59959 INDONESIA 2010 - 2011 Human Development Sector Profile Strengthening Health and Education Institutions in Indonesia Contents Indonesia and Human Development 1 Education Overview 2 Health Overview 3 Maternal and Neo-Natal Health 4 Health Insurance 5 Early Childhood Education and Development 6 School Health and Nutrition 8 Basic Education 10 Teacher Reform 14 Secondary Education and Skills 16 Higher Education, Research, and Innovation 17 Medical and Health Professional Education 18 Information and Communication Technologies (ICT) 20 Project Details 22 Education Key Facts 24 Health Key Facts 26 Geographical Coverage 28 Indonesia and Human Development TheWorldBank'sCountryPartnershipStrategy(CPS)for2009­2012marksIndo- nesia'sre-emergenceasaconfident middle-income country, and one that is enjoying arisingregionalandglobalstanding.Tenyearsago,Indonesiawasinthemiddleofan extremelysevereeconomiccrisis.Today,Indonesiahasembarkeduponafar-reachingin- stitutionaltransformationandhasbecomeoneoftheregion'smostvibrantdemocracies. Itssub-nationalgovernmentsarenowmajorplayersinservicedelivery. Insocialandeconomicterms,Indonesiahasalsoseenmuchprogress.WhileIndone- siaisdoingwell,itcouldbedoingfarbetteracrosstheareasofpovertyreduction,health andeducationservicedelivery,andgovernance.Inmeetingthesechallenges,Indonesia's mainconstraintisnotinthelackoffinancialresources,butinitsneedforeffectiveand accountableinstitutionsthatcantranslateavailableresourcesintobetterdevelopment outcomes.Thenextphaseofitstransformationislikelytobeevenmorechallengingthan thelast.Indonesiawillbeenteringsecondgenerationreformsandwillneedtoprovide servicessuchasmoresophisticatedinfrastructure,secondaryandtertiaryeducation,as wellasasustainablehealthinsurancesystem. This booklet highlights the World Bank's portfolio of activities that support the GovernmentofIndonesiaintheHumanDevelopmentsector,whichencompassesboth healthandeducation.TheWorldBank'sHumanDevelopmentsectorworkcoversalmost theentirehumanlifecycle­frommaternalandneo-natalhealth,healthinsurance,early childhood education, school health and nutrition, basic education, to teacher reform, secondaryeducationandyouthskills,highereducation,medicalandhealthprofessional educationandlifelonglearning. 1 Education Overview TheIndonesianschoolsystemisimmenseanddi- verse.Withover46millionstudentsand2.7millionteachers inmorethan250,000schools,itisthethirdlargesteduca- tionsysteminAsiaandthefourthlargestintheworld(be- hindonlyChina,IndiaandtheUnitedStates). Two ministries are responsible for managing the educationsystem,with84%ofschoolsundertheMinistry ofNationalEducation(MoNE)andtheremaining16%under theMinistryofReligiousAffairs(MoRA).Privateschoolsplay animportantrole.Whileonly7%ofprimaryschoolsarepri- vate,56%ofjuniorsecondaryand67%ofseniorsecondary schoolsareprivate.Sincedecentralization,thelocalgovern- mentsareplayingsignificantrolesineducationservicede- livery. Indonesiahasachieveduniversalenrollmentinpri- maryeducationandnearuniversalenrollmentinjuniorsec- ondary.MillenniumDevelopmentGoals,includingthosefor gender equity, are being met.Today, nearly every Indone- sianchildparticipatesinbasiceducationandthevastmajor- ityofthosewhobeginGrade1finishGrade9.Despitethese gains, Indonesian education continues to face significant challenges.Forexample,thenationwasranked57thoutof 65inthe2009TrendsinMathematicsandScienceStudies international test.This is attributed to a complex of issues includingthequalityofteachingandaweakqualityassur- ancesystem. EducationiscentraltotheIndonesiangovernment's development agenda. Education spending has increased significantlyintheyearssincetheeconomiccrisis,andhas nowreached3.8%ofGDPand19.7%ofgovernmentspend- ing.Aseriesofreformshavetakenplaceinrecentyears,in- cluding teacher certification and grant support to schools forbetterqualityeducation. World Bank Support TheWorld Bank's support based on its close part- nershipwiththeMinistryofNationalEducation(MoNE)and theMinistryofReligiousAffairs(MoRA)isaimedatsupport- ingthetransformationoftheeducationsector.Assuch,this engagementcoverstheentirespectrumineducation-from earlychildhoodeducationanddevelopmenttohigheredu- cationandteacherupgrading-throughknowledgeservices as well as trust-funded activities and investment projects. Looking ahead, the key challenges Indonesia faces are to continuouslyimprovethequalityofbasiceducationservice delivery,andmoveuptheeducationladdertobroadenac- cesstohighereducationandtostrengthenthelinkagewith thelabormarket. 2 Health Overview Health care in Indonesia has been improving although problematicareasremainandnewchallengesaremounting.Im- provementsincludereducedinfantmortalityandincreasedlife- expectancy, but maternal deaths and child malnutrition remain seriousproblems.Demographicandepidemiologictransitionsare acceleratingandthepopulationisaging.Theseshiftsareresult- inginarapidlygrowingdemandformoreandbetterhealthcare. Indonesia'shealthsystemwillneedtorespondbyimprovingqual- ityandprovidingdiversifiedhealthfinancing. In2004,theGovernmentofIndonesia(GoI)madeabold promisetoprovideallIndonesianswithhealthinsuranceinanef- forttoimprovethehealthandfinancialriskprotectionofitsciti- zens. It moved immediately to provide health insurance for the poor,whichnowcoversaboutonethirdofthepopulation.This newhealthinsurancesystemrequiresareformofservicedelivery andinter-governmentalfiscalsystems.Inordertoachievefinan- cialsustainability,universalhealthcarecoveragereformsareim- perative.Todeliverimprovedoutcomes,thepublichealthsystem willneedtoimproveitsdeliveryofpreventivecare.Throughpri- oritizedandsustainedimplementationofhealthsystemreforms, IndonesiacanmoveforwardtomeetitsMilleniumDevelopment Goals(MDGs),ensuregreateraccesstobetterqualityservicesand provide financially sustainable universal health insurance cover- age. World Bank Support TheWorldBankassiststhegovernmenttostrengthenthe health system by focusing on health financing reforms, the de- velopmentofhumanresources,andeffortstoimprovematernal healthandHIV/AIDSoutcomes. TheWorldBankprovidesassistanceinthedevelopment ofhealthinsuranceimplementationregulations,financialsupport tothehealthinsuranceprogramforthepoor,actuarialanalyses, expenditurereviews,andsupply-sideneedsassessment.Inpart- nershipwiththeMinistryofNationalEducation,theWorldBank is implementing a Health Professional Education Quality (HPEQ) program,whichaimstoimprovethequalityassurancesystemof healthprofessionaleducation. TheBankalsoprovidestechnicalandfinancialassistance tothedevelopmentofthehealthreformagendaandisengaged inelevatingthepolicydialogueandawarenessonHIV/AIDS,pay- ing particular attention to Papua. On-going community-based water and sanitation projects and established community-driv- endevelopmentinitiativesofferlocalplatformsthatprovidethe frameworkformulti-sectoralapproachestoimprovetheprovision ofpublichealthservicesacrossIndonesia.Apilotformaternaland neonatalhealthcaresystemstrengtheningisbeingconductedin WestJava. 3 Maternal and Neo-Natal Health Morethan73%ofallbirthsinIndonesiaarenowattendedbyaskilledbirthattendant,andalmost 40%ofwomeninIndonesianowdeliverinafacility,whichlowersawomen'sriskofdyinginchildbirth considerably.Whiletherearepositivetrendsintheincreaseduseofskilledbirthattendants,almostuni- versalaccesstosomelevelofantenatalcare,andcontinueduseoffamilyplanning,thesearenotenough tostemthetideofmaternaldeath.Mostpoorwomencontinuetodeliverathomeandoftenwithan unskilledbirthattendant;manycontinuetodieinchildbirthwhencomplicationsarise. MoreeffortsareneededtoaddressmaternalmortalityinIndonesia.TheWorldBankisassistingthe governmentwithin-depthanalysesofthehealthsystemconstraintsunderlyingmaternaldeaths. Maternal Health Service Delivery Pilot Toreducematernalandintra-partumnewborn ...and then she deaths,theWorldBankiscollaboratingwiththeCen- died ter for Child Survival at the University of Indonesia Thisreportcontains and the Center for Health Services Management at areviewofthecurrent theUniversityofGadjaMadahtodesignandpilota government policies model for a comprehensive reform of the maternal and programs in the health service delivery system.The pilot aims to re- areaofmaternalhealth. ducematernalandintra-partumnewborndeathsby Thecurrentapproachin improving women's access to birth delivery in certi- Indonesia, which em- fied facilities and improving the performance of the phasizes the use of a referralnetworkforqualityandtimelycasemanage- midwife for delivery and community-based in- ment.ThepilotisbeingimplementedwiththeWest terventions,hasnothadtheanticipatedimpact. JavaProvincialhealthofficeandBandung,Bogorand While the number of midwives has increased, theirdeploymentpatternsarestilluneven,and Cianjurdistricthealthoffices. manyremoteareasdonothaveaccess.Training Themodelconsistsof6mainareas: ofmidwivesisseriouslybelowstandard.Health 1.Promoting facility-based delivery in certified birth centers and hospitals, which are key elements deliveryfacilities. ofareferralsystemdesignedtoaddressemer- 2.Implementingpoliciestoensureaccessofthepoor gencycomplications,arenotperformingatan optimal level, and obstetricians are not widely tofacilitybaseddelivery. available.Thecontinueduseoftraditionalbirth 3.Operating an adequate referral network of birth attendantsandhomedeliveryarecontributory deliveryfacilitiesandreferralhospitals(publicand factors to maternal mortality. If Indonesia is to privatefacilities). acceleratethereductionofmaternalmortality, 4.Implementing policies to ensure adequate itmust: qualityofcareatthehospitals,particularlyforthe · Addressthehumanresourcegap; managementofnormaldeliveries,preventionand · Make emergency obstetric care more avail- management of post-partum hemorrhage and able; managementofcaesareansection. · Enhance linkages between community- 5.Designingandimplementingapromotionstrategy baseddeliveryfacilities(suchasvillageorpri- vatemidwifefacility)andhospitalservices; to increase demand for facility-based delivery, including exploring the traditional birth assistant · Standardize the quality of care throughout thesystem;and (TBA)-midwifepartnershipapproachandadjusting the conditional cash transfer (CCT/PKH) program, · Betterutilizeopportunitiesunderthenation- and alhealthinsuranceplan.Findingsandrecom- mendations from this report informed the 6.Implementing a functioning surveillance system Government's Medium-Term Development (community and institutional based) for maternal Plan. andneonataldeaths. World Bank Analytical and Advisory Activities: · Health Systems Strengthening for Maternal Health 4 Health Insurance In 2004, the Indonesian government made a commitment to provide its entire population with healthinsurancecoveragethroughamandatorypublichealthinsurancescheme.Ithasalreadyprovided coveragetoanestimated76.4millionpoorandnearpoor,fundedthroughthepublicbudget.Neverthe- less,morethanhalfthepopulationstilllackshealthinsurancecoverage,andthefullfiscalimpactsofthe government'sprogramforthepoorhavenotbeenfullyassessedorfelt. Inaddition,significantdeficienciesintheefficiencyandequityofthecurrenthealthsystem,unless addressed,willexacerbatecostpressuresandcouldprecludetheeffectiveimplementationofuniversal coverageandthedesiredresultofimprovementsinpopulationhealthoutcomesandfinancialprotec- tion. Health Financing Baseline Costs of Current Health Insurance in Population 2010 adjusted and loaded Indonesia In2010,The World Bank conductedan Low baseline Intermediate Greater Jakarta actuarialcost- Assumption: Higher baseline baseline · Add 10% baseline ing exercise Assumption: Assumption: administration cost Assumption: · Add 10% to 2010 to assist the · Successful control · Add 10% to 2010 · Add 10% to 2010 of costs through pharmaceutical pharmaceutical costs pharmaceutical Government costs managed care and emphasis on costs · Add 10% of Indonesia develop baseline · Add 10% · Add 10% primary care administration cost administration cost administration cost estimatesforthecostsoftheex- · Both Supply side · Add out-of-pocket (OOP) costs 30% · Both Supply side subsidy and OOP · Both Supply side istinghealthinsuranceprograms subsidy and OOP subsidy and OOP · Add Supply side costs are set to costs are set to 50% costs are set to 50% and to perform actuarial analy- subsidy 20% 30% Rp. 25.662 per Rp. 35.627 per sesofthecostsofsomedifferent Rp. 18.704 per member per month Rp. 20.530 per member per month options for attaining universal member per month member per month coverage. Giving More Weight to Health: Assessing Fiscal Space for Health in Indonesia This report analyzes fiscal space issues related to gov- ernment health spending in Indonesia. Fiscal space refers to theabilityofgovernmenttoincreaseexpendituresforadesired purpose.The Indonesian government spent about 5.3% of its budgetonhealthin2006,buttotalandgovernmenthealthex- penditurespercapitaarelowcomparedtoregionalneighbors aswellasrelativetoitsincomelevel.Indonesiawillneedtoboost healthspendinginthenearfutureasitexpandsaccesstocarethroughtheex- pansionofthehealthinsuranceschemeforthepoorandnearpoor.Inaddition, demographicandepidemiologicalchangesinthecountryindicatethatthereis likelytobesignificantincreaseinthedemandandneedforhealthservicesand moresophisticatedcare.Anumberofdifferentdriversoffiscalspaceforhealth inIndonesiaarediscussedinthisreport,aswellaspolicyoptionsforIndonesia toconsidertoraiseresourcesforhealth. 5 Early Childhood Education and Development Earlychildhoodiswidelyrecognizedasacriticaltimefordevelopmentsinceitlaysthefoundation forskillsandaptitudespeoplecarryintoadulthood.Thisrecognitionstemsfromscientificevidencewhich demonstratesthatrapidbraindevelopmentoccursbeforeachildissix,andthatamaturingbrainisaffect- edbyachild'senvironment,suchasstimulation,nurturing,andnutritiondispensedathomeandbeyond. Servicesrelatedtoearlychildhoodhaveproventobehighlycost-effectivewiththereturnsmanifesting inschoolreadiness,schoolcompletion,health,cognitiveability,andgeneralsocialandemotionalskills. Early Childhood Education and Impact Evaluation Development Project (ECED) In an effort to understand whether ECED servic- The Ministry of National Education es improve children's development and readiness for (MoNE)issupportingacommunity-based primaryschool,andwhatfactorscontributetotheef- Early Childhood Education and Devel- fectiveness of ECED services, MoNE is undertaking an opment (ECED) project aiming to reach impact evaluation with support from theWorld Bank. about738,000childrenin50districtsover Tracking children over time will help shape the ECED five years. Financed by International De- project by providing information about the status of velopment Assistance (IDA) credits and earlychildhooddevelopmentofthechildrenitistarget- a grant from the Kingdom of The Neth- ing,andhighlightareasthatmayrequirefurtherproject erlands, the ECED project provides block attentionandfocus.Moreover,theresultswillhopefully grants to communities whose residents aidthedevelopmentoflocalpoliciessupportedbylocal decide how best to deliver early child- data,whichhastodatebeenlimited.Whiletherehave hood services. The project supports the beenstudiesdescribingthelandscapeofECEDservices government's strategy of integrated and inIndonesia,thebaselineresultsofthissurveyarethe holistic ECED, encompassing health, nu- firsttoshowrelationshipsbetweenparentaleducation, trition,earlystimulationandeducationas nutrition, and stimulating learning environments and well as parenting.The project also funds childdevelopmentaloutcomes. trainingofcommunity-basedteachersto This impact evaluation utilizes one of the most promote child development, and facili- well-known measures of school readiness - the Early tatescooperationwithdistrictandnation- DevelopmentIndex(EDI).TheEDIisarelativeindicator al organizations that provide additional whichcomparesgroupsofchildrenacrossgeographic funding and quality control. In addition, areasacrossfivedevelopmentaldomains(languageand theprojectsupportstheestablishmentof cognitivedevelopment,physicalhealthandwell-being, a national quality assurance and profes- social competence, emotional maturity, communica- sional development system, which will tionskillsandgeneralknowledge).TheEDIshowsthat ensurecontinuousimprovementofECED compared to children in other countries, Indonesian servicedelivery. children excel in communication and general knowl- InJanuary2010,theMinistryofNa- edge,andalsoinsocialcompetence,butshowhigher tionalEducationreleasedECEDstandards ratesofvulnerabilityinliteracy-relatedskillsandcogni- (Permendiknas No.58/2009), which were tivedevelopment.ThismeansthatIndonesianchildren thenembeddedinagovernmentregula- are independent, can communicate their needs, and tion(PPNo.17/2010)onthemanagement actwithpatienceandsocialappropriateness.However, and operations of education services. As theyappeartoneedfurthersupportwithskillsthatare of September 2010, more than 2,800 vil- theprecursorstoreading,writing,andcomputing,such lagesacross50districtshaveestablished as counting, number recognition and distinguishing community-basedECEDcenters. betweensimilaritiesanddifferences. 6 " I'm proud of PAUD," was the first thing that Pak Zainal Mutaqin, Head of the District EducationOfficeinSukabumi,toldtheWorldBankonarecentvisitinSeptember2010. PAUDstandsforPendidikan Anak Usia Dini,orEarly Childhood Education and Devel- opment (ECED).CommunitiesalloverSukabuminowhaveaccesstoearlychildhood educationcentersthroughtheEarlyChildhoodEducationandDevelopmentProject, whichprovidestrainingforteamsofmastertrainersandfacilitatorsandgrantsforcom- munitiestosetuptheircenters.Parentswhobringtheirchildrenfindaplacetowaitand gather,formanythisisafewhours,fourtimesaweek,whentheygettotakeabreak fromworkandchoresandcanchatwithneighbors,whilekeepinganeyeonthechild inside.Wherethecenterisalsoalocalhealthpost(Posyandu)itisalsoanopportunityto catchthelocalmidwifeorfamilyplanningofficer.Thereisanoverwhelmingsensethat thesecommunitycentersareacauseofgreatpride,withparentscommentingonhow itistoseeachildlearninganddevelopinginthisway. The Cendrawasih early childhood centre in Puncak Manis sub-village has more than 20 children. Built with PNPM Generasi funds, this center was established just over a year ago. Eleventrainedfacilitatorsrotateamongstthecentersintheircare,givingideas to improve the learning programs, community resource mobilization, deal with problems, and keep the books. Communities have adopted new ideas with surpris- ing speed, especially considering their often limited resources, and have made land available for thecenters.Thelocaleducationauthority is takingearlychildhood pro- grams seriously. A draft local regulation has been prepared, which will lay out the frameworkforearlychildhoodeducationserviceprovision.Theholisticapproachsup- portedbytheECEDprojectisbeingembraced,totheextentthatthedistrictgovern- ment is now promoting the use of local health posts (Posyandu) for informal early childhood learning centers, and is training local`cadre' to deliver a range of services. World Bank Supported Programs: · ECED (Early Childhood Education and Development) 7 School Health and Nutrition Acountry'seducationandeconomicstatusiscloselylinkedtoitshealthstatus:improvenutrition andhealth,andeducationandtheeconomywillbestrengthened.Healthierandbetternourishedchil- drenstayinschoollonger,learnmore,andbecomehealthierandmoreproductiveadults.Addressing nutritionandhealthamongschool-agechildrendoesmorethanimprovetheirhealthstatusandlearning capacity;italsoleadstointergenerationalnutritionandhealthbenefitsandlong-termeconomicgains. Girlswhostayinschooltendtodelaychildbearinglongerthanschool-leavers,andmerelydelay- ingchildbearingbringsthefurtherbenefitsofalowerbirthrate,betterbirthoutcomes,andbetterchild health.School-agechildrenwithlowerlevelsofdiseasereducetheoveralltransmissionofdiseaseinthe widercommunity.Thegainfromimprovinghealthandnutritionatschoolageisthereforeacombination ofalloftheseshortandlong-termbenefits. School Health and Nutrition School health and nutrition (SHN) interventions are important invest- mentsforeducationsincepoorhealthandnutritionamongschool-agechildren impedeachievingeducationobjectives.Diseasesandmalnutritionaffectchil- drenthroughoutchildhood.Whileschool-agechildrenareatlowerriskofdying fromtheseconditions,diseaseandmalnutritiontaketheirtollonparticipation andprogressinschoolandlearning. Thisreportassessesthecurrentschoolhealthandnutritionsituationand policies,institutionalmechanisms,andongoingSHNactivitiesinthebasicedu- cationsectorinIndonesia.Thisreportidentifieswaystostrengthenandexpand SHNinterventionstoaddressmajorhealthandnutritionimpedimentstolearn- ing.Theseinterventionsarehighlycost-effectiveandbenefitthepooranddisadvantaged childrenmorethanothereducationinterventions. Recommendationsinclude: · TargetSHNinterventionswhereeducationoutcomesarelowandpoornutritionorhun- gerishigh. · StrengthencollaborationwithintheeducationsectorbetweentheMinistryofNational EducationandtheMinistryofReligiousAffairsandbetweenhealthandeducation. · Identifyanddevelopasetof"packages/models"thattakeintoaccountthethreemain contextsinIndonesia(urban,rural,island/coastal)andalsothetypeofschool. · Takeadvantageofthereturnsfromcertainlow-costSHNinterventionsbyidentifyingand implementingdistrict-levelapproachestoremediation. Elements of School Health & Nutrition School Health & Nutrition National Water and School Sanitation Health at Schools Program Health Law and Services through Community NGO or National or Health Center Corporate Donor-Assisted (Puskesmas) School Health School Feeding Services 8 Water and Sanitation for Low Income Communities (WSSLIC 2) Workinginpoorcommunitiesinunder-servedruralvillagesinselectedprovinces, thisprojectsupportedtheGovernmentofIndonesiainitseffortstoimprovethehealth status,productivity,andqualityoflifeofvillagers.Itfocusedonimprovingthehealthbe- haviorandcommunityhealthservicesrelatedtowaterbornediseases,andprovidedsafe, adequate,cost-effective,andeasilyaccessiblewatersupplyandsanitationservices. Bringing clean water and improved sanitation to rural areas meant that the proj- ecthadtoworkwithlocalinstitutionssuchaslocalgovernmentdepartmentsorvillage committeestoorganize,plan,manageandsustainwaterandsanitationservices.Italso workedwithcommunityhealthstaffatvillageleveltobuildtheircapacity,withfacilita- torsusingparticipatoryapproacheswhichwouldfostercommunityownershipandulti- matelyempowerthecommunitiestomakechoicesandthinkbeyondwaterandsanita- tiontowaysofimprovingqualityoflifeingeneral. Thisprojectwasaboutchangingbehavior,soitworkedthroughcommunityhealth programsandlocalschoolsusingparticipatoryhygieneandsanitationeducationpro- motionmethods:typicalactivitiesincludedtheconstructionoflatrinesandhandwash- ingstationsinschools,de-wormingprogramsorhygieneandhealthawarenessraising throughmassmediacampaigns. Villageswantingaccesstoacleanandconvenientwatersupplypreparedpropos- alsandhadtobereadywiththeirowncontributionsinordertoreceiveprojectfunds.In thisway,eachvillagewasmorelikelytocontinuetoprotecttheirinvestmentandkeepit functioninginthefuture.Thisprojectendedin2010,andalreadytherearesomeclearim- pacts:morepeopleinthetargetvillageshavemoreaccesstocleanwaterandsanitation, andwiththeseimprovements,diarrheaaffectsfewerpeople.Womeninthosevillages withnewwatersuppliesnowhavemoretimetospendonchildren'seducationinstead ofcarryingwater. WSSLIC Outcomes A recent impact evaluation shows that WSSLIC2achieved: 1. Anincreaseinaccesstowater,especiallyfor thepoor, 2. An increase in time for women to spend on childrens' education instead of carrying water, 3. Anincreaseinaccesstosanitation,and 4. Adecreaseinincidenceofdiarrhea. World Bank Supported Programs: · WSSLIC 2 (Water and Sanitation for Low Income Communities) 9 Basic Education Indonesiahasmadegreatstridesinprovidingaccesstobasiceducation,includingtoitspoorest citizens.TheGovernmentofIndonesiahasdemonstrateditscommitmenttoincreasingaccesstoeduca- tionandimprovingthequalityandgovernanceofitseducationsysteminrecentyears,dedicatingasig- nificantamountoffinancialresourcestothesector.Indonesiaisexpectedtoachieveuniversalnine-year basiceducationinthecomingyears.Thenationwideschoolgrantprogram(BOSorBantuanOperasional Sekolah)toprimaryandsecondaryschools,whichstartedin2005andfundsschoolsonaper-pupilbasis, demonstratestheGovernment'scommitmenttoreachingthiskeyeducationmilestone. Educationqualityremainsachallenge,particularlyforbasiceducation.Indonesiastillrankslowin internationalstandardizedtests.Inboththe2009ProgramforInternationalStudentAssessment(PISA) andthe2007TrendsinInternationalMathematicsandScienceStudy(TIMSS),themathskillsofoverhalf oftheIndonesianstudentstestedwerebelowwhatwasdefinedtobethebasicproficiencylevel. Withdecentralization,manyeducationmanagementresponsibilitieshavepassedtothelocallevel, makingstrongdistrictandschoolmanagementessentialtothequalityandefficiencyoftheeducation system.Improvingthequalityandservicedeliveryofnine-yearbasiceducationintermsofstudentlearn- ingisvital,andwillbedrivenatthedistrictandschoollevel. What is BOS? BOS-KITA (Knowledge Improvement for BOS (The School Operational Assistance pro- Transparency and Accountability) gram)ispartoftheGovernment'sefforttoprovide BOS-KITA is supported by the World Bank qualityeducationto studentsofall income levels. andtheKingdomofTheNetherlands.BOS-KITA BOS has been disbursing block grants to schools is designed to improve the BOS program by across the country on a per student basis since strengthening school committees, increasing 2005. BOS is the Indonesian Ministry of National communityparticipation,andimprovingfiducia- Education'sflagshipschoolgrantprogram.Schools ryarrangementsforgreatertransparencyandac- acrossthecountryreceivequarterlygrantsforoper- countabilityofBOSfunds.Atthejuniorsecond- ationalexpenses,basedonthenumberofstudents arylevel,BOShelpedraisetheNERofthepoorest inthe school.ThetotalvalueoftheBOSprogram childrenfrom52%in2006to59%in2009,while ismorethanRp19trillionperyear.BOSstandsfor alsoincreasingtheircompletionratesfrom50% BantuanOperationalSekolah,orSchoolOperations to55%overthisperiod(SUSENASsurveys). Fund. BOS Training 2011 The Ministry of National Education (MONE) has played the lead role in rallying developmentpartnerstosupportthenationalBOStrainingprogramfor2011.TheBa- sic Education CapacityTrust Fund (managed by theWorld Bank and funded by the European Unionand theKingdomofTheNetherlands)is collaborating with the Ba- sicEducationSectorCapacitySupportProgram(managedbytheAsianDevelopment BankandfundedbytheEuropeanUnion),USAID,andAusAIDtohelpMONEdesign andimplementanimprovedtrainingforschoolprincipals,treasurersandschoolcom- mitteesbasedonmaterialsdevelopedunderrecentdonor-fundededucationprojects. MONEranTrainingofTrainersprograminlate2010for1,500trainersacrossthecountry. Inearly2011,thesetrainerswillstarttrainingnationwide,aimingtoreachmorethan 250,000schools.Thetrainingcoursewillcoverschoolself-assessment,planningand budgeting,financialmanagement,schoolreportingtool(TRIMS),andupdatesonthe BOSprogram.JICAplanstousethesetrainingmaterialsinthedistrictstheysupport. 10 BOS Monitoring and Evaluation & Com- Social Information Campaign plaint Handling The Indonesian Minister of National Edu- TheBOS-KITAteamhasworkedwiththegov- cation (MONE) launched a nationwide social ernmenttodevelopanimprovedmonitoringand information campaign to strengthen transpar- evaluationframeworkfortheBOSprogram,which ency and accountability in the BOS. With sup- will simplify management and reporting. This portprovidedbytheWorldBankandtheRoyal morestandardizedsystemwillfacilitatecompari- Netherlands Government, the campaign con- sonbetweendistricts.Ithasbeenpilotedinthree tainskeymessagesontheimportanceofpublic provincesandsixdistricts,andisnowbeingimple- oversightintheusageofBOSfundsbyschools, mentedbycentralBOSmanagement(Directorate and how parents can support it. According to ofJuniorSecondaryEducation)andthreedistricts. theMinisterofEducation,MohammadNuh,"the Itisexpectedthatthesystemwillberolledoutto publicshouldbeinvolvedtomakesurethatthe alldistrictsin2011whentheBOSprogramdecen- BOS program, which absorbs trillions of rupiah tralizes. ofgovernmentfunds,meetsitstargets".Healso In addition, the quotedthefindings MinistryofNationalEdu- fromarecentWorld cation now has a one- Bank survey of 720 door policy for public randomly selected information and com- schools, which in- plaint handling services. dicatesthatparents A 177 hotline has been do not have suffi- launchedbytheMinistry cientknowledgeof tobeaccessiblethrough the BOS program various means of com- tobeabletomoni- munication, including tor fund usage ef- text messages (SMS). fectively, although This requires better co- 86% had heard of ordinationatalllevelsto the program. The makesurethatanycom- new campaign will plaintsorcommentsare increase awareness recorded,processed,and through TV, radio responded to appropri- and print, and will ately and quickly by the alsopromoteanew right unit. The BOS-KITA tollfreephonenum- teamhasalreadyhelped ber for complaints toprepareStandardOp- and feedback. The erating Procedures to national campaign makethisclear.Allofthe is being comple- new systems improve- mented by district mentshavebeenshared This poster was developed with the Ministry surveys, which will with districts and prov- of National Education as part of a national provide insights incesthroughinteractive campaign to inform parents and school into the best ways communities about the BOS program. DVDswithauser-friendly to increase public format,withtheexpecta- knowledge of the tionthatthiswillleadto BOSprogram. abetterBOSprogramfor all. 11 Basic Education (continued) Basic Education Capacity Trust Fund Education Public Expenditure TheBasicEducationCapacityTrustFund(BEC-TF)isassist- Analysis ing 50 local governments in nine provinces to increase their TheEducationPublicExpenditure skillsinusinginformationintheplanning,management,and Analysis(EPEA)isatooldevelopedby monitoring of educational governance and service delivery. theWorldBanktohelplocalgovern- TheBEC-TFusesacombinationoftoolsandapproaches,such mentslookatthewaytheyhaveman- asLocalGovernmentCapacityAssessments,CapacityDevelop- aged money, teachers, classrooms mentPlans,LocalBasicEducationGrants,andEducationPublic and other educational resources for ExpenditureAnalysisto: thelastfiveyearsanddecideifthatis · identify,prioritize,andmakelocalbudget,physical,andper- howtheywanttoproceedforthefu- sonnelallocationdecisions ture.Thefocusisonusinglocalinfor- · improvelocalgovernanceandefficientresourceusethrough mation to make local decisions. This increased transparency, accountability, improved budget allowsmanagerstousetheirowndis- processes and performance-based financing, improved fi- trict data to make decisions that will nancialmanagementandaccounting,and helpthemachievetheoverallnation- al goals for student graduation rates, · strengthen capacity of existing information and perfor- teacher-studentratios,andsoon. manceassessmentsystemstoimprovestakeholders'access toaccurateandtimelyinformation. Thematic Education Dialog and Education Sector Assessment Supported by the BEC-TF, theThematic Education Dia- log(TED)isapolicydiscussionforumbringingtogethersenior government officials and development partners to provide strategic and policy recommendations on education reform and development issues, including resourcing and planning. TheTEDdiscussionswereusedtoinformthepreparationofthe 2010-14NationalMediumTermDevelopmentPlan.Startingin 2008,theTEDfocusedonaseriesofjointlyidentifiedissuesun- deranEducationSectorAssessment(ESA),usinganevidence basedapproachtogenerateanddisseminateeducationsector knowledge through debate and discussions, contributing to consensusbuildingonkeydevelopmentissues.Theissuesare: 1.Improvingskillsmatchwiththelabormarket;2.Scopingand UndertheBEC-TF,seventrainingmodules refocusingnon-formaleducation;3.Basiceducationprovision; were prepared for use by trainers from 4.Nationalexaminations;5.Teacheremploymentanddeploy- the Ministry of National Education and ment;6.Teacherqualityandcertification;7.Educationsector local departments of education to train local government staff and local educa- financing;8.Highereducation. tionstakeholdersonthetopicsofthefive SeveralmajorreportscomingoutoftheESAhavebeen strategic areas of education governance published.AsacontinuationoftheESA,andinordertofurther (transparencyandaccountability,educa- exploresomeoftheemergingissues,theGovernmenthasre- tionserviceprovisionstandards,manage- questedtheBEC-TFtosupportaninter-ministerialtaskforce mentcontrolsystems,informationman- onyouthskillsdevelopmentwithtechnicalassistanceandana- agement systems, efficient resources), lyticalwork,ongoingsupporttobasiceducationfocusingon education public expenditure analysis, the planned decentralization of the BOS program, follow up andgendermainstreaming.Themodules dialogandanalyticalworkonhighereducationfinancingand containfulltrainermaterials,suchaspow- strategy,onseniorsecondarystrategy,andaneducationpublic erpointsandbackgroundreadingmateri- alsonrecentlegislation.Thematerialsare expenditurereview. beingwidelyusedbyserviceprovidersto deliverthetraininglocally. 12 Local Government Capacity Five Strategic Areas of Assessment (LGCA) Education Governance TheLocalGovernmentCapacityAssessment The Local Government (LGCA)isatooldevelopedbytheWorldBankto Capacity Assessment mea- construct the Indonesia Local Governance In- sures education sector per- dex (ILEGI), which ranks 50 local governments formanceandcapacityacross accordingtotheirperformanceandcategorizes fiveStrategicAreasofeduca- themintogreen-yellow-red.TheLGCAandILEGI tiongovernance: revealthateducationoutcomesandeducation governancearehighlycorrelated.TheLGCAre- · Transparencyand sultshelplocalgovernmentstoidentifytheirstrengthsas Accountability wellasareaswheretheyneedtomakeimprovementsin · EducationService thefiveStrategicAreasofEducationGovernance. ProvisionStandards · ManagementControl Systems Transparency and Accountability · Information 100% ManagementSystems 90% Education · EfficientResourceUse 80% Service Efficient 70% Provision Resource 60% 43 Standards Use 50% LOCAL GOVERNMENT 40% CAPACITY CLASSIFICATION · 30% 50 High (score above 60%) 42 20% 10% 0% · Medium (score between 40-60%) · Low (score below 20%) 33 47 Information Management Control Management Systems Systems ThisSpiderWebisconstructedonthebasisoftheLGCAforall50BEC-TFlocalgovernments.Itgraphi- callyshowseachlocalgovernmentwhereitsstrengthsandweaknessesareineachofthefivestrategic areas.Thelowerthepercentage,theweakerthelocalgovernmentisperforminginagivenstrategicarea; thehigherthenumber,thebetterthelocalgovernmentisperforming.Localgovernmentscoresvaryfrom 19%to62%acrossthestrategicareas.Forexample,inthisspiderweb,thelocalgovernment'slowestscore is33%inInformationManagementSystems,anditshighestscoreis50%inEducationServiceProvision Standards. World Bank Supported Programs: · BOS KITA · BEC-TF (Basic Education Capacity Trust Fund) · DESP (Dutch Education Support Program) 13 Teacher Reform Thereisclearevidencethatteachersareoneofthemostimportantfactorsineducationquality.In recentyears,Indonesiahasundertakenmassivereformintheareaofteacherqualityimprovement.Atthe primaryandjuniorsecondarylevels,only18%and67%ofteachersrespectivelyhavetherequiredfour- yeardegreequalification.Mostprimaryschoolteachersonlygraduatedfromseniorsecondaryschool. WiththepassageoftheTeacherLaw(UU19/2005),Indonesiaembarkedononeofthelargestandmost ambitiousteacherreformeffortsintheworld,withnearly3millionteachersaffectedbythelaw. Thelawrequiresteacherstohaveatleastafour-yearcollegedegree,andmandatesthattheteach- ersbecertified.Asanaddedincentive,certifiedteachersareeligiblefora"professionalallowance"equal totheteacher'sbasesalary,andthereisevidencethathighercalibercandidatesarenowbeingattracted toateachingcareer.Thelegislationhasalsopromptedimprovementsinpre-serviceteachertraining,and manyinitiativesarenowbeingimplementedtoequipteacherswiththeskillstheyneedtomeetthenew, higherstandards. Better Education through Reformed Inside Indonesia's Management and Universal Teacher Mathematics Classrooms: A Upgrading (BERMUTU) TIMSS Video Better Education through Reformed Management Study of Teaching and Universal Teacher Upgrading (BERMUTU) became Practices effectivein2005.Itisacomplexprojectoperatingona and Student varietyoflevels.Atthebroadestlevel,theprojectsup- Achievement portspolicyandstrategicdevelopmentthroughcontri- Thisstudyanalyzed butionstotheregulatoryframeworkgoverningteachers. video case studies of math instruction in Support from BERMUTU has seen important pieces of the classroom, providing qualitative and legislationalreadypromulgatedcoveringissuessuchas quantitative evidence to inform and guide therecognitionofpriorlearning,inductionandteacher futurepolicydecisions.Thestudyfoundthat accountability and incentive systems for performance comparedwithstudentsandteachersfrom andcareeradvancement. other participating countries, Indonesians Theprojectintroducedaninnovativegrantsprogram spentmoretimeonnon-mathactivitiesand throughwhichanumberofteachertraininguniversities non-problemworkandlesstimeonreview and assessment. Indonesian teachers gave havereceivedsupporttostrengthenfouryearteaching comparatively few higher-order thinking degrees.BERMUTUalsoaimstostrengthengovernment problems. Student's problem solving often qualityassurancemechanismsthroughsupporttothe involvedsimplerepetitionofteacherexam- National Board of Accreditation (BAN-PT). The project ples.The study also found that Indonesian hastouchedthemajorityofteachersintargetdistricts students spoke much less than their inter- by providing opportunities to upgrade their subject nationalpeersintheclassroomsetting. matterknowledgeandteachingskillsthroughteacher, Recommendationsinclude: and principal working groups in school clusters and · PromoteMONE'spolicyofActiveLearning, throughdistanceeducation.BERMUTUsupportstheim- whichissupportedbyfindingsthatmore provementoftheexistingteachermonitoringsystemto active student participation is associated increaseitsresponserate,timeliness,andabilitytomoni- withhighertestscores. tortheteachercertificationprocessandwillfurthersup- · Incorporatevideotechniquesintoteacher portthedevelopmentofasystemformonitoringtime development activities for reflective self spent on"on task" and the teaching methods applied andpeerevaluation. inclassrooms.TheinfluenceofBERMUTUextendsfrom · Develop a teaching practice video re- refinementofpre-serviceteachertraining,newteacher source. inductiontocontinuousprofessionaldevelopmentand · Reviewcurrentpoliciesofcombiningtwo indoingsoprovideslifelonglearningopportunitiesfor periodsofmathandtheuseofcalculators teachersusingavarietyofmodalities. inclass. 14 The World Bank's analytical work Transforming Indonesia's on teacher employment and deploy- Teaching Force mentconfirmedthatteacheroversup- ThisstudyfoundthatIndonesia plyandpoordistributionwereamong hassomeoftheloweststudent-teacher the most pronounced sources of inef- ratios(STRs)intheworldandthatthere ficiency in the sector. As a solution, is an estimated 20% oversupply of teachers. Disparities emerge through the government introduced a policy uneventeacherdistributionwheretoo in2007requiringeveryteachertolog many teachers are being assigned to atleast24hoursofteachingtimeeach someschoolsandtoofewtoothers.Thisisparticularly week in order to be eligible for their evidentwhenlookingatthesupplyofteachersinurban, professionalallowance. rural, and remote areas. Sixty-eight percent of urban The Bank's analytical work also schoolsand52%ofruralschoolshavetoomanyteachers, focused on how to manage the large whiletwo-thirdsofschoolsinremoteareashavetoofew. cohort of under-qualified teachers. A Distributionissuesneedtoberesolvedatthedistrictlevel. MinisterialRegularNo.58/2008wasis- Forty-sevenpercentofIndonesia'sprimaryschoolshave suedtoallowuniversitiestorecognize fewerthan150students,andintheseschoolsparticularly, theuseofmulti-gradeteachingwouldbeanidealway teachers'relevantpriorlearning,subse- to address both efficiency and quality. Similarly, at the quentlyreducingthenumberofcredit secondary level, training teachers to deliver more than pointsateacherwouldberequiredto onesubjectwillcreategreaterflexibilityandefficiency. takeforher/hisacademicupgrading. Asteachersalariesmakeupoverhalfofalleducation expenditures, inefficiencies in staffing are extremely costly. The large oversupply and uneven distribution of teachers needs to be addressed, particularly as the Teacher Law Impact new "professional allowance" for certified teachers Evaluation is exacerbating the situation; the 20% oversupply of teachersisnowcostingover10%ofthetotaleducation In support of national efforts to budget. improve teacher quality, BERMUTU is Recommendations include establishing policies conducting an impact evaluation of to: one of the country's most ambitious · Promote the conversion to multigrade teaching at and expensive initiatives in this area the primary level and dual subject teaching at the - the Teacher Law enacted in 2005, secondarylevel. whichmandatesthatby2015allteach- · Identifyandmanageunderperformingteachers. ers must be professionally certified. · Requireallnewteacherstodemonstrateeffectiveness This evaluation will attempt to under- in the classroom before they are made permanent stand the efficacy of this policy, spe- employees. cificallywhethercertificationimproves · Ensurethatschoolpersonnelpromotionisdetermined thecompetenciesofexistingandnew byatransparentmeritprocess. teachers,andovertimeleadstobetter · AmendtheTeacherLawtoincludeassessmentofnew student outcomes. Baseline data was teachersbyprincipalsattheendoftheprobationary collected in November 2009, and im- yearaspartoftheteachercertificationprocess. pactresultswillbeavailableattheend- · Develop a new performance appraisal scheme for 2011andend-2012. teacherslinkedtoregularsalaryincrements. World Bank Supported Programs: · BERMUTU (Better Education through Reformed Management and Universal Teacher Upgrading) · DESP (Dutch Education Support Program) 15 Secondary Education and Skills Althoughtheseniorsecondaryenrollmentratehasexpandedsteadily,only7%ofIndonesiansbe- tweentheagesof25and64havereceivedsomelevelofpost-secondaryeducation,andjustoneoutof fivecompletedanuppersecondaryschooleducation.Keyconstraintstoenrollmentincludehighcosts, particularly for the poor, and the perceived low quality of schooling. A lack of secondary schools also remainsamajorproblem.Oneofthekeychallengesinsecondaryeducationistosetasolidfoundation foradvancedlearningwhilealsoprovidingnecessaryskillsforthosewhoarereadytoenterthelabor market. Currently,secondaryschoolgraduateshaveseriousgapsinpracticalskills(problemsolving,creative thinking,leadership,teamorientation,abilitytoworkindependently,andEnglishlanguageandcomputer skills.Skillmismatchesarehamperingworkeremployability.Furthermore,thedemandforskillsischang- ingovertimefasterthanever.Buildinganadaptiveskillsdevelopmentsystemwithinthelifelonglearning frameworkwillbeanimportantfocus.ToimprovethequalityandcompetitivenessofIndonesia'shuman resources,seniorsecondaryeducationandyouthskillsreformsareneededwithafocusonstrengthening curriculum,improvingthequalityofteaching,meetingincreasingdemandsforexpansion,andensuring equity. Lifelong Learning Although overall education attainment is in- Education, Training creasing,bytheageof15,nearly50%ofstudentsexit and Labor Market theschoolsystem.HalfofIndonesianyouthenterthe Outcomes for Youth labormarketbeforetheageof19,butemployment in Indonesia prospectsarefarfromideal.Youthunemploymentis This report analyzes highandmanyareforcedintoself-employment.This job market trends and ispartlyduetothepoorqualityofeducationandthe provides an overview of the potential reasons for inadequacy of the skills imparted in the education the observed difficulty in sector.Formaleducationsetsthecriticalfoundation school-to-work transitions for Indonesian youth. for an individual's ability to learn throughout their The report also identifies the implications of lifetime.Lifelong-learningincludes: thesefindingsontheseniorsecondaryeducation · Formaleducation:tobuildafoundationforlifelong sectorandvocationaltraining. The school-to-work transition is difficult learning; forallyouthduelargelytoinadequateskills.Half · Pre-employment:tostimulatemoremarketdriven, of students who start primary school dropout non-governmental pre-employment training for before finishing secondary school, and the bothformalandinformalsectoremployment; shareissignificantlyhigherinruralareasandfor poorer segments of the population. Those that · On-the-jobtraining; dograduatefromseniorsecondaryschoolsface · Between-jobtrainingtoupgradeandacquirenew high unemployment and insufficient access to salariedjobs.Skilledjobshavenotkeptpacewith skillsthatdepreciatequicklywithfasttechnologi- thegrowthineducationattainmentdespitethe calchange. growing importance of non-agricultural jobs. · Trainingforvulnerablegroups(drop-outs). Thestudyfoundthatemployersratethequality of 25% of senior secondary graduates as poor TheWorldBankisconductinganalysesoflocal and identified important gaps in generic skills government's costs and current financing arrange- (behavioral,problem-solving,thinking). mentofyouthskillsdevelopmentandlifelonglearn- Recommendationsinclude: ing in an attempt to determine whether Indonesia · Preventearlydropouttoimprovelabormarket hasinvestedsufficientpublicresourcesforskillsde- outcomesforyouth. velopment,andwhethertheresourcesareefficiently · Improve the quality of instruction, broaden andequitablyallocatedandused.TheWorldBankis theskillbase,andexplorealternativemodesof alsoformulatingpolicyrecommendationsneededto deliveringvocationaleducation. buildanintegratedlifelonglearningsystem,linking · Increaselinkageswiththeprivatesector. educationandtrainingtothelabormarket. 16 Higher Education, Research, and Innovation Indonesia'shighereducationsectorhasexpandedrapidlysinceindependence.Therearecurrently nearlyfourmillionstudentsenrolledinhighereducationinstitutions(HEIs)nationwide.Theexpansionis characterizedbythegrowingprovisionofhighereducationbyprivateinstitutions.Indonesia'scurrent highereducationsystemconsistsofmorethan130publicandover3,000privateHEIs.Althoughthepub- licinstitutionsonlyaccountfor4%ofthetotalnumberofinstitutions,theyaccountfor32%ofthetotal enrollments,withtheremaining68%enrolledinprivateinstitutions. Duetotheexpansioninthenumberofprivateproviders,Indonesia'stertiaryeducationenrollments havebeenabletoexceedthatofpopulationgrowth,withapproximately27%of18-22yearoldsenrolled inhighereducation.Despiteasteadyincreaseintheenrollmentrate,highereducationaccessbytherural population and socio-economically disadvantaged groups are still a critical concern in Indonesia.The governmentisalsoconcernedwithimprovingtherelevanceofhighereducationsothatitcanproduce graduates in the fields which are most needed by an economy that is growing rapidly and changing structurallyinanevercompetitiveglobaleconomy.Oneindicatorofthepossiblemismatchbetweenthe outputofthehighereducationsystemandtheneedsoftheeconomyisthelongwaitingperiodbetween graduationandemployment. Indonesia-Managing Higher Education for Relevance Indonesia: and Efficiency (IMHERE) Higher Education The I-MHERE project supports the development of an en- Financing abling environment for public universities to become more au- tonomousandmoreaccountablewhilealsoincreasingthequal- This study found that ity,relevance,efficiency,andequityofhighereducation.I-MHERE nearly 4 million assists with the development of the legal framework for higher studentsareen- education, and facilitates higher education system reform and rolled in higher oversight.Withassistancefromtheproject,bySeptember2010, education insti- the National Board of Accreditation for Higher Education (BAN- tutions (HEIs) nationwide representing PT)hadawardedinstitution-basedaccreditationto33percentof agrossenrollmentrateof26.6%.Ofthe publichighereducationinstitutions.Atthesametimetheproject 1.2% of GDP spent on tertiary educa- hasalsoprovided79grantstostrengthenthemanagementand tion, 0.9% is contributed from private administration of public and private universities in the areas of sources, mostly in the form of tuition governance,finance,outreach,contentanddelivery.Theproject and other fees and levies. The private shareisoneofthehighestintheworld. hasalsoprovidedfundsforthedevelopmentofaprogramtore- Participation by the rural population vitalizetheOpenUniversityandisprovidingfundstosupportthe and socioeconomically disadvantaged GlobalDistanceLearningNetwork(GDLN)Association. groups is still a critical concern in In- donesia.Fewerthan2%ofyouthaged Research and Innovation in Science and Technology 19-22 from households of the lowest (RISET) wealthquintileisenrolledinHEIs,com- paredwithover60%fromthewealthi- ThisproposedprojectwillworkwiththeMinistryofResearch esthouseholds.Over80%ofthepublic andTechnologytocreateanenablingenvironmentforresearch spendingontertiaryeducationbenefits anddevelopmentinscienceandtechnology,andstrengthenthe thebetter-off40%ofhouseholds. humanresourcesandperformanceincentivesofkeypublicsci- The allocation of public budget ence and technology institutes in Indonesia. RISET will improve to scholarships is small in Indonesia, thenationalinnovationpolicyframeworkandstrengthenpublic particularly in comparison with more researchthroughimprovedmanagement,quality,andrelevance. advanced countries. Scholarships do Theprojectwillprovidetechnicalassistancetoimprovetheman- not benefit the most disadvantaged becauseofearlydropout. agementofthecompetitivegrantsschemecurrentlyfundedby theMinistryofResearchandTechnology. World Bank Supported Programs: · IMHERE (Indonesia-Managing Higher Education for Relevance and Efficiency) 17 Medical and Health Professional Education Indonesia'shealthworkforcehasincreasedovertimeandtheratioofhealthworkerstopopulation hasimproved.Interestingly,doctorsareunequallydistributedgeographically,whilemidwivesareequally distributed.Themajorityofhealthworkersareemployedascivilservantsandworkpart-timeinaprivate practice. Thecapacitytotrainhealthworkershasimprovedintermsofquantity,buttherearemajorquality concerns.Nursingandmidwiferyeducationneedsattentioninordertoimprovematernalhealthout- comes.Midwivesandnursesobtaintheirgraduatecertificatesfromtheschoolsthemselvesratherthan throughindependentstandardizedcompetencetestingandthereisevidencethathealthworkersare providingpoorqualityservices. Themethodologycurrentlybeingusedtoplanandbudgetforhealthworkersisbasedonnationally setnormsandstandardsorworkloadcalculationsatpublicfacilities.Almosthalfofallpeoplewhoareill andseektreatmentdosoataprivatefacilityorwithaprivateproviders.Districts,despitehavingbeen givenlegalauthoritytomanagethehealthworkforce,arenotabletodoso.Thetemporarycontracted civilservantprogramandtheincentivesputinplacetoenticedoctors,nurses,andmidwivestoremote areashavenotpaidoffasexpected. Asthepopulationages,moredemandforsophisticatedhealthcarewillcomefromtheelderly.Hav- ingmoredoctorsandmidwivesavailabledoesincreaseoverallutilizationofhealthservices,butpublic moneycanbespentmoreefficientlybyemphasizingdeploymentofpubliclyfundeddoctorsandmid- wivestoruralareas.Variationsinthenumberandqualityofskilledhealthworkersmayexplainthevaria- tioninhealthoutcomesinIndonesia. Health Professional Education Indonesia's Doctor's, Quality (HPEQ) Midwives, and HPEQaimstoimprovethequali- Nurses: Current tyofhighereducationinthehealthsec- Stock, Increasing torformedicalandhealthprofessionals Needs, Future through school accreditation and pro- Challenges, and fessional certification programs. HPEQ Options focuseson:strengtheningpoliciesand AspartofthecomprehensiveHealthSec- procedures for school accreditation; torReviewbeingconductedbytheGovernment improving education quality through ofIndonesia,thisreportcompiles,analyzes,and certificationofgraduatesusingnational interprets available information on Indonesia's competency-based examinations; and healthserviceproviders:doctors,midwives,and improving school quality through re- nurses.Thisreportdescribesthestockanddistri- sults-based grants. HPEQ technical as- bution of health workers, drawing attention to weaknessesintheworkforceplanningmethods sistancecoversmedical,dental,nursing, andreviewinghumanresourcepolicies,includ- andmidwiferyeducation,butfinancial ing governance structures and the regulatory assistance is only provided to medical framework that affects health workers. The re- schools. Future support will focus on portcontainsrecommendationsforaddressing nutrition, public health and pharmacy challengesinIndonesia'shealthworkforce. education. 18 New Insights into the Provision of Health Services in Indonesia This study looks at the current supplyandqualityofhealthfacilities andhealthpractitionersandtheim- plications of both on the utilization ofhealthservices. Over the period studied, important gains in the Health Sector Review determinantsofhealthoutcomes(suchasanincreasein Healthsectorreviewpolicybriefsare the supply of health workers) have occurred. However, developed based on background studies Indonesiacontinuestosufferfromseriouschallengesin that are conducted for the Health System thenumber,distribution,andqualityofitshealthworkers. StrengtheningInitiative.Usuallytheyfocus Sincethemid-1990's,therehasbeenanoverallincrease ononeaspectofthehealthsystemandin- in the number of public health care facilities and work- clude a background or context, key issues forcenumbers,especiallyinremoteandruralareas,aswell in the area discussed, and recommenda- assignificantincreasesinthepublichealthbudgetsince tionsorpolicyoptions.Currently,fourbriefs 2004.Althoughthenumberandratioofdoctorstopopu- havebeenpreparedincluding:1)maternal lation in all provinces and in rural areas have increased, health, focusing on facility-based delivery; deploymentpracticesandinequitabledistributionremain 2)healthfinancing,focusingonfiscalspace seriousconcerns. for health; 3) health management infor- Overall quality of services provided by public and mation system, focusing on harmonizing private facilities and freestanding practitioners has im- health insurance information systems; and provedovertimeinallprovincesforprenatalcare,child 4) pharmaceuticals, focusing on providing curativecare,andadultcare.However,theimprovements options and justification for reform. More inquality(measuredasabilitytodiagnoseandtreat)were briefsareunderdevelopment. marginal,andoverallqualityremainslow. World Bank Supported Programs: · HPEQ (Health Professional Education Quality Projects) 19 Information and Communication Technologies (ICT) EffectivedeploymentofICThasthepotentialtoaddressbarriersthatareimpedingtheimprove- mentofeducationinIndonesia.TheMinistryofNationalEducation'sSchoolNetprogramhasconnected over17,000schoolstodate;otherprogramshavedistributedblockgrantssupportingprocurementof computerhardwareandtraininginschools.AccordingtoarecentstudyrequestedbytheGovernment andconductedbytheWorldBankundertheDutchEducationSupportProgram,upto95%ofschoolsare currentlywithinreachofatleastlow-speedInternetconnectivity,enablingemailmessaginganddown- loadsoflimitedsize.Currently,however,studentsinruralandremoteschoolshavemuchmorelimited accesstocomputersandtoviableInternetconnectivity.Withindistrictcentersandurbanareas,access tocomputersandothertechnologiesarealsounequallydistributed,withsomeschoolshavingmultiple computerlabsconnectedtotheInternet,whilestudentsinneighboringschoolshavelittleornoaccess toICT. WidespreadICTinfrastructurewillhelpstrengtheneducationmanagementandalsosupportschool managementandmonitoringtoincreaseschoolaccountability.Theimpactofincreasedcommunication andinformationsharingwillhelpimprovelow-performingschools,anddigitalcurriculumresourcesand distanceeducationcanhelplow-capacityteachers.Increasingparticipationinprofessionaldevelopment canbeaccomplishedcosteffectivelyviaICT,andcanbecombinedwithaccesstohigh-qualitylearning resources,toimprovepracticesinruralandlow-performingschools.Anationwideintegratedapproach toroll-outinternetconnectivity(includingbulkpurchasingandstandardizationofequipment),teacher professionaldevelopmentandcontentdevelopmentisbeingrecommendedtotheGovernment. Information and Communication Technology in Papua ThePapuanProvincialGovernmenthasaskedtheWorldBanktohelptrans- formeducationinPapuathroughtheincreaseduseofInformationandCommu- nicationTechnology(ICT).UndertheDutchEducationSupportProgram,aWorld Bank team helped develop an ICT in education strategy and implementation plan.Through the strategy, the provincial government aims to facilitate better educationandfinancialmanagementattheschool,districtandprovinciallevel; developthe capacityof technical staff, teachers,school leadersand education officersinICTineducationcompetencies;strengthenlinkagesbetweenschools, districtsandtheprovince,andtheworldaroundthem;andimprovetheskills,criticalthink- ing,creativityandemploymentprospectsofstudents.ThePapuaICTstrategyhasfourfocus areas: 1. ImprovingICTInfrastructure:ConnectivityandEquipment 2. ImprovingEducationSystemMonitoringandFinancialManagement 3. EnhancingtheCapacityofEducationStaff 4. DevelopingandDisseminatingTeachingandLearningResources ThePapuaICTprogramwillbepilotedinatleastonedistrictinPapua,withtechnical assistancefromtheWorldBankundertheDutchEducationSupportProgram.Thisprogram buildsonseveralongoingandplannedinitiativesonICTineducationinPapua,including: theproposeddevelopmentofICTcentersinPapuanschools,fundedbyblockgrantsfrom theMinistryofNationalEducationandsupportinginitiativesbytheprovincialgovernment; the national education network (or Jardiknas); programs to improve education/financial managementatthenationallevel;andongoingdevelopmentofdigitalcontent/learning materials,bothonlineandoffline. 20 TRIMS: Tool for Reporting and Information Management by Schools TRIMSisauser-friendly,Excel-basedcomputerapplicationthatschoolteach- ersandadministratorscanusetoenterandanalyzetheirschooldataforplanning, budgeting,andmonitoringpurposes,andtomakedecisionstoimprovetheschool's performance.DataisenteredintotheTRIMStwiceayearonasemesterbasis. TRIMSconsolidatesallthedatathatschoolsgetaskedtoprovidetogovernment agenciesatalllevelsandallowstheusertoturnthedataintousefulinformation (such as pie charts, graphs, ratios and percentages) with the click of a button. Schoolscanusethisinformationformonitoring,planning,andbudgetingaswell assubmitittodistrict,provincial,andnationalauthoritiesforaggregation.TRIMS is being piloted in schools in six selected districts prior to nationwide rollout through the BOS training program for 250,000 schools starting in 2011.TRIMS canbeusedfordifferentpurposes,suchas: · Identifyingwhatresourcestheschoolhasanddoesnothave · Settingbenchmarksalignedwiththeminimumservicestandards · Monitoringschoolprogress · CommunicatingrelevantinformationtothedistricteducationofficeandBOS management · Enhancingaccountabilityandtransparency · Developinganupdatableschoolprofile · Testingdifferentscenarios(forexample,"whatwillhappentothenumberofre- quiredteachers,andclasssizeifthenumberofstudentsisincreasedby5%?"). 21 Project Details Project Name Sub-Sector TTL Project Lending Total Project IBRD Loan Code Instrument Costs BOS-KITA (School Basic Education Ratna P107661 Specific US $ 2,621.5 m US $600 m Operational Assistance Kesuma Investment - Knowledge Improvement Loan through Transparency and Accountability) BOS-KITA Additional Basic Education Ratna P119125 Specific US $ 3,802.7 m US$ 500 m Financing Kesuma Investment Loan BERMUTU (Better Teacher Susiana P097104 Specific US $ 195.1 m US $ 24.5 m Education through Reformed Development Iskandar Investment Management and Universal Loan Teacher Upgrading) ECED (Early Childhood Pre-primary Rosfita P089479 Specific US $ 127.7 m - Education and Development) Education Roesli Investment Loan IMHERE (Indonesia-Managing Tertiary Ratna P085374 Specific US $ 114.54 m US $ 50 m Higher Education for Relevance Education Kesuma Investment and Efficiency Loan WSSLIC 2 (Water Supply and Community Claudia P059477 Specific US$ 100.7 m - Sanitation for Low Income Driven Rokx Investment Communities) Development Loan HPEQ (Health Professional Tertiary Pandu P113341 Specific US$ 83.87 m US$77.8 m Education Quality) Education Harimurti Investment Loan Trust Fund Name Number TTL Dev. Agency Total Grant BEC-TF (Basic Education TF 070811 Mae Chu Chang European Union + Government Euro 39 million Capacity Trust Fund) of the Kingdom of the Netherlands DESP (Dutch Education TF 070597 Mae Chu Chang Government of the Kingdom of US$ 31.1 million Support Program) the Netherlands 22 IDA Credit GOI Co-financing Timeframe Program Objective(s) - US $2,021.5 m US $20 m 11/11/08 to Toimproveaccesstoqualityeducationforallchildrenaged7to 12/31/10 15bystrengtheningschoolbasedmanagementandcommunity participation,improvingexistingfiduciaryarrangementsfor greatertransparencyandaccountabilityoftheBOSprogram,and, consequentlybringingaboutbetterutilizationofBOSfunds. - US $ 3,302.7 m - 7/7/10 to TofurtherstrengthenBOSfinancialmanagementandgovernance practices.Inaddition,newactivitieshavebeenintroducedtosupport 12/31/12 schoolbasedmanagementpracticesmoredirectlyandtoincrease theroleandresponsibilitiesoflocalgovernmentsinfinancingand managingtheBOSprogram. US $ 61.5 m US $ 57.1 m US $ 52 m 2/5/08 to Tocontributetotheimprovementoftheoverallqualityand 12/31/13 performanceofteachersbyenhancingteachers'knowledgeofsubject matterandpedagogicalskillsintheclassroom. US $ 67.5 m US $ 35 m US $ 25.3 m 12/11/06 to Toimprovepoorchildren'soveralldevelopmentandreadiness 12/31/13 forfurthereducationwithinasustainablequalityEarlyChildhood EducationandDevelopmentsystem. US $ 30 m US $ 34.54 m - 12/20/05 to Tocreateanenablingenvironmentfortheevolutionofautonomous 12/31/12 andaccountablepublichighereducationinstitutionsandtodevelop effectivesupportmechanismsfortheimprovementofthequality, relevance,efficiency,andequityofhighereducation. US$77.4 m US$ 12.2 m US$ 3.9 m 06/15/2000 to Toimprovethehealthbehaviorandcommunityhealthservices (AusAID) 12/31/2010 relatedtowaterbornediseases,andprovidesafe,adequate,cost-ef- fective,andeasilyaccessiblewatersupplyandsanitationservices. - US$ 6 m - 01/01/2010 to Toimprovethequalityofhighereducationinthehealthsectorfor 31/12/2014 medicalandhealthprofessionalsthroughschoolaccreditationand professionalcertificationprograms. Components Period Main Objective(s) 1. Strengthened capacity of a GOI-led policy dialogue on education 06/06/2007 To contribute to the Government of 2. Improved governance and efficient resource use - 06/30/2012 Indonesia's (GOI) achievement of Millenium 3. Improved information management Development goals and Education For All goals through good governance in education. 1. Teacher management and quality of education 09/21/2006 To carry out the necessary technical 2. Improving accountability and support structures of basic - 06/30/2015 analyses using global knowledge and education 3. Education monitoring and evaluation international best practices to help the 4. Information and communication technology (ICT) in education Government reach its objectives in medium 5. Rapid Response and long-term planning (RENSTRA) and 6. BOS program monitoring, evaluation and complaint handling successfully implement policies under the 7. Social marketing for BOS new Teacher Law. 8. School based management study 23 Education Key Facts INDONESIA (2009) Male Female Total Primary Net Enrollment Rate (2009) % 94.48 94.23 94.36 Secondary Net Enrollment Rate (2009) % 56.81 56.56 56.69 Junior Secondary Gross Enrollment Rate (2009) % 66.75 68.09 67.40 Senior Secondary Gross Enrollment Rate (2009) % 45.95% 44.17 45.09 Tertiary Gross Enrollment Rate (2009) % 21.65% 22.25 21.95 Primary Private Sector Enrollment (2009) % 16.79 Secondary Private Enrollment (2009) % 37 Primary Student Teacher Ratio (2009) 1/23.3 Junior Secondary Student Teacher Ratio (2009) 1/20.1 Primary Gender Parity Index (2009) 1.00 Secondary Gender Parity Index (2009) % 99 Primary Age Children Out of School/Not Schooling (2009) 334,234 235,828 570,062 Adult Literacy (Age 15-65) (2009) % 95.59 89.61 92.56 Open Unemployment (2009) % 7.7 8.1 8.14 Total Number of Students (2009): 48.9 Million Total Number of Teachers (2008): 2.68 million Total Number of Schools (2010): 326,328 (15.24% or 50,393 of the total number of schools are under the Ministry of Religious Affairs - MoRA) Public Education Expenditure (2009): 1.20% of GDP, or 19.27% of government spending Primary Share of Education Spending: 33.05% (% of MONE's total annual budget - 2009) Secondary Share of Education Spending (2009): 6.38% (% of MONE's total annual budget - 2009) Average Teacher Salary, Primary: $2,012 per Annum Sources: SurveySosialEkonomiNasional(Susenas)2009;NomorUnikPendidikdanTenaga Kependidikan(NUPTK)2008;NomorPokokSekolahNasional-JaringanPendidikanNasional (NSPN)Jardiknas2010 24 THAILAND MALAYSIA CAMBODIA PHILIPPINES (2008) (2007) (2007) (2007) Total Total Total Total 89 96 90 90 72 68 34 60 88 93 56 85 61 49 23 71 45 32 5 29 18 1% 1 8 18 4 2 20 16 15 51 34 20 17 31 39 1 1 1 1 1 1 1 1 650,919 125,312 211,896 1,115,377 94 92 76 93 1 3 no data 6 12,723,430 6,407,880 3,447,104 23,574,248 616,290 384,264 82,630 676,426 5% 5% 2% 3% 37% 33% no data 54% 33% 26% no data 27% 25 Health Key Facts INDONESIA 1991 1997 2002 2007 Life Expectancy at Birth, total (years) 62 67.9 69 Fertility Rate, total (births per woman) 3.0 2.8 2.6 2.6 ­ 2.3** Infant Mortality Rate (per 1,000 live births) 67.8 45.7 34.7 34 Under 5 Mortality Ratio (per 100,000 live births) 97.4 58.2 45.7 45 Maternal Mortality Ratio (per 100,000 live births)* 465 425 307 228 Births Attended by Skilled Health Staff (% of total) 35.1 49.1 66.2 Birth Delivered at a Health Facility (% of total) 20.9 20.7 39.8 73 Immunization - all (% of total) 48.3 54.8 51.4 46.1 Under-5 Underweight Malnutrition (% of total) 37 29 27 58.6 Source:WDI2007a)DHS2002/3­2007BPS,BKKBN,MOH,MeasureDHSIndonesiaDemographicandHealthSurvey, PreliminaryReport2007,b)SUSENAS2006. * Allmaternalmortalityratiosaresubjecttoveryhighconfidenceintervals,oftenthedifferencebetweenthelowestand highestpointestimatesisgreaterthanthemid-point. ** 2.6ismostrecentestimationDHS2007;2.3withrefinedsampling(TerenceHull,2008). 26 Indonesia Malaysia Philippines Thailand Vietnam Sri Lanka East Asia & Low & middle Pacific (all income income levels) Life Expectancy at 72.8 76.8 74.1 72.1 76.4 78.0 75.2 68.8 Birth, total (years) Fertility Rate, total 2.7 2.2 2.6 3.1 1.8 2.1 2.3 1.9 (births per woman) Infant Mortality Rate 46.9 (per 1,000 live births) 29.8 5.7 26.2 12.0 19.5 12.7 20.4 Under 5 Mortality 66.5 Ratio (per 100,000 live 38.9 6.1 33.1 13.5 23.6 14.7 24.8 births) Maternal Mortality 94 48 56 39 84 290 Ratio (per 100,000 live 240 31 births)* Births Attended by Skilled Health Staff (% 79.4 61.8 97.3 - 98.5 89.9 63.2 - of total) Immunization - all (% 92.0 98.0 92.0 98.0 91.6 81.5 83.0 95.0 of total) Under-5 Underweight Malnutrition (% of 19.6 - 26.2 - - - 11.9 23.5 total) Source:WorldDevelopmentIndicators2009 27 Geographical Coverage WSSLIC 2 (Water Supply and Sanitation for Low Income Communities) WSSLIC2aimstoimprovethehealthbehaviorand BOS-KITA (School communityhealthservicesrelatedtowaterborne Operational Assistance diseases,andprovidesafe,adequate,cost-effective, - Knowledge Improvement and easily accessible water supply and sanitation through Transparency and servicestoeightprovinces: Accountability) WestSumatera EastJava BOS-KITA supports the Ministry SouthSumatera WestNusaTenggara of National Education public and private schools through- KepulauanBangkaBelitung SouthSulawesi outthecountry(approximately WestJava WestSulawesi 250,000schools). N. ACEH DARUSSALAM NORTH SUMATRA EAST KALIMANTAN RIAU WEST KALIMANTAN WEST SUMATRA CENTRAL JAMBI KALIMANTAN SOUTH SOUTH SUMATRA KALIMANTAN BENGKULU LAMPUNG Jakarta WEST JAVA BANTEN CENTRAL JAVA BERMUTU (Better Education through WEST NU TENGGAR EAST JAVA BALI Reformed Management and Universal YOGYAKARTA Teacher Upgrading) BERMUTUworkswithteachers,schoolprincipals, and supervisors in 75 districts/cities and 16 provinces:. Aceh Gorontalo HPEQ (Health Professional WestSumatera CentralSulawesi Education Quality Projects) Jambi SouthSulawesi HPEQ works at the national level WestJava CentralKalimantan to improve the quality of higher CentralJava Maluku education in the health sector for EastJava Papua medical and health professionals WestNusaTenggara WestPapua through school accreditation and professionalcertificationprograms. EastNusaTenggara NorthMaluku 28 IMHERE (Indonesia-Managing Higher ECED (Early Childhood Education and Education for Relevance and Efficiency) Development) IMHEREworkswith59publicuniversitiesand3 ECEDtargets738,000children(ages0-6),living privateuniversitiesin26provinces: in approximately 6,000 poor communities Aceh DIYogyakarta locatedin3,000villageswithin50districtsin 24provinces: NorthSumatera EastJava Riau Bali Aceh WestSulawesi RiauIslands WestKalimantan WestSumatera CentralKalimantan WestSumatera CentralKalimantan Jambi WestKalimantan Jambi SouthKalimantan WestJava Maluku Bengkulu NorthSulawesi CentralJava NorthMaluku SouthSumatera SouthSulawesi EastJava Papua Lampung Gorontalo WestNusaTenggara WestPapua WestJava NorthMaluku EastNusaTenggara NorthSumatera DKIJakarta EastNusaTenggara Gorontalo Bengkulu Banten WestPapua CentralSulawesi SouthSumatera CentralJava Papua. SouthSulawesi Yogyakarta NorthSulawesi Lampung NORTH SULAWESI GORONTALO NORTH MALUKU CENTRAL WEST PAPUA SULAWESI SOUTH SULAWESI SOUTHEAST CENTRAL SULAWESI MALUKU PAPUA PAPUA USA RA EAST NUSA TENGGARA BEC-TF (Basic Education Capacity Trust Fund) DESP (Dutch Education BEC-TFworkswith50localgovernments Support Program) innineprovinces:. DESPworksatthenationallevel Aceh WestSulawesi providinganalyticalsupportto CentralJava NorthMaluku the Government and to the Yogyakarta Papua nationwideBOS-KITAprogram. EastJava WestPapua CentralKalimantan 29 For more information, please contact: Mae Chu Chang, Human Development Coordinator and Lead Educator mchang@worldbank.org Claudia Rokx, Lead Health Specialist crokx@worldbank.org Sheila Town, Communications and Operations Officer stown@worldbank.org Human Development Sector World Bank Office Jakarta Indonesia Stock Exchange Building Tower 2, 12th Floor Jl Sudirman Kav 52-53, Jakarta, 12190 Phone (021) 5299-3000 Fax (021) 539-3111 www.worldbank.org www.worldbank.org/id/education www.worldbank.org/id/health