Outline of the Project

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Project Title

Integrated Plan for Junior Secondary Education Improvement in South Sulawesi Province in the Republic of Indonesia

Country

Indonesia

Target Area

3 districts in South Sulawesi: Barru District, Jeneponto District and Wajo District

Term of cooperation

December 2007-November 2010 (3 Years)

Counterpart

South Sulawesi Provincial Government (Bureau of Education and Regional Development Planning Board) and Target District Governments (Bureau of Education and Regional Development Planning Board)

Background

After achieving the 100% gross enrollment rate (GER) for primary education during the 1980s, the Government of Indonesia (GOI) shifted its focus onto junior secondary education (JSE) in order to accomplish the nine-year compulsory basic education by 2008. However, since this goal could not be reached by the target year, GOI has instead set 95% GER for JSE to be achieved by 2009 (85.22% in 2005). In contrast to the significant progress in access, education quality is lagging behind. It is widely acknowledged that in Indonesia quality of education remains low, falling behind the enrollment expansion. Addressing this problem, GOI has also set two other national targets for 2009: average national examination (UN) score – 7.5 (6.28 in 2005), and school-based management implementation rate – 70%.

South Sulawesi Provincial Government has also set year-by-year targets to achieve the national goal of nine-year compulsory basic education by 2009. However, the provincial record of JSE-GER for 2005 was 76.32%, nearly 10% lower than the national average for that year. A steep uphill task is ahead. In fact, the Baseline Survey on Basic Education and Primary Health covering 23 districts/municipalities in South Sulawesi, conducted by JICA Makassar Field Office (MFO) in September and October 2006, also reveals that a still significant number of school-age children are not enrolled in JSE. Education quality is a serious concern as well. While the UN score of South Sulawesi in 2005 was slightly higher than the national average, it is still necessary to provide in-service teacher training in order to achieve the national goal of higher education quality.

Recognizing the urgent need to find an appropriate approach to improve JSE using a bottom-up approach, South Sulawesi Provincial Government requested GOJ to provide assistance through JICA, which has successful experiences of bottom-up JSE improvement in other parts of Indonesia through REDIP. It is expected that the combination of such successful approaches implemented by JICA will be significant assistant for South Sulawesi to improve JSE.

Objectives:

Super Goal : Management capacity and service delivery in the education sector in South Sulawesi Province is improved.

Overall Goal : A model for integrated Junior Secondary Education improvement in terms of quantity, quality and management is disseminated to other districts of South Sulawesi province.

Project Purpose : A model for integrated Junior Secondary Education improvement in terms of quantity, quality and management is developed in the target districts.

Outputs

Expected Outputs of the Project are as follows:

1. Community participation for JSE schooling is promoted.Mechanism for community participation for JSE schooling is established.
2. Mechanism to improve teaching-learning process is developedLessons with need-based teaching-learning process are implemented in the target junior secondary schools.
3. Educational officers in target districts and provincial government develop the cCapacity to manage and administer education improvement activities of educational officers in district and provincial governments will be developedwith clear roles and responsibilities.

Activities

For Output 1

1. Kabupaten (District) Implementation Teams (KIT) organize socialization workshops for JSE schooling at sub-district and school level.
2. KITs establish/activate TPKs (Kecamatan (Sub-district) Education Development Teams) and school teams.
3. KITs conduct training on action plan for TPK and schools.
4. TPK and schools formulate action plan for education improvement activities.
5. TPK and schools implement action plan activities.
6. KITs conduct monitoring and evaluation.

For Output 2

1. KITs analyze the present situation of MGMP (subject-based teacher’s forum) and existing guidelines & approaches.
2. KITs conduct socialization workshops on improving teaching-learning process at the sub-district level.
3. KITs, in collaboration with school principals and teachers, conduct workshop on strategy to improve teaching-learning process.
4. KITs, in collaboration with school principals and teachers, implement teacher training activity.
5. KITs conduct monitoring and evaluation.
6. KITs summarize knowledge and experiences through above activities (guideline).

For Output 3

1. KITs conduct socialization meeting for the integrated model activities for the district-level stakeholders (school-based management with community participation and teaching-learning process).
2. Provincial Education Office designs, conducts and analyzes base-line survey at the target districts.
3. KITs discuss a detailed implementation design and strategy of the project as project inception.
4. KITs adopt and revise existing training manuals necessary for project activities.
5. KITs appraise action plan submitted by both TPK and schools.
6. KITs participate in training for monitoring action plan activities.
7. KITs implement monitoring and provide technical assistance to TPK and schools.
8. KITs develop guidelines/policy on basic model for integrated JSE improvement.
9. Provincial Education Office designs, conducts and analyzes end-line surveys to measure impact of the Project.
10. Provincial Education Office holds Steering Committee meetings.
11. Ministry of National Education (MONE) holds Joint Coordinating Committee meetings.
12. Provincial Education Office conducts experience-sharing workshops with Province Government and MONE.

Inputs

A: Japanese side :

1. Dispatch of Japanese Experts (Short-term Experts)
   1. Leader: Social Development/Educational Planning
   2. Regional Educational Administration/Micro-Planning
   3. Educational Statistics/Impact Analysis
   4. Community Empowerment
   5. School Management
   6. Teacher Training
   7. Health Education
2. Indonesian Field Consultants
3. Necessary expenses for the Action Plan Activities by TPKs and schools (to be gradually reduced)
4. Other running costs

B: Indonesian side :

1. Provincial government
   1. Appointment of counterpart personnel
   2. Counterparts' expenses for training and monitoring activities as set in Record of Discussions (R/D) or Minutes of the Meeting (M/M)
   3. Provision of office and facilities
2. District Government
   1. Appointment of counterpart personnel
   2. Necessary expenses for Action Plan Activities by TPKs and schools (to be gradually increased, as set in R/D or M/M)
   3. CP's expenses for training and monitoring activities (as set in R/D or M/M)
   4. Provision of office and facilities

• Sites and Coverage