Education Decentralisation in Indonesia: Lesson Learned and Challenges

1
Education Decentralisation in Indonesia Lesson
Learned and Challenges

• Fasli Jalal, PhD
• Director General for Non Formal Education and
  Youth
• Ministry of National Education
• Indonesia

2
.

• Structure of the Government Education

3
Government structure
President

Line ministries Ministry of home affairs
Guidance on minimum standard
Governor minimum standard supervision District head / mayor

Technical agency (dinas) Technical agency (dinas)
4
Education structure
Islamic S3 S3 doctorate

Islamic S2 S2 magister

19-22 Islamic S1 S1 bachelor
Diploma 1-3 Diploma 1-3 Diploma 1-3 Diploma 1-3 Diploma 1-3 Diploma 1-3 Diploma 1-3

16-18 Islamic SSS General SSS Voctech SSS Voctech SSS Voctech SSS Voctech SSS Voctech SSS Voctech SSS Voctech SSS Package C Package C Package C Package C Package C Voc training Voc training Voc training Voc training Voc training Voc training Voc training Voc training Voc training

13-15 Islamic JSS Junior Secondary School Junior Secondary School Junior Secondary School Junior Secondary School Junior Secondary School Junior Secondary School Junior Secondary School Junior Secondary School Package B Package B Package B Package B Package B

7-12 Islamic PS Primary School Primary School Primary School Primary School Primary School Primary School Primary School Primary School Package A Package A Package A Package A Package A

Islamic KG Kindergarten Kindergarten Kindergarten Kindergarten Kindergarten Kindergarten Kindergarten Kindergarten Kindergarten

Playgroup Playgroup Playgroup Playgroup Playgroup Playgroup Playgroup Playgroup Playgroup Playgroup Playgroup Playgroup
?COMPULSORY?
Islamic
General
Formal Education System
Non-formal Ed. System
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Basic figures of education, 2001/02
Pupil School Teacher
Primary 25,850,849 148,516 1,164,808
Junior sec 7,466,458 20.842 476,827
Senior sec 5,051,640 12,307 363,508
Higher ed 2,915,291 1,944 292,949
Source Indonesia/Educational Statistics in
Brief, 2001/02
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COMPARISON OF HDI AMONG SELECTED ASIAN COUNTRIES
1995-2003
COUNTRY YEAR YEAR YEAR YEAR
COUNTRY 1995 2000 2002 2003
Thailand Malaysia Philippine Indonesia China Vietnam 58 59 100 104 111 120 76 61 77 109 99 108 70 59 77 110 96 109 74 58 85 112 104 109
Source UNDP (1995, 2000, 2002, dan 2003)
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HDI of Indonesia
Year HDI
1975 0.465
1980 0.526
1985 0.578
1990 0.619
1995 0.664
2000 0.684
2002 0.662

• Source BPS, Bappenas, UNDP (2001). Indonesia
  HDR 2002.

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Diversity of district/municipalities, 1999
TOP 5 HDI
South Jakarta 75.1
Yogyakarta 73.4
Ambon 73.0
East Jakarta 72.8
Manado 72.5
BOTTOM 5
West Lombok 49.9
Jaya Wijaya 48.7
Sampang 47.3
West Sumba 45.4
Fak Fak 43.6
Source Indonesia/Human Development Report, 2001
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INDONESIAS HDI RANK (2002)
No Province Life Expectancy (years) Adult Literacy Rate () Mean Years of Schooling (years) Adjusted Real per Capita Expenditure (Rp. 000) HDI
1 2 3 4 5 6 7 8 9 10 11 12 Jakarta Sulawesi Utara D.I. Yogyakarta Kalimantan Timur Riau Kalimantan Tengah Sumatera Utara Sumatera Barat Bali Jambi Banten Maluku 72 71 72 69 68 69 67 66 70 67 62 66 98 99 86 95 97 96 96 95 84 95 94 96 10,4 8,6 8,1 8,5 8,3 7,6 8,4 8,0 7,6 7,4 7,9 8,0 617 588 611 592 588 586 589 589 596 586 609 576 75,6 71,3 70,8 69,9 69,1 69,1 68,8 67,5 67,5 67,1 66,6 66,5
NOT FOR QUOTATION
Source UNDP, Bappenas, BPS, 2003
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Lanjutan
No PROVINCE Life Expectancy Adult Literacy Mean Years of Schooling Adjusted per Capita HDI
13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Jawa Tengah Bengkulu Nangroe Aceh D. Sumatera Selatan Jawa Barat Lampung Maluku Utara Bangka Belitung Sulawesi Selatan Sulawesi Tengah Kalimantan Selatan Gorontalo Jawa Timur Sulawesi Tenggara Kalimantan Barat NTT Papua NTB 69 65 68 66 65 66 63 66 69 63 61 64 66 65 64 64 65 59 86 93 96 94 93 93 96 92 84 93 93 95 83 88 87 84 74 78 6,5 7,6 7,8 7,1 7,2 6,9 8,4 6,6 6,8 7,3 7,0 6,5 6,5 7,3 6,3 6,0 6,0 5,8 594 587 558 583 592 583 583 588 587 580 596 573 594 578 580 563 578 583 66,3 66,2 66,0 66,0 65,8 65,8 65,8 65,4 65,3 64,4 64,3 64,1 64,1 64,1 62,9 60,3 60,1 57,8
NOT FOR QUOTATION
Source UNDP, Bappenas, BPS, 2003
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DIFFERENCES IN EDUCATION INDEX AMONG
DISTRICTS/MUNICIPALITIES (2002)
No District/Municipality Melek huruf dewasa () Rata-rata lama pendidikan (tahun) HDI Rank
1 2 3 4 5 6 7 8 9 10 Jakarta Timur Ternate Bireuen Kutai Mataram Fakfak Sanggau Indramayu Sampang Jayawijaya 99 98 97 96 95 86 84 76 56 32 10,9 10,1 9,0 7,7 7,4 6,4 5,7 5,1 2,9 2,2 1 47 63 114 198 228 286 303 340 341
NOT FOR QUOTATION
Source UNDP, Bappenas dan BPS, 2003
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.

• General features of decentralization of
  government management
• in Indonesia

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General concept of (educ) decentralization

• Transfer of authority of educational policies
  from central government
• Shifting of various educational decisions from
  government to people

• delegate discretion of ed. policies money
  needed
• to finance the responsibility
• It is the people who benefit from ed. being
  offered
• ? they should be in a better position to make
  decisions
• on their own behalf

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Overall gov. management decentralizationin
Indonesia

• Central gov authority
• foreign politics, defence security, justice,
  monetary fiscal, religion,
• national planning, national standardization, etc.
• Other matters (incl. education)
• decentralized to district/municipality level

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Ed. decentralization in Indonesia

• Radical type of decentralization
• from extreme centralization down to school level

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Pilars for educational decentralisation in
Indonesia

• Educational reformation
• Democratisation
• Community participation
• Profesionalism
• Financial support
• Political will

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Ed decentralization (1)from central to local
government

• Central gov national standard (curr, exam,
  minimum provision standard) requirement for
  admission, transfer, certification org dev of
  higher ed, etc.
• Prov gov equitable student selection
  acceptance, provision of learning materials,
  assist in hi-ed manag, etc.
• District/municipality gov all other aspects.

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Political will financial support

• Constitution
• Every citizen is entitle to education
• Every citizen should enroll in basic education
  and the government should finance it (art 312)
• Act 20/2003 on National Ed. System
• Financing ed shared responsibility of national
  gov, local gov, and community (art 461)
• Ed. funds are allocated at a minimum of
• 20 of national gov. budget
• 20 of local gov budget (art 491)
• IVth amendment of the 1945 Constitution
• excluding salary of educators service ed.
  expenditure

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Important features of the new system of
Education

• Democratisation in education
• School community based
• Curriculum competence based
• Freedom to schools teachers to promote
  profesionalism

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Ed decentralization (2)from central government
to school

• Vehicle
• School based management (SBM)
• Equiped with education board (district/municipalit
  y), school committee (school level)
• Education board
• Provide advice for ed. decision making at
  district/municipality level
• Provide financial support concepts for
  education provision
• Controlling the application of transparency
  accountability for ed. finance provision
• Mediator for executive-legislative-community in
  the development provision of ed.
• School committee
• Similar tasks, at school level

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Educ. board--school committee--logal gov--schol
relationship
District head/ mayor Education board Local parliament

Education division
School comittee

Education board

School/out of school alternatives Other educational institution

School comittee

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Role of various parties in SBM
School Government School board School comittee
Teacher Recruitment selection Teaching assignment Careerremuneration Teachers MIS Equal access to ed. promo, CRU Selection criteria for teachers PA criteria Selection procss Teachers EPA
Student Selection Ed. process Evaluation Direct subsidy provision Competence standard CRU New entrants selection criteria Select subsidy recipients, PA criteria Monitor student selection Schools EPA
Finance Annual planning Block grant from gov Direct block grant Earmarked tax for ed, CRU Allocation of subsidy to school PA criteria Review annual school planbudget Schools EPA
CRU complaint resolution unit PA
performance audit EPA external PA
Source Ed. Reform in the Context of Regional
Autonomy the Case of Indonesia, 2001
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Stages of school decentralization

• Laws regulation
• To support (i) greater authority of school
  principal, (ii) roles of educational board
  school committee, (iii) quality assurance role of
  gov.
• Socialization
• Audience government parliament (all levels),
  principal, teachers union, business leaders,
  community leaders
• Managing different interests to establish
  agreement in order to have better quality ed.
• Need to prepare good public relation strategy
  (new roles of stakeholders program benefits)
• Integrated info-system
• Ensuring good linkage b/n central gov school
  level
• Develop capabilities on the collection use of
  reliable data for planning strategy development
  for increasing quality of ed. services

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Results of study (1)DSSD (Decentralized Social
Service Delivery)

• Purpose
• Improving quality effectiveness of schooling
  through decentralization of school finances and
  enhanced accountability of schools to all
  stakeholders
• Mechanism
• Offered to voluntarily interested distrcts and
  schools (3 districts 50 schools)
• Stake holders seminars, school trainings,
  technical assistance on the development of
  strategies for ed. finance.
• Results
• Grant mechanism for improved allocation of
  operational resources to schools by district gov.
• Integrated school level planning, budgeting, and
  financial management system
• School governance concept

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DSSD focal area, activity, and objective
Focal area Activity Objective
System of district allocation of reso-urces to school Dev. of grant mechanism for allocation of resources to schools by the districts Improve equity efficiency of resource allocation Increased resources to schools
School financial management system Training for integrated school level planning, budgetting, financial management reporting Improved efficiency, transparency, accountability in managing school resources
School/education governance system Training for better school governance and development of role of school committee Broaden ed. debate, promote horizintal accountability role of civil society in ed. Management and strengthen school level governance
Source Progress in the Direction of SBM, 2003
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Ed financing in pilot districts
Magelang West Lampung Purworejo
APBD/capita 1,081,195 393,297 375,961
Share education in APBD 37.2 41.2 51.8
APBD ed budget per capita 402,602 162,204 194,886
Ed salaries/total ed 87.5 79.1 94.5
non-salary budget 12.5 20.9 5.5
Non-salary per capita (APBD only) 50,165 33,922 10,801
non salary budget in APBD 4.6 8.6 2.9
US 1 Rp 8,509 (15 Nov. 2003)
Source Progress in the Direction of SBM, 2003
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The next step

• Continue develop resource allocation formula
• Persist with DBO as an interim strategy but
  refocus on targetting
• Extend important innovations to all districts,
  eg. (i) consolidated performmance based school
  budgetting (ii) school/community managed
  construction
• Extend best features of capacity building models
• Develop a coherent quality control system driven
  by learning indicators
• Design develop central technical support
• Develop systematic research strategy in a gradual
  transition to more evidence based policy making
• Focus early on building the capacity of school
  principal

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Results of study (2)CIDA regional
consultations in West Sumatra on the use of
Education Board and School Commitee

• Purpose
• Obtaining initial regional input to the concept
  of educational board (EB) and school committee
  (SC)
• Mechanism
• Direct, face to face consultation, of 90
  representatives of central level, provincial
  level, district/ municipality level, community
  leaders, and intelectuals
• Results bottom-up consensus on essential
  concepts working mechanism relative to EB SC
• Function organization of EB SC
• EB wider organization and SC with the old PTA
• Benefit funding of EB SC
• EB SC members and SC of private school
• Time line for establishing EB SC

Involves CIDA, Bappenas, MONE, and World Bank
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Lesson learned

• Schools have the capability to manage SBM
  program. The capabilities vary among schools
• School capacity should be included as one of the
  criteria to apply SBM
• Apllication of the SBM should be conducted
  through pilot, replication, and dissemination
  steps
• To better understand school management
  characteristics, in-depth studies are needed
  during the pilot step
• There is a need to put gov. commitment explicitly
  to the financing of education on the laws
  regulations

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Challenges

• Need more preparation on educational service
  standards, capability of the local gov.,
  resources adequacy
• Full authority to district/municipality
  government was not balanced with human readiness
• Reduction of inequality of resources allocation
  to regions
• High dependency on central gov. budget on
  education

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So what?

• Given the diversity of Indonesian regions
• ? blangket approach is not suitable
• ? decentralisation is a must
• Strategy for education decentralisation
• More independent autonomous management at
  school level
• How to support school?
• ? strengthen school committee
• ? improve school finance management system