Human Development Sector Profile

Strengthening Health and Education Institutions in Indonesia

2010 - 2011

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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

1

TheWorldBank’sCountryPartnershipStrategy(CPS)for2009–2012marksIndo-nesia’s re-emergenceasaconfidentmiddle-incomecountry,andone that isenjoyingarisingregionalandglobalstanding.Tenyearsago,Indonesiawasinthemiddleofanextremelysevereeconomiccrisis.Today,Indonesiahasembarkeduponafar-reachingin-stitutionaltransformationandhasbecomeoneoftheregion’smostvibrantdemocracies.Itssub-nationalgovernmentsarenowmajorplayersinservicedelivery. Insocialandeconomicterms,Indonesiahasalsoseenmuchprogress.WhileIndone-siaisdoingwell,itcouldbedoingfarbetteracrosstheareasofpovertyreduction,healthandeducationservicedelivery,andgovernance.Inmeetingthesechallenges,Indonesia’smainconstraintisnotinthelackoffinancialresources,butinitsneedforeffectiveandaccountableinstitutionsthatcantranslateavailableresourcesintobetterdevelopmentoutcomes.Thenextphaseofitstransformationislikelytobeevenmorechallengingthanthelast.Indonesiawillbeenteringsecondgenerationreformsandwillneedtoprovideservicessuchasmoresophisticatedinfrastructure,secondaryandtertiaryeducation,aswellasasustainablehealthinsurancesystem. This booklet highlights the World Bank’s portfolio of activities that support theGovernmentofIndonesiaintheHumanDevelopmentsector,whichencompassesbothhealthandeducation.TheWorldBank’sHumanDevelopmentsectorworkcoversalmosttheentirehumanlifecycle–frommaternalandneo-natalhealth,healthinsurance,earlychildhood education, school health and nutrition, basic education, to teacher reform,secondaryeducationandyouthskills,highereducation,medicalandhealthprofessionaleducationandlifelonglearning.

2

The Indonesianschoolsystem is immenseanddi-verse.Withover46millionstudentsand2.7millionteachersinmorethan250,000schools, it isthethird largesteduca-tionsysteminAsiaandthefourthlargestintheworld(be-hindonlyChina,IndiaandtheUnitedStates). Two ministries are responsible for managing theeducationsystem,with84%ofschoolsunder theMinistryofNationalEducation(MoNE)andtheremaining16%undertheMinistryofReligiousAffairs(MoRA).Privateschoolsplayanimportantrole.Whileonly7%ofprimaryschoolsarepri-vate,56%ofjuniorsecondaryand67%ofseniorsecondaryschoolsareprivate.Sincedecentralization,thelocalgovern-mentsareplayingsignificantrolesineducationservicede-livery. Indonesiahasachieveduniversalenrollmentinpri-maryeducationandnearuniversalenrollmentinjuniorsec-ondary.MillenniumDevelopmentGoals,includingthoseforgenderequity,arebeingmet.Today,nearlyevery Indone-sianchildparticipatesinbasiceducationandthevastmajor-ityofthosewhobeginGrade1finishGrade9.Despitethesegains, Indonesian education continues to face significantchallenges.Forexample,thenationwasranked57thoutof65inthe2009TrendsinMathematicsandScienceStudiesinternational test.This is attributed to a complex of issuesincludingthequalityofteachingandaweakqualityassur-ancesystem. EducationiscentraltotheIndonesiangovernment’sdevelopment agenda. Education spending has increasedsignificantlyintheyearssincetheeconomiccrisis,andhasnowreached3.8%ofGDPand19.7%ofgovernmentspend-ing.Aseriesofreformshavetakenplaceinrecentyears,in-cluding teachercertificationandgrant support to schoolsforbetterqualityeducation.

World Bank Support

TheWorld Bank’s support based on its close part-nershipwiththeMinistryofNationalEducation(MoNE)andtheMinistryofReligiousAffairs(MoRA)isaimedatsupport-ingthetransformationoftheeducationsector.Assuch,thisengagementcoverstheentirespectrumineducation-fromearlychildhoodeducationanddevelopmenttohigheredu-cationandteacherupgrading-throughknowledgeservicesas well as trust-funded activities and investment projects.Looking ahead, the key challenges Indonesia faces are tocontinuouslyimprovethequalityofbasiceducationservicedelivery,andmoveuptheeducationladdertobroadenac-cesstohighereducationandtostrengthenthelinkagewiththelabormarket.

Education Overview

3

Health Overview

Health care in Indonesia has been improving althoughproblematicareasremainandnewchallengesaremounting.Im-provements includereduced infantmortalityand increased life-expectancy, but maternal deaths and child malnutrition remainseriousproblems.Demographicandepidemiologictransitionsareacceleratingandthepopulation isaging.Theseshiftsareresult-inginarapidlygrowingdemandformoreandbetterhealthcare.Indonesia’shealthsystemwillneedtorespondbyimprovingqual-ityandprovidingdiversifiedhealthfinancing. In2004,theGovernmentofIndonesia(GoI)madeaboldpromisetoprovideallIndonesianswithhealthinsuranceinanef-forttoimprovethehealthandfinancialriskprotectionofitsciti-zens. It moved immediately to provide health insurance for thepoor,whichnowcoversaboutonethirdof thepopulation.Thisnewhealthinsurancesystemrequiresareformofservicedeliveryandinter-governmentalfiscalsystems.Inordertoachievefinan-cialsustainability,universalhealthcarecoveragereformsareim-perative.Todeliverimprovedoutcomes,thepublichealthsystemwillneedtoimproveitsdeliveryofpreventivecare.Throughpri-oritizedandsustainedimplementationofhealthsystemreforms,IndonesiacanmoveforwardtomeetitsMilleniumDevelopmentGoals(MDGs),ensuregreateraccesstobetterqualityservicesandprovide financially sustainable universal health insurance cover-age.

World Bank Support

TheWorldBankassiststhegovernmenttostrengthenthehealth system by focusing on health financing reforms, the de-velopmentofhumanresources,andeffortstoimprovematernalhealthandHIV/AIDSoutcomes. TheWorldBankprovidesassistanceinthedevelopmentofhealthinsuranceimplementationregulations,financialsupporttothehealthinsuranceprogramforthepoor,actuarialanalyses,expenditurereviews,andsupply-sideneedsassessment. Inpart-nershipwiththeMinistryofNationalEducation, theWorldBankis implementingaHealthProfessionalEducationQuality (HPEQ)program,whichaimstoimprovethequalityassurancesystemofhealthprofessionaleducation. TheBankalsoprovidestechnicalandfinancialassistancetothedevelopmentofthehealthreformagendaandisengagedinelevatingthepolicydialogueandawarenessonHIV/AIDS,pay-ing particular attention to Papua. On-going community-basedwater and sanitation projects and established community-driv-endevelopmentinitiativesofferlocalplatformsthatprovidetheframeworkformulti-sectoralapproachestoimprovetheprovisionofpublichealthservicesacrossIndonesia.ApilotformaternalandneonatalhealthcaresystemstrengtheningisbeingconductedinWestJava.

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Maternal and Neo-Natal Health

Morethan73%ofallbirthsinIndonesiaarenowattendedbyaskilledbirthattendant,andalmost40%ofwomeninIndonesianowdeliverinafacility,whichlowersawomen’sriskofdyinginchildbirthconsiderably.Whiletherearepositivetrendsintheincreaseduseofskilledbirthattendants,almostuni-versalaccesstosomelevelofantenatalcare,andcontinueduseoffamilyplanning,thesearenotenoughtostemthetideofmaternaldeath.Mostpoorwomencontinuetodeliverathomeandoftenwithanunskilledbirthattendant;manycontinuetodieinchildbirthwhencomplicationsarise. MoreeffortsareneededtoaddressmaternalmortalityinIndonesia.TheWorldBankisassistingthegovernmentwithin-depthanalysesofthehealthsystemconstraintsunderlyingmaternaldeaths.

...and then she diedThisreportcontainsareviewofthecurrentgovernment policiesand programs in theareaofmaternalhealth.ThecurrentapproachinIndonesia, which em-phasizes the use of a

midwife fordeliveryandcommunity-based in-terventions,hasnothadtheanticipatedimpact.While the number of midwives has increased,theirdeploymentpatternsarestilluneven,andmanyremoteareasdonothaveaccess.Trainingofmidwivesisseriouslybelowstandard.Healthcenters and hospitals, which are key elementsofa referral systemdesignedtoaddressemer-gencycomplications,arenotperformingatanoptimal level, and obstetricians are not widelyavailable.Thecontinueduseoftraditionalbirthattendantsandhomedeliveryarecontributoryfactors to maternal mortality. If Indonesia is toaccelerate the reductionofmaternalmortality,itmust:

• Addressthehumanresourcegap;

• Make emergency obstetric care more avail-able;

• Enhance linkages between community-baseddeliveryfacilities(suchasvillageorpri-vatemidwifefacility)andhospitalservices;

• Standardize the quality of care throughoutthesystem;and

• Betterutilizeopportunitiesunderthenation-alhealthinsuranceplan.Findingsandrecom-mendations from this report informed theGovernment’s Medium-Term DevelopmentPlan.

World Bank Analytical and Advisory Activities:• Health Systems Strengthening for Maternal Health

Maternal Health Service Delivery Pilot To reducematernaland intra-partumnewborndeaths,theWorldBankiscollaboratingwiththeCen-ter for Child Survival at the University of Indonesiaand the Center for Health Services Management attheUniversityofGadjaMadahtodesignandpilotamodel for a comprehensive reform of the maternalhealth service delivery system.The pilot aims to re-ducematernalandintra-partumnewborndeathsbyimprovingwomen’saccess tobirthdelivery incerti-fied facilitiesand improving theperformanceof thereferralnetworkforqualityandtimelycasemanage-ment.ThepilotisbeingimplementedwiththeWestJavaProvincialhealthofficeandBandung,BogorandCianjurdistricthealthoffices. Themodelconsistsof6mainareas:1.Promoting facility-baseddelivery incertifiedbirth

deliveryfacilities.2.Implementingpoliciestoensureaccessofthepoor

tofacilitybaseddelivery.3.Operating an adequate referral network of birth

deliveryfacilitiesandreferralhospitals(publicandprivatefacilities).

4.Implementing policies to ensure adequatequalityofcareatthehospitals,particularlyforthemanagementofnormaldeliveries,preventionandmanagement of post-partum hemorrhage andmanagementofcaesareansection.

5.Designingandimplementingapromotionstrategyto increase demand for facility-based delivery,including exploring the traditional birth assistant(TBA)-midwifepartnershipapproachandadjustingthe conditional cash transfer (CCT/PKH) program,and

6.Implementing a functioning surveillance system(community and institutional based) for maternalandneonataldeaths.

5

Health Insurance

In 2004, the Indonesian government made a commitment to provide its entire population withhealthinsurancecoveragethroughamandatorypublichealthinsurancescheme.Ithasalreadyprovidedcoveragetoanestimated76.4millionpoorandnearpoor,fundedthroughthepublicbudget.Neverthe-less,morethanhalfthepopulationstilllackshealthinsurancecoverage,andthefullfiscalimpactsofthegovernment’sprogramforthepoorhavenotbeenfullyassessedorfelt. Inaddition,significantdeficienciesintheefficiencyandequityofthecurrenthealthsystem,unlessaddressed,willexacerbatecostpressuresandcouldprecludetheeffectiveimplementationofuniversalcoverageandthedesiredresultofimprovementsinpopulationhealthoutcomesandfinancialprotec-tion.

Baseline Costs of Current Health Insurance

Population 2010 adjusted and loaded

Low baselineAssumption:• Add 10%

administration cost

• Successful control of costs through managed care and emphasis on primary care

• Add out-of-pocket (OOP) costs 30%

• Add Supply side subsidy 20%

Rp. 18.704 per member per month

Intermediate baselineAssumption:• Add 10% to 2010

pharmaceutical costs

• Add 10% administration cost

• Both Supply side subsidy and OOP costs are set to 30%

Rp. 20.530 per member per month

Higher baselineAssumption:• Add 10% to 2010

pharmaceutical costs

• Add 10% administration cost

• Both Supply side subsidy and OOP costs are set to 50%

Rp. 25.662 per member per month

Greater Jakarta baselineAssumption:• Add 10% to 2010

pharmaceutical costs

• Add 10% administration cost

• Both Supply side subsidy and OOP costs are set to 50%

Rp. 35.627 per member per month

Giving More Weight to Health: Assessing Fiscal Space for Health in Indonesia This reportanalyzesfiscal space issues related togov-ernment health spending in Indonesia. Fiscal space refers totheabilityofgovernmenttoincreaseexpendituresforadesiredpurpose.The Indonesian government spent about 5.3% of itsbudgetonhealthin2006,buttotalandgovernmenthealthex-penditurespercapitaarelowcomparedtoregionalneighborsaswellasrelativetoitsincomelevel.Indonesiawillneedtoboost

healthspendinginthenearfutureasitexpandsaccesstocarethroughtheex-pansionofthehealthinsuranceschemeforthepoorandnearpoor.Inaddition,demographicandepidemiologicalchangesinthecountryindicatethatthereislikelytobesignificantincreaseinthedemandandneedforhealthservicesandmoresophisticatedcare.AnumberofdifferentdriversoffiscalspaceforhealthinIndonesiaarediscussedinthisreport,aswellaspolicyoptionsforIndonesiatoconsidertoraiseresourcesforhealth.

Health Financing in IndonesiaIn2010,TheWorld Bankconductedanactuarialcost-ing exerciseto assist theGovernmentof Indonesia develop baselineestimatesforthecostsoftheex-istinghealthinsuranceprogramsand to perform actuarial analy-sesofthecostsofsomedifferentoptions for attaining universalcoverage.

Earlychildhoodiswidelyrecognizedasacriticaltimefordevelopmentsinceitlaysthefoundationforskillsandaptitudespeoplecarryintoadulthood.Thisrecognitionstemsfromscientificevidencewhichdemonstratesthatrapidbraindevelopmentoccursbeforeachildissix,andthatamaturingbrainisaffect-edbyachild’senvironment,suchasstimulation,nurturing,andnutritiondispensedathomeandbeyond.Servicesrelatedtoearlychildhoodhaveproventobehighlycost-effectivewiththereturnsmanifestinginschoolreadiness,schoolcompletion,health,cognitiveability,andgeneralsocialandemotionalskills.

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Early Childhood Education and Development

Impact Evaluation In an effort to understand whether ECED servic-es improve children’s development and readiness forprimaryschool,andwhatfactorscontributetotheef-fectiveness of ECED services, MoNE is undertaking animpactevaluationwith support fromtheWorldBank.Tracking children over time will help shape the ECEDproject by providing information about the status ofearlychildhooddevelopmentofthechildrenitistarget-ing,andhighlightareasthatmayrequirefurtherprojectattentionandfocus.Moreover,theresultswillhopefullyaidthedevelopmentoflocalpoliciessupportedbylocaldata,whichhastodatebeenlimited.WhiletherehavebeenstudiesdescribingthelandscapeofECEDservicesinIndonesia,thebaselineresultsofthissurveyarethefirsttoshowrelationshipsbetweenparentaleducation,nutrition, and stimulating learning environments andchilddevelopmentaloutcomes. This impact evaluation utilizes one of the mostwell-known measures of school readiness - the EarlyDevelopmentIndex(EDI).TheEDIisarelativeindicatorwhichcomparesgroupsofchildrenacrossgeographicareasacrossfivedevelopmentaldomains(languageandcognitivedevelopment,physicalhealthandwell-being,social competence, emotional maturity, communica-tionskillsandgeneralknowledge).TheEDIshowsthatcompared to children in other countries, Indonesianchildren excel in communication and general knowl-edge,andalsoinsocialcompetence,butshowhigherratesofvulnerabilityinliteracy-relatedskillsandcogni-tivedevelopment.ThismeansthatIndonesianchildrenare independent, can communicate their needs, andactwithpatienceandsocialappropriateness.However,theyappeartoneedfurthersupportwithskillsthataretheprecursorstoreading,writing,andcomputing,suchas counting, number recognition and distinguishingbetweensimilaritiesanddifferences.

Early Childhood Education and Development Project (ECED)

The Ministry of National Education(MoNE)issupportingacommunity-basedEarly Childhood Education and Devel-opment (ECED) project aiming to reachabout738,000childrenin50districtsoverfive years. Financed by International De-velopment Assistance (IDA) credits anda grant from the Kingdom of The Neth-erlands, the ECED project provides blockgrants to communities whose residentsdecide how best to deliver early child-hood services. The project supports thegovernment’s strategy of integrated andholistic ECED, encompassing health, nu-trition,earlystimulationandeducationaswell as parenting.The project also fundstrainingofcommunity-basedteacherstopromote child development, and facili-tatescooperationwithdistrictandnation-al organizations that provide additionalfunding and quality control. In addition,theprojectsupportstheestablishmentofa national quality assurance and profes-sional development system, which willensurecontinuousimprovementofECEDservicedelivery. InJanuary2010, theMinistryofNa-tionalEducationreleasedECEDstandards(Permendiknas No.58/2009), which werethenembeddedinagovernmentregula-tion(PPNo.17/2010)onthemanagementand operations of education services. Asof September 2010, more than 2,800 vil-lagesacross50districtshaveestablishedcommunity-basedECEDcenters.

World Bank Supported Programs:• ECED (Early Childhood Education and Development)

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“ I’m proud of PAUD,” was the first thing that Pak Zainal Mutaqin, Head of the DistrictEducationOfficeinSukabumi,toldtheWorldBankonarecentvisitinSeptember2010.PAUDstandsforPendidikan Anak Usia Dini,orEarly Childhood Education and Devel-opment (ECED).CommunitiesalloverSukabuminowhaveaccesstoearlychildhoodeducationcenters throughtheEarlyChildhoodEducationandDevelopmentProject,whichprovidestrainingforteamsofmastertrainersandfacilitatorsandgrantsforcom-munitiestosetuptheircenters.Parentswhobringtheirchildrenfindaplacetowaitandgather,formanythisisafewhours,fourtimesaweek,whentheygettotakeabreakfromworkandchoresandcanchatwithneighbors,whilekeepinganeyeonthechildinside.Wherethecenterisalsoalocalhealthpost(Posyandu)itisalsoanopportunitytocatchthelocalmidwifeorfamilyplanningofficer.Thereisanoverwhelmingsensethatthesecommunitycentersareacauseofgreatpride,withparentscommentingonhowitistoseeachildlearninganddevelopinginthisway.

Eleventrainedfacilitatorsrotateamongstthecenters intheircare,giving ideasto improve the learning programs, community resource mobilization, deal withproblems, and keep the books. Communities have adopted new ideas with surpris-ing speed, especially considering their often limited resources, and have made landavailable for thecenters.The localeducationauthority is takingearlychildhoodpro-grams seriously. A draft local regulation has been prepared, which will lay out theframeworkforearlychildhoodeducationserviceprovision.Theholisticapproachsup-portedbytheECEDprojectisbeingembraced,totheextentthatthedistrictgovern-ment is now promoting the use of local health posts (Posyandu) for informal earlychildhood learning centers, and is training local‘cadre’ to deliver a range of services.

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.

School Health and Nutrition

School Health and Nutrition School health and nutrition (SHN) interventions are important invest-mentsforeducationsincepoorhealthandnutritionamongschool-agechildrenimpedeachievingeducationobjectives.Diseasesandmalnutritionaffectchil-drenthroughoutchildhood.Whileschool-agechildrenareatlowerriskofdyingfromtheseconditions,diseaseandmalnutritiontaketheirtollonparticipationandprogressinschoolandlearning. Thisreportassessesthecurrentschoolhealthandnutritionsituationandpolicies,institutionalmechanisms,andongoingSHNactivitiesinthebasicedu-cationsectorinIndonesia.ThisreportidentifieswaystostrengthenandexpandSHNinterventionstoaddressmajorhealthandnutritionimpedimentstolearn-ing.Theseinterventionsarehighlycost-effectiveandbenefitthepooranddisadvantagedchildrenmorethanothereducationinterventions.

Recommendationsinclude:

• TargetSHNinterventionswhereeducationoutcomesarelowandpoornutritionorhun-gerishigh.

• StrengthencollaborationwithintheeducationsectorbetweentheMinistryofNationalEducationandtheMinistryofReligiousAffairsandbetweenhealthandeducation.

• Identifyanddevelopasetof“packages/models”thattakeintoaccountthethreemaincontextsinIndonesia(urban,rural,island/coastal)andalsothetypeofschool.

• Takeadvantageofthereturnsfromcertainlow-costSHNinterventionsbyidentifyingandimplementingdistrict-levelapproachestoremediation.

Acountry’seducationandeconomicstatusiscloselylinkedtoitshealthstatus:improvenutritionandhealth,andeducationandtheeconomywillbestrengthened.Healthierandbetternourishedchil-drenstay inschool longer, learnmore,andbecomehealthierandmoreproductiveadults.Addressingnutritionandhealthamongschool-agechildrendoesmorethanimprovetheirhealthstatusandlearningcapacity;italsoleadstointergenerationalnutritionandhealthbenefitsandlong-termeconomicgains. Girlswhostayinschooltendtodelaychildbearinglongerthanschool-leavers,andmerelydelay-ingchildbearingbringsthefurtherbenefitsofalowerbirthrate,betterbirthoutcomes,andbetterchildhealth.School-agechildrenwithlowerlevelsofdiseasereducetheoveralltransmissionofdiseaseinthewidercommunity.Thegainfromimprovinghealthandnutritionatschoolageisthereforeacombinationofalloftheseshortandlong-termbenefits.

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School Health & Nutrition

National School Health

Program Health Law and

Services through Community

Health Center (Puskesmas)

Water and Sanitation at Schools

National or Donor-Assisted School Feeding

NGO or Corporate

School Health Services

Elements of School Health & Nutrition

Water and Sanitation for Low Income Communities (WSSLIC 2) Workinginpoorcommunitiesinunder-servedruralvillagesinselectedprovinces,thisprojectsupportedtheGovernmentofIndonesiainitseffortstoimprovethehealthstatus,productivity,andqualityoflifeofvillagers.Itfocusedonimprovingthehealthbe-haviorandcommunityhealthservicesrelatedtowaterbornediseases,andprovidedsafe,adequate,cost-effective,andeasilyaccessiblewatersupplyandsanitationservices. Bringingcleanwaterand improvedsanitation to ruralareasmeant that theproj-ecthadtoworkwithlocalinstitutionssuchaslocalgovernmentdepartmentsorvillagecommitteestoorganize,plan,manageandsustainwaterandsanitationservices.Italsoworkedwithcommunityhealthstaffatvillageleveltobuildtheircapacity,withfacilita-torsusingparticipatoryapproacheswhichwouldfostercommunityownershipandulti-matelyempowerthecommunitiestomakechoicesandthinkbeyondwaterandsanita-tiontowaysofimprovingqualityoflifeingeneral. Thisprojectwasaboutchangingbehavior,soitworkedthroughcommunityhealthprogramsand localschoolsusingparticipatoryhygieneandsanitationeducationpro-motionmethods:typicalactivitiesincludedtheconstructionoflatrinesandhandwash-ingstationsinschools,de-wormingprogramsorhygieneandhealthawarenessraisingthroughmassmediacampaigns. Villageswantingaccesstoacleanandconvenientwatersupplypreparedpropos-alsandhadtobereadywiththeirowncontributionsinordertoreceiveprojectfunds.Inthisway,eachvillagewasmorelikelytocontinuetoprotecttheirinvestmentandkeepitfunctioninginthefuture.Thisprojectendedin2010,andalreadytherearesomeclearim-pacts:morepeopleinthetargetvillageshavemoreaccesstocleanwaterandsanitation,andwiththese improvements,diarrheaaffects fewerpeople.Womeninthosevillageswithnewwatersuppliesnowhavemoretimetospendonchildren’seducationinsteadofcarryingwater.

WSSLIC Outcomes A recent impact evaluation shows thatWSSLIC2achieved:1. Anincreaseinaccesstowater,especiallyfor

thepoor,2. An increase in time for women to spend

on childrens’ education instead of carryingwater,

3. Anincreaseinaccesstosanitation,and4. Adecreaseinincidenceofdiarrhea.

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World Bank Supported Programs:• WSSLIC 2 (Water and Sanitation for Low Income Communities)

Basic Education

Indonesiahasmadegreatstrides inprovidingaccesstobasiceducation, includingto itspoorestcitizens.TheGovernmentofIndonesiahasdemonstrateditscommitmenttoincreasingaccesstoeduca-tionandimprovingthequalityandgovernanceofitseducationsysteminrecentyears,dedicatingasig-nificantamountoffinancialresourcestothesector.Indonesiaisexpectedtoachieveuniversalnine-yearbasiceducationinthecomingyears.Thenationwideschoolgrantprogram(BOSorBantuanOperasionalSekolah)toprimaryandsecondaryschools,whichstartedin2005andfundsschoolsonaper-pupilbasis,demonstratestheGovernment’scommitmenttoreachingthiskeyeducationmilestone. Educationqualityremainsachallenge,particularlyforbasiceducation.Indonesiastillrankslowininternationalstandardizedtests. Inboththe2009Programfor InternationalStudentAssessment(PISA)andthe2007TrendsinInternationalMathematicsandScienceStudy(TIMSS),themathskillsofoverhalfoftheIndonesianstudentstestedwerebelowwhatwasdefinedtobethebasicproficiencylevel. Withdecentralization,manyeducationmanagementresponsibilitieshavepassedtothelocallevel,makingstrongdistrictandschoolmanagementessentialtothequalityandefficiencyoftheeducationsystem.Improvingthequalityandservicedeliveryofnine-yearbasiceducationintermsofstudentlearn-ingisvital,andwillbedrivenatthedistrictandschoollevel.

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BOS-KITA (Knowledge Improvement for Transparency and Accountability) BOS-KITA is supported by the World BankandtheKingdomofTheNetherlands.BOS-KITAis designed to improve the BOS program bystrengthening school committees, increasingcommunityparticipation,andimprovingfiducia-ryarrangementsforgreatertransparencyandac-countabilityofBOSfunds.Atthejuniorsecond-arylevel,BOShelpedraisetheNERofthepoorestchildrenfrom52%in2006to59%in2009,whilealsoincreasingtheircompletionratesfrom50%to55%overthisperiod(SUSENASsurveys).

What is BOS? BOS (The School Operational Assistance pro-gram)ispartoftheGovernment’sefforttoprovidequalityeducation tostudentsofall income levels.BOS has been disbursing block grants to schoolsacross the country on a per student basis since2005. BOS is the Indonesian Ministry of NationalEducation’sflagshipschoolgrantprogram.Schoolsacrossthecountryreceivequarterlygrantsforoper-ationalexpenses,basedonthenumberofstudentsin theschool.The totalvalueof theBOSprogramismorethanRp19trillionperyear.BOSstandsforBantuanOperationalSekolah,orSchoolOperationsFund.

BOS Training 2011 The Ministry of National Education (MONE) has played the lead role in rallyingdevelopmentpartnerstosupportthenationalBOStrainingprogramfor2011.TheBa-sic Education CapacityTrust Fund (managed by theWorld Bank and funded by theEuropeanUnionandtheKingdomofTheNetherlands) iscollaboratingwith theBa-sicEducationSectorCapacitySupportProgram(managedbytheAsianDevelopmentBankandfundedbytheEuropeanUnion),USAID,andAusAIDtohelpMONEdesignandimplementanimprovedtrainingforschoolprincipals,treasurersandschoolcom-mitteesbasedonmaterialsdevelopedunderrecentdonor-fundededucationprojects.MONEranTrainingofTrainersprograminlate2010for1,500trainersacrossthecountry.Inearly2011,thesetrainerswillstarttrainingnationwide,aimingtoreachmorethan250,000schools.Thetrainingcoursewillcoverschoolself-assessment,planningandbudgeting,financialmanagement,schoolreportingtool(TRIMS),andupdatesontheBOSprogram.JICAplanstousethesetrainingmaterialsinthedistrictstheysupport.

BOS Monitoring and Evaluation & Com-plaint Handling TheBOS-KITAteamhasworkedwiththegov-ernmenttodevelopanimprovedmonitoringandevaluationframeworkfortheBOSprogram,whichwill simplify management and reporting. Thismorestandardizedsystemwill facilitatecompari-sonbetweendistricts.Ithasbeenpilotedinthreeprovincesandsixdistricts,andisnowbeingimple-mentedbycentralBOSmanagement(DirectorateofJuniorSecondaryEducation)andthreedistricts.Itisexpectedthatthesystemwillberolledouttoalldistrictsin2011whentheBOSprogramdecen-tralizes. In addition, theMinistryofNationalEdu-cation now has a one-door policy for publicinformation and com-plaint handling services.A 177 hotline has beenlaunchedbytheMinistrytobeaccessiblethroughvarious means of com-munication, includingtext messages (SMS).This requires better co-ordinationatalllevelstomakesurethatanycom-plaintsorcommentsarerecorded,processed,andresponded to appropri-atelyandquicklyby theright unit. The BOS-KITAteamhasalreadyhelpedtoprepareStandardOp-erating Procedures tomakethisclear.Allofthenew systems improve-mentshavebeensharedwith districts and prov-incesthroughinteractiveDVDswithauser-friendlyformat,withtheexpecta-tionthatthiswillleadtoabetterBOSprogramforall.

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Social Information Campaign The Indonesian Minister of National Edu-cation (MONE) launched a nationwide socialinformation campaign to strengthen transpar-ency and accountability in the BOS. With sup-portprovidedbytheWorldBankandtheRoyalNetherlands Government, the campaign con-tainskeymessagesontheimportanceofpublicoversightintheusageofBOSfundsbyschools,and how parents can support it. According totheMinisterofEducation,MohammadNuh,“thepublicshouldbeinvolvedtomakesurethattheBOS program, which absorbs trillions of rupiahofgovernmentfunds,meetsitstargets”.Healso

quotedthefindingsfromarecentWorldBank survey of 720randomly selectedschools, which in-dicatesthatparentsdo not have suffi-cientknowledgeofthe BOS programtobeabletomoni-tor fund usage ef-fectively, although86% had heard ofthe program. Thenew campaign willincrease awarenessthrough TV, radioand print, and willalsopromoteanewtollfreephonenum-ber for complaintsand feedback. Thenational campaignis being comple-mented by districtsurveys, which willprovide insightsinto the best waysto increase publicknowledge of theBOSprogram.

This poster was developed with the Ministry of National Education as part of a national

campaign to inform parents and school communities about the BOS program.

Education Public Expenditure Analysis TheEducationPublicExpenditureAnalysis(EPEA)isatooldevelopedbytheWorldBanktohelp localgovern-mentslookatthewaytheyhaveman-aged money, teachers, classroomsand other educational resources forthelastfiveyearsanddecideifthatishowtheywanttoproceedforthefu-ture.Thefocusisonusinglocalinfor-mation to make local decisions. Thisallowsmanagerstousetheirowndis-trict data to make decisions that willhelpthemachievetheoverallnation-al goals for student graduation rates,teacher-studentratios,andsoon.

UndertheBEC-TF,seventrainingmoduleswere prepared for use by trainers fromthe Ministry of National Education andlocal departments of education to trainlocal government staff and local educa-tionstakeholdersonthetopicsofthefivestrategic areas of education governance(transparencyandaccountability,educa-tionserviceprovisionstandards,manage-mentcontrol systems, informationman-agement systems, efficient resources),education public expenditure analysis,andgendermainstreaming.Themodulescontainfulltrainermaterials,suchaspow-erpointsandbackgroundreadingmateri-alsonrecentlegislation.Thematerialsarebeingwidelyusedbyserviceproviderstodeliverthetraininglocally.

Basic Education (continued)

12

Basic Education Capacity Trust Fund TheBasicEducationCapacityTrustFund(BEC-TF)isassist-ing 50 local governments in nine provinces to increase theirskills inusinginformationintheplanning,management,andmonitoring of educational governance and service delivery.TheBEC-TFusesacombinationoftoolsandapproaches,suchasLocalGovernmentCapacityAssessments,CapacityDevelop-mentPlans,LocalBasicEducationGrants,andEducationPublicExpenditureAnalysisto:• identify,prioritize,andmakelocalbudget,physical,andper-

sonnelallocationdecisions• improvelocalgovernanceandefficientresourceusethrough

increased transparency, accountability, improved budgetprocesses and performance-based financing, improved fi-nancialmanagementandaccounting,and

• strengthen capacity of existing information and perfor-manceassessmentsystemstoimprovestakeholders’accesstoaccurateandtimelyinformation.

Thematic Education Dialog and Education Sector Assessment Supported by the BEC-TF, theThematic Education Dia-log(TED)isapolicydiscussionforumbringingtogetherseniorgovernment officials and development partners to providestrategic and policy recommendations on education reformand development issues, including resourcing and planning.TheTEDdiscussionswereusedtoinformthepreparationofthe2010-14NationalMediumTermDevelopmentPlan.Startingin2008,theTEDfocusedonaseriesofjointlyidentifiedissuesun-deranEducationSectorAssessment(ESA),usinganevidencebasedapproachtogenerateanddisseminateeducationsectorknowledge through debate and discussions, contributing toconsensusbuildingonkeydevelopmentissues.Theissuesare:1.Improvingskillsmatchwiththelabormarket;2.Scopingandrefocusingnon-formaleducation;3.Basiceducationprovision;4.Nationalexaminations;5.Teacheremploymentanddeploy-ment;6.Teacherqualityandcertification;7.Educationsectorfinancing;8.Highereducation. SeveralmajorreportscomingoutoftheESAhavebeenpublished.AsacontinuationoftheESA,andinordertofurtherexploresomeoftheemergingissues,theGovernmenthasre-questedtheBEC-TFtosupport an inter-ministerial taskforceonyouthskillsdevelopmentwithtechnicalassistanceandana-lyticalwork,ongoingsupporttobasiceducationfocusingonthe planned decentralization of the BOS program, follow updialogandanalyticalworkonhighereducationfinancingandstrategy,onseniorsecondarystrategy,andaneducationpublicexpenditurereview.

Local Government Capacity Assessment (LGCA) TheLocalGovernmentCapacityAssessment(LGCA)isatooldevelopedbytheWorldBanktoconstruct the Indonesia Local Governance In-dex (ILEGI), which ranks 50 local governmentsaccordingtotheirperformanceandcategorizesthemintogreen-yellow-red.TheLGCAandILEGIrevealthateducationoutcomesandeducationgovernancearehighlycorrelated.TheLGCAre-

sultshelplocalgovernmentstoidentifytheirstrengthsaswellasareaswheretheyneedtomakeimprovementsinthefiveStrategicAreasofEducationGovernance.

ThisSpiderWebisconstructedonthebasisoftheLGCAforall50BEC-TFlocalgovernments.Itgraphi-callyshowseach localgovernmentwhere itsstrengthsandweaknessesare ineachof thefivestrategicareas.Thelowerthepercentage,theweakerthelocalgovernmentisperforminginagivenstrategicarea;thehigherthenumber,thebetterthelocalgovernmentisperforming.Localgovernmentscoresvaryfrom19%to62%acrossthestrategicareas.Forexample,inthisspiderweb,thelocalgovernment’slowestscoreis33%in InformationManagementSystems,and itshighestscore is50%inEducationServiceProvisionStandards.

Five Strategic Areas of Education Governance The Local GovernmentCapacity Assessment mea-sures education sector per-formanceandcapacityacrossfiveStrategicAreasofeduca-tiongovernance:

• TransparencyandAccountability

• EducationServiceProvisionStandards

• ManagementControlSystems

• InformationManagementSystems

• EfficientResourceUse

43

Transparency and Accountability

Education Service Provision

StandardsEfficient Resource

Use

Information Management Systems

Management Control Systems

100%90%80%70%60%50%40%30%20%10%

0%

42

3347

50

LOCAL GOVERNMENT CAPACITY CLASSIFICATION

• High (score above 60%)

• Medium (score between 40-60%)

• Low (score below 20%)

World Bank Supported Programs:• BOS KITA • BEC-TF (Basic Education Capacity Trust Fund) • DESP (Dutch Education Support Program)

13

Teacher Reform

Thereisclearevidencethatteachersareoneofthemostimportantfactorsineducationquality.Inrecentyears,Indonesiahasundertakenmassivereformintheareaofteacherqualityimprovement.Attheprimaryandjuniorsecondarylevels,only18%and67%ofteachersrespectivelyhavetherequiredfour-yeardegreequalification.Mostprimaryschoolteachersonlygraduatedfromseniorsecondaryschool.WiththepassageoftheTeacherLaw(UU19/2005),Indonesiaembarkedononeofthelargestandmostambitiousteacherreformeffortsintheworld,withnearly3millionteachersaffectedbythelaw. Thelawrequiresteacherstohaveatleastafour-yearcollegedegree,andmandatesthattheteach-ersbecertified.Asanaddedincentive,certifiedteachersareeligiblefora“professionalallowance”equaltotheteacher’sbasesalary,andthereisevidencethathighercalibercandidatesarenowbeingattractedtoateachingcareer.Thelegislationhasalsopromptedimprovementsinpre-serviceteachertraining,andmanyinitiativesarenowbeingimplementedtoequipteacherswiththeskillstheyneedtomeetthenew,higherstandards.

Better Education through Reformed Management and Universal Teacher Upgrading (BERMUTU) Better Education through Reformed Managementand Universal Teacher Upgrading (BERMUTU) becameeffectivein2005.Itisacomplexprojectoperatingonavarietyof levels.Atthebroadestlevel,theprojectsup-portspolicyandstrategicdevelopmentthroughcontri-butionstotheregulatoryframeworkgoverningteachers.Support from BERMUTU has seen important pieces oflegislationalreadypromulgatedcoveringissuessuchastherecognitionofpriorlearning,inductionandteacheraccountability and incentive systems for performanceandcareeradvancement. Theprojectintroducedaninnovativegrantsprogramthroughwhichanumberofteachertraininguniversitieshavereceivedsupporttostrengthenfouryearteachingdegrees.BERMUTUalsoaimstostrengthengovernmentqualityassurancemechanismsthroughsupporttotheNational Board of Accreditation (BAN-PT). The projecthastouchedthemajorityofteachers intargetdistrictsby providing opportunities to upgrade their subjectmatterknowledgeandteachingskillsthroughteacher,and principal working groups in school clusters andthroughdistanceeducation.BERMUTUsupportstheim-provementoftheexistingteachermonitoringsystemtoincreaseitsresponserate,timeliness,andabilitytomoni-tortheteachercertificationprocessandwillfurthersup-portthedevelopmentofasystemformonitoringtimespent on“on task” and the teaching methods appliedinclassrooms.TheinfluenceofBERMUTUextendsfromrefinementofpre-serviceteachertraining,newteacherinductiontocontinuousprofessionaldevelopmentandindoingsoprovideslifelonglearningopportunitiesforteachersusingavarietyofmodalities.

Inside Indonesia’s Mathematics Classrooms: A TIMSS Video Study of Teaching Practices and Student Achievement Thisstudyanalyzed

video case studies of math instruction inthe classroom, providing qualitative andquantitativeevidence to informandguidefuturepolicydecisions.Thestudyfoundthatcomparedwithstudentsandteachersfromother participating countries, Indonesiansspentmoretimeonnon-mathactivitiesandnon-problemworkandlesstimeonreviewand assessment. Indonesian teachers gavecomparatively few higher-order thinkingproblems.Student’sproblemsolvingofteninvolvedsimplerepetitionofteacherexam-ples.The studyalso found that Indonesianstudents spoke much less than their inter-nationalpeersintheclassroomsetting.

Recommendationsinclude:

•PromoteMONE’spolicyofActiveLearning,whichissupportedbyfindingsthatmoreactive student participation is associatedwithhighertestscores.

• Incorporatevideotechniquesintoteacherdevelopment activities for reflective selfandpeerevaluation.

•Develop a teaching practice video re-source.

•Reviewcurrentpoliciesofcombiningtwoperiodsofmathandtheuseofcalculatorsinclass.

14

Transforming Indonesia’s Teaching Force ThisstudyfoundthatIndonesiahassomeoftheloweststudent-teacherratios(STRs)intheworldandthatthereis an estimated 20% oversupply ofteachers. Disparities emerge throughuneventeacherdistributionwheretoomany teachers are being assigned to

someschoolsandtoofewtoothers.This isparticularlyevidentwhenlookingatthesupplyofteachersinurban,rural, and remote areas. Sixty-eight percent of urbanschoolsand52%ofruralschoolshavetoomanyteachers,whiletwo-thirdsofschoolsinremoteareashavetoofew.Distributionissuesneedtoberesolvedatthedistrictlevel.Forty-sevenpercentofIndonesia’sprimaryschoolshavefewerthan150students,andintheseschoolsparticularly,theuseofmulti-gradeteachingwouldbeanidealwayto address both efficiency and quality. Similarly, at thesecondary level, training teachers to deliver more thanonesubjectwillcreategreaterflexibilityandefficiency. Asteachersalariesmakeupoverhalfofalleducationexpenditures, inefficiencies in staffing are extremelycostly. The large oversupply and uneven distributionof teachers needs to be addressed, particularly as thenew “professional allowance” for certified teachersis exacerbating the situation; the 20% oversupply ofteachersisnowcostingover10%ofthetotaleducationbudget.

Recommendations include establishing policiesto:

• Promote the conversion to multigrade teaching atthe primary level and dual subject teaching at thesecondarylevel.

• Identifyandmanageunderperformingteachers.

• Requireallnewteacherstodemonstrateeffectivenessin the classroom before they are made permanentemployees.

• Ensurethatschoolpersonnelpromotionisdeterminedbyatransparentmeritprocess.

• AmendtheTeacherLawtoincludeassessmentofnewteachersbyprincipalsattheendoftheprobationaryyearaspartoftheteachercertificationprocess.

• Develop a new performance appraisal scheme forteacherslinkedtoregularsalaryincrements.

World Bank Supported Programs:• BERMUTU (Better Education through Reformed Management and Universal Teacher Upgrading)• DESP (Dutch Education Support Program)

15

The World Bank’s analytical workon teacher employment and deploy-mentconfirmedthatteacheroversup-plyandpoordistributionwereamongthemostpronouncedsourcesof inef-ficiency in the sector. As a solution,the government introduced a policyin2007 requiringevery teacher to logatleast24hoursofteachingtimeeachweek in order to be eligible for theirprofessionalallowance. The Bank’s analytical work alsofocused on how to manage the largecohort of under-qualified teachers. AMinisterialRegularNo.58/2008wasis-suedtoallowuniversitiestorecognizeteachers’relevantpriorlearning,subse-quentlyreducingthenumberofcreditpointsateacherwouldberequiredtotakeforher/hisacademicupgrading.

Teacher Law Impact Evaluation In support of national efforts toimprove teacher quality, BERMUTU isconducting an impact evaluation ofone of the country’s most ambitiousand expensive initiatives in this area- the Teacher Law enacted in 2005,whichmandatesthatby2015allteach-ers must be professionally certified.This evaluation will attempt to under-stand the efficacy of this policy, spe-cificallywhethercertificationimprovesthecompetenciesofexistingandnewteachers,andovertimeleadstobetterstudent outcomes. Baseline data wascollected in November 2009, and im-pactresultswillbeavailableattheend-2011andend-2012.

Secondary Education and Skills

Education, Training and Labor Market Outcomes for Youth in Indonesia This report analyzesjob market trends andprovides an overview ofthe potential reasons forthe observed difficulty inschool-to-work transitions for Indonesian youth.The report also identifies the implications ofthesefindingsontheseniorsecondaryeducationsectorandvocationaltraining. The school-to-work transition is difficultforallyouthduelargelytoinadequateskills.Halfof students who start primary school dropoutbefore finishing secondary school, and theshareissignificantlyhigherinruralareasandforpoorer segments of the population. Those thatdograduatefromseniorsecondaryschoolsfacehigh unemployment and insufficient access tosalariedjobs.Skilledjobshavenotkeptpacewiththegrowthineducationattainmentdespitethegrowing importance of non-agricultural jobs.Thestudyfoundthatemployersratethequalityof 25% of senior secondary graduates as poorand identified important gaps in generic skills(behavioral,problem-solving,thinking).

Recommendationsinclude:

• Preventearlydropouttoimprovelabormarketoutcomesforyouth.

• Improve the quality of instruction, broadentheskillbase,andexplorealternativemodesofdeliveringvocationaleducation.

• Increaselinkageswiththeprivatesector.

Althoughtheseniorsecondaryenrollmentratehasexpandedsteadily,only7%ofIndonesiansbe-tweentheagesof25and64havereceivedsomelevelofpost-secondaryeducation,andjustoneoutoffivecompletedanuppersecondaryschooleducation.Keyconstraintstoenrollmentincludehighcosts,particularly for thepoor,and theperceived lowqualityof schooling.A lackof secondaryschoolsalsoremainsamajorproblem.Oneofthekeychallengesinsecondaryeducationistosetasolidfoundationforadvanced learningwhilealsoprovidingnecessaryskills for thosewhoare readytoenter the labormarket. Currently,secondaryschoolgraduateshaveseriousgapsinpracticalskills(problemsolving,creativethinking,leadership,teamorientation,abilitytoworkindependently,andEnglishlanguageandcomputerskills.Skillmismatchesarehamperingworkeremployability.Furthermore,thedemandforskillsischang-ingovertimefasterthanever.Buildinganadaptiveskillsdevelopmentsystemwithinthelifelonglearningframeworkwillbeanimportantfocus.ToimprovethequalityandcompetitivenessofIndonesia’shumanresources,seniorsecondaryeducationandyouthskillsreformsareneededwithafocusonstrengtheningcurriculum,improvingthequalityofteaching,meetingincreasingdemandsforexpansion,andensuringequity.

16

Lifelong Learning Although overall education attainment is in-creasing,bytheageof15,nearly50%ofstudentsexittheschoolsystem.HalfofIndonesianyouthenterthelabormarketbeforetheageof19,butemploymentprospectsarefarfromideal.Youthunemploymentishighandmanyareforcedintoself-employment.Thisispartlyduetothepoorqualityofeducationandtheinadequacy of the skills imparted in the educationsector.Formaleducationsetsthecriticalfoundationfor an individual’s ability to learn throughout theirlifetime.Lifelong-learningincludes:

• Formaleducation:tobuildafoundationforlifelonglearning;

• Pre-employment:tostimulatemoremarketdriven,non-governmental pre-employment training forbothformalandinformalsectoremployment;

• On-the-jobtraining;

• Between-jobtrainingtoupgradeandacquirenewskillsthatdepreciatequicklywithfasttechnologi-calchange.

• Trainingforvulnerablegroups(drop-outs).

TheWorldBankisconductinganalysesof localgovernment’s costs and current financing arrange-mentofyouthskillsdevelopmentandlifelonglearn-ing in an attempt to determine whether Indonesiahasinvestedsufficientpublicresourcesforskillsde-velopment,andwhethertheresourcesareefficientlyandequitablyallocatedandused.TheWorldBankisalsoformulatingpolicyrecommendationsneededtobuildan integrated lifelong learningsystem, linkingeducationandtrainingtothelabormarket.

World Bank Supported Programs:• IMHERE (Indonesia-Managing Higher Education for Relevance and Efficiency)

Higher Education, Research, and Innovation

Indonesia: Higher Education Financing This studyfound thatnearly 4 millionstudentsareen-rolled in highereducation insti-tutions (HEIs)nationwide representingagrossenrollmentrateof26.6%.Ofthe1.2% of GDP spent on tertiary educa-tion, 0.9% is contributed from privatesources, mostly in the form of tuitionand other fees and levies.The privateshareisoneofthehighestintheworld.Participation by the rural populationand socioeconomically disadvantagedgroups is still a critical concern in In-donesia.Fewerthan2%ofyouthaged19-22 from households of the lowestwealthquintileisenrolledinHEIs,com-paredwithover60%fromthewealthi-esthouseholds.Over80%ofthepublicspendingontertiaryeducationbenefitsthebetter-off40%ofhouseholds. The allocation of public budgetto scholarships is small in Indonesia,particularly in comparison with moreadvanced countries. Scholarships donot benefit the most disadvantagedbecauseofearlydropout.

Indonesia-Managing Higher Education for Relevance and Efficiency (IMHERE)

The I-MHERE project supports the development of an en-abling environment for public universities to become more au-tonomousandmoreaccountablewhilealsoincreasingthequal-ity,relevance,efficiency,andequityofhighereducation.I-MHEREassists with the development of the legal framework for highereducation, and facilitates higher education system reform andoversight.Withassistancefromtheproject,bySeptember2010,the National Board of Accreditation for Higher Education (BAN-PT)hadawardedinstitution-basedaccreditationto33percentofpublichighereducationinstitutions.Atthesametimetheprojecthasalsoprovided79grantstostrengthenthemanagementandadministration of public and private universities in the areas ofgovernance,finance,outreach,contentanddelivery.Theprojecthasalsoprovidedfundsforthedevelopmentofaprogramtore-vitalizetheOpenUniversityandisprovidingfundstosupporttheGlobalDistanceLearningNetwork(GDLN)Association.

Research and Innovation in Science and Technology (RISET) ThisproposedprojectwillworkwiththeMinistryofResearchandTechnologytocreateanenablingenvironmentforresearchanddevelopmentinscienceandtechnology,andstrengthenthehumanresourcesandperformance incentivesofkeypublicsci-ence and technology institutes in Indonesia. RISET will improvethenationalinnovationpolicyframeworkandstrengthenpublicresearchthroughimprovedmanagement,quality,andrelevance.Theprojectwillprovidetechnicalassistancetoimprovetheman-agementofthecompetitivegrantsschemecurrentlyfundedbytheMinistryofResearchandTechnology.

Indonesia’shighereducationsectorhasexpandedrapidlysinceindependence.Therearecurrentlynearlyfourmillionstudentsenrolledinhighereducationinstitutions(HEIs)nationwide.Theexpansionischaracterizedbythegrowingprovisionofhighereducationbyprivate institutions. Indonesia’scurrenthighereducationsystemconsistsofmorethan130publicandover3,000privateHEIs.Althoughthepub-licinstitutionsonlyaccountfor4%ofthetotalnumberofinstitutions,theyaccountfor32%ofthetotalenrollments,withtheremaining68%enrolledinprivateinstitutions. Duetotheexpansioninthenumberofprivateproviders,Indonesia’stertiaryeducationenrollmentshavebeenabletoexceedthatofpopulationgrowth,withapproximately27%of18-22yearoldsenrolledinhighereducation.Despiteasteadyincreaseintheenrollmentrate,highereducationaccessbytheruralpopulation and socio-economically disadvantaged groups are still a critical concern in Indonesia.Thegovernmentisalsoconcernedwithimprovingtherelevanceofhighereducationsothatitcanproducegraduates in thefieldswhicharemostneededbyaneconomy that isgrowing rapidlyandchangingstructurallyinanevercompetitiveglobaleconomy.Oneindicatorofthepossiblemismatchbetweentheoutputofthehighereducationsystemandtheneedsoftheeconomyisthelongwaitingperiodbetweengraduationandemployment.

17

Medical and Health Professional Education Indonesia’shealthworkforcehasincreasedovertimeandtheratioofhealthworkerstopopulationhasimproved.Interestingly,doctorsareunequallydistributedgeographically,whilemidwivesareequallydistributed.Themajorityofhealthworkersareemployedascivilservantsandworkpart-timeinaprivatepractice. Thecapacitytotrainhealthworkershasimprovedintermsofquantity,buttherearemajorqualityconcerns.Nursingandmidwiferyeducationneedsattention inorder to improvematernalhealthout-comes.Midwivesandnursesobtaintheirgraduatecertificatesfromtheschoolsthemselvesratherthanthroughindependentstandardizedcompetencetestingandthere isevidencethathealthworkersareprovidingpoorqualityservices. Themethodologycurrentlybeingusedtoplanandbudgetforhealthworkersisbasedonnationallysetnormsandstandardsorworkloadcalculationsatpublicfacilities.Almosthalfofallpeoplewhoareillandseektreatmentdosoataprivatefacilityorwithaprivateproviders.Districts,despitehavingbeengivenlegalauthoritytomanagethehealthworkforce,arenotabletodoso.Thetemporarycontractedcivilservantprogramandtheincentivesputinplacetoenticedoctors,nurses,andmidwivestoremoteareashavenotpaidoffasexpected. Asthepopulationages,moredemandforsophisticatedhealthcarewillcomefromtheelderly.Hav-ingmoredoctorsandmidwivesavailabledoesincreaseoverallutilizationofhealthservices,butpublicmoneycanbespentmoreefficientlybyemphasizingdeploymentofpubliclyfundeddoctorsandmid-wivestoruralareas.Variationsinthenumberandqualityofskilledhealthworkersmayexplainthevaria-tioninhealthoutcomesinIndonesia.

18

Indonesia’s Doctor’s, Midwives, and Nurses: Current Stock, Increasing Needs, Future Challenges, and Options

AspartofthecomprehensiveHealthSec-torReviewbeingconductedbytheGovernmentofIndonesia,thisreportcompiles,analyzes,andinterprets available information on Indonesia’shealthserviceproviders:doctors,midwives,andnurses.Thisreportdescribesthestockanddistri-bution of health workers, drawing attention toweaknessesintheworkforceplanningmethodsandreviewinghumanresourcepolicies,includ-ing governance structures and the regulatoryframework that affects health workers. The re-portcontainsrecommendationsforaddressingchallengesinIndonesia’shealthworkforce.

Health Professional Education Quality (HPEQ) HPEQaimstoimprovethequali-tyofhighereducationinthehealthsec-torformedicalandhealthprofessionalsthroughschoolaccreditationandpro-fessional certification programs. HPEQfocuseson:strengtheningpoliciesandprocedures for school accreditation;improving education quality throughcertificationofgraduatesusingnationalcompetency-based examinations; andimproving school quality through re-sults-based grants. HPEQ technical as-sistancecoversmedical,dental,nursing,andmidwiferyeducation,butfinancialassistance is only provided to medicalschools. Future support will focus onnutrition, public health and pharmacyeducation.

New Insights into the Provision of Health Services in Indonesia This study looks at the currentsupplyandqualityofhealthfacilitiesandhealthpractitionersandtheim-plications of both on the utilizationofhealthservices.

Over the period studied, important gains in thedeterminantsofhealthoutcomes(suchasanincreaseinthe supply of health workers) have occurred. However,Indonesiacontinues tosuffer fromseriouschallenges inthenumber,distribution,andqualityofitshealthworkers.Sincethemid-1990’s, therehasbeenanoverall increasein the number of public health care facilities and work-forcenumbers,especiallyinremoteandruralareas,aswellassignificantincreasesinthepublichealthbudgetsince2004.Althoughthenumberandratioofdoctorstopopu-lation in all provinces and in rural areas have increased,deploymentpracticesandinequitabledistributionremainseriousconcerns. Overall quality of services provided by public andprivate facilities and freestanding practitioners has im-provedover time inallprovinces forprenatalcare,childcurativecare,andadultcare.However,theimprovementsinquality(measuredasabilitytodiagnoseandtreat)weremarginal,andoverallqualityremainslow.

World Bank Supported Programs:• HPEQ (Health Professional Education Quality Projects)

19

Health Sector Review Healthsectorreviewpolicybriefsaredeveloped based on background studiesthat are conducted for the Health SystemStrengtheningInitiative.Usuallytheyfocusononeaspectofthehealthsystemandin-clude a background or context, key issuesin the area discussed, and recommenda-tionsorpolicyoptions.Currently,fourbriefshavebeenpreparedincluding:1)maternalhealth, focusing on facility-based delivery;2)healthfinancing,focusingonfiscalspacefor health; 3) health management infor-mation system, focusing on harmonizinghealth insurance information systems; and4) pharmaceuticals, focusing on providingoptions and justification for reform. Morebriefsareunderdevelopment.

Information and Communication Technology in Papua ThePapuanProvincialGovernmenthasaskedtheWorldBanktohelptrans-formeducationinPapuathroughtheincreaseduseofInformationandCommu-nicationTechnology(ICT).UndertheDutchEducationSupportProgram,aWorldBank team helped develop an ICT in education strategy and implementationplan.Throughthestrategy, theprovincialgovernmentaims to facilitatebettereducationandfinancialmanagementattheschool,districtandprovinciallevel;develop thecapacityof technical staff, teachers, school leadersandeducationofficersinICTineducationcompetencies;strengthenlinkagesbetweenschools,

districtsandtheprovince,andtheworldaroundthem;andimprovetheskills,criticalthink-ing,creativityandemploymentprospectsofstudents.ThePapuaICTstrategyhasfourfocusareas:

1. ImprovingICTInfrastructure:ConnectivityandEquipment

2. ImprovingEducationSystemMonitoringandFinancialManagement

3. EnhancingtheCapacityofEducationStaff

4. DevelopingandDisseminatingTeachingandLearningResources

ThePapuaICTprogramwillbepilotedinatleastonedistrictinPapua,withtechnicalassistancefromtheWorldBankundertheDutchEducationSupportProgram.ThisprogrambuildsonseveralongoingandplannedinitiativesonICTineducationinPapua,including:theproposeddevelopmentofICTcentersinPapuanschools,fundedbyblockgrantsfromtheMinistryofNationalEducationandsupportinginitiativesbytheprovincialgovernment;the national education network (or Jardiknas); programs to improve education/financialmanagementatthenational level;andongoingdevelopmentofdigitalcontent/learningmaterials,bothonlineandoffline.

Information and Communication Technologies (ICT)

Effectivedeploymentof ICThasthepotentialtoaddressbarriersthatare impedingtheimprove-mentofeducationinIndonesia.TheMinistryofNationalEducation’sSchoolNetprogramhasconnectedover17,000schoolstodate;otherprogramshavedistributedblockgrantssupportingprocurementofcomputerhardwareandtraininginschools.AccordingtoarecentstudyrequestedbytheGovernmentandconductedbytheWorldBankundertheDutchEducationSupportProgram,upto95%ofschoolsarecurrentlywithinreachofatleastlow-speedInternetconnectivity,enablingemailmessaginganddown-loadsoflimitedsize.Currently,however,studentsinruralandremoteschoolshavemuchmorelimitedaccesstocomputersandtoviableInternetconnectivity.Withindistrictcentersandurbanareas,accesstocomputersandothertechnologiesarealsounequallydistributed,withsomeschoolshavingmultiplecomputerlabsconnectedtotheInternet,whilestudentsinneighboringschoolshavelittleornoaccesstoICT. WidespreadICTinfrastructurewillhelpstrengtheneducationmanagementandalsosupportschoolmanagementandmonitoringtoincreaseschoolaccountability.Theimpactofincreasedcommunicationandinformationsharingwillhelpimprovelow-performingschools,anddigitalcurriculumresourcesanddistanceeducationcanhelplow-capacityteachers.IncreasingparticipationinprofessionaldevelopmentcanbeaccomplishedcosteffectivelyviaICT,andcanbecombinedwithaccesstohigh-qualitylearningresources,toimprovepracticesinruralandlow-performingschools.Anationwideintegratedapproachtoroll-outinternetconnectivity(includingbulkpurchasingandstandardizationofequipment),teacherprofessionaldevelopmentandcontentdevelopmentisbeingrecommendedtotheGovernment.

20

21

TRIMS: Tool for Reporting and Information Management by Schools TRIMSisauser-friendly,Excel-basedcomputerapplicationthatschoolteach-ersandadministratorscanusetoenterandanalyzetheirschooldataforplanning,budgeting,andmonitoringpurposes,andtomakedecisionstoimprovetheschool’sperformance.Data isentered intotheTRIMStwiceayearonasemesterbasis.TRIMSconsolidatesallthedatathatschoolsgetaskedtoprovidetogovernmentagenciesatalllevelsandallowstheusertoturnthedataintousefulinformation(suchaspiecharts,graphs, ratiosandpercentages)with theclickofabutton.Schoolscanusethisinformationformonitoring,planning,andbudgetingaswellassubmitittodistrict,provincial,andnationalauthoritiesforaggregation.TRIMSis being piloted in schools in six selected districts prior to nationwide rolloutthrough theBOS trainingprogram for250,000schools starting in2011.TRIMScanbeusedfordifferentpurposes,suchas:

• Identifyingwhatresourcestheschoolhasanddoesnothave

• Settingbenchmarksalignedwiththeminimumservicestandards

• Monitoringschoolprogress

• CommunicatingrelevantinformationtothedistricteducationofficeandBOSmanagement

• Enhancingaccountabilityandtransparency

• Developinganupdatableschoolprofile

• Testingdifferentscenarios(forexample,“whatwillhappentothenumberofre-quiredteachers,andclasssizeifthenumberofstudentsisincreasedby5%?”).

Project Details

Project Name

BOS-KITA (School Operational Assistance - Knowledge Improvement through Transparency and Accountability)

BOS-KITA Additional Financing

BERMUTU (Better Education through Reformed Management and Universal Teacher Upgrading)

ECED (Early Childhood Education and Development)

IMHERE (Indonesia-Managing Higher Education for Relevance and Efficiency

WSSLIC 2 (Water Supply and Sanitation for Low Income Communities)

HPEQ (Health Professional Education Quality)

Project Code

P107661

P119125

P097104

P089479

P085374

P059477

P113341

Sub-Sector

Basic Education

Basic Education

Teacher Development

Pre-primary Education

Tertiary Education

Community Driven

Development

Tertiary Education

TTL

Ratna Kesuma

Ratna Kesuma

Susiana Iskandar

Rosfita Roesli

Ratna Kesuma

Claudia Rokx

Pandu Harimurti

Lending Instrument

Specific Investment

Loan

Specific Investment

Loan

Specific Investment

Loan

Specific Investment

Loan

Specific Investment

Loan

Specific Investment

Loan

Specific Investment

Loan

Total Project Costs

US $ 2,621.5 m

US $ 3,802.7 m

US $ 195.1 m

US $ 127.7 m

US $ 114.54 m

US$ 100.7 m

US$ 83.87 m

IBRD Loan

US $600 m

US$ 500 m

US $ 24.5 m

-

US $ 50 m

-

US$77.8 m

Name

BEC-TF (Basic Education Capacity Trust Fund)

DESP (Dutch Education Support Program)

Trust Fund Number

TF 070811

TF 070597

TTL

Mae Chu Chang

Mae Chu Chang

Dev. Agency

European Union + Government of the Kingdom of the

Netherlands

Government of the Kingdom of the Netherlands

Total Grant

Euro 39 million

US$ 31.1 million

22

Program Objective(s)

Toimproveaccesstoqualityeducationforallchildrenaged7to15bystrengtheningschoolbasedmanagementandcommunityparticipation,improvingexistingfiduciaryarrangementsforgreatertransparencyandaccountabilityoftheBOSprogram,and,consequentlybringingaboutbetterutilizationofBOSfunds.

TofurtherstrengthenBOSfinancialmanagementandgovernancepractices.Inaddition,newactivitieshavebeenintroducedtosupportschoolbasedmanagementpracticesmoredirectlyandtoincreasetheroleandresponsibilitiesoflocalgovernmentsinfinancingandmanagingtheBOSprogram.

Tocontributetotheimprovementoftheoverallqualityandperformanceofteachersbyenhancingteachers’knowledgeofsubjectmatterandpedagogicalskillsintheclassroom.

Toimprovepoorchildren’soveralldevelopmentandreadinessforfurthereducationwithinasustainablequalityEarlyChildhoodEducationandDevelopmentsystem.

Tocreateanenablingenvironmentfortheevolutionofautonomousandaccountablepublichighereducationinstitutionsandtodevelopeffectivesupportmechanismsfortheimprovementofthequality,relevance,efficiency,andequityofhighereducation.

Toimprovethehealthbehaviorandcommunityhealthservicesrelatedtowaterbornediseases,andprovidesafe,adequate,cost-ef-fective,andeasilyaccessiblewatersupplyandsanitationservices.

Toimprovethequalityofhighereducationinthehealthsectorformedicalandhealthprofessionalsthroughschoolaccreditationandprofessionalcertificationprograms.

IDA Credit

-

-

US $ 61.5 m

US $ 67.5 m

US $ 30 m

US$77.4 m

-

GOI

US $2,021.5 m

US $ 3,302.7 m

US $ 57.1 m

US $ 35 m

US $ 34.54 m

US$ 12.2 m

US$ 6 m

Co-financing

US $20 m

-

US $ 52 m

US $ 25.3 m

-

US$ 3.9 m (AusAID)

-

Timeframe

11/11/08 to 12/31/10

7/7/10 to 12/31/12

2/5/08 to 12/31/13

12/11/06 to 12/31/13

12/20/05 to 12/31/12

06/15/2000 to 12/31/2010

01/01/2010 to 31/12/2014

Main Objective(s)

To contribute to the Government of Indonesia’s (GOI) achievement of Millenium Development goals and Education For All goals through good governance in education.

To carry out the necessary technical analyses using global knowledge and international best practices to help the Government reach its objectives in medium and long-term planning (RENSTRA) and successfully implement policies under the new Teacher Law.

Period

06/06/2007 - 06/30/2012

09/21/2006 - 06/30/2015

Components

1. Strengthened capacity of a GOI-led policy dialogue on education 2. Improved governance and efficient resource use 3. Improved information management

1. Teacher management and quality of education2. Improving accountability and support structures of basic

education3. Education monitoring and evaluation4. Information and communication technology (ICT) in education5. Rapid Response 6. BOS program monitoring, evaluation and complaint handling7. Social marketing for BOS 8. School based management study

23

Education Key Facts

Sources: SurveySosialEkonomiNasional(Susenas)2009;NomorUnikPendidikdanTenagaKependidikan(NUPTK)2008;NomorPokokSekolahNasional-JaringanPendidikanNasional(NSPN)Jardiknas2010

Primary Net Enrollment Rate (2009) %

Secondary Net Enrollment Rate (2009) %

Junior Secondary Gross Enrollment Rate (2009) %

Senior Secondary Gross Enrollment Rate (2009) %

Tertiary Gross Enrollment Rate (2009) %

Primary Private Sector Enrollment (2009) %

Secondary Private Enrollment (2009) %

Primary Student Teacher Ratio (2009)

Junior Secondary Student Teacher Ratio (2009)

Primary Gender Parity Index (2009)

Secondary Gender Parity Index (2009) %

Primary Age Children Out of School/Not Schooling (2009)

Adult Literacy (Age 15-65) (2009) %

Open Unemployment (2009) %

Male Female Total

94.48

56.81

66.75

45.95%

21.65%

334,234

95.59

7.7

94.23

56.56

68.09

44.17

22.25

235,828

89.61

8.1

94.36

56.69

67.40

45.09

21.95

16.79

37

1/23.3

1/20.1

1.00

99

570,062

92.56

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

24

INDONESIA (2009)

Male Female Total

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

25

THAILAND (2008)

Total

89

72

88

61

45

18

18

16

20

1

1

650,919

94

1

12,723,430

616,290

5%

37%

33%

MALAYSIA (2007)

Total

96

68

93

49

32

1%

4

15

17

1

1

125,312

92

3

6,407,880

384,264

5%

33%

26%

CAMBODIA (2007)

Total

90

34

56

23

5

1

2

51

31

1

1

211,896

76

no data

3,447,104

82,630

2%

no data

no data

PHILIPPINES (2007)

Total

90

60

85

71

29

8

20

34

39

1

1

1,115,377

93

6

23,574,248

676,426

3%

54%

27%

Life Expectancy at Birth, total (years)

Fertility Rate, total (births per woman)

Infant Mortality Rate (per 1,000 live births)

Under 5 Mortality Ratio (per 100,000 live births)

Maternal Mortality Ratio (per 100,000 live births)*

Births Attended by Skilled Health Staff (% of total)

Birth Delivered at a Health Facility (% of total)

Immunization - all (% of total)

Under-5 Underweight Malnutrition (% of total)

1991 1997 2002 2007

62

3.0

67.8

97.4

465

35.1

20.9

48.3

37

2.8

45.7

58.2

425

49.1

20.7

54.8

29

67.9

2.6

34.7

45.7

307

66.2

39.8

51.4

27

69

2.6 – 2.3**

34

45

228

73

46.1

58.6

Source:WDI2007a)DHS2002/3–2007BPS,BKKBN,MOH,MeasureDHSIndonesiaDemographicandHealthSurvey,PreliminaryReport2007,b)SUSENAS2006.

* Allmaternalmortalityratiosaresubjecttoveryhighconfidenceintervals,oftenthedifferencebetweenthelowestandhighestpointestimatesisgreaterthanthemid-point.

** 2.6ismostrecentestimationDHS2007;2.3withrefinedsampling(TerenceHull,2008).

Health Key Facts

26

INDONESIA

27

Life Expectancy at Birth, total (years)

Fertility Rate, total (births per woman)

Infant Mortality Rate (per 1,000 live births)

Under 5 Mortality Ratio (per 100,000 live births)

Maternal Mortality Ratio (per 100,000 live births)*

Births Attended by Skilled Health Staff (% of total)

Immunization - all (% of total)

Under-5 Underweight Malnutrition (% of total)

Low & middle income

68.8

2.7

46.9

66.5

290

63.2

81.5

23.5

Source:WorldDevelopmentIndicators2009

East Asia & Pacific (all

income levels)

75.2

1.9

20.4

24.8

84

89.9

91.6

11.9

Sri Lanka

78.0

2.3

12.7

14.7

39

98.5

98.0

-

Vietnam

76.4

2.1

19.5

23.6

56

-

92.0

-

Thailand

72.1

1.8

12.0

13.5

48

97.3

98.0

-

Philippines

74.1

3.1

26.2

33.1

94

61.8

92.0

26.2

Malaysia

76.8

2.6

5.7

6.1

31

-

95.0

-

Indonesia

72.8

2.2

29.8

38.9

240

79.4

83.0

19.6

N. ACEH DARUSSALAM

NORTH SUMATRA

WEST SUMATRA

RIAU

JAMBI

SOUTH SUMATRA

LAMPUNG

BENGKULU

WEST KALIMANTAN

CENTRALKALIMANTAN

EAST KALIMANTAN

SOUTH KALIMANTAN

BANTENWEST JAVA

CENTRAL JAVA

EAST JAVAYOGYAKARTA

BALIWEST NUSA TENGGARA

Jakarta

EAST NUSA TENGGARA

SOUTH SULAWESI

SOUTHEAST SULAWESI

CENTRAL SULAWESI

NORTH SULAWESI

GORONTALONORTH

MALUKU

MALUKU

WEST PAPUA

CENTRAL PAPUA PAPUA

HPEQ (Health Professional Education Quality Projects)HPEQ works at the national levelto improve the quality of highereducation in the health sector formedical and health professionalsthrough school accreditation andprofessionalcertificationprograms.

Geographical Coverage

BOS-KITA (School Operational Assistance - Knowledge Improvement through Transparency and Accountability)BOS-KITA supports the Ministryof National Education publicand private schools through-outthecountry (approximately250,000schools).

28

WSSLIC 2 (Water Supply and Sanitation for Low Income Communities)WSSLIC2aimstoimprovethehealthbehaviorandcommunityhealthservicesrelatedtowaterbornediseases,andprovidesafe,adequate,cost-effective,and easily accessible water supply and sanitationservicestoeightprovinces:

WestSumateraSouthSumateraKepulauanBangkaBelitungWestJava

EastJavaWestNusaTenggaraSouthSulawesiWestSulawesi

BERMUTU (Better Education through Reformed Management and Universal Teacher Upgrading)BERMUTUworkswithteachers,schoolprincipals,and supervisors in 75 districts/cities and 16provinces:.

AcehWestSumateraJambiWestJavaCentralJavaEastJavaWestNusaTenggaraEastNusaTenggara

GorontaloCentralSulawesiSouthSulawesiCentralKalimantanMalukuPapuaWestPapuaNorthMaluku

N. ACEH DARUSSALAM

NORTH SUMATRA

WEST SUMATRA

RIAU

JAMBI

SOUTH SUMATRA

LAMPUNG

BENGKULU

WEST KALIMANTAN

CENTRALKALIMANTAN

EAST KALIMANTAN

SOUTH KALIMANTAN

BANTENWEST JAVA

CENTRAL JAVA

EAST JAVAYOGYAKARTA

BALIWEST NUSA TENGGARA

Jakarta

EAST NUSA TENGGARA

SOUTH SULAWESI

SOUTHEAST SULAWESI

CENTRAL SULAWESI

NORTH SULAWESI

GORONTALONORTH

MALUKU

MALUKU

WEST PAPUA

CENTRAL PAPUA PAPUA

Geographical Coverage

DESP (Dutch Education Support Program)DESPworksatthenationallevelprovidinganalyticalsupporttothe Government and to thenationwideBOS-KITAprogram.

29

ECED (Early Childhood Education and Development)ECEDtargets738,000children(ages0-6),livingin approximately 6,000 poor communitieslocated in3,000villageswithin50districts in24provinces:

AcehWestSumateraJambiWestJavaCentralJavaEastJavaWestNusaTenggaraEastNusaTenggaraGorontaloCentralSulawesiSouthSulawesiNorthSulawesi

WestSulawesiCentralKalimantanWestKalimantanMalukuNorthMalukuPapuaWestPapuaNorthSumateraBengkuluSouthSumateraYogyakartaLampung

BEC-TF (Basic Education Capacity Trust Fund)BEC-TFworkswith50localgovernmentsinnineprovinces:.

AcehCentralJavaYogyakartaEastJavaCentralKalimantan

WestSulawesiNorthMalukuPapuaWestPapua

IMHERE (Indonesia-Managing Higher Education for Relevance and Efficiency)IMHEREworkswith59publicuniversitiesand3privateuniversitiesin26provinces:

AcehNorthSumateraRiauRiauIslandsWestSumateraJambiBengkuluSouthSumateraLampungWestJavaDKIJakartaBantenCentralJava

DIYogyakartaEastJavaBaliWestKalimantanCentralKalimantanSouthKalimantanNorthSulawesiSouthSulawesiGorontaloNorthMalukuEastNusaTenggaraWestPapuaPapua.

www.worldbank.org

www.worldbank.org/id/education

www.worldbank.org/id/health

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 JakartaIndonesia Stock Exchange Building Tower 2, 12th FloorJl Sudirman Kav 52-53, Jakarta, 12190

Phone (021) 5299-3000 Fax (021) 539-3111