Managing Basic Education MBE Project Online Supported by USAID
 


BAHASA INDONESIA

Ayo, mari kita mendukung Proyek Managing Basic Education

Monitoring MBE 2004

By September 2004 the MBE program had been running for over a year in the five first phase districts: Batang, Pati, Pacitan, Probolinggo and Banyuwangi. A survey of conditions at the beginning of the program had taken place in July and August 2003. Teams of monitors visited the districts in September 2004 to record progress in the key areas including management of resources by the district government, funding of schools to support operations and maintenance and changes in school based management, community participation and in teaching and learning in the target schools in each district. Clear changes had occurred in all the districts and are proof of the commitment of all the stakeholders involved at district, sub-district, school and community levels. Below is a summary of the main conclusions of the report drawn up by Elizabeth Sweeting and the team of monitors and their recommendations. The recommendations are from the monitors and do not necessarily reflect the views of MBE.

A. Increased capacity of local government to plan and manage education

Project Objective: Efficient and effective management of basic education services reflected in preparation, implementation and updating of data-based plans for participating sub-districts

  1. Progress is evident. Plans have been made in every sub-district based on data collected by local government staff and targets (for school mergers, teacher redeployment etc.) have been set in all sub-districts. Implementation is still in progress, so achievement against targets can only be monitored in 2005. Multi-grade schools have been created. These need assistance to manage their new status and to improve teaching learning quality.

  2. An unforeseen outcome of primary school mergers is that some donated land is being reclaimed when it is no longer required for its original purpose. Note: 60-95% of primary schools have no land certificate.

  3. Some increases in student teacher ratios were noted in MBE schools. Ratios in all primary schools in all sub-districts will be updated to ascertain the extent of this finding.

  4. The same updated data base will provide details of the percentage increase in primary classrooms in good condition. A large 25% of them still require major repairs.

Project Objective: Districts implement equitable systems of adequate direct funding to schools to support operations and maintenance

  1. The percentage of education budget funds given directly to schools rose in 3 districts.

  2. One additional district implemented formula funding in 2004, making 2 (Pati and Pacitan).

  3. Schools in MBE districts in East Java received a provincial grant in 2004, distributed on per student basis - Rp. 15,000 per Primary School student per month and Rp. 20,000 per Junior Secondary School student per month.

B. Increased stakeholder participation

Project Objective: MBE schools implement school based management, have active & functioning school committee and increased community support.

  • About 80% of schools are implementing SBM and almost all those sampled have a functioning school committee.

    Komite Sekolah

  • School Development Plans are being made in a participative manner and budgets displayed, though not always in accessible places.

  • Principals are showing greater confidence in their management role but still need to spend more time in the classroom.

  • East Java distributed a provincial grant to all schools which many primary schools used to reduce the financial contributions of parents. In-kind contributions from the community continued.

    Orang tua membantu guru

  • Schools are slowly opening up and inviting parents into classes to assist or as resource persons.

  • School committees are active and becoming more involved in academic matters, not just in repair and maintenance of schools.

  • Beneficiaries seem to be satisfied with MBE inputs. All respondents noted positive changes in their own and others' behaviours and attitudes. Teachers wish for more in-classroom support.

Stakeholder Satisfaction

Enter many MBE schools and classrooms and customer satisfaction with the changes is evident. Most people are more confident, relaxed and chatting. Parents or other community members are increasingly being invited into schools and they are not just being asked to contribute more money. All respondents noted positive changes in their own and others' (teachers, principals and JSE students) behaviours. These include increased confidence, students more active in classes and wishing to learn more. For their part, 75% of JSE students reported that they enjoy working in groups and feel they are gaining higher scores.

C. Improved teaching and learning

Project Objective: MBE schools adopt PAKEM approach to quality improvement in learning and teaching

  1. The changes in teacher behaviour were substantial compared to those observed during the baseline survey, before the PAKEM approach was introduced to teachers.

  2. 88% of sampled primary schools have adopted the PAKEM approach and 56% of observed primary school teachers and 6 of the 10 observed Junior Secondary School teachers displayed new behaviours displayed at least 2 new behaviours.

  3. Among the most common new behaviours were helping students with tasks and asking open ended questions to provoke student thinking.

  4. Improved lesson planning will be monitored in 2005 after MBE training in this area.

RTI INTERNATIONAL Managing Basic Education (MBE) USAID