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

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

Quarterly Report No. 3 October to December 2012

January 2013 This publication was produced for review by the United States Agency for International Development. It was prepared by RTI International.

Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students (USAID PRIORITAS) Quarterly Report No. 3: October to December 2012

Contract AID-497-C-12-00003 October to December 2012

Prepared for Lawrence W. Dolan, Ph.D. Education Officer USAID/Indonesia

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

*RTI International is a trade name of Research Triangle Institute.

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.

List of Contents LIST OF TABLES AND CHARTS ......................................................................................... V LIST OF ACRONYMS, ABBREVIATIONS, AND TERMS ................................................ VI EXECUTIVE SUMMARY......................................................................................................... 1 RINGKASAN EKSEKUTIF ...................................................................................................... 5 1

PROJECT PLANNING AND PREPARATION .............................................................. 9 1.1 Administrative Start-up ...........................................................................................................................9 1.1.1 Project Offices ..................................................................................................................................9 1.1.2 Staffing ............................................................................................................................................. 10 1.1.3 Staff Training .................................................................................................................................. 10 1.2 Technical Start-up ................................................................................................................................. 11 1.2.1 Collaboration with the National Government of Indonesia .............................................. 11 1.2.2 Collaboration with Provincial and District Level Stakeholders ......................................... 13 1.2.3 Terms of Reference for Cooperation ..................................................................................... 14 1.2.4 National Project Launch.............................................................................................................. 14 1.2.5 Provincial Project Launch............................................................................................................ 14 1.2.6 Partner School Selection ............................................................................................................. 16 1.2.7 Selection of District Facilitators ................................................................................................ 18 1.3 Project Modules and Materials ........................................................................................................... 18 1.4 Planning and Review Meetings ............................................................................................................ 19 1.4.1 Training Planning Meeting ........................................................................................................... 19 1.5 Studies ...................................................................................................................................................... 19 1.5.1 An Assessment of the Role of Provincial Government ....................................................... 19 1.5.2 An Assessment of the Capacity of District Governments for Management and Governance ................................................................................................................................... 20 1.5.3 Collaborative Analysis and Identification of Laboratory and Good Practice Schools .. 20 1.5.4 Gender Analysis Study ................................................................................................................. 21 1.5.5 Inclusive Education Policy Study................................................................................................ 21 1.5.6 Teacher Training Institute Situation Analysis ......................................................................... 22 1.5.7 An Assessment of Current Early Grade Reading Programs............................................... 23

2

STRENGTHENED INSTRUCTION IN SCHOOLS .................................................... 24 2.1 2.2

3

IMPROVED EDUCATION MANAGEMENT AND GOVERNANCE ........................ 26 3.1 3.2

4

Strengthened Capacity at School Level ............................................................................................ 26 More Effective District Based Management .................................................................................... 26

EARLY GRADES READING .......................................................................................... 27 4.1 4.2

5

Developing and Implementing a Whole School Development Program.................................. 24 Building District Capacity to Plan, Manage, and Implement In-service Training .................... 24

Enumerator Refresher Training ......................................................................................................... 27 Baseline Data Collection...................................................................................................................... 27

REPORTING AND COMMUNICATION ..................................................................... 29 5.1 Routine Reports..................................................................................................................................... 29 5.2 Media ........................................................................................................................................................ 29 5.2.1 Project Newsletters ..................................................................................................................... 29 5.2.2 Project Website ............................................................................................................................ 30

6

MONITORING AND EVALUATION ........................................................................... 31 6.1

Performance Management Plan (PMP) ............................................................................................. 31

USAID PRIORITAS – Quarterly Report No. 3, October – December 2012

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6.2 Project Data Management System..................................................................................................... 31 6.3 Training of Project Monitors .............................................................................................................. 31 6.3.1 Training of Project Trainers ....................................................................................................... 31 6.3.2 Provincial Level Training of Project Monitors ....................................................................... 32 6.4 Baseline Data Collection...................................................................................................................... 32 7

OTHER EVENTS ............................................................................................................ 34 7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8

8

Decentralized Basic Education Project Evaluation ........................................................................ 34 School Based Management (SBM) Seminar in Malang ................................................................... 34 Meetings with AusAID and the School Systems and Quality (SSQ) Project ........................... 34 Visit by USAID Assistant Administrator to SMP8 Bogor ............................................................ 34 Meeting with Education Quality Assurance Institute, West Java ............................................... 35 Annual Review of the National Education Standards ................................................................... 35 National Curriculum Consultation.................................................................................................... 35 Discussions with the World Bank ..................................................................................................... 35

PLANS FOR QUARTER 4 ............................................................................................. 36

ANNEX 1: QUARTER 3 STAFF RECRUITMENT AND MOBILIZATION .................... 37 ANNEX 2: PROVINCIAL QUARTERLY REPORTS .......................................................... 39 ANNEX 3: STATUS OF TERMS OF REFERENCE FOR COOPERATION AT THE END OF QUARTER 3................................................................................................... 77 ANNEX 4: PARTNER PRIMARY SHOOLS BY PROVINCE, DISTRICT AND TYPE .... 79 ANNEX 5: PARTNER JUNIOR SECONDARY SCHOOLS BY PROVINCE, DISTRICT, AND TYPE ......................................................................................................... 87 ANNEX 6: OUTLINE OF THE USAID PRIORITAS TRAINING MODULES ................. 91 ANNEX 7: LIST OF EGRA SAMPLE SCHOOLS ............................................................... 93 ANNEX 8: PROJECT SCHOOLS FOR BASELINE MONITORING ................................. 97 ANNEX 9: COMPARISON SCHOOLS FOR BASELINE DATA COLLECTION ........ 101 ANNEX 10: HOW LESSONS LEARNED FROM THE DBE EVALUATION HAVE BEEN INCORPORATED INTO USAID PRIORITAS .......................................... 105

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List of Tables and Charts Table 1: Status of PRIORITAS National and Provincial Offices at the End of Quarter 3 ..........................9 Table 2: Short-Term Technical Assistance in Quarter 3 ................................................................................ 10 Table 3: Meetings with National GOI Officials ................................................................................................. 12 Table 4: Provincial Project Launch ....................................................................................................................... 15 Table 5: Partner Primary Schools by Province and Type ............................................................................... 17 Table 6: Partner Junior Secondary Schools by Province and Type .............................................................. 18 Table 7: Dissemination of Project Supported USAID Programs during Quarter 3 ................................. 24 Chart.1: Local Funding Resources for Dissemination in Quarter 3........................................................... 25 Table 8: EGRA Refresher Training, by Province............................................................................................... 27 Table 9: Number of Students Completing EGRA, by Province .................................................................... 28 Table 10: Names of USAID PRIORITAS Newsletters .................................................................................... 29 Table 11: Distribution of Project National Newsletter by Province ........................................................... 29 Table 12: Use of the USAID PRIORITAS Website .......................................................................................... 30 Table 13: Participants in the Training of Trainers for Project Monitoring ................................................. 32 Table 14: Participants in Provincial Training of Project Monitors, by Type ............................................... 32 Table 15: Number and Type of Schools Involved in Baseline Data Collection ......................................... 33 Table 16: Number of Students Assessed by School Level and Subject ....................................................... 33 Table 17: Activities for Quarter 4: January to March 2013 ........................................................................... 36


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List of Acronyms, Abbreviations, and Terms AC

Air conditioning

ACDP

Analytical and Capacity Development Partnership

ADB

Asian Development Bank

ADS

Automated Directives Systems

AIDAR

Agency for Development Acquisition Regulation

ALFHE

Active Learning for Higher Education (Former DBE 2 Program)

APBD

District or Provincial Government Budget

APK

Gross Participation Rate

AusAID

Australian Agency for International Development

BAN

Badan Akreditasi Nasional (National Accreditation Board)

BAPPEDA

Badan Perencanaan Pembangunan Daerah (Regional Development Planning Board)

BAPPENAS

Badan Perencanaan Pembangunan Nasional (National Development Planning Board)

BEC

Basic Education Capacity (World Bank-funded program)

BEC–TF

Basic Education Capacity Trust Fund (World Bank Grant)

BERMUTU

Better Education Through Reform Management & Universal Teacher Upgrading Project

BOS

Government allocated School Operational Assistance Funds

BOSP

Biaya Operasional Satuan Pendidikan (School Operational Funding)

BPTKPU

Balai Pendidik dan Tenaga Kependidikan Pendidikan Umum [local teacher training body]

Bupati

District Council Head

Calistung

Baca Tulis Hitung (Reading, Writing, and Math)

CAR

Classroom Action Research

CCN

Cooperating Country National

CLCC

Creating Learning Communities for Children (UNICEF-UNESCO)

COP

Chief of Party (project position)

COR

Contracting Officer’s Representative

COTR

Contracting Officer's Technical Representative (USAID position)

CPD

Continuous Professional Development

CSO

Civil Society Organization

CTL

Contextual Teaching and Learning

DAPODIK

Data Pokok Pendidikan, MOEC’s national web-based EMIS

DBE

Decentralized Basic Education Project

DC

District Coordinator (project position)

DCOP

Deputy Chief of Party (project position)

Dewan Pendidikan

District Education Council

DF

District Facilitator

DG

Directorate General

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DIKNAS

Kementerian Pendidikan Nasional (Ministry of National Education)

DIKTI

Directorate General for Higher Education

Dinas

District or Provincial Government Offices

DPRD

Dewan Perwakilan Rakyat Daerah (Local Legislature)

DPRD

Dewan Perwakilan Rakyat Daerah (Regional Legislative Assembly)

EDC

Education Development Center

EDS

School Self-Evaluation

EFA

Education for All

EG

Early Grade

EGMA

Early Grade Math Assessment

EGR

Early Grade Reading

EGRA

Early Grade Reading Assessment

EMIS

Education Management Information System

EU

European Union

FKIP

Fakultas Keguruan dan Ilmu Pendidikan (Education Faculty)

FSU

Florida State University

FY

Fiscal Year

GDA

Global Development Alliance

GOI

Government of Indonesia

HELM

Higher Education Leadership and Management Project

HR

Human Resources

ICT

Information and Communication Technology

ICT4E

Information and Communication Technology for Education

IDR

Indonesian Rupiah

IE

Inclusive Education

IELSP

Indonesian English Language Study Program

ILO

International Labor Organization

IR

Intermediate Result

IT

Information Technology

JICA

Japanese International Co-operation Agency

JIKA

Lesson study

JSE

Junior Secondary Education

JSS

Junior Secondary School

Kabupaten

District or Regency

KAK

Kerangka Acuan Kerja (Working Agreement)

KINERJA

USAID-funded project in Indonesia

KKG

Kelompok Kerja Guru (Teacher Working Group-secular primary schools)

KKKS

Kelompok Kerja Kepala Sekolah (School Principals Working Group)

KKM

Kelompok Kerja Madrasah (Teacher Working Group-religious schools)

KOPERTIS

Konsortium Perguruan Tinggi Swasta (Private University Consortium)

Kota

City or Municipality


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KTI

Kawasan Timur Indonesia (Eastern Indonesia Region)

LAKIP

Annual Performance Accountability Report of Government Agencies

LKI

Lembaga Pendidikan Tinggi Keguruan (a teacher training institution)

LP2KS

Lembaga Pengembagan and Pemberdayaan Kepala Sekolah (Institute for School Principal Development and Empowerment)

LPM

Lembaga Pengabdian Masyarakat (Community Service Institution)

LPMP

Lembaga Penjaminan Mutu Pendidikan (Provincial Quality Assurance Institute)

LTTA

Long-term Technical Assistance

M&E

Monitoring and Evaluation

Madrasah

Islamic School

MBE

Managing Basic Education Project

MBS

Manajemen Berbasis Sekolah (School Based Management)

MGMP

Local Association of Secondary Teachers (grouped by subject matter)

MGP-BE

Mainstreaming Good Practices in Basic Education (UNICEF-GOI)

MI

Madrasah Ibtidaiyah (Primary Islamic School)

MKKS

Secondary School Principals’ Working Group

MOEC

Ministry of Education and Culture

MOH

Ministry of Health

MOHA

Ministry of Home Affairs

MONE

Ministry of National Education

MORA

Ministry of Religious Affairs

MSS

Minimum Service Standard same as SPM in Indonesian

MTs

Madrasah Tsanawiyah (Junior Secondary Islamic School)

NGO

Nongovernmental Organization

NTB

Nusa Tenggara Barat

OECD

Organization for Economic Cooperation and Development

OVC

Opportunities for Vulnerable Children

P4TK

Teacher and Education Staff Development and Empowerment Center

PADATIWEB

Former National level EMIS

PAG

Project Advisory Group

PAKEM

Pembelajaran yang Aktif, Efektif dan Menyenangkan (Active, Effective and Enjoyable Learning)

PC

Provincial Coordinator (project position)

PDMS

Project Data Management System

PDSP

Pusat Data and Statistik Pendidikan (National Education Data and Statistics Center)

PGSD

Primary School Teacher Education Department

PIRS

Performance Indicator Reference Sheets

PISA

Program for International Student Assessment

PLPG

In-Service Teacher Education and Training Program (teacher upgrading unit)

PMP

Performance Management Plan

PMPTK

Directorate of Personnel of Higher Education and of Education and Training

PPG

Teacher Professional Education Program (one year post-baccalaureate)

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PPL

Teaching Practice/Practicum (practice teaching)

PRIORITAS

USAID Prioritizing Reform, Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students Project

PTN

Perguruan Tinggi Negeri (a public institution of higher education)

PTS

Perguruan Tinggi Swasta (a private institution of higher education)

Puspendik

Pusat Pendidikan (National Education Testing Center)

RFP

Request for Proposal

Renja

Rencana Kerja (Annual Education Plan)

Renstra

Rencana Strategis (Five-Year Educational Development Plan)

RKAS

Rencana Kerja Anggaran Sekolah (Annual School Budget)

RKS

Rencana Kerja Sekolah (School Work Plans)

RKT

Annual Plan

RTI

RTI International (trade name for Research Triangle Institute)

SBM

School-Based Management

SCOPE

Standards-based Observation Protocol for Educators

SD

Sekolah Dasar (Primary School)

SEAMOLEC

The Center of Expertise in Open Distance Learning

SERASI

Indonesian word for harmony [USAID Democracy and Governance project]

SIMPTK

Personnel Management Information System

SK

Surat Kuasa (Official Letter of Authority from Government)

SK 5 Menteri

Five Minister Edict

SMERU

SMERU Research Institute [Kinerja partner organization]

SMP

Sekolah Menengah Pertama (Junior Secondary School)

SPM

Standar Pelayanan Minimum (Minimum Service Standards)

SSQ

School Systems and Quality

STEM

Science, Technology, Engineering, and Math

STTA

Short-term Technical Assistance

T&L

Teaching and Learning

TIMSS

Test of International Mathematics and Science Study

TOT

Training of Trainers

TRIMS

a school profile tool

TTI

Teacher Training Institute

U.S.

United States

UIN

Universitas Islam Negeri

UM

Universitas Negeri Malang

UNESA

Universitas Negeri Surabaya

UNICEF

United Nations Children’s Fund

UNNES

Universitas Negeri Semarang

UNY

Universitas Negeri Yogyakarta

UP

University Partnership

UPI

Universitas Pendidikan Indonesia


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USAID

United States Agency for International Development

USD

United States Dollar

USG

United States Government

UT

Universitas Terbuka (Open University)

UWG

University Working Group

VIPs

Very Important Persons

Walikota

City Council Head or Mayor

WB

World Bank

WSD

Whole School Development

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EXECUTIVE SUMMARY a)

Overview

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 (IR1-1)

•

Improved education management and governance (IR1-2)

•

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

This report covers quarter 3 of the project: October to December 2012. b)

Key Accomplishments in Quarter 3

PRIORITAS achieved the following results during quarter 3: •

Completed the establishment of all permanent project offices

•

Recruited and mobilized 67 project staff, including 42 District Coordinators

•

Officially launched the project at the national level and in each partner province, securing the participation of high level US Government and Government of Indonesia representatives in each event

•

Held consultations with staff from 10 different directorates from the National Ministry of Education and Culture and involved 9 national government staff in project technical activities at the provincial level

•

Provided technical support to the National Ministry of Education and Culture to update the BOS software for schools to use for financial reporting in 2013

•

Successfully worked with local and regional GOI to select 555 schools (372 primary and 183 junior secondary) in 23 districts to be project partner schools

•

Completed the modules for the first round of training for the Whole School Development program.

•

Assisted in the dissemination of DBE programs and approaches to 2,783 educationists from 1,227 institutions in 9 districts across 4 provinces, leveraging a total of 1,504,425,000 IDR (155,898.96 USD) from local partners.

•

Conducted the Early Grades Reading Assessment (EGRA) with 4,223 students in grade 3 in 184 primary schools

•

Completed the framework and instruments for the project’s ongoing data collection process and moved into the first stages of collecting baseline data at the school level

•

Trained 124 project monitors and collected baseline data from 322 schools (161 project schools and 161 comparison schools).

•

Assessed the performance of 15,477 students from grades 4, 5, and 8 in mathematics, science and Bahasa Indonesia.


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c)

Planning and Preparation

A permanent national office was established and all national project staff moved in the first week of November 2012. Quarter 3 also saw the establishment of the remaining four provincial offices. The project aims to complete the outfitting and set up of all provincial offices, including basic IT installation by the end of January 2013. In total, 67 staff were hired between October and December 2012, including 42 District Coordinators (DCs) with the responsibility of supporting the implementation of project activities in the 69 DBE and Cohort 1 districts. This completes the majority of the recruitment and mobilization process. During quarter 3, the project conducted a number of staff training activities to enable staff to work effectively. These activities included training for IT staff, Finance Managers, Monitoring and Evaluation Specialists, and all staff involved in administration and procurement. During quarter 3, several meetings took place between project staff, USAID staff, and senior government officials, who are based at the Ministry of Education and Culture (MOEC). As a result of these meetings, the project has agreed to provide technical support to update the BOS software for schools, to use for financial reporting in 2013, and to socialize and train 10,000 teachers of grades 1, 4, and 7 on the new curriculum in partner provinces. The National Project Launch took place on October 3, 2012. A total of 216 people attended the launch, including representatives from USAID PRIORITAS partner provinces, districts, and Teacher Training Institutes (TTIs). Speeches were given by Scot Marciel, the US Ambassador; Andrew Sissons, the USAID Mission Director; Prof. Dr. Nur Syam, the Director General of Islamic Education; and Dr. Indroyono Soesilo, the Secretary of MENKO KESRA. The project was officially launched with a speech by the Minister of Education and Culture, Prof. Dr. Mohammad Nuh. Following the national launch, events took place in each of the seven partner provinces to launch the project. Each event was attended by both USG and project staff. The US Ambassador attended the East Java launch and the USAID Mission Director, the launch in Banten. In addition, the US Consul Generals in Medan and Surabaya, Kathryn Crockart and Joaquin Monserrate, also attended the events in their respective provinces. High level representatives from provincial government and district education and religious affairs offices, local parliamentarians and education council heads were also present. During quarter 3, USAID PRIORITAS completed the selection of partner schools in Cohort 1 districts. The selection process was carried out in collaboration with the Subdistrict and District Education Office and the District Department of Religious Affairs and resulted in the selection of 555 project schools, of which 372 are primary and 183 are junior secondary. Of these, 77% of the primary schools are secular and 73% of the junior secondary schools are secular. Modules for the first round of the Whole School Development Training Program were completed in December. The training packages for both primary and junior secondary schools contain a series of units on School Based Management (numbered units 1 to 5) followed by units on teaching and learning units (units 6 to 11). This 6-day training program will be implemented early in quarter 4. USAID PRIORITAS completed work on three project studies and initiated work on a further four during quarter 3. These studies are intended to provide broad direction for project planning. The studies submitted were as follows: •

An assessment of the role of the provincial government;

•

An assessment of the capacity of district governments for management and governance; and

•

A collaborative analysis and identification of laboratory and good practice schools.

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d)

Strengthened Instruction in Schools

During quarter 3, USAID PRIORITAS provided technical assistance to support the dissemination of DBE programs in 9 districts in 4 provinces. Eight of the districts were former DBE districts and one a DBE dissemination district. In all, 2,783 participants, mostly teachers, from 1,227 institutions were involved in these trainings. In quarter 3, dissemination programs were supported by a total of 1,504,425,000 IDR (155,898.96 USD) from local sources. The majority of this funding (59%) came from the Basic Education Capacity Trust Fund (BEC-TF), a World Bank grant. e)

Improved Management and Governance

In November 2012, the project received a request from MOEC for support in developing a tool to assist schools with financial reporting. A series of meetings were held with the national BOS Management program and work proceeded on preparing the tool during the remainder of the quarter. The tool will be available online early in January 2013. USAID PRIORITAS also started work on preparing an integrated planning and management tool, to assist districts in mapping the training needs of teachers and supporting the redistribution of teachers to achieve more even and effective teacher deployment. Project staff are currently reviewing existing tools and training modules and will use these as a basis for developing an updated version. f)

Early Grades Reading

Between October 29 and November 14, the project conducted refresher training for 83 EGRA enumerators and 36 project staff. This provincial level training built on the national training that had been held during quarter 2, but it had a specific focus on further developing participants’ skills in using the TangerineTM software application. Following the refresher training, enumerators in each province collected EGRA baseline data. Data was collected in 184 primary schools (8 in each partner district). A total of 4,223 students in grade 3 in 184 schools were assessed. Of these, 2,135 (50.5%) were male and 2,088 (49.5%) were female. This is an average across all provinces of 58.5% of all grade 3 students in the sample schools. USAID PRIORITAS is now working to clean and analyze the baseline data. The preliminary findings will be shared with USAID in mid-January 2013. g)

Reporting and Communication

USAID PRIORITAS submitted a report to USAID on October 13 for quarter 2 of the project. An annual report for the period May to September 2012 was completed and submitted on October 19, 2012. Newsletters were produced in each province during quarter 3 to be distributed during the project launch. The Indonesian version of the first national newsletter was completed and will be distributed to partner schools, universities, and governments in the project provinces and to interested parties at the national level. USAID approved the project website in December, and it is now online at the following address: http://www.prioritaspendidikan.org. To date there have been 15,812 hits on the website from 654 unique visitors. h)

Monitoring and Evaluation

All monitoring instruments for the collection of project data were completed in early October, and the training for project monitors on how to use the instruments was completed in November. A


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cascade training approach was applied with 58 project staff trained as trainers, who then trained 124 monitors to collect project baseline data. Baseline data was collected in 322 schools during quarter 3. Of these, 161 were project partner schools selected to represent the different types of schools in the project; 161 were non-project schools to be used as control or comparison schools. As part of the baseline data collection, 15,477 students in grades 4, 5, and 8 completed performance assessments in Bahasa Indonesia, Mathematics, and Science. Data collection in districts, provinces, and TTI’s was ongoing at the time of writing this report. i)

Other Main Activities

On October 12, members of the DBE evaluation team presented their findings. Most of the senior PRIORITAS staff based in Jakarta attended the presentation, along with staff from the USAID Education Office. Following the publication of the evaluation report, as requested, PRIORITAS responded to the lessons learned as set out in the evaluation. Eric Postel, an Assistant Administrator from USAID Washington, visited SMP8 Bogor, a DBE partner school, on October 30. He observed practical science and mathematics lessons and spoke with students in an English class. He appeared impressed with the activities he saw and the enthusiasm of the students with whom he communicated.

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RINGKASAN EKSEKUTIF a)

Umum

Proyek dari United States Agency for International Development – Mengutamakan Pembaharuan, Inovasi, dan Kesempatan bagi Guru, Tenaga Kependidikan dan Siswa (USAID PRIORITAS) dimulai pada bulan Mei 2012 dengan tujuan untuk meningkatkan akses ke pendidikan dasar bermutu (IRI). Hasil jangka menengah (IRs) yang dituju proyek adalah: •

Menguat instruksi pada sekolah-sekolah (IRI-1)

•

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

•

Meningkatkan kordinasi antara semua tingkatan Pemerintah Indonesia dan institusi pendidikan (IRI-3)

Laporan ini mencakupi masa triwulan ketiga proyek, Oktober sampai Desember 2012. b)

Pencapaian Utama pada Triwulan ke-Tiga

PRIORITAS mencapai hasil-hasil berikut pada masa triwulan ke-tiga: •

Menyelesaikan pendirian kantor proyek permanen

•

Merekrut dan memobilisasi 67 staf proyek, termasuk 40 Kordinator Kabupaten/Kota (DC)

•

Secara resmi meluncurkan proyek pada tingkat nasional dan di setiap provinsi mitra, menghadirkan perwakilan tingkat tinggi dari Pemerintah Indonesia dan Amerika Serikat pada setiap acara

•

Melakukan konsultasi dengan staf di10 direktorat berbeda dari Kementerian Pendidikan dan Kebudayaan serta melibatkan 9 staf pemerintah nasional dalam kegiatan-kegiatan teknis proyek pada tingkat provinsi

•

Memberikan dukungan teknis kepada Kementerian Pendidikan dan Kebudayaan untuk memperbarui perangkat lunak BOS bagi sekolah untuk digunakan untuk melakukan pelaporan keuangan tahun 2013

•

Berhasil berkerja dengan pemerintah Indonesia propinsi dan daerah dalam memilih 555 sekolah (372 Sekolah Dasar dan 183 Sekolah Menengah Pertama) di 23 kabupaten untuk menjadi sekolah mitra proyek.

•

Menyelesaikan modul untuk pelatihan putaran pertama bagi program Pembangunan Sekolah Menyeluruh (Whole School Development).

•

Mendukung diseminasi program dengan pendekatan DBE kepada 2,783 tenaga kependidikan dari 1,227 institusi di 9 kabupaten pada 4 provinsi; memanfaatkan total IDR 1,504,425,000 (US$ 155,898.96) dari mitra lokal.

•

Menerapkan Early Grades Reading Assesment (EGRA) dengan 4,223 siswa di kelas 3 pada 184 sekolah dasar.

•

Menyelesaikan kerangka dan instrumen monitoring proyek dan telah melakukan pengumpulan data awal pada tingkat sekolah.

•

Melatih 124 pengawas proyek dan mengumpulkan data awal dari 322 sekolah (161 sekolah proyek dan 161 sekolah perbandingan).

•

Menilai kinerja 15,477 siswa kelas 4, 5 dan 8 dalam Matematika, IPA dan Bahasa Indonesia.


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c)

Perencanaan dan Persiapan

Kantor permanen nasional telah didirikan dan staf proyek nasional mulai berkantor pada minggu pertama di bulan November. Triwulan ketiga juga didirikan empat kantor provinsi. Proyek bertujuan untuk menuntaskan perlengkapan kantor dan mempersiapkan kantor provinsi, termasuk instalasi perangkat IT sebelum akhir Januari 2013. 67 staf telah diangkat antara bulan Oktober dan Desember, termasuk Kordinator Kabupaten/Kota (DC) yang bertanggung jawab mendukung implementasi aktivitas proyek di 69 daerah DBE dan daerah PRIORITAS Cohort 1. Hal ini melengkapi sebagian besar proses perekruitan dan mobilisasi. Pada masa triwulan ketiga, proyek telah melaksanakan kegiatan pelatihan untuk staf agar staf dapat berkerja lebih efektif. Pelatihan tersebut termasuk pelatihan untuk staf IT, Staf Keuangan, Spesialis Monitoring dan Evaluasi dan seluruh staf terlibat dalam administrasi dan pengadaan. Pada triwulan ke-3, beberapa pertemuan telah dilaksanakan antara staf proyek, staf USAID dan pejabat tinggi pemerintah di Kementrian Pendidikan dan Budaya (Mendikbud). Hasil rapat tersebut adalah proyek menyetujui untuk memberikan dukungan teknis berupa memperbarui perangkat lunak BOS untuk sekolah guna melakukan pelaporan keuangan 2013 dan mensosialisasikan dan melatih 10,000 guru Kelas 1, 4 dan 7 tentang kurikulum baru di provinsi mitra. Peluncuran Proyek Nasional diadakan pada tanggal 3 Oktober. 216 undangan menghadiri acara tersebut termasuk perwakilan dari provinsi, kabupaten, dan Lembaga Pendidikan Tenaga Kependidikan (LPTK) mitra PRIORITAS. Sambutan diberikan oleh Scot Marciel, Dubes Amerika Serikat, Andrew Sissons, Direktur USAID, Dirjen Pendidikan Islam, Prof. Dr. Nur Syam dan Seketaris MENKO KESRA, Dr. Indroyono Soesilo. Proyek telah resmi diluncurkan dengan pidato utama oleh Menteri Pendidikan dan Kebudayaan, Prof. Dr. Muhammad Nuh. Setelah peluncuran nasional, peluncuran proyek dilaksanakan di setiap 7 provinsi mitra. Setiap acara dihadiri oleh staf Pemerintah Amerika Serikat dan proyek. Dubes Amerika Serikat menghadiri peluncuran proyek di Jawa Timur dan Direktur Misi USAID menghadiri acara peluncuran di Banten. Selain itu, Konsul Jendral Amerika Serikat di Medan dan Surabaya, Kathryn Crockart and Joaquin Monserrate menghadiri acara peluncuran di masing-masing provinsi. Perwakilan tingkat tinggi dari Pemerintah Provinsi dan Kantor Dinas Pendidikan dan Agama, anggota DPR Daerah, dan Kepala Dewan Pendidikan juga hadir dalam acara peluncuruan. Pada masa kurtal ke-3, USAID PRIORITAS telah melakukan seleksi mitra sekolah di kabupaten/kota mitra kohort 1. Proses seleksi dilakukan dengan bekerja sama dengan kantor dinas pendidikan kabupaten/kota/kecamatan, dan kantor kementrian agama setempat untuk menghasilkan seleksi 555 sekolah proyek dimana 372 adalah sekolah dasar dan 183 adalah sekolah menengah pertama. 77% sekolah dasar adalah sekolah konvensional (non-agama) dan 73% dari sekolah menengah pertama adalah sekolah konvensional. Modul untuk putaran pertama pelatihan program Pembangunan Sekolah secara Menyeluruh (Whole School Development) telah diselesaikan pada bulan Desember. Paket Pelatihan untuk Sekolah Dasar dan Sekolah Menengah Pertama memuat unit mengenai Manajemen Berbasis Sekolah (School Based Management) (unit 1 s.d. 5) dilanjutkan dengan unit-unit mengenai Belajar dan Mengajar (unit 6 s.d. 11). Pelatihan selama 6 hari ini akan diterapkan pada awal triwulan ke-4. USAID PRIORITAS telah menuntaskan tiga studi proyek dan memulai empat lainnya semasa triwulan ketiga. Studi tersebut dimaksud untuk memberikan arahan luas dalam perencanaan proyek. Studi yang telah diajukan adalah: •

Penilaian terhadap peran pemeringah provinsi;

•

Penilaian terhadap kapasitas pemerintah kabupaten dalam manajemen dan tata kelola;

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• d)

Analisis kolaboratif dan identifikasi laboratorium dan sekolah praktik yang baik. Menguat Istruksi pada Sekolah-Sekolah

Pada triwulan ke-3, USAID PRIORITAS memberikan bantuan teknis untuk mendukung penyebarluasan program DBE pada 9 kabupaten/kota di 4 provinsi. 8 daerah tersebut merupakan mantan kabupaten/kot DBE dan satu kabupaten penyebarluasan DBE. 2,783 peserta, kebanyakan guru, dari 1,227 lembaga ikut serta dalam pelatihan tersebut. Sebanyak IDR1,504,425,000 (US$ 155.898.96) telah disumbangkan oleh sumber setempat untuk mendukung program diseminasi triwulan ke-3. Pendanaan utama (59%) berasal dari Basic Education Capacity Trust Fund (BEC-TF). e)

Meningkatkan Manajemen dan Tata Kelola

Pada bulan November, proyek menerima permintaan dari Kementerian Pendidikan dan Kebudayaan untuk mendukung pengembangan alat untuk membantu sekolah-sekolah dalam melakukan pelaporan keuangan. Pertemuan dilaksanakan dengan Manajemen Nasional program BOS dan tim berkerja untuk menyiapkan alat selama sisa triwulan. Alat ini akan tersedia secara online pada awal Januari. USAID Prioritas telah mempersiapkan alat perencanaan dan manajemen yang terintegrasi, untuk membantu kabupaten/kota memetakan kebutuhan pelatihan guru dan mendukung distribusi ulang guru untuk mencapai penyebaran guru yang lebih efektif. Staf proyek saat ini sedang meninjau alat dan modul pelatihan yang sudah ada dan menggunakannya sebagai dasar untuk merevisi alat tersebut. f)

Baca Kelas Awal

Antara 29 Oktober dan 24 November, proyek melaksanakan pelatihan penyegaran untuk 83 enumerator EGRA dan 36 staf proyek. Pelatihan tingkat provinsi yang dilaksanakan berdasarkan pelatihan nasional yang diadakan pada triwulan 2, tetapi memiliki fokus yang khusus dalam pengembangan keterampilan peserta dalam mengunakan applikasi Tangerine. Setelah menerima pelatihan penyegaran, enumerator di setiap provinsi mengumpulkan data dasar EGRA. Data telah dikumpulkan di 184 sekolah dasar (8 di setiap kabupaten/kota mitra). Terdapat sebanyak 4,223 siswa kelas 3 di 184 sekolah yang dilakukan penilaian. 2,135 (50.5%) adalah laki-laki dan 2,088 (49.5%) adalah perempuan. Ini adalah rata-rata 58.5% dari seluruh siswa kelas 3 di sekolah sampel di semua propinsi. USAID PRIORITAS sekarang berkerja untuk membersihkan dan menganalisa data dasar. Temuan awal akan dibagi kepada USAID pada pertengahan Januar 2013. g)

Pelaporan dan Komunikasi

USAID PRIORITAS telah menyerahkan laporan triwulan ke-dua proyek kepada USAID pada 13 Oktober. Laporan tahunan periode Mei s.d September 2012 telah selesai dan diserahkan pada 19 Oktober. Newsletter telah diproduksi di setiap provinsi selama triwulan ke-dua telah didistribusikan pada peluncuruan proyek. Newsletter pertama Bahasa Indonesia selesai dibuat dan akan didistribusikan kepada sekolah mitra, universitas mitra, pemerintah daerah dan provinsi mitra serta pihak berkepentingan di tingkat nasional. USAID menyetujui website proyek pada bulan Desember dan saat ini sudah online http://www/prioritaspendidikan.org. Sampai saat ini terdapat 15,812 hits pada website dari 654 pengunjung unik. h)

Monitoring dan Evaluasi

Semua instrumen monitoring untuk pengumpulan data telah dibuat pada awal Oktober dan pelatihan monitoring bagaimana cara menggunakan instrumen tersebut telah diadakan pada bulan November.


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Pendekatan pelatihan kaskade digunakan oleh 58 staf proyek yang dilatih sebagai pelatih yang nantinya mereka telah melatih 124 pengawas untuk megumpulkan data awal proyek. Data awal telah dikumpulkan di 322 sekolah pada masa triwulan ke-3. 161 diantaranya adalah mitra sekolah proyek yang dipilih untuk mewakilkan jenis sekolah yang berbeda dalam proyek. 161 merupakan sekolah bukan proyek yang digunakan sebagai sekolah perbandingan. Dalam rangka pengumpulan data, 15, 477 siswa di kelas 4, 5 dan 8 dilakukan penilaian kinerja dalam mata pelajaran Bahasa Indonesia, Matematika dan IPA. Pengumpulan data di kabupaten, provinsi dan LPTK masih berlangsung disaat penulisan laporan ini. i)

Kegiatan Utama Lainnya

Temuan hasil evaluasi DBE dipresentasikan oleh anggota tim evaluasi pada 12 Oktober. Banyak staf PRIORITAS yang berkantor di Jakarta menghadiri presentasi bersama staf kantor Pendidikan USAID. Setelah publikasi laporan evaluasi, seperti yang diminta, PRIORITAS telah menanggapi pelajaran sebagaimana tercantum dalam evaluasi. Eric Postel, Assisten Administrator USAID Washington telah mengunjungi SMP 8 Bogor, sekolah mitra DBE, pada 30 Oktober. Ia melihat proses pembelajaran IPA dan matematika dan berbicara dengan siswa di kelas Bahasa Inggris. Ia terkesan dengan kegiatan yang ia lihat dan antusiasme para siswa yang ia ajak bicara.

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1 PROJECT PLANNING AND PREPARATION Quarter 3 saw the project move into the final stages of the administrative and technical start-up. Main accomplishments included the establishment of all project offices, the recruitment and mobilization of district coordinators, and the selection of all partner schools. Most notably, the project was officially launched at the national level in October by the Minister of Education and Culture and the US Ambassador to Indonesia.

1.1

Administrative Start-up

During quarter 3, PRIORITAS continued to set up the systems for the operations and management of the project. 1.1.1

Project Offices

A permanent national office was established during quarter 3, and all national project staff moved into this office in the first week of November. Quarter 3 also saw the establishment of the remaining four provincial offices in East Java, West Java, South Sulawesi, and North Sumatra. The process of renovating these offices and for the procurement for outfitting with furniture and equipment was started during quarter 3, although progress was slow. Table 1 shows the status of each of the project offices at the end of December 2012. Table 1: Status of PRIORITAS National and Provincial Offices at the End of Quarter 3 Office National Aceh

Location Jakarta Banda Aceh

Lease Completed Completed

Renovation Completed Voltage increase, PAM enrollment. No renovation needed. Bidding process for small renovation; voltage increase.

Banten

Serang

Completed

Central Java

Semarang

Completed

Bidding process for renovation; voltage increase.

East Java

Surabaya

Completed

North Sumatra

Medan

Completed

South Sulawesi

Makassar

Completed

West Java

Bandung

Completed

In the process of collecting vendors for procurement process. In the process of collecting vendors for the procurement process. In the process of collecting vendors for the procurement process. No major renovation, No need for voltage increase.

Outfitting/Equipment/Furniture Completed Bidding process on additional AC, office fitting on the furniture and IT services Purchase of furniture, revised procurement docs for office fittings, including the Internet Revised procurement documents for office fitting. Final decision on Internet services Procurement process for furniture, Internet services, and other office fittings Procurement process for furniture, Internet services, and other office fittings Procurement process for furniture, Internet services, and other office fittings Procurement process for furniture, Internet services, and other office fittings.

The project aims to complete the setup of all provincial offices, including the basic IT installation, by the end of January 2013.


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1.1.2

Staffing

The project recruited and mobilized a large number of staff for the national and provincial teams between October and December 2012. A total of 67 staff was hired, including 42 District Coordinators (DCs), who have the responsibility to support the implementation of the project in the 69 DBE and Cohort 1 Districts. Annex 1 provides details of all staff joining the project between October and December 2012. A number of local short-term technical consultants continued to provide specific expertise to the project during quarter 3 as follows: Table 2: Short-Term Technical Assistance in Quarter 3 Name Jiyono Jahja Umar Supriono Subakir Angie Siti Hadi Suwono Ferdy S.R Toto Purwanto Yanti Kusumawardhani Suhaesih Rahmasari Basari

1.1.3

Position Policy and Stakeholder Consultant Policy and Stakeholder Consultant (EGRA). Policy and Stakeholder Consultant (Technical) Early Grades Consultant Science Consultant Science Consultant Monitoring and Evaluation Consultant Translator Finance Support

Origin Local Local Local Local Local Local Local Local Local

Staff Training

USAID PRIORITAS is committed to conducting staff training to ensure that all staff have the knowledge and skills to complete their tasks efficiently and effectively and to invest in overall morale and a sense of team work. During quarter 3, the project organized and implemented a number of staff training activities. a)

Finance Training

The RTI Finance Manager for Asia and Latin and Central America conducted training for the USAID PRIORITAS finance team between October 8 and 11 at the Atlet Hotel Century Park in Jakarta. A total of 11 staff from the project attended the meeting, including the Deputy Chief of Party and the National Office Manager. The training focused on how to use QuickBooks accounting software and on project finance systems and procedures. b)

IT Training

From December 10 to 13, all USAID PRIORITAS IT Specialists attended a 3-day training workshop held at the national project office. Facilitated by the project’s National IT Manager and the RTI IT Asia Pacific Regional Support Manager, the objective of the training was to ensure that all specialists had the knowledge and skills to implement the RTI IT policies and to set up IT basics for the provincial offices. The training covered a wide range of topics and focused on providing participants with as much handsUSAID PRIORITAS staff in training at a on practice as possible. Participants learned to install and manage workshop in Jakarta in December 2012. a proper network security device in their office, to install the QuickBooks application, set up a file server, and ensure a proper backup procedure for all project working data and information. The training was very successful and well received by all participants.

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In January, all provincial IT specialists will be expected to put into practice what they have learned during the training by leading the set-up of their own office. c)

Operations Team Training

With most of the USAID PRIORITAS operations staff now mobilized both at the national and at the provincial level, the project conducted comprehensive training to support them in carrying out their duties efficiently and in being in compliance with project guidelines (based on USAID regulations). The 5-day training took place from December 17 to 21 at the Hotel Atlet, Century Park, and involved over 30 staff, including the office managers, administrative assistants, teaching and learning operations assistants and accountants from the provincial offices. During the meeting, the draft project policies and guidelines and systems for Finance, Administration, Property Management, Human Resources, IT and procurement were presented and discussed, and the staff had the opportunity to provide input and ask questions. Both the COP and DCOP attended the training to clarify any outstanding issues. The final project regulations and procedures will be completed and issued to all staff in January 2013, following which the provincial offices are expected to be able to operate more independently. d)

Monitoring and Evaluation Training (TraiNet)

On December 20, nine project Monitoring and Evaluation (M&E) staff attended a half-day training workshop at the US Embassy compound. The training included up-to-date information on the TraiNet (a USAID database) and the J Visa Compliance System and looked at information processing and the roles and responsibilities of project staff. A short overview about the TraiNet was followed by actual practice on inputting the data. All the M&E personnel found the short training useful and the format for entering the data easy to use. Ms. Henny Djohari from USAID, who led the training, highlighted a few items, including the importance of regularly updating the data, the need to have two persons in every province to handle the TraiNet and coordination among the team. The project M&E Specialists will manage the TraiNet data with support from the project IT Specialists.

1.2

Technical Start-up

Both the project and USAID are committed to cooperating closely with the GOI at central, provincial, and district levels. During quarter 3, USAID PRIORITAS continued to hold consultations with and to collaborate with the GOI at all levels to introduce the project, assess the relevance and impact of recent policy developments, gain input into project planning, and find areas to support GOI needs. 1.2.1

Collaboration with the National Government of Indonesia

During quarter 3, several meetings took place between project staff, USAID staff, and senior government officials based at the Ministry of Education and Culture (MOEC). The key meetings were as follows:


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Table 3: Meetings with National GOI Officials Date October 1

October 19 and December 10

Government of Indonesia Stakeholders Syawal Gultom Head of BADAN

Dian Wahyuni Head of Teacher Professional Development in Basic Education Anthony Croker Consultant to MOEC

November 22

Bambang Indryanto Head of Policy Research, MOEC

November 26

Bpk Budi Susetyo and Ahmad Badar National BOS Management Team

November 27

Budi Purwaka Head of Subdivision for Policy and Evaluation of Programs

November 21

Didik Prangbakat, Purnamaningsih, Ngadirin, P Sukiono, Staff of Directorate for Primary Education:

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Outcomes BADAN will support the implementation of EGRA at the national level. As a user of EGRA, the BADAN will be interested to know how Indonesian children are currently performing in reading and what the results of the subtasks in the assessment indicate about weaknesses in teacher training programs for early grades teachers. USAID PRIORITAS submitted a description of DBE training modules as requested. Agreement was reached that the project activities can fit into BADAN’s Continuous Professional Development (CPD) framework so that teachers could earn credit points towards career progression from participation in project training programs. The Center for Policy Research will host a roundtable discussion with donors and their projects in early 2013 to build synergy in policy and research studies, which are supported by the various donors. USAID PRIORITAS will be invited to participate. Assistance was requested for the project to update the BOS software for schools to use for financial reporting in 2013, as well as the manuals and guidelines to accompany it. The new software will be available for free download online. The approach will help to improve accountability, transparency, and planning as part of school-based management; it will be implemented nationally in 2013. Agreement on the various opportunities for collaboration between the project and the subdivision included the following: (a) The socialization of RENSTRA in USAID PRIORITAS partner districts; (b) The development of district RENSTRA; (c) The development of RENSTRA Guidelines in line with the national RENSTRA; (d) The evaluation of the current National RENSTRA 2010–2014, using project partner districts as part of the sample; (e) The integration of USAID PRIORITAS programs into the upcoming RENSTRA. Discussion about the government programs for Early Grades Reading. See section1.5.7


Date December 5

December 10 December 14

December 19

Government of Indonesia Stakeholders Ibarahim Bafadal Head of Primary School Directorate

Unifah Rosyidi Head of the Center for Teachers’ Professional Development Supranata Head of Teachers and Teacher Personnel Development Supriadi Rustad Director of Teachers and Teaching Personnel, DG of Higher Education

Outcomes Agreement that the project will assist MOEC’s mandate to roll out the SBM program, incorporating the changes to the curriculum in the project provinces to avoid an overlap. Space was provided within the Directorate for USAID PRIORITAS staff to work. 1 The BADAN will support any training the USAID PRIORITAS program can provide to improve teachers’ quality of teaching. USAID PRIORITAS agreed to support the mandate of MOEC to socialize and train teachers of grades 1, 4, and 7 on the new curriculum. USAID PRIORITAS will train 10,000 teachers in partner provinces. Support was expressed for the adoption and dissemination of DBE ALFHE materials, including other university departments outside PGSD. Project assistance for the expansion and evaluation of the SM-3T program 2 was suggested, as well as for the PPG.

Staff from national GOI participated in a number of technical activities during quarter 3, including the provincial launch events (see section 1.2.5) and the implementation of the EGRA baseline (see section 4.2). Relations with the various departments of the MOEC have now been consolidated both at the senior official and at the technical staff levels. There is a ready acceptance of the USAID PRIORITAS project and a willingness to work cooperatively both on project activities and on national government initiatives. The project will continue to engage with MOEC and MORA personnel on a regular basis for project activities. 1.2.2

Collaboration with Provincial and District Level Stakeholders

Consultations were also conducted with all stakeholders at the regional level. Meetings were conducted with provincial and district level GOI staff and with partner TTIs. The purpose of these meetings was to: •

discuss and agree on the contents of the Terms of Reference for Cooperation (see section. 1.2.3);

•

seek input into the planning and implementation of the provincial launch events (see section 1.2.5); and

•

organize early project activities, such as partner school selection (section 1.2.6).

A complete list of key meetings and their outcomes in each province can be found in Annex 2, Provincial Reports.

1 USAID PRIORITAS will coordinate the preparation of the space within MOEC with Pak Didik, the Subdirector. The space will be shared with other donors. One USAID PRIORITAS staff member will spend part of their time there and to act as a base for others visiting MOEC offices. Project materials will be available on display and a project sign will be set up. 2 The SM-3T (Sarjana Mendidik di Daerah Terdepan, Terluar dan Tertinggal ) program sends newly graduated teachers to remote areas for one year of service. After this year, they return and are accepted into the one-year university PPG program. At present, there are 12 LPTK involved in this program, of which 7 are USAID PRIORITAS partner universities. The second round of the SM-3T program will include an additional 5 LPTK. The Directorate is thinking of adopting this model at a national level due to its success so far and its popularity with both the teachers who visit and the communities who take them in. It was suggested that USAID PRIORITAS provide assistance to improve the preparation course offered to the teachers who undertake this program. It is currently a 3-week program, but they have funding and the willingness to design a more comprehensive preparation program.


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1.2.3

Terms of Reference for Cooperation

During the quarter under review, USAID PRIORITAS, in collaboration with USAID and each of the project partners, developed standard Terms of Reference, which take the form of working agreements and include information on the project activities as well as cover the roles and responsibilities of both parties. Many of these working agreements were signed during the project launches (see sections 1.2.4 and 1.2.5). The status of these Terms of Reference, by partner, at the end of quarter 3, is shown in Annex 3. 1.2.4

National Project Launch

The National Project Launch took place in a large conference hall at the MOEC on October 3, 2012. The 216 attendees included representatives of the seven USAID PRIORITAS partner provinces, 69 partner districts, and 16 partner TTIs. Central government agencies represented included MENKO KESRA, MOEC, and MORA, as well as representatives of several donors to the education sector attending. The US Government was represented by the US Ambassador to Indonesia, Scot Marciel; the USAID Mission Director, Andy Sisson; and staff from the USAID Education Office and other departments. Displays from DBE partner schools and districts were mounted at the entrance to the meeting hall. After a short video introduction to the project, speeches were given by the US Ambassador; the USAID Mission Director; the Director General of Islamic Education, Prof. Dr. Nur Syam; and the Secretary of MENKO KESRA, Dr. Indroyono Soesilo. The project was officially launched with a speech from the Minister of Education and Culture, Prof. Dr. Mohammad Nuh. Following the official launch, Terms of Reference for Cooperation were signed by the USAID Director and the Aceh Vice Governor, Muzakir Manaf.

USAID Mission Director Andy Sissons signing the Terms of Reference for Cooperation with the Vice Governor of Aceh, Muzakir Manaf, and witnessed by the Minister of Education and Culture, Dr. Mohammad Nuh; with U.S Ambassador to Indonesia, Scot Marciel; and the Secretary of Coordinating Minister for People’s Welfare, Dr. Indroyono Soesilo, October 3, 2012.

1.2.5

The Minister of Education and Culture visits the school exhibitions at the National Launch and talks to students, October 3, 2012.

Provincial Project Launch

Following the National Launch, project launch events took place in each of the seven project provinces. The launch dates and list of US Government and USAID PRIORITAS project attendees are presented in Table 4 below.

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Table 4: Provincial Project Launch Date

Province

November 6

West Java

November 14

North Sumatra

November 20

Central Java

November 21

Aceh

November 28

South Sulawesi

December 4

Banten

December 6

East Java

USG / USAID USAID Education Office Staff: Jalu Cahyanto US Consul General: Kathryn A. Crockart USAID Education Office Director: Margaret Sancho USAID Education Office Director: Margaret Sancho USAID Education Office Deputy Director: Larry Dolan USAID Education Office Staff: Ester Manurung USAID Education Office Deputy Director: Larry Dolan US Ambassador: Scot Marciel US Consul General: Joaquin a. Monserrate USAID Deputy Mission Director: Derrick Brown USAID Education Office Director: Margaret Sancho

USAID PRIORITAS COP COP and Policy and Stakeholder Advisor Management and Governance Advisor COP COP and Teaching and Learning Advisor COP COP and DCOP

All launch events were well attended by USG and project staff. Most notably, the US Ambassador to Indonesia, Scot Marciel, attended the East Java Launch, and USAID Mission Director, Andy Sisson, attended the Banten launch. In addition, the US Consuls General in Medan and Surabaya, Kathryn Crockart and Joaquin Monserrate, also attended the events in their respective provinces.

Photographs: Scenes from provincial launches [clockwise from top left]: The US Ambassador, Scot Marciel, and other VIPs at the Provincial Launch in East Java. [Top right]: USAID Mission Director, Andy Sissons, with the Banten Vice Governor, Rano Karno, at the provincial launch in Banten. [Bottom right]: The USAID PRIORITAS COP witnesses the signing of Terms of Reference for Cooperation at the launch in South Sulawesi. [Bottom left]: The USAID Education Office Director, Margaret Sancho, fields questions at the press conference following the project launch in North Sumatra.


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High level representatives from provincial government and district education and religious affairs offices, local parliamentarians and education council heads were also present at launch events. The North Sumatra and South Sulawesi launches were attended by their provincial Governors, and the Aceh launch was attended by the Vice-Governor. Many district heads attended, especially in South Sulawesi, where six of the 12 partner district heads participated in the event. A number of representatives from the national level GOI also attended the provincial launches as noted below: •

Rozia Halisa, a staff member of the Institutional Subdirectorate of the Islamic Education Directorate General at MORA attended the launch in South Sulawesi

•

Poppy Dewi Puspitawati, the Head of the Center for Development of Teachers and Teaching Personnel for Junior Secondary Education, MOEC, attended the provincial launch in South Sulawesi

•

Rahmat Mulyana, the Head of the Institutional Subdirectorate of the Islamic Education Directorate General at MORA, attended the launch in Surabaya

•

Erni Malik, a staff member of the Evaluation Division of the Subdirectorate for Teaching and Evaluation in the Directorate of Primary Education, MOEC, attended the launch in Surabaya.

The launch program in each province included a video and presentation from project staff about the project, followed by speeches from USAID/USG and the GOI representative. In most provinces, there was also testimony from a beneficiary of the DBE project about the assistance received and how they were continuing to implement the interventions after the end of the project. Displays of work from DBE project districts and schools were mounted inside or at the entrance to the meeting hall. The project was officially launched by the Governor or his/her representative in each province. The meetings were followed, in most cases, by a press conference. It was notable that in several provinces, provincial and local government staff were able to field most of the questions from the press. This is a sign of increasing local ownership of the program. More details about the launches in each province can be found in Annex 2, Provincial Quarterly Reports. 1.2.6

Partner School Selection

During quarter 3, USAID PRIORITAS completed the selection of partner schools in Cohort1 districts. The selection process was carried out in collaboration with the subdistrict and district Education Office and the district Department of Religious Affairs. Schools were initially recommended by subdistrict and district education partners and verified through visits to subdistricts and schools that were conducted jointly by project staff and local counterparts. The provincial reports contained in Annex 2 provide more details on how the process was carried out in individual provinces. In selecting the schools, USAID PRIORITAS developed a list of agreed criteria with the districts. These criteria took into account a number of factors, including among others, the representation of different types of schools (religious and secular, public and private), geographical location, local leadership (within schools, subdistricts, and community), and existing relationships with TTIs. In all cases, the highest priority was placed on selecting those schools with committed staff and good community support, to facilitate building models of good practice. The project generally followed local policy, practice, and preferences but also endeavored to ensure that:

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•

The partner primary schools were from a number of clusters in different subdistricts, which represented the overall condition of the district (some rural, some urban, some affluent, some poor) and the junior secondary schools associated with these primary schools. This association is in order to build good models of cooperation between primary and junior secondary schools and to promote a high level of transition.

•

Madrasah and conventional schools were integrated in clusters. Where such clusters already existed, those clusters were selected. Where this was not the case, a different approach was taken. For example, schools in two clusters of conventional schools and one cluster of madrasah were selected. However, while encouraging integration, USAID PRIORITAS followed local policy and practice.

The school selection process resulted in the selection of 555 project schools, of which 372 are primary and 183 are junior secondary level schools. In general, up to 16 primary schools and 8 junior secondary schools were selected in each district, although the actual number of schools (especially primary schools) varied among districts. The main reason for this variation was because the project selected primary schools based on clusters, and the number of schools in a cluster was sometimes less and sometimes more than 16. For example, in Bener Meriah in Aceh, only 15 primary schools were selected because this was the total number of schools in two clusters, whereas in Blitar in East Java, 19 schools were selected as partners, because this was the total number of schools in two clusters, and it was inappropriate to expect three schools not to participate. As Table 5 shows, in Cohort 1, most of the project primary schools (SD) are secular (76%), with only 24% being religious (MI). Most of the partner MIs are private schools (77%), whereas the vast majority of the SD are public (95%). It is interesting to note that there were no private schools, either secular or religious, that were selected in Aceh. Table 5: Partner Primary Schools by Province and Type Province Aceh Banten Central Java East Java North Sumatra South Sulawesi West Java Total

Public 20 26 61 62 29 34 36 268

SD Private 0 0 1 2 10 1 0 14

Total 20 26 62 64 39 35 36 282

Public 11 1 0 1 7 1 0 21

MI Private 0 7 19 18 2 11 12 69

Total 11 8 19 19 9 12 12 90

Overall Total 31 34 81 83 48 47 48 372

Annex 4 provides a list of names of partner primary schools by province, district, and type. A similar pattern is evident at the junior secondary level, depicted in Table 6, where 73% of the partner schools selected are secular (SMP) and only 27% are religious (MTS). However, the percentage of public MTS selected for the project is higher at the junior secondary level than at the primary level, with 43% compared to 23%, but the percentage of private SMP is lower at only 10%.


17

Table 6: Partner Junior Secondary Schools by Province and Type Province Aceh Banten Central Java East Java North Sumatra South Sulawesi West Java Total

Public 9 9 27 29 14 15 17 120

SMP Private 1 0 3 2 6 1 1 14

Total 10 9 30 31 20 16 18 134

Public 5 6 2 3 2 0 3 21

MTS Private 1 1 6 7 2 8 3 28

Total 6 7 8 10 4 8 6 49

Overall Total 16 16 39 40 24 24 24 183

A complete list of the names of junior secondary schools selected to work with USAID PRIORITAS by province, district, name, and subdistrict is included in Annex 5. 1.2.7

Selection of District Facilitators

Training of partner schools in the district will be implemented by district facilitators. There will be 15 district facilitators 3 for primary schools and 15 for junior secondary schools (JSS), who will cover both teaching and learning, as well as school management and governance. Facilitators will be chosen from among good practitioners who are teachers, school principals, and supervisors. The selection process involves both local government and USAID PRIORITAS staff. In the districts, the selection process was starting as this report was being prepared.

1.3

Project Modules and Materials

During quarter 3, USAID PRIORITAS completed the modules for the first round of The Whole School Development Training program. The working groups established at the Module Repackaging and Development Workshop (described in the quarter 2 report) submitted drafts of all units for the modules in October. Following a thorough review of the drafts by project management and technical staff, the units were edited and completed by the second week of December and submitted for printing. Three packages have been produced for the first round of USAID PRIORITAS training as follows: 1) Good Practices Training Module for Primary Schools 2) Good Practices Training Module for Junior Secondary Schools 3) Facilitator and Mentoring Guide The training packages for both primary and junior secondary schools contain a series of units on School Based Management (numbered units 1 to 5) and Teaching and Learning units (units 6 to 11), because these are mutually reinforcing in the achievement of whole school development. The School Based Management units are the same for both the Primary and Junior Secondary School Training programs, because the principles of effective management are the same in both contexts. Only slight changes have been made, where necessary, to ensure relevance to the specific level of education. The first round of training on SBM will focus on leadership, transparency, and participation in the context of school development planning, annual planning, and budgeting. The emphasis is on how to use the government-mandated approaches to school management to improve the quality of teaching and learning.

3 It was originally intended to select 20 facilitators for primary schools and 20 for JSS, but it was decided to reduce this number to 15 each to control project costs. This number should be adequate and is in line with previous projects.

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The Teaching and Learning units are different in each package. However, the units address similar themes and introduce participants to the concept of effective teaching and learning through listening, watching, discussing, developing, and doing. Teaching practice in a real school setting puts into context the concepts and approaches examined during the training. This is followed by reflection and feedback and is linked to KKG/MGMP programs for follow-up and reinforcement. Principals and supervisors are expected to follow this training to create stronger connections between management and classroom improvement. The third module in this training package has been specifically designed for project facilitators (national and district), to support them to develop the knowledge and competencies required to be an effective facilitator and mentor of professional adult learners. The two units “How to Be a Good Facilitator” and “Mentoring” provide practical examples and multiple opportunities for simulation and discussion. USAID PRIORITAS also developed a series of videos to support these training materials. Annex 6 provides a detailed summary of the contents of each of the modules and videos. All these materials will be given to project facilitators in both print and electronic format. The overall message of these training packages is “improving school practices to improve student performance.” The training packages will be introduced at the National Training-of-Trainers workshops and piloted at the provincial training during quarter 4. Feedback will be sought on the package overall and edits will be made where necessary.

1.4 1.4.1

Planning and Review Meetings Training Planning Meeting

On December 18 and 19, USAID PRIORITAS conducted a technical team meeting to plan for the implementation of the first round of training of the Whole School Development Program (described in section 1.3 above). Approximately 12 project staff participated in the meeting, which resulted in the detailed scheduling of the training of national trainers. A follow-up planning meeting will take place on January 3 and 4.

1.5

Studies

During quarter 3, USAID PRIORITAS completed work on three main studies and started work on a further four studies that are designed to provide broad direction for project planning. All completed studies have been submitted to USAID and the Development Experience Clearing House and are available from the USAID PRIORITAS National Project Office. 1.5.1

An Assessment of the Role of Provincial Government

This study, which examines the evolving role of the province under decentralization and described in detail in the quarter 2 report was submitted to USAID on October 31, 2012.


19

1.5.2

An Assessment of the Capacity of District Governments for Management and Governance

Submitted to USAID on December 6, this study focused on assessing the current capacity of partner districts in areas relevant to the USAID PRIORITAS objectives, namely, teacher quality improvement, education personnel management (particularly teacher deployment), school improvement, and data management for planning and policy development. The assessment began in September 2012 with a series of consultations with officials and stakeholders in partner provinces, districts, subdistricts, and schools. A range of secondary sources were also used. The key findings are as follows: 1. The quality of teaching in Indonesia is still relatively low. Policies and programs to improve teacher quality exist at all levels in the system. Districts provide support for teacher quality improvement, but funds are limited and programs are patchy. 2. The most effective forums for teacher quality improvement are currently the local teacher working groups, particularly the cluster-based primary teacher groups (KKG). The juniorsecondary groups (MGMP) are less effective. The programs of these groups vary widely and depend on local leadership within school clusters, subdistricts and schools. 3. Indonesia’s teaching force is poorly managed, resulting in an oversupply of teachers and an uneven disbursement. Districts do not generally know the extent or details of the problem and require assistance to analyze data and find policy solutions. 4. Districts do not play an effective role in supporting the development of schools in an integrated way, particularly in relation to teacher deployment, teacher quality improvement, and educational resource management. 5. Districts require capacity development in bottom-up planning, programing, and coordination with provinces and other agencies to achieve a more integrated approach. School supervisors need ongoing professional development to improve their capacity as mentors for school development. 6. District MOEC is encountering some problems in the shift to the new EMIS because it requires a heavy workload for the initial inputting of data. Because the schools do not use the data themselves, they do not value it, resulting in incomplete and poor quality data entered into the system. Although in some districts MORA is moving to use the new database, in others they continue to use a separate and independent EMIS, specifically for madrasah. 7. Districts require capacity building to enable them to better use data for planning and policy development. 8. Vertical and horizontal coordination between education stakeholders is poor and consists of either ad-hoc, informal meetings or formal events that typically involve one-way information sharing and are lacking in consultation or joint planning. The results of this study indicate that the planned project interventions are relevant to current district needs. USAID PRIORITAS has already started to address some of them through project interventions, some of which are described in detail in section 3.2. 1.5.3

Collaborative Analysis and Identification of Laboratory and Good Practice Schools

The USAID PRIORITAS program intends to establish a number of good practice schools in each project district in order to provide examples of effective whole school development with efficient and transparent management, the application of quality teaching and learning practice, and evidence

20


of successful community participation. These schools will be linked with partner TTIs and used as a center for pre-service students undertaking teaching practice and will serve as a center for in-service observation for teachers, school administrators, and managers. During quarter 3, the project completed a collaborative study with partner TTIs in order to examine the factors that will need to be taken into consideration when selecting good practice schools, the project’s roles and responsibilities in developing these schools, and the function of the schools for teacher training activities. The completed strategy paper was submitted to USAID in December 2012. The main conclusions of the study were as follows: •

Selection criteria should include evidence of strong leadership and support from the school administration, evidence of active learning methodologies being implemented, and a capacity and willingness to assist other schools in the district and neighboring districts.

•

The schools should receive additional training and support to deepen their understandings of the whole school development process and take them beyond the learning plateau identified in many schools.

•

Good practice schools cannot be selected in advance, but will emerge as the project progresses and the school administration and staff begin to develop effective whole school development processes and practices.

Detailed technical and operational plans for working with good practice schools will follow the identification and selection of schools, which will take place in Year 2 of the project. 1.5.4

Gender Analysis Study

This brief study, which was conducted through desk reviews of recent research studies by the government, as well as by various organizations, focuses on gender issues in formal education that are related to teaching and learning and student achievement. The study found that despite improvements in recent years, there are still significant challenges in implementing gender responsive education through the teaching and learning process and both in the classroom and in school management. The main challenge remains the limited understanding, skills, and resources for teachers and principals in implementing a gender responsive policy. The study recommends that the teacher training programs supported by the project should concentrate on improving teachers’ awareness and understanding of gender-related issues in the classroom, as well as improve principals’ understanding of gender-responsive management through school policy, planning, and budgeting. The study is currently being translated from Bahasa Indonesia to English and will be shared with USAID in January 2013. 1.5.5

Inclusive Education Policy Study

The Inclusive Education (IE) Policy Study, due to be completed early in quarter 4, assesses the extent to which inclusive education policy (as opposed to special needs education) is being implemented at the school and district level in Indonesia, the challenges faced in implementing the policy, and how the project can help address some of the challenges. The study found that only five out of the 23 partner districts are currently allocating a budget for inclusive education. In the districts where inclusive education is already being implemented, the results vary significantly depending on the availability of resources and the commitment of school principals. The main obstacles facing the full implementation of IE were found to be a lack of knowledge of the minimum standards for quality education for students with special educational needs, a lack of understanding and capacity of teachers and principals to accommodate these students, a lack of adequate resourcing at school level, and a low level of awareness among communities. The study concludes that the project can USAID PRIORITAS – Quarterly Report No. 3, October – December 2012

21

help to address these issues by training teachers and school managers on IE through the projects’ inservice and pre-service training program, as well as raising awareness of district and provincial level stakeholders of inclusive school policy. 1.5.6

Teacher Training Institute Situation Analysis

In Year 1 of the project, USAID PRIORITAS is working with 16 TTIs from the 7 partner provinces. It was clear from initial discussions and visits conducted during quarter 1 and 2 that capacities, conditions, and programs differ widely between these partners and that many factors would need to be taken into account when planning targeted and relevant assistance. Therefore, during quarter 3, the project conducted a situation analysis of the TTIs. The purpose of the study is to provide a snapshot of current conditions and capacities of partner TTIs to deliver effective pre-service teacher training programs and to investigate their current role in the provision of in-service teacher training. The results of this situational analysis will be used to guide the development of the specific USAID PRIORITAS interventions described in the Work Plan and to identify areas of further investigation and intervention required. In October and December, provincial staff visited each partner TTI to collect data in relation to the five areas of program interventions with the TTI, namely the programs, curriculum, teaching practices, training methodology and support centers. Some of the initial findings are as follows: •

Most TTIs have or will have in-service training in the form of a PPG (Pendidikan Profesi Guru) program. Only a few TTIs have carried out this program to date. Most TTIs will commence PPG programs next year (2013).

•

Selection of schools used for teaching practices is based on various factors, including the location, the readiness and commitment of the schools, and the availability and capacity of supervising teachers in the schools.

•

The average number of students engaged in teaching practices (per semester), the number of schools required, and the ratio between the supervising teachers and the student teachers vary greatly between TTI’s, and the differences are significant. The average number of students taking part in teaching practice in schools at one time varies between 50 and 3,000; the number of schools required varies between 10 and 500; and the ratio between supervising teachers and their students varies from 1:4 to 1:20.

•

The teaching method used by teacher training lecturers depends on their prior training, their level of competence, creativity, and teaching habits. Unfortunately, most of the teacher training lecturers in the TTIs still use lecturing methods and seldom use active learning approaches.

•

Most university partners have centers in various forms with various kinds of purposes. However, many of these centers are not being actively used or not functioning as expected. Among these centers, only a few are used to support teacher training (depending on the policy and intention of the universities).

•

The sustainability of the work and activities in the centers is at risk due to challenges of staffing and funding, lack of professionally management, and networking with other stakeholders.

These early findings suggest that because of the unique situation of each TTI, it would be inappropriate to provide one type of assistance to meet the needs of all partners. The final study will be shared with USAID in January 2013.

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1.5.7

An Assessment of Current Early Grade Reading Programs

USAID PRIORITAS has a specific focus on improving teacher performance in the classroom to increase student learning outcomes in Early Grade Reading (EGR). As a first step in achieving this goal, the project is currently gathering data on reading levels in the early grades (see section 4) with the intention of using this data to support improved reading instruction and assessment in grades 1– 3 in project schools. More broadly, the project will also introduce these EGR concepts and methodology into partner TTIs and in-service training venues so that teachers are well prepared to teach EGR. To introduce appropriate EGR concepts and methodology into teacher training programs, during quarter 3 USAID PRIORITAS began a project study to better understand both how and how well current teacher education programs are preparing teachers to teach EGR and to identify where (if any) there are gaps in knowledge and skills of EGR, where the program could target support for improvement. The study is examining both pre-service and in-service early grade (EG) approaches developed by the TTIs. the government. and other donors. During the quarter under review, USAID PRIORITAS met with a number of GOI directorates, TTI staff. and other donors to find out what EGR programs are currently on offer. The consultations indicate that there are presently no preservice teacher training courses at TTI and no GOI in-service training programs available for EGR. Although the major donors involved in education in Indonesia (such as JICA, EU, UNICEF, AusAID) are engaged in some way with EG, none of them focus specifically on reading. The study will be completed during January 2013 and shared with USAID by the beginning of February. 4

4 This study is a deliverable initially due at the end of December 2012 and originally was intended to cover early grade mathematics in addition to reading. However, due to the delays in the Early Grade Reading Assessment (EGRA) and baseline monitoring, and the eliminaton of the Early Grade Mathematics Assessment (EGMA) from the work plan, the study has been altered and postponed. USAID PRIORITAS sought and received approval from USAID in mid-November to postpone the submission of this report.


23

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 and to support teacher training providers, specifically TTIs and District Education Offices to implement these programs.

2.1

Developing and Implementing a Whole School Development Program

During quarter 3, work was completed on the teaching and learning aspects of the Whole School Development Program described in detail in section 1.3.

2.2

Building District Capacity to Plan, Manage, and Implement In-service Training

Under Component 1, PRIORITAS is working to create the conditions for districts to be able to independently plan, manage, and allocate funds to deliver better quality in-service training programs in order to strengthen instruction in schools. A number of districts continued to use programs introduced by the DBE project following that project’s closedown in 2011 and developed plans for dissemination into 2012. Some of these plans are still being implemented. For the first two years of the project, USAID PRIORITAS will continue to promote and support dissemination of the USAID programs in the former DBE districts. Where districts already have plans, USAID PRIORITAS will provide only assistance to implement them into February 2013. This will consist of USAID PRIORITAS technical staff attending the training as resource persons. From February 2013 onward, the project will more fully support dissemination by covering costs of facilitators and materials. During quarter 3, DBE programs were disseminated in nine districts in four provinces (East, West, and Central Java and North Sumatra). Eight of the districts were former DBE districts, and one of these (Wonosobo) was a DBE dissemination district. In total, 2,783 participants, mostly teachers, from 1,227 institutions were involved in these dissemination trainings. This is an average of only 2.2 participants per institution, which is far from ideal, and not something that USAID PRIORITAS will encourage in future project-supported dissemination activities. 5 The programs were varied and came from all of the DBE components. The most frequently used program during quarter 3 was the Better Teaching and Learning 3 (BTL3) program from DBE3. It is interesting to note that all programs that were used have a focus on improving the quality of teaching and learning, indicating the primary interest and needs of districts. Table 7 shows a breakdown of the dissemination training reported in quarter 3. Table 7: Dissemination of Project Supported USAID Programs during Quarter 3 District and Province Wonosobo Central Java Demak Central Java Bangkalan

Dates December 3–4 and 5–6 November 22–24 September

Number of Participants 500

Number of Institutions 250

35

2

890

446

Program Active Learning Foundation Package (DBE2) BTL4 (DBE3) SBM, PBPS, RENSTRA and SIMA

5 An average of 2 per institution is insufficient to achieve critical mass and effect change in a school. Follwoing February 2013, USAID PRIORITAS will not suport dissemination of programs where less than 10 teachers per school are involved.

24


District and Province East Java Sampang East Java Indramayu West Java Kota Bogor West Java Karawang West Java

Tebing Tinggi North Sumatra

Binjai North Sumatra Total

Dates

and November September and November October 3–5

Number of Participants

Number of Institutions

(DBE1

Program

190

42

PBPSA, AKPK and SIMA (DBE1)

168

45

BTL 3 (DBE3)

November 28–30 November 12–14 November 28 –December 8 November 28 –December 8

100

20

BTL 3 and BTL4 (DBE3)

75

75

95

50

Active Learning and Classroom Reading program (DBE2) BTL 3 (DBE3)

150

150

December 4–8 December 11–13

200

20

200

85

December 19–21

180

42

2,783

1,227

Classroom Management and Using Low Cost Teaching Aids (DBE2) BTL3 (DBE3) Improved Quality of Teacher Training and Budgeting for Teaching Aids (DBE2) BTL1 (DBE3)

In other provinces, dissemination that was carried out with technical support from USAID PRIORITAS was not reported during quarter 3. A total of 1,504,425,000 IDR (155,898.96 USD) was spent on the dissemination of USAID DBE programs in quarter 3. As Chart 1 below illustrates, the majority of these findings (59%) came from BEC-TF; 6 33% came from local government, primarily the APBD; and the rest came from other sources, mostly from schools using BOS funding. Chart.1:

Local Funding Resources for Dissemination in Quarter 3

6

Basic Education Component Trust Fund, a World Bank-funded project, which provides around 270,000 USD to districts to build education capacity.


25

3 IMPROVED EDUCATION MANAGEMENT AND GOVERNANCE Weaknesses in teaching and learning in schools are linked to weaknesses in the management and governance of education. Therefore, USAID PRIORITAS is working to improve the effectiveness of management and governance at the school and district level so that the quality improvements in instruction achieved by the project are fully supported and sustained.

3.1

Strengthened Capacity at School Level

During quarter 3, work was completed on the management and governance aspects of The Whole School Development Program described in detail in section 1.3. In November, the project received a request from MOEC for assistance in developing a tool to assist schools with financial reporting (as reported in 1.2.1). Following this request, a series of meetings were held with the national BOS Management Program and work proceeded on preparing the tool during the remainder of the quarter. The updated tool is a simple application that will enable schools to (1) better manage their funds, 7 (2) ensure that their budgeting and spending is in line with the regulations, and (3) generate reports to increase accountability and transparency. This will assist schools to better focus their planning and budgeting on improving teaching and learning outcomes.

3.2

More Effective District Based Management

During quarter 3, USAID PRIORITAS began work to support district governments to address some of the issues raised in the District Capacity Assessment Study (see section 1.5.2). Late in December 2013, USAID PRIORITAS started work on developing an integrated planning and management tool, which will assist districts to determine the unit costs and map the in-service training needs of teachers, as well as support them to map and redistribute teachers to achieve more even and effective teacher deployment. Project staff are currently reviewing an existing tool and accompanying training module from UNICEF and will use this as a basis for developing an updated version. USAID PRIORITAS is also coordinating with the USAID-funded KINERJA project to ensure that approaches to supporting proportional teacher distribution in districts are synergized.

7

BOS funds, as well as other funds such as provincial, district, and community grants and contributions.

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4 EARLY GRADES READING Reading is a fundamental skill for all children. It is also a foundational skill upon which acquisition of other critical skills and knowledge depends. Therefore, USAID PRIORITAS has a specific focus on improving the teaching and assessment of reading, especially in the early grades, and has designed a comprehensive program to support children in project areas to acquire basic literacy skills.

4.1

Enumerator Refresher Training

During quarter 3, USAID PRIORITAS continued to implement the EGRA designed to assess foundational reading skills that a child must have to read fluently and with comprehension. Between October 29 and November 14, the project conducted refresher training for 83 EGRA enumerators and 36 project staff. This provincial level training built on the national training held during quarter 2, but it had a specific focus on further developing participants’ skills in using the TangerineTM application. The refresher training was facilitated by the project’s national EGRA team and included a second pilot test in schools and a final IRR test to identify the enumerators who would be asked to collect the baseline data. Training dates and numbers trained in each province are presented in Table 8 below. Table 8: EGRA Refresher Training, by Province Province

Aceh Banten Central Java East Java North Sumatra South Sulawesi West Java

4.2

Date 12-14 November 7-9 November 29-31 October 29-31 October 6-8 November 12-14 November 1-3 November

Project Staff 4 5 7 8 5 3 4 36

Participants Enumerators 13 12 12 10 12 12 12 83

Total 17 17 19 18 17 15 16 119

Baseline Data Collection

Following the refresher training, enumerators in each province collected EGRA baseline data. Data was collected in 184 primary schools (8 in each partner district). Of these schools, 92 were project schools (4 per district) and 92 .were non-project schools, which are being used as control or comparison schools. These were the same schools in which the other project baseline data was collected (see section. 6). In general, the project aimed to assess 24 students per school, who would be selected randomly. However, the number of students assessed varied from school to school, depending on the total number of students in grade 3. In some schools, the total number of grade 3 students was less than 24, and so all students in the class were assessed. For example, in MIS Ma'Arif Cedo in Bantaeng, South Sulawesi, there are only 10 students in grade 3, and in MIN Teunom in Aceh, there are only 8. In fact in Aceh, only 317 students in grade 3 were assessed, which were 67 less than planned, due to the low number of students in grade 3. A total of 4,223 students in grade 3 were assessed using the Indonesian EGRA instrument. Of these, 2,135 (50.5%) were male and 2,088 (49.5%) were female. These numbers represent an average across all provinces of 58.5% of all grade 3 students in the sample schools. An itemization of the number of students by province and district is presented in Table 9.


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Table 9: Number of Students Completing EGRA, by Province Province

Aceh Banten Central Java East Java North Sumatra South Sulawesi West Java Total

Male 157 176 484 464 284 282 288 2,135

EGRA Sample Female 160 179 448 466 284 263 288 2,088

Total 317 355 932 930 568 545 576 4,223

A list of all schools involved in EGRA (both project and comparison schools), by province, is provided in Annex 7. USAID PRIORITAS, with support from RTI Headquarters in North Carolina, are now working to clean and analyze the EGRA baseline data. The preliminary findings will be shared with USAID in mid-January 2013, and a full report will be submitted shortly after.

Students are selected at random in North Sumatra

Student in grade 3 completing EGRA in East Java

Grade 3 students in Banten waiting for their turn on EGRA.

EGRA Enumerators in Sragen Central Java following the completion of the assessment.

USAID PRIORITAS sent out letters to various GOI directorates to invite staff to participate in the EGRA data collection. The project supported five people from various institutes within MOEC to participate in EGRA data collection as noted below: •

Purnamaningsih, Teaching/Learning Division, Primary Education, MOEC, and Ririk Ratnasari, P4TK Bahasa, joined the EGRA activities in East Java from December 3 to 5, 2012.

•

Rani Asmawati, Euis Yumirawai, and Slamet Wibowo from the Curriculum Development Center participated in the EGRA activities in West Java from December 3 to 5, 2012.

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5 REPORTING AND COMMUNICATION 5.1

Routine Reports

Routine reporting systems were established in quarter 2 and followed into quarter 3 to ensure timely and comprehensive technical and narrative reports. USAID PRIORITAS submitted a report to USAID on October 13, 2012, covering quarter 2 of the project. The report summarized project accomplishments between May and June and highlighted issues and constraints. An annual report for the period of May to September 2012 was completed and submitted to USAID on October 19, 2012.

5.2 5.2.1

Media Project Newsletters

Newsletters were produced in each province during quarter 3, to be distributed at the time of the project launch. The names of the newsletters, by province, are provided in Table 10. Table 10: Names of USAID PRIORITAS Newsletters Province National Aceh Banten Central Java East Java North Sumatra South Sulawesi West Java

Name of Newsletter PRIORITAS Pendidikan Seuramoe PRIORITAS Kabar PRIORITAS Mewarah PRIORITAS PRIORITAS Keun Lensa PRIORITAS Swara PRIORITAS Warta PRIORITAS

The Indonesian version of the first national newsletter was completed, as shown just below, and is currently being printed. The newsletter will be distributed to partner schools, universities, and governments in the project provinces and to interested parties at the national level. The numbers being distributed to each province are as shown in Table 11 and have been calculated based on the number of partner districts. Table 11: Distribution of Project National Newsletter by Province Province Aceh North Sumatera Banten West Java Central Java East Java South Sulawesi Jakarta

Number of copies 600 975 525 900 1,350 1,350 1,125 675 7,500


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An English version of the newsletter is currently being prepared and will be distributed early in the next quarter. Provincial newsletters will also be published during the next quarter. 5.2.2

Project Website

USAID PRIORITAS received USAID approval for the project website and is now online at the following link: http://www.prioritaspendidikan .org. The site contains news of the USAID PRIORITAS project activities and impact as well as downloads of project materials and videos. Since October 2012, there have been 15,812 hits on the website from 654 unique visitors, an average of over 200 users per month (see Table 12). The highest number of new visits to the website took place in December, when the website officially came online.

Indonesian version of the first national USAID PRIORITAS newsletter, PRIORITAS Pendidikan

The project communications team will now work to develop a strategy to promote the website to increase the number of users. Table 12: Use of the USAID PRIORITAS Website Month October 2012 November 2012 December 2012 Total

30

Unique Visitors 63 139 452 654

Hits 1,661 5,402 8,739 15,802

Bandwidth 20.27 MB 389.66 MB 617.76 MB


6 MONITORING AND EVALUATION Project monitoring and evaluation (M&E) activities will be conducted at all levels of the program. It will involve ongoing collection and analysis of data in relation to planned activities and established targets over the life of the program. This process will inform management if work is on track and will help facilitate informed management decision-making to improve program efficiency and effectiveness. Periodic evaluations will also be conducted to assess progress and the actual impact of the program against results set forth in the work plan. During quarter 3, USAID PRIORITAS completed the framework for the ongoing data collection process and moved into the first stages of collecting baseline data at the school level.

6.1

Performance Management Plan (PMP)

Following USAID approval for the project monitoring indicators, the DCOP continued to finalize the Performance Management Plan (PMP), including all the Performance Indicator Reference Sheets (PIRS), during quarter 3. The PMP will be completed and submitted to USAID in early February 2013. All monitoring instruments for the collection of project data were completed in early October 2012. Three categories of instruments were developed as follows: 1. School Level Instruments, including teaching observation forms, questionnaires for school principals, Teachers Working Group (KKG and MGMP) and student performance tests. 2. Teacher Training Institutions, consisting of guidelines for assessing the teaching methodology employed by lecturers and student teachers as well as questionnaires for TTI centers. 3. District and Provincial Level Instruments, including questionnaires for District and Provincial Offices of Education. Most of the instruments are short (two to three pages), but the respondents vary significantly and enumerators are expected to use specific approaches in gathering the data from them.

6.2

Project Data Management System

The design of the Project Data Management System (PDMS) was also completed during quarter 3 and can now be accessed through the project website. The data included on the PDMS is currently limited to basic partner data. All files will be updated and available on the PDMS in mid-quarter 4, following the compilation and analysis of baseline data.

6.3

Training of Project Monitors

Training on the monitoring instruments described above took place in quarter 3. A cascade training approach was utilized, with project staff being trained as trainers. 6.3.1

Training of Project Trainers

The training of trainers was held at the Hotel Paragon in Solo, from October 21 to 24. The participants included project M&E and Technical Specialists from provincial offices. As shown in


31

Table 13, a total of 58 persons were trained and given the responsibility to train other project monitors at the provincial level. Table 13: Participants in the Training of Trainers for Project Monitoring Province Jakarta Aceh North Sumatra Banten West Java Central Java East Java South Sulawesi Total

Male 8 6 5 5 5 6 5 5 45

Female 3 1 1 0 2 2 2 2 13

Total 11 7 6 5 7 8 7 7 58

The training included field-based practice in eight primary and two junior secondary schools in Boyolali. Each school was visited by a group of three participants, where they could pre-test all school-level instruments. Participants also practiced inputting the data. 6.3.2

Provincial Level Training of Project Monitors

In November 2012, provincial monitor training was held in each province with 124 monitors trained to collect baseline data. As shown in Table 14, the number of monitors trained in each province varied, depending on the number of USAID PRIORITAS districts. The composition of the project monitors also varied among provinces. While in Aceh they were all students from TTI, in Central Java, they were a combination of lecturers, new graduates, students, and district coordinators. East Java, West Java, and South Sulawesi relied on teachers who had been former DBE facilitators. The pattern of training followed that of the training of trainers in Solo, with extensive field practice. Table 14: Participants in Provincial Training of Project Monitors, by Type Province Aceh

Principals 0

Teachers 0

TTI Lecturers 0

Supervisors 0

TTI Students 14

Others 0

Total 14

Banten

1

0

4

2

0

0

7

Central Java

0

0

10

1

17

0

28

East Java

2

7

6

7

1

3

26

North Sumatra South Sulawesi West Java

0

9

1

4

0

0

14

1

9

3

1

0

3

17

3

8

0

1

0

6

18

Total

7

33

24

16

32

12

124

6.4

Baseline Data Collection

The collection of project baseline data started in November 2012, following the training of monitors, and continued until the end of the quarter. Data was collected in stages, depending on routine activities at the school level. At the time of writing this report, all data from schools had been collected and compiled; however, the process at the district, provincial, and TTI levels is ongoing.

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The project collected baseline data in a total of 322 schools. Of these, 161 were project partner schools. This represents 29% of all the schools involved in the project. Four project partner primary and three junior secondary schools in each district were selected to participate in the project monitoring activities; schools were selected to represent the different types of schools. Baseline data was collected in the same number of non-project schools, which will be used as comparison schools against which to measure the impact of project interventions. Comparison schools within the same districts were selected as much as possible to correlate with project schools. Equal numbers of the same type of school were chosen (see Table 15). These were schools that had similar examination results as project schools and were in an approximate geographic location. A list of project-monitored schools is included in Annex 8 and non-project–monitored schools in Annex 9. Table 15: Number and Type of Schools Involved in Baseline Data Collection School Type Primary Schools Public SD Private SD Public MI Private MI Total Junior Secondary Schools Public SMP Private SMP Public MTS Private MTS

Project Partner Schools 68 1 8 15 92 47 2 9 13

Non-Partner Comparison Schools 69 1 4 18 92 47 2 5 15

71 163

69 161

Total Grand Total

Total 137 2 12 33 184 94 4 14 28 140 324

The school-level monitoring included six assessments of student performance. Tests were conducted for a total of 8,559 students in primary schools, specifically for grade 4 students in mathematics and the Bahasa Indonesia language, and for grade 5 students in science; and for 6,918 grade 8 junior secondary students in mathematics, science, and Bahasa Indonesia (see Table 16). Table 16: Number of Students Assessed by School Level and Subject Bahasa Indonesia

Mathematics

Science

Total

School Primary

Partner 1,443

NonPartner 1,414

Partner 1,431

NonPartner 1,408

Partner 1,423

NonPartner 1,440

Partner 4,297

NonPartner 4,262

Total 8,559

JSS

1,147

1,147

1,193

1,144

1,153

1,134

3,493

3,425

6,918

Total

2,590

2,561

2,624

2,552

2,576

2,574

7,790

7,687

15,477

USAID PRIORITAS is now working on school level data processing and analysis and on collecting the remaining data at the district, province, and TTI level. A baseline monitoring report will be prepared early in quarter 4 and shared with USAID at the end of January 2013.


33

7 OTHER EVENTS 7.1

Decentralized Basic Education Project Evaluation

An evaluation of the DBE project took place over the period July to October 2012. The findings of the evaluation were presented by members of the team at Hotel Atlet, Century Park, Jakarta, on October 12, 2012. Most of the senior USAID PRIORITAS staff based in Jakarta attended the presentation along with staff from the USAID Education Office. Following the publication of the evaluation report, as requested by USAID, USAID PRIORITAS responded to the lessons learned as set out in the evaluation. A draft response was sent to USAID on November 26 and is included in this quarterly report as Annex 10.

7.2

School Based Management (SBM) Seminar in Malang

The project’s COP and a project consultant attended a seminar on school based management that was organized by the Directorate of Primary Education in Malang from October 15–17. The directorate is currently drawing up plans to roll out school based management and active learning training across the country. Discussions took place to confirm that USAID PRIORITAS will coordinate with the MOEC, support the government’s objectives, and avoid overlap.

7.3

Meetings with AusAID and the School Systems and Quality (SSQ) Project

On October 29, staff from the USAID Education team, along with the USAID PRIORITAS COP and DCOP, met with representatives from AusAID and the SSQ project. Following presentations from each project, common objectives, interventions, and issues, including coordination with GOI, were discussed. Both sides agreed to meet again at the project level to explore the potential for cooperation. Subsequently, on November 22, technical staff from the SSQ project visited the PRIORITAS office and met with the DCOP and technical staff to discuss approaches to assisting districts in improving their data collection, analysis, and planning to increase access to schooling. USAID PRIORITAS shared materials and approaches developed under the DBE1 project.

7.4

Visit by USAID Assistant Administrator to SMP8 Bogor

Eric Postel, an Assistant Administrator from USAID Washington, visited SMP8 Bogor, a DBE partner school, on October 30, 2012. He observed practical science and mathematics lessons and spoke with students in an English class. He also visited the library and had discussions with the school principal, head of the school committee, and teachers. He appeared impressed with the activities he saw and the enthusiasm of the students with whom he communicated.

34


Eric Postel, USAID Assistant Administrator, paid a visit to SMPN 8 Bogor on October 30, 2012, to see first-hand learning activities in the DBE partner school, which has now become a USAID PRIORITAS partner.

7.5

Meeting with Education Quality Assurance Institute, West Java

USAID PRIORITAS staff met with senior and technical personnel from LPMP in West Java on November 19 and 21 to discuss the current approach to School Self-Evaluation (EDS) and using results for planning at both the school and the district levels. The meeting was attended by Bpk Totoh Santosa, Head of LPMP West-Java, the institutions that initiated and developed the approach to collecting and aggregating EDS data. At the meeting, LPMP officials responded very positively to USAID PRIORITAS ideas on how to improve the use of EDS in school planning and about raising issues from school-level-planning as inputs for district-level-planning. 8

7.6

Annual Review of the National Education Standards

A representative of USAID PRIORITAS participated in the annual review of the implementation of the National Education Standards on December 3 and 4. The meeting, led by Suharsono, Head of the Equity Standard Evaluation Team, shared the results of the annual National Education Equity Assessment. The meeting concluded that the education standards should be revised and integrated to form one comprehensive standard.

7.7

National Curriculum Consultation

USAID PRIORITAS attended the Public Consultation Session for the 2013 Curriculum, conducted by MOEC in Mataram, Nusa Tenggara Barat (NTB), on December 8, at which a representative of the Curriculum Center presented information on the draft curriculum. The meeting participants recommended that plans for implementation be “sharpened.”

7.8

Discussions with the World Bank

On December 13, USAID PRIORITAS met with technical personnel from the BEC-TF team to share project information and ensure that work is synergized. The meeting participants discussed outcomes and plans related to district capacity assessment, the TRIMS school profile tool, Formula Funding (BOS Daerah), the Wapikweb good practice website, and the new “Bantu Sekolah” program. Nur Hidayat, Petra Wiyakti Bodrogini, Prof. Muhamed A. Ragheb, and Mileiva were present from the World Bank. 8

Subsequent to this meeting, USAID requested USAID PRIORITAS to hold off on further work on EDS, pending further consideration.


35

8 PLANS FOR QUARTER 4 The main activities planned for quarter 4are listed below: Table 17: Activities for Quarter 4: January to March 2013 Month January

Activity

Estimated Date (s)

Preparation for National Training of Trainers in Whole School Development

January 3 and 4

Selection of District Facilitators

First two weeks in January

National Training of Trainers in Whole School Development: Primary

January13–20 and

National Training of Trainers in Whole School Development: Secondary

February

March

January 27 to February 3

Introductory Meetings with TTI

First two weeks in January

Preparation of District Planning and Management

Ongoing

Preliminary EGRA Findings Presentation

January 23

IE and Gender Study Submitted

Last week of January

Monitoring and Evaluation Report submitted

First week in February

EGRA Baseline Report submitted


Performance Management Plan submitted


Teacher Training Situation Analysis submitted

Second week in February

EGRA Presentation to GOI

To be arranged

Provincial Training of Trainers Project Planning Meeting

Ongoing Last week of February

Completion of District Planning and Management Tool

End of March

Study Visits

Ongoing

School Leadership workshop

Ongoing

Start of implementation of school level training

Ongoing

Deliverables due to be submitted to USAID in quarter 4 are listed below: Month

Deliverable

January

•

Quarter 3 Report (January 15)

February

•

An Assessment of Current Early Grade Reading Programs

36


ANNEX 1: QUARTER 3 STAFF RECRUITMENT AND MOBILIZATION NAME

POSITION

LOCATION

START DATE

T. Medy J. Nugraha

Administrative Assistant

West Java

October 22, 2012

Jayanto

Office Assistant

Jakarta

October 31, 2012

Anwar Sutranggono

Provincial Office Manager

East Java

November 5, 2012

Chairus Pratama


Aceh

November 5, 2012

Kamaluddin Pane

DC for Medan

North Sumatera

November 6, 2012

Agus Sanjaya

DC for Labuhan Batu

North Sumatera

November 6, 2012

Adi Marthen S.

DC for Tapanuli Utara

North Sumatera

November 6, 2012

Asrul Anwar

DC for Binjai and Deli Serdang

North Sumatera

November 6, 2012

Habibillah Pohan

DC for Sibolga and Tapanuli Selatan

North Sumatera

November 6, 2012

Ali Santonius

DC for Tebing Tinggi and Tj. Balai

North Sumatera

November 6, 2012

Rusnaini

DC for Banda Aceh & Aceh Besar

Aceh

November 7, 2012

Mashadi

DC for Pidie & Bireun

Aceh

November 7, 2012

Novianto Soejatno

DC for Lebak

Banten

November 8, 2012

Khundory Muhammad

DC for Pasuruan and Sidoarjo

East Java

November 8, 2012

Ali Imron

DC for Pamekasan

East Java

November 8, 2012

M. Jalil

DC for Nganjuk and Mojokerto City

East Java

November 8, 2012

R. Ayu Diana

DC for Bangkalan dan Sampang

East Java

November 8, 2012

Vita Novianti

DC for Situbondo

East Java

November 8, 2012

Damayanti Triana

DC for Blitar

East Java

November 8, 2012

A Fathoni

DC for Mojokerto

East Java

November 8, 2012

M. Azmi

DC for Maros

South Sulawesi

November 8, 2012

M. Hamka

DC for Pinrang and Sidrap

South Sulawesi

November 8, 2012

Nurhasirah Lampe

DC for Sopeng

South Sulawesi

November 8, 2012

Andi Irmahaerani

DC for Wajo

South Sulawesi

November 8, 2012

Baharuddin Makkutana

DC for Enrekang

South Sulawesi

November 8, 2012

M. Samsir G.

DC for Luwu and Palopo

South Sulawesi

November 8, 2012

Halwiyah Sulaiman

DC for Makassar & Pangkep

South Sulawesi

November 8, 2012

Hasanuddin

DC for Bantaeng & Jeneponto

South Sulawesi

November 8, 2012

Sri Wahyuni

DC for Aceh Jaya

Aceh

November 12, 2012

Rahmi Jafar

DC for Aceh Tengah

Aceh

November 12, 2012

Mutmainah

DC for Bener Meriah

Aceh

November 12, 2012

Usman Hidayat

DC for Pandeglang

Banten

November 12, 2012

Yakobus Suri

DC for Nias Selatan

North Sumatera

November 12, 2012

R. Agus Danarta

DC for Batang

Central Java

November 12, 2012

Sarwa Eka

DC for Blora & Grobogan

Central Java

November 12, 2012

M. Luthfi H. R.

DC for Demak, Kudus & Jepara

Central Java

November 12, 2012

Ardi Kusumo Wardono

DC for Semarang & Boyolali

Central Java

November 12, 2012

Nur Jannah

DC for Purworejo & Banjarnegara

Central Java

November 12, 2012

Da Laela

DC for Purbalingga

Central Java

November 12, 2012


37

NAME

POSITION

LOCATION

START DATE

Dewajani Sitoresmi

DC for Sragen & Karang Anyer

Central Java

November 12, 2012

Saparuddin

Office Assistant

South Sulawesi

November 12, 2012

Dyah Paramita


Central Java

November 13, 2012

Irfansyahputra

Office Assistant

North Sumatera

November 19, 2012

M. Juni Antariksawan

Driver

Banten

November 19, 2012

Hidayatul Firdaus

DC for Bandung Barat & Cimahi

West Java

November 19, 2012

Iin Rachmawati

DC for Karawang & Garut

West Java

November 19, 2012

Ipin Rohana

DC for Indramayu & Subang

West Java

November 19, 2012

Pribadi

DC for Sukabumi & Bogor

West Java

November 19, 2012

Nico Hermanu

Provincial Communication Specialist

Banten

November 19, 2012

Dede Surya Bakti

Driver

North Sumatera

November 25, 2012

Faisal

Office Assistant

Aceh

November 28, 2012

Desi Mulyana

DC for Serang

Banten

November 28, 2012

Wong Santy

Accountant & Grants Officer

Jakarta

November 29, 2012

Basri

Office Assistant

Central Java

December 3, 2012

Yoseph Sekartadi

Driver

Central Java

December 5, 2012

Toman Gultom

Driver

Aceh

December 5, 2012

Sayed Shiddiq

Driver

Aceh

December 5, 2012

Vita Handayani

Communication & Program Assistant

Jakarta

December 17, 2012

Cahyadi Widi

DC for Madiun

East Java

December 26, 2012

Muhammad Ikhyar Harahap

Teacher Training Officer - Junior Secondary School

North Sumatera

October 1, 2012

Mukhlis Hamid

Teacher Training Officer - Junior Secondary School

Aceh

October 1, 2012

Asep Iryanto

ICT4E Officer Pilot Manager

West Java

October 1, 2012

John Pahamzah

TTI Development Specialist

Banten

October 10, 2012

Moh. Najid

TTO-Junior Secondary School

East Java

November 1, 2012

Rini Nurulaini

T/L HR Officer

Jakarta

November 1, 2012

Nensilianti

TTI Development Specialist

South Sulawesi

November 1, 2012

Rahmah

Operations Manager

Aceh

December 10, 2012

38


ANNEX 2: PROVINCIAL QUARTERLY REPORTS PROVINSI ACEH PELUNCURAN PROVINSI Peluncuran program USAID PRIORITAS Provinsi Aceh dilaksanakan di Hotel Hermes Palace Banda Aceh pada 21 November 2012. Kegiatan ini diikuti oleh 131 orang (L:118 dan P:13) dari berbagai unsur. Unsur pemerintah Provinsi diikuti oleh Wakil Gubernur Aceh, Kepala Biro Humas Gubernur Aceh, Kadisdik Provinsi, Kabid Program dan Perencanaan serta Kabid Dikdas Disdik Provinsi, Kakanwil Kemenag, Kasi Mapenda Kemenag, Kepala Bappeda, Kepala Biro Keistimewaan Aceh, Majelis Pendidikan Daerah (MPD), Fraksi Pendidikan DPR Aceh, LPMP, PGRI, TKPPA, dan NGO serta LSM Provinsi. Peserta dari level kab/kota berasal dari lima kab/kota eks mitra DBE (Kota Banda Aceh; Aceh Besar, Pidie, Bireuen, dan Aceh Tengah) dan dua kabupaten PRIORITAS, yaitu Aceh Jaya dan Bener Meriah. Unsur pemerintah kab/kota diikuti oleh para Bupati/Wakil Bupati, para Ketua Komisi E (bidang pendidikan) DPR Kot/Kab, para Kepala Dinas Pendidikan, para Ka Kemenag, Kabid Program dan Perencanaan serta Kabid Dikdas Dinas Pendidikan, Kabid Mapenda Kemenag, dan Kepala Bappeda Kabupaten PRIORITAS. Peserta dari TTI adalah Rektor IAIN Ar-Raniry, Dekan Fakultas Tarbiyah, Pembantu Dekan 1 Tarbiyah, utusan Rektor Unsyiah, utusan Pembantu Rektor IV Unsyiah, dan Pembantu Dekan 1 FKIP Unsyiah. Peluncuran program USAID PRIORITAS Aceh dilakukan oleh Muzakir Manaf sebagai Wakil Gubernur Aceh disaksikan oleh Dr. Lawrence Dolan sebagai Deputy Pendidikan USAID Indonesia Jakarta dan Stuart Weston sebagai CoP USAID PRIORITAS. Dalam sambutannya, Wakil Gubernur Aceh menyatakan mendukung secara penuh program peningkatan mutu pendidikan yang dilakukan USAID PRIORITAS dan ia juga mengharapkan semua pihak terkait hendaknya memberikan dukungannya. Dukungan itu diperlukan karena pembangunan pendidikan Aceh selama kepemimpinannya akan berfokus pada peningkatan mutu. Sementara pembangunan fisik pendidikan Aceh dianggap sudah selesai dan kalaupun masih ada pembangunan fisik yang terkait sarana pendukung, seperti musalla, perpustakaan, dan laboratorium akan ditangani oleh Dinas Pekerjaan Umum. Dengan demikian, konsentrasi kegiatan Dinas Pendidikan dan Kemenag diarahkan pada peningkatan mutu pendidikan. Hasil-hasil konkret yang telah dicapai melalui peluncuran program USAID PRIORITAS ini adalah telah ditandatangani KAK oleh semua Bupati/Walikota dan TTI yang pada saat peluncuran berlangsung diwakili oleh Bupati Bireuen, Wakil Bupati Pidie, dan Rektor IAIN Ar-Raniry. Kepada para peserta juga telah disampaikan informasi base practices secara verbal dan visual (melalui pameran media pembelajaran) yang telah terjadi di sekolah-sekolah mitra binaan eks DBE. Selain itu, CoP USAID PRIORITAS telah memberikan pemahaman kepada para peserta tentang program yang akan dilakukan di district eks DBE dalam kurun waktu dua tahun dan district PRIORITAS selama lima tahun. Hasil-hasil yang dicapai ini semua telah diekspose oleh 21 orang wartawan kepada stakeholders pendidikan dan masyarakat secara luas melalui 23 judul di halaman berita online dan 5 judul berita melalui harian cetak di Aceh dan Sumatera Utara.


39

Foto peluncuran Program Aceh

Penabuhan rapa’i pada peluncuran program USAID PRIORITAS Aceh oleh Wagub Aceh (tengah), Deputy Directure Pendidikan USAID Indonesia (kanan), CoP Program USAID PRIORITAS (kiri), dan diiringi 6 siswa group rapa’i MIN Merduati Banda Aceh.

CoP USAID PRIORITAS, Stuart Weston menyaksikan penandatanganan KAK yang dilakukan oleh Bupati Bireuen, H. Ruslan M. Daud; Wakil Bupati Pidie, M. Iriawan, SE, dan Rektor IAIN Ar-Raniry, Prof. Dr. H. Farid Wajdi Ibrahim, M.A. pada peluncuran program USAID PRIORITAS Aceh.

Kepala Dinas Pendidikan Provinsi Aceh, Drs. Anas M. Adam, M. Pd. mengunjungi salah satu stand pameran praktik baik pendidikan pada peluncuran program USAID PRIORITAS

Mewakil 7 kabupaten/kota dan TTI mitra USAID PRIORITAS Aceh seusai penandatanganan KAK di Banda Aceh. Dari kiri ke kanan: CoP USAID PRIORITAS, Stuart Weston; Rektor IAIN ArRaniry, Prof. Dr. H. Farid Wajdi Ibrahim, M.A.; Wakil Gubernur Aceh, Muzakir Manaf; Bupati Bireuen, H. Ruslan M. Daud; Wakil Bupati Pidie, M. Iriawan, SE ; Deputi Directure Pendidikan USAID Indonesia, Dr. Lawrence Dolan.

Para wartawan mewawancarai CoP USAID PRIORITAS, Kadis Pendidikan Provinsi dan Deputi Directure pendidikan USAID INDONESIA saat konfrensi pers setelah acara peluncuran program.

Rektor IAIN Ar-Raniry Darussalam Banda Aceh mengunjungi salah satu stand pameran praktik baik pendidikan dari sekolah mitra eks DBE pada peluncuran program USAID PRIORITAS Aceh

Wagub Aceh diwawancarai media setelah acara peluncuran program USAID PRIORITAS berlangsung.

PEMILIHAN SEKOLAH Pemilihan sekolah mitra di Kabupaten PRIORITAS ( Bener Meriah dan Aceh Jaya) dilakukan tim USAID PRIORITAS Aceh bersama dengan tim Dinas Pendidikan dan Kemenag. Di Kab. Bener Meriah, seleksi pemilihan sekolah diawali dengan pengarahan Wakil Bupati kepada tim Dinas Pendidikan dan Kemanag. Dalam kegiatan seleksi, tim pemerintah Kabupaten diwakili oleh Sekretaris Dinas Pendidikan, staf bagian staf bagian Pendidikan Dasar dan Lanjutan (dikdaslan), representative gugus sekolah, dan representative kepala sekolah. Sementara di Kab. Aceh Jaya, tim Dinas Pendidikan diwakili oleh Sekretaris Dinas Pendidikan, staf bagian Prasdikdaslan, dan pengawas Kemenag. Kegiatan pemilihan sekolah di dua kabupaten tersebut berlangsung pada 29 Oktober s.d. 3 Nov. 2012. Sesuai dengan kriteria yang ditetapkan, di Kabupaten Bener Meriah telah terpilih 15 SD/MI (10 SD + 5 MI), 8 SMP/MTs (5 SMP + 3 MTs), 4 SD/MI pembanding (3 SD + 1 MI), dan 3 SMP/MTs pembanding (2 SMP +1 MTs). Di Kab. Bener Meriah, semua sekolah yang terpilih adalah sekolah negeri, kecuali 1 SMP dan 3 MTs Swasta; 2 dari MTs itu adalah sekolah pembanding. Di Kab. Aceh Jaya telah terpilih 17 SD/MI (13 SD + 4 MI), 8 SMP/MTs

40


(5 SMP + 3 MTs), 4 SD/MI pembanding (2 SD + 2 MI), dan 3 SMP/MTs pembanding (2 SMP + 1 MTs). Semua sekolah terpilih di Aceh Jaya, baik level SD/MI maupun SPM/MTs adalah sekolah negeri.

Pertemuan awal tim PRIORITAS, TTI S dengan Bupati Bener Meriah untuk pemilihan sekolah

Pertemuan tim PRIORITAS , DC, WSD, TT-JS dengan staf Kemenag Bener Meriah untuk pemilihan sekolah

Pertemuan tim PRIORITAS , M&G, ITS dengan Kadisdik Aceh Jaya untuk pemilihan sekolah

Pertemuan tim PRIORITAS , M&G, ITS dengan Kadisdik Aceh Jaya untuk pemilihan sekolah

KOLEKSI DATA BASELINE DAN EARLY GRADES READING ASSESSMENT Kegiatan ini diawali dengan “Pelatihan Koleksi Data Baseline Survey” bagi para enumerator di tingkat Provinsi di Permata Hati Training Center Aceh Besar pada 16—17 November 2012. Tujuan kegiatan ini agar mereka dapat memahami prosedur koleksi data sekolah, indikator, dan instrumen yang digunakan di lapangan serta terampil memasukkan data dan informasi (data entry) ke dalam format penyimpanan data. Kegiatan ini diikuti oleh 14 mahasiswa (10M &4F), 4 DC (1M+3F), difasilitasi oleh 5 Specialist (4M+1F) Provinsi, dan didukung oleh 1 (M) fasilitator nasional. Koleksi data baseline ini dilakukan di Dinas Pendidikan Provinsi Aceh, di Kabupaten Bener Meriah, dan di Aceh Jaya pada 25 November s.d. 11 Desember 2012. Kegiatan ini melibatkan 17 enumerator terlatih (5F+12M), termasuk 3 DC: 10 Orang (6M+ 4F) ditugaskan di Bener Meriah dan 10 Orang (6M+4F) lainnya di Aceh Jaya. Untuk masing-masing kabupaten, mereka dibantu oleh 1 Specialist Provinsi. Data baseline survey ini diperoleh dari 4 sumber utama, yaitu (a) dari unsur pengelola pendidikan Provinsi dan kabupaten, (b) dari pengurus KKG dan MGMP, (c) dari unsur pendidik kelas awal (kls 1&II) SD/MI dan pendidik SMP/MTs), dan (d) dari hasil uji kemampuan Bahasa Indonesia dan Matematika siswa kelas IV SD/MI; kemampuan IPA siswa kelas V & VI SD/MI; kemampuan Bahasa Indonesia, Matematika, dan IPA siswa kelas VIII SMP/MTs. Data dari unsur pengelola pendidikan Provinsi dan kabupaten serta KKG dan MGMP dijaring melalui wawancara terstruktur dengan 7 responden Dinas Pendidikan Provinsi (M), 9 responden (M) Dinas Pendidikan Kab. Bener Meriah, 9 responden (M) Dinas Pendidikan Kab. Aceh Jaya, 8 responden (6F+2M) pengurus KKG dan MGMP Bener Meriah, serta 21 responden (12F +9M) pengurus KKG dan MGMP Aceh Jaya. Data dari unsur pendidik kelas awal SD/MI diperoleh dari 32 guru kelas I&II, 48 guru kelas IV, V, dan VI SD/MI, dan dari 24 responden guru kelas VIII SMP/MTs. Data itu dijaring melalui pengamatan dan wawancara. Sedangkan data kemampuan siswa diperoleh dari 840 siswa per kabupaten, terdiri atas 360 siswa kelas VIII SMP/MTs dan 480 siswa kelas IV, V & VI SD/MI dijaring dengan menggunakan instrumen tes.


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Hasil koleksi data baseline survey PRIORITAS Aceh dapat dijelaskan bahwa telah tersedia 2 data entry pengelola pendidikan (Provinsi, Kabupaten, KKG, dan MGMP), 1 data entry pengamatan kelas awal (kelas I&II), 1 data entry pengamatan kelas IV—VI SD/MI, 1 data entry pengamatan kelas VIII SMP/MTs, 2 data entry uji kemampuan siswa kelas IV, 3 data entry kemampuan siswa kelas V, 3 data entry kemampuan siswa kelas VI SD/MI, dan 3 data entry kemampuan siswa kelas VIII SMP/MTs. Semua data tersebut sudah dimasukkan dalam format Exel dan Tab yang selanjutnya akan diolah di tingkat nasional. Dalam implementasi kegiatan telah ditemukan satu kendala, yakni satu sekolah kontrol tidak memenuhi kriteria koleksi data baseline survey karena jumlah siswa dan rombel tidak mencukupi. Tim M&E telah mengganti sekolah tersebut dengan sekolah lain yang sesuai kriteria. Pelaksanaan kegiatan koleksi data baseline survey di kab. Bener Meriah dan Aceh Jaya seperti terlihat pada gambar di bawah ini.

Enomurator sedang mengamati pembelajaran di luar ruangan di Bener Meriah

Wawancara enomorator dengan guru di Bener Meriah

Wawancara enomorator dengan Kadis Prov. Dan stafnnya

Suasana pengembilan data kemampuan siswa SMP/MTs

Sama dengan kegiatan koleksi data baseline survey, kegiatan EGRA diawali dengan Refreshing Training of EGRA Assessors di Provinsi pada 12-14 November 2012 yang dilaksanakan di Permata Hati Training Center Aceh Besar dan diikuti oleh 11 assessor (8F + 3M); difasilitasi oleh 3 supervisor Provinsi (1F+2M), 2 expert (1F+1M), 1 supervisor nasional (M), dan 1 field coordinator(M). Kegiatan ini bertujuan meningkatkan keterampilan para assessors dalam menggunakan teknologi tablet dengan software tangerine. Simulasi penggunaan teknologi tersebut dilakukan di kelas III SD Negeri 16 Banda Aceh. Pada akhir kegiatan, tim EGRA juga menyusun jadwal dan pembagian tugas assessor di Kab. Bener Meriah dan Aceh Jaya. Implementasi assessment EGRA di kedua kabupaten itu berlangsung pada 26 November s.d. 1 Desember 2012. Di Bener Meriah, kegiatan itu didukung oleh 7 personal: 4 assessor (3F+1M), 1 supervisor (F), 1 field coordinator(M), dan1 expert (F). Dalam pelaksanaan kegiatan di sekolah, tim EGRA juga di bantu oleh seorang Kepala UPTD (M). Di Aceh Jaya, kegiatan didukung oleh 4 assessor (3F+1M), 2 supervisor (M), dan dalam proses kegiatan di sekolah tim dibantu oleh 1 staf Bina program (M) Dinas Pendidikan. Siswa yang diases adalah siswa kelas III. Di Bener Meriah, siswa berasal dari 8 sekolah SD/MI, yaitu 5 SD dan 3 MI. Total siswa yang di assess 176 orang (89F+87 M). Sementara di Aceh Jaya, siswa yang diases berjumlah 141 orang (71F+70M) berasal dari 4 SD dan 4 MI dengan menggunakan masing-masing kabupaten 4 unit tablet sebagai alat assessment. Proses assessment berjalan sesuai target dan tujuan yang telah ditetapkan: penyiapan ruangan karantina, ruang assessment, dan pascaassessment, proses penentuan sampel, dan pelaksanaan assessment berlangsung sebagaimana yang telah di tetapkan. Hal ini diakui oleh

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Handoko sebagai national coordinator yang menyaksikan proses itu secara langsung di Bener Meriah. Menerutnya, pelaksanaan EGRA di Bener Meriah berjalan sangat baik dan memenuhi standar yang ditetapkan. Ia merasa puas dengan proses dan capaian tersebut. Ada temuan yang menerik di Kab Bener Meriah. Beberapa siswa sedang sakit, ada siswa yang berkebutuhan khusus, termasuk cacat artikulasi (sumbing) sehingga pengucapannya tidak tepat. Namun, permasalahan ini diantisipasi assessor dengan memberikan komentar pada awal assessment. Khusus masalah siswa cacat artikulasi diatasi assessor dengan memperhatikan gerak bibirnya.

Proses penentuan sampel siswa untuk assessment Bener Meriah

National Coordinator sedang mengamati siswa di ruang karantina

Assessor sedang memberikan petunjuk menjawab pertanyaan di ruang assessment

Kegiatan di Ruang Pascaassesment. Expert sedang bermain bersama dengan siswa yang telah diases

RAPAT KOORDINASI YANG SIGNIFIKAN Rapat Koordinasi Tingkat Provinsi Tanggal 16 Oct 2012

Dengan siapa Tim USAID PRIORITAS Aceh (PC, TTI Specialist, dan CSpecialist) mengikuti rapat koordinasi dengan Tim Koordinasi Pembangunan Pendidikan Aceh (TKPPA) Tempat: Pendopo Gubernur Aceh

19 Nov 2012

Tim USAID PRIORITAS Aceh (PC, TTO-JSS, M&G Specialist, dan CS ) mengikuti rapat koordinasi dengan Kepala Dinas Pendidikan Provinsi Aceh dan Staf ahlinya Tempat: Ruangan Kepala Dinas

Hasil koordinasi Pertemuan yang diselenggarakan oleh TKPPA di Pendopo dihadiri langsung oleh Gubernur Aceh dan diikuti oleh unsur pemerintah Provinsi, Unsur Dinas Pendidikan, kemenag, dan donor mitra menyepakati adanya 3 isu utama pendidikan Aceh untuk dituangkan dalam RPJM dan Renstra SKPD Provinsi serta Renstra SKPD Kab/kota: (1) biaya pendidikan; (2) penundaan rekrutmen, alih profesi, dan distribusi guru; (3) kelanjutan TKPPA sebagai lembaga koordinasi antar stakeholder dan lembaga donor mitra peemrintah Aceh. Pada akhir kegiatan Gubernur menginstruksikan, antara lain (a) Dinas Pendidikan Bappeda Provinsi meneliti program pendidikan kab/kota agar sesuai dengan RPJM dan (b) membuat kajian pola pembinaan dan pengembangan kompeetnsi guru untuk meningkatkan mutu pendidikan. Kadisdik Provinsi Aceh dan USAID PRIORITAS Aceh setuju untuk mensinergikan program agar tidak terjadi overleping pelaksanaan program. Kadisdik Prov. meminta agar Fasda tingkat Prov dan Kab/Kota dapat dimanfaatkan oleh Disdik Prov Aceh dalam kegiatan PPMG untuk memajukan pendidikan Aceh. Kadisdik Prov meminta tim PRIORITAS dapat memanfaatkan gedung PPMG untuk kantor DC dan kegiatan pelatihan yang akan dilakukan.


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Tanggal 30 Nov 2012

Dengan siapa PC PRIORITAS Aceh melakukan rapat koordinasi dengan kepala UPTD PPMG Wilayah I—IX Tempat: PPMG Wilayah 1 Banda Aceh

Hasil koordinasi USAID PRIORITAS setuju untuk memberikan nama Fasda Prov dan Kab/Kot kepada PPMG dan memberdayakan Fasda untuk keperluan pelatihan yang diselenggarakan PPMG. Beberapa program PRIORITAS akan diadobsi oleh PPMG pada tahun II untuk didesiminasikan oleh Prov sesuai dengan dana yang tersedia.

KEGIATAN YANG LAIN TeacherTraining Institute Situation Analysis USAID PRIORITAS Aceh telah mengumpulkan data analisis situasi universitas mitra, yaitu FKIP Universitas Syiah Kuala (Unsyiah) dan Fakultas Tarbiyah Institut Agama Islam Negeri Ar-Raniry (IAIN Ar-Raniry). Data yang dikumpulkan dalam November 2012 bertujuan untuk mengetahui keadaan dan kapasitas kedua LPTK. Data yang dikumpulkan melingkupi (i) jurusan/program study yang ditawarkan oleh LPTK untuk calon guru; (ii) kurikulum yang berkaitan dengan program PRIORITAS; (iii) pelaksanaan praktik mengajar; (iv) metode mengajar di LPTK; (v) pusat/unit pendukung yang berkaitan dengan pendidikan dan pelatihan guru. Di Unsyiah, data dikumpulkan pada 12 respondent (10M+2F), yaitu Pembantu Rektor IV, Kapala Lembaga Penelitian, Kepala Lembaga Pengabdian Pada Masyarakat, Staf Unsyiah Training Center, Pembantu Dekan I – FKIP, Pembantu Dekan IV – FKIP, Ketua Prodi Bahasa dan Sastra Indonesia, Matematika, Biologi, Fisika, PGSD, dan Ketua UP PPL. Sementara di IAIN Ar-Raniry, data tersebut diperoleh dari 9 respondent (6M+3F), yaitu Rektor, Dekan Tarbiyah, Pembantu Dekan I Tarbiyah, Sekretaris Instructional Development Center, Sekretaris Pusat Pengabdian Masyarakat, Ketua Jurusan PGMI dan Fisika, serta staf jurusan Biologi dan Matematika. Hasil pengumpulan data ini sudah dikirim ke Teaching and Learning Advisor (Jakarta Office) untuk analisis.

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PROVINSI BANTEN PELUNCURAN PROVINSI Peluncuran program USAID PRIORITAS Provinsi Banten dilaksanakan di Hotel Ratu Bidakara Serang tanggal 4 Desember 2012 lalu. Acara tersebut dihadiri oleh 150 undangan meliputi pejabat daerah mitra, perwakilan sejumlah sekolah mitra DBE, LPTK, dan sejumlah wartawan lokal dan nasional. Dari USAID, Mission Director Andrew Sisson hadir disertai oleh Deputy Director USAID Education Office Dr. Lawrence Dolan, dan CoP USAID PRIORITAS, Stuart Weston. Peresmian dibuka oleh Wakil Gubernur Banten Rano Karno yang menyatakan dukungannya atas program peningkatan kualitas tenaga pengajar dan tata kelola sekolah. Beliau juga mengingatkan agar perbaikan kualitas kurikulum pendidikan dasar tidak sampai meninggalkan konten lokal. Acara peluncuran USAID PRIORITAS Banten dihadiri oleh Kepala Dinas Pendidikan dan Kebudayaan Provinsi, beserta perwakilan dari Kantor Wilayah Kementerian Agama Provinsi dan daerah-daerah mitra. Undangan seluruhnya berjumlah 150. Acara dimeriahkan dengan eksbisi pencapaian dari beberapa sekolah mitra DBE dan non-mitra yang telah melakukan replikasi di Tangerang, Cilegon, dan Lebak.

Sumber: Antara

PEMILIHAN SEKOLAH Proses pemilihan sekolah dilakukan sejak bulan September 2012. Dalam melaksanakan proses seleksi, USAID PRIORITAS Banten bekerjasama dengan Kantor Dinas Pendidikan dan Kebudayaan Provinsi dan Kabupaten/Kota sampai ke UPTD Kecamatan, serta Kantor Wilayah Kementerian Agama dan Majelis Pendidikan Dasar. Para mitra tersebut melalui jajarannya yang kemudian mengajukan sekolah-sekolah dan gugus yang akan kita ajak kerja sama. KOLEKSI DATA BASELINE DAN EARLY GRADES READING ASSESSMENT Proses koleksi data baseline dan EGRA dibantu oleh sejumlah dosen dari Untirta dan IAIN Sultan Maulana Hasanuddin Serang, serta mantan fasilitator DBE. Proses pengumpulan data ini dilaksanakan sejak tanggal 26 November 2012 sampai dengan 4 Desember 2012.


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Diskusi Enumerator (Abdus Subhan) dengan kelompok Kerja KKG di sekolah SD Cileungsir. Kab. Serang

Interview Enumerator (Zaitty Musafiroch) terhadap kepala sekolah MI Darul Falah Kab. Serang

RAPAT KOORDINASI YANG SIGNIFIKAN Rapat Koordinasi Tingkat Provinsi Tanggal 7-11-2012

Dengan siapa Koordinasi dengan MUI sebagai “jembatan” untuk bisa menemui gubernur Banten

Hasil koordinasi Muncul beberapa alternative “pintu” agar bisa menemui Gubernur Banten

27-11-2012

Kepala Dinas Pendidikan Provinsi Banten dan Jajarannya

Perubahan detail Agenda Provincial Launching, termasuk kepastian kehadiran Wakil Gubernur di acara tersebut.

Rapat Koordinasi Tingkat Kabupaten/kota

Tanggal 14-11-2012

Dengan siapa Walikota Cilegon, Asda I, Dinas Pendidikan.

Hasil koordinasi Kepastian kehadiran Walikota dalam acara Provincial Launching sekaligus memberikan testimoni

20-12-2012

Bappeda Kabupaten Pandeglang, Dinas Pendidikan, Kemenag, Kepala Sekolah/Madrasah Mitra

Komitmen sekolah mitra dan stake holder daerah dalam mendukung program USAID Prioritas. Penandatanganan Surat Pernyataan Komitmen Peningkatan Mutu Pendidikan melalui Program USAID Prioritas oleh para Kepala Sekolah/Madrasah. Diperoleh daftar calon Fasilitator Daerah berdasarkan masukan Dinas Pendidikan dan Kemenag.

21-12-2012

Bappeda Kabupaten Serang, Dinas Pendidikan, Kemenag, Kepala Sekolah/Madrasah Mitra

Komitmen sekolah mitra dan stake holder daerah dalam mendukung program USAID Prioritas. Penandatanganan Surat Pernyataan Komitmen Peningkatan Mutu Pendidikan melalui Program USAID Prioritas oleh para Kepala Sekolah/Madrasah. Diperoleh daftar calon Fasilitator Daerah berdasarkan masukan Dinas Pendidikan dan Kemenag. Respon stakeholder di kedua daerah ini sangat antusias dan ingin segera implementasi.

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Rapat koordinasi dengan LPTK Tanggal 28 -11-2012

Dengan siapa Pembantu Rektor IV UNTIRTA

Hasil koordinasi Finalisasi naskah KAK dengan UNTIRTA

30-11-12012

Rektor dan Pembantu Rektor I IAIN SMH Banten

Finalisasi naskah KAK dengan IAIN SMH Banten

Rapat koordinasi lain Tanggal 10 Des 2012

Dengan siapa Sekda Kabupaten Serang, DInas pendidikan, Kemenag Kab. Serang.

Hasil koordinasi Pemerintah Serang sangat mendukung program USAID Prioritas, dan menyadari pentingnya dana pendamping. Bantuan Teknis lebih bagus dari pada bantuan uang yang pengelolaanyya tidak professional. Siap memberikan pembiayaan TOT di kecamatan lain.

KEGIATAN LAIN Hari Jumat, 19 Oktober 2012 lalu, PC USAID PRIORITAS Banten, Bapak Rifki Rosyad menghadiri acara Celebrating Cultural Diversity Through Sport Development yang diadakan oleh US Embassy bekerjasama dengan Asian Sports Acedemy Foundation. Acara yang dibuka oleh Wakil Dubes AS, Kirsten Bauer tersebut merupakan awal dari rangkaian kepelatihan dalam olahraga sepak bola dan bola basket dari tim pelatih yang didatangkan secara khusus bagi para siswa SMU dan Madrasah Aliyah di beberapa sekolah di Serang, Banten. Rangkaian kepelatihan itu akan berjalan selama 6 bulan, dan sejumlah peserta yang lolos seleksi ketat akan dikirimkan ke negara Uwak Sam dalam acara sports visitors exchange program. Informasi lebih jauh mengenai acara tersebut dapat dibaca di tautan berikut: http://www.radarbanten.com/beta/sports/6360-kedubes-as-latih-siswaDi hari yang sama PC juga menghadiri Kuliah Umum di Aula IAIN SMH Banten yang disampaikan oleh Wakil Dubes mengenai Pemilihan Umum di Amerika Serikat. Acara ini dihadiri ratusan mahasiswa IAIN, beberapa Perguruan Tinggi lain serta unsur masyarakat. Peserta sangat antusias untuk bertanya


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PROVINSI: JAWA TENGAH PELUNCURAN PROVINSI Peluncuran USAID PRIORITAS di Jawa Tengah dilaksanakan tanggal 20 November 2012, di hotel Santika Premier Semarang. Hadir dalam acara tersebut Sekretaris Daerah Provinsi Jawa Tengah Bapak Hadi Prabowo mewakili Gubernur Jawa Tengah, Direktur Pendidikan USAID Indonesia Ibu Margaret Sancho, Wakil dari USAID PRIORITAS Bapak Mark Heyward, Rektor IAIN Walisongo Prof. Dr. Muhibbin, M.Pd, serta tiga bupati yaitu Bupati Demak, Bupati Batang, dan Bupati Purbalingga. Juga dihadiri oleh perwakilan bupati dari 10 kabupatem mitra lainnya. Peserta yang hadir berjumlah 212 orang terdiri dari perwakilan Pemerintah Provinsi (Dinas Pendidikan, Kantor Kementrian Agama, Dewan Pendidikan, dan LMPM) dan Pemerintah Kabupaten (Bupati, Ketua DPRD, Kepala Dinas Pendidikan beserta staf pendidikan dasar, Kepala Kantor Kementrian Agama beserta Mapenda, dan Ketua Dewan Pendidikan). Dalam acara tersebut telah ditandatangani KAK antara USAID dengan Gubernur Jawa Tengah yang masing-masing diwakili oleh Ibu Margaret Sancho dan Bapak Hadi Prabowo. Hingga saat ini KAK yang telah ditandatangani bersama adalah Provinsi Jawa Tengah, Kabupaten Purbalingga, Batang, Sragen, Purworejo, dan IAIN Walisongo.

Liputan media Harian Semarang saat peluncuran USAID PRIORITAS Jawa Tengah

Bupati Purbalingga menandatangani KAK dengan USAID PRIORITAS

PEMILIHAN SEKOLAH Pemilihan Sekolah mitra dilakukan bersama-sama dengan Dinas Pendidikan dan Kantor Kementrian Agama Kabupaten secara demokratis dan terbuka tanggal 1-9 November 2012 di lima kabupaten mitra untuk memilih 16-17 SD-MI, dan 8 SMP-MTs. Verifikasi dilakukan bersama pejabat/staf yang ditunjuk oleh Dinas Pendidikan, Kantor Kemenag bersama staf USAID PRIORITAS datang ke calon sekolah. Tim juga didampingi oleh Kepala Kantor Cabang Dinas Pendidikan atau Pengawas di sekolah tersebut. Tujuannya adalah memverifikasi usulan sekolah mitra dalam beberapa aspek kriteria umum untuk mitra USAID PRIORITAS, komitmen Kepala Sekolah dan guru untuk menjadi mitra, pendataan awal untuk Baseline ME dan EGRA, serta sosialisasi awal program USAID PRIORITAS. Hasil verifikasi di lima Kabupaten Mitra yaitu terpilihnya sekolah yang ada di dua kecamatan baik diperkotaan maupun di pinggiran yaitu Kabupaten Banjarnegara (Kec. Banjarnegara dan Mandiraja), Kabupaten Semarang (Kec. Tengaran dan Sumowono), Kabupaten Batang (Kec. Batang dan Subah), Kabupaten Purbalingga (Kec. Kemangkon dan Mrebet), dan Kabupaten Sragen (Kec. Sragen, Tenon, dan Sambungmacan).

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Tim verifikasi (USAID PRIORITAS , staf Dinas Pendidikan, dan staf Mapenda Kab Banjarnegara) melakukan verifikasi di MTs Ma’arif Mandiraja

Tim Verifikasi di Kabupaten Banjarnegara sesaat setelah koordinasi penentuan sekolah Mitra

KOLEKSI DATA ‘BASELINE’ DAN EARLY GRADES READING ASSESSMENT 12 Asesor dari Jawa Tengah mengikuti pelatihan asesor EGRA tingkat nasional di Jakarta pada tanggal 24-28 September 2012 dilanjutkan dengan Refresher Training Asesor EGRA yang diselenggarakan di Kudus pada tanggal 28 – 30 Oktober 2012. Implementasi EGRA dilakukan 5 kabupaten mitra dari tanggal 21 November sampai dengan 1 Desember 2012. Di setiap kabupaten diambil 8 SD/MI sebagai sampel yang terdiri atas 4 SD/MI mitra dan 4 SD/MI kontrol. Di setiap SD/MI diambil 24 siswa kelas 3 (12 putra dan 12 putri jika jumlahnya memungkinkan) yang dipilih secara acak dengan metode random sampling. Untuk SD/MI yang jumlah siswa kelas 3 sejumlah 24 anak atau lebih sedikit maka dilakukan asesmen untuk semua siswa.

Dian M. W., Asesor EGRA Jawa Tengah sedang melakukan asesmen siswi kelas III di Kabupaten Semarang

Sarjita (Supervisor EGRA) mengamati Dian M.W saat melakukan pengambilan data di salah satu sekolah di Kab. Semarang

Pelatihan pengambilan data untuk “baseline” dilakukan di Hotel Solo Paragon tanggal 12 – 14 November 2012. Pelatihan diikuti oleh 28 peserta terdiri dari 5 Dosen IAIN, 5 Dosen UNNES, serta 18 Mahasiswa dari UNNES dan IAIN. Pengambilan data dimulai tanggal 21 November 2012 dan berakhir tanggal 30 November 2012 karena memperhitungkan pembelajaran efektif yang tersisa di sekolah. Pengambilan data tingkat sekolah dilaksanakan di Kabupaten Sragen tanggal 21 – 24 November 2012, Batang tanggal 21 – 27 November 2012, Purbalingga tanggal 25 – 27 November 2012, Banjarnegara tanggal 28 – 30 November 2012, dan Semarang tanggal 28 – 30 November 2012. Untuk pengambilan data di tingkat Dinas Pendidikan Kabupaten mitra dilaksanakan tanggal 3-12 November 2012, Provinsi pada tanggal 17 November 2012, dan LPTK (TTI) akan dilakukan akhir desember 2012.


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Kendala yang ada antara lain waktu yang relatif pendek, serta ada beberapa kegiatan daerah yang menyita waktu antara lain: upacara hari PGRI, Hari Korpri dan Upacara Hari Menanam yang dipusatkan di Banjarnegara. Kendala tersebut dapat terselesaikan dengan koordinasi yang baik dari District Coordinator dengan Dinas, Kemenag maupun dengan sekolah.

1 Dyah Karyati, WSD Sp. memberikan penjelasan dalam pelatihan ME di Solo

2

3

Pelaksanaan Pembelajaran di sekolah Mitra yang sedang di Observasi (gb.1 dan gb.2) dan siswa kelas VI yang sedang mengerjakan Test Matematika SDN Tuntang 3 Kabupaten Semarang

RAPAT KOORDINASI YANG SIGNIFIKAN Rapat Koordinasi Tingkat Provinsi Tanggal

Dengan siapa

30 Okt 2012

Kepala Dinas Pendidikan

05 Nov 2012

Biro Kerjasama, Biro Bina Mental, Bagian Hukum

14 Nov. 2012

Dinas Pendidikan, Biro Kerjasama, Biro Bina Mental, Bagian Kerjasama Luar Negeri, Bagian Hukum, dan Bappeda Dinas Pendidikan, Biro Kerjasama, Biro Bina Mental, Bagian Hukum, Bagian Kerjasama Luar Negeri

20 Nov 2012

Hasil koordinasi Adanya garis besar pelaksanaan Peluncuran dan Kisikisi RKT USAID PRIORITAS dengan Dinas Pendidikan. Terselenggaranya Audiensi dengan Asisten III Kesra Provinsi Jawa Tengah disepakatinya pelaksanaan peluncuran USAID PRIORITAS tangal 20 November 2012 Disepakatinya isi KAK/RIK antara USAID dengan Pemda Provinsi Jawa Tengah

Terselenggaranya Peluncuran Tingkat Provinsi Jawa Tengah dan Ditandatanganinya KAK dengan Pemerintah Provinsi dan Beberapa Kabupaten Mitra

Rapat Koordinasi Tingkat Kabupaten Tanggal

Dengan siapa

15 – 18 Okt 2012

Kepala Dinas Pendidikan, Kabid Dikdas/Dikmen, Kasi SD, Kasi SMP, dan Kasi Mapenda Kemenag Kabupaten Mitra Kabid Dikdas/Dikmen, Kasi SD, Kasi SMP, Kasi Mapenda Kemenag Kabupaten Kabid/Kasi SMP, Kabid/Kasi SD, Kasi Mapenda, UPTD Perkotaan dan Pedesaan di 5 (lima) Kab Mitra: Sragen, Semarang, Batang, Banjarnegara dan Purbalingga

8 Nov 2012

1-9 Nov 2012

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Hasil koordinasi Dikenalnya DC di masing-masing Kabupaten dan penjelasan awal pemilihan sekolah mitra di 5 Kabupaten Mitra Terpilihnya Kecamatan, Gugus, dan Sekolah Mitra Terverifikasi usulan sekolah mitra program dalam beberapa aspek sesuai kriteria umum untuk mitra USAID PRIORITAS, komitmen kepala sekolah dan guru, dan data awal untuk baseline ME dan EGRA


Tanggal 21 Nov– 1 Des2012 23 Nov 2012

Dengan siapa

Hasil koordinasi

Siswa kelas 3 SD/MI sampel (SD/MI mitra dan SD/MI kontrol) Kabag Hukum, Kabid Dikdas, Bappeda

Terlaksananya Baseline M&E dan EGRA

Disetujuinya KAK dan permintaan perjanjian tambahan berupa PKS

Rapat koordinasi dengan LPTK Tanggal

Dengan siapa

Hasil koordinasi

16 Nov

PR IV IAIN Walisongo dan Ismail (Contact person LTPK)

Disepakatinya pelaksanaan survey untuk TTI analysis

19 Nov

PR IV UNNES

Disepakatinya pelaksanaan survey untuk TTI analysis

26 Nov 2012

PR IV dan Kepala Kerjasama Internasional UNY

Disepakatinya pola komunikasi, tersampaikannya draf KAK terbaru, dan diperolehkan ijin survey TTI

27 Nov 2012

PR II dan IV IAIN Walisonogo

Disetujuinya KAK dengan IAIN Walisongo

28 Nov 2012

PR IV UNNES

Disetujuinya KAK dengan UNNES

Rapat koordinasi lain Tanggal 3-5 Des 2012 3 Des 2012

Dengan siapa Kabid Dikdas dan Kasubag Perencanaan Kasi Kurikulum Dikmen Demak

Hasil koordinasi Terselenggaranya diseminasi pelatihan Pakem di Kabupaten Wonosobo Terselenggranya diseminasi penyusunan analisis keuangan kabupaten Demak

KEGIATAN LAIN Diseminasi Kabupaten Demak dan Wonosobo Diseminasi Better Teaching and Learning 4 (BTL 4) terlaksana di Kabupaten Demak. Kegiatan diikuti 30 orang guru non mapel UN dari SMPN 1 dan SMPN 5 dilaksanakan di RM Pahala tanggal 14-17 November 2012. Kegiatan difasilitasi oleh fasilitator eks DF DBE3 sejumlah 5 orang ( Sugeng Riyadi, S.Pd,MH; Ahmad Fauzi, S.Pd; Dra.Sri Hari; Sudadi, SPd; Muhammad Sofyan, M.Pd, M.Sc ). Kegiatan dilaksanakan dengan materi yang telah diadaptasi oleh para fasilitator sehingga kegiatan lebih aplikatif. Kemampuan fasiliator yang telah berkembang membuat suasana lebih meriah dan menarik dengan ice breaking yang fresh. Berbeda dengan yang dilaksanakan di Demak, Diseminasi di Kabupaten Wonosobo dilaksanakan dengan tema Workshop Peningkatan Kinerja Guru melalu Penilaian Kinerja Guru. Workshop dilaksanakan dua angakatan yaitu Angkatan I tanggal 3 – 4 Desember 2012, dan angkatan II tanggal 5 – 6 Desember 2012, bertempat di Rumah Makan Sarirasa Wonosobo. Peserta berjumlah 500 orang yang berasal dari 15 kecamatan di Kabupaten


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Wonosobo. Sumber dana kegiatan berasal dari BEC-TF Indonesia dan Dinas Dikpora Wonosobo. Hasil tindak lanjut dari pelatihan peserta membawa format instrumen penilaian kinerja guru untuk diujicoba sendiri di sekolahnya, peserta segera melakukan evaluasi diri setelah mengajar, dan peserta menyusun rencana pengembangan keprofesian berkelanjutan untuk memperbaiki kinerjanya.

Pelaksanaan Diseminasi di Demak berlangsung dengan hangat dengan ice breaker yang bervariasi

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Salah satu sesi, Peningkatan Kinerja Guru dalam menyusun Lembar Kerja Aktif


PROVINSI: JAWA TIMUR PELUNCURAN PROVINSI Peresmian Program USAID PRIORITAS telah dilaksanakan di Jawa Timur pada 6 Desember 2012 lalu. Bertempat di Isyana Ballroom Hotel Bumi Surabaya, peresmian Program USAID PRIORITAS di Jawa Timur ini terasa lebih istimewa karena dihadiri langsung oleh Duta Besar AS untuk Indonesia Scot Marciel yang didampingi oleh Konjen AS di Surabaya Joaquin F. Monserrate; USAID Mission Director Derrick Brown; USAID Education Office Director Margaret Sancho dan COP USAID PRIORITAS Stuart Weston. Sementara itu dari Jawa Timur hadir 277 undangan para stakeholder pendidikan di tingkat provinsi diantaranya Ka Kanwil Kemenag Dr. H. Sudjak M, Ag; 3 rektor LPTK; maupun 13 kepala daerah / perwakilan kab / kota mitra. Dalam sambutannya Dubes AS untuk Indonesia Scot Marciel mengungkapkan dengan hadirnya USAID PRIORITAS kedepan nantinya diharapkan mampu meningkatkan kualitas pendidikan dasar di Indonesia mulai SD, SMP dan madrasah. Selain kegiatan inti, peresmian Program USAID PRIORITAS di Jawa Timur juga diisi dengan pameran pendidikan oleh SDN Sedatigede 2 Sidoarjo, SMPN 6 Kota Mojokerto dan Pusat Sumber Belajar Gugus (PSBG) Dewantoro Merakurak Tuban.

Dubes AS, tamu VVIP dan seluruh stakeholder usai penandatanganan KAK, 6 Desember 2012.

Launching USAID PRIORITAS Jatim dimuat di Jawa Pos, 7 Desember 2012.

PEMILIHAN SEKOLAH Pemilihan sekolah dimulai dengan sosialisasi yang dilakukan oleh Tim USAID PRIORITAS Jatim dengan tim teknis yang terdiri dari Biro Kerjasama, Sekretariat Daerah Provinsi Jawa Timur; Badan Perencanaan & Pembangunan Daerah, Provinsi Jawa Timur; Dinas Pendidikan Provinsi Jawa Timur; dan Kantor Wilayah Kementrian Agama Provinsi Jawa Timur pada tanggal 16 Oktober 2012. Bertempat di ruang meeting Biro Administrasi Kemasyarakatan Setdaprov Jatim kegiatan sosialisasi membahas pemilihan sekolah di 5 kab mitra USAID PRIORITAS baru yakni Kab. Pamekasan, Kab. Blitar, Kab. Situbondo, Kab. Madiun dan Kab. Mojokerto. Dalam kegiatan tersebut disepakati bahwa pemilihan sekolah akan dilakukan bersama-sama antara tim USAID PRIORITAS dan tim teknis pada 5-6 November 2012. Pada 5-6 November 2012 dilakukan pemilihan sekolah serentak di 5 Kab Mitra USAID PRIORITAS Jatim bersama-sama Tim USAID PRIORITAS Jatim dan tim teknis yang dibagi menjadi 5 tim. Kegiatan pemilihan sekolah diawali dengan pertemuan dengan stakeholder


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pendidikan di kab mitra yang terdiri dari Dinas Pendidikan Kab dan Kemenag Kab, dilanjutkan dengan kunjungan ke beberapa sekolah mitra dan kontrol yang terdiri dari SD/MI dan SMP/MTs.

Tim Teknis mengamati pembelajaran dalam pemilihan sekolah di SDN Kemlagi 2, Kab. Mojokerto

KOLEKSI DATA ‘BASELINE’ DAN EARLY GRADES READING ASSESSMENT Workshop Baseline Data bagi para Enumerator telah dilaksanakan pada tanggal 8-10 November 2012 di Hotel Grand Surya Kediri. Workshop diikuti sebanyak 5 DC Prioritas dan 27 enumerator (L:24, P:3) yang terdiri dari Dosen UM, Dosen Unesa, fasilitator DBE terpilih baik dari unsur pengawas, kepala sekolah ataupun guru. Kegiatan ini bertujuan melatih para enumerator untuk dapat memahami dan dapat melaksanakan instrument di tingkat sekolah dan kabupaten dengan baik. Untuk menambah pengalaman peserta, maka pada hari terakhir para enumerator melakukan praktik di 5 sekolah yang ada di Nganjuk, yaitu: SDN Tanjunganom 2, SDN Kutorejo 1, SDN Banaran 1, SMPN 2 Tanjunganom dan MTsN Nglawak. Fasilitator dari kegiatan ini adalah Tim USAID PRIORITAS Jatim dan Jakarta Tindak lanjut dari Workshop adalah pelaksanaan collecting data baseline di tingkat sekolah sebanyak 70 sekolah di 5 Kabupaten Mitra USAID PRIORITAS Jatim (Blitar, Madiun, Mojokerto, Pamekasan, Situbondo) dengan rincian 20 SD/MI Mitra, 20 SD/MI Kontrol, 15 SMP/MTs Mitra dan 15 SMP/MTs Kontrol, yang kemudian disepakati pelaksanaan collecting data pada tanggal 18-29 November 2012. Sedangkan masukan untuk revisi format entry baseline dan soal tes siswa, menjadi catatan langsung oleh Bpk Peter/USAID PRIORITAS Jakarta.

Worskhop Data Baseline untuk enumerator di Kediri, 8-10 Nov 2012.

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Collecting Data Baseline 70 sekolah Mitra dan Kontrol telah selesai dilaksanakan di 5 Kabupaten Mitra USAID PRIORITAS Jatim yaitu Blitar, Madiun, Mojokerto, Pamekasan dan Situbondo. Setiap Kabupaten terdiri dari 14 sekolah sampel (4 SD/MI Mitra, 4 SD/MI Kontrol, 3 SMP/MTs Mitra dan 3 SMP/MTs Kontrol). Kegiatan collecting data tersebut berlangsung selama 11 hari dari tanggal 18 – 29 November 2012 yang dilakukan oleh para enumerator sebanyak 28 enumerator ditambah 5 DC kabupaten mitra USAID PRIORITAS, karena pada prosesnya ada beberapa enumerator yang tidak bisa ikut penuh ketika pelaksanaan di daerah karena ada kegiatan kedinasan yang bersamaan. Enumerator terdiri dari dosen, pengawas, kepala sekolah, guru, dan ex fasilitator daerah DBE. Enumerator dibagi menjadi 9 tim, setiap tim terdiri 3 orang. 1 tim memiliki tugas/sasaran di 1 sekolah setiap harinya.

(Kiri) collecting data baseline untuk siswa di MI Miftahul Huda Blitar. (Kanan) Enumerator melakukan wawancara pada guru di SMPN 1 Kanigoro Blitar.

Persiapan di setiap Kabupaten dilakukan oleh DC dengan koordinasi kepada Dinas Pendidikan dan Kemenag. Semua sekolah yang dikunjungi oleh tim Monev sangat senang dan terbuka, mereka para kepala sekolah dan guru banyak meminta masukan terhadap perbaikan, pengembangan dan peningkatan mutu pendidikan di sekolah mereka. EGRA Refresh Training dilaksanakan pada tanggal 29-31 Oktober 2012 di Hotel Grand Surya Kediri. Kegiatan ini dilaksanakan dengan tujuan penyegaran bagi assessor EGRA propinsi Jawa Timur sebagai tindak lanjut dari EGRA Assessors Training Workshop yang dilaksanakan di Hotel Sultan pada tanggal 24-28 September 2012.

(Kiri) Peserta belajar menggunakan tablet. (Kanan) Pelaksanaan EGRA Refresh baseline data di sebuah MI di Tanjunganom, Nganjuk.


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Kegiatan data baseline EGRA dilaksanakan pada 19 November – 5 Desember 2012 dengan sasaran pelaksanaan Baseline Data EGRA adalah siswa kelas 3 di 40 SD/MI mitra sample yang terpilih. Sekolah yang menjadi sample kegiatan EGRA ini adalah sekolah-sekolah yanga ada di 5 Kabupaten Mitra USAID PRIORITAS Jatim (Kab. Madiun, Kab. Blitar, Kab. Situbondo, Kab. Pamekasan dan Kab. Mojokerto) yang dipilih bersama Dinas pendidikan dan Kemenag Kabupaten Mitra dan USAID PRIORITAS. Assessor EGRA yang bisa aktif terlibat adalah 10 orang, dari assessors yang ada dibagi menjadi 3 tim. Jumlah total siswa di sekolah sample EGRA adalah sebanyak 1.293 siswa (Lakilaki = 687 dan Perempuan = 606). Kalau dirinci, dari jumlah siswa tersebut (sekolah mitra L=371, P=311, Total = 682 dan sekolah pembanding L=316 P=295 , Total =611).

Pelaksanaan data baseline EGRA di sebuah MI di Kab. Situbondo (kiri), dan SD di Pamekasan (kanan).

Beberapa kendala yang ditemui misalnya beberapa tim assessor tidak dapat mengikuti kegiatan secara keseluruhan karena bersamaan dengan kegiatan dinas, sehingga harus mencari assessor pengganti. Selain itu di beberapa wilayah seperti Pamekasan dan Situbondo, beberapa siswa lebih familiar menggunakan bahasa daerah yakni Bahasa Madura sehingga dibutuhkan assessor yang memahami bahasa daerah setempat. RAPAT KOORDINASI YANG SIGNIFIKAN Rapat koordinasi telah dilakukan oleh Tim USAID PRIORITAS Jatim baik di tingkat provinsi, LPTK hingga kabupaten dengan hasil sebagai berikut: Rapat Koordinasi Tingkat Provinsi Tanggal 14 November 2012 Tempat: Dinas Pendidikan Provinsi

Dengan siapa Sucipto (Sekretaris Dinas Pendidikan Provinsi Jatim) Tri Herry (Bidang Dikmen) Eko Setyadi (Bidang TK/SD) Iwan (Bag. Keuangan) Yuni (Bag. Sungram)

1.

2.

3.

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Hasil koordinasi Segera disusun RKA Program Prioritas Tahun 2013 dengan dukungan APBD provinsi, Dindikprov minta rancangan program kerja USAID PRIORITAS untuk tahun 2013. Draft SK Gubernur Tim Teknis Program USAID PRIORITAS Jatim segera diselesaikan. Untuk menyusun draft tersebut, perlu minta masukan dari tim teknis provinsi (Dindikprov Jatim, Bappeprov Jatim, Biro Administrasi Kemasyarakatan Setdaprov Jatim, Biro Kerjasama Setdaprov Jatim, Kanwil Kemenag Jatim) Kesekretarian Dindikprov akan menjadi lead program di Dindikprov Jatim.


Rapat Koordinasi Tingkat Kabupaten/kota Tanggal 6 Oktober 2012 Tempat: Dinas Pendidikan di 5 Kab Mitra (Kab. Madiun, Kab. Mojokerto, Kab. Pamekasan, Kab. Blitar, Kab Situbondo)

1. 2. 3. 4. 5. 6. 7. 8. 9.

Dengan siapa Kepala Dispendik 5 Kab Sekretaris Dispendik 5 Kab Kepala Kemenag 5 Kab Kabid Sungram Dispendik 5 Kab Kabid TK/SD 5 Kab Kasie Mapenda Kemenag 5 Kab UPTD Kec mitra Pengawas / PPAI mitra Perwakilan sekolah mitra

1. 2. 3.

4.

Hasil koordinasi Disepakati sekolah/gugus mitra dan kontrol Melakukan review KAK dan memberikan rekomendasi kepada bupati apabila ada koreksi Penetapan Guru/Kasek dan Pengawas calon fasda menyusul dan menunggu hasil seleksi yang akan dilakukan di 5 kab Persiapan launching USAID PRIORITAS dan peserta kab yang diundang

Rapat koordinasi dengan LPTK Tanggal 10-11 Oktober 2012 tempat: UNESA, UM dan IAIN Sunan Ampel Surabaya

1.

2. 3. 4. 5.

Dengan siapa Rektor Univ. Negeri Surabaya (UNESA) Prof. Dr. Muchlas Samani, M.Pd Rektor Univ. Negeri Malang (UM) Prof. Dr. Suparno Rektor IAIN Sunan Ampel Surabaya Prof. Dr. Abd. A’la, M. Ag Koordinator di 3 LPTK Dekan fakultas mitra

1. 2.

3.

4.

5.

Hasil koordinasi Tujuan kunjungan pertama adalah memperkenalkan USAID PRIORITAS kepada LPTK Kunjungan yang dilakukan oleh TTI Development Specialis dalam rangka menemani Lynne Hill dan Pudji Agustine/USAID PRIORITAS Jakarta untuk memperoleh gambaran umum tentang kondisi LPTK. Kunjungan dilakukan selama dua hari. Hari pertama dilakukan kunjungan ke UNESA dan IAIN, sedang hari kedua dilakukan di UM. Dengan kunjungan ini, diperoleh pemahaman bahwa di UNESA sudah ada center, yaitu Pusat Sains dan Matematika Sekolah (PSMS), yang dikelola oleh Prof. Dr. M. Nur. Meskipun sebagian besar bahan-bahan yang ada di dalam PSMS ini baru saja habis terbakar, tetapi bekas-bekasnya masih tampak, dan terus berfungsi sebagai pusat untuk pelayanan kepada masyarakat, terutama matematika dan sains. Di IAIN Sunan Ampel Surabaya, sebenarnya sudah ada satu center yang dimaksudkan untuk memberikan pelayanan kepada madrasah. Sayangnya, center ini hanya nama, karena tempat, dan peralatannya masih belum ada. Akan tetapi, mereka siap untuk mengembangkan lembaga ini untuk menjadi support center. Di UM, ada dua calon center yang berhasil diidentifikasi, yaitu Self Access Center (SAC) jurusan Bahasa Inggris, dan Pusat Sumber Belajar (PSB) L3 UM. Dilihat dari posisi dan peruntukannya, PSB dianggap lebih layak untuk dijadikan Support Center UM.


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KEGIATAN LAIN Kunjungan ke Sekolah Inklusi di Kota Mojokerto dan Kab. Sidoarjo Di Provinsi Jawa Timur studi pendidikan inklusi di lakukan pada tanggal 11 dan 12 Oktober 2012 bertempat di Dinas Pendidikan Provinsi, Kabupaten Sidoarjo dan Kota Mojokerto. Kegiatan yang dilakukan adalah interview dengan perencana dan pengelola program pendidikan inklusi di tingkat propinsi, kabupaten dan di tingkat sekolah. Disamping itu juga dilakukan observasi terkait dengan strategi pembelajaran, kelengkapan sarana prasarana dan peran orangtua murid. Responden yang ditemui secara terpisah adalah Ka Si LKPK Bidang Pendidikan Dasar Dinas Pendidikan Provinsi Puji; Kepala Dinas Pendidikan Kota Mojokerto Budwi Sunu; Ka Si Kurikulum TK/SD Dinas Pendidikan Kota Mojokerto Yuppi Setiawati; Anggota Komisi III DPRD Kota Mojokerto Nuraida dan Ka Bid Pendidikan Dasar Dinas Pendidikan Kabupaten Sidoarjo Djoko Supriyadi. Sementara itu responden di tingkat sekolah adalah Kepala Sekolah, Guru Pembimbing Khusus (GPK), Guru kelas, Anak didik, dan orangtua murid di SDN Al Azhar Kota Mojokerto, SDN Lemahputro Sidoarjo dan SMPN 4 Sidoarjo. Kunjungan ke Kantor Surat Kabar Jawa Pos dan Harian Surya Kunjungan ke dua kantor surat kabar di Jatim yakni Jawa Pos dan Harian Surya (Kompas Group) dilakukan pada 4 Desember 2012. Kunjungan ini dimaksudkan untuk memperkenalkan USAID PRIORITAS dan program-programnya terutama di Jatim. Selain itu terkait launching USAID PRIORITAS di Jatim, agar pihak media dapat mendukung dan mempublikasikannya. Kunjungan di Harian Surya diterima langsung oleh Sekretaris Redaksi Harian Surya, sedangkan di Jawa Pos diterima langsung oleh Pemimpin Redaksi Jawa Pos. kedua media besar ini memberikan peluang kerjasama yang baik kedepan dengan USAID PRIORITAS di Jatim.

Kunjungan ke Harian Surya (kiri) dan Jawa Pos (kanan) pada 4 Desember 2012.

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Audiensi dengan Konjen AS di Surabaya Audiensi dengan Konjen AS di Surabaya Joqaquin F. Monserrate dilakukan pada 17 Desember 2012. Bertempat di Kantor Konjen AS di Surabaya, tujuan kunjungan ini untuk memaparkan Program USAID PRIORITAS dan implementasinya di Jatim. Tim USAID PRIORITAS Jatim juga mengajak serta para stakeholder pendidikan yang dahulu pernah bekerjasama dalam Program DBE yakni Sundari (Guru SDN Kemantren 1 Tulangan Sidoarjo); Misbahuddin (Kepala MTs Nurul Huda Kalanganyar Sidoarjo) dan Mustain (Sekretaris Dispendik Kab. Sidoarjo). Mereka memaparkan best practice pelaksanaaan Program DBE dan diseminasi yang sudah dilakukan pasca DBE berakhir pada 2011 lalu.


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PROVINSI: SUMATERA UTARA PELUNCURAN PROVINSI Pelaksana Tugas (Plt) Gubernur Sumatera Utara (Gubsu), H. Gatot Pujo Nugroho, ST dan Konsul AS untuk Pulau Sumatera Kathryn A. Crockrat meluncurkan program USAID PRIORITAS di Sumatera Utara. Plt. Gubsu, Konsul AS, Direktur Pendidikan USAID, Direktur Program USAID Sejumlah pejabat penting hadir PRIORITAS dan Koordinator USAID PRIORITAS Sumut memberikan keterangan pers kepada wartawan setelah meluncurkan program USAID penuh dalam kegiatan tersebut, PRIORITAS. meraka adalah Anggota Dewan Perwakilan Daerah (DPD) RI Prof. DR. Ir. Darmayanti Lubis, MSi, Kepala Dinas Pendidikan Provinsi Sumatera Utara, Drs. Syaiful Syafri, MM, Direktur Pendidikan USAID Margareth Sancho, Direktur Program USAID PRIORITAS Stuart Weston, Walikota Medan Drs. Rahummad Harahap, MM, Walikota Tebing Tinggi Ir. H.Umar Zunaidi Hasibuan, MM, Walikota Tanjungbalai DR.H. Thamrin Munthe, Walikota Sibolga Drs. Syarfi Hutauruk dan Bupati Labuhan Batu dr. Tigor Panusunan Siregar hadir langsung. Total 140 undangan hadir dalam peluncuran program yang dilaksanakan di Ball Room Hotel Aryaduta Medan pada Rabu, 14 November 2012 Dalam peluncuran tersebut USAID memberikan penghargaan kepada Gubsu atas komitmen meningkatkan mutu pendidikan dasar melalui replikasi Program USAID DBE di 33 kabupaten/kota di Provinsi Sumut. Selama tahun 2011-2012 Pemerintah Provinsi Sumatera Utara (Pemprovsu) mengalokasikan Rp.4,5 milyar untuk melatih 1.020 guru di Sumut dengan modul pelatihan DBE and memberikan manfaat kepada 32.640 siswa. Peluncuran program USAID PRIORITAS diberitakan secara luas Berita Harian Analisa, 16 November 2012 Hal. 3 oleh media massa di Sumatera Utara. Sejak 12-20 November 2012 tercatat 25 media massa mempublikasikan 35 judul berita yang berhubungan dengan USAID PRIORITAS.

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PEMILIHAN SEKOLAH Pemilihan sekolah mitra di Provinsi Sumatera Utara dilaksanakan di tiga mitra PRIORITAS yaitu Medan, Labuhan Batu dan Nias Selatan. Pemilihan sekolah di Labuhan Batu dan Nias Selatan dilaksanakan secara pararel pada 30 Oktober – 01 November 2012. Sedangkan di Kota Medan dilaksanakan pada 07-12 November 2012. Di Labuhan Batu, tim seleksi yang terdiri dari Dinas Pendidikan (Kabid SMP, Kabid SD, Kasi SD dan pengawas sekolah), Kemenag (pengawas sekolah) dan Tim USAID PRIORITAS memilih sekolah mitra di tiga kecamatan : Rantau Selatan, Rantau Utara dan Bilah Hulu. Di Nias Selatan, tim seleksi yang terdiri dari dari Dinas Pendidikan (Kasi Kurikulum Dikdas, Staff dinas), Kemenag (staff mapenda, pengawas dan KTU) dan Tim USAID PRIORITAS memilih sekolah dari dua kecamatan : Kecamatan Teluk Dalam dan Kecamatan Gomo. Di Medan, tim seleksi yang terdiri dari Dinas Pendidikan (Kasi Kurikulum SMP, Kasi Kurikulum TK/SD, Kasi Program), Kemenag (staff mapenda, pengawas menengah, dan pengawas tingkat dasar) memilih sekolah mitra di dua kecamatan yaitu Medan Tembung dan Medan Barat. Tim seleksi Nias Selatan berdiskusi memutuskan hasil seleksi sekolah. Tim duduk di Masjid di MTs Teluk Dalam.

Jumlah Sekolah Mitra Berdasarkan Kabupaten/Kota SD/MI Kabupaten/kota

SMP/MTS

SD

MI

SMP

MTs

Jumlah

Labuhan Batu

12

4

6

2

24

Nias Selatan

13

1

7

1

24

Medan

12

4

7

1

24

Total

37

9

20

4

72

KOLEKSI DATA ‘BASELINE’ DAN EARLY GRADES READING ASSESSMENT Kegiatan monitoring dimulai dengan Workshop Baseline Data Collection pada 19-21 November 2012 di Soechi International Hotel in Medan. Sebanyak 18 enumerator (15 laki-laki dan 3 perempuan), 5 koordinator distrik, 1 fasilitator dan staff USAID PRIORITAS terlibat dalam workshop tersebut. Pengumpulan data dimulai di Medan pada 22-24 November 2012. Pengumpulan data di Labuhan Batu dan Nias Selatan dilaksanan pada 26 November – 1 December 2012. Tim dibagi kedalam dua group. Setiap group terdiri dari 9 enumeratos and didukung oleh staff USAID PRIORITAS.


Siswa menjawab soal matematika

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Di Labuhan Batu dan Nias Selatan, tim mengunjungi sekolah dan bertemu dengan guru, kepala sekolah, pengaas, KKG, MGMP, Diknas dan Kemenag. Tidak ada tantangan serius selama pengumpulan data. Kebanyak masalah yang ditemukan di Labuhan Batu adalah siswa mengalami kesulitan dalam matematika terutama untuk topic decimal untuk SD, di SMP banyak guru yang bermasalah dengan pedagogic. Di Nias Selatan, tim menemukan masalah rendahnya kemampuan baca sisa di kelas awal. Bahkan di SMP, siswa mengalami kesulitan menulis eassay dalam bahasa Indonesia. Di kedua tempat, KKG dan MGMP belum berjalana dengan effektif.

Siswa menjawab pertanyaan selama test

Pengumpulan data EGRA di Sumatera Utara dimulai denan latihan penyegaran (refresher training) yang dilaksanakan pada 6-8 November 2012 di Hotel Emerald Garden, Medan. Pelatihan diawali dengan persiapan pada tanggal 6 November 2012 dan dilanjutkan dengan pelatihan dan ujicoba pada 7-8 November 2012. Sebanyak 12 assesor, 3 supervisor, 1 koordinator lapangan, 3 fasilitator dan staff USAID PRIORITAS mengikuti pelatihan.

Tim EGRA mengumpulan data dari 576 siswa (288 laki-laki dan 288 perempuan) di tiga kabupaten/kota mitra PRIORITAS: Medan, Labuhan Batu dan Nias Selatan. Pengumpulan data di Labuhan Batu dan Nias Selatan dilaksanakan pada 1923 November 2012. Tim dibagi menjadi dua kelompok, yang terdiri dari 6 assessors, 2 supervisor dan staff USAID PRIORITAS untuk Labuhan Batu, dan 6 assessors, 1 supervisor, 1 koordinator lapangan dan staff USAID PRIORITAS untuk Nias Selatan. Di Medan, pengumpulan data dilaksanakan pada 26-28 November 2012. Selama pengumpulan data, tim bekerja sama dengan Diknas dan Kemenag. Jumlah Siswa Yang Dinilai Berdasarkan Kabupaten/Kota Kabupaten/kota

Laki-laki

Perempuan

Jumlah

Labuhan Batu

96

96

192

Nias Selatan

96

96

192

Medan

96

96

192

RAPAT KOORDINASI YANG SIGNIFIKAN Rapat Koordinasi Tingkat Provinsi Tanggal 1 Oktober 2012

8 November 2012

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Dengan siapa Plt. Gubernur Sumatera Utara (Gubsu), H. Gatot Pujo Nugroho Kadis Pendidikan Provsu, Drs. Syaiful Syafri, MM

Hasil koordinasi Plt. Gubsu mendukung program USAID PRIORITAS dan bersedia meresmikan peluncuran progam. Kadis mendukung program USAID PRIORITAS dan membantu berkoordinasi dengan Gubsu untuk peluncuran program.


District DBE Tanggal 11-14 Desember 2012

Dengan siapa Kadis Pendidikan Tanjungbalai, Drs.H. Hamlet Sinambela, M.Pd

Hasil koordinasi Diknas memberikan ruangan untuk USAID PRIORITAS.

16 November 2012

Kabid Pendidikan Dasar dan Menengah Dinas Pendidikan, Kab. Tapanuli Utara

Dinas mengalokasikan dana Rp. 300.000,- untuk diseminasi program DBE tahun 2013

District PRIORITAS Tanggal 15 November 2012

Dengan siapa Kasi Kurikulum SMP Diknas Kota Menda, Drs. Supri Harahap

17 November 2012

Bupati Labuhan Batu, Dr. H. Tigor Siregar dan Kadis Pendidikan Labuhan Batu, Iskandar, S.Pd Kabid SD Diknas Labuhan Batu, Marisi Situngkir dan UPDT Rantau Utara, Salvina S.TP, M.Pd dan Zainul Arifin, S.Pd Kasi SMP Diknas Kota Medan, Drs. Supri Harahap dan Kepala SD

19 November 2012 19-23 November 2012 19 November 2012 19-20

Hasil koordinasi Diknas ikut menginterview calon District Coordinator (DC) bersama Koordinator Provinsi USAIS PRIORITAS Sumut. Dari hasil wawancara ditetapkan Kamaludin Pane sebagai DC Kota Medan. Bupati dan Kadis Pendidikan ikut menginterview calon DC bersama Koordinator Provinsi USAID PRIORITAS Sumut. Dari hasil wawancara ditetapkan Agus Sanjaya Daulay sebagai DC Labuhan Batu. Menerima dan membantu pelaksanaan EGRA di Labuhan Batu. Menerima dan membantu pelaksanaan EGRA di Medan. Menerima dan membantu pelaksanaan EGRA di Nias Selatan. Menerima dan membantu pelaksanaan Monitoring di Medan.

20 November 2012

Sekdis Diknas Nias Selatan, Pak Sarumaha Kasi SMP Diknas Kota Medan, Drs. Supri Harahap dan Kepala SD Kabid SD Diknas Labuhan Batu, Marisi Situngkir

20 November 2012

Sekdis Diknas Nias Selatan, Pak Sarumaha

Menerima dan membantu pelaksanaan Monitoring di Nias Selatan.

Menerima dan membantu pelaksanaan monitoring di Labuhan Batu

Rapat koordinasi dengan LPTK Tanggal 15 Oktober 2012

12 November 2012

Dengan siapa Prof. Dr. Abdul Hamid K, MPd

Hasil koordinasi Tim EGRA dari Unimed dapat mengikuti EGRA Refreshing Training pada tanggal 7-8 November 2012.

Drs. Irwan Nasution, MSc.

Tim EGRA dari IAIN SU dapat mengikuti EGRA Refreshing Training pada tanggal 7-8 November 2012. Pembantu Rektor 1 akan mewakili Rektor Unimed pada launching USAID PRIORITAS di Medan

Prof. Dr. Abdul Hamid K, MPd Drs. Irwan Nasution, MSc.

Rektor IAIN SU akan menghadiri launching USAID PRIORITAS di Medan

3 December 2012

Prof. Dr. Abdul Hamid K, MPd

Unimed setuju dengan draft KAK antara Unimed dengan USAID PRIORITAS

4 December 2012

Drs. Irwan Nasution, MSc.

IAIN SU setuju dengan draft KAK antara IAIN SU dengan USAID PRIORITAS


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KEGIATAN LAIN Provinsi (KAK) Pada 1 Oktober 2012, Provincial Coordinator (PC) USAID PRIORITAS, Agus Marwan dan Teachers Training Officer for Junior (TTOJ), Muhammad Ihyar bertemu dengan Plt. Gubernur Sumatera Utara, H. Gatot Pujo Nugoroho, ST di rumah dinas gubernur di Medan. PC dan TTOJ menginformasikan tentang program USAID PRIORITAS di Sumatera Utara dan meminta Plt. GUBSU untuk meresmikan program tersebut pada 14 November 2012. PC dan TTOJ juga mendiskusikan isi KAK. Plt. GUBSU menyambut USAID PRIORITAS bekerja di Sumatera Utara dan bersedia meluncurkan program tersebut. Distrik (KAK) Mulai 15-19 October 2012, tim USAID PRIORITAS mendiskusikan KAK antar USAID PRIORITAS dengan distrik mitra. Diskusi dilaksanakan di masing-masing kantor pemerintah distrik. Di Medan diskusi dilaksanakan dengan BAPPEDA yang diwaliki Drs. Azwir, Kasi Kesra. Di Labuhan Batu diskusi dilaksanakan dengan Bupati Dr. H. Tigor Panusunan Siregar dan Kadis Pendidikan, Iskandar, S.Pd. Di Nias Selatan, diskusi dilaksanakan dengan Wakil Bupati Hukuasa Nduru. Di Binjai diskusi dilaksanakan dengan Walikota H.M. Idaham, SH, MSi, Kepala BAPPEDA dan Kadis Pendidikan. Sedangkan di Deli Serdang, Tapanuli Selatan, Tapanuli Utara, Tebing Tinggi, Tanjungbali dan Sibolga, diskusi dimulai dengan dinas pendidikan masing-masing. Semua distrik setuju dengan isi KAK dan akan ditandatangani pada 14 November 2012 saat acara peluncuran provinsi. Uji Publik Kurikulum 2013 Koordinator Provinsi USAID PRIORITAS diundang untuk mengikuti Uji Publik Kurikulum 2013 di Aula Amir Hamzah, Dinas Pendidikan Provinsi Sumatera Utara pada Jumat, 7 Desember 2012. Kegiatan tersebut dihadiri oleh Kepala Balitbang Kemendikbud, Prof. DR. Khairil Anwar dan dibuka oleh Kepala Dinas Pendidikan Provinsi Sumatera Utara, Drs. Syaiful Syafri, MM. Sebanyak 150 peserta dari 33 kabupaten/kota di Sumut berpartisipasi. CDSC USAID USAID PRIORITAS telah diminta oleh USAID Office Jakarta untuk merekomendasikan nama-nama yang akan diundang dalam konsultasi public CDSC. USAI PRIORITAS Sumut telah merekomendasi 50 nama yang direkomendasikan untuk hadir dalam pertemuan tersebut. Disamping itu tim USAID PRIORITAS juga diminta hadir dalam kegiatan tersebut yang dilaksanakan pada 13 Desember bertempat di Hotel Soechi. Pertemuan ini dihadiri oleh sekitar 100 orang tokoh dari berbagai kalangan yang secara representative mewakili Sumut, Aceh, dan Sumatera Barat. Kegiatan dibuka oleh Dikertur USAID Bapak Andrew Session dan dihadiri oleh Ibu Katehrine Cocrakt Konsulat AS untuk Sumatera. Konsultasi public ini telah menghasilkan pokok-pokok pikiran dari berbagai bidang yang telah dirumuskan oleh peserta, dan menjadi bahan masukan bagi USAID untuk penyusunan program 5 tahun kedepan. Diseminasi DBE di Tebing Tinggi Dinas Pendidikan Kota Tebing Tinggi merealisasikan pelatihan BTL-3 yang didanai oleh APBD 2012. Pelatihan diikuti oleh 170 peserta (151 laki-laki dan 49 perempuan) dari 10 SMP swasta di Tebing-Tinggi. Pelatihan difasilitasi oleh fasilitator eks DBE3 pada 4- 8 Desember 2012 di Aula SMK N 3 Tebing Tinggi. Walikota Tebing Tinggi Ir.H. Umar Zunaidi Hasibuan, MM dan

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Koordinator Provinsi USAID PRIORITAS Sumut, Agus Marwan membuka pelatihan secara resmi. Walikota mengatakan bahwa Ia berkomitmen kuat memanjukan pendidikan dan untuk itu Ia mendukung penuh peningkatan kapasitas bagi guru. Diseminasi DBE di Binjai Dinas Pendidikan Kota Binjai melakukan pelatihan dengan menggunakan modul BTL-1 terintegrasi dengan ICT. Pelatihan dibiayai dari dana APBD 2012. Pelatihan difasilitasi oleh mantan fasilitator DBE3 pada 19-21 Desember 2012 di Aula SMA 5 Binjai. Pelatihan diikuti oleh 180 peserta (48 laki-laki dan 132 perempuan) dari 42 sekolah ( 12 SMP negeri, 15 SMP Swasta, 1 MT negeri and 12 MT swasta) di Binjai. Kadis Pendidikan Kota Binjai, Drs. Anang Dwi Wibowo, M.Pd membuka pelatihan secara resmi.


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PROVINSI: SULAWESI SELATAN PELUNCURAN PROVINSI Pada tanggal 28 November 2012 bertempat di hotel Mercure Makassar telah dilaksanakan peluncuran program USAID PRIORITAS oleh Gubernur Sulawesi Selatan. Peluncuran dimaksud ditandai dengan pemukulan Gong Oleh Bapak Dr. H. Syahrul Yasin Limpo, S.H, M.Si, M.H., yang dilanjutkan dengan penandatanganan KAK antara Pemerintah Sulawesi Selatan dengan USAID Indonesia. Gubernur Sulawesi Selatan secara langsung menandatangani KAK dimaksud sementara dari pihak USAID Indonesia diwakili oleh Ester Manurung. Dalam kegiatan ini juga dilakukan penandatanganan KAK antara Pemerintah kabupaten/kota dengan USAID PRIORITAS, dalam hal ini antara Stuart Weston (COP USAID PRIORITAS) dengan beberapa bupati, antara lain: H. M. Hatta Rahman (Bupati Maros); H. Gubernur Sulawesi Selatan didampingi Kepala Dinas Syamsuddin Hamid A Batara (Bupati Pendidikan Provinsi meninjau pameran hasil karya siswa

Pangkajene dan Kepulauan); H. A. Aslam Patonangi (Bupati Pinrang); H. A. Burhanuddin Unru (Bupati Wajo); H. Radjamilo (Bupati Jeneponto); dan Wakil Bupati Bantaeng. Beberapa bupati dan walikota yang sebelumnya menyatakan akan hadir namun berhalangan: Bupati Enrekang; Bupati Luwu; Walikota Palopo; dan Bupati Bantaeng. KAK LPTK juga ditandatangani oleh Prof. Dr. H. Arismunandar, M.Pd (Rektor UNM), dan Gubernur Sulawesi Selatan didamping Ester Manurung (USAID Prof. Dr. H. Qadir Gassing, M.S. (Rektor Indonesia), Stuart Weston (COP USAID PRIORITAS) menyaksikan penandatanganan KAK oleh Rektor UNM dan UIN Alauddin). Total peserta yang hadir Rektor UIN dalam kegiatan dimaksud adalah 119 orang dari 147 orang undangan dari stakeholder kabupaten/kota dan provinsi yang diundang. Melalui kegiatan ini program USAID PRIORITAS telah tersosialisasi secara luas, salah satu indicator adalah bahwa kegiatan dimaksud diliput oleh berbagai media, baik cetak maupun eletronik, disamping beberapa media online. Kegiatan ini mendapat respon yang sangat positif dari Gubernur Sulawesi Selatan, dalam pidatonya beliau menyerukan kepada para bupati/walikota mitra serta segenap stakeholder kabupaten/kota dan provinsi untuk mensukseskan program USAID PRIORITAS. Pameran hasil karya siswa dari beberapa sekolah mitra program DBE, juga memperoleh apresiasi Gubernur Sulawesi Selatan dan beberapa bupati dan stakeholders kabupaten, khususnya dari kabupaten mitra PRIORITAS. Dalam kegiatan ini sebagian besar KAK telah ditandatangani, meskipun tetap diproses lebih lanjut secara administrative ke kabupaten/kota untuk pemberian nomor dan tanda tangan

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dari para bupati yang berhalangan hadir. Testimony tentang diseminasi program DBE yang disampaikan H. Andi Aslam Patonangi (Bupati Pinrang) mendapat apresiasi peserta dari kabupaten mitra USAID PRIORITAS sebagai suatu pencerahan. PEMILIHAN SEKOLAH Secara umum proses seleksi sekolah di tiga kabupaten mitra program USAID PRIORITAS relative sama. Kegiatan dimaksud dilaksanakan melibatkan Dinas Pendidikan dan Kemenag kabupaten (penetapan calon kecamatan mitra berdasarkan rekomendasi Dinas Pendidikan), melalui beberapa tahapan: 1) koordinasi awal melalui pengiriman surat pemberitahuan kepada Dinas Pendidikan dan Kemenag Kabupaten tentang rencana seleksi dan draf kriteria Sekolah dan Gugus; 2) Diskusi penyamaan presepsi tentang draf kriteria Sekolah dan Gugus antara tim seleksi provinsi (staf PRIORITAS) dengan Dinas Pendidikan dan Kemenag Kabupaten; 3) presentasi Gugus tentang profil gugus dan sekolah dalam gugusnya (kegiatan ini hanya dilakukan secara penuh di kabupaten Bantaeng, untuk kabupaten Maros dan Wajo proses dimaksud disederhanakan); 4) verifikasi lapangan gugus dan sekolah oleh Tim Seleksi gabungan antara Tim Dinas Pendidikan, Kemenag dan Tim PRIORITAS; 5) penetapan sekolah mitra yang diputuskan bersama antara Tim PRIORITAS, Dinas Pendidikan dan Kemenag, penetapan sekolah Dinas Pendidikan (non madrasah) diputuskan bersama Tim Dinas Pendidikan dan pentepan sekolah madrasah dilakukan dengan Tim Kemenag; dan 6) penandatanganan letter of commitment. Seleksi sekolah di Kabupaten Bantaeng dan Kabupaten Wajo dilaksanakan secara parallel pada tanggal 16 – 18 Oktober 2012. Tim Seleksi kabupaten Bantaeng terdiri dari Lamalihu (M&E), M Ridwan Tikollah (GMS), dan Abdul Rahman Patta (IT Specialist), dari Dinas Pendidikan terdiri dari Kabid Dikdas, Kasie Kurikulum, dan Kasie Ketenagaan. Seleksi madrasah dikoordinasikan dengan Kasie Mapenda. Tanggal 16 Oktober 2012, dilaksanakan diskusi penyamaan presepsi draf kriteria sekolah dan gugus; presentasi profil gugus dan sekolah, dan verifikasi gugus yang memenuhi kriteria. Pada tanggal 17 September 2012, verifikasi Gugus dan Sekolah (khusunya SMP, MTs, dan beberapa MI), pada tanggal 18 September 2012 tim seleksi menetapkan sekolah terpilih, dimana berdasarkan kriteria administrative dan hasil verifikasi factual, dipilih 16 SD dan 2 MI di Gugus Bantaeng (gugus kota) dan Gugus Eremerasa sebagai gugus luar kota, 6 SMP dan 2 MTs yang tidak hanya di dua kecamatan gugus namun tersebar di beberapa kecamatan yang berdekatan dengan kecamatan gugus mitra dimaksud. Selanjutnya penandatanganan letter of commitment oleh para kepala sekolah terpilih disaksikan oleh Kepala Dinas Pendidikan. Tim seleksi ke Kabupaten Wajo terdiri dari Fadiah Mahmud (WDS), Amir Mallarangan (TTO – PS), dan Nensilianti (TTI - DS). Pada tanggal 16 Oktober 2012, proses diawali dengan rapat antara tim PRIORITAS dengan staf Mapenda yang telah ditugaskan oleh Kasie Mapenda Kemenag Kabupaten Wajo, selanjutnya bersama Tim Kemenag melakukan verifikasi lapangan MTs dan MI yang memenuhi kriteria, khususnya gugus kota di Kecamatan Tempe. Pada sesi siang dilaksanakan rapat bersama (Tim Prioritas, Kemenag, Kabid Dikdas, Staf Dikdas, Ketua Gugus dari Kecamatan Tempe dan Kera. Kegiatan ini difasilitasi oleh Kabid Dikdas Dinas Pendidikan dengan agenda: pemilihan Kecamatan, gugus, dan calon sekolah mitra. Pada tanggal 17 dilaksanakan verifikasi factual secara parallel di dua Kecamatan, untuk Kecamatan Tempe dipusatkan di SDN 213 Lapongkoda, dimana semua Kepsek SD dan SMP berkumpul, selanjutnya verifikasi lapangan didampingi oleh Kepala UPTD Kecamatan Tempe. Verifikasi di USAID PRIORITAS – Quarterly Report No. 3, October – December 2012

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Kecamatan Kera bertempat di SDN 190 Ballere, dimana semua Kepsek SD dan SMP berkumpul dan selanjutnya verifikasi lapangan Kepala UPTD Kecamatan Kera. Karena MI dan MTs di Kecamatan Kera tidak bersedia menjadi mitra maka disepakati bersama Kemenag untuk memilih madrasah di Kecamatan Tanasitolo. Berdasarkan hasil verifikasi factual, maka pada tanggal 18 dilaksanakan penetapan sekolah mitra yang melibatkan Kepala Dinas, Kabid Dikdas, Kepala Kemenag, serta 1orang staf Kasie Mapenda Kemenag Kabupaten Wajo. Selanjutnya penandatanganan Berita Acara” Kesepakatan Sekolah Mitra” oleh Kepala Dinas Pendidikan dan Kepala Kemenag. Seleksi sekolah di Kabupaten Maros dilaksanakan secara parallel di Kecamatan dari tanggal 29 Oktober – 2 November 2012 (tidak ada kegiatan pada tanggal 1 November, disesuaikan waktu dan kesiapan Tim Dinas dan Kemenag). Tim Seleksi Maros terdiri dari: Syaiful Jihad (TTO–JSS), Amir Mallarangan (TTO–PS), M Ridwan Tikollah (GMS), Lamalihu (M&E), dan dibantu oleh M.Azmi (DC Maros). Proses diawali dengan audience Tim PRIORITAS dengan Dinas Pendidikan dan Kemenag pada tanggal 29 Oktober di Kantor Dinas Pendidiakan. Kegiatan ini dimaksudkan untuk menyepakati instrument dan mekanisme seleksi sekolah dan gugus. Hasil dari pertemuan ini disepakati beberapa calon sekolah dan gugus yang akan diverifasi factual. Pada tanggal 30 dilakukan verifikasi factual secara parallel di dua kecamatan yaitu: Kecamatan Turikale (gugus perkotaan) dan Bantimurung (gugus luar kota). Hasil verfikasi factual dikonsultasikan kembali dengan Dinas Pendidikan dan Kemenag pada tanggal 31 Oktober, pada hari tersebut juga ditetapkan sekolah mitra khususnya SD dan SMP, serta MI dan MTs yang berada di Kecamatan Turikale dan sekitarnya. Verifikasi dan penetapan MI dan MTs gugus dan wilayah luar kota (Bantimurung dan sekitarnya) baru dilaksanakan pada tanggal 2 November 2012. Penandatanganan berita acara penetapan sekolah mitra oleh Kepala Dinas Pendidikan dan Kepala Kemenag dilaksanakan pada tanggal 5 November 2012. KOLEKSI DATA ‘BASELINE’ DAN EARLY GRADES READING ASSESSMENT Pelaksanaan pengumpulan data awal (data baseline survey) dilaksanakan melalui dua tahapan utama: 1) penyiapan Tim Enumerator; dan 2) pengumpulan data di tiga kabupaten mitra PRIORITAS, yaitu Maros, Wajo, dan Bantaeng. Pengumpulan data dilakukan di sejumlah sekolah sampel (mitra dan pembanding): empat SD/MI mitra dan empat SD/MI Pembanding, dan 6 SMP/MTS, total sekolah sasaran dari tiga kabupaten tersebut adalah 24 SD/MI Pelatihan Tim Enumerator Data Baseline , para peserta dan 18 SMP/MTs. Penyiapan tim Suasana sangat serius menyimak penyajian materi oleh M Afif (M&E Specialist Jakarta) enumerator (17 orang yang terdiri dari unsur: Dosen, Guru, mantan DF program DBE, dan Mahasiswa) dilakukan melalui pelatihan yang dilaksanakan pada tanggal 7 – 9 November 2012 di Maros, termasuk simulasi pengumpulan data di beberapa sekolah mitra DBE di Gugus Makassar yang letaknya berbatasan dengan Kabupaten Maros. Kegiatan ini difasilitasi langsung oleh M. Afifuddin (M&E Specialist Jakarta/Fasilitator Nasional).

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Tahapan pengumpulan data dimulai di Kabupaten Maros, berlangsung selama tiga dari tanggal 12–14 November 2012 dan melibatkan semua enumerator. Pengumpulan data dilakukan pada sekolah sampel, pengurus KKG, Dinas Pendidikan, dan BKD. Empat SD/MI mitra yang menjadi sampel adalah: SDN 39 Kassi, MIN Maros Baru, SDN 1 Pakalu I, dan SDN 12 Pakalli I, sampel pembanding adalah MIS DDI Cambalagi, SDN 103 Hasanuddin, SDN 48 Bonto Kapetta, dan SDN 233 Bonto Maero. Sekolah sampel tingkat SMP: SMP Negeri 1 Turikale, MTs Negeri Maros Baru, dan SMP Negeri 4 Bantimurung, sampel pembanding adalah SMP Negeri 5 Mandai, SMP Negeri 13 Bontoa, dan SMP Negeri 18 Lau. Hingga tanggal 14 November pengumpulan data berhasil dirampungkan, kecuali data APBD dan Program karena bertepatan dengan penugasan staf bagian program ke luar kota, namun hal tersebut telah ditindaklanjuti oleh M. Azmi (DC Maros) sehingga data dimaksud dapat dilaporkan sebelum deadline. Untuk mengantisipasi agar pengumpulan data tidak terhambat oleh kegiatan ulangan semester di sekolah dan tidak melewati deadline pelaporan, maka pengumpulan data di Kabupaten Bantaeng dan Wajo dilaksanakan secara parallel dari tanggal 19 – 23 November 2012, namun Bantaeng diberikan tambahan waktu hingga 26 November 2012 (khusus sub kelompok SD/MI) karena timnya lebih kecil. Agar strategi parallel dapat dilaksanakan, maka Tim Enumerator dibagi menjadi dua kelompok, masing-masing 9 orang (terbagi menjadi 3 sub kelompok) bertugas di Kabupaten Wajo, dipimpin oleh M. Afifuddin (ME Specialist Jakarta) didampingi oleh 2 supervisor yaitu Fadiah Mahmud (WDS) dan M. Ridwan Tikollah (GMS), serta dibantu oleh A. Irmahaerani (DC Wajo). Tim yang bertugas di Kabupaten Bantaeng berjumlah 7 orang (terbagi 2 sub kelompok) yang dipimpin oleh Lamalihu (ME Specialist Provinsi) dan dibantu oleh Hasanuddin (DC Bantaeng & Jeneponto). Tim enumerator SMP berhasil merampungkan tugasnya pada tanggal 24 November, sementara Tim enumerator SD baru merampungkan tugasnya pada tanggal 26 Nopember, meskipun demikian pengumpulan data berhasil dirampungkan sesuai jadwal. Pengumpulan data di Wajo dilakukan pada empat sekolah mitra SD/MI, yaitu: SDN 213 Lapongkoda, MIS As’adiyah Sengkang, SDN 190 Ballere, dan SDN 234 Inrello, serta empat sekolah pembanding yakni: SDN 265 Asorajang, SDN 168 Rumpia, SDN 266 Pakkanna, dan MIN Lauwa. Pada tingkat SMP/MTs pengumpulan data dilakukan pada tiga sekolah mitra, yaitu: SMP Negeri 3 Sengkang, SMP Negeri 1 Kera, dan MTs As’adiyah No.2 Sengkang, sementara sekolah pembanding, yaitu; SMP Negeri 1 Majauleng, SMP Negeri 3 Majauleng, dan SMP Negeri 2 Tanasitolo. Di Kabupaten Bantaeng, pengumpulan data SD/MI mitra dilakukan di SD Negeri 7 Letta, SD Negeri 9 Lembang, SD Inpres Pullauweng, dan MIS Nurul Azma. Untuk SD/MI dilakukan di SDN 26 Tinotoa, SD Inpres 22 Belaparang, SD Inpres Kaili, serta MIS Ma’arif Cedo. Pada tingkat SMP/MTs, pengumpulan dilakaukan di SMP Negeri 3 Bissapu, SMP Negeri 1 Tompobulu, dan MTs Ma’arif Panaikang (sekolah mitra), sementara untuk pembanding dilakukan di SMP Negeri 2 Bantaeng, SMP Negeri 2 Bissapu, dan MTs Ma’arif Tumbel. Tahapan pelaksanaan EGRA diawali dengan Workshop Refresh Tim Assessor yang dilaksanakan di Maros pada tanggal 12 – 14 November 2012. Kegiatan ini difasilitasi secara langsung oleh Handoko Widagdo (Tim EGRA Nasional). Kegiatan ini dimaksudkan untuk meningkatkan kemampuan para assessor menggunakan tangering pada perangkat teknologi yang akan digunakan dalam assessment dimaksud, dan agar kemampuannya lebih teruji maka


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pada hari terakhir tanggal 14 November, para Assessor melakukan praktek tes siswa di SDN Tamalanrea 1 (salah satu sekolah mitra DBE). Pelaksanaan EGRA dimulai di Kabupaten Wajo pada 19 – 21 November 2012. Kegiatan ini dikoordinis secara langsung oleh M. Amir Mallarangan (TTO – PS/FC). Selanjutnya pada tanggal 29 November – 1Desember 2012 dilakukan di Kabupaten Maros yang ditinjau langsung oleh Ester Manurung (USAID Indonesia) dan Stuart Weston (COP USAID PRIORITAS). Kabupaten Bantaeng menjadi kabupaten terakhir dalam pelaksanaan kegiatan Tes Kemampuan Membaca Siswa di SDN 1 Pakallu Kecamatan dimaksud yaitu dari tanggal 4 – 6 Bantimurung Kabupaten Maros Desember 2012. Salah satu catatan penting dalam pelaksanaan kegiatan ini adalah bahwa terjadinya penghematan waktu dan anggaran karena kegiatan yang sebelumnya ditargetkan akan dilaksanakan selama 4 hari efektif, dapat dipersingkat hanya menjadi 2,5 hari efektif. Hal ini dimungkinkan karena beberapa sekolah sampel dapat dikondisikan pelaksanaan tesnya dilakukan pada siang hari (jam kedua). Disamping itu beberapa anggota tim assessor membeli tablet secara sukarela agar jumlah assessor yang melakukan tes bertambah sehingga proses bisa dipercepat. Salah satu kendala yang muncul adalah adanya perubahan sekolah pembanding yang sebelumnya telah ditunjuk oleh Dinas Pendidikan dan Kemenag, namun pada tahap persiapan menyatakan tidak bersedia untuk di assessment. RAPAT KOORDINASI YANG SIGNIFIKAN Dalam periode ini tidak ada rapat koordinasi dengan pihak stakeholders, baik di tingkat provinsi maupun tingkat kabupaten/kota. KEGIATAN LAIN Kunjungan Tim USAID PRIORITAS, khususnya Tim EDC (Lynne, Pudji dan Nensilianti) ke LPTK, namun PC, GMS dan Communication ikut mendampingi. Kegiatan ini dimaksudkan untuk melakukan assessment awal beberapa aspek yang terkait dengan komponen – komponen utama dalam kerjasama dengan LPTK, khususnya aspek proses perkualiahan pada jurusan/prodi pendidikan guru, persiapan dan pelaksanaan PPL (praktek pengenalan lapangan), dan kondisi sekolah praktek/lab Pembantu Rektor IV UNM menyimak penjelasan tambahan dari school masing-masing LPTK mitra. Bu Pudji mengenai tujuan dan lingkup program USAID PRIORITAS Kunjungan pertama dilaksanakan pada tanggal 27 November 2012 ke Universitas Negeri Makassar (UNM). Dalam kunjungan Tim

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USAID PRIORITAS bertemu dan berdiskusi dengan Prof. Dr. H. Eko Hadi Sujiono (PR IV) yang didampingi oleh Kepala Unit pelaksana PPL, Direktur dan Sekretaris Pusat Sekolah Efektif (PSE) dan Sekretaris ICT Center. Dalam pertemuan ini didiskusikan berbagai hal. Tim PRIORITAS diwakili oleh Lynne menjelaskan tentang ruang lingkup program PRIORITAS, sementara PR IV UNM menjelaskan berbagai hal terkait dengan Pendidikan Profesi Guru (PPG), Pendidikan dan Latihan Profesi Guru (PLPG), pelaksanaan PPL, kesiapan Lab School UNM, dan program terkait lainnya. Pada tanggal 29 November 2012, Tim USAID PRIORITAS melakukan kunjungan ke Universitas Islam Negeri (UIN) Alauddin Makassar. Tim PRIORITAS diterima langsung oleh Rektor UIN Prof. Dr. H. Qadir Gassing, M.S., dan beberapa pejabat di lingkungan UIN diantaranya: Dekan Fakultas Tarbiyah, beberapa ketua program studi pendidikan guru, dan Kepala Sekolah Lab School. Selanjutnya Tim didampingi Dekan Fakultas Tarbiyah melakukan kunjungan ke Fakultas Tarbiayah, ruang Micro Teaching, dan beberapa Laboratorium Mata Pelajaran, serta Perpustakaan Program Studi Pendidikan Guru Madrasah Ibtidayyah (PGMI). Dari kunjungan ini dapat disimpulkan bahwa kedua LPTK Mitra merespon sangat positif rencana kerjasama antara USAID PRIORITAS dengan pihak LPTK.


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PROVINSI: JAWA BARAT PELUNCURAN PROVINSI Program USAID PRIORITAS di Jawa Barat diluncurkan oleh pemerintah Provinsi Jawa Barat pada tanggal 6 November 2012 di Hotel Grand Aquila, Bandung. Peluncuran ditandai dengan pemukulan gong dan penandatanganan KAK antara USAID dengan Pemerintah Provinsi Jawa Barat, kemudian diikuti dengan penandatanganan KAK antara pemerintah Kabupaten/Kota Mitra dengan USAID PRIORITAS oleh Kepala Daerah/yang mewakili dan Chief of Party USAID PRIORITAS. H. AIP RIVAI, SH., M. Si., Asisten Kesejahteraan Rakyat Sekretaris Daerah Provinsi Jawa Barat atas nama Pemerintah Provinsi Jawa Barat beserta JALU NUR CAHYANTO, perwakilan USAID Indonesia sedang menandatangani KAK dalam Peluncuran Program USAID PRIORITAS di Jawa Barat

Peluncuran ini dihadiri kurang lebih 167 orang yang terdiri dari stakeholder provinsi (Dinas Pendidikan, Bappeda, Biro Otonomi Daerah dan Kerjasama, Dewan Pendidikan, DPRD, PGRI); stakeholder kabupaten/kota (Kepala Daerah, Dinas Pendidikan, Bappeda, DPRD, Kantor Kemenag, Dewan Pendidikan, Kepala UTPD Mitra PRIORITAS); UPI (Dekan FIP, Ketua Jurusan PGSD, LPPM, Direktur ICT Center); UIN (Dekan Fakultas Tarbiyah dan Keguruan, Ketua Lembaga ICT Center); HKI; dan Media. Kepala daerah yang hadir mengikuti peluncuran ini adalah Bupati Indramayu, Bupati Sukabumi, Bupati Garut, dan Bupati Karawang. Gubernur Provinsi Jawa Barat dalam sambutannya yang dibacakan oleh Asisten Kesejahteraan Rakyat Sekretaris Daerah Provinsi Jawa Barat menyatakan bahwa Pemerintah Provinsi Jawa Barat menyambut baik kerjasama ini karena sejalan dengan salah satu arah kebijakan Rencana Pembangunan Jangka Menengah (RPJMD) Provinsi Jawa Barat tahun 2008 – 2013. Gubernur berharap dengan kerjasama ini terjadi transfer knowledge untuk pengembangan pendidikan dasar di Jawa Barat. Daerah kabupaten/kota mitra pun menyambut baik adanya kerjasama ini, Kepala Dinas Pendidikan Kabupaten Karawang menyatakan bahwa Karawang sudah menyusun diseminasi program DBE untuk 2013 dengan alokasi anggaran kurang lebih Rp 2,775,644,000. Daerah baru pun menyatakan bahwa program USAID PRIORITAS sinergis dengan arah kebijakan pengembangan pendidikan di daerah dengan demikian daerah bangga telah terpilih menjadi mitra USAID PRIORITAS dan siap mendukung serta mensukseskan program ini. Peluncuran ini juga dilengkapi dengan kegiatan pameran best practices dari PEMILIHAN SEKOLAH Pemilihan sekolah mitra USAID PRIORITAS di Jawa Barat diawali dengan melakukan pertemuan antara tim USAID PRIORITAS dengan Dinas Pendidikan dan Kantor Kemenag kabupaten/kota mitra untuk membahas kriteria pemilihan sekolah yang sudah ditetapkan USAID PRIORITAS dan menyepakati bersama. Berdasarkan kriteria yang sudah disepakati bersama tersebut dinas pendidikan dan kantor kemenag melakukan seleksi sekolah. Selanjutnya Tim USAID PRIORITAS melakukan verifikasi langsung ke sekolah-sekolah yang

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sudah terpilih. Proses pemilihan sekolah ini berlangsung dari tanggal 9 – 19 Oktober 2012. Dengan demikian telah terpilih di Kabupaten Ciamis, Kabupaten Bandung Barat, dan Kota Cimahi masing-masing12 SD, 4 MI, 6 SMP, dan 2 MTs sebagai sekolah mitra USAID PRIORITAS yang masing-masing tersebar di dua kecamatan, kecuali untuk Kota Cimahi tersebar di 3 kecamatan. KOLEKSI DATA ‘BASELINE’ DAN EGRA Pelaksanaan EGRA diawali dengan melakukan penyegaran terhadap assessor yang sudah dilatih di Jakarta. Penyegaran dilakukan pada tanggal 1-3 November 2012 dengan tujuan agar para assessor siap untuk melaksanakan EGRA. Pelaksanaan EGRA dilaksanakan pada tanggal 19-23 November 2012 di Kabupaten Bandung Dengan wajah ramah, salah satu asesor tengah melakukan assessment kepada seorang siswa kelas 3, MIS Asih Putra, Cimahi

Barat, tanggal 26 – 30 Desember 2012 di Kabupaten Ciamis, dan tanggal 3-7 Desember 2012 di Kota Cimahi. EGRA dilaksanakan oleh 12 orang assessors yang merupakan mahasiswa UPI dan UIN, serta asisten dosen di UPI.

Pelaksanaan EGRA di Kota Cimahi sempat dikunjungi oleh tim Pusat Kurikulum Diklat Kemdikbud sebanyak 3 orang. Mereka mengamati pelaksanaan EGRA di 2 sekolah mitra dan 2 sekolah pembanding. Selain tim PUSKUR, perwakilan USAID pun turut serta mengamati pelaksaan EGRA di 2 sekolah pembanding di Kota Cimahi. Temuan menarik di Jawa Barat adalah rata-rata siswa yang dinilai mengucapkan P untuk huruf V. Pengumpulan data baseline diawali dengan memberikan pelatihan kepada para enumerator pada tanggal 21-24 November 2012 dengan tujuan para enumerator mendapatkan pemahaman mengenai jenis dan jumlah instrument yang akan digunakan dalam pengumpulan data awal (baseline), mampu menggunakan instrument, dan mampu melakukan entry data hasil pengumpulan data baseline. Pengumpul an data baseline di 3 daerah mitra USAID PRIORITAS dilakukan pada tanggal 27-30 November 2012 di Kabupaten Bandung Barat dan Kota Cimahi, tanggal 26 Desember 2012 di Kabupaten Ciamis (khusus untuk madrasah pendamping), tanggal 1 Desember 2012 di Siswa kelas 4, SDN Sosial 1, Cimahi sedang Kabupaten Ciamis (khusus untuk madrasah mitra), mengikuti test Matematika dan Bahasa Indonesia dalam kegiatan pengumpulan data baseline dan tanggal 3-6 Desember 2012 di Kabupaten program USAID PRIORITAS Ciamis (untuk SD, SMP, KKG, dan MGMP). Perbedaan jadwal di Ciamis terjadi karena madrasah sudah mulai UAS pada tanggal 3 Desember 2012. Pengumpulan data dilaksanakan oleh para enumerator yang terdiri dari 17

Para enumerator sedang berlatih melakukan entry data hasil pengumpulan data baseline dalam kegiatan pelatihan pengumpulan data baseline tingkat provinsi pada tanggal 21-24 November 2012 di Kota Bogor


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orang fasilitator daerah DBE, 3 orang DC USAID PRIORITAS, 2 orang mantan DC DBE, dan 4 orang staf USAID PRIORITAS Jawa Barat. Para enumerator ini dibawah supervisi ME Specialist dan Whole School Development Specialist. Pelaksanaan pengumpulan data baseline di tingkat sekolah didampingi juga oleh pengawas TK/SD dan pengawas madrasah. Sedangkan pengumpulan data baseline LPTK dilaksanakan pada tanggal 11-12 Desember 2012 dengan enumerator 4 orang staf USAID PRIORITAS Jawa Barat. Beberapa catatan berdasarkan pengalaman melakukan pengumpulan data baseline adalah sebagai berikut: •

Keterbatasan waktu yang dimiliki mengakibatkan pelaksanaan pengumpulan data baseline dilaksanakan secara parallel, hal ini menyebabkan SDM yang dibutuhkan lebih banyak.

•

Sebaiknya pelaksanaan baseline dilakukan jauh sebelum waktu pelaksanaan UTS/UAS di sekolah.

•

Pelatihan/lokakarya sebelum pelaksanaan pengumpulan data di lapangan tidak cukup hanya 2 hari efektif karena tingkat pemahaman enumerator terhadap substansi instrument masih beragam/bervariasi.

RAPAT KOORDINASI YANG SIGNIFIKAN Rapat Koordinasi Tingkat Kabupaten/kota Tanggal 11 Desember 2012

• • • • • •

12 Desember 2012

• •

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Dengan siapa Sekretaris Dinas Pendidikan Kota Bogor Kabid Dikdas Dinas Pendidikan Kota Bogor Kasubag Program dan Perencanaan Dinas Pendidikan Kota Bogor Kepala Kantor Kemenag Kota Bogor Kabid Sosbud Bappeda Kota Bogor 5 orang Fasilitator Daerah DBE

Kepala Dinas Pendidikan Kabupaten Karawang Kasie Kurikulum Dinas Pendidikan Kabupaten Karawang

• • •

•

Hasil koordinasi Tahun 2013, dinas pendidikan akan mendiseminasikan program DBE1 yaitu pelatihan komite sekolah dan leadership. Targetnya adalah SDN. Tahun 2013 juga dinas pendidikan akan mendiseminasikan program DBE2 dan DBE3 dengan alokasi dana sekitar 300 juta rupiah. Beberapa harapan dari dinas pendidikan kepada USAID PRIORITAS adalah: - Adanya Pengembangan PSBG dan Program Peningkatan Pengelolaan Perpustakaan melalui program Reading - Peningkatan ketrampilan dalam SIM bagi para Guru dan Pengawas - Fasilitasi Peningkatan kompetensi guru kelas 6 dan guru SMP kelas 9 dalam bedah kisi-kisi UN 2013 dan penyusunan soal. - Show case pengembangan program DBE akhir semester 2 SD dan SMP - Modul Pembelajaran Tematik, LKS bagi Guru SD/SMP - Fasilitasi pengembangan lesson study berbasis sekolah di SD dan SMP - Fasilitasi peningkatan kompetensi guru melalui lintas MGMP di SMP - Memfasilitasi lomba MGMP semua Mapel - Fasilitasi kegiatan bersama KKG dan MGMP Tahun 2013, dinas pendidikan Kabupaten Karawang akan mendiseminasikan program DBE melalui Program Peningkatan mutu melalui kompetensi pendidik dan tenaga kependidikan. Program tersebut dibagi dua bagian besar yaitu program peningkatan manajemen


Tanggal

• •

Dengan siapa Kasie Mapenda Kantor Kemenag Kabupaten Karawang Kabid Sosbud Bappeda Kabupaten Karawang

•

•

•

Hasil koordinasi dan program peningkatan mutu. Untuk program peningkatan manajemen, akan dilakukan (a) pelatihan kepala sekolah SD di setiap tingkat kecamatan; (b) pelatihan kepala sekolah SMP di setiap komisariat. Untuk program peningkatan mutu pendidikan akan dilakukan (a) pelatihan Guru SD di setiap Kecamatan dengan peserta 6 guru di setiap gugus; (b) pelatihan Guru SMP di Tingkat Komisariat dengan peserta Wakil dari Guru Mata Pelajaran. Dana yang dianggarkan untuk program ini kurang lebih sebesar 2,775,644,000 rupiah.

Rapat koordinasi dengan LPTK Tanggal 20 November 2012

• • • •

Dengan siapa Dekan FIP Ketua Prodi PGSD Staf Sekretariat Rektorat Staf LPPM

23 November 2012

•

Rektorat UIN

•

10 Desember 2012

•

Sekpri Rektor, Dr. Iza Santara, MA PD I Fakultas Tarbiyah dan Keguruan (FTK), Prof. Dr. Supiana, MA Kepala Lab Mikro/PPL, Drs. Agus Hikmat, M.Si

•

• •

• •

•

Hasil koordinasi Diperlukan pertemuan antara USAID PRIORITAS Jawa Barat dan UPI untuk membahas butir-butir KAK. LPPM menyarankan agar diadakan sosialisasi egiatankegiatan USAID PRIORITAS di LPTK UPI Bandung. Menyerahkan draft KAK kemudian Draft KAK akan dipelajari dan disampaikan ke UPT yang menjadi leading sector kegiatan, yaitu Fakultas Tarbiyah dan Keguruan. Diperlukan pertemuan antara USAID PRIORITAS Jawa Barat dan UIN untuk memperoleh informasi lebih jauh tentang kegiatan USAID PRIORITAS di LPTK UIN Bandung Dekan FTK menunjuk Dr. Arah Hidayat, M.Pd (Kepala Laboratorium Madrasah) dan Drs. Agus Hikmat, M.Si (Kepala Microteaching dan PPL) untuk menjadi Contact Person kegiatan kerjasama antara USAID PRIORITAS dengan FTK

KEGIATAN LAIN Diseminasi Program DBE di Indramayu Diseminasi Better Teaching and Learning (BTL) 3 di Kabupaten Indramayu dilaksanakan tanggal 3-5 Oktober 2012. Peserta pelatihan terdiri atas guru-guru pengampu mata pelajaran IPA, Matematika, Bahasa Indonesia, dan Bahasa Inggris. Mereka berasal dari sekolah nonmitra dan belum pernah mendapatkan pelatihan program DBE. Pelaksanaanya disebar di empat kecamatan, yakni Kec. Balongan untuk mapel Bahasa Inggris dengan jumlah peserta 45 orang, Kec. Karangampel untuk mapel IPA dengan jumlah peserta 42 orang, Kec. Kertamaya untuk mapel Matematika dengan jumlah peserta 37 orang, dan Kec. Widasari untuk mapel Bahasa Indonesia dengan jumlah peserta 44 orang. Kegiatan yang dilakukan adalah menelaah kurikulum, membuat lembar kerja, membuat media pembelajaran, membuat penilaian, membuat jurnal reflektif, melakukan persiapan mengajar, melaksanakan praktik mengajar, refleksi, dan menyusun RTL untuk mendiseminasikan hasil pelatihan tersebut kepada guru-guru di sekolah dan di MGMP masing-masing.


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Diseminasi Program DBE di Kota Bogor Dinas Pendidikan Kota Bogor mendiseminasikan Active Learning dan Program Reading kepada 75 orang guru SD non Mitra pada tanggal 12-14 November 2012, mendiseminasikan BTL 3 kepada 100 orang guru SMP non mitra dan Pengawas 2 orang pada tanggal 27-30 November 2012, dan juga mendiseminasikan program DBE1 yaitu pelatihan komite sekolah kepada 50 sekolah (100 orang) dari mulai TK, SD, SMP, dan SMA. Dana bersumber dari APBD II tahun anggaran 2012 sebesar 200 juta rupiah. Diseminasi Program DBE di Kabupaten Karawang Diseminasi Program DBE di Kabupaten Karawang dilaksanakan pada tanggal 28 Nopember sd 8 Desember 2012 dengan target sasaran adalah guru SD kelas awal dan guru SMP. Materi tingkat SMP dititik beratkan pada bagaimana membuat Lembar Kerja dan memanfaatkan media pembelajaran (BTL3), sedangkan untuk guru SD dititik beratkan pada pengelolaan kelas dan membuat alat peraga murah. Jumlah guru yang dilatih untuk tingkat SMP ada 95 orang yang berasal dari 50 SMPN dan untuk tingkat SD ada 150 orang yang berasal dari 26 kecamatan. Pelaksanaannya di bagi dalam beberapa kelompok/Batch dimana satu kelompok terdiri dari 25 orang. Sedangkan untuk fasilitatornya adalah MTT DBE2 dan Fasda DBE3. Dana bersumber dari APBD II TA 2012 sebesar 105 juta rupiah.

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ANNEX 3: STATUS OF TERMS OF REFERENCE FOR COOPERATION AT THE END OF QUARTER 3 Provincial Partner Aceh North Sumatra Banten West Java Central Java East Java South Sulawesi District Partner ACEH Kota Banda Aceh Aceh Besar Aceh Jaya Aceh Tengah Bener Meriah Bireun Pidie

Status of Working Agreement Completed Completed Pending Completed Completed Pending Completed Status of Working Agreement Completed Completed Completed Completed Completed Completed Completed

BANTEN Kota Tangerang Kota Cilegon Lebak Pandeglang Serang

Completed Completed Completed Completed Completed

CENTRAL JAVA Banjarnegara Batang Blora Boyolali Demak Grobogan Jepara Karangangyar Kudus Purbalingga Purworejo Semarang Sragen

Pending Completed Pending Pending Pending Pending Pending Pending Completed Completed Completed Pending Completed

SOUTH SULAWESI Bantaeng Enrekang Jeneponto Kota Makassar Kota Palopo Luwu

Completed Completed Completed Pending Completed Completed

District Partner NORTH SUMATRA Deli Serdang Kota Binjai Kota Medan Kota Sibolga Kota Tanjung Balai Kota Tebing Tinggi Labuhan Batu Nias Selatan Tapanuli Selatan Tapanuli Utara

Status of Working Agreement Completed Completed Completed Completed Completed Completed Completed Completed Completed Completed

WEST JAVA Bandung Barat Ciamis Cimahi Garut Indramayu Karawang Kota Bogor Subang Sukabumi

Completed Completed Pending Completed Completed Completed Completed Completed Completed

EAST JAVA Bangkalan Blitar Bojonegoro Kota Mojokerto Madiun Mojokerto Nganjuk Pamekasan Pasuruan Sampang Sidoarjo Situbondo Tuban

Completed Completed Completed Completed Completed Completed Completed Complete Completed Completed Pending Completed Completed

Maros Pangkajene Kepulauan Pinrang Sidenreng rappang Soppeng Wajo

Completed Completed Completed Completed Completed Completed


77

TTI Partner

Status of Working Agreement

ACEH Universitas Syiah Kuala IAIN Ar‐Raniry

Completed Completed

NORTH SUMATRA Universitas Negeri Medan IAIN Sumatra Utara, Medan

Completed Completed

BANTEN IAIN Banten Universitas Sultan Agung Tirtayasa

Completed Completed

WEST JAVA Universitas Pendidikan Indonesia (UPI) Universitas Islam Negeri (UIN) Bandung

Pending Pending

CENTRAL JAVA/YOGYAKARTA Universitas Negeri Semarang (UNNES) IAIN Walisongo Semarang Universitas Negeri Yogyakarta (UNY)

Completed Completed Pending

EAST JAVA IAIN Sunanampel Universitas Negeri Surabaya(UNESA) Universitas Negeri Malang (UM)

Completed Completed Completed

SOUTH SULAWESI Universitas Negeri Makassar (UNM) Universitas Islam Negeri Sultan Alauddin (UIN)

Completed Completed

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ANNEX 4: PARTNER PRIMARY SHOOLS BY PROVINCE, DISTRICT AND TYPE PROVINCE

DISTRICT

Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Banten Banten Banten Banten Banten Banten Banten Banten Banten Banten Banten Banten Banten Banten Banten

Aceh Jaya Aceh Jaya Aceh Jaya Aceh Jaya Aceh Jaya Aceh Jaya Aceh Jaya Aceh Jaya Aceh Jaya Aceh Jaya Aceh Jaya Aceh Jaya Aceh Jaya Aceh Jaya Aceh Jaya Aceh Jaya Bener Meriah Bener Meriah Bener Meriah Bener Meriah Bener Meriah Bener Meriah Bener Meriah Bener Meriah Bener Meriah Bener Meriah Bener Meriah Bener Meriah Bener Meriah Bener Meriah Bener Meriah Pandeglang Pandeglang Pandeglang Pandeglang Pandeglang Pandeglang Pandeglang Pandeglang Pandeglang Pandeglang Pandeglang Pandeglang Pandeglang Pandeglang Pandeglang

SCHOOL MIN LAMNO MIN TEUMAREUM MIN KRUENG SABEE MIN TUWI EUMPEUK MIN TEUNOM SD NEGERI 1 Jaya SD NEGERI 2 Jaya SD NEGERI 1 Indra Jaya SD NEGERI 1 PANGA SD NEGERI 2 PANGA SD NEGERI 2 TEUNOM SD NEGERI 3 Teunom MIN DAYAH BARO SD NEGERI 1 Calang SD NEGERI 2 Calang SD NEGERI 1 KRUENG SABEE MIN Kota Makmur MIN LAMPAHAN MIN BLANG RONGKA SDN HAKIM WIH ILANG SDN SUKU WIH ILANG SDN REMANG KETIKE SDN CEKAL SDN 4 LAMPAHAN SDN 1 LAMPAHAN SDN Bukit Mulie SDN TUNYANG MIN LEWAJADI MIN SUKADAMAI SDN PONDOK GAJAH SDN 2 Lampahan MI Darul Huda Waru MI MA Sukamaju MIN Model Mandalawangi SDN Bojong 1 SDN Bojong 2 SDN Bojong 3 SDN Bojong 5 SDN Bojong 6 SDN Kurung Kambing 3 SDN Kurung Kambing 1 SDN Kurung Kambing 4 SDN Mekarsari3 SDN Mekarsari4 SDN Mandalasari 1 MI MA Dahu Mekarsari


TYPE Public Public Public Public Public Public Public Public Public Public Public Public Public Public Public Public Public Public Public Public Public Public Public Public Public Public Public Public Public Public Public Private Private Public Public Public Public Public Public Public Public Public Public Public Public Private

79

PROVINCE

DISTRICT

Banten Banten Banten Banten Banten Banten Banten Banten Banten Banten Banten Banten Banten Banten Banten Banten Banten Banten Banten West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java

Pandeglang Pandeglang Pandeglang Serang Serang Serang Serang Serang Serang Serang Serang Serang Serang Serang Serang Serang Serang Serang Serang Bandung Barat Bandung Barat Bandung Barat Bandung Barat Bandung Barat Bandung Barat Bandung Barat Bandung Barat Bandung Barat Bandung Barat Bandung Barat Bandung Barat Bandung Barat Bandung Barat Bandung Barat Bandung Barat Ciamis Ciamis Ciamis Ciamis Ciamis Ciamis Ciamis Ciamis Ciamis Ciamis Ciamis Ciamis Ciamis Ciamis

80

SCHOOL SDN Bojong 4 SDN Gunungsari 1 SDN Gunungsari 2 MI Al Khaeriyah Kejaban MI Al Khaeriyah Karanganyar MI Sholatiyah SDN Beberan 2 SDN Ciruas 4 SDN Kampung Baru SDN Kadumanggu SDN Negarapadang SDN Priuk SDN Petir 2 SDN Seuat SDN Tegal Jetak MI Nurul Falah Kubang SDN Ciruas 2 SDN Cilengsir SDN Kadikaran MI Tembongsari SDN 3 Rajamandala SDN Nyomplong SDN 1 Rancairung SDN 4 Rancairung MI Al-Hikmah Cipatat MI Sukaguna SDN 1 Rajamandala SDN 1 Budigalih SDN 4 Rajamandala SDN 5 Rancairung SDN Rancabentang MI Syamsudin Cipatat SDN 2 Rajamandala SDN Mekarasih SDN Maroko MIS Cibadak MIS Kalangari MIS Sindangtawang SDN 2 Sukaraja SDN 3 Sukaraja SDN 3 Sukamanah SDN 1 SUKASARI SDN 1 Sukaraja SDN 2 Sindangsari SDN 2 Sukamanah SDN 3 SINDANGSARI SDN 3 SUKASARI MIS Gunungcupu SDN 1 Sukamanah

TYPE Public Public Public Private Private Private Public Public Public Public Public Public Public Public Public Private Public Public Public Private Public Public Public Public Private Private Public Public Public Public Public Private Public Public Public Private Private Private Public Public Public Public Public Public Public Public Public Private Public


PROVINCE

DISTRICT

West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java

Ciamis Ciamis Cimahi, Kota Cimahi, Kota Cimahi, Kota Cimahi, Kota Cimahi, Kota Cimahi, Kota Cimahi, Kota Cimahi, Kota Cimahi, Kota Cimahi, Kota Cimahi, Kota Cimahi, Kota Cimahi, Kota Cimahi, Kota Cimahi, Kota Cimahi, Kota Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Batang Batang Batang Batang Batang Batang Batang Batang Batang Batang Batang Batang Batang Batang Batang

SCHOOL SDN 1 SINDANGSARI SDN 2 SUKASARI MIS CAHAYA MIS PUI CIMAHI SDN Cibabat 5 SDN Budhi Karya SDN Budhi Asih SDN Utama 6 MIS NURUL ISLAM SDN Cibabat Mandiri 2 SDN Cibabat Mandiri 4 SDN Cibodas 2 SDN Cibodas 3 SDN Sosial 2 SDN Sosial 1 MIS SADARMANAH SDN Cibabat Mandiri 5 SDN Utama Mandiri 1 MI Al Fatah Parakancanggah MI Al Ma'arif 01 Kertayasa MI Muhammadiyah Karangtengah SD Kristen Debora SD Negeri 2 Kutabanjar SD Negeri 1 Semarang SD Negeri 2 Semarang SD Negeri 1 Candiwulan SD Negeri 2 Candiwulan SD Negeri 1 Panggisari SD Negeri 2 Panggisari SD Negeri Blimbing MI Al Ma'arif Blimbing SD Negeri 1 Kutabanjar SD Negeri 3 Kutabanjar SD Negeri 1 Kertayasa MI Islamiyah Reban MI Muhammadiyah Karangasem MI Wahid Hasyim Kalisalak Karangasem SD Negeri Karangasem 04 SD Negeri Karangasem 06 SD Negeri Karangasem 10 SD Negeri Karangasem 13 SD Negeri Karanganyar 01 SD Negeri Padomasan 02 SD Negeri Sukomangli 01 SD Negeri Sukomangli 02 SD Negeri Polodoro MI Islamiyah Sojomerto SD Negeri Karangasem 07 SD Negeri Karangasem 12


TYPE Public Public Private Private Public Public Public Public Private Public Public Public Public Public Public Private Public Public Private Private Private Private Public Public Public Public Public Public Public Public Private Public Public Public Private Private Private Public Public Public Public Public Public Public Public Public Private Public Public

81

PROVINCE

DISTRICT

Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java

Batang Purbalingga Purbalingga Purbalingga Purbalingga Purbalingga Purbalingga Purbalingga Purbalingga Purbalingga Purbalingga Purbalingga Purbalingga Purbalingga Purbalingga Purbalingga Purbalingga Semarang, Kab. Semarang, Kab. Semarang, Kab. Semarang, Kab. Semarang, Kab. Semarang, Kab. Semarang, Kab. Semarang, Kab. Semarang, Kab. Semarang, Kab. Semarang, Kab. Semarang, Kab. Semarang, Kab. Semarang, Kab. Semarang, Kab. Semarang, Kab. Sragen Sragen Sragen Sragen Sragen Sragen Sragen Sragen Sragen Sragen Sragen Sragen Sragen Sragen Sragen Sragen

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SCHOOL SD Negeri Sojomerto 01 MI Ma'arif NU Mejasem MI Ma'arif NU 02 Tangkisan MI Ma'arif NU Sindang MI Muhammadiyah Toyareka SD Negeri 1 Bakulan SD Negeri 1 Panican SD Negeri 1 Kemangkon SD Negeri 2 Panican SD Negeri 1 Karangmiri SD Negeri 2 Mrebet SD Negeri 1 Selaganggang SD Negeri 2 Selaganggang SD Negeri 2 Kemangkon SD Negeri 1 Cipaku SD Negeri 1 Mangkunegara SD Negeri 1 Mrebet MI Darussalam MI Miftahul Ulum MI Tengaran MI Tegalrejo SD Negeri 2 dan 3 Tengaran SD Negeri Tegalrejo 01 SD Negeri Klero 1 SD Negeri Klero 2 SD Negeri Sumowono 1 SD Negeri Bumen SD Negeri Mendongan SD Negeri Lanjar 1 MI Klero SD Negeri 1 Tengaran SD Negeri Sumowono 2 SD Negeri Jubelan 1 MI Muhammadiyah Banaran SD Negeri Gringging 4 SD Negeri Banyurip 1 SD Negeri Gringging 2 SD Negeri Gringging 1 SD Negeri Banyurip 3 SD Negeri Banyurip 2 SD Negeri Karangtengah 1 SD Negeri Karangupit 1 SD Negeri Karangupit 3 SD Negeri Karangupit 4 SD Negeri Tangkil 1 SD Negeri Tangkil 4 MI Muhammadiyah Karanganyar SD Negeri Gringging 3 SD Negeri Karangtengah 3

TYPE Public Private Private Private Private Public Public Public Public Public Public Public Public Public Public Public Public Private Private Private Private Public Public Public Public Public Public Public Public Private Public Public Public Private Public Public Public Public Public Public Public Public Public Public Public Public Private Public Public


PROVINCE

DISTRICT

Central Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java

Sragen Blitar, Kab. Blitar, Kab. Blitar, Kab. Blitar, Kab. Blitar, Kab. Blitar, Kab. Blitar, Kab. Blitar, Kab. Blitar, Kab. Blitar, Kab. Blitar, Kab. Blitar, Kab. Blitar, Kab. Blitar, Kab. Blitar, Kab. Blitar, Kab. Blitar, Kab. Blitar, Kab. Blitar, Kab. Madiun, Kab. Madiun, Kab. Madiun, Kab. Madiun, Kab. Madiun, Kab. Madiun, Kab. Madiun, Kab. Madiun, Kab. Madiun, Kab. Madiun, Kab. Madiun, Kab. Madiun, Kab. Madiun, Kab. Madiun, Kab. Madiun, Kab. Madiun, Kab. Mojokerto, Kab. Mojokerto, Kab. Mojokerto, Kab. Mojokerto, Kab. Mojokerto, Kab. Mojokerto, Kab. Mojokerto, Kab. Mojokerto, Kab. Mojokerto, Kab. Mojokerto, Kab. Mojokerto, Kab. Mojokerto, Kab. Mojokerto, Kab.

SCHOOL SD Negeri Tangkil 3 MI MISRIU Kebonduren MI Plus Ma'arif NU Bacem SDI Aisyiyah SDIT Alkautsar Kebonduren SDN Bacem 01 SDN Bacem 02 SDN Bacem 03 SDN Bacem 04 SDN Kebonduren 02 SDN Kalipang 01 SDN Kalipang 02 SDN Kalipang 04 SDN Kedungbunder 01 SDN Sutojayan 01 SDN Sutojayan 02 MI Mitahul Huda Kd.Bunder SDN Kebonduren 01 SDN Kebonduren 03 SDN Kalipang 03 MI Muhammadiyah MI PSM Sukosari Miftahul Khoirot SDN Bangunsari 01 SDN Bangunsari 02 SDN Bangunsari 03 SDN Jatisari 01 SDN Jatisari 02 SDN Jatisari 03 SDN Krajan 01 SDN Sumberejo 01 SDN Sumberejo 02 MI Sailul Ulum, Pagotan SDN Krajan 02 SDN Ngampel 01 SDN Purworejo 03 MI Bahrul Ulum MI Bahrul Ulum , Talok MI Miftahul Ulum SDN Kemlagi II SDN Kalen I SDN Kalen II SDN Kedunggede I SDN Kedunggede II SDN Mojodadi SDN Mojokarang SDN Pandankrajan I SDN Pandankrajan II MI Miftahul Ulum Mojokarang


TYPE Public Private Private Private Private Public Public Public Public Public Public Public Public Public Public Public Private Public Public Public Private Private Private Public Public Public Public Public Public Public Public Public Private Public Public Public Private Private Private Public Public Public Public Public Public Public Public Public Private

83

PROVINCE

DISTRICT

East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi

Mojokerto, Kab. Mojokerto, Kab. Mojokerto, Kab. Pamekasan Pamekasan Pamekasan Pamekasan Pamekasan Pamekasan Pamekasan Pamekasan Pamekasan Pamekasan Pamekasan Pamekasan Pamekasan Pamekasan Pamekasan Pamekasan Situbondo Situbondo Situbondo Situbondo Situbondo Situbondo Situbondo Situbondo Situbondo Situbondo Situbondo Situbondo Situbondo Situbondo Situbondo Situbondo Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng

84

SCHOOL SDN Mojowono SDN Mojodowo SDN Segunung I MI Miftahul Ulum Pademawu Timur MI Nurul Hasan Jarin MIS Tarbiyatul Islamiyah Konang SDN Galis I SDN Konang III SDN Konang IV SDN Pademawu Timur IV SDN Pademawu Timur V SDN Tanjung I SDN Tanjung IV SDN Tobungan I SDN Tobungan II MIN Konang SDN Konang II SDN Pademawu Timur II SDN Pademawu Barat II MI Darul Hikmah Al Fatiniyah MI Jauharul Ulum MI Mifbahul Huda SDN 10 Kilensari SDN 2 Kilensari SDN 2 Kalimas SDN 2 Bloro SDN 3 Besuki SDN 5 Kilensari SDN 9 Kilensari SDN I Bloro SDN Langkap MI Al Hikmatul Islamiyah SDN 3 Kilensari SDN 7 Besuki SDN 8 Kilensari MIS Borongkapala MIS Guppi Bulu-Bulu MIS Maarif Bakaraya SD Inpres Lasepang SD Inpres Tappanjeng SD Inpres Kampung Parang SD Inpres Sarrea SD Negeri 17 Ujung Labbu SD Negeri 10 Pasorongi SD Negeri 8 Bonto Jonga SD Negeri 3 Libboa SD Negeri 11 Sarroanging MIS Nurul Asma SD Inpres Pullauweng

TYPE Public Public Public Private Private Private Public Public Public Public Public Public Public Public Public Public Public Public Public Private Private Private Public Public Public Public Public Public Public Public Public Private Public Public Public Private Private Private Public Public Public Public Public Public Public Public Public Private Public


PROVINCE

DISTRICT

South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra

Bantaeng Bantaeng Maros Maros Maros Maros Maros Maros Maros Maros Maros Maros Maros Maros Maros Maros Maros Maros Wajo Wajo Wajo Wajo Wajo Wajo Wajo Wajo Wajo Wajo Wajo Wajo Wajo Wajo Wajo Labuhan Batu Labuhan Batu Labuhan Batu Labuhan Batu Labuhan Batu Labuhan Batu Labuhan Batu Labuhan Batu Labuhan Batu Labuhan Batu Labuhan Batu Labuhan Batu Labuhan Batu Labuhan Batu Labuhan Batu Labuhan Batu

SCHOOL SD Negeri 7 Letta (Sekolah Inti) SD Negeri 9 Lembang MIS Ainus Syamsi MIS Darul Rasyidin MIS JII Bantimurung SD 105 Imp. Alatengae SD 111 Inpres Polejiwa SD 154 Inpres Tumalia SD 173 Inpres Mangngai SD 241 Tumalia SDN 180 Pappandangan SDN 120 Parangki SDN 15 Jawi-Jawi SDN 21 Sanggalia MIN Maros Baru SDN 1 Pakalu I SDN 12 Pakalli I SDN 39 Kassi MIS As'adiyah 45 Sura'e MIS As'adiyah 272 Pallipu MIS Muhammadiyah SD 6 Lapongkoda SD Muhammadiyah SDN 13 Lapongkoda SDN 191 Ballere SDN 320 Ballere SDN 321 Ballere SDN 412 Enrello SDN 414 Keera SDN 190 Ballere MIS As'adiyah 3 Sengkang SD 213 Lapongkoda SDN 234 Inrello MI Negeri Urung Kompas MI Public Sigambal MI Private Raudhatul Uluum SD Negeri 112143 SD Negeri 115530 SD Negeri 112162 SD Negeri 114375 SD Negeri 117469 SD Negeri 112167 SD Negeri 116879 SD Private Budis Jayanti SD Private Al-Ittihad Aek Nabara MI Negeri Padang Bulan SD Negeri 112134 SD Negeri 114377 SD Negeri 118252


TYPE Public Public Private Private Private Public Public Public Public Public Public Public Public Public Public Public Public Public Private Private Private Public Private Public Public Public Public Public Public Public Private Public Public Public Public Private Public Public Public Public Public Public Public Private Private Public Public Public Public

85

PROVINCE

DISTRICT

North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra

Medan, Kota Medan, Kota Medan, Kota Medan, Kota Medan, Kota Medan, Kota Medan, Kota Medan, Kota Medan, Kota Medan, Kota Medan, Kota Medan, Kota Medan, Kota Medan, Kota Medan, Kota Medan, Kota Nias Selatan Nias Selatan Nias Selatan Nias Selatan Nias Selatan Nias Selatan Nias Selatan Nias Selatan Nias Selatan Nias Selatan Nias Selatan Nias Selatan Nias Selatan Nias Selatan Nias Selatan Nias Selatan

86

SCHOOL MIN Medan Barat MIN Medan Tembung MIS Mustafawiyah MIN Medan SDN 060837 SDN 060840 SDN 066651 SDN 064037 SDN 064973 SDN 064976 SDN 060913 SDS Karya Bakti SDS Muhammadiyah 11 SDN 060843 SDN 060849 SDN 067240 SD Bawotobara SD bawolowalani SD Dharma Caraka SD Hiligeho SD Hilinifauso SD Inpres SDN No. 076103 Bawozaua SDN No. 071213 Hilianaa SDN No. 077787 Lawa-Lawa Luo SDN No. 071216 Lahusa Idano Tae SDN No. 076708 Tanonikoo SDN No. 076089 Hilimbowo MIN SD HIlitobara SDN No. 071212 Sifaoroasi SDN No. 071223 Orahili Gomo

TYPE Public Public Private Public Public Public Public Public Public Public Public Private Private Public Public Public Private Private Private Private Private Public Public Public Public Public Public Public Public Private Public Public


ANNEX 5: PARTNER JUNIOR SECONDARY SCHOOLS BY PROVINCE, DISTRICT, AND TYPE PROVINCE Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Banten Banten Banten Banten Banten Banten Banten Banten Banten Banten Banten Banten Banten Banten Banten Banten West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java

DISTRICT Aceh Jaya Aceh Jaya Aceh Jaya Aceh Jaya Aceh Jaya Aceh Jaya Aceh Jaya Aceh Jaya Bener Meriah Bener Meriah Bener Meriah Bener Meriah Bener Meriah Bener Meriah Bener Meriah Bener Meriah Pandeglang Pandeglang Pandeglang Pandeglang Pandeglang Pandeglang Pandeglang Pandeglang Serang Serang Serang Serang Serang Serang Serang Serang Bandung Barat Bandung Barat Bandung Barat Bandung Barat Bandung Barat Bandung Barat Bandung Barat Bandung Barat Ciamis Ciamis Ciamis Ciamis Ciamis Ciamis

SCHOOL MTs Negeri Calang MTs NEGERI TEUNOM SMP NEGERI 1 Indra Jaya SMP NEGERI 1 SAMPOINIET SMP NEGERI 1 TEUNOM MTs Negeri Lamno SMP NEGERI 1 JAYA SMP NEGERI 1 KRUENG SABEE MTsN JANARATA MTsS Blang Rongka SMPN 3 BANDAR SMPS BLANG PANAS SMPN 4 Timang Gajah MTsN Lampahan SMPN 2 BANDAR SMPN 2 TIMANG GAJAH MTs Darul Huda Pusat Pari MTs Riyadul Mubtadiin Pasir Jambu SMP N 2 Bojong SMPN 2 Mandalawangi SMPN 3 Mandalawangi MTs Mathlaul AnwarBojong SMP N 1 Bojong SMPN 1 Mandalawangi MTs Nurul Falah Pasanggrahan MTs Nurul Falah Rego Padasuka MTsN Ciruas SMPN Ciruas 1 SMPN 1 Petir MTs Al Khaeriyah Kejaban SMPN Ciruas 2 SMPN 2 Petir MTs Al-Mukhtariyah SMP Pataruman SMP Al-Hikmah Cipatat SMP N 3 Cipatat SMP N 2 Cihampelas MTs 1 Cihampelas SMP N 1 Cihampelas SMP N 1 Cipatat MTsN Wanayasa SMP N 2 Cikoneng SMP 1 BANJARSARI SMP 3 BANJARSARI SMP N 1 Cikoneng MTsN Sindangkasih


TYPE Public Public Public Public Public Public Public Public Public Private Public Private Public Public Public Public Private Private Public Public Public Private Public Public Private Private Public Public Public Private Public Public Private Public Private Public Public Private Public Public Public Public Public Public Public Public

87

PROVINCE West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java

88

DISTRICT Ciamis Ciamis Cimahi, Kota Cimahi, Kota Cimahi, Kota Cimahi, Kota Cimahi, Kota Cimahi, Kota Cimahi, Kota Cimahi, Kota Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Batang Batang Batang Batang Batang Batang Batang Batang Purbalingga Purbalingga Purbalingga Purbalingga Purbalingga Purbalingga Purbalingga Purbalingga Semarang, Kab. Semarang, Kab. Semarang, Kab. Semarang, Kab. Semarang, Kab. Semarang, Kab. Semarang, Kab. Semarang, Kab. Sragen Sragen Sragen Sragen Sragen Sragen Sragen

SCHOOL SMP 1 Sindangkasih SMP 2 BANJARSARI MTs. NURUL FALAH SMP NEGERI 11 CIMAHI SMP NEGERI 2 CIMAHI SMP NEGERI 6 CIMAHI SMP NEGERI 8 KOTA CIMAHI MTs.N. SUKASARI SMP NEGERI 5 CIMAHI SMP NEGERI 3 CIMAHI MTs Ma'arif Mandiraja SMP Negeri 2 Banjarnegara SMP Public 5 Banjarnegara SMP Negeri 1 Purwaraja Klampok SMP Negeri 2 Mandiraja MTs Negeri 2 Banjarnegara SMP Negeri 1 Mandiraja SMP Tamansiswa Banjarnegara MTs NU 01 Batang MTs Negeri Subah SMP Negeri 7 Batang SMP Negeri 8 Batang SMP Negeri 9 Batang SMP Negeri 1 Subah SMP Negeri 2 Subah SMP Negeri 3 Subah MTs Al - Mujahidin Mrebet SMP Negeri 1 Kemangkon SMP Negeri 3 Kemangkon SMP Negeri 2 Mrebet SMP Negeri 3 Mrebet MTs Ma'arif NU 08 Panican SMP Negeri 2 Kemangkon SMP Negeri 1 Mrebet MTs Al Manar Bener SMP IT Nurul Islam Tengaran SMP Islam Sudirman Sumowono SMP Negeri 2 Tengaran SMP Negeri 1 Sumowono MTs Nuril Huda Sumowono SMP Negeri 3 Tengaran SMP Negeri 2 Sumowono SMP Negeri 4 Sragen SMP Negeri 6 Sragen SMPN Negeri 1 Tanon SMPN Negeri 2 Tanon MTs Negeri Tanon SMP Negeri 3 Sragen SMP Negeri 2 Sambungmacan

TYPE Public Public Private Public Public Public Public Public Public Public Private Public Negeri Public Public Public Public Private Private Public Public Public Public Public Public Public Private Public Public Public Public Private Public Public Private Private Private Public Public Private Public Public Public Public Public Public Private Public Public


PROVINCE East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi

DISTRICT Blitar, Kab. Blitar, Kab. Blitar, Kab. Blitar, Kab. Blitar, Kab. Blitar, Kab. Blitar, Kab. Blitar, Kab. Madiun, Kab. Madiun, Kab. Madiun, Kab. Madiun, Kab. Madiun, Kab. Madiun, Kab. Madiun, Kab. Madiun, Kab. Mojokerto, Kab. Mojokerto, Kab. Mojokerto, Kab. Mojokerto, Kab. Mojokerto, Kab. Mojokerto, Kab. Mojokerto, Kab. Mojokerto, Kab. Pamekasan Pamekasan Pamekasan Pamekasan Pamekasan Pamekasan Pamekasan Pamekasan Situbondo Situbondo Situbondo Situbondo Situbondo Situbondo Situbondo Situbondo Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng Maros

SCHOOL MTsN Jambewangi SMPN 3 Ponggok SMPN 3 Srengat SMPN 1 Selopuro SMPN 1 Sanankulon MTsN Langkapan Srengat SMPN 2 Ponggok SMPN Kanigoro MTs Sabilith Thohirin SMPN 3 Geger SMPN 2 Balerejo SMPN 3 Mejayan SMPN 4 Mejayan MTs Al Basmalah SMPN 2 Geger SMPN 2 Dagangan MTs Manba'ul Ulum SMP Private Gedeg SMPN 1 Puri SMPN 1 Gedeg SMPN 2 Gedeg MTs. Bustanul Ulum SMPN 2 Dlanggu SMPN 1 Kemlagi MTs Miftahul Qulub SMPN 2 Pademawu SMPN 3 Pademawu SMPN 1 Galis SMPN 2 Larangan MTsN Pademawu SMPN 1 Pademawu SMPN 1 Larangan MTs Al Falah SMPN 1 Mlandingan SMPN 1 Besuki SMPN 1 Suboh SMPN 1 Jatibanteng MTs Nurul Wafa SMPN 2 Panarukan SMPN 3 Panarukan SMP Negeri 1 Gantarang Keke MTS Muhammadiyah Bantaeng SMP Negeri 1 Eremerasa SMP Negeri 1 Sinoa SMP Negeri 1 Pajukukang MTs Ma’arif Panaikang SMP Negeri 3 Bissapu SMP Negeri 1 Tompo Bulu MTs DDI Alliritengngae

TYPE Public Public Public Public Public Public Public Public Private Public Public Public Public Private Public Public Private Private Public Public Public Private Public Public Private Public Public Public Public Public Public Public Private Public Public Public Public Private Public Public Public Private Public Public Public Private Public Public Private


89

PROVINCE South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra

90

DISTRICT Maros Maros Maros Maros Maros Maros Maros Wajo Wajo Wajo Wajo Wajo Wajo Wajo Wajo Labuhan Batu Labuhan Batu Labuhan Batu Labuhan Batu Labuhan Batu Labuhan Batu Labuhan Batu Labuhan Batu Medan, Kota Medan, Kota Medan, Kota Medan, Kota Medan, Kota Medan, Kota Medan, Kota Medan, Kota Nias Selatan Nias Selatan Nias Selatan Nias Selatan Nias Selatan Nias Selatan Nias Selatan Nias Selatan

SCHOOL MTs Hj. Haniah SMP IT Al-Islah SMPN 10 Bantimurung SMPN 22 Bantimurung MTS Negeri Turikale SMP Negeri 1 Turikale SMPN 4 Bantimurung MTs As'adiyah Putera 1 MTs As'adiyah Puteri 1 MTs As'adiyah No. 2 Sengkang SMPN 5 Sengkang SMPN 2 Keera SMPN 3 Sengkang SMPN 4 Sengkang SMPN 1 Keera MTs Negeri 1 MTs Private Al-Ittihad SMP Negeri 2 SMP Negeri 3 SMP Private Bhayangkari SMP Private Metodis SMP Negeri 1 SMP Private Muhammadiyah MTsN 2 SMP Private Pertiwi SMPN 7 SMPN 11 SMPN 27 SMPN 35 SMPN 16 SMPN 17 SMP BNKP Teluk Dalam SMP Private Bintang Laut SMPN 1 SMPN 2 Gomo SMPN 3 Gomo MTS SMPN 5 Dharma Caraka SMPN 1 Gomo

TYPE Private Private Public Public Private Public Public Private Private Private Public Public Public Public Public Public Private Public Public Private Private Public Private Public Private Public Public Public Public Public Negeri Private Private Public Public Public Private Public Public


ANNEX 6: OUTLINE OF THE USAID PRIORITAS TRAINING MODULES SCHOOL BASED MANAGEMENT (Primary and Junior Secondary)

TEACHING AND LEARNING (Primary)

Overview: A 3-day module with all participants that focusses on how to use the government-mandated approaches to school management to improve the quality of teaching and learning. • Unit 1 Introduces the concept of student centered learning to all participants and encourages them to consider how to support the adoption of active learning principles in their school. • Unit 2 explores the characteristics of school based management through the experiences of the participants and supports their understandings through video of successful SBM implementation. • Unit 3 consists of three sub-units which address various aspects of community participation. 3A examines the benefits and approaches to engaging communities in whole school development; 3B explores school resources and funding; and 3C invites participants to discuss the importance of transparency and accountability in managing schools effectively. • Unit 4 consists of two sub-units; 4A explores the development of school plans from school selfevaluation data and 4B focuses upon the detailed planning and implementation of a one-year school work plan and budget. • Unit 5 encourages participants to develop a follow-up plan showing what they will do as a result of the training. This plan will be consolidated with planning carried out in the Teaching and Learning training to produce a comprehensive work and budget plan for the school.

Overview: A 3-day module for participants from primary schools, including school principals and supervisors, which focusses on effective teaching and learning through listening, watching, discussing, developing, and doing. • Unit 6 discusses the “what and why” of student-centered learning and discusses the principles associated with PAKEM. The unit is supported by discussion and video of recent good practice. • Unit 7 explores how to use the environment as an effective learning resource, inside and outside the classroom. • Unit 8 asks teachers to develop student-centered learning activities and to practice them during the training program. Teachers discuss, prepare, simulate, teach, and revise lessons with the assistance of their facilitators and peers. • Unit 9 asks all key facilitators of change (teachers, principal, and school committee) to come together and prepare an Action Plan for implementation of improved teaching and learning approaches introduced during the training, recognizing that a whole school approach is crucial in creating real changes in practice. • Unit 10 looks at Teacher Working Groups acknowledging the importance of teacher groups (KKG/ MGMP) in sustaining discussion, practice, and reflection in relation to new teaching approaches and embedding

TEACHING AND LEARNING (Junior Secondary)

change through continuous efforts.


91

Overview: A 3-day module for participants from junior secondary schools, including school principals and supervisors, which focusses on effective teaching and learning through listening, watching, discussing, developing, and doing. • Unit 6 introduces the characteristics of Contextual Teaching and Learning and its role in developing life skills. Participants discuss student centered learning and how various stakeholders can encourage the implementation of contextual learning. • Unit 7 looks at how the teaching and learning process can be organized to promote interaction, discussion, and decision-making in co-operative learning situations. • Unit 8a seeks to improve students’ critical thinking skills through the use of different types of questioning in the classroom. • Unit 8b focusses on the use of the environment as a learning resource and, in particular, using physical arrangements and effective displays of student work to provide an effective learning environment. • Unit 8c introduces reflection as method of continuous improvement in teaching and learning. • In Unit 9 participants practically apply some of the skills and strategies presented in earlier units in the classroom. • Unit 10 examines the the role of Teacher Working Group (MGMP) in continuous professional development activities and looks at how to optimize activities and learning at these meetings • Unit 11 facilitates key stakeholders in the school to prepare an action plan for implementation of contextual teaching and learning approaches.

Supporting Media A total of eight short videos were developed by USAID PRIORITAS during quarter 3 to reinforce and enhance the training units. Schools involved in the production of these videos were: • • •

SDN Maron Wetan 1, East Java SDN Tanjung Anom, Central Java MTS Nurul Huda, East Java

Videos developed and used under the DBE program have also been incorporated into these training units. The videos provide visual examples and support for the following topics covered in the training manuals: • • • • •

• •

The Tasks and Activities of a Facilitator: This video illustrates the role of the facilitator in each phase of the training cycle: pre-training, during the training session, and post-training. Mentoring during Teacher Working Group Meetings: This video shows a cycle of mentoring and support which begins and ends in a Teacher Working Group meeting (KKG/ MGMP). The process of preparation, simulation, teaching in the classroom, and reflection is shown. Activities in the Teacher Group Meeting: Teachers discuss the value of the Teacher Group Meetings, the benefits and challenges, and how to make best use of such meetings. The Implementation of MBS in Schools: This video shows examples of school stakeholders collaboratively meeting to formulate school plans. Transparency is illustrated and the impact of effective planning is discussed by stakeholders. Active Learning in SD/MI: Thematic teaching and learning and science teaching and learning are illustrated in these videos. The characteristics of student-centered learning are highlighted, including students using instructional media, creative responses to tasks, self-assessment, and the revision of student work. Contextual learning in SMP/MT: Showing teaching and learning in mathematics, social studies, Bahasa Indonesia and English to illustrate a number of contextual learning strategies and the use of higher order thinking skills, learning resources, group work, and student presentations. Community participation: This video shows a meeting between officials of the school committee, principals, and teachers, where they discuss the development and implementation of the School Development Plan.

The addition of these videos should add to the quality of the training provided, allowing for good practice examples to be seen by all participants, and providing the stimulus for discussion, reflection, and future planning for school improvement.

92


ANNEX 7: LIST OF EGRA SAMPLE SCHOOLS DISTRICT Bener Meriah Bener Meriah Bener Meriah Bener Meriah Bener Meriah Bener Meriah Bener Meriah Bener Meriah Aceh Jaya Aceh Jaya Aceh Jaya Aceh Jaya Aceh Jaya Aceh Jaya Aceh Jaya Aceh Jaya Pandeglang Pandeglang Pandeglang Pandeglang Pandeglang Pandeglang Pandeglang Pandeglang Serang Serang Serang Serang Serang Serang Serang Serang Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Purbalingga Purbalingga Purbalingga Purbalingga Purbalingga Purbalingga

STATUS Project Project Project Project Comparison Comparison Comparison Comparison Project Project Project Project Comparison Comparison Comparison Comparison Project Project Project Project Comparison Comparison Comparison Comparison Project Project Project Project Comparison Comparison Comparison Comparison Partner Partner Partner Partner Comparison Comparison Comparison Comparison Partner Partner Partner Partner Comparison Comparison

SCHOOL NAME SD N Pondok Gajah SD N 2 Lampahan Min Sukadamai Min Lewajadi SD N Bahgie Bertona Min Janarata SD N Bloc C SDN Karang Jadi SDN 2 Calang MIN Dayah Baro SDN 2 Teunom MIN Teunom MIN Kreung Sabee MIN Kampung Baro SDN 3 Teunom SDN 2 Kreung Sabee SDN Bojong 4 MI MA Dahu Mekar Sari Bojong SDN Gunungsari I Mandalawangi SDN Gunungsari 2 Mandalawangi SDN Talagasari 2 Saketi MI MA Langensari Saketi SDN Koranji 1 Pulosari SDN Kaduhejo Pulosari SDN Ciruas 2 SDN Kadikaran SDN Cilengsir Petir MI Nurul Falah Kubang SDN Singarajan Pontang SDN Pontang 2 SDN Sukacai 2 Baros MI Jamiyatul Husbu'iyah Baros SDN1 Kutabanjar SDN3 Kutabanjar SDN1 Kertayasa MI Al Ma'arif 1 Kertayasa SDN1 Sigaluh SDN1 Kendaga Banjarmangu SDN1 Kutayasa Mandukara MIN Mandukara SDN1 Cipaku SDN1 Mangunegara MI Muhammadiyah Toyareka SDN Bakulan SDN1 Padamara SDN Prigi


DATE ASSESSED 26-Nov-12 27-Nov-12 27-Nov-12 28-Nov-12 29-Nov-12 29-Nov-12 30-Nov-12 01-Des-12 26-Nov-12 27-Nov-12 28-Nov-12 28-Nov-12 27-Nov-12 29-Nov-12 29-Nov-12 30-Nov-12 27-Nov-12 27-Nov-12 30-Nov-12 30-Nov-12 29-Nov-12 29-Nov-12 28-Nov-12 28-Nov-12 20-Nov-12 20-Nov-12 23-Nov-12 23-Nov-12 22-Nov-12 22-Nov-12 21-Nov-12 21-Nov-12 26/11/2012 26/11/2012 26/11/2012 27/11/2012 26/11/2012 26/11/2012 26/11/2012 27/11/2012 28/11/2012 28/11/2012 28/12/2012 29/11/2012 28/11/2012 28/12/2012

93

DISTRICT Purbalingga Purbalingga Batang Batang Batang Batang Batang Batang Batang Batang Semarang Semarang Semarang Semarang Semarang Semarang Semarang Semarang Sragen Sragen Sragen Sragen Sragen Sragen Sragen Sragen Madiun Madiun Madiun Madiun Madiun Madiun Madiun Madiun Blitar Blitar Blitar Blitar Blitar Blitar Blitar Blitar Mojokerto Mojokerto Mojokerto Mojokerto Mojokerto Mojokerto Mojokerto

94

STATUS Comparison Comparison Partner Partner Partner Partner Comparison Comparison Comparison Comparison Partner Partner Partner Partner Comparison Comparison Comparison Comparison Partner Partner Partner Partner Comparison Comparison Comparison Comparison Partner Partner Partner Partner Comparison Comparison Comparison Comparison Partner Partner Partner Partner Comparison Comparison Comparison Comparison Partner Partner Partner Partner Comparison Comparison Comparison

SCHOOL NAME SDN1 Kejobong MI Muhammadiyah Gumiwang SDN Karangsem 7 SDN Karangsem 12 SDN Sojomerto 1 MI islamiyah Sojomerto SDN Kaliboyo SDN Tulis 2 SDN Limpung 1 MI Rafaiyah Limpung SDN1 Tengaran MI Klero SDN2 Sumowono SDN1 Jubelan SDN3 Tuntang MI Darul Hikmah Cukilan 1 SDN Kenteng 1 SDN Bandungan SDN Tangkil 3 SDN Karangtengah 3 SDN Gringging 3 MI Muhammadiyah Karangangyar SDN Patihan 2 SDN Purwosuman 1 MIM Pilang SDN Pilang 1 SDN Purworejo 03 MI Sailul Ulum, Pagotan SDN Krajan 02 SDN Ngampel 01 SDN Balerejo 1 MI Salafiah Barek, Pucanganom SDN Sugihwaras 1 SDN Sugihwaras 6 SDN Kebonduren 01 SDN Kebonduren 03 SDN Kalipang 03 MI Mitahul Huda Kd.Bunder SDN Bagelenan 02 SDN Bagelanan 03 MI Jauhorotut Tholibin Sanankulon SDN Tuliskriyo 02 SDN Mojowono SDN Mojodowo SDN Segunung 1 MI Miftahul Ulum Mojokarang SDN Lebaksono SDN Kembangringgit II MI Nailul Ulum , Bangun

DATE ASSESSED 28/11/2012 29/11/2012 24/11/2012 24/11/2012 24/11/2012 24/11/2012 24/11/2012 24/12/2012 23/11/2012 23/11/2012 21/11/2012 21/11/2012 21/12/2012 21/12/2012 22/11/2012 22/11/2012 21/11/2012 21/11/2012 12/01/2012 12/01/2012 12/01/2012 30/11/2012 30/11/2012 30/12/2012 30/11/2012 30/11/2012 21 Nov 20 Nov 19 Nov 20 Nov 21 Nov 20 Nov 19 Nov 19 Nov 22 Nov 22 Nov 22 Nov 23 Nov 23 Nov 23 Nov 24 Nov 24 Nov 3 Dec 3 Dec 3 Dec 4 Dec 4 Dec 4 Dec 5 Dec


DISTRICT Mojokerto Situbondo Situbondo Situbondo Situbondo Situbondo Situbondo Situbondo Situbondo Pamekasan Pamekasan Pamekasan Pamekasan Pamekasan Pamekasan Pamekasan Pamekasan Labuhan Batu Labuhan Batu Labuhan Batu Labuhan Batu Labuhan Batu Labuhan Batu Labuhan Batu Labuhan Batu Nias Selatan Nias Selatan Nias Selatan Nias Selatan Nias Selatan Nias Selatan Nias Selatan Nias Selatan Kota Medan Kota Medan Kota Medan Kota Medan Kota Medan Kota Medan Kota Medan Kota Medan Wajo Wajo Wajo Wajo Wajo Wajo Wajo Wajo

STATUS Comparison Partner Partner Partner Partner Comparison Comparison Comparison Comparison Partner Partner Partner Partner Comparison Comparison Comparison Comparison Project Project Project Project Comparison Comparison Comparison Comparison Project Project Project Project Comparison Comparison Comparison Comparison Project Project Project Project Comparison Comparison Comparison Comparison Project Project Project Project Comparison Comparison Comparison Comparison

SCHOOL NAME SDN Trowulan 1 SDN 3 Kilensari SDN 9 Kilensari SDN 7 Besuki MI Al-Hikmatul Islamiyah SDN 4 Sumberkolak SDN 2 Pasir Putih SDN 4 Mimbaan Mi Miftahul Huda SDN Pandemawu Timur 2 SDN Pademawu Barat II SDN Konang 2 MIN Konang SDN Kangenan 1 SDN Kangenan 2 SDN Jalmak 1 MI Nurul Ulum 2 MIN Padang Bulan SDN 112134 SDN 114377 SDN 118252 SDN 114381 SDN 112145 MIN Perdamaian SDN 112147 SD 098356 HIlitobara MIN Teluk Dalam SDN No. 071212 Sifaoroasi SDN No. 071223 Orahili Gomo SDN 071105 HILIMAENAMOLO SDN 071099 HILISIMAETANO SDN 071202 HELEZALULU SDN 071211 HELEZALULU SDN 060843 SDN 060849 SDN 067240 MIN Medan Tembung MIS Al Hasanah SDN 064983 SDN 066045 SDN 064999 SDN 213 Lapongkoda MIS As'Adiyah 3 Sengkang SDN 234 Inrello SDN 190 Ballere SDN 265 Assorajang SDN 266 Pakkanna SDN 168 Rumpia MIN Lauwa


DATE ASSESSED 5 Dec 26 Nov 26 Nov 26 Nov 27 Nov 27 Nov 27 Nov 28 Nov 28 Nov 29 Nov 29 Nov 29 Nov 30 Nov 30 Nov 30 Nov 1 Dec 1 Dec 20/11/2012 20/11/2012 21/11/2012 21/11/2012 22/11/2012 22/11/2012 23/11/2012 23/11/2012 19/11/2012 19/11/2012 21/11/2012 21/11/2012 20/11/2012 20/11/2012 22/11/2012 22/11/2012 26/11/2012 26/11/2012 28/11/2012 28/11/2012 26/11/2012 26/11/2012 27/11/2012 27/11/2012 19 November 2012 19 November 2012 20 November 2012 21 November 2012 20 November 2012 19 November 2012 20 November 2012 21 November 2012

95

DISTRICT Maros Maros Maros Maros Maros Maros Maros Maros Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng Cimahi Cimahi Cimahi Cimahi Cimahi Cimahi Cimahi Cimahi Bandung Barat Bandung Barat Bandung Barat Bandung Barat Bandung Barat Bandung Barat Bandung Barat Bandung Barat Ciamis Ciamis Ciamis Ciamis Ciamis Ciamis Ciamis Ciamis

96

STATUS Project Project Project Project Comparison Comparison Comparison Comparison Project Project Project Project Comparison Comparison Comparison Comparison Partner Partner Partner Comparison Comparison Comparison Comparison Partner Partner Partner Partner Partner Comparison Comparison Comparison Comparison Partner Partner Partner Partner Comparison Comparison Comparison Comparison

SCHOOL NAME SDN 12 Pakalli 1 MIN Maros Baru SDN 1 Pakalu 1 SDN 39 Kassi MIS DDI Campalagi SDN 233 Bonto Maero SDN 103 Hasanuddin SDN 48 Bonto Kapetta SDN 7 Letta SDN 9 Lembang MIS Nurul Azma SD Inpres Pullauweng SDN 26 Tino Toa SDN 22 Beloparang SD Inpres Kaili MIS Ma'Arif Cedo SDN Cibabat Mandiri 2 SDN Sosial 1 SDN Utama Mandiri MIS Sadarmanah SDN Setiamanah Mandiri 1 SDN Karang Mekar Mandiri 2 SDN Harapan 2 MIS Asih Putra MI Syamsudin SDN2 Rajamandala SDN Mekarasih SDN Maroko SD Kartika X-3 MIS Cisasawi SDN Cicangkang Girang SDN Sukamanah SDN Sindangsari 1 SDN Sukasari 2 SDN Sukamanah 3 MIS Gunungcupu SDN5 Kertahayu SDN1 Pamarican SDN2 Pamokolan MIS Sumber Jaya

DATE ASSESSED 29 November 2012 29 November 2012 29 November 2012 29 November 2012 30 November 2012 30 November 2012 30 November 2012 30 November 2012 4 December 2012 4 December 2012 5 December 2012 5 December 2012 4 December 2012 4 December 2012 5 December 2012 5 December 2012 04-Dec 04-Dec 06-Dec 07-Dec 05-Dec 05-Dec 07-Dec 06-Dec 20-Nov 20-Nov 23-Nov 23-Nov 21-Nov 21-Nov 22-Nov 22-Nov 27-Nov 27-Nov 29-Nov 29-Nov 28-Nov 28-Nov 30-Nov 30-Nov


ANNEX 8: PROJECT SCHOOLS FOR BASELINE MONITORING Primary Schools PROVINCE Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Banten Banten Banten Banten Banten Banten Banten Banten West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java

DISTRICT Aceh Jaya Aceh Jaya Aceh Jaya Aceh Jaya Bener Meriah Bener Meriah Bener Meriah Bener Meriah Pandeglang Pandeglang Pandeglang Pandeglang Serang Serang Serang Serang Bandung Barat Bandung Barat Bandung Barat Bandung Barat Ciamis Ciamis Ciamis Ciamis Cimahi, Kota Cimahi, Kota Cimahi, Kota Cimahi, Kota Banjarnegara Banjarnegara Banjarnegara Banjarnegara Batang Batang Batang Batang Purbalingga Purbalingga Purbalingga Purbalingga Semarang, Kab. Semarang, Kab. Semarang, Kab. Semarang, Kab. Sragen Sragen

SCHOOL MIN DAYAH BARO SD NEGERI 1 Calang SD NEGERI 2 Calang SD NEGERI 1 KRUENG SABEE MIN LEWAJADI SDN PONDOK GAJAH MIN SUKADAMAI SDN 2 Lampahan MI MA Dahu Mekarsari SDN Bojong 4 SDN Gunungsari 1 SDN Gunungsari 2 SDN Ciruas 2 SDN Kadikaran MI Nurul Falah Kubang SDN Cilengsir SDN Mekarasih SDN Maroko MI Syamsudin Cipatat SDN 2 Rajamandala SDN 1 SINDANGSARI SDN 2 SUKASARI MIS Gunungcupu SDN 1 Sukamanah MIS SADARMANAH SDN Utama Mandiri 1 SDN Sosial 1 SDN Cibabat Mandiri 5 SD Negeri 1 Kutabanjar SD Negeri 3 Kutabanjar MI Al Ma'arif Blimbing SD Negeri 1 Kertayasa SD Negeri Karangasem 07 SD Negeri Karangasem 12 MI Islamiyah Sojomerto SD Negeri Sojomerto 01 SD Negeri 2 Kemangkon SD Negeri 1 Cipaku SD Negeri 1 Mangkunegara SD Negeri 1 Mrebet SD Negeri Sumowono 2 SD Negeri Jubelan 1 MI Klero SD Negeri 1 Tengaran MI Muhammadiyah Karanganyar SD Negeri Gringging 3


TYPE MI SD SD SD MI SD MI SD MI SD SD SD SD SD MI SD SD SD MI SD SD SD MI SD MI SD SD SD SD SD MI SD SD SD MI SD SD SD SD SD SD SD MI SD MI SD

STATUS Negeri Negeri Negeri Negeri Negeri Negeri Negeri Negeri Swasta Negeri Negeri Negeri Negeri Negeri Swasta Negeri Negeri Negeri Swasta Negeri Negeri Negeri Swasta Negeri Swasta Negeri Negeri Negeri Negeri Negeri Swasta Negeri Negeri Negeri Swasta Negeri Negeri Negeri Negeri Negeri Negeri Negeri Swasta Negeri Swasta Negeri

97

PROVINCE Central Java Central Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra

98

DISTRICT Sragen Sragen Blitar, Kab. Blitar, Kab. Blitar, Kab. Blitar, Kab. Madiun, Kab. Madiun, Kab. Madiun, Kab. Madiun, Kab. Mojokerto, Kab. Mojokerto, Kab. Mojokerto, Kab. Mojokerto, Kab. Pamekasan Pamekasan Pamekasan Pamekasan Situbondo Situbondo Situbondo Situbondo Bantaeng Bantaeng Bantaeng Bantaeng Maros Maros Maros Maros Wajo Wajo Wajo Wajo Labuhan Batu Labuhan Batu Labuhan Batu Labuhan Batu Medan, Kota Medan, Kota Medan, Kota Medan, Kota Nias Selatan Nias Selatan Nias Selatan Nias Selatan

SCHOOL SD Negeri Karangtengah 3 SD Negeri Tangkil 3 SDN Kebonduren 01 SDN Kebonduren 03 MI Mitahul Huda Kd.Bunder SDN Kalipang 03 MI Sailul Ulum, Pagotan SDN Purworejo 03 SDN Krajan 02 SDN Ngampel 01 MI Miftahul Ulum Mojokarang SDN Segunung I SDN Mojowono SDN Mojodowo MIN Konang SDN Konang II SDN Pademawu Timur II SDN Pademawu Barat II MI Al Hikmatul Islamiyah SDN 7 Besuki SDN 3 Kilensari SDN 8 Kilensari SD Negeri 7 Letta (Sekolah Inti) SD Negeri 9 Lembang MIS Nurul Asma SD Inpres Pullauweng SDN 1 Pakalu I SDN 12 Pakalli I MIN Maros Baru SDN 39 Kassi SDN 190 Ballere SDN 234 Inrello MIS As'adiyah 3 Sengkang SD 213 Lapongkoda SD Negeri 114377 SD Negeri 118252 MI Negeri Padang Bulan SD Negeri 112134 SDN 060843 SDN 060849 MIN Medan SDN 067240 SDN No. 071212 Sifaoroasi SDN No. 071223 Orahili Gomo MIN SD HIlitobara

TYPE SD SD SD SD MI SD MI SD SD SD MI SD SD SD MI SD SD SD MI SD SD SD SD SD MI SD SD SD MI SD SD SD MI SD SD SD MI SD SD SD MI SD SD SD MI SD

STATUS Negeri Negeri Negeri Negeri Swasta Negeri Swasta Negeri Negeri Negeri Swasta Negeri Negeri Negeri Negeri Negeri Negeri Negeri Swasta Negeri Negeri Negeri Negeri Negeri Swasta Negeri Negeri Negeri Negeri Negeri Negeri Negeri Swasta Negeri Negeri Negeri Negeri Negeri Negeri Negeri Negeri Negeri Negeri Negeri Negeri Swasta


Junior Secondary Schools PROVINCE Aceh Aceh Aceh Aceh Aceh Aceh Banten Banten Banten Banten Banten Banten West Java West Java West Java West Java West Java West Java West Java West Java West Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java

DISTRICT Aceh Jaya Aceh Jaya Aceh Jaya Bener Meriah Bener Meriah Bener Meriah Pandeglang Pandeglang Pandeglang Serang Serang Serang Bandung Barat Bandung Barat Bandung Barat Ciamis Ciamis Ciamis Cimahi, Kota Cimahi, Kota Cimahi, Kota Banjarnegara Banjarnegara Banjarnegara Batang Batang Batang Purbalingga Purbalingga Purbalingga Semarang, Kab. Semarang, Kab. Semarang, Kab. Sragen Sragen Sragen Blitar, Kab. Blitar, Kab. Blitar, Kab. Madiun, Kab. Madiun, Kab. Madiun, Kab. Mojokerto, Kab. Mojokerto, Kab. Mojokerto, Kab. Pamekasan Pamekasan Pamekasan

SCHOOL MTs Negeri Lamno SMP NEGERI 1 JAYA SMP NEGERI 1 KRUENG SABEE SMPN 2 BANDAR MTsN Lampahan SMPN 2 TIMANG GAJAH MTs Mathlaul AnwarBojong SMP N 1 Bojong SMPN 1 Mandalawangi MTs Al Khaeriyah Kejaban SMPN Ciruas 2 SMPN 2 Petir MTs 1 Cihampelas SMP N 1 Cihampelas SMP N 1 Cipatat SMP 2 BANJARSARI MTsN Sindangkasih SMP 1 Sindangkasih MTs.N. SUKASARI SMP NEGERI 3 CIMAHI SMP NEGERI 5 CIMAHI MTs Negeri 2 Banjarnegara SMP Tamansiswa Banjarnegara SMP Negeri 1 Mandiraja SMP Negeri 9 Batang MTs Negeri Subah SMP Negeri 2 Subah MTs Ma'arif NU 08 Panican SMP Negeri 2 Kemangkon SMP Negeri 1 Mrebet MTs Nuril Huda Sumowono SMP Negeri 2 Sumowono SMP Negeri 3 Tengaran MTs Negeri Tanon SMP Negeri 3 Sragen SMP Negeri 2 Sambungmacan SMPN Kanigoro SMPN 2 Ponggok MTsN Langkapan Srengat SMPN 2 Dagangan SMPN 2 Geger MTs Al Basmalah MTs. Bustanul Ulum SMPN 2 Dlanggu SMPN 1 Kemlagi SMPN 1 Larangan MTsN Pademawu SMPN 1 Pademawu


TYPE MTs SMP SMP SMP MTs SMP MTs SMP SMP MTs SMP SMP MTs SMP SMP SMP MTs SMP MTs SMP SMP MTs SMP SMP SMP MTs SMP MTs SMP SMP MTs SMP SMP MTs SMP SMP SMP SMP MTs SMP SMP MTs MTs SMP SMP SMP MTs SMP

STATUS Negeri Negeri Negeri Negeri Negeri Negeri Swasta Negeri Negeri Swasta Negeri Negeri Swasta Negeri Negeri Negeri Negeri Negeri Negeri Negeri Negeri Negeri Swasta Negeri Negeri Negeri Negeri Swasta Negeri Negeri Swasta Negeri Negeri Swasta Negeri Negeri Negeri Negeri Negeri Negeri Negeri Swasta Swasta Negeri Negeri Negeri Negeri Negeri

99

PROVINCE East Java East Java East Java South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra

100

DISTRICT Situbondo Situbondo Situbondo Bantaeng Bantaeng Bantaeng Maros Maros Maros Wajo Wajo Wajo Labuhan Batu Labuhan Batu Labuhan Batu Medan, Kota Medan, Kota Medan, Kota Nias Selatan Nias Selatan Nias Selatan

SCHOOL MTs Nurul Wafa SMPN 2 Panarukan SMPN 3 Panarukan SMP Negeri 3 Bissapu MTs Ma’arif Panaikang SMP Negeri 1 Tompo Bulu SMPN 4 Bantimurung MTS Negeri Turikale SMP Negeri 1 Turikale SMPN 1 Keera SMPN 3 Sengkang SMPN 4 Sengkang MTs Swasta Al-Ittihad SMP Negeri 1 SMP Swasta Muhammadiyah SMPN 16 MTsN 2 SMPN 17 SMPN 1 Gomo MTS SMPN 5 Dharma Caraka

TYPE MTs SMP SMP SMP MTs SMP SMP MTs SMP SMP SMP SMP MTs SMP SMP SMP MTs SMP SMP MTs SMP

STATUS Swasta Negeri Negeri Negeri Swasta Negeri Negeri Swasta Negeri Negeri Negeri Negeri Swasta Negeri Swasta Negeri Negeri Negeri Negeri Swasta Negeri


ANNEX 9: COMPARISON SCHOOLS FOR BASELINE DATA COLLECTION Primary Schools PROVINCE Aceh Aceh Aceh Aceh Aceh Aceh Aceh Aceh Banten Banten Banten Banten Banten Banten Banten Banten West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java West Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java

DISTRICT Aceh Jaya Aceh Jaya Aceh Jaya Aceh Jaya Bener Meriah Bener Meriah Bener Meriah Bener Meriah Pandeglang Pandeglang Pandeglang Pandeglang Serang Serang Serang Serang Bandung Barat Bandung Barat Bandung Barat Bandung Barat Ciamis Ciamis Ciamis Ciamis Cimahi, Kota Cimahi, Kota Cimahi, Kota Cimahi, Kota Banjarnegara Banjarnegara Banjarnegara Banjarnegara Batang Batang Batang Batang Purbalingga Purbalingga Purbalingga Purbalingga Semarang, Kab. Semarang, Kab. Semarang, Kab. Semarang, Kab. Sragen

SCHOOL SD NEGERI 3 Jaya SD NEGERI 3 Calang MIN KAMPUNG BARO SD NEGERI 4 Teunom MIN JANARATA SDN BAHGIE BERTONA SDN Blok C SDN KARANG JADI SDN Kuranji 1 SDN Kaduhejo MI MA Langensari SDN Talagasari 1 MI Jamiyatul Husbu'iyah SDN Sukacai 2 SDN Pontang 1 SDN Singaraja MIS Cicasawi SD Kartika X-3 SDN Cicangkang Girang SDN Sukamanah MIS Sumber Jaya SDN 02 Pamokolan SDN 05 Kertahayu SDN 01 Pamarican MI Cimindi 1 SDN Harapan 2 SDN Karang Mekar Mandiri 2 SDN Setiamanah Mandiri 1 MI Negeri Madukara SD Negeri 1 Sigaluh SD Negeri 1 Kendaga Banjarmangu SD Negeri 1 Kutayasa Madukara MI Rafaiyah Limpung SD Negeri Limpung 1 SD Negeri Kaliboyo SD Negeri Tulis 2 SD Negeri 1 Padamara SD Negeri Prigi MI Muhummadiyah Gumiwang SD Negeri 1 Kejobong SD Negeri Kenteng 1 SD Negeri Bandungan 3 MI Darul Hikmah Cukilan 1 SD Negeri 3 Tuntang MIM Pilang


TYPE SD SD MI SD MI SD SD SD SD SD MI SD MI SD SD SD MI SD SD SD MI SD SD SD MI SD SD SD MI SD SD SD MI SD SD SD SD SD MI SD SD SD MI SD MI

STATUS Negeri Negeri Negeri Negeri Negeri Negeri Negeri Negeri Negeri Negeri Swasta Negeri Swasta Negeri Negeri Negeri Swasta Swasta Negeri Negeri Swasta Negeri Negeri Negeri Swasta Negeri Negeri Negeri Negeri Negeri Negeri Negeri Swasta Negeri Negeri Negeri Negeri Negeri Swasta Negeri Negeri Negeri Swasta Negeri Swasta

101

PROVINCE Central Java Central Java Central Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra

102

DISTRICT Sragen Sragen Sragen Blitar, Kab. Blitar, Kab. Blitar, Kab. Blitar, Kab. Madiun, Kab. Madiun, Kab. Madiun, Kab. Madiun, Kab. Mojokerto, Kab. Mojokerto, Kab. Mojokerto, Kab. Mojokerto, Kab. Pamekasan Pamekasan Pamekasan Pamekasan Situbondo Situbondo Situbondo Situbondo Bantaeng Bantaeng Bantaeng Bantaeng Maros Maros Maros Maros Wajo Wajo Wajo Wajo Labuhan Batu Labuhan Batu Labuhan Batu Labuhan Batu Medan, Kota Medan, Kota Medan, Kota Medan, Kota Nias Selatan Nias Selatan Nias Selatan Nias Selatan

SCHOOL SD Negeri Patihan 2 SD Negeri Purwosuman 1 SD Negeri Pilang 1 MI JoudotutTholibin SDN Tuliskriyo 02 SDN Bagelenan 02 SDN Bagelenan 03 MI Salafiah Barek SDN Balerejo 1 SDn Sugihwaras 1 SDN Sugihwaras 6 MI Nailul Ulum, Bangun SDN Kembangringgit II SDN Lebaksono SDN Trowulan I MI Nurul Ulum 2 SDN Jalmak 1 SDN Kanginan 1 SDN Kanginan 2 SDN 2 Pasir Putih MI Miftahul Huda SDN 4 Sumberkolak SDN 4 Mimbaan MIS Maarif Cedo SD Inpres 22 Belaparang SDN 1 Kaili SDN 26 Timo Toa MIS DDI Campalagi SD Negeri 48 Bonto Kapetta SD Negeri 233 Bontomaero SDN 103 Hasanuddin SDN 168 Rumpia SDN Pakkanna MIN Lauwa SDN 156 Paria SDN 114381 SDN 112145 MIS Perdamaian SDN 112147 SDN 064983 SDN 066045 MIS Al Hasanah SDN 064999 SDN 071202 SDN 071211 SDN 071105 SDN 071099

TYPE SD SD SD MI SD SD SD MI SD SD SD MI SD SD SD MI SD SD SD SD MI SD SD MI SD SD SD MI SD SD SD SD SD MI SD SD SD MI SD SD SD MI SD SD SD SD SD

STATUS Negeri Negeri Negeri Swasta Negeri Negeri Negeri Swasta Negeri Negeri Negeri Swasta Negeri Negeri Negeri Swasta Negeri Negeri Negeri Negeri Swasta Negeri Negeri Swasta Negeri Negeri Negeri Swasta Negeri Negeri Negeri Negeri Negeri Negeri Negeri Negeri Negeri Swasta Negeri Negeri Negeri Swasta Negeri Negeri Negeri Negeri Negeri


Junior Secondary Schools PROVINCE Aceh Aceh Aceh Aceh Aceh Aceh Banten Banten Banten Banten Banten Banten West Java West Java West Java West Java West Java West Java West Java West Java West Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java Central Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java East Java

DISTRICT Aceh Jaya Aceh Jaya Aceh Jaya Bener Meriah Bener Meriah Bener Meriah Pandeglang Pandeglang Pandeglang Serang Serang Serang Bandung Barat Bandung Barat Bandung Barat Ciamis Ciamis Ciamis Cimahi, Kota Cimahi, Kota Cimahi, Kota Banjarnegara Banjarnegara Banjarnegara Batang Batang Batang Purbalingga Purbalingga Purbalingga Semarang, Kab. Semarang, Kab. Semarang, Kab. Sragen Sragen Sragen Blitar, Kab. Blitar, Kab. Blitar, Kab. Madiun, Kab. Madiun, Kab. Madiun, Kab. Mojokerto, Kab. Mojokerto, Kab. Mojokerto, Kab. Pamekasan Pamekasan

SCHOOL SMP NEGERI 2 JAYA MTs Negeri Panga SMP NEGERI 1 Panga SMPS Janarata MTsN Simpang Tiga SMPN 1 Bukit SMPN 1 Pulosari MTs MA Cikaliung SMPN 1 Saketi SMPN 2 Baros MTs Al Khaeriyah Pontang SMPN Pontang 1 SMP N 1 Parongpong MTs Celak Gunung Halu SMP N 1 Sindangkerta MTs Banjarangsana Panumbangan SMPN 01 Cihaurbeuti SMPN 1 Pamarican SMP N 9 Cimahi MTs Nurul Iman SMP N 10 Cimahi MTs Riadlus Solikhin Klampok SMP Darunnajah Banjarmangu SMP Negeri 1 Bawang SMP Negeri 2 Limpung SMP Negeri 1 Tulis MTs Tholabuddin MTs Muhammadiyah Kejobong SMP Negeri 1 Padamara SMP Negeri 2 Kejobong SMP Negeri 3 Beringin MTs Tarqiyatul Himmah SMP Negeri 2 Ungaran MTs Negeri Gondang SMP Negeri 2 Sidoharjo SMP Negeri 1 Gesi SMPN 3 Nglegok MTsN Sumberejo SMPN 1 Talun SMPN 2 Jiwan MTs Thoriqul Huda Dimong SMPN 2 Sawahan MTs Sabilul Muttaqin SMPN 1 Pungging SMP N 1 Trowulan MTsN Parteker SMPN 5 Pamekasan


TYPE SMP MTs SMP SMP MTs SMP SMP MTs SMP SMP MTs SMP SMP MTs SMP MTs SMP SMP SMP MTs SMP MTs SMP SMP SMP SMP MTs MTs SMP SMP SMP MTs SMP MTs SMP SMP SMP MTs SMP SMP MTs SMP MTs SMP SMP MTs SMP

STATUS Negeri Negeri Negeri Swasta Negeri Negeri Negeri Swasta Negeri Negeri Swasta Negeri Negeri Swasta Negeri Swasta Negeri Negeri Negeri Swasta Negeri Swasta Swasta Negeri Negeri Negeri Swasta Swasta Negeri Negeri Negeri Swasta Negeri Negeri Negeri Negeri Negeri Negeri Negeri Negeri Swasta Negeri Swasta Negeri Negeri Negeri Negeri

103

PROVINCE East Java East Java East Java East Java South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi South Sulawesi North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra North Sumatra

104

DISTRICT Pamekasan Situbondo Situbondo Situbondo Bantaeng Bantaeng Bantaeng Maros Maros Maros Wajo Wajo Wajo Labuhan Batu Labuhan Batu Labuhan Batu Medan, Kota Medan, Kota Medan, Kota Nias Selatan Nias Selatan Nias Selatan

SCHOOL SMPN 7 Pamekasan MTs Miftahul Ulum SMPN 1 Kapongan SMPN 5 Situbondo MTs Maarif Tumbel Gani Bantaeng SMP 2 Bantaeng SMP 2 Bisapu SMP Negeri 13 Bontoa SMP Negeri 18 Lau SMP Negeri 5 Mandai SMP Negeri 1 Majauleng SMP Negeri 3 Majauleng SMP Negeri 2 Tanasitolo MTsS Al-Azis SMPN 1 SMPN 2 SMPN 18 MTs Swasta Budi Agung SMPN 20 SMPN 2 SMPN 1 SMPN 3

TYPE SMP MTs SMP SMP MTs SMP SMP SMP SMP SMP SMP SMP SMP MTs SMP SMP SMP MTs SMP SMP SMP SMP

STATUS Negeri Swasta Negeri Negeri Swasta Negeri Negeri Negeri Negeri Negeri Negeri Negeri Negeri Swasta Negeri Negeri Negeri Swasta Negeri Negeri Negeri Negeri


ANNEX 10: HOW LESSONS LEARNED FROM THE DBE EVALUATION HAVE BEEN INCORPORATED INTO USAID PRIORITAS 1.

Coordination with GOI

A concerted effort is being made by USAID PRIORITAS to engage with GOI at all levels and keep them informed. This includes the following: At Central Level •

A member of staff and an STTA have been appointed to coordinate, especially with the government.

•

Meetings have been held with high level personnel from key sections, MOEC, MORA, and MENKO KESRA, to explain the program.

•

Lower level meetings have also taken place with personnel from these sections and to discuss the program and coordination with GOI’s own programs.

•

It is expected that the project will establish an office in the Basic Education Directorate General of MOEC.

•

Staff from MOEC and MORA have been taking part in project activities including EGRA preparations and module development.

•

A steering committee of senior government officials will be formed and is expected to meet every six months.

At Province Level •

Terms of Reference have been prepared and will be signed jointly by USAID and the provincial government to define roles and responsibilities under USAID PRIORITAS.

•

Provinces have been actively involved in the selection of partner districts and in the organization of the provincial project launch. They have, in some cases, accompanied project staff to survey the candidate districts.

•

Provincial personnel took part in the study on the role of the province and the collaborative capacity assessment. Results were presented to provincial counterparts as part of the joint project implementation planning process. Many expressed appreciation for this approach.

•

Meetings have been held with provincial staff to explain the USAID PRIORITAS program and obtain their feedback.

•

The temporary project offices have been housed in provincial government offices in two provinces.

•

Six monthly review and planning meetings with the provinces, districts, and TTIs are planned, as are further issue-specific workshops.

At District Level •

Terms of Reference have been prepared and will be signed jointly by RTI and the district government to define roles and responsibilities under USAID PRIORITAS.

•

Meetings have been held with provincial staff to explain the USAID PRIORITAS program and obtain their feedback.

•

District personnel took part in the study on the role of the province and the collaborative capacity assessment. Results were presented to district counterparts as part of the joint project implementation planning process. Many expressed appreciation for this approach.


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•

District government staff in new partner districts have been involved in partner school selection and will later be involved in training facilitator selection.

•

Meetings will be held with DBE districts to plan the development of the DBE program and discuss USAID PRIORITAS support.

•

District coordinators will be placed in government offices in each partner district.

•

Regular review and planning meetings will be held with district governments to plan an increasing role for GOI in the funding and implementation of programs.

2.

Value of a well-sequenced and co-ordinated approach

The project agrees with the need to ensure a better sequenced and co-ordinated approach in light of the DBE experience. We believe that this will happen due to the following remedial actions: •

The management of the project by a single lead contractor will lead to a better coordination between components.

•

The project is making every effort to ensure that management and governance activities are coordinated with and support the teaching and learning activities. Single training packages are being developed to link the school-based management (SBM) and teaching and learning (T&L) training. School committee members, principals, and teachers will be training together, and T&L training will follow-on shortly from SBM training.

•

The training will be implemented in districts by single teams of facilitators (not separate teams for SBM and T&L).

•

The project is planning for a series of training modules, each leading on from the previous one, to support school training. Plans are to schedule training at sufficient intervals to allow the effective implementation of the training at school level. The training modules will provide a sequential development of skills, which moves teachers from basic understandings to more indepth coverage of content and pedagogy. This approach will also provide materials that can be included in the Ministry’s Continuous Professional Development Framework at a variety of competence levels. All training modules will be introduced to all provinces and not limited to particular topics for each province, as was the case in DBE 2 training.

•

Work on Component 2 and 3 at district, province, and national levels will closely integrate with Component 1. For example, (1) the studies already conducted on the role of the province and on collaborative capacity assessment focus on improving teacher training and on policies and practices to improve the quality of teaching and learning in schools (2) we intend to use the outcomes of EGRA as input for policy development at district and province levels (and ultimately national level). To achieve this, project personnel are working together in cross-component teams.

3.

Limited objectives, components and complexity

The project agrees with the evaluation team’s sentiments on complexity in DBE, and we share fears about USAID PRIORITAS suffering similar problems. The project proposal is complex and discussions have taken place with USAID to simplify some activities. Some activities, such EGMA, have been dropped and some of the ICT activities postponed or dropped. The project is also not proposing to continue all the DBE initiatives, for example in management and governance, but rather to prioritize certain areas such as teacher management and education funding. However, the assumption that the project can easily pick up from DBE in the former DBE districts is probably overly optimistic. Some intensive resuscitation may be needed in some places, making the process more demanding than expected.

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The project proposed that ongoing discussions with USAID should take place to review the implementation of activities and identify areas where simplification could take place in order to achieve greater focus and impact.

4.

The active learning plateau and continuous training

The evaluation identified the problem of “plateauing” in teaching and learning improvements. This is to some degree inevitable as the capacity and interest of schools differ. Some teachers and schools take up only superficial elements of the program, while others show much more in-depth understanding and are able not only to mimic what they have been shown but are able to develop their own creative approaches. Although not all schools will become equally good, past experience has shown that beacons of good practice will develop in the districts. These will become the “good practices” schools (called “model schools” in the RFP). Because the progress in these schools will be the result of having more talented and committed staff than other schools, additional training will be given to these schools to ensure that they rise above any plateau. These schools will then become sites for study visits and practical work during in- and pre-service training. Their achievements will also be recorded on the project website, newsletter, and good practices books for teachers in an effort to ensure that their continuing development is passed on to other schools. Approaches such as Lesson Study (JIKA) and action research, which promote a culture of observation, reflection, and discussion, will assist in promoting ongoing discussion and change in teaching pedagogy. As long as teachers rely only on training materials provided by projects as the sole source of new ideas, progress will be limited. The identification of this problem is also timely as USAID PRIORITAS is in a position to review progress, not only in target schools, but also in dissemination schools both in new districts and in former DBE districts as the project proceeds. It may be that teachers and schools require more intensive and longer-term interventions to really internalize and integrate active learning into their day-to-day practice. External factors play a big role in this. These include cultural beliefs about the nature of schooling and the national examination system, which rewards rote learning rather than active, creative learning approaches. Taking these factors into account, we will work closely with teacher training institutes (TTI) in devising and beginning to implement longer-term strategies, not only to introduce active learning methods but to institutionalize and sustain these over time. The success of this approach remains to be seen—it may be that longer-term project support is required.

5.

Sustainability requires equal GOI commitment, communication, and resources

The project agrees that a key to sustainability lies in the commitment of GOI staff at all levels, but especially at district and school levels, because this is where basic education in delivered. It is not politically possible to make district participation in the project conditional on not changing personnel. This could be considered unacceptable interference in GOI affairs, and any agreement may well not be honored after changes of government at the local level. However, the project will discuss the issue at central and provincial levels in an attempt to “educate” government staff in the need for stability and care in the appointment of staff. It also may be politically impractical to drop districts from the project, especially without provincial government agreement. However, the design of the project means that after the first year or two much of the support to districts is for dissemination of programs. As a result, those districts showing most commitment will automatically receive greater support from the project. The project will hold regular meetings at district level with multiple stakeholder and six monthly meetings with all partners at province level. These meetings will be used to elevate examples of USAID PRIORITAS – Quarterly Report No. 3, October – December 2012

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good practice, including in government commitment, and to support planning of dissemination and lobbying of local government partners. The integration of the three components will support this approach by ensuring that district and province level interventions support the building and sustaining of commitment to implementation of the program at school level.

6.

Teacher professional development: The need

GOI has recently announced that it intends to develop a system of continuous professional development (CPD), which will be delivered mainly through the teachers’ working groups (KKG and MGMP). Given the size of the education system and the lack of capacity of staff at district level to run such as system, GOI’s intentions seem over ambitious. The proposed GOI CPD program will provide a framework of options for CPD, including proposed levels of competency that teachers will move through, supported by training modules that are appropriate to each level. USAID PRIORITAS will contribute to this framework by providing materials to this framework. The materials developed by USAID PRIORITAS will be sequential where appropriate, increasing content and pedagogy strategies around continuing topics and themes, rather than “one off” modules that do not fit into a continuum of learning for professional development. However, MBE, DBE and now USAID PRIORITAS have been addressing the strengthening of the KKG and MGMP systems and have had some success in their project areas. By working especially with the TTIs, USAID PRIORITAS will also be seeking to address the problem of sustainability: who will support the districts and working groups after the project has gone. USAID PRIORITAS will also focus on making all kinds of pre- and in-service training more practice oriented in order to achieve real changes in teaching practices.

7.

Institutionalizing the locus of change: Teacher development

The project team agrees with the analysis of the evaluation team that there is no ideal place to create centers to service teacher professional development systems. It also agrees with the analysis of the shortcomings of P4TK, LPMP, and TTIs. However, the TTIs are certainly the best among these three kinds of institutions to work with because: •

There are more TTIs than there are LPMPs and P4TK, and they are situated locally;

•

They are stable institutions and have considerably more staff;

•

They are the institutions to which districts often turn to hire expert services, but such hiring is currently more often done on a personal rather than institutional basis;

•

Many have existing centers that would be suitable for USAID PRIORITAS support, including facilities and materials upon which the project can build, e.g., IT facilities for in-service and teleconferencing, self-study centers, and subject resource centers.

The project will work with both the TTIs and the teacher working groups (KKG and MGMP), developing the capacity of TTIs as providers of in-service training, and where possible, delivered through the teacher working groups. This will, at the same time, strengthen both the teacher working groups and the TTI, by giving them more face-to-face contact with teachers and schools and experience in functioning classrooms. It is important to manage expectations in this area. Some TTIs will develop a support role for inservice education better than others, and change may be slow and incremental.

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8.

Supervisors and the supervised

The project agrees with the evaluation team’s analysis of the importance and potential of school supervisors and the need to develop their capacity. They possibly underestimate the effort made in DBE to involve them in training, mentoring, and monitoring activities, as well as the challenge of changing the way of working of some of the older supervisors. The project will continue to involve the supervisors in planning and implementing the program including the following: •

Socializing the program to them before it is delivered to schools;

•

Offering specific training in supervision and mentoring;

•

Involving many of them as facilitators in the school and teacher training program;

•

Involving them in monitoring the impact of the program;

•

Working with them and other local government staff to plan and implement program development and dissemination.

At the same time, a longer-term strategy may be developed in districts where conditions are supportive, to implement better informed, merit-based promotion systems to ensure that the best practitioners are appointed as supervisors rather than, as is typically the case currently, principals who have earned the position through seniority.

9.

Language learning actively

The project concurs fully with this finding. A particular focus of USAID PRIORITAS will be on reading and language teaching more generally throughout the primary and junior secondary school. It will build on the MBE and DBE experiences, and the emphasis will continue to be on developing functional language skills. USAID PRIORITAS will review the current course content for language teaching provided in the TTIs for pre-service teacher training and address the inclusion of current approaches to language learning through training materials support. While EGRA will provide much needed data on students’ reading abilities in project districts, it will also provide the impetus to embed good practices in reading into more effective language teaching in general. The removal of English from the primary school curriculum in 2013 will provide additional challenges to the improvement of student achievement in this subject in junior secondary school. Through the management and governance component, there will also be a focus on how the community can support the development of reading and language and special pilot schemes in underprivileged areas to support this.

10.

Classroom assessment

The project agrees with the importance of in-class assessment of student performance, as does GOI in its regulations. Previous projects have worked in two particular areas: (i) developing student work portfolios to monitor progress over a period of time and (ii) assessing students’ written and other work. USAID PRIORITAS will continue this as an integral part of the teacher training program. However, a major obstacle in changing teachers’ attitudes to assessment is the primacy of the formal high-stakes examination system, which includes tests at most grades every semester. These tests are exclusively multiple choice and focus mainly on measuring students’ knowledge rather than on the student competencies that are the focus of the curriculum. Among GOI and the general public, there is a high level of awareness of the shortcomings of the current assessment system, and lively debates take place regularly in the press. The project will use opportunities as they arise to support efforts to reform the system.


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USAID PRIORITAS will use the results obtained and the momentum achieved by EGRA to introduce classroom assessment techniques that are related to identifying and supporting skill development in young readers. The notion of students as learners on a continuum requiring continuous assessment for teaching and learning is still not recognized by most teachers in Indonesia. Training materials and intervention at TTI course level will assist in socializing teachers to assessment “for” learning; however, until changes are made to mandatory assessment requirements, real change will be hard to achieve.

11.

Project monitoring and evaluation

The lack of involvement of local government in M&E may have been partially a result of the division of DBE into three projects, which often led to confusion at district level and burdened them with coordinating with three projects rather than just one. The unified nature of USAID PRIORITAS should make it easier to work with institutions at all levels and the baseline monitoring and EGRA data collections is involving staff, especially pengawas, at district level. Analysis of management issues, such as teacher deployment and education funding, will use the government’s own data.

12.

Lessons from the schools: Learning resources, learning environments

The project recognizes all the areas listed by the evaluation team as important and all have been addressed by past donor projects and will continue to be addressed by USAID PRIORITAS both through the teaching and learning (working with teachers) and through the management and governance components (working with principals, school committees, and supervisors). As pointed out in the evaluation, progress remains patchy, and this raises the question of what is a reasonable expectation for success rates in training schools. Below is a brief response in the specific areas highlighted in the lessons learned from DBE. Computers, projectors, and education The well-recognized problems of repairs, maintenance, and obsolescence of ICT equipment is challenging, as is the use of ICT, which should be more by the students than the teachers. However, the huge use of ICT in the community, especially through smartphones, leads to optimism that this problem will self-correct over the course of time. The project will, in any case, address these issues through teacher and school management training. Perhaps a more suitable and sustainable focus for USAID PRIORITAS ICT intervention could be found in the TTIs where effective use of ICT, both as a tool to assist teaching and learning activities through pre-service programs and as a mechanism for providing in-service training in blended professional development activities, could be explored. Learning resources We agree with the idea of encouraging schools to allocate part of the school budget to learning resources—and this is indeed a focus of the “refocused” SBM training. We also think the idea of providing hotspots is a good one, as many teachers and students have laptop computers and this would encourage their use at school and give access to the wide range of resources and connections available through the Internet. Classroom maps We agree that maps should not be mere ornaments. Over the years, efforts have been made to develop a broader view of the curriculum, by not just teaching to short-term curriculum targets, but by focusing on long-term student development. Teachers need to link activities at school to current

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events and the local environment to make subjects such as geography more relevant. Recent examples where maps could be used to link students’ understanding to real events include the Olympic Games and the US Presidential elections. Looking at libraries This is indeed a priority of the USAID PRIORITAS project as part of the efforts to improve students’ reading and to develop a reading culture. Some of the major challenges to be addressed in the project include the following: •

Improving teaching methodologies;

•

Providing more time for students to read, both in the classroom and in the library;

•

Improving the supply and quality of reading materials;

•

Developing school and community schemes to encourage reading; and

•

Recognizing that the library is a resource for learning that is linked to teaching programs through curriculum plans and is not merely a repository for books.

Learning environments The project will continue to encourage and support teachers in providing an attractive and interesting learning environment. However, we agree that this is challenging in the overcrowded and dark environment found especially in many urban schools. As well as addressing the issues at school level, USAID PRIORITAS will also address the need to improve school facilities (including providing additional classrooms and making existing classrooms more healthy) through the data analysis and planning work at district level. Special needs: Eyes and ears USAID PRIORITAS will work to build awareness of the issues of inclusive education and has already undertaken a study of the implementation of inclusive education. However, the project lacks the means to undertake a full-scale intervention in this area.

13.

Policy Dialogue

USAID PRIORITAS will continue to undertake studies to highlight policy issues, which need to be addressed in order to achieve the shared objectives of GOI and the project. In this effort, the project will work closely with other donors such as the World Bank, AusAID, and UNICEF, who share the same concerns and have their own avenues into GOI. It is hoped that the improved relations with GOI at all levels, which are central to the project, will support a meaningful policy dialogue with some chance of effecting changes. Moreover, building on the successful experiences of DBE1 in this area (which were not assessed in any great detail by the Evaluation Team, due to their Terms of Reference), USAID PRIORITAS will work to inform the policy dialogue at district, province, and national levels, primarily by using the government’s own data (available through the new DAPODIK EMIS and general population statistics), jointly developing and using tools to analyze this data for policy and practical decisionmaking. Examples will include analysis of data on teacher deployment, teacher training needs, and teacher training unit costs. Where this approach yields interesting data and the timing is appropriate, higher level analysis will be conducted and results presented to higher level forums including to national policymakers and other donors.


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14.

Strategy for the next two year: experiment or push out the frontier

The question of consolidation in fewer districts against pushing out to new district is indeed an issue that needs to be kept under review. An issue which is arising early in the project is the difficulty in picking up activities easily in the DBE districts, where three distinct projects operated without much coordination. Uniting the elements of the DBE program and reinforcing their complementarity is likely to prove more challenging than was expected at the time of the bidding for the project. Where a good response is received in former DBE districts, it may be worth persevering in those districts beyond the planned two year time span in order to achieve real beacons of good practice that can be disseminated to other areas. Indeed, a real focus in the project should be on quality rather than quantity – making sure we have good examples, which break through the plateau.

15.

Using lessons learned

Many or most of the lessons learned which are set out in the DBE final evaluation confirmed what many of the project staff and probably many USAID staff already felt they knew. Indeed most of these lessons learned were discussed at length with the evaluation team during the process of evaluation. As a result, many of the team’s findings are already being addressed through the project work plan, as explained above. But continued vigilance will be needed to ensure that they continue to be addressed long term. Two particular issues, which will need further attention concern numbers 3 and 14 of the lessons learned. These are both related the complexity and scope of the project. It will be important to ensure that the project is focused, emphasizes quality and is not spread too thinly to be effective.

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

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