Managing Basic Education MBE Project Online Supported by USAID
 


BAHASA INDONESIA

Ayo, let's support the Managing Basic Education Project

Pacitan and Pati Implement Formula Funding for Schools
From 15 - 17 April 2004 in Surabaya there was a workshop on Formula Funding for Schools (known in Indonesian as Dana Alokasi Sekolah - DAS) in which the five first stage districts and Kota Batu took part. The basic idea is that schools which need more funding (determined among other factors by the number of students) should receive relatively more funding.

Participants from Pacitan

Participants from Pacitan discussing Formula Funding

If the funding is allocated and distributed directly to schools the school principal and committee can plan its use according to their aims (SBM) and the local community can be informed in a transparent manner of the sources, amount and use of the funds. The aims of the workshop were to:

  • Reach agreement at district level concerning the allocation, delegation and distribution of education funds in a transparent and equitable way to all schools;

  • Design a School Funding Formula;

  • Make follow up plans for action at district level.

We are delighted to report that Pacitan and Pati districts have already budgeted in the district budget for 2004 for school funding (DAS) and since January 2004 have been distributing the funds to schools. The same applies to Kota Batu and Madiun, who are new members of the MBE family.

The variables used by Pati to calculate the DAS include the number of students, the number of teachers and the number of rooms in the school, whereas Pacitan does not use the number of teachers. These districts were asked to help other local governments during the training.

At the end of the program each district government had already drawn up a formula for school funding (DAS) using various variables and weightings, which matched the aims and needs of their area.

In general the variables they used included, the kind of institution, number of students and the number of classrooms.

Pati, Pacitan and Batu had new ideas, so that the 2005 district budget is expected to increase the number of variables and change their weightings. Banyuwangi, Probolinggo and Batang drew up their formula based on their own ideas.

Each area also formed a follow-up team and plans in order to make the drawing up of formula funding quicker and more efficient.

This will be followed by an edict from the Bupati to support implementation. Let's see what happens next, and who is quickest to implement formula funding.

No.
Urut
  KlasiFikasi Siswa Klasifikasi Kelas    
Nama Sekolah Jumlah
Siswa
Biaya
1 Siswa
Jml Biaya
Operasional
Jumlah
Kelas
Biaya
per Kelas
Jml Biaya
Pemeliharaan
Biaya
Pendataan
Jumlah Biaya
(5+8+9)
1 2 3 4 5 6 7 8 9 10
1

SDN 1 Pati Lor

224 5.000

1.120.000

5

180.000

900.000

120.000 2.140.000
2

SDN 2 Pati Lor

254 5000

1.270.000

6

180.000

1.080.000

120.000 2.470.000
3

SDN 3 Pati Lor

167 5000

835.000

5

180.000

900.000

120.000 1.855.000
4

SDN 4 Pati Lor

233 5000

1.165.000

6

180.000

1.080.000

120.000 2.365.000
5

SDN 5 Pati Lor

127 5000

635.000

5

180.000

900.000

120.000 1.655.000
6

SDN 1 Pati Wetan

249 5000

1.245.000

6

180.000

1.080.000

120.000 2.445.000
7

SDN 2 Pati Wetan

108 5000

540.000

5

180.000

900.000

120.000 1.560.000
8

SDN 3 Pati Wetan

176 5000

880.000

6

180.000

1.080.000

120.000 2.080.000
9

SDN 1 Sarirejo

166 5000

830.000

6

180.000

1.080.000

120.000 2.030.000
10

SDN 3 Sarirejo

138 5000

690.000

6

180.000

1.080.000

120.000 1.890.000
11

SDN 4 Sarirejo

235 5000

1.175.000

6

180.000

1.080.000

120.000 2.375.000
12

SDN Kalidoro

117 5000

585.000

8

180.000

1.440.000

120.000 2.145.000

Creativity in Learning

Many people think that creativity occurs only in art or literature lessons. In fact creativity very much needs to be developed in Mathematics and Science to help children to solve problems. Below are a few examples of creativity.
1. The children’s work

The children’s work (1) and (2) was the result of a lesson when children were asked to make a lot of questions with the same answer. At the school on the left the children had to make questions with the answer 14.884 and on the right below class 3 children had to make questions with the answer 46.

This is far more interesting for the students than doing sums from the text book or written on the blackboard. What’s more they make up a lot more questions - and learnt more as a result. In the example of the child’s work at top right (3) the child has to make a description and his/her friend has to guess what is being described.

3.
The children’s work

2.
The children’s work

RTI INTERNATIONAL Managing Basic Education (MBE) USAID