,4

5,500

1,288

4,3

130


Table 4.3: Participants in Dissemination Programs Province/District

Male

Female

Aceh Bireuen Aceh Tengah

21

187

149

96


17

117

Deli Serdang

184

200

Tapanuli Utara

111

162

Cilegon

81

153

Lebak

87

146

239

607

33

83

143

181

Demak

82

80

Grobogan

26

63

Jepara

89

77

378

510

Kudus

69

133

Purworejo

17

8

8

23

Nganjuk

34

74

Sampang

30

20

Sidoarjo

105

178

Tuban

202

97

Banten

Tangerang West Java Sukabumi Central Java Blora

Karanganyar

East Java Kota Mojokerto

South Sulawesi Pinrang Total

93

107

2,198

3,302


131

ANNEX 5: TraiNet Project monitoring and evaluation specialists entered all data into the USAID TraiNET database on persons trained through the project during Quarter 6. During this quarter, the project trained a total of 10,648 persons through 172 activities. These include the U.S. Education Policy Workshop and dissemination training. Number of Participants Trained from July to September 2013 Number of Activities

Males

Females

Total

Average Participants Per Activity

National

2

44

25

69

34.5

Aceh

22

338

827

1165

53.0

North Sumatra

35

737

1132

1869

53.4

Banten

14

402

548

950

67.9

West Java

13

351

390

741

57.0

Central Java

45

1467

1593

3060

68.0

East Java

28

822

949

1771

63.3

South Sulawesi

13

378

645

1023

78.7

Grand Total

172

4539

6109

10648

61.9

Provinces

132


ANNEX 6: List of PRIORITAS Partner Districts Cohort 1

Cohort 2

TOTAL

Aceh Barat Daya Aceh

Aceh Jaya

Aceh Utara

Benar Meriah

Aceh Tamiang

6

Pidi Jaya

North Sumatra

Labuan Batu

Langkat

Nias Selatan

Toba Samosir

5

Kota Medan Banten

Pandeglang

Kab. Tangerang

Kab. Serang

Tangerang Selatan Cirebon

Bandung Barat West Java

4

Tasikmalaya

Ciamis

Bekasi

Cimahi

7

Kuningan

Banjarnegara Batang Central Java

Pekalongan

Purbalingga

Wonosobo

Sragen

7

Kab. Semarang Pamekasan Situbondo East Java

Kab. Madiun Kab. Mojokerto

Ngawi Lumajang Ngawi

7

Blitar Maros South Sulawesi

Bantaeng Wajo

TOTAL

23

Parepare Takalar Bone

7

Tana Toraja 20

43


133

Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia s Teachers, Administrators, and Students (USAID PRIORITAS)

Recommend Documents