Education Decentralisation Education Decentralisation in Indonesia: in Indonesia: Lesson Lesson Learned and Challenges Learned and Challenges Fasli Jalal, PhD Fasli Jalal, PhD Director General for Non Formal Director General for Non Formal Education and Youth Education and Youth Ministry of National Education Ministry of National Education Indonesia Indonesia
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Education Decentralisation in Indonesia: Lesson Learned and Challenges Fasli Jalal, PhD Director General for Non Formal Education and Youth Ministry of.
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Education Decentralisation Education Decentralisation in Indonesia:in Indonesia: Lesson Lesson
Learned and ChallengesLearned and Challenges
Fasli Jalal, PhDFasli Jalal, PhDDirector General for Non Formal Education and YouthDirector General for Non Formal Education and Youth
Ministry of National EducationMinistry of National EducationIndonesiaIndonesia
..
Structure of the Government & Education
Government Government structurestructure
President
Line ministries Ministry of home affairs Guidance on minimum
standard
Governor minimum standardsupervision
District head / mayor
Technical agency (dinas)
Technical agency (dinas)
Education Education structurestructureIslamic
S3S3:
doctorate
Islamic S2
S2: magiste
r
19-22
Islamic S1
S1: bachelo
r
Diploma 1-3
16-18
Islamic SSS
General SSS
Voctech SSS
Package C
Voc training
13-15
Islamic JSS
Junior Secondary School
Package B
7-12
Islamic PS
Primary School Package A
Islamic KG
Kindergarten
Playgroup
Islamic Islamic General General Formal Education System Formal Education System Non-formal Ed. System
COMPULCOMPUL
SORYSORY
Basic figures of education, Basic figures of education, 2001/022001/02
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, 2001/02Source: Indonesia/Educational Statistics in Brief, 2001/02
COMPARISON OF HDI AMONG SELECTED COMPARISON OF HDI AMONG SELECTED ASIAN COUNTRIES: 1995-2003ASIAN COUNTRIES: 1995-2003
COUNTRYYEAR
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)
HDI of IndonesiaHDI 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.
Diversity of district/municipalitiesDiversity of district/municipalities,, 19991999TOP 5 HDI
South Jakarta 75.1 Yogyakarta 73.4 Ambon 73.0 East Jakarta 72.8 Manado 72.5BOTTOM 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, 2001Source: Indonesia/Human Development Report, 2001
religion, • national planning, national standardization, etc.Other matters (incl. education)• decentralized to district/municipality level
Ed. decentralization in Ed. decentralization in IndonesiaIndonesia
Radical type of decentralization: from extreme centralization down to school level
Pilars for educational Pilars for educational decentralisation in Indonesiadecentralisation in Indonesia
• Educational reformation• Democratisation• Community participation• Profesionalism• Financial support• Political will
Ed decentralization Ed decentralization ((11))from central to local from central to local governmentgovernment
• 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.
Political will & financial supportPolitical will & financial supportConstitution*• Every citizen is entitle to education• Every citizen should enroll in basic education and the government
should finance it (art 31:2)
Act # 20/2003 on National Ed. System• Financing ed: shared responsibility of national gov, local gov, and
community (art 46:1)• Ed. funds** are allocated at a minimum of
20% of national gov. budget20% of local gov budget (art 49:1)
* IVth amendment of the 1945 Constitution** excluding salary of educators & service ed. expenditure
Important features Important features of the new system of of the new system of EducationEducation
• Democratisation in education• School & community based• Curriculum: competence based• Freedom to schools & teachers to promote
profesionalism
Ed decentralization Ed decentralization ((22))from central government to from central government to schoolschoolVehicle • School based management (SBM)• Equiped with education board (district/municipality), 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.
•Review annual school plan+budget•Schools’ EPA **CRU: complaint resolution unitCRU: complaint resolution unit **** PA: performance audit PA: performance audit ****** EPA: external PA EPA: external PA
Source: Ed. Reform in the Context of Regional Autonomy: the Case of Indonesia, 2001Source: Ed. Reform in the Context of Regional Autonomy: the Case of Indonesia, 2001
Stages of school decentralizationStages 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
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
Results of study Results of study (1)(1)DSSD (Decentralized Social Service Delivery) DSSD (Decentralized Social Service Delivery)
DSSD: focal area, activity, and DSSD: focal area, activity, and objectiveobjectiveFocal 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 allocationIncreased 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, 2003Source: Progress in the Direction of SBM, 2003
Ed financing in pilot districtsEd 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 %
Source: Progress in the Direction of SBM, 2003Source: Progress in the Direction of SBM, 2003
* US$ 1 = Rp 8,509 (15 Nov. 2003)* US$ 1 = Rp 8,509 (15 Nov. 2003)
The next stepThe 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
Results of study Results of study (2)(2)CIDACIDA**: regional consultations in West Sumatra on the use of Education Board and : regional consultations in West Sumatra on the use of Education Board and School CommiteeSchool 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 Involves CIDA, Bappenas, MONE, and World Bank
Lesson learnedLesson 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
ChallengesChallenges
• 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
So what?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