ACDP Annual Progress Report 2011 (March-12)

Kementerian Pendidikan dan Kebudayaan
Bappenas
Kementerian Agama
Education Sector Analytical and Capacity Development Partnership (ACDP)
Annual Progress Report 2011
BALITBANG/Ministry of Education and Culture ACDP SECRETARIAT
BALITBANG, Ministry of Education and Culture/ ACDP Secretariat E Building 2nd Floor National Office for Research and Development (BALITBANG) Ministry of Education and Culture Jl. Jenderal Sudirman, Senayan Jakarta Selatan 12041, Indonesia Telephone: +62-21-578-51100 Fax: +62-21-578-51101 Email: secretariat@acdp-indonesia.org Website: www.acdp-indonesia.com
ACDP Annual Progress Report
Contents:
Contents:................................................................................................................................................... ii Abbreviations ........................................................................................................................................ iv 1. Introduction .................................................................................................................................... 1 1.1 1.2 2. Analytical and Capacity Development Partnership ............................................ 1 ACDP Management, Planning and Implementation Arrangements .............. 2
Progress ............................................................................................................................................ 3 2.1 2.2 2.3 2.4 Operations ........................................................................................................................... 3 Procurement...................................................................................................................... 5 Monitoring and Evaluation of Implementation .................................................... 6 Education Sector Support Program Monitoring and Reporting..................... 8
3.
Planning, Management and Priorities for the Future ...................................................... 9
Annexes : Annex 1: Ministry of National Education Decree on the Establishment of ACDP ... 13 Annex 2: Decree of the Head of Balitbang on the Establishment of the ACDP Working Group (2012) ................................................................................................ 17 Annex 3: Minutes of ATOG Meeting Held on 11 July 2011 ............................................... 20 Annex 4: Summary Descriptions of Activities in the ACDP Work Plan (2011 2012) .................................................................................................................................. 24 Annex 5: Summary of Current Status of Activities in the ACDP Work Plan 20112012 (February 2012) ................................................................................................. 50 Annex 6: Summary of Meetings, Focus Group Discussions and Workshops Held to Advance Implementation of the ACDP Work Plan (February 2012) ... 57 Annex 7: ACDP Work Plan: Revised Schedule of Activities 2011-13 .......................... 59
Photos : Photo 1. Photo 2. Photo 3. Photo 4. ATOG Meeting, 11 July 2011 ..................................................................................... 12 Dialog on Education Policy Research Priorities in Aceh, 24-25 November 2011 ............................................................................................................. 12 ACDP-001 to ACDP-008 Coordination Meeting, 5 January 2012 ................ 12 ACDP Working Group (POKJA) Meeting, 5 March 2012 ................................. 12
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BIBLIOGRAPHY .............................................................................................................................................. 62
iii
Abbreviations
ACDP ADB ATOG AusAID Balitbang Bappenas BOS CPD ECD EFA EMIS EQAS ESSP EU FBE GER GoI IDC JARLIT MoEC MoF MoHA MoMT MoRA MP3EI MSS MTEF NES NMTDP PBB PFM PIAAC Renstra TA TVET TOR WB Analytical and Capacity Development Partnership Asian Development Bank ACDP Technical Oversight Group Australian Agency for International Development Badan Penelitian dan Pengembangan or National Office for Research and Development National Development Planning Agency Bantuan Operasional Sekolah or School Operational Assistance Fund Continuous Professional Development Early Childhood Development Education for All Education Management Information System Education Quality Assurance System Education Sector Support Program European Union Free Basic Education Gross Enrolment Rate Government of Indonesia Indefinite Delivery Contract Jaringan Penelitian Pendidikan or National Network for Education Policy Research Ministry of Education and Culture Ministry of Finance Ministry of Home Affairs Ministry of Manpower and Transmigration Ministry of Religious Affairs Masterplan for the Acceleration and Expansion of Indonesia Economic Development 2011-2025 Minimum Service Standards Medium Term Expenditure Framework National Education Standards National Medium Term Development Plan Performance Based Budgeting Public Finance Management Program for International Assessment of Adult Competencies Rencana Strategis or Strategic Plan Technical Assistance Technical and Vocational Education and Training Terms of Reference World Bank
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1.
1.1
Introduction
Analytical and Capacity Development Partnership
The joint AusAID/European Union (EU) supported Education Sector Support Program (ESSP) is a nationwide program to support the Government of Indonesias education strategies as articulated in the National Medium Term Development Plan (RPJMN) and the Ministry of Education and Culture (MoEC) and the Ministry of Religious Affairs (MoRA) Strategic Plans (Renstras) for the period 2010-14, through sector budget support and targeted support and through the Education Sector Analytical and Capacity Development Partnership (ACDP). The program supports key policies and strategies for: i) equitable access to basic education; ii) improved quality and relevance of basic education; and iii) improved governance and accountability, against a results framework of selected key basic education indicators. ACDP is a facility to promote education sector-wide policy dialogue and institutional and organizational reform. The European Union (EU) and the Australian Agency for International Development (AusAID) provide about US$ 50 million to support implementation of ACDP over the five years of the Governments planning cycle (2010-14). The Asian Development Bank (ADB) manages the financial resources in support of ACDP implementation on behalf of the Government. The expected ACDP outcome is to contribute to the Government's efforts to strengthen the education system and sustain organizational performance improvement over the next 15 years by modernizing the system, improving service empowerment, and enabling better regional and international competitiveness. More specifically the ACDP promotes policy dialogue and institutional and organizational reform that to underpin policy implementation and the achievement of sector performance targets. In line with the Paris Declaration and the Jakarta Commitment to Strengthen Aid Effectiveness, the ACDP constitutes a harmonized approach providing support for: (i) sector analytical work including research and studies, incorporating macro and cross-cutting issues; (ii) assessment and audit of institutional and organizational arrangements; and (iii) sector capacity development planning at central, provincial and district levels. The ACDP has three outputs: (i) Operational research papers and proposals for selective legislative and regulatory reforms related to basic and post-basic education policies and financing; (ii) Operational research papers and proposals for selective organizational change and capacity development in central, provincial, and district agencies, schools, universities and other educational institutions; and (iii) Improved information and communication systems as part of effective ACDP implementation. This output aims to establish and sustain robust processes for building knowledge management and organizational learning processes. The ACDP approach assumes that assistance will be limited to supporting organizational change and planning capacity development. This will include research and studies to assess 1
ACDP Annual Progress Report institutional challenges to reform, and identify needs, options, and recommendations for policy development and organizational change. Workshops and conferences will consider strategy options, and study tours and twinning arrangements will enable regional/ international benchmarking and benefiting from lessons learned. The ACDP will assist in developing training plans and modules designed to meet challenges identified in the research and studies. While the ACDP will support capacity development planning, responsibility for financing and implementing capacity development is with the Government at the various levels.
1.2
ACDP Management, Planning and Implementation Arrangements
The executing agency for ACDP is the National Office for Research and Development (Balitbang), MoEC. The ACDP technical oversight group (ATOG) is co-chaired by the Deputy Minister of Human Resources and Culture in Bappenas, the Head of Balitbang (MoEC), and the Director General of Islamic Education (MoRA). ATOG membership includes senior officials from MoEC, MoRA, Bappenas, MoF, MoHA, AusAID and EU. The ATOG is responsible for organizing technical dialogue with ADB, AusAID, and the EU, including work planning and performance review. The ACDP Program Manager is the Head of the Centre for Research and Policy, Balitbang (MoEC). The Program Manager is responsible for: (i) the formulation of ACDP annual work plans and facilitating their approval by the ATOG; (ii) technical progress reporting; (iii) annual budget planning and resource allocations; (iv) facilitating the identification of international and national consulting services or other forms of technical cooperation; (v) preparing progress reports; (vi) organizing and executing midterm review and final evaluation; (vii) organizing any agreed government and donor visibility requirements; and (viii) ensuring regular liaison with ADB, AusAID, and the EU. ADB is responsible for managing and administering the ACDP collaboratively with the Government. The ADB contracts an Operational Management Team and a Core Advisory Team to provide technical support to implementation of the programme. The Operational Management Team provides administrative and management support services, including facilitating procurement, contracting of activities agreed under the annual work plans and oversight of contracted services. The Core Advisory Team supports the ACDP Program Director and Program Manager in preparing and implementing ACDP activities. The Core Advisory Team helps with: (i) formulating ACDP technical cooperation requirements, including specifying and drafting terms of reference; (ii) assuring the quality and monitoring the performance of technical cooperation provided under the ACDP; (iii) implementing ACDP-related knowledge sharing and dissemination; (iv) preparing progress reports; and (v) assisting with broader ESSP performance review, policy dialogue and reporting. The technical cooperation services to implement the work plan activities are procured by the ADB through a combination of indefinite delivery contracts (IDCs) procured through competitive bidding among prequalified consortia and individually recruited consultants.
2.
Progress
2.1 Operations
The Minister of National Education issued a decree to establish the organisation of ACDP, including the ACDP Technical Oversight Group (ATOG), on 6 January 2011 (see Annex 1). The Co-Chairs of the ATOG provided executive guidance to management of all stages of implementation of the program and two ATOG meetings were held during the year. The ACDP Program Director and the Program Manager were active in leading implementation of the program from January 2011. In December 2011, the ACDP Working Group (POKJA) was appointed by the Head of Balitbang as a group of eight counterparts from the Secretariat and Centers within Balitbang to review progress in implementation of activities in the ACDP Work Plan 2011 - 2012 (see Annex 2). Operations at the ACDP Secretariat at Balitbang (MoEC) were also initiated in early January 2011. The Operational Management Team and the Core Team of advisors started their assignments in January and were based in the ACDP Secretariat throughout the year, providing technical and management support to the ACDP Program Director and Program Manager. Two international specialists, four national specialists and support staff were contracted by ADB to provide assistance to the work of the ACDP Secretariat. The ACDP Procedures Manual was developed through consultations with representatives from Balitbang, the ACDP Secretariat, AusAID, EU, and ADB. The Procedures Manual outlines management, procurement and financing arrangements to support implementation of ACDP. The draft manual was presented at ACDP Socialisation and Planning Workshops at MoEC on 25 February 2011 and in MoRA on 10 March, after which it was finalised. The ACDP Procedures Manual was formally approved at the first ATOG meeting on 11 July 2011. The minutes of this meeting are presented below as Annex 3. Socialisation of ACDP was undertaken by Balitbang and the ACDP Secretariat to broaden understanding of the purpose, approach and procedures of the program among key stakeholders. Presentations on ACDP were made at the Education Sector Working Group (ESWG) on 1 March 2011, and also, in more detail, at a meeting of AusAID advisory and program staff on 29 March. In addition, the broad concept of ACDP was presented at ADB Country Partnership Strategy Consultations held in three regions (through meetings in Makassar, Medan and Jakarta) in March and April 2011. The ACDP Work Plan 2011 2012 was considered at the ATOG meeting held on 5 August and subsequently approved by the ATOG Co-Chairs and development partners in August 2011. A total of 35 activities comprise the pipeline of activities identified in the ACDP Work Plan 2011 2012. Summary technical descriptions of the 35 priority activites are presented in Annex 4. These priority activities were identified from more than 70 proposals received by the ACDP Secretariat and suggestions from the ACDP Co-Chairs and development partners. A series of focus group discussions and technical meetings were undertaken by the ACDP Secretartiat to develop the specific focus and scope of these activities with the User agencies. Consolidation of
ACDP Annual Progress Report some of the pipeline studies may be considered as the TORs are prepared in consultation with the User agencies. During 2011 the advisory team facilitated the development of thirteen detailed TORs through a process of consultations with key stakeholders, revisions and approvals to ensure appropriate technical design and consensus. In addition to various on-going technical discussions with User agencies a series of workshops, technical meetings and focus group discussions was implemented to prepare the TORs. The thirteen TORs were reviewed and approved by the ATOG Co-Chairs and development partners from the list of 35 activities approved in the ACDP Work Plan (2011 2012). Requests for Proposals (RFPs) were issued in 2011 for eight of these activities to four consortia prequalified by ADB (see Section 2.2 below). Contracts for the following eight activities were finalized by ADB during the period October 2011 to January 2012 and teams mobilized to start implementation of the following eight studies: Early Childhood Development Strategy Study; Preparation of Country Background Report on the Education Sector in Indonesia; Madrasah Education Financing Study; General Senior Secondary Education Financing Study; Review of a Decade of Gender Mainstreaming in Education; Free Basic Education Strategy Study; School and Madrasah Principals & Supervisors Competencies Baseline Study; and Evaluation of the Supplemental Food for School Children Program (PMT-AS).
Balitbang/ ACDP Secretariat facilitated meetings for the above studies with consultancy teams and user agencies including initial briefings of the technical assistance teams. In addition, formal meetings were held to present the draft inception reports for each study and to receive inputs from stakeholders as a basis for finalization of the inception reports. The ACDP Secretariat provided written technical advice to user agencies and consultancy teams on draft inception reports. This has helped to facilitate finalization of inception reports as a basis for continuing implementation. The Requests for Proposals (RFPs) for an additional five studies were issued in January/February 2012. It is expected that contracts for these activities will be finalized by March/April 2012 and that implementation will also commence in April/May 2012. The five activities are as follows: Environmental Education; Strengthening Education Research Capacity; Basic Education Minimum Service Standards Monitoring & Evaluation; Evaluation of International Standard Schools; and University Industry/ Business Partnerships.
Development of addition TOR for activities listed in the ACDP Work Plan 2011 2012 is continuing and additional RFPs are scheduled to be issued during April/May 2012. The current status of the 35 activities in the ACDP Work Plan 2011 2012 is presented in Annex 5. 4
A participatory, user-driven approach has been applied in the planning, implementation and monitoring of ACDP activities. To date a total of 21 formal events with 760 participants have been supported by ACDP (see Annex 6). It is expected that this inclusive approach will contribute to achievement of high quality outputs while also promoting and contributing to policy dialogue and institutional and organizational reform. However, application of this approach has resulted in the need to reschedule some activities presented in the ACDP Work Plan 2011 2012. The revised schedule for all activities in the ACDP Work Plan 2011 - 2012 is presented in Annex 7. The first edition of the ACDP Newsletter was published in March 2011. The first edition focused on the purpose of ACDP, the management and process and format for submitting proposals. The ACDP web-site was secured in May (www.acdp-indonesia.org) and launched in October 2011. The web-site is updated as implementation of the programme proceeds and all major ACDP documents and reports are presented there.
2.2 Procurement
Various forms of technical cooperation services, including consultants, research institutional twinning, study tours, work attachments and international and regional benchmarking will be procured to support implementation of ACDP. During 2011 all technical cooperation services were procured in line with the policies and procedures of the ADB for selecting, contracting and monitoring of consultants as specified in The Guidelines on the Use of Consultants by the Asian Development Bank and Its Borrowers, (2010). The main considerations in the selection process for technical assistance under ACDP are to: a. Maintain the highest quality of services; b. Achieve economy and efficiency in operations; c. Provide opportunities to all qualified consultants to compete in provision of services; d. Encourage the use of national consultants; e. Maintain transparency in the selection process; and f. Increase the focus on anti-corruption and observance of ethics. During 2011 all recruitments of technical specialists for ACDP were listed on the ADB web-site. Eligibility for recruitment was expanded by ADB to include those countries eligible for procurement under the EU regulations which are non-ADB member countries. The Operational Management Team and the Core Advisory Team members were recruited in accordance with ADBs procedures for competitive selection and in consultation with the ATOG Co-Chairs. The technical cooperation services required for implementation of studies in the ACDP Work Plan 2011 - 2012 were procured through competitive selection and contracted in line with ADB procedures for Indefinite Delivery Contracts (IDC). Requests for expressions of interest for Indefinite Delivery Contract (IDC) Consortia were advertised by ADB in March 2011 to recruit consortia of firms and research institutions to pre-qualify to bid for ACDP activities. A total of fifteen expressions of interest were received in response to this recruitment effort. The expressions of interest were evaluated by ADB and the final shortlist was finalized in consultation with the ACDP Co-Chairs. ADB finalised IDC contracts for work on ACDP with four consortia of firms in June 2011. The consortia selected incorporate a wide range of consultancy 5
ACDP Annual Progress Report resources from Indonesia and the international community, and with appropriate experience related to the areas to be supported by ACDP. The four consortia selected to compete to implement assignments for ACDP are as follows: a. British Council (Education), (United Kingdom) in association with the Research Triangle Institute (RTI) International, USA; Coffey International, Australia; and PT. Wacana Tata Akademika (WTA), Indonesia. b. Cambridge Education, Ltd. (United Kingdom) in association with the Australian Council for Education Research (ACER), Australia; Hong Kong Institute of Education, Hong Kong; ANU Indonesia Project; SMERU Research Institute, Indonesia; ANU Indonesia Project; Universitas Negeri Sebelas Maret (UNS), Indonesia, Institut Agama Islam (IAIN) Sunan Ampel, Indonesia. c. SMEC International Pty. Ltd. (Australia) in association with the Technical and Further Education (TAFE) NSW, Australia; the Australian National University (ANU) Enterprise, Australia; University of New Castle, Australia; Universitas Islam Indonesia; Lembaga Afiliasi Penelitian dan Industri Institut Teknologi Bandung (LAPI ITB), Indonesia; National Institute of Education, Singapore. d. P. T. Trans Intra Asia (Indonesia) in association with Institute of Public Administration, Canada; Queens University, Canada; Dalhouse University, Canada; Institut Pertanian Bogor (IPB) Bogor, Indonesia; Fakultas Hukum Universitas Padjadjaran (FH UNPAD), Indonesia; the Institute for Development of Economic and Finance (INDEF), Indonesia. The procurement process for selection of IDC consortia to work on the eight ACDP studies contracted by ADB in 2011 was carried out as follows: Step 1 Following the work planning process, TORs for each study were approved by the Co-Chairs of the ATOG, AusAID and EU. Step 2 - Requests for Proposals (RFPs) were prepared by the ACDP Operational Management Team and distributed to the prequalified IDC consortia by the Program Manager. Step 2 The four ACDP consortia submitted technical and cost proposals for each of the eight assignments to ADB and the ACDP Secretariat within 14 to 21 days of issuance of the RFPs. Step 3 - The ACDP Secretariat and IRM/ADB supported the Program Manager to evaluate the consortia proposals within 7 days of receipt of the proposals. Step 4 ADB reviewed the selection and then negotiated and finalized contracts with the winning consortia for each of the eight studies.
2.3 Monitoring and Evaluation of Implementation

The monitoring and evaluation practices applied during 2011 were carried out at as follows: Operational monitoring and evaluation of the efficiency of use/management of financial and human resources in the implementation of ACDP activities. The implementation of activities identified in the ACDP Work Plan 2011 - 2012 started with the mobilization of the eight teams of consultants in the last quarter of 2011. The ACDP Secretariat, including the Operational Management Team and the Core Team Advisors, assisted the Program Director/ Manager to monitor and provide oversight of the eight teams to assure the efficiency of operations. Detailed budget estimates for surveys, workshops and rental of office 6
ACDP Annual Progress Report accommodations by the eight teams were reviewed by the ACDP Secretariat. The ACDP Secretariat also maintained documentation for all processes related to implementation of ACDP, including contract documents, correspondence and reports. Within ADB, officers of the Indonesia Resident Mission and COSO negotiated the contracts of the eight study teams, reviewed inception reports and administered the performance-based contracts for all firms, consortia and individuals contracted to provide services using ACDP grant funding. ADB made payments to all service providers based on delivery of inception reports evaluated to be of acceptable quality. The ATOG held two meetings during 2011 to review, monitor and evaluate the use of resources committed to ACDP. During these meetings the ATOG : Reviewed and approved the ACDP Procedures Manual which has been used as a guide in managing all program resources; and Reviewed and approved the ACDP Work Plan 2011 2012, the TORs for 13 studies and the allocation of funding required to support implementation of the ACDP Work Plan 2011 2012. Monitoring, review and assessment of the content of outputs of ACDP activities to insure that quality is maintained. The first outputs produced to advance implementation of the ACDP Work Plan 2011 2012 were the inception reports from the first round of eight studies. All draft inception reports were distributed to key stakeholders, presented by the study teams in multi-stakeholder forums chaired by a representative of the User agency, and reviewed by the members of the Core Team and Operational Management Team. Review of inception reports included written technical inputs with recommendations, and various technical meetings with User agencies and consultancy teams to discuss and agree necessary revisions to improve inception reports as a basis for effective implementation. The eight members of the ACDP POKJA were involved in this process after their appointments in December. The Program Director distributed the Final Inception Reports to key stakeholders and development partners for further comment. None of the activities initiatied during 2011 reached produced final reports in 2011. A number of activities will complete final reports during the first half of 2012. The Six-Monthly and Annual Reports on ACDP provide a basis for review by the ATOG Co-Chairs and development partners of progress in implementation. Review and assessment of the impact of ACDP processes, outputs and results/ outcomes. This important process has not started during the first year of ACDP operations as no outputs or results are due for completion until the first half of 2012. Developing effective information and communication systems are considered to be of critical importance to strengthen knowledge management and organizational learning processes so as to maximize positive outcomes from ACDP processes and outputs. The Technical Assistance Report for ACDP provides that an external review will take place in the second half of 2012 or early 2013 and will serve as a midterm review of the program. A final external evaluation is envisaged by the middle or end of 2014. These evaluations will be government led and jointly supported by AusAID and the EU.1 In addition, the ACDP Core Team and Operational Management Team has had meetings with the AusAID Program Oversight and Monitoring (POM) Team to assist it in defining its monitoring and evaluation strategy for ACDP. The Core Team and Operational Management Team will continue to cooperate with the POM as required.
P. 15, ADB, Technical Assistance Report, ESACDP, May, 2010.
2.4 Education Sector Support Program Monitoring and Reporting

The ACDP Core Advisers provided support to complete ESSP results framework reporting, national education strategy implementation reporting, and PFM assessment for the EU budget support second tranche assessment. This has included technical support to the Bureau of Planning, technical meetings with a range of relevant MoEC, MoRA and MoF officials, meetings with the EU Education Adviser, analysis and report drafting.
3. Planning, Management and Priorities for the Future

Strengthening Implementation Capacity Following review of progress and the scope and level of planned future activities, proposals to strengthen ACDP implementation capacity were made in the first Six-Monthly Progress Report. The proposals for strengthening the ACDP Secretariat, including Government counter-parting arrangements and the Operational Management Team, were developed to address a combination of the large scale of planned activities, and the complexities associated with designing and implementing activities supporting a range of policy, program, institutional, organisational and capacity development issues involving a wide variety of Government agencies and other stakeholders, and necessitating substantial field work and consultations. The planning, design, procurement, quality assurance, monitoring, reporting, information and communications tasks associated with effective implementation of this volume and variety of activities, are considerable and challenging. ACDP Working Group at Balitbang (POKJA) It was proposed in the first Six-Monthly Progress Report that a team of counterpart staff be appointed as an ACDP Planning and Oversight Team to support the work of the ACDP Secretariat and collaborate with the Core Team and Operational Management Team on planning, design, coordination, monitoring and reporting on ACDP activities. In February 2012 an ACDP Working Group (POKJA) was established, and eight members appointed by the Head of Balitbang (MoEC). This represents an important development in further embedding ACDP implementation within government processes, and in enhancing the quality and relevance of support. As regards the Core Advisory Team, an additional Education Adviser was appointed in January 2012 on an intermittent basis to supplement the team. This addition will ensure a greater range of specific educational technical expertise given the wide range of technical areas represented in the ACDP Work Plan 2011 - 2012. The Education Adviser will undertake both design and quality assurance tasks for specific areas to be identified. The proposals to recruit a Program Specialist, a Communications Specialist, and a Research Associate/Translator were reviewed and agreed by the ATOG Co-Chairs, EU and AusAID, in October 2011. It was also agreed to reduce the original composition of the Operational Management Team by one member, the position of Administration and Finance Officer, and this has been done. The Program Specialist was recruited and mobilized in early January 2012. The other two positions of Communications Specialist and Research Associate/Translator, are expected to be contracted in March. With the increasing pace and scale of implementation, the mobilization of these additional staff to be based in the ACDP Secretariat is expected to increase effectiveness and quality of ACDP implementation. In particular, a) as outputs of activities are produced in 2012 (both process and written documents) it is critical to ensure high quality publications, communications and knowledge management, and b) a large number of key documents (including the ACDP Work Plan, progress reports and TOR) are only available in English.
ACDP Annual Progress Report Next Step: The contracting and mobilization of the Communications Specialist and the Research Associate/ Translator should be expedited as a matter of urgency.
Capacity Building The ACDP approach provides for study tours and twinning arrangements between GoI institutions and international institutions active in the education sector. To date, attention to development of twinning arrangements has been minimal and there is a need to expand contracts and productive partnerships with international institutions. Balitbang has expressed interest in exchange of personnel with education research institutions in Singapore, South Korea and China, and these and other possible partnerships should be supported with ACDP assistance. Next Steps: Develop specific proposals for provision of targeted training for staff of User agencies and counterparts within Balitbang (MoEC), MoRA and Bappenas, in the areas of research, monitoring and evaluation. Particular attention should be given to strengthen the capacity of the eight POKJA staff within Balitbang, and for staff in other ACDP support activities. In addition, greater attention will be given to incorporating participation of counterparts in field surveys, short-term training and study tours/ exchanges in TORs for supported activities. Higher levels of active engagement and participation are expected to result in greater transfer of knowledge, learning from international good practice and improved capacity within the User agencies to apply results of research and policy studies. Packaging of Technical Assistance A key lesson from the tendering of the first round of TORs is the limited availability of suitably qualified/ experienced consultants (both national and international) for the scope of ACDP activities, both in respect to the typical length of assignments (four to twelve months) and the volume of activity. Consultants (particularly national) are often attached to institutions and are thus unavailable for continuous assignments, and medium term full time assignments are often not feasible for international consultants. This has been become evident from bid responses and feedback from consortia. This suggests the need to consider more flexible design of consultancy inputs. Next Steps: Design consultancy inputs more flexibly to increase the potential for interest from highly qualified personnel. In particular consider greater use of intermittent consultancy inputs which are likely to be more feasible for consultants. Strengthening Arrangements for Procurement of Technical Services During 2011 the procurement of technical services was primarily carried out though competitive bidding in accordance with the ADB procedures for Indefinite Delivery Contracts (IDC). The approach has involved issuing Requests for Proposals (RFPs) to the four prequalified consortia listed in Annex 3. To date 13 RFPs have been issued and 8 contracts finalized for provision of technical assistance to the prequalified consortia. A total of 41 consultants have been mobilized. However, the responses from the prequalified consortia have been variable
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ACDP Annual Progress Report and consideration should be given to expanding the number of consortia prequalified by ADB for competition on ACDP contracts. Next Steps: It is proposed to increase the number of consortia prequalified by ADB to participate in competitive bidding processes for contracts for provision of technical services. Regional Activities ACDP initial prioritisation and work planning has focused on centrally developed initiatives. This has been an appropriate strategy to date and it is also important to note that the majority of ACDP activities incorporate substantial field research and visits, and consultations with a wide range of provincial and district Government officials and other stakeholders. The strategy of developing an approach to generate education policy research initiatives to meet specifically identified needs of regional governments (and other stakeholders) was introduced and outlined in the revised ACDP Work Plan (October 2011). This is particularly important within the context of decentralization, and it is envisaged that activities generated may be locally specific but also more widely relevant and may be expanded/ replicated elsewhere as appropriate. It is envisaged that initiatives will be planned and designed through specific ACDP regional planning consultations, and also through consultations and support to the National Network for Education Policy Research (JARLIT), supported by the Centre for Policy Research (Balitbang). The purpose of JARLIT is to conduct research for policy making at decentralised levels works through provincial and district education offices and in collaboration with development planning offices, research and development offices, and universities at the provincial/district level. There are currently some 200 provincial/ district members of JARLIT although it is acknowledged that many are not very active. The first ACDP regional consultation was held in Banda Aceh in November 2011. The consultation generated six proposals for policy research linked to education strategic priorities in Aceh province, and these, and the modality for support, are currently under review by Balitbang. A key challenge will to develop appropriate modalities, suited to context, and given the large and diverse nature of the country. The predominant modality of provision of technical cooperation services through the four pre-qualified consortia may not be wholly appropriate and/ or easily implementable. Next Steps: Develop a model for provision of support to regional research on education, e.g. the provision of grants through JARLIT or program support to regional institutions involved in research on education policy issues. The possible development of a JARLIT research grant program should be informed by the review of JARLIT research capacity to be undertaken under ACDP activity Strengthening Education Research Capacity (Activity no. 12) due to commence in early 2012. Grants could be provided on a competitive basis. Research could be assessed and implemented in relation to both similarities and diversity to generate both locally specific research and across regions, and by technical themes.
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Selected Photos of ACDP Events

Photo 1. ATOG Meeting, 11 July 2011
Photo 2. Dialog on Education Policy Research Priorities in Aceh, 24-25 November 2011
Photo 3. ACDP-001 to ACDP-008 Coordination Meeting, 5 January 2012
Photo 4. ACDP Working Group (POKJA) Meeting, 5 March 2012
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Annex 1: Ministry of National Education Decree on the Establishment of ACDP The Ministry of National Education
Jl. Jenderal Sudirman, Senayan Jakarta 10270 Phone 021 - 5711144 (hunting)
Website: www.kemdiknas.go.id
No. : 1102/A5.2/HK/2011 Attachment : 1 (one) file Subject : Copy of the Minister of National Education Decree No. 002/P/2011 To: 1. Secretary General of the Ministry of National Education 2. Inspector General of the Ministry of National Education 3. Head of the National Office for Research and Development of the Ministry of National Education 4. Secretary of the Inspectorate General of the Ministry of National Education 5. Secretary of the National Office for Research and Development of the Ministry of National Education 6. Head of the Planning and International Cooperation Bureau of the Ministry of National Education 7. To whom it may concern We herewith duly submit a copy of the Minister of National Education Decree No. 002/P/2011 on the Establishment of Analytical and Capacity Development Partnership / ACDP - Technical Oversight Group (ATOG) for your perusal and to be used appropriately. We thank you very much for your kind attention.
Head of the Legal Affairs and Organization Bureau, (signed) Dr. A. Pangerang Moenta, S.H.,M.H., DFM. NIP 196108281987031033
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ACDP Annual Progress Report Copy
Minister of National Education of the Republic of Indonesia Decree No. 002/P/2011 on The Establishment of Analytical and Capacity Development Partnership / ACDP Technical Oversight Group (ATOG) By the Grace of God Almighty, The Minister of National Education
Considering: a. that with the signing of the financing agreement on the Education Sector Support Program (ESSP) between the European Commission (EC) and the Government of the Republic of Indonesia, it is necessary to implement programs and activities for the Analytical and Capacity Development Partnership; b. that in order to support the implementation of programs and activities for the Analytical and Capacity Development Partnership; it is necessary to establish a Technical Oversight Group for the Partnership Program; c. that based on the considerations mentioned in point a and b above, it is necessary to lay down the Minister of National Education Decree on the Establishment of Analytical and Capacity Development Partnership / ACDP - Technical Oversight Group (ATOG). Bearing in mind: 1. Law No. 20 of 2003 on the National Education System (the State Gazette of the Republic of Indonesia Number 78 of 2003, the Supplement to the State Gazette of the Republic of Indonesia Number 4301); 2. Law No. 10 of 2010 on the State Budget for the Fiscal Year of 2010 (the State Gazette of the Republic of Indonesia Number 156 of 2009, the Supplement to the State Gazette of the Republic of Indonesia Number 5075); 3. Government Regulation No. 47 of 2008 on the Compulsory Education (the State Gazette of the Republic of Indonesia Number 90 of 2008, the Supplement to the State Gazette of the Republic of Indonesia Number 4863); 4. Government Regulation No. 48 of 2008 on the Educational Funding (the State Gazette of the Republic of Indonesia Number 91 of 2008, the Supplement to the State Gazette of the Republic of Indonesia Number 4864); 5. Presidential Regulation of the Republic of Indonesia No. 47 of 2009 on the Establishment and Organization of the State Ministries; 6. Presidential Decree of the Republic of Indonesia No. 42 of 2002 on the Guidelines for the State Budget Implementation, as amended by the Presidential Decree of the Republic of Indonesia No. 72 of 2004; 7. Presidential Decree of the Republic of Indonesia No. 84/P of 2009 regarding the Second United Indonesia Cabinet; Has decided To stipulate:
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ACDP Annual Progress Report Minister of National Education Decree on the Establishment of the Analytical and Capacity Development Partnership / ACDP - Technical Oversight Group (ATOG).
First:
Forming the Analytical and Capacity Development Partnership / ACDP - Technical Oversight Group (ATOG), hereinafter referred to as the Controlling Team.
Second:
The Technical Oversight Group is responsible for: a. discussing and giving approval to the ACDP annual work plan; b. monitoring and conducting assessments of the performance of the ACDP programs; c. conducting regular dialogue with the European Commission (EU), AusAID and the Asian Development Bank (ADB). Third: The Technical Oversight Group is responsible and obligated to report the results of the implementation of its duties to the Minister of National Education, Minister of Religious Affairs, Minister of Home Affairs, Minister of Finance and Minister of National Development Planning / Head of Bappenas. Fourth: The results of the implementation of programs and activities for analytical and capacity development of education in the form of documents, data and information may be published based on the agreement between the Government of Indonesia and the European Commission (EU), AusAID and the Asian Development Bank (ADB). Fifth: The operational cost for this ministerial decree will be charged to the Education Sector Support Program (ESSP) Phase I (CHRIS Ref DCI-ASIE/2009/021-060 and DCI-ASIE/2010/021-723). Sixth: This decree shall be effective on the date it is stipulated. Stipulated in Jakarta on January 6, 2011 The Minister of National Education
(signed)
Mohammad Nuh
This copy is in accordance with the original document Head of the Legal Affairs and Organization Bureau The Ministry of National Education (signed) Dr. Andi Pangerang Moenta, SH, M.H., DFM. NIP 196108281987031033
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Copy
Appendix of the Minister of National Education Decree No. 022/P/2011 dated January 6, 2011 Membership Composition of the Analytical and Capacity Partnership / ACDP - Technical Oversight Group (ATOG)
No. 1 2 3 4 5 Position in the Agency Head of the Research and Development Agency, the Ministry of National Education Deputy of Culture and Human Resources, the Ministry of National Development Planning / Bappenas Director General of Islamic Education, the Ministry of Religious Affairs Secretary of the Research and Development Agency, the Ministry of National Education Head of the Policy Research Center, the Research and Development Agency, the Ministry of National Education Head of the Planning and International Cooperation Bureau, the Ministry of National Education Secretary of the Directorate General of Elementary Education, the Ministry of National Education Secretary of the Directorate General of Secondary Education, the Ministry of National Education Secretary of the Directorate General of Higher Education, the Ministry of National Education Secretary of the Directorate General of Early Childhood, Non-formal and Informal Education, the Ministry of National Education Director of Madrasah Education, the Directorate General of Islamic Education, the Ministry of Religious Affairs Director of Religious and Educational Affairs, Bappenas Second Budget Director, the Directorate General for Budget, the Ministry of Finance Director of Central and Regional Fiscal Balance, the Directorate General of Fiscal Balance, the Ministry of Finance Director of Regional Finance, the Directorate General of Regional Financial Management, the Ministry of Home Affairs European Commission (EU) representatives AusAID representatives
Development
Position in the Team Joint Chairperson and Member Joint Chairperson and Member Joint Chairperson and Member Vice Chairperson and Member Secretary, Member and the Program Manager Member Member Member Member Member
6 7 8 9 10
11 12 13 14
Member Member Member Member
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Member
16 17
Member Member
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Annex 2: Decree of the Head of Balitbang on the Establishment of the ACDP Working Group (2012)
Head of the Research and Development Agency Ministry of Education and Culture Decree Number: 023/G/KEP/LL/2011 on The Establishment of the Working Group (POKJA) for the Analytical and Capacity Development Partnership (ACDP) in the Research and Development Agency of the Ministry of Education and Culture Fiscal Year 2012 The Head of Research and Development Agency of the Ministry of Education and Culture, Considering :
a. That in order for the implementation of the Education Sector

Analytical and Capacity Development Partnership (ACDP) to run smoothly, effectively, efficiently and obtain the results and outputs in accordance with the objectives set forth, it is necessary to form the ACDP Working Group within the Research and Development Agency of the Ministry of Education and Culture;
b. That in order to support the implementation as described in the

letter a, it is necessary to establish the Decree of the Head of Research and Development on the establishment of the ACDP Working Group within the Research and Development Agency of the Ministry of Education and Culture, Fiscal Year 2012. Bearing in mind : 1. In accordance with Law Number 20 of 2003, national education functions to develop the capability, character, and civilization of the nation for enhancing its intellectual capacity, and is aimed at developing learners potentials so that they become persons imbued with human values who are faithful to one God; who possess high moral standards and noble character; who are healthy, knowledgeable, competent, creative, independent; and as citizens, are democratic and responsible. 2. That the Long Term National Education Development Plan establishes regional competitiveness as a component (20152020). 3. Regulation of the Ministry of National Education (Permendiknas) No. 36 Year 2010 concerning the Organization and Administration of the Ministry of National Education.
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4. The Financing Agreement between the Republic of Indonesia and the Commission of the European Union, Education Sector Support Program (ESSP) Phase I, No. DCI-ASIE/2009/021-060 and DCI-ASIE/2010/021-723. 5. The Subsidiary Arrangement between the Republic of Indonesia and the Australian Government on the contribution of IndonesiaAustralia Partnership to ESSP. 6. Decree No. 002/P/2011 of the Minister of National Education of the Republic of Indonesia on the Establishment of ACDP Technical Oversight Group (ATOG). Has decided To stipulate First : : The Head of Research and Development Agency Decree on The Establishment of Analytical and Capacity Development Partnership / ACDP - Working Group (POKJA ACDP) in the Ministry of Education and Culture Research and Development Agency for the Fiscal Year 2012. Forming the Analytical and Capacity Development Partnership / ACDP - Working Group, hereinafter referred to as the POKJA ACDP, that the membership is as set out in the annex to this decision. The ACDP Working Group will be responsible to assist the Director of ACDP / Head of Research and Development Agency in conducting reviews and monitoring the implementation of ACDP. The operational cost for this ministerial decree will be charged to the Research and Development Agency of the Ministry of Education and Culture. If there is confusion on this decision in the future, there will be revisions as appropriate. This decree shall be effective on the date it is stipulated. Stipulated in : Jakarta Date : 16 December 2011 Head of Research and Development Agency,
Second
Third
Fourth
Fifth
Sixth
Prof. Dr. Khairil Anwar Notodiputro NIP. 19560404 198011 1 002
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Copies of this decision submitted to: 1. Secretary General of the Ministry of Education and Culture; 2. Inspectorate General of the Ministry of Education and Culture; 3. Secretary of the Research and Development Agency, the Ministry of Education and Culture; 4. Head of Bureau for General Affairs, the Ministry of Education and Culture; 5. Heads of the Centers in the Research and Development Agency, the Ministry of Education and Culture; 6. General Section Head, Secretariat of Research and Development Agency; 7. ACDP Program Manager; 8. The parties concerned. Appendix of the Head of Research and Development Agency Decree Number : 023/G/KEP/LL/2011 Date : 16 December 2011 Membership Composition of the Analytical and Capacity Development Partnership / ACDP Working Group (POKJA ACDP) No 1. Name Dr. Subijanto, M.Ed Position in the Agency / NIP Position in the Team Chairperson
2.
3.
4.
5.
6.
7.
8.
Head of Planning and Budgeting Section, Secreatriat of the Research and Development Agency / 195606161983031001 Dr. Nanik Suwaryani Curriculum and Text Books of ECD, Nonformal and Informal Division Head, Curriculum and Text Book Center, Balibang / 196106271989012001 Dr. Mahdiansyah Secondary and Higher Education Research Division Head, Education Policy Research Center, Balitbang / 195804021988031003 Dr. Sabar Budi Rahardjo General Section Head, Secretariat of Balitbang / 196201251991031001 Linda D. Gonggalang, ED.d Education Assessment Center Staf, Balitbang / 195801061986032001 Dra. Tjaturingsih Rosdiana, Education Assessment Center MA Staf, Balitbang / 196202271991032002 Rumtini, Ph.D Education Assessment Center Staf, Balitbang / 196104071986032010 Dra. Noor Indrastuti Curriculum and Text Book Center Staff, Balitbang / 195705221983032003
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Vice Chairperson
Secretary
Member
Member
Member
Member
Member
Annex 3: Minutes of ATOG Meeting Held on 11 July 2011

Minutes of Analytical and Capacity Development Partnership Technical Oversight Group Meeting, 11 July 2011
Prof. Mohammed Ali, Director General for Islamic Education, Ministry of Religious Affairs, and CoChair of the ATOG opened the meeting and welcomed the participants. Initial Remarks by the European Union 1. Head of Development Cooperation, Delegation of the European Union for Indonesia and Brunei Darussalam (Mr Peter Maher) thanked the Government for convening the ATOG meeting. He noted that ATOGs should be convened four times a year but this is only the first meeting. He suggested that consideration should be given to lowering the level of ATOG meetings to middle management level so that meetings may be convened more regularly. He emphasised the high value of technical dialogue being undertaken on the planning and development of specific ACDP activities.
Initial Remarks by AusAID 2. Director, Education and Scholarships Section, AusAID (Ms. Hannah Birdsey) thanked the Government for convening the meeting. She noted the high level of demand for ACDP. She acknowledged the good quality of Terms of Reference produced to date and the work of ACDP secretariat in facilitating this. She emphasised the need to ensure sufficient capacity to ensure effective planning and implementation of the broad agenda and scope of ACDP.
Initial Remarks by the Asian Development Bank (ADB) 3. Senior Country Specialist, ADB (Mr. Sharad Bhandari) thanked the Government for convening the meeting. He noted progress to date including development of the procedures manual. He reported that the ADB has appointed four consortia of firms as pre-qualified for bidding for ACDP activities following a competitive tendering process. Fourteen bids were received and evaluated by ADB and selection was discussed and agreed with the ACDP Program Manager. The firms incorporate a wide range of consultancy resources from Indonesia, regionally, and internationally, and with good technical experience related to the areas to be supported by ACDP. Five requests for proposals were issued last week. This should enable start-up of the first activities in September or October 2011.
Initial Remarks by MoEC 4. Special Adviser to the Minister of Education, MoEC (Pak Taufik Hanafi) thanked EU, AusAID and ADB for their remarks. He highlighted good progress in establishing management arrangements and the manual of procedures, and in work planning including many technical meetings. He noted the development of a number of good proposals ready for implementation.
Implementation Progress 5. ACDP Program Manager and Head of Policy Research, Balitbang, MoEC (Pak Hendarman) presented on progress to date including management arrangements, the manual of procedures, work planning, priority activities, procurement, status of funding, and specific 20
ACDP Annual Progress Report issues for discussion. Specific issues included the need to review membership of the ATOG as listed in the decree, priorities for the future, implementation capacity, and whether additional development partners could support ACDP. Hand-outs of the presentation were circulated. 6. Director General for Islamic Education, Ministry of Religious Affairs (Prof. Mohammed Ali), suggested the need to speed up implementation and requested comments. Education Adviser of the European Union (Ms. Elisabeth Pirnay) suggested that lower level technical meeting could be convened to review TORs. Head of Development Cooperation, Delegation of the European Union for Indonesia and Brunei Darussalam (Mr Peter Maher) stated that development partner support is a decision for the Government, and that the EU has no objection to additional development partner support. Director, Education and Scholarships Section, AusAID (Ms. Hannah Birdsey) noted that it will be necessary to review ACDP implementation capacity. This will be particularly important if ACDP is to be expanded. ACDP Core Technical Adviser (Mr. John Virtue) reported that in addition to the five TORS finalised and in the process of procurement, an additional four TORs are at the final stage of review. He emphasised that the 73 proposals are an indication of the high demand for ACDP rather than the number of proposals that will be implemented. Some of these proposals are ineligible for ACDP support and many duplicate each other and will therefore be rationalised into fewer proposals. Deputy Minister Human Resources & Cultural Affairs, Bappenas (Dra. Nina Sardjunani) noted the high quality of technical meetings in developing TOR, and highlighted the process for the Free Basic Education Strategy TOR. She emphasised the need for timely implementation of this work to feed into Government policy development and planning processes. She acknowledged the need to revise the ATOG decree. She stated that the Government will internally discuss other development partner support, and specifically USAID support. The discussion will include the Vice-Minister. She emphasised that it is important that other development partners are consulted regarding specific activities and technical issues. Education Adviser of the European Union (Ms Elisabeth Pirnay) reiterated that the EU has no objection to other development partner support but emphasised that implementation capacity must be reviewed. ACDP Core Technical Adviser (Pak Abdul Malik) noted that the World Bank has been consulted on the development of a number of activities. ACDP Management Specialist (Mr Alan Prouty) highlighted that the ACDP team is small and that the level of resourcing should be considered. He suggested that a proposal for strengthening capacity to implement ACDP could be developed. He raised the need to approve the ACDP procedures manual. The participants confirmed their approval of the manual. Education Adviser of the European Union (Ms Elisabeth Pirnay) requested that an ACDP work plan should be produced including activity summaries, timeframe, budget and indication of how activities relate to the Governments policy development processes and 21
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ACDP Annual Progress Report timeframe. She also suggested the need to ensure coordination of different activities to ensure that inter-linkages are effectively addressed and managed. 16. Director, Education and Scholarships Section, AusAID (Ms. Hannah Birdsey) agreed that a work plan should be produced. She suggested that some principles or guidelines for managing and responding to proposals should be developed and communicated.
Future Priorities 17. ACDP Program Manager and Head of Policy Research, Balitbang, MoEC (Pak Hendarman) presented on future ACDP priorities, summarising sixteen priorities for consideration. Hand-outs of the presentation were circulated. Deputy Minister Human Resources & Cultural Affairs, Bappenas (Dra. Nina Sardjunani) suggested that of the sixteen, the following are the highest priorities: Basic Education MSS Monitoring Education Decentralization Study Evaluation of International Standard Schools These priorities were agreed by the participants. ACDP Program Manager and Head of Policy Research, Balitbang, MoEC (Pak Hendarman) suggested that the Islamic Higher Education Study should also be a high priority. This was agreed. Deputy Minister Human Resources & Cultural Affairs, Bappenas (Dra. Nina Sardjunani) suggested an additional priority should be a study on education outcomes in the context of increased public funding of education. Special Adviser to the Minister of Education, MoEC (Pak Taufik Hanafi) suggested that expansion of the coverage of PISA should be considered.
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Closing 22. Deputy Minister Human Resources & Cultural Affairs, Bappenas (Dra. Nina Sardjunani) summarised the key agreements and action points from the meeting as follows: Send the final draft TOR for the FBE Strategy to EU and AusAID, and finalise for procurement Produce an ACDP Annual Work Plan Agree a mechanism for feedback to proposers Ensure coordination and inter-linkages between activities The ACDP Procedures Manual is approved Revise the ATOG decree Deputy Minister Human Resources & Cultural Affairs, Bappenas (Dra. Nina Sardjunani) suggested that a small ATOG should be held during the following week (week beginning 18 July) and then another in September following the Id Al Fitr holiday. She then thanked the participants and closed the meeting. : ACDP ATOG Meeting : Monday, 11 July 2011 : 14.00 to 16.00 : Sari Pan Pacific Hotel
23.
Meeting Date Time Place
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ACDP Annual Progress Report ATTENDEES

MoEC Taufik Hanafi Hendarman Amaliah Fitriah Fahmi Alia Andi Alfian Cecep S Alan Prouty Abdul Malik John Virtue MoRA Mohammad Ali H. Solahuddin Abdullah Fadih A. Aziz Bappenas Nina Sardjunani Subandi Development Partners Elisabeth Pirnay Peter Maher Destriani Nugroho Zoe Woodlee Zullia Saida Hannah Birdsey Sharad Bhandari
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
Senior Adviser to the Minister of Education for Economic & Social Affairs ACDP Program Manager and Head of Policy Research Centre Staff, Agency for Research and Development Staff, Agency for Research and Development Staff, Agency for Research and Development Staff, Agency for Research and Development Staff, Directorate of Early Childhood Education Operational Management Specialist, ACDP ACDP Core Adviser, Balitbang ACDP Core Adviser, Balitbang Director General of Islamic Education Staff, DG for Islamic Education Staff, DG for Islamic Education Staff, DG for Islamic Education Deputy Minister of Human Resources & Cultural Affairs Director of Education and Religion Education Adviser, Delegation of European Union Head of Development Cooperation, Delegation of European Union Delegation of European Union Senior Program Manager, AusAID Senior Program Specialist, AusAID Director Education & Scholarships, AusAID Senior Country Specialist, Asian Development Bank
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Annex 4: Summary Descriptions of Activities in the ACDP Work Plan (2011 2012)
1. Early Childhood Development Strategy Study
Rationale Increasing equitable access and improving the quality of Early Childhood Development (ECD) is a high strategic priority in the education Renstra 2010-14. Equitable and sustainable ECD provision is an important factor in achieving Education For All (EFA). Evidence shows that early childhood development programs will contribute directly to increased and more successful participation in and completion of primary and junior secondary education. In addition, ECD provision can help to reduce disparities in education performance between disadvantaged and better-off children. Participation is relatively low at around 50% GER and geographical access rates are very variable. Only around 15% of ECD teachers have the required S1/D4 qualification and there is a wide range of ECD formal and non-formal delivery approaches of variable quality. Technical Focus and Scope Technical support for policy and strategy development covering MoEC and MoRA ECD provision. Areas to be examined will include a) expansion of coverage of ECD provision in remote/poorer areas, b) cost-effective and sustainable approaches to delivery drawing on community and private sector participation, c) roles and systems for quality assurance and regulation of standards, including registration/licensing d) innovative models for ECD delivery, e) ECD personnel professional development, f) information and awareness raising, g) regulating age of entry through ECD provision. The first phase starting in 2011 will be a study over a period of five months including substantial field research across Indonesia to establish a comprehensive situation analysis. The second phase, over three months, will comprise consultations and strategy development, and will commence in early 2012. Main Outputs The output of the first phase is a comprehensive, evidence based study on the current situation on ECD provision in Indonesia. The outputs of the second phase will be detailed strategic options for ECD policy making, program development and planning.
2.
Country Background Report on the Education Sector in Indonesia
Rationale Indonesia is one of five priority countries for co-operation for the Organisation for Economic Cooperation and Development (OECD) with a view to helping Indonesia becoming an OECD member in the next 15/20 years. The Minister of National Education participated to an OECD ministerial meeting in 2010 and invited OECD representatives to Jakarta to discuss further education policy areas of mutual interest for co-operation. The OECD representatives met with Bappenas, MoEC and some international partners. It has been agreed that OECD will undertake a review of Indonesias education system. This will facilitate high quality sector analysis including international comparative analysis for the purpose of identifying other countries 24
ACDP Annual Progress Report facing similar challenges and to learn from other policy approaches. It will be necessary to prepare a comprehensive background report on the education sector to feed into the OECD review. Technical Focus and Scope ACDP will provide technical consultancy support for six months to prepare a background report on the Indonesian education system. The report will be sector-wide in coverage. It will used to inform education policy development and implementation, and will be used as a key input for the Indonesia Education Sector Review to be undertaken by OECD in 2012. Main Outputs Country Background Report on the Education Sector in Indonesia including statistical annexes.
3.
Madrasah Education Financing Study
Rationale The National Education Law (20/2003) positions madrasahs as formal education institutions entitled to receive regular public funding. However in practice, public funding assistance to madrasahs, particularly to private madrasahs, is largely limited to school operational assistance (BOS) and occasional block grants. The majority of funding for madrasahs comes from providing organisations given the fact that around 91.5% of madrasahs are private. Levels of resourcing of madrasahs is mixed but is in general limited thus affecting the provision of key inputs for quality education. Given that nationally around 20% of students attend madrasahs a key priority is to conduct a study to determine the resourcing status of madrasahs and to identify options for improved financing on a sustainable basis. Technical Focus and Scope The three month study will focus on mapping the various current practice of both public and private madrasah financing nationally. The study will cover primary (Madrasah Ibtidaiyah), junior secondary (Madrasah Tsanawiyah) and senior secondary (Madrasah Aliyah). A comprehensive analysis will then be conducted taking into account public finance considerations to develop financing scenarios, including cost sharing arrangements between the government and the providing institutions, communities and parents. The study will outline financing patterns and best practices from various regions, and develop alternative policy instruments. The study will incorporate consultations with relevant stakeholders within MoRA, local governments, and community groups to ensure feasibility and support. Main Output Madrasah Education Financing Study Report including analysis on current madrasah financing practice and strategic options for funding systems and financing scenarios.
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4.
General Senior Secondary Education Financing Study
Rationale Following significant progress in increasing access to primary and junior secondary education towards universal coverage, a high priority of the Government is to increase access and improve equity in the provision of senior secondary education. Transition to senior secondary education is constrained with current national gross enrolment rate at around 70%. The Government has set a target of 85% GER for 2014, and in 2010 signalled the intent to progressively introduce compulsory 12-year education for all Indonesian children. Inequitable access to resources resulting in wide disparities in both access and quality, both geographically, and relating to socio-economic status, is particularly prevalent at senior secondary school level. This applies to both public and private schools. Furthermore, whilst it has not been the intention, the establishment of public sekolah unggulan (seeded schools) and public international standard schools has tended to perpetuate inequity. Subsidized public international standards schools in reality cater for students from wealthy families who are able to provide significant parental contributions. Within this context, a priority is to develop affordable and sustainable financing strategies for expansion and quality improvement of senior secondary education on an equitable basis. Technical Focus and Scope A comprehensive financing study, over a period of five months, will focus on developing options to promote sustainable financing of equitable and high quality senior secondary education. Specific areas will include analysis of public funding strategies including for sekolah unggulan and international standards senior secondary schools, cost structures and funding sources, targeted interventions for under-served areas and for students from poorer families, and alternative financing policies. The study will present strategic options, including financing scenarios, for equitable expansion. Main Outputs General Senior Secondary Education Financing Study including strategic options.
5.
Review of a Decade of Gender Mainstreaming in Education
Rationale Gender equality has been a high priority of Government over the last decade and very significant achievements have been made in the education sector. For example, gender parity in participation has been largely achieved, although geographical disparities exist. Whilst progress in achieving equitable access has been impressive it is recognised that gender mainstreaming goes beyond this dimension. Limited analysis or research on the multi-dimensional aspects of gender equality in education has been undertaken in Indonesia. Within this context there is a need to review current status, including identification of good practice and recommendations for further strengthening gender mainstreaming in education.
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ACDP Annual Progress Report Technical Focus and Scope The review will provide comprehensive sector-wide gender analysis and will include capacity assessment and capacity development recommendations for scaling up good practice with an emphasis on geographical areas and organisations where gender mainstreaming may be less advanced. Areas of analysis will include participation, teaching and learning, educational outcomes, teacher development, governance and management at all levels, coordination processes, and specific gender mainstreaming approaches. The review will include comprehensive document review and field work, as a basis for documenting lessons learned. The review may feed into a more detailed process of capacity development planning in 2012. Main Outputs Decade of Gender Mainstreaming Review report.
6.
Free Basic Education Strategy Development
Rationale Achieving equitable provision of quality basic education is a prerequisite for creating a well educated population for building a stronger foundation for national prosperity and sustainable economic growth. Implementation of the Nine Year Compulsory Basic Education Program over the last fifteen years has significantly improved equitable access with enrolment approaching universal at primary and junior secondary levels. However, pockets of un-reached school age population remain. In addition, substantial challenges, and wide disparities, in the provision of quality education persist. The school operational assistance (BOS) program has had a major impact in improving resourcing at the school level and in reducing cost barriers for effective participation of students from poorer families. However, implementation of BOS has varied between and within districts resulting in varying resources for quality improvement. Within this context, and the constitutional mandate to provide free quality basic education, a high priority is to develop a clear strategy for achieving free basic education, incorporating optimal implementation of existing policy instruments, e.g. BOS and the Minimum Service Standards (MSS) for Basic Education. The strategy will need to address the scope of policy implementation within widely varying demographic and socio-economic circumstances, and with respect to different types of education provision within the national basic education system (SD/SMP public, SD/SMP private, MI/MTs public, and MI/MTs private, and non-formal provision). Technical Focus and Scope ACDP will provide technical support to analytical work and strategy development over a period of 12 months. Key areas will include a) developing a conceptual framework for Free Basic Education (FBE), b) analysis of parental/student contributions in basic education, c) medium term financing analysis of the costs of implementing FBE, d) reviewing operational and financing strategies for the implementation of key policy instruments and programs including MSS, BOS, targeted programs and other investment funding, with recommendations for improving strategies and strengthening implementation, e) organisational and capacity development planning for implementing FBE, and f) developing a Roadmap for FBE. The initiative will incorporate field work and comprehensive consultations with relevant stakeholders at central and sub-national levels. 27
ACDP Annual Progress Report Main Outputs The main outputs will include a) a conceptual framework for FBE, b) a study on parental/student contributions, c) supplementary regulatory instruments to support implementation of FBE, d) strategic options for specific programmes, e) institutional, organisational and capacity development strategies to implement FBE, e) medium term financing scenarios for achieving quality FBE, and e) a draft Roadmap for implementation of FBE.
7.
School and Madrasah Principals and Supervisors Competencies Baseline Study
Rationale The Renstra 2010-14 gives high priority to the professional development of school and madrasah principals and supervisors to ensure that education resources deliver better quality schooling. This priority was further emphasised through the Presidential Instruction 1/2010 which aims to deliver accredited training for principals and supervisors under MoEC and MoRA. Nationwide continuous professional development (CPD) programmes are currently being developed based upon competency standards defined in specific regulations for principals and for supervisors. Competencies are linked to the National Education Standards, specific standards for school management and accreditation, and the development of mechanisms for licensing and performance management. Within this context there is a need to establish a benchmark of the competencies of both groups for the purpose of informing the implementation of nationwide CPD programmes, including informing CPD policy and guidelines, and to develop capacity for conducting district level surveys and planning. Technical Focus and Scope The study will be undertaken over a period of one year through sample surveys of school and madrasah principals and supervisors nationwide using specially-designed instruments (questionnaires, tests, observation schedules), and for a sub-sample, more in-depth case studies will be undertaken. Sampling will allow analysis of competencies by geographical regions, gender, age, qualifications/training background, location (urban, rural, border areas etc.), and other variables. The scope of the study will initially be limited to a baseline survey although it might be expanded into a longitudinal study to measure changes in levels of competences over time. This would be considered after completion of the baseline study. Main Outputs The final output will be a technical report of the national baseline including policy recommendations. A number of interim outputs will be defined including (i) survey design including sampling procedures, (ii) instruments, training manual for data collection, (iv) preliminary quantitative tabulations and proposal on sampling for quantitative case studies, (v) reports on case study findings.
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8.
School Feeding Research Study
Rationale The link between nutrition and education outcomes is well established. Better nourished children are more likely to attend and stay in school, learn more, and become more productive adults. The prevalence of poor nutrition and ill health in Indonesia is a significant constraint to achieving equitable access and quality improvement aims, particularly in areas of high poverty incidence. Technical Focus and Scope The research will examine the impact of the provision of supplemental school feeding (PMT-AS) at early childhood and primary levels under MoEC and MoRA. The PMT-AS Program is being implemented in 27 provinces in those districts with: a) a high percentage of households living in poverty, b) a high percentage of malnutrition, and c) geographically remote/isolated areas. The PMT-AS Program has multiple objectives to benefit students and communities, including to: i) increase the intake of nutrients to reduce energy problems; ii) inculcate attitudes and behaviours to enjoy and appreciate local foods; iii) inculcate clean and healthy lifestyle behaviours (PHBS); iv) improve children's physical endurance; v) increase the resilience of students in learning; vi) increase interest in learning; vii) reduce absenteeism due to illness; viii) improve learning achievements of children; ix) empower members of local communities through involvement in school committees; and x) increase local community involvement in cultivation of food crops. The survey will be implemented in a sample of nine districts in nine provinces. In each district the survey will be conducted in 5% of the schools where the PMT-AS Program is being implemented. The survey will examine impacts of supplemental feeding on indicators of the program objectives outlined above. The survey will also review coordination, management, targeting/participation and constraints related to implementation (inputs, process and outputs) of the PMT-AS Program at the central, provincial, district and school levels. Special attention will be given to identification of innovations by the organizers at the community and school level to solve problems and improve the performance of the program. Main Outputs The ouput of the study will be a review of the costs, benefits and lessons-learned from implementation of the PMT-AS Program and recommendation for adjustment and/ or expansion of the program. Based on the experience of implementing the study, the team will also recommend an improved system for monitoring and evaluating the program in the future.
9.
Study on Multiculturalism and Religious Education in Schools and Madrasahs
Rationale Religious based social conflicts in Indonesia continue to take place and have recently escalated. Education has significant potential to reduce conflict and to facilitate better understanding of diversity and differences among individuals and communities. Religious education in schools and madrasahs has a role in promoting tolerance and in discouraging extremism through facilitating socialization between members of society from all religious affiliations and cultures. In this context religious education needs to be provided within the context of democracy, multiculturalism, and humanism. 29
ACDP Annual Progress Report Technical Focus and Scope An in depth study will examine the levels of comprehension of teachers and students on democracy, multiculturalism, and humanism, and will develop options for promoting these values through education. Curricula at primary to senior secondary levels will be a key focus. This will be followed by analysis and consultations to develop a model or approaches to religious education for pilot testing. The full range of activities is expected to be conducted over two to three years, involving field research, workshops, and pilot implementation. Main Output The main outputs are, a) a study on the status of religious education in respect to democracy, multiculturalism, and humanism, including a proposed model for promoting these values, b) pilot implementation and evaluation for policy/strategy development, and c) a strategy and plan for religious teacher development to support implementation of the new teaching materials and approach.
10.
Environmental Education
Rationale The foundation for sustainable economic growth is the strength of the nations human resources and their ability to contribute to achieve a pattern of development that is sustainable in economic, social and environmental aspects. Enhancing the quality of Indonesias human resources, especially in the mastery of science and technology, is a determining element in the efforts to attain inclusive and sustainable development. In the next five years, the strengthening of human resources is to be given priority, especially to overcome the gaps in the skills, knowledge, values, attitudes, behaviors and insights of the people relating to the sustainable use of the physical environment. In accordance with the current National Medium Term Development Plan, the priorities for environmental management are conservation and utilization of the natural environment that supports sustainable economic growth and increases the welfare of the people. The core thematic areas for environment programming are: a) Climate Change; b) Controling Degradation of the Environment; and c) Management of Natural Disasters. In February 2010 the Minister for National Education signed a Memorandum of Understanding with the Minister for the Environment to develop strategies and programmes for increasing the awareness of environmental issues through education. Environmental education is important in order to raise students awareness on environmental protection. The agreement includes the establishment of an Environmental Education Working Group. A key priority is to formulate greener content for the curriculum of schools and universities, not necessarily through addition of subjects to the curriculm, but through integration of envionmental education content into the existing curriculum Technical Focus and Scope MoEC, MoE and MoRA will collaborate with a technical assistance team to form a Working Group to review the current status of environmental education in a sample of three provinces. The Working Group will collaborate with provincial, district and school representatives to conduct a review of the content of curriculum related to environmental education and teacher competencies and practices. Based on this assessment an approach to promote environmental education will be formulated in the targeted regions in all lines, levels and types of education as 30
ACDP Annual Progress Report a means of creating changes in mind-sets, attitudes, and behaviours related to the use of the living environment, Attention will be given to identification of priorities to: Strengthen capacity, commitment and participation of communities and those involved in educational policy making at local levels as well as educators and education personnel to actively maintain and preserve the functions of the living environment; Improve curriculum and learning materials related to environmental education at all levels of education and improve the teaching learning experience for environmental education; Revitalize research and development in the field of environmental protection and management through strengthening of the Environmental Study Centers (PSL) at the university level; and Strengthen capacity of vocational education to respond to projected demand for green jobs. Main Outputs The main initial outputs will be strategic reviews of environmental education in three provinces. The review will focus on in the curriculum and learning materials at all levels. Based on this review recommendations for further support to curriculum revision, teacher training, strengthening capacity of Environmental Study Centers and strengthening vocational education related to Green Jobs will be formulated. The lessons learned in the targeted provinces will be used to prepare a Terms of Reference for preparation of a national action plan for environmental education.
11. Teacher Absenteeism Study

Note: The rationale, technical focus, scope and outputs of this activity may be adjusted following finalisation of a current study on teacher absenteeism by Balitbang, MoEC. Rationale Anecdotal evidence suggests that teacher absenteeism is a serious issue which is affecting both the quality and efficiency of education provision. Contributory factors are likely to include relatively low remuneration which, when combined with the inability in many districts to pay teacher allowances, can result in poor motivation, attendance and performance. In addition, this is often exacerbated by weak school management and supervision practices. In the context of education quality improvement, and more specifically, implementation of the Teacher Law and associated regulations for improved remuneration, qualifications and meeting minimum working hours, a priority is to undertake a comprehensive study on teacher absenteeism. Technical Focus and Scope The study, covering all types of schools and madrasahs from primary to senior secondary level, will be undertaken through representative sample surveys of teacher attendance nationally. Pilot testing will be undertaken to establish survey methodology to address potential problems with data collection and validity. In addition more qualitative research will be undertaken through case studies in selected districts where teacher absenteeism is perceived to be particularly prevalent.
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ACDP Annual Progress Report Main Outputs The main output will be a Study on Teacher Absenteeism including both sample surveys on attendance levels, more qualitative analysis of the factors associated with absenteeism, and policy recommendations for improving teacher attendance.
12.
Strengthening Education Research Capacity
Rationale The Centre for Policy Research (PUSLITJAK), Balitbang (MoEC) is responsible for education research strategy and implementation to provide a sound evidence base for policy development. The majority of research is undertaken in-house with limited use of out sourcing. Despite the clear PUSLIT remit, significant policy research is undertaken by various MoEC departments with little or no coordination with PUSLIT. This to some extent marginalises the role and functions of PUSLIT and can result in fragmentation and duplication of research. The centre works in collaboration with 16 universities and coordinates the National Network for Education Policy Research (JARLIT) through provincial and district education offices and in collaboration with the Centres for Research and Development at MOHA and MORA and provincial/district governments. Around 200 districts are currently part of the network although it is acknowledged that a limited number of these are operating effectively. The network is potentially a key mechanism for supporting decentralised and demand led education analytical work and policy development, in sharing good practice and in strengthening linkages between MoEC and decentralised agencies. In general, it is recognised that significant capacity limitations exist in the area of education research at both central and decentralised levels. Within this context capacity development for education research is a high priority. Technical Focus and Scope Assistance will initially focus on reviewing and assessing the role and capacity of the Centre for Policy Research, Balitbang MoEC (including the JARLIT network) for planning, coordinating, managing and implementing research. The approach will include organisational review and capacity needs assessment with a focus on the key role of these agencies in generating high quality evidence based research for the purpose policy development. Depending upon the outcomes of this review and assessment phase subsequent support will likely focus on targeted capacity building in the area of policy research for specific agencies as appropriate. Main Outputs Balitbang Research Organisational Review and Capacity Needs Assessment, including recommendations for strengthening. Future capacity development outputs to be determined in future phases.
13. National Examinations and Student Assessment Study

Rationale Fundamental concerns on the efficacy of the National Examination System are well documented, and ultimately concerns that examinations and student assessment systems are failing to facilitate high quality teaching and learning and in turn, improved learning outcomes. In 2010, a 32
ACDP Annual Progress Report high court ruling stated that unless the education system is improved the examinations should not be implemented in 2011. In response to this a specific Parliamentary task-force was established to look into the issue. Although the 2011 examinations proceeded with some adjustments to the weighting of the national exam and school exams in the final grading, the fundamental concerns remain. Reviewing examinations and student assessment systems is therefore a high priority. Technical Focus and Scope Technical support, in particular with systems review and identifying good international practice that might be appropriate to examination reforms in Indonesia. Fundamentally a first step will be to review the current examinations system. Key issues include the validity, reliability and fairness of examinations, and also the extent to which exams (and other assessment approaches) assess student achievement and facilitate effective learning (particularly with respect to higher order thinking skills and problem solving). Analysis and options for strengthening the system will likely include issues of the governance of examinations, including cheating and corruption; test design and ranking/grading including in relation to curriculum and competencies; additional/ alternative approaches, e.g. continuous assessment; management and administration of systems including capacity issues and affordability; certification and the relationship of exams to progression through education levels, particularly university entrance (a particular public concern is the high-stakes approach). The first phase will be to undertake a comprehensive review of the current examinations and student assessment system including broad options for reform. Depending upon the outcome of the review and decisions taken, the ACDP may provide further support to specific phases/aspects of examination and student assessment reform, and if so this would likely necessitate multi-year implementation. Main Outputs Review of examinations and student assessment system including strategic options.
14. Entrepreneurship in Higher Education Study

Note: The technical focus and scope of this activity is currently broadly framed. The focus, scope and outputs will be more specifically defined following further discussions and direction from the DG for Higher Education, MoEC. Rationale Facilitating greater entrepreneurship through education as an important factor in stimulating economic development, and increasing regional and international competiveness, is a high strategic priority of the Renstra 2010-14. The Governments Master Plan for Acceleration and Expansion of Indonesia Economic Development 2011-15 outlines key priorities and emphasises the critical importance of creating a well-educated pool of human resources to support sustainable economic growth. MoEC is currently in the process of developing strategies and approaches in higher education to support this goal. Technical Focus and Scope The primary focus is the relevance of higher education, in particular its responsiveness to the labour market within the context of the increasing importance of knowledge and innovation as 33
ACDP Annual Progress Report key drivers of growth and increased competitiveness, and the focus and mix of higher education and training which can best facilitate this. Areas to be examined are likely to include a) national economic development strategy context, including economic diversification, technology and modernisation, b) likely economic impact of different education and training strategies, c) current and projected labour market demand for highly skilled human capital, d) cooperation/linkages between higher education institutions and business/industry, e) the focus and relevance of existing higher education subject areas, disciplines and products (courses and qualifications), f) higher education standards and quality assurance systems, g) review of the current grants program for universities, h) organisational capacity of higher education institutions including for research and consultancy, in the context of global knowledge and innovation i) how the public and private sectors can add most value, and j) resource and financing implications, including public/private mix and partnerships. A research study, including consultations and the development of strategic options, may be followed by selective regional and/or international study tours for consideration of innovation and good practice. The research will feed into a strategy development and consultation phase. Main Outputs The main outputs will consist of analytical/research studies related to entrepreneurship in higher education to provide evidence based situation analysis. It is likely that these research outputs will be followed by support to the development of strategic options for policy development. 15. Mid-Term Review of the Education Renstra
Rationale The Strategic Plan (Renstra) for the education sector for the period 2010-2014 is used to guide annual planning, budgeting and implementation of programs and policy reforms to achieve national development goals for education. The current Renstra maintains the Indonesian Governments focus on basic education and provision of nine years of quality education for all boys and girls. As MoEC has overall responsibility for the education system, its Renstra covers both public and private education, and its strategic targets include both public and private religious institutions. Its five key priorities are: Reducing disparities in access, particularly at junior secondary level; Improving quality of teaching and learning; Improving relevance of education, especially at senior secondary and higher education Improving efficiency and affordability, and Improving management and accountability at all levels national, provincial, district and school.
Strategic goals for the Islamic education sector are further guided by the MoRA Renstra which covers public and private Madrasah and other educational entities for which the Directorate General for Islamic Education is responsible. The vision of the MoRA Renstra is for Madrasah to become equivalent to secular schools in facilities, teaching quality and academic outcomes. MoRAs focus is on quality: to ensure that Madrasah meet standards and that quality and competence of Madrasah staff is improved to deliver on good practices in the classroom. To achieve this, MoRA trains teachers and educational personnel in management, leadership and professionalism, and requires Madrasah to be accredited.
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ACDP Annual Progress Report Technical Focus and Scope The study will evaluate the progress, efficiency and effectiveness of national programming and policy reforms implemented during 2010 and 2011 (and budgeted for 2012) to deliver on performance indicators/targets for education. Progress in meeting national and regional targets for education would be reviewed in quantitative and qualitative terms. Lessons learned will be identified and used as a basis for preparation of a set of recommendations to adjust annual planning and budgeting during 2013 and 2014 for the education sector and to identify priorities for continued reform of education policies. Main Output A report presenting the findings of a Mid-Term Review of the implementation of Renstra for the education sector. 16. Linking the Master Plan on Economic Development (MP3EI) to Programming in the Education Sector
Rationale The Master Plan for the Acceleration and Expansion of Economic Development of Indonesia (MP3EI) has been prepared to provide a framework to transform Indonesia into one of the ten largest economies in the world by 2025. To achieve this, real national economic growth must be sustained at 7 - 9 percent per year. The development of MP3EI is to be accomplished through a collaborative approach between the government and business sector to utilize the nations resources, strategic position, and manpower. The private sector will be given a major and important role in economic development, particularly in investments to increase job opportunities. Implementation of MP3EI will include eight main programs which consist of twenty two (22) main economic activities. The implementation strategy of MP3EI will integrate three main elements: Developing the regional economic potential in six Indonesian Economic Corridors: the Sumatra Economic Corridor, the Java Economic Corridor, the Kalimantan Economic Corridor, the Sulawesi Economic Corridor, the Bali Nusa Tenggara Economic Corridor, and the Papua Kepulauan Maluku Economic Corridor; Strengthening national connectivity locally and internationally; and Strengthening human resource capacity and national science and technology to support the development of the main programs in every economic corridor.
Implementation of MP3EI is expected to fully support and complement existing development planning documents produced by the government, including the Long Term National Development Plan (RPJPN) and Medium Term National Development Plan (RPJMN). Implementation of MP3EI will be coordinated by a committee chaired by the President of Republic of Indonesia. This committee will be responsible for the coordination, monitoring and evaluation of specific strategies and actions identified in the Master Plan. In the era of knowledge-based economic development, a well-educated pool of human resource plays a key role in supporting sustainable economic growth. To produce a productive workforce, it is necessary to have high quality education that is relevant to development needs. In an economy that is shifting towards a knowledge-based economy, the role of high level education is very important to create a superior and productive workforce. The high level education consists of academic education programs, vocational education programs, and professional education programs. 35
ACDP Annual Progress Report Technical Focus and Scope The study will review the current status and priorities for development of education programs aligned with the economic development potential in each economic corridor. The study will also evaluate the role of university research centres in each region as engines for national innovation. The current status and role of vocational education programs will be reviewed to produce skilled graduates corresponding to the needs and potential for growth in each economic corridor. The potential for community college development to produce graduates who can be absorbed directly in the labour for in the centres of economic growth in every economic corridor will be reviewed. Main Output The main output will be a report presenting the findings and recommendations on approaches and measures to link economic planning with initiatives to strengthen capacity of institutions of higher education and vocational training institutions.
17. OECD Indonesia Education Sector Review

Rationale Indonesia is one of five priority countries for co-operation for the Organisation for Economic Cooperation and Development (OECD) with a view to helping Indonesia becoming an OECD member in the next 15/20 years. The Minister of National Education participated to an OECD ministerial meeting in 2010 and invited OECD representatives to Jakarta to discuss further education policy areas of mutual interest for co-operation. The OECD representatives met with Bappenas, MoEC and some international partners. It has been agreed that OECD will undertake a review of Indonesias education system in 2012. This will facilitate high quality sector analysis including international comparative analysis for the purpose of identifying other countries facing similar challenges and to learn from other policy approaches. Technical Focus and Scope The OECD review will be sector-wide in coverage with an emphasis on regional/international comparative analysis, and the role of education in economic development. The review will follow the finalisation of Country Background Report on the Education sector in Indonesia, which will be supported under the ACDP first round activities. This report will be a critical input for OECD to undertake the review. Main Outputs OECD Indonesia Education Sector Review.
18. Basic Education Minimum Service Standards Monitoring

Rationale The Minimum Service Standards for Basic Education was formalised through the signing of a Ministerial Regulation in July 2010. It incorporates 27 indicators grouped into two clusters focused on services under the responsibility of the district/city government, and services under 36
ACDP Annual Progress Report the responsibility of the school. Implementation of MSS is a key aspect of the Governments strategy for implementing Free Basic Education. Effective monitoring of the achievement of MSS is essential for central, district and school level planning, prioritisation and resource allocation. In addition, there is a need to establish MSS monitoring within the context of the Education Quality Assurance System (EQAS) and in particular, to articulate the linkages with related systems of school and madrasah accreditation, school self-evaluation, and school monitoring by districts, and to ensure that systems are aligned. Technical Focus and Scope ACDP will support the development and planning of MSS monitoring and clarify linkages with the school/madrasah accreditation system, school self-evaluation, and school monitoring by districts. The work will build upon the draft MSS monitoring framework and reporting systems developed in 2010, and related capacity development programs. ACDP will support development of systems and guidelines, socialisation and capacity development planning, and training materials. Main Outputs Finalised MSS Monitoring Framework, instruments, and reporting systems. Formalised linkages between MSS and BAN-SM accreditation and other systems. Capacity development strategy and plan for MSS monitoring.
19. Evaluation of Education Decentralisation

Rationale Since 2001 Indonesia has rapidly moved towards a decentralized system of Government. The main feature is the devolution of a wide range of public service delivery to the district and city governments, and strengthening of elected local government representatives. Law 32/2004 on Local Government prescribes decentralization of public service delivery and development of regional autonomy based on principles of democracy, community participation and empowerment, and recognition and appreciation of the potential and diversity of the regions. In accordance with this, the regions are responsible for a wide range of related matters including planning, financing, implementation and monitoring and evaluation. The role of central government is as a facilitator to support and strengthen capacities within the local governments. Education management is decentralized, with the exception of higher education, and accordingly substantial changes have been undertaken. The government has at the same time embarked upon expanding access and improving the quality of its education, together with substantial increases in public financing for education with constitutional provision for 20% share of public spending on education. Inevitably, education decentralization has encountered significant challenges with respect to policy, strategy and implementation. These include, inconsistencies between budget allocations at different levels of government and the functional assignment of each level of government, the multiple sources of uncoordinated support at the school level which raises challenges regarding efficiency and accountability, and limited capacity to implement reforms as mandated by the new institutional setting. Within this context it is timely to undertake a comprehensive evaluation of the implementation decentralization of education.
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ACDP Annual Progress Report Technical Focus and Scope The evaluation will focus on three main aspects. Firstly, the division of labour among levels of government: national, provincial, and district/city governments. Secondly, institutional and capacity assessment of decentralised education management and service delivery. Thirdly, analysis of the efficiency of resource allocation as regards education sector performance. The findings from the evaluation will inform policy recommendations and options. It is expected that this will be used, in relation to education, to inform the upcoming revision of Law 32/2004 and development of future government regulations on assignment of functions among levels of governments. Main Outputs The main outputs will include an evaluation study on education decentralisation with policy and strategy options, specific recommendations for legislative and regulatory reforms, and a draft roadmap for education decentralisation agreed by MOEC, MOHA, MOF, and BAPPENAS.
20. Study on International Standard Schools

Rationale International Standard Schools were first permitted under the National Education System Law (20/2003). The law required that central government and/or local governments should establish one international standard school at each educational level (i.e. primary, junior secondary, general senior secondary and vocational senior secondary) in each city/district. This was reiterated in the decree establishing the National Standards for Education (NSE) in 2005. Both public and private schools (including madrasahs) can be considered for international standard status. The main rationale for international standard schools is to contribute to achieving MoEC Renstra objectives to strengthen international competiveness. International standard schools both public and private - receive subsidies from Government considerably larger than those to other schools, and also, in general, charge substantial fees. MoEC guidelines state that an international standard school must fulfil all the NSE and go further by taking into consideration standards from OECD/advanced countries in order to achieve international competitive advantage. The guidelines include various indicators of quality relating to, among others, accreditation by an accreditation body in an OECD member state; the use of English as the medium of instruction; English competency of teachers and school principals; and access to ICT based learning resources. Certain standards, in particular those related to curriculum implementation, teaching and learning processes and medium of instruction are very challenging to achieve. Overall, not surprisingly, there is widely varying levels of compliance to standards and different interpretations in practice, of how international standard education should be delivered. Within this context there is considerable on-going debate concerning international standard schools. Technical Focus and Scope The study will critically examine both the rationale and implementation of the international standard schools model and its specific characteristics and approaches. This will include analysis of the efficacy of model in terms of teaching and learning, and also feasibility of implementation including capacity, equity, efficiency, and financing considerations.
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ACDP Annual Progress Report Main Outputs Study on International Schools including recommendations.
21. Islamic Higher Education Institutions Study

Rationale The Government has recently converted five Islamic higher education institutions focusing on Islamic teaching into broader based Islamic universities offering degrees in a variety of fields of study, including non-religious fields. The rationale for this policy includes the aim to (a) create a broader academic perspective within which religious teaching could be strengthened and enriched by means of in house multidisciplinary capacity, dialogue and synergy; (b) enrich graduates from religious fields with other knowledge to allow them greater opportunity to contribute to the society in their later career; (c) increase the interest from prospective students to attract better quality high school graduates and to raise the academic standing and achievement of the universities; and (d) to create conditions and incentives to improve overall university management and governance. The policy initiative has had variable success and an evaluation is therefore necessary. Technical Focus and Scope The study will evaluate and review the fundamental rationale, strategy and experiences from implementing the conversion of Islamic universities against the objectives of conversion. Main Outputs A comprehensive report evaluating the newly converted Islamic universities including policy recommendations as to how these universities should move forward and the rationale for conversion of remaining Islamic universities.
22. Development of Minimum Service Standards for Senior Secondary Education

Rationale Development and implementation of Minimum Service Standards (MSS) is an important Government strategy to improve service delivery in Indonesia. The development of the MSS supports the phased achievement of the National Education Standards (NES), recognising the significant challenges in meeting NES including institutional and capacity limitations in service delivery, inefficiencies in resource utilisation, and uneven resource allocation/availability. MSS is fundamentally pro-poor in that it focuses on ensuring that schools meet minimum standards thus encouraging improvement strategies and resource allocation for those schools that are less well developed and resourced. Following the adoption of MSS for Basic (Primary and Junior Secondary) Education through the signing of a Ministerial Regulation in July 2010, developing MSS for senior secondary education is now a high priority of MoEC. Technical Focus and Scope ACDP will support the development and implementation planning of MSS for Senior Secondary Education drawing upon the experiences and lessons learned from the development and initial
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ACDP Annual Progress Report implementation of MSS for Basic Education. This will include support to extensive consultations, survey and analytical work, and capacity analysis and planning. Main Outputs Design of MSS for Senior Secondary Education, including analytical underpinnings and feasibility assessment. Draft regulation for MSS for Senior Secondary Education. Action plans for implementation and socialisation, and training materials.
23. Senior Secondary Education Relevance Study

Rationale Strategies for skills development have been an on-going education issue for debate in Indonesia, particularly middle level skills considered to be addressed at the senior secondary education level. Two approaches to skills development at senior secondary education are maintained: (a) the general stream constituting slightly more than half of the enrolment; and (b) vocational stream constituting the rest. Enrolment in the latter has increased recently due to a top-down policy to increase enrolment in what is considered to be a more skills oriented teaching and learning approach, aiming to achieve an enrolment mix of 30% general stream and 70% vocational stream nationally. Despite strong support to the policy, evidence on the relative labour market performance of the vocational and general streams has been mixed, raising questions as regards the returns on increasing investment in the vocational stream. This issue is magnified given the higher investment and unit costs for vocational graduates relative to their counterparts graduating from general stream schooling. There has not been any thorough evaluation of labour market performance of both streams in the last three decades. The last tracer study conducted in 1980, suggested a marginal advantage for the vocational stream during the first two years of employment, but then increasing returns for general stream graduates. In order to maximize returns on investment in secondary education in the current economic environment, and in the context of technological change, a key priority is to conduct a study on the relevance of each stream to gather evidence to inform senior secondary education policy development. Technical Focus and Scope The study will analyse the relative labour market performance of both streams at the senior secondary level in order to assess returns on investment. In addition, alternative modalities for skills development to promote sustainable and cost effective approaches will be identified. Areas of focus will include; a) labour market performance, b) labour market behaviour of graduates, c) lifelong learning, c) job turnover, d) skills related employment changes, e) economic analysis and f) cost effective approaches including the role of the private sector in skills development. The first phase will focus on labour market analysis including tracer studies and economic analysis. The second phase will focus on strategy development including widespread consultations. Selective regional and/or international study tours for consideration of innovation and good practice may be undertaken.
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ACDP Annual Progress Report Main Outputs Assessment report on relative labour market performance and returns on investment of both steams, incorporating tracer studies, labour market surveys and economic analysis. Policy and strategy options paper for Senior Secondary level education.
24. Development of National Strategic Framework for Skills Development

Rationale Ensuring that provision of skills development activities is aligned with national development objectives is a high priority in Government strategic plans. Government agencies often invest in training supply to meet expected skills needs aligned to government funded programs or the identified needs of industry stakeholders working with government to support national development. Skills development and supply is also linked to private sector investment and their need for an adequate supply of skills to improve productivity, product quality and service standards within enterprises throughout Indonesia. Different ministries and government agencies place emphasis on the development of particular skills and often develop different processes through which these skills are formed and deployed. There is currently no framework, or clear mechanisms, to coordinate strategies and programs that could facilitate more relevant and responsive training provision. This can result in expensive duplication of effort and limits the ability of Government to monitor if its skills needs and its workforce development objectives are being realised. Without limiting the diversity of skills development activities, this activity would support efforts to ensure training providers are producing the skills needed in public and private labour markets. Technical Focus and Scope The primary focus is to improve the relevance of skills formation systems in meeting national development objectives. Areas to be examined are likely to include (i) skills mapping of government programs to ascertain skills development activities and skills needs; (ii) preparation of a national overview of skills development arrangements being funded by government; (iii) current and projected labour market demands for skills and an examination of the adequacy of various labour forecasting and skills mapping instruments used to determine skills needs. This information will then be consolidated into a national skills development strategy or framework that allows national government to focus the attention of government agencies, training supplier networks, and development partners, to support national development efforts to achieve identified skills needs. Technical support will include analysis, consultations, and strategy development, and may include selective regional and/or international study tours. Main Outputs A Report summarising Government strategies, programs, plans and budgets which guide skills development with recommendations for improvements to strategies. A Report that reviews skills mapping systems with recommendations for strengthening. A draft National Framework for Skills Development which consolidates strategies and identifies critical skills required for national development and programs achieve these.
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25. University Industry/Business Partnerships

Rationale Improving the relevance and labour market responsiveness of education for increased regional and international competiveness is a high priority in the education Renstra and the Governments Medium Term Development Plan 2010-14. Furthermore the Governments Master Plan for Acceleration and Expansion of Indonesia Economic Development 2011-15 outlines the critical importance of creating a well-educated pool of human resources to support sustainable economic growth, and specifically emphasises the importance of improving capacity for research and development, and innovation, through creating and strengthening cooperation between tertiary education institutions and industry/business. Scientific and technological innovation is highlighted as the main priority. Whilst there have been attempts to create and develop linkages between universities and industry/ business they have, in general, not produced significant results. Universities are not sufficiently active in this area and lack experience and capacity to initiate and develop effective cooperation. Within this context a high priority is to develop strategies and approaches for facilitating linkages between universities and industry/ business. Technical Focus and Scope The primary focus is to undertake analysis of good practice in creating and fostering universityindustry/ business partnership. The analysis will use case studies to explore different types and approaches to cooperation and will highlight lessons learned. The study will include analysis of good practice regionally and internationally and will be supplemented by regional/ international study tours. Specific areas to be examined will include university research and innovation strategy, capacity and resourcing for joint work with industry/ business, organisational and funding approaches to cooperation, and cooperation between universities and industry/business on academic teaching programs, student placements and career guidance. As it is recognised that there is no one model for effective partnership, the study will outline various approaches and strategies that may be adapted to specific circumstances. In addition to strategies for universities and industry/business, the study will outline initiatives that may be undertaken by Government, including the Directorate General for Higher Education, MoEC, and other relevant ministries, as a promoter and facilitator of cooperation. Main Outputs A study on good practice in university - industry/business cooperation with recommended strategies and approaches.
26. Literacy Status in Indonesia Study

Rationale The Renstra 2010-14 gives high priority to reducing illiteracy. The focus is on both improving both child and adult literacy through promoting a reading habit at school level, and targeted approaches for youth and adults. Strategies include the expansion of life skills and functional literacy programs, including strengthening the quality of provision through improved quality assurance and accreditation. Assistance is geographically targeted to areas where illiteracy is particularly prevalent including remote, border areas, resettlement areas, areas of traditional 42
ACDP Annual Progress Report Islamic boarding school education, areas inhabited by fishermen, and generally areas with high poverty incidence. As efforts continue to target the hardest to reach (the adult illiteracy rate is now around 5%) more accurate, qualitative and up to date information on literacy is required to inform strategies. Technical Focus and Scope A study will be undertaken to update the status of Literacy in Indonesia. This will focus on all types of literacy and will include quantitative and qualitative analysis of the current situation including factors which support or hinder literacy in different geographical and socio-economic environments, and the efficacy of different strategies and approaches. Main Outputs Comprehensive study on the Status of Literacy in Indonesia including options for policy development.
27. Non-Formal Education Skills Development

Rationale Economic development recently is characterized by the increasing dynamic in skill requirement in the labour market. Technological change is taking place at increasing rates resulting in more rapid skill obsolescence. New skills are required as soon as industries undergo technological changes. Relevance of education and training has therefore become increasingly crucial and formal education cannot possibly meet all skills needs; skills acquired in formal education become irrelevant shortly following graduation. Besides that, higher job turn over and labour mobility recently implies additional skill requirements to support individual labours in their search for new jobs. There is high demand in the market for practical and efficient ways to acquire these skills. All these point to increasing roles for non-formal education and training institutions which could flexibly and practically respond to the changing skill needs, for which formal and more structured formal schooling would have difficulty to respond to. To position non-formal education and training to play these roles a systematic strengthening is needed and a strategy and roadmap leading to the envisioned roles is a high priority. Technical Focus and Scope A comprehensive review of the current system of non-formal skills training providers will be undertaken. Analysis will identify potential roles for public support to improve effectiveness of the existing public and private non-formal skill training institutions. This will lead into the development of a roadmap for strengthening of non-formal skill training system. In addition, possible crash programs will be identified containing activities to support priority strategies in the new Government Master Plan for Acceleration and Expansion of Economic Development 2011-15 (MPEI). Main Outputs A report containing at least the following: i) analysis of the current system of skill training provision, and recommendation for public intervention to strengthen the system; ii) a roadmap for system and capacity development of national skill training institution, identifying clearly the
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ACDP Annual Progress Report roles of government and private entities and industry; and iii) identification of crash program/initiatives to support implementation of the newly declared MP3EI.
28. Organisational Change Management Assessment and Planning

Rationale The Government is currently going through a process of bureaucratic reform to improve the performance of the public sector and the quality of public services. The MoEC Renstra 2010-14 gives high priority to the implementation of bureaucratic reform in MoEC including administrative and human resource improvement. Within this context MoEC implemented organisational restructuring in 2010. The new structure will necessitate changes in organisational responsibilities, processes and systems. This represents an opportunity to review business processes and to plan and implement appropriate organisational change management. In addition, there is on-going need for organisational development for improved performance at provincial and district levels as part of on-going decentralisation reforms. Technical Focus and Scope The ACDP will assist the Government to undertake organisational capacity assessment at central, provincial and district levels, and to plan for organisational change and capacity development. A key area for analysis will be functions and performance at the local Government level in the context of decentralisation. Possible areas of focus will include a) strategic planning, setting organisational objectives/targets and performance monitoring, b) human resource management c) development of relevant guidelines, procedures, manuals etc., d) communication and information systems, and e) customer/service orientation. Assistance will be implemented through provision of consultancy specialising in areas such as business process re-engineering, strategic planning, organisational change management, human resource development, communications strategy etc. Selective regional and/or international study tours may be used for consideration of good practice. A demand led and flexible approach will be adopted for Government to select relevant types of technical support according to its needs, and prioritising/ targeting specific directorates. It is recognised that organisational change is complex. In this respect a realistic and carefully phased approach will be necessary, requiring multi-year implementation over two to three years. Initially, the approach will be implemented in a selected number of agencies/working units at central and decentralised levels, and subsequently expanded according to demand and lessons learned. Agencies/working units will be selected based on a targeting and assessment process to be determined. Main Outputs The initial outputs will be Organisational Capacity Assessments and Change Management Action Plans for the supported agencies/working units. Subsequent outputs will be specific to the needs identified and action plans developed for the agencies/working units.
29. Education Public Finance Management Assessment and Planning

Rationale The Government has embarked upon comprehensive reform in its public financial management (PFM) including planning and budgeting, financial management, procurement and audit. PFM 44
ACDP Annual Progress Report Reform was initiated in 2003 by the enactment of Law 17/2003 on State Finance. Whilst implementing PFM in the education sector is a high priority, and MoEC is a pilot ministry for Performance Based Budgeting (PBB), significant progress has yet to take place. The MoEC Renstra 2010-14 does however give high priority to taking forward PFM reforms, and the critical importance of improving resource allocation in sector with the highest public funding is well recognised. Technical Focus Capacity development assessment and planning has been identified as the main priority, at both central and local Government levels. Specific areas for support will be identified following assessment. Likely areas of technical focus will include implementation of unified budgeting, the medium term expenditure framework and performance based budgeting at the centre, and strengthening financial planning and reporting from the district level. Support to education PFM will require multi-year implementation. A carefully phased approach will be adopted to ensure that changes brought about by the implementation of each stage are well embedded in the organization and that there is sufficient time for effective capacity development. ACDP support to education PFM reforms will be closely coordinated with other relevant programs/ analytical work both Government-wide and specific to the education sector, e.g. the Education Public Expenditure Review to be supported by the World Bank, the Basic Education Capacity Trust Fund (BEC-TF) work on district education PFM issues, and the AusAID support to capacity development for provincial and district officials. Main Outputs The initial outputs will be an Education PFM Capacity Assessment and an Education PFM Action Plan. Subsequent outputs will be developed to address specific areas.
30. Education Information Management Systems Strategic Review

Rationale A properly functioning Educational Management Information System (EMIS) is a critical prerequisite for effective education planning and implementation. The challenges of developing and maintaining an effective system for the fourth largest education system in the world are very considerable. MoEC has made significant progress in strengthening EMIS over the last few years however it is widely acknowledged that considerable capacity limitations continue to compromise the effectiveness of the system. Most importantly there is a lack of quality information including fundamental limitations in respect to validity, reliability and timeliness. Key issues include organisational capacity and resourcing, fragmentation of information management systems including weak coordination and duplication/ overlap, communications infrastructure, lack of responsiveness/relevance to information user needs, and organisational incentives for data collection and information flow through the different levels of the system. Information management systems and capacity in MoRA at all levels is particularly limited, and coordination/cooperation between MoEC and MoRA, essential for effective and comprehensive information management and use, is lacking.
45
ACDP Annual Progress Report Technical Focus and Scope The review will focus on a) situation analysis including documenting current information management practices, systems and resources, and b) analysis of education information from a business process perspective incorporating organisational review and user needs assessment at all levels (central, provincial, district, and educational institution). ACDP will initially provide specialist short term technical support to review strategic issues and to develop options. This work will draw upon existing experiences, including analytical work and evaluation which may be available, e.g. from AusAID and World Bank support to EMIS. Key issues will be presented and discussed at a high-level forum for relevant Government ministries and organisations with the aim of identifying and facilitating action on critical issues necessary to enable systemic and sustainable improvements. An important rationale for this approach is to avoid the risks associated with a continuation of technical assistance approaches to information management systems which have been largely ineffective in the absence of more holistic analysis and action on critical bottlenecks which constrain the system. Further support through ACDP will be reviewed in the context of the outcomes of this initiative. Main Outputs Education Management Information Systems Strategic Review report, and report on the outcomes of a high-level forum.
31. Development of a District Report Card

Rationale There are significant differences in district education performance, and in levels and quality of service delivery and resourcing across districts. However there is insufficient information and analysis disaggregated to the district level. This represents a key constraint to effective planning, decision-making and accountability. MoEC plans to develop a District Report Card which will summarise key educational outputs and inputs, including trend data to enable tracking of performance improvements and levels of resourcing. The cards are aimed at Members of Parliament and other education stakeholders, and in addition to strengthening decision-making, will be a major step forward in improving transparency, accountability and public access to information. This will in turn encourage greater citizen participation in education issues. Technical Focus and Scope The cards will include key performance data, for example student participation, student achievement, and financial input data including budget allocations, education share of the district budget, budget performance, unit costs per student, BOS etc., and other inputs including teachers etc. The ACDP will support this initiative through technical support in developing the report card template and design, in piloting, and in supporting capacity development and socialisation activities. This will to include substantial field work and consultation. Main Outputs The main output will be the final District Report Card. guidelines and socialisation materials. Associated outputs will include
46
32. Preparing for Program for International Assessment of Adult Competencies (PIAAC)
Note: Support from ACDP is dependent upon confirmation that MoEC will pay all fees due to OECD for participation in PIAAC. Rationale The Organisation for Economic Cooperation in Development (OECD) Program for the International Assessment of Adult Competencies (PIAAC) is the most comprehensive international survey of adult skills ever to be undertaken. The program will measure the skills and competencies needed for individuals to participate in society and for economies to develop, and will help governments better understand how education and training systems can nurture these skills. PIAAC focuses on key cognitive and workplace skills, with assessment of literacy and numeracy with particular emphasis on the increasing importance of information technology. The Government of Indonesia wishes to participate in PIAAC as a means of assessing the quality of its workforce skills and how effectively its education and training system meets emerging skill demands. The resulting evidence will assist with policy evaluation and development in the context of the Governments priority of improving labour market responsiveness and increasing regional and international competiveness. PIAAC will be particularly important in this respect due to its substantial international comparative dimension. In addition, for younger cohorts (PIAAC covers ages 16-65), PIAAC will complement the results of PISA by providing measures of skill following completion of secondary education. Technical Focus and Scope ACDP technical support will initially focus on preparation for participating in PIACC. Participating countries must adhere to common technical standards for implementing the surveys. Key aspects will include the technical preparation and adaptation of instruments to the Indonesian context, field trialing, development of plans for implementing the surveys, and development of training plans and materials for data collection and analysis. Support may also be provided to assist with survey reporting, and consultation workshops on survey findings. ACDP may support future policy development related to evidence resulting from PIAAC. Main Outputs The main outputs will be adapted survey instruments, field trial designs and reports, survey plans, guidelines and training materials, and survey reports.
33. Strengthening MoRA Education Research Planning and Capacity

Rationale The Board for Research (Balitbang) MoRA has a key role in planning, managing and implementing education policy research (in addition to other non-education related research) in cooperation with the DG for Islamic Education. Research is often implemented with support from Islamic universities. It is acknowledged that the MoRA education research function capacity is limited and that considerable support is needed to strengthen the quality of policy research outputs. More specifically, support is required in the areas of research strategy and organisational and human resource development, and in strengthening cooperation in policy 47
ACDP Annual Progress Report relevant education research planning and implementation between MoRA Balitbang and the DG for Islamic Education. Technical Focus and Scope A MoRA Education Research Planning and Capacity Development Adviser will be mobilised, initially for nine months, to work with both the DG for Islamic Education and Balitbang MoRA. The adviser will assist in the planning and management of ACDP support for policy studies and operational research related to Islamic education. This will include assisting with work planning, design of activities, monitoring and quality assurance and reporting. The adviser will work in close cooperation with the ACDP Secretariat and ACDP Core Advisers. In addition, ACDP will undertake an organisational review and capacity needs assessment of the MoRA research function (using a similar approach to ACDP activity number 12 focused on MoEC education research capacity). Following the completion of the review it is envisaged that support will focus on targeted capacity building in the area of policy research broadly in the areas of research strategy and plans, organisational and human resource development, knowledge management and networking. An important role of the adviser will be to assist MoRA with overseeing and engaging in this review and in planning and implementing capacity development recommendations arising from the review. Main Outputs The main outputs will be plans, TORs and reports for ACDP MoRA activities, and the MoRA Research Organisational Review and Capacity Needs Assessment. Further research strategy and capacity development outputs will be planned following the outcomes of the review.
34. Curriculum and Teaching/Learning Materials

Note: The technical focus and scope of this activity is currently broadly framed. The focus, scope and outputs will be more specifically defined following further discussions and direction from the Centre for Curriculum and Textbooks, and other MoEC departments. It may be developed as more than one activity.
Rationale
In 2006 a new education curriculum policy was introduced, the main change being a decentralisation of responsibility for curriculum development to the school level. Previously the curriculum was centrally prescribed with comprehensive guidelines for implementation. The change to competency based school level curriculum, under a national curriculum framework, is intended to empower schools and teachers to develop student centred learning activities. This includes flexibility in learning methods and content based on learners needs, interests and the local environment. Improving the curriculum, particularly in respect to promoting character building and entrepreneurship, is a priority in the MoEC Renstra 2010-14. Within this context MoEC is currently reviewing the curriculum in respect to implementation and also content, and is developing a Curriculum Grand Design. Provision of high quality textbooks and other teaching and learning materials, consistent with the curriculum, is an integral part of delivering quality education. Evidence suggests considerable shortfall is the availability of textbooks. A 2010 baseline sample survey on the status of achievement of Basic Education Minimum Service Standards found only 35% of primary schools and 32% of primary 48
ACDP Annual Progress Report madrasahs providing the required textbooks per student, and only 16% of junior secondary schools and 13% of junior secondary madrasahs. The same survey shows the availability of other teaching and learning materials including science resources, enrichment and reference books to be very limited.
Technical Focus and Scope

The specific focus of ACDP support is yet to be developed and agreed however areas for support may include; i) analysis of decentralised capacity for curriculum implementation focused on schools and districts, ii) technical advice on the national curriculum approach, in particular the Curriculum Grand Design, and the review/revision of subject curriculum frameworks, iii) review of textbook policy and management, and iv) analysis of textbook provision at the school level. Support related to curriculum and teaching/learning materials will be coordinated, and will also be linked to the National Examinations and Student Assessment Study (activity no. 13).
Main Outputs
Outputs will be defined following development of the specific focus and scope.
35. Strengthening Lembaga Majlis Taklim in Supporting Civic Education

Rationale Majlis Taklim, a form of community based informal Islamic education, plays an important role in the development of religious living and in promoting life-long learning in society. Majlis Taklim offers civic education with flexible contents and provides community members with opportunities to advance their knowledge and skills. It has significant potential to promote good citizenship, interfaith dialog and tolerance. Within this context a priority of MoRA is to assess the current situation of Majlis Taklim and to explore options for strengthening and developing programs to support its functions. Technical Focus and Scope The study will explore the roles that Majlis Taklim plays and potentially can play in providing knowledge and cultivating a learning society with the aim to improve understanding among community members about citizenship and inter religious communication and tolerance. The study will include options and recommendations on how MORA may support the Majlis Taklim including for example, development of civic education materials, quality assurance and capacity building. Main Outputs A report outlining the current situation of Majlis Taklim, identification of its potential roles in promoting citizenship and civic education, and identification of strategic options for strengthening.
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Annex 5: Summary of Current Status of Activities in the ACDP Work Plan 2011-2012 (February 2012)
Activity/ User Agencies 1. Early Childhood Development Strategy Study/ Bappenas, D.G for Early Childhood, Non-Formal & Informal Education (MoEC), DG Islamic Education (MoRA) Contract Status, Specifications and Variations Contract finalized with consortia led by Cambridge Education, Ltd. UK Date of Contract: 11 November 2011 Implementation Period: 8 months Contract Amount: US$ 542,500. Team Composition: - Team Leader (ECD Strategy), 8 person months. - ECD Quality Assurance Expert, 8 person months. - ECD Equitable Access and Financing Expert, 8 person months. - EDC Governance and Management Expert, 8 person months Contract finalized with consortia led by British Council (Education) Indonesia, Ltd. Date of Contract: January 2012 Implementation Period: 6 months Contract Amount : US$ 424,358. Team Composition: - Education Specialist / Team Leader, 6 person months. - Basic Education Specialist, 6 person months. Outputs Received to Date Inception Report presented at a meeting chaired by Bappenas on 13 February. Soft copy of final Inception Report submitted 15 February and hard copies of Inception Report in preparation by CE. Current Status and Schedule of Deliverables Team finalizing training approach for field survey. Next outputs expected are: Progress Report including: i. Synthesis research study reports; ii. reports on consultation workshops; and iii. summary paper of research findings and policy implications Final Report to be submitted by 28 July.
2. Preparation of Country Background Report on the Education Sector in Indonesia/ MoEC Deputy for Human Resources Development and Culture, Bappenas
Team mobilized on 3 February and has met with ACDP Secretariat.
Next outputs expected are: Draft Inception Report to be delivered by March 1 and finalized based on comments from counterparts Draft Country Background Report due by mid-June Final Report due by end of July 2012.
50
Activity/ User Agencies
Contract Status, Specifications and Variations - Post-Basic Education Specialist, 6 person monts. - Education Finance Specialist, 6 person months. - Data Analyst, 6 person months. Contract finalized with consortia led by Trans Intra Asia (PT). Date of Contract: 3 November 2011 Implementation Period: 3 months Contract Amount : US$ 136,980. Team Composition: - Team Leader/ Education Finance Expert, 3 person months. - Islamic Education Expert, 3 person months. - Research Assistant, 3 person months Contract finalized with consortia led by Cambridge Education, Ltd. UK. Date of Contract: 10 October 2011 Implementation Period: 5 months Contract Amount : US$ 287,600. Team Composition : - Team Leader/ Education Policy and Finance, 5 person months. - Education Finance Expert, 5 person
Outputs Received to Date
Current Status and Schedule of Deliverables
3. Madrasah Education Financing Study/ DG Islamic Education, MoRA
Final Inception Report received early February and copies distributed by Balitbang to ATOG members and ADB 17 February.
Field research nearing completion. Contract variation in process to provide additional USD 44,190. in funding and to extend implementation period by 1.5 months to expand field survey. Next outputs expected are: Draft Final Report scheduled to be presented in March Final Report to be submitted by the end of March.
4. General Senior Secondary Education Financing Study/ DG Senior Secondary Education, MoEC
Final Inception Report received end of February. Copies to be distributed by Balitbang to ATOG members and ADB.
Field survey underway. Next outputs expected are: Draft General Senior Secondary Education Financing Study Report to be submitted mid March Final Report including report on the consultation workshop to be submitted by the end of March.
51
Contract Status, Specifications and Variations months. - Education Management Expert, 5 person months Contract finalized with consortia led by Trans Intra Asia (PT) Date of Contract: 3 November 2011 Implementation Period: 6 months Contract Amount : US$ 376,040. Team Composition : - Team Leader/ Gender Education Specialist, 6 person months. - Gender Specialist, 6 person months. - Education Specialist, 6 person months - Education Specialist, 6 person months - Data Analyst, 6 person month Contract finalized with consortia led by Trans Intra Asia (PT) Date of Contract: 16 November 2011 Implementation Period: 12 months Contract Amount : US$ 846,360. Team Composition : - Team Leader/ Basic Education Policy and Governance Expert, 12 person months.
5. Review of a Decade of Gender Mainstreaming in Education/ Deputy for Human Resources Development and Culture, Bappenas
Final Inception Report received and distributed by Balitbang to ATOG members and ADB on 17 February.
Field research on-going. Contract variation in process to increase funding by USD 64,320 and to extend implementation period by 1 month to expand field survey. Next outputs expected are: Draft Final Report scheduled to be presented in May Final Report finalized by 4 June.
6. Free Basic Education Strategy Study/ DG for Basic Education, MoEC DG Islamic Education, MoRA
Draft Inception Report presented 2 February. Final Inception Report received and distributed by Balitbang to ATOG members and ADB.
Next outputs expected are: Mid-Term Progress Report by end of June 2012 Completion of National Workshop on FBE by September 2012 Draft Final Report presenting results on all components Final Report by November 2012
52
Contract Status, Specifications and Variations - Education Finance Expert, 12 person months. - PFM & Desentralization Specialist, 12 person months. - Capacity Development, Expert 12 months - Data Analyst, 6 person month. - Research Assistant, 6 person months. Contract finalized with consortia led by Trans Intra Asia (PT). Date of Contract: 21 November 2011 Implementation Period: 12 months Contract Amount : US$ 1,048,300. Team Composition : - Team Leader/ Education Specialist, 10 person months. - Survey Data Management Expert, 10 person months. - Education Management Policy Expert, 4 person months. - Research Communication Expert, 6 person months Contract finalized with consortia led by Trans Intra Asia (PT) Date of Contract: 17
7. School and Madrasah Principals & Supervisors Competencies Baseline Survey/ DG Human Resource Development & Quality Assurance, MoEC DG Islamic Education, MoRA
Draft Inception Report and suvey methodology presented 1 February. Final Inception Report received and distributed by Balitbang to ATOG members and ADB.
Next outputs expected are: Report on Instrument Validity and Reliability, Final Survey Instrument, Survey Implementation Manual, Training Manual and Contractor Report on Phase I by 5 April Final Survey Report Phase II by 12 October 2012 Final Report of Survey Findings, Guideline for Survey Replication and Contractor Report on Phase III by November 2012
8. Evaluation of the Supplemental Food for School Children Program/ DG for Basic
Draft Inception Report presented at a meeting chaired by Bappenas on 16 February. Final Inception Report
Next outputs expected are: Report on Survey and Evaluation of PMTAS by 1 May Submission of Final
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Activity/ User Agencies Education, MoEC
Contract Status, Specifications and Variations November 2011 Implementation Period: 6 months Contract Amount : US$ 548,730. Team Composition : - Team Leader/ Research Specialist, 6 person months - Education Research Specialist, 6 person months - Health/Nutrition Research Specialist, 5 person months. - Data Analysts (2), 10 person months - Field Researchers (6), 30 person months
Outputs Received to Date received and distributed by Balitbang to ATOG members and ADB.
Current Status and Schedule of Deliverables Report by the end of May
9. Study on Religious Education and Multiculturalism in Schools & Madrasahs/ DG Islamic Education, MoRA 10. Environmental Education/ Centre for Curriculum, Balitbang, MoEC RFP issued to four consortia on 16 January Implementation Period: 12 months Contract Amount : US$ 1,164,855. Team Composition: - Team Leader / Environmental Education Specialist (International), 11 person months - Environmental Education Proposals from consortia received on 17 February and evaluation complete. ADB to negotiate contract.
Terms of Reference prepared for distribution to ATOG CoChairs and Donors
Mobilization of Team expected by early April Outputs expected are: Inception Report by early May 2012 Mid-Term Report (including Provincial Roadmaps for Environmental Education) by end of November 2012 Final Report (including the National Action Plan for Environmental Education) by the end of March 2013
54
Contract Status, Specifications and Variations Curriculum Specialist (National), 11 person months Environmental Education Curriculum Specialist (International), 3 person months Environmental Education Teacher Training Specialist (National), 11 person months Data Analyst (National), 8 person months
11. Teacher Absenteeism Study/ Centre for Policy Research, Balitbang, MoEC DG Human Resource Development & Quality Assurance, MoEC DG Islamic Education, MoRA 12. Strengthening Education Research Capacity/ Centre for Policy Research, Balitbang, MoEC RFP issued to four consortia on 16 January Implementation Period: 3 months Contract Amount : US$ 151,000. Team Composition: - Team Leader / Organisational and Capacity Development Specialist (International), 3 person months - Policy Research Specialist
Meeting to discuss technical approach/ TOR with key stakeholders held February 23.
Preparation of Terms of Reference on-going based on inputs from MoEC, Unicef, WB and ADB.
Proposals from consortia received on 17 February and evaluation complete. ADB to negotiate contract.
Mobilization of Team expected by early April Outputs expected are: Draft Final Report by midJune Final Report by end of June
55
Contract Status, Specifications and Variations (National), 3 person months
13. National Examinations and Student Assessment Study/ Centre for Assessment, Balitbang, MoEC
Workshop on Curriculum, Teaching and Learning Materials, Examinations and Student Assessment scheduled for early March. The workshop will develop the scope of ACDP support to Examinations and Student Assessment (and Curriculum, Teaching and Learning Materials activity no. 34) as a basis for development of TOR. Review demand and scope with DG for Higher Education.
14. Entrepreneurshi p in Higher Education Study/ DG for Higher Education (MoEC) 15. Mid-Term Review of the Education Renstra/ MoEC, MoRA 16. Linking the Master Plan on Economic Development (MP3EI) to Programming in the Education Sector/ MoEC, MoRA, Bappenas 17. OECD Indonesia Education Sector Review/ MoEC Deputy for Human Resources Development and Culture, Bappenas Meeting with OECD held at MoEC on 24 February to discuss process and TOR for review.
Preparation of Terms of Reference on-going.
OECD to submit TOR to MoEC and ADB. Review expected to be implemented following completion of the Country Background Report on the Education Sector (ACDP 002), indicatively September/October 2012. Proposals from consortia due
18. Support to Basic Education
RFP issued to four consortia on 15
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Activity/ User Agencies Minimum Service Standards Planning, Monitoring & Advocacy/ DG Basic Education, MoEC
Contract Status, Specifications and Variations February Implementation Period: 12 months Contract Amount : US$ 1,569.000. Team Composition: - Team Leader (Basic Education SpecialistInternational), 10 person months - Capacity Development Expert (National), 8 person months - District Governance and Finance Expert (National), 8 person months - Advocacy and Communications Expert (National), 8 person months - Research Specialist/Survey Team Leader (National), 8 person months - Statistician (National), 6 person months - Programmer, 2 person months - Data Analysts (National), 2
Current Status and Schedule of Deliverables on 15 March Team expected to be mobilized by end April Outputs expected are: Final Inception Report to be submitted by end May Special Report on the Baseline Survey to Support Implementation of Minimum Service Standards by mid August Mid-Term Report by November Final Report by end April (2013)
persons x 3 months Provincial Supervisors (Nationals), 33 persons x 4 months Field Supervisors (Nationals), 200 persons x 2 months
19. Evaluation of Education
57
Activity/ User Agencies Decentralisation Implementation / Balitbang, MOEC Senior Advisor to the Minister of Education, MoEC 20. Evaluation of International Standard Schools/ Balitbang, MOEC
Contract Status, Specifications and Variations
RFP issued to four consortia on 16 January Implementation Period: 5 months Contract Amount : US$ 399.000. Team Composition: - Team Leader / Education Expert (National), 5 person months - Education Quality Expert (International), 5 person months - Education Finance Specialist, 5 months - Data Analyst (National), 5 months
Proposals from consortia received on 17 February. Technical proposals were evaluate to be not satisfactory. The RFP for this activity will be reissued.
Mobilization of Team expected by May Outputs expected are: Inception Report including Research Plan by early June Submission of Draft Evaluation Report by lateAugust National Consultation Workshop in September Submission of Report on Consultation Workshop in September Finalisation of Evaluation Report by end of September
21. Islamic Higher Education Institutional Development Study/ Balitbang, MORA 22. Development of Minimum Service Standards for Senior Secondary Education/ Balitbang, MORA 23. Senior Secondary Education Relevance Study/
Implementation scheduled for late 2012.
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Activity/ User Agencies Bappenas DG Senior Secondary Education, MoEC 24. Development of National Strategic Framework for Skills Development/ DG Higher Education, MoEC 25. University Industry/ Business Partnerships/ DG Higher Education, MoEC
RFP issued to four consortia on 16 January Implementation Period: 6 months Contract Amount : US$ 366.000. Team Composition: - Team Leader/ Higher Education Development Expert (National) 5 person months - UniversityIndustry Partnership Expert (International) 4 person months - Higher Education Research and Innovation Expert (Natioanl) 5 person months - Higher Education Governance and Management Expert National), 4 person months
Proposals from consortia received and evaluated late February. ADB to negotiate contract in March.
Mobilization of Team by early April. Outputs expected are: Inception Report including Research Plan by end of April Submission of Draft Research Study by end of July Submission of Draft Strategy by midSeptember Finalisation of Strategy by end of September
26. Literacy Status in Indonesia Study/ Bappenas 27. Non-Formal Education Skills Development/ DG Non-formal
Review demand and scope with DG Early Childhood, Non-Formal and Informal
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Activity/ User Agencies and Informal Education, MoEC 28. Organisational Change Management Assessment and Planning/ Secretary General, MoEC Balitbang, MoEC 29. Education Public Finance Management Assessment & Planning/ Secretary General, MoEC 30. Education Information Management Systems Strategic Review/ Secretary General, MoEC 31. Development of a District Report Card/ Vice Minister, MoEC 32. Program for International Assessment of Adult Competencies/ (PIAAC)/ Balitbang, MOEC 33. Strengthening MoRA Education Research Planning & Capacity/ Balitbang, MORA 34. Curriculum and Teaching/ Learning
Current Status and Schedule of Deliverables Education.
Review demand and scope within the context of public sector reform program/strategy and MoEC plans.
Review demand and scope within the context of PFM reform program/ strategy and MoEC plans.
Review demand and scope with Centre for Educational Statistics, MoEC.
Workshop on Curriculum, Teaching and Learning Materials, Examinations and
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Activity/ User Agencies Materials/ Centre for Curriculum and Textbooks, Balitbang (MoEC)
Current Status and Schedule of Deliverables Student Assessment scheduled for late February/early March. The workshop will develop the scope of ACDP support to Curriculum and Teaching/Learning Materials (and Examinations and Student Assessment activity no. 13) as a basis for development of TOR. Implementation scheduled for late 2012.
35. Strengthening Lembaga Majelis Taklim in supporting Civic Education/ Balitbang, MORA 36. Education Policy Research in Aceh/ Balitbang, MOEC
Preparation of Terms of Reference is ongoing based on FGD discussions held in Aceh on 24/25 November 2011 and subsequent discussion in Jakarta in January 2012.
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ACDP Progress Report
Annex 6: Summary of Meetings, Focus Group Discussions and Workshops Held to Advance Implementation of the ACDP Work Plan (February 2012)
No. 1 Title Socialization of the ACDP Workplan Venue/Date Balitbang Kemdiknas, 2nd floor E building, 25 February 2011 Meeting Room at MORA, 7th Floor, 10 March 2011 MORA, 7th Floor, 7 April 2011 Novotel Bogor, 20 to 21 April 2011 Sultan Hotel Jakarta, 9 to 10 May 2011 Atlet Century Park Hotel, 5 May 2011 Sari Pan Pacific Hotel, 3 to 5 May 2011 Sari Pan Pacific Hotel Jakarta, 13 May 2011 Number of Participants 30
2 3 4 5 6
Socialization of ACDP Workplan Technical Meeting to Discuss MoRA Proposals and Preparation of TORs Coordination Meeting on Preparation of TORs for First Round Activities Preparation of TOR for Environmental Education Round Table Discussion "The Implementation on Supplementary Feeding for School Children in Indonesia" Review of Issues on Religious Education and Multiculturalism in Schools and Madrasahs. Preparation of TOR for Evaluation on Supplementary Feeding for School Children in Indonesia.
30 22 52 29 33
98
16
10 11
Technical Meeting on Preparation of TOR Bappenas, 4 July 2011 for Free Basic Education Strategy Development. Capacity Development of the Network for Sari Pan Pacific Hotel Jakarta, Education Policy Development (JARLIT) 7 - 9 July 2011 ATOG Meeting, reviewed establishment and Sari Pan Pacific Hotel Jakarta, management arrangements for ACDP; 11 July 2011 Implementation arrangements; the ACDP Procedures Manual; The Work Planning Process; Status on the First Round of 14 Studies; Procurement; and the Status of Funding Support. ATOG Meeting discussed the first round activities (14 avtivities), proposed second round activities (18 activities) and Strengthening Capacity for ACDP Implementation. Dialog on Education Policy Research Priorities in Aceh, discussed education policy research and development processes, capacity and priorities. Balitbang Kemdiknas, 2nd floor E building, 5 August 2011
11
56 32
12
14
13
Hermes Palace Hotel, Banda Aceh, 25 to 25 November 2011
43
57
ACDP Progress Report 14 Review the draft Inception Report on " Madrasah Education Financing Study ACDP 003". ACDP Coordination Meeting discussed the progress of ACDP activities. Focus Group Discussion on " Madrasah Education Financing Study ACDP 003". Research Plan/Strategy Consultative Workshop ACDP 004. Review the draft Inception Report on "School and Madrasah Principals & Supervisors Competencies Baseline Study ACDP 007". Review the draft Inception Report on "Free Basic Education Strategy Development ACDP 006". Review the draft Inception Report on "Early Child Development Strategy Study ACDP 001". Review the draft Inception Report on " Evaluation of the Supplemental Food for School Children (PMT-AS) ACDP 008". Borobudur Hotel Jakarta, 8 December 2011 Hotel Sari Pan Pacific Jakarta, 5 January 2012 Borobudur Hotel Jakarta, 6 January 2012 Hotel Aston Bogor, 17-18 January 2012 Grand Mahakam, 1 February 2012 29
15 16 17 18
58 32 24 35
19
Hotel Sahid Jakarta, 2 February 2012 Sari Pan Pacific Hotel, 13 February 2012 Grand Melia, 16 February 2012 Total Number of Participants
41
20
30
21
45
760
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Annex 7: ACDP Work Plan: Revised Schedule of Activities 2011-13

NO ACTIVITY START DATE Jan 11 Jan 11 Jan 11 Feb 11 FINISH DATE Jan 11 Jan 11 Mar 11 Apr 11
Jan 11 Feb Mar Apr 11 11 11 May Jun Jul 11 11 11 Aug Sep 11 11 Oct 11 Nov Dec 11 11 Jan 12 Feb Mar 12 12 Apr 12 May Jun 12 12 Jul 12 Aug Sep 12 12 Oct 12 Nov Dec 12 12
A PROGRAM PLANNING AND MANAGEMENT Establishment of ACDP Office in Balitbang, MoNE Mobilisation of Core TA and ACDP Operational Management Team Development and Finalisation of ACDP Manual of Procedures ACDP Socialisation and Planning W orkshops Review of Proposals Approval of First 14 Proposals ATOG Co Chairs Meeting ATOG Meetings ACDP Six-Monthly Progress Reports ACDP Newsletter (Six-Monthly) Education Sector Support Program Reporting Development and Launch of ACDP Website Development and Approval of TOR Aceh ACDP Regional Planning Consultation Assignment of Program Specialist Assignment of Communications Specialist & Reseach Asst./Translator Assignment of Core Team Education Adviser Approval and Establishment of ACDP Planning and Oversight Team B PROCUREMENT OF ACDP IDC CONSORTIA Publication on CSRN of ADB W ebsite Evaluation and Approval Signing Contract & Implementation Introductory Meeting with IDC Consortia Oversight and Evaluation C ACTIVITIES 1 Early Childhood Development Strategy Study Issuance of RFP Evaluation Reissue of RFP Evaluation & Contract Negotiation Implementation 2 Preparation of Country Background Report Issuance of RFP Evaluation Reissue of RFP Evaluation & Contract Negotiation Implementation 3 Madrasah Education Financing Study Issuance of RFP Evaluation & Contract Negotiation Implementation 4 General Senior Education Financing Study Issuance of RFP Evaluation & Contract Negotiation Implementation 5 Review of Gender Mainstreaming in Education Issuance of RFP Evaluation & Contract Negotiation Implementation 6 Free Basic Education Strategy Development Issuance of RFP Evaluation & Contract Negotiation Implementation 7 S/M Principals & Supervisors Competencies Baseline Survey Issuance of RFP Evaluation & Contract Negotiation Implementation 8 Evaluation of the Supplemental Food for School Children Program Issuance of RFP Evaluation & Contract Negotiation Implementation
12-Apr-11 22-Mar-11 22-Mar-11
Apr 11
Jul 12
24-Nov-11 25-Nov-11 Jan 12 Apr 12 Jan 2012 Nov 2011
26-Feb-11 27-Mar-11 28-Mar-11 7-Jun-11
28-Jun-11
28-Jun-11
5-Jul-11 27-Jul-11 15-Aug-11
26-Jul-11 8-Aug-11 9-Sep-11
10-Sep-11 18-Nov-11 28-Nov-11 5-Jul-11 27-Jul-11 18-Nov-11 3-Dec-11 1-Feb-12 27-Jul-12 26-Jul-11 Oct 2011 2-Dec-11 Jan 2012 31-Jul-12
5-Jul-11 27-Jul-11 4-Nov-11 5-Jul-11 27-Jul-11
26-Jul-11 Oct 2011 3-Mar-11 26-Jul-11 Oct 2011
24-Oct-11 23-Mar-12 5-Jul-11 27-Jul-11 4-Nov-11 19-Jul-11 10-Aug-11 5-Dec-11 26-Jul-11 Oct 2011 3-May-12 9-Aug-11 Nov 2011 4-Dec-12
25-Jul-11 19-Aug-11 5-Dec-11
18-Aug-11 Nov 2011 4-Dec-12
19-Aug-11 10-Sep-11
9-Sep-11 Nov 2011
22-Nov-11 21-May-12
59

Jan 12 Feb Mar Apr May Jun 12 12 12 12 12 Jul 12 Aug Sep 12 12 Oct Nov Dec Jan 12 12 12 13 Feb Mar Apr May Jun 13 13 13 13 13 Jul 13 Aug Sep 13 13 Oct Nov Dec 13 13 13
NO
ACTIVITY
START DATE FINISH DATE
9 Study on Religious Education & Multiculturalism in S/M Issuance of RFP Evaluation & Contract Process Implementation 10 Environmental Education Issuance of RFP Evaluation & Contract Process Implementation 11 Teacher Absenteeism Study Issuance of RFP Evaluation & Contract Process Implementation 12 Strengthening Education Research Strategy and Capacity Issuance of RFP Evaluation & Contract Process Implementation 13 National Examinations and Student Assessment Study Issuance of RFP Evaluation & Contract Process Implementation 14 Entrepreneurship in Higher Education Study Issuance of RFP Evaluation & Contract Process Implementation 15 Mid-Term Review of the Education Renstra Issuance of RFP Evaluation & Contract Process Implementation 16 Linking the Master Plan on Economic Development to Programming in the Education Issuance of RFP Evaluation & Contract Process Implementation 17 OECD Indonesia Education Sector Review Contract Process Implementation 18 Support to Basic Education MSS Planning, Monitoring & Advocacy Issuance of RFP Evaluation & Contract Process Implementation 19 Evaluation of Education Decentralisation Implementation Issuance of RFP Evaluation & Contract Process Implementation 20 Evaluation of International Standard Schools Issuance of RFP Evaluation & Contract Process Implementation 21 Islamic Higher Education Institutional Development Study Issuance of RFP Evaluation & Contract Process Implementation 22 Development of MSS for Senior Secondary Education Issuance of RFP Evaluation & Contract Process Implementation 23 Senior Secondary Education Relevance Study Issuance of RFP Evaluation & Contract Process Implementation 24 Development of National Strategic Framework for Skills Development Issuance of RFP Evaluation & Contract Process Implementation
Tentative
Jan 2012
8 Months
18-Jan-12 18-Feb-12 April 2012
17-Feb-12
12 Months
Tentative
June 2012
6 Months
18-Jan-12 18-Feb-12 April 2012
17-Feb-12
3 Months
Tentative
April 2012
6 Months
Tentative
May 2012
6 Months
Tentative
June 2012
5 Months
Tentative
July 2012
4 Months
Sept 2012
4 Months
27-Feb-12 3-Apr-12 May 2012
2-Apr-12 12 Months
Tentative
June 2012
6 Months
18-Jan-12 18-Feb-12 April 2012
17-Feb-12
5 Months
Tentative
Oct 2012
5 Months
Tentative
June 2012
8 Months
Tentative
June 2012
5 Months
Tentative
Oct 2012
5 Months
60

START DATE FINISH DATE
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec 13 13 13 13 13 13 13 13 12 12 12 12 12 12 12 12 12 12 12 12 13 13 13 13
NO
ACTIVITY
25 University Industry Partnerships Issuance of RFP Evaluation & Contract Process Implementation 26 Literacy Status in Indonesia Study Issuance of RFP Evaluation & Contract Process Implementation 27 Non-Formal Skills Training Evaluation Issuance of RFP Evaluation & Contract Process Implementation 28 Organisational Change Management Assessment & Planning Issuance of RFP Evaluation & Contract Process Implementation 29 Education Public Finance Management Assessment & Planning Issuance of RFP Evaluation & Contract Process Implementation 30 Education Information Management Systems Strategic Review Issuance of RFP Evaluation & Contract Process Implementation 31 Development of a District Report Card Issuance of RFP Evaluation & Contract Process Implementation 32 Program for International Assessment of Adult Competencies Issuance of RFP Evaluation & Contract Process Implementation
18-Jan-12 22-Feb-12 23-Feb-12 April 2012 6 Months
Tentative
Sept 2012
6 Months
Tentative
Oct 2012
5 Months
Tentative
Oct 2012 12 Months
Tentative
Oct 2012 12 Months
Tentative
Oct 2012
4 Months
Tentative
Sept 2012
8 Months
Tentative
June 2012 6 Months
33 Strengthening MoRA Education Research Planning & Capacity April 2012 9 Months A MoRA Education Research Planning & Capacity Development Adviser B MoRA Research Organisational Review & Capacity Needs Assessment Tentative Issuance of RFP Evaluation & Contract Process Implementation 34 Curriculum and Teaching/Learning Materials Issuance of RFP Evaluation & Contract Process Implementation 35 Strengthening Lembaga Majelis Taklim Issuance of RFP Evaluation & Contract Process Implementation
July 2012 4 Months April 2012 10 Months August 2011 3 Months
Tentative
Tentative
Legend Planned Activity Implementation of Activity
61
BIBLIOGRAPHY
1. 2. 3. 4.
ACDP, Procedures Manual, March 2011. ACDP, Six Monthly Progress Report, July 2011. ACDP, Work Plan 2011 -12, October 2011. ADB, Guidelines on the Use of Consultants by Asian Development Bank and Its Borrowers, April, 2010. ADB, Procurement Guidelines, April 2010. ADB, Recruitment of Consulting Firms for Technical Assistance for All Selection Methods, December, 2006. ADB, Technical Assistance Disbursement Handbook, May 2010. ADB, Technical Assistance Report, Republic of Indonesia: Education Sector Analytical and Capacity Development Partnership, May 2010 ADB, The Project Administration Instructions (PAIs). Guide, 2011
5. 6.
7. 8.
9.
10. ADB, CMS Basic - An overview of the Consultant Management System Quick Reference
11. Bappenas/ Ministry of National Development Planning, RPJMN 2010 - 2014 (National
Medium Term Development Plan), 2010.

12. European Union, Financing Agreement between the Republic of Indonesia and the
Commission of the European Union, European Sector Support Programme Phase I, 26 May 2010.
13. Financing Agreement between the Republic of Indonesia and the Commission of the
European Union, Education Sector Support Program (ESSP) Phase I, No. DCIASIE/2009/021-060 and DCI-ASIE/2010/021-723
14. Head of the Research and Development Agency decree, Ministry of Education and
Culture Number: 023/G/KEP/LL/2011 regarding Establishment of Working Group Analytical and Capacity and Development Partnership (ACDP) for Research and Development Agency, Ministry of Education and Culture Fiscal Year 2012.
15. Ministry of National Education Education Strategic Plan, (Renstra 20102014). 16. Ministry of National Education Republic of Indonesia decree number 002/P/2011
regarding establishment of Analytical and Capacity Development Partnership/ACDPTechnical Oversight Group (ATOG), 7 January 2010.
17. Ministry of National Development Planning/ National Development Planning Agency
(Bappenas), The Roadmap to Accelerate Achievement for the MDGs in Indonesia, 2010.
18. President Republic Indonesia, Regulation of the President of the Republic of Indonesia,
Number 5 of 2010 Regarding the National Medium Term Development Plan (RPJMN) 2010-2014, Book I National Priorities, Distributed by Bappenas, 2010.
19. Subsidiary Arrangement between the Republic of Indonesia and the Australian
Government on the contribution of Indonesia-Australia partnership to ESSP 62

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Kementerian Pendidikan dan Kebudayaan

Education Sector Analytical and Capacity Development Partnership (ACDP)

Annual Progress Report 2011

BALITBANG/Ministry of Education and Culture ACDP SECRETARIAT

ACDP Annual Progress Report

Planning, Management and Priorities for the Future ...................................................... 9

ACDP Annual Progress Report

ACDP Annual Progress Report

ACDP Annual Progress Report

ACDP Management, Planning and Implementation Arrangements

ACDP Annual Progress Report

ACDP Annual Progress Report

2.3 Monitoring and Evaluation of Implementation

P. 15, ADB, Technical Assistance Report, ESACDP, May, 2010.

ACDP Annual Progress Report

2.4 Education Sector Support Program Monitoring and Reporting

ACDP Annual Progress Report

3. Planning, Management and Priorities for the Future

ACDP Annual Progress Report

Selected Photos of ACDP Events

Photo 3. ACDP-001 to ACDP-008 Coordination Meeting, 5 January 2012

Photo 4. ACDP Working Group (POKJA) Meeting, 5 March 2012

ACDP Annual Progress Report

ACDP Annual Progress Report Copy

ACDP Annual Progress Report

Member Member Member Member

ACDP Annual Progress Report

a. That in order for the implementation of the Education Sector

b. That in order to support the implementation as described in the

ACDP Annual Progress Report

Prof. Dr. Khairil Anwar Notodiputro NIP. 19560404 198011 1 002

ACDP Annual Progress Report

ACDP Annual Progress Report

Annex 3: Minutes of ATOG Meeting Held on 11 July 2011

Meeting Date Time Place

ACDP Annual Progress Report ATTENDEES

ACDP Annual Progress Report

Country Background Report on the Education Sector in Indonesia

Madrasah Education Financing Study

ACDP Annual Progress Report

General Senior Secondary Education Financing Study

Review of a Decade of Gender Mainstreaming in Education

Free Basic Education Strategy Development

School and Madrasah Principals and Supervisors Competencies Baseline Study

ACDP Annual Progress Report

School Feeding Research Study

Study on Multiculturalism and Religious Education in Schools and Madrasahs

11. Teacher Absenteeism Study

Strengthening Education Research Capacity

13. National Examinations and Student Assessment Study

14. Entrepreneurship in Higher Education Study

17. OECD Indonesia Education Sector Review

18. Basic Education Minimum Service Standards Monitoring

19. Evaluation of Education Decentralisation

20. Study on International Standard Schools

21. Islamic Higher Education Institutions Study

22. Development of Minimum Service Standards for Senior Secondary Education

23. Senior Secondary Education Relevance Study

24. Development of National Strategic Framework for Skills Development

ACDP Annual Progress Report

25. University Industry/Business Partnerships

26. Literacy Status in Indonesia Study

27. Non-Formal Education Skills Development

28. Organisational Change Management Assessment and Planning