Restricted UNDP/INS/78/030 Terminal Report INDONESIA

National Education Planning, Evaluation and Curriculum Development

Project Findings and Recommendations

Serial No. FMR/ED/OPS/85/242 (UNDP)

United Nations Educational, United Nations Scientific and Development Cultural Organization Programme

Paris, 1985

I N D O N E S I A

NATIONAL EDUCATION PLANNING, EVALUATION AND CURRICULUM DEVELOPMENT

Project Findings and Recommendations

Report prepared for the Government of Indonesia by the United Nations Educational, Scientific and Cultural Organization (Unesco) acting as Executing Agency for the United Nations Development Programme (UNDP)

United Nations Educational, Scientific and Cultural Organization

United Nations Development Programme

UNDP/INS/78/030 Terminal Report FMR/ED/OPS/85/242CUNDP)

2 August 1985

© Unesco 1985 Printed in France

TABLE OF CONTENTS

P

INTRODUCTION l

OBJECTIVES OF THE PROJECT 4

ACTIVITIES AND OUTPUT 8

ACHIEVEMENT OF IMMEDIATE OBJECTIVES 22

FINDINGS 25

CONCLUSIONS AND RECOMMENDATIONS 30

Appendix A : Unesco Experts and Consultants 32

Appendix B : Counterpart Staff 34

Appendix C : Unesco Fellowships and Study Tours ' 36

Appendix D : Bibliography of Documents 44

INS/78/030 - National Education Planning, Evaluation and Curriculum Development

TERMINAL REPORT

INTRODUCTION

1. The Government of Indonesia has traditionally placed high priority in developing and improving the educational system. The rapid growth of a national system of education has been a major priority of the New Order Government since its inception in 1967, and considerable resources have been devoted to this end.

2. When Indonesia launched the First Five-Year Development Plan (Repelita I, 1969-1974), the broad goals implied the need for revisions of curricula, instructional materials, teacher-training programmes, and the need for preparing long-term educational plans. The Planning and Development Bureau (BPP) was established in 1969, and it was responsible for policy analysis, budgeting, planning and evaluation.

3. During the period of Repelita I, UNDP/Unesco began assisting the Ministry of Education and Culture with a project entitled Development of the National Education Programme (INS 28). The main achievements of this project were the establishment of a data collecting system, initiation of research and development programmes in curriculum, educational broadcasting, and in-and out-of-school education. Initial work on the use of a system approach to educational planning was also started.

4. In 1974, the President of the Republic of Indonesia issued a decree reorganizing the structure of all the departments of education and the Office of Educational and Cultural Research and Development (hereafter referred to by its acronym Balitbang Dikbud) was established with its status raised to the same level as a Directorate General.

5. Indonesia launched the Second Five-Year Development Plan in 1974 (Repelita II). As outlined in the President's Address to the State on 16 August 1973, development policies during Repelita II emphasized the role of the social sector aimed at bringing about a more equal participation of all population groups in the process of economic and social development. In accordance with this principle, the 1974 draft of the Second Five-Year Development Plan gave a prominent place to the further expansion of education and training and their integration with economic development in general.

6. UNDP/Unesco continued assisting the Ministry of Education and Culture during Repelita II and the phase II of the Development of the National Programme (INS/71/537) was designed to consolidate the achievement of INS 28 and to meet broader objectives as well. The goal of the project was to strengthen the capability of the Ministry of Education and Culture. Some high points of the project INS/71/537 - Development of the National Education Programme are listed below to provide context for the subsequent description of INS/78/030 - National Education Planning, Evaluation and Curriculum Development,

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7. The activities of the project Development of the National Education Programme (INS/71/537) were grouped under the following seven clusters:

Cluster I - Planning and data processing Cluster II - Management and administration Cluster III - Curriculum development and teacher education Cluster IV - Educational technology Cluster V - Book development and library development Cluster VI - Out-of-school education Cluster VII - Higher education

8. There were delays in the preparation of defining the project document as a result of the UNDP liquidity problems of 1975 and 1976. In late 1976, a project revision outlining activities for 1977 was prepared. The programme for 1977 did not include assistance by UNDP/Unesco to Clusters VI and VII, i.e. Out-of-school and Higher education. Support for Cluster IV, Educational technology was modest.

9. The main objectives of Clusters I to V incorporated within INS/71/537, were as follows:

Cluster I - Planning and data processing

(i) Prepare the educational sector section for Repelita III by 1978 in accordance with the overall ministry directives;

(ii) develop and enhance planning methodologies through the application of data processing, simulation, and other appropriate techniques in support of overall educational planning goals; and

(iii) expand the data bank and establish a basic management information system including the collection, processing, analysis, dissemination of data at national, provincial and kabupaten levels.

Cluster II - Areas related to management and administration

The objective was to design and implement a data storage and retrieval system for the administrative functions of the Ministry.

10. Cluster I and Cluster II - Data planning and data processing and Management and administration, form the starting point of the first sub-project (Planning and management) in INS/78/030.

Cluster III - Curriculum development and teacher education

The objective was to prepare and test self-instructional materials in modular form, utilizing mastery learning concepts for languages, mathematics, social studies, science and skill development, for grades I through XII, and train teachers to use these materials.

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11, In early 1972, the Minister of Education and Culture directed eight Institutes of Pedagogy and Teacher Education (IKIPs) at Bandung, Jakarta, Malang, Padang, Semarang, Surabaya, Yogyakarta and Ujung Pandang to work on the development of a new school curriculum. Apart from a steering committee which met in Jakarta, there was little central direction of the project and each IKIP approached the problem in a different way. In July 1973, it was decided to bring the project of the Development Schools (PPSP - Proyek Perintis Sekolah Pembangunan) under the management of the Curriculum Development Center, a unit in the Balitbang Dikbud. Activities related to the development of the Development Schools project became important aspects of the INS/78/030 sub-project Curriculum Development.

Cluster IV - Educational technology

A team of four Unesco consultants assisted the head of the Educational Technology Unit of Balitbang Dikbud in the preparation of (a) a master plan for the development of educational communication technology; (b) an operational plan for the consolidation and extension of on-going educational technology projects, and (c) the preparation of plans for the establishment of a central production unit of educational radio and television. Starting in 1974, USAID (United States Agency for International Development) began assisting the Center aimed at developing its institutional capabilities and improving the quality of its services.

Cluster V - Book and library development

The objective of this cluster was to establish a national library-system consisting of a national central library, urban and rural libraries, provincial and municipal libraries, university libraries, mobile libraries, school libraries and a national bibliography centre. The project input in terms of advisory services and short-term training provided important but very limited support. In order to promote, encourage and develop all aspects of the production, distribution and use of books in Indonesia, the cluster related to book development was developed into a new project Technical support to National Book Development Advisory Council, INS/78/076.

12. In 1977, a Tripartite Review Mission reviewed the progress of UNDP/Unesco assisted project INS/71/537 - Development of the National Education Programme, and it identified project ideas and proposals for technical assistance for the duration of the Repelita III (1979 - 1983/84). The present project INS/78/030 - National Education Planning, Evaluation and Curriculum Development was formulated on the basis of the Government, UNDP and Unesco Review Missions' recommendations. The project was approved during the January 1979 session of the Governing Board of UNDP with a total budget allocation of US$ 3,000,000, and Government contribution of Rp. 10,420,000. Although the Project Document was not signed until 28 March 1979, the project activities were initiated as scheduled in January 1979 under preparatory assistance. The original estimated date of completion of field work was 31 December 1983. However, under one of the sub-projects, Research and Evaluation, the Ministry of Education and Culture

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was interested in developing the Center for Research and Development of the Examination Systems. The extension of the project was discussed during the Second Country Programme Review meeting which was held in October 1982, and it was recommended that the project be extended for a period of one year to develop the Center for Research and Development of the Examination Systems. A project revision was signed in October 1983, and the total UNDP allocation was US$ 3,154,146, the Government contribution being Rp. 11,536,200,000. The project activities will end in December 1984 with flow-over for fellowships into 1985 and 1986.

II. OBJECTIVES OF THE PROJECT

Development objectives

13. Development objectives are the broader educational sector objectives which the project is expected to help attain. These objectives are expressed in Repelita III as a firm commitment to quantitative growth of education, improvement of quality of education and expansion of educational opportunities. Balitbang Dikbud is a highly placed unit within the Ministry of Education and Culture, and has the responsibilities of carrying out medium and long-range planning, curriculum development, educational technology, book development, assessment of the quality of education and examination reforms.

14. Since 1969, Balitbang Dikbud has grown and unfolded through its initial development phase without a formalized institutional plan. In this respect, its strategy has been very much like that of comparable educational R & D institutions in other countries. As a newly set up institution comes into its own, builds up its research and development capacities, and establishes its working priorities, a formalized structure sets in. The organizational structure of Balitbang Dikbud was established by a decree of the Ministry of Education and Culture in 1975. Besides the secretariat, there were four centres: (1) Center for Educational and Cultural Research, (2) Center for Cirriculum Development and Educational Facilities, (3) Center for Data Processing, Statistics and Concept Building, and (4) Center for Educational Innovation and Technology.

15. When Balitbang Dikbud was first established, the educational system was considerably smaller and the tasks of research and planning were considerably less complex. Balitbang Dikbud has been working with an institutional structure that was established in 1975, and which was probably appropriate for several years. On the basis that an effective institution has to change and adapt, at the risk otherwise of becoming rigid and obsolete, Balitbang Dikbud has learned from the experience of the past few years its strengths and weaknesses and is responding to them. The present leadership of Balitbang Dikbud seeks to improve the ability of the office of function effectively as a policy research and analysis institution, contributing to long-term planning that is sensitive to issues of quality, equity and productivity. Balitbang Dikbud will continue to be involved in research, but it will increasingly serve as a coordinator and commissioner of research rather than attempting to conduct research activities with its own staff. In the proposed restructuring of Balitbang Dikbud there are, besides the secretariat, six centres: (i) Center for Research and Development of Policy

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Analysis; (ii) Centre, for Informatics; (iii) Center for Curriculum Development and Educational Facilities; (iv) Center for Educational Technology; (v) Center for Textbook Development; and (vi) Center of Research and Development of the Examination Systems.

The immediate objectives of the project

16. The long-term objective of the project was institution building, such that Balitbang Dikbud could undertake the tasks assigned to it by the Ministry of Education and Culture. Balitbang Dikbud has the task of carrying out long-term quantitative and qualitative planning, and developing organizational capacities to function effectively to conduct policy research and development, curriculum development, book development and testing and examination activities.

17. The immediate objectives of the project are discussed under three sub-projects: (a) Planning and Management; (b) Research and Evaluation; and (c) Curriculum Development. The development of the Center for Research and Development of the Examination Systems for which the one-year extension in 1984 was approved, is also discussed.

Planning and Management sub-project

18. Both the quantitative expansion of the educational system and the concomittant activities for improvement of its quality, placed increasingly complex demands upon the management and administration of educational services. In addition to the general need to strengthen the management system at all levels, special actions were called for to improve the technical foundations upon which its activities are based. Balitbang Dikbud began to take the needed steps as early as 1970, when extensive improvements in the collection of educational statistics were begun. The statistics system had reached the stage where it can produce national level tabulations of school statistics a few months after their collection, making use until recently of a small computer system supplied through previous UNDP/Unesco assistance. Extensive attention in terms of consultants and fellowships was given to data collecting, processing and planning in the previous project INS/71/537 - Clusters I and II. Specific technical areas of planning that urgently needed further development, included diagnosis, school mapping, standardization, resource allocation, and cost and finance. At the same time, statistical and other information sources were needed to continue their combination into an effective management information system.

19. The more routine operational management functions of the Department of Education and Culture also required improvement. The immediate objectives of the sub-project were:

a) to strengthen organizational and technical capability to support the system planning process at all administration levels, in terms of short, medium and long-range planning;

b) to build into the management information system increased capability to provide information and analytical service, at the national, provincial and lower levels;

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c) to enhance speed and accuracy, by means of electronic data processing, in handling large bodies of administrative information, especially those relating to finance, inventories, personnel and the monitoring of expenditures; and,

d) to develop models and prototypes for personnel development and organizational development.

Research and Evaluation sub-project

20. Effective management of the qualitative performance of the educational system required observation and assessment of the school and learning centres. Since 1975, Balitbang Dikbud has sought to develop its capability to meet that need through the Center for Educational and Cultural Research.

21. In research, the regional differences in a country as vast as Indonesia call for déconcentration of research functions with appropriate linkages to the centre. To this end, two research networks were created to coordinate research activities for use as a basis for educational planning at the provincial level. The networks themselves make use of local government and university personnel to identify research programmes, draft terms of reference, formulate proposals, and monitor the research itself.

22. In the field of testing and evaluation, the long-term goal was an operational set of aptitude and achievement tests, standardized in terms of their validity, reliability and usability.

23. The immediate objectives to which this project addressed itself within the field of research and evaluation are listed below:

a) improvement and strengthening of the existing regional research networks and provision for network building in at least two other provinces, with continued emphasis on research for regional policy decision;

b) assistance in the development of an effective national testing service, with emphasis on the item bank, examination construction, identification of the talented, and instruments for the evaluation of students, personnel, programmes and institutions;

c) provision for those involved in the management and inspection of schools, with the skills and experiences they need to monitor and evaluate better the performance of the individual parts of the educational system; and,

d) strengthening of the secretariat of Balitbang Dikbud in its role of monitoring research and development activities in the education sector.

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Curriculum Development sub-project

24. Extensive activities in the preparation and application of revised curricula and teaching methods had been carried out by Balitbang Dikbud through its Center for Curriculum Development and Educational Facilities. This work, centred upon the Development Schools Project based at eight selected IKIPs, had begun in 1972. It included the use of modular instruction as a teaching-learning strategy and skill training as a component of general education. Later, the concepts of mastery learning were introduced to the evaluation of student progress, though this was still at an introductory stage. The Development Schools Project gave attention to a broad range of topics, including the preparation of learning materials, teacher training, equipment, facilities, monitoring, evaluation, introduction of new instructional technologies, and the organizational structure of the school. Efforts were directed towards further trial and development of an integrated application of such activities, to the provision of improved educational services, and to the reduction of differences in educational quality among the various parts of Indonesia.

25. The UNDP/Unesco involvement in curriculum development in Indonesia became significant in early 1973 when a team of four experts assembled in Jakarta. They came to assist the Development School Project at that time under the management of the Directorate General of Education. Many of the immediate objectives for the sub-project Curriculum Development for INS/78/030 were related to the Development School Project. The task of preparing a new curricula was assigned to a team from the Curriculum Development Center at Balitbang Dikbud, who had by that time established the development school curricula. The main difference was that whereas the development school curriculum was student-activity oriented and self-instructional, the national curriculum was based on textbooks with course work directed by the teacher. The Minister of Education and Culture approved the new curriculum and signed the Decree in 1975. It is for this reason that the curriculum, which went into use in January 19 76, is known as the 1975 Curriculum.

26. In addition to the inclusion of skill training in the general programme, the development schools began in 1979 to experiment with terminal skill development programmes after grades V, VIII and XI, for students who would not be continuing their formal education.

27. In relation to rural out-of-school education, Balitbang Dikbud had the responsibility to provide support to Penmas in the development and trial of model cases of such programmes. Finally, a large-scale effort was also underway to build up the capability for using mass communication media in the delivery of education.

28. The immediate objectives of this sub-project were:

a) to complete the development of modular instructional programmes for general education and for skill development, and provide for their delivery through suitable materials, methods, guidance and administration.

b) to develop and deliver programmes in terminal skill development, including teaching materials, methods, and administration;

c) to design and test prototype facilities and equipment for Indonesian schools;

d) to develop and apply improved guidelines for the delivery and supervision of curricula, including their monitoring and evaluation;

e) to develop and deliver educational programmes using multi-media delivery systems to help meet growing pressures on the educational system, including requisite staff training, materials, and methods; and,

f) to provide programmes, materials, and teaching methods for the development of rural education.

Immediate objectives of the one-year extension in 1984 -Center for Research and Development of the Examination Systems

29. The primary objective of asking for one year's extension of the project was to assist in the institutional development of the Office of Educational and Cultural Research and Development in the areas of evaluation of educational and social programmes, so as to play an important role in policy analysis and policy development, development of research techniques for policy analysis from available data, measurement of affective domain, and testing, with special reference to aptitude testing and criterion referenced tests.

30. The immediate objectives were:

a) to develop techniques and skills in evaluation of educational and social programmes;

b) to develop skills in research for policy analysis by developing models from available data;

c) to transfer technical knowledge and skills in the area of testing and measurement;

d) to transfer technical knowledge and skills in the area of affective domain; and,

e) to assist in the development of the technical competencies of the staff through fellowships.

III. ACTIVITIES AND OUTPUT

31. The major activities carried out and outputs produced are discussed under the three sub-projects: Planning and Management, Research and Evaluation, and Curriculum Development. Many of the activities are closely interrelated, and

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the organizational boundaries between the three sub-projects are necessarily arbitrary. For that reason, there were overlapping areas of activities between the sub-projects.

Sub-project Planning and Management

32. The major activities scheduled in the project document are listed and rated below:

Achieved Not Achieved Evaluation

Al. Continue the development of X methodologies of planning including school mapping, costing, financing, standardi­zation resources allocation, performance indicators, qualitative planning, and simulation for assessing the impact of planned activities and reducing educational diparities.

A2. Enhance and integrate all Integrated aspects of the management MIS is not information for education, achieved combining statistical information, research results, and documentation.

A3. Introduce into operation the X computerized administrative systems now under development for personnel, inventory, finance, and project monitoring.

A4. Develop criteria, instruments, X and procedures for assessment of personnel capabilities and performance, and for identi­fication of training needs.

33. Educational planning is one area where BPP (Badan Penelitian dan Pengembangan) made its first contribution through developing a system for collecting and tabulating national school statistics and relating these to population data. Ultimately a formal planning office was established in the Secretary General's office, while limiting BPP's function to the task of data collection and tabulation. However, planning cannot be divorced from the

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content of the data collected or the manner in which it is analyzed. Thus Balitbang Dikhud, though assigned a subordinate role in planning, has continued to make creative contributions through the improvement of its data collection and the generation of increasingly sophisticated findings. Balitbang Dikbud's major contribution to the educational planning process was in qualitative aspects of educational planning. In 19 77, the Government of Indonesia decided to create educational planning offices in each of the 27 provinces.

34. The progressive déconcentration of educational planning and management in Indonesia brought into focus the backlog of unmet training needs of educational planners and administrators at provincial and district level.

35. One of the major objectives of the sub-project Planning and Management was to strengthen an organizational and technical capability to support the system planning process at all administrative levels, in terms of short, medium and long-term planning. Staff development both in Balitbang Dikbud and the provincial offices was made an integral part of project activities. Workshops and seminars were conducted for local training by resident advisors. Several staff members from Balitbang Dikbud and the provinces were sent abroad for training in educational planning.

Primary school data

36. Strategies were developed to improve reliability and analysis of the educational return from the Buku Induk completed by headmasters. An extensive operation was implemented involving the checking of questionnaires returned from primary schools. Summaries were prepared for each kabupaten to compare the prevailing situation with that of the previous two years.

37. Two specific aspects need comment because they were different to previous operations. One of these was the identification of errors in compilation at the kabupaten level. By communicating this information back to the data sources, a very useful in-service training function was performed. The other aspect was that, for the first time in such a report, special composite indicators were being incorporated. These provided a readily appreciated and readily interpretable summary of a number of separate pieces of data. They showed the implications for the future of one section of the statistics describing the present educational situation.

38. The major problem faced was the sheer volume of data which must be checked and processed clerically. Introduction of computers would reduce errors.

Secondary school data

39. Details of progress in this area are roughly parallel to progress in the area of primary education. Consequently less detail needs to be reported here.

40. The effort required to process the data in this area does not have to be so intense as for the primary level because there is far less volume to process, and also most of the processing has been computerized on to the Wang computer of Balitbang Dikbud.

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41. Some discussionshave also been held on the topic of indicator development for the secondary school statistics. Agreement has been reached on the principle of developing a wider variety of indicators for the secondary level than for the primary level.

Higher education data

42. The activities in this section were not previously fully incorporated into the activities of the Center. Discussion on institutional methods of collecting and storing information have been conducted with personnel responsible in various institutions. Also an assessment has been made of the data which are required for national planning and monitoring purposes.

43. The draft questionnaires which have been prepared offer promise of better statistics being collected, as well as more thorough data analyses. This latter aspect was viewed in the context of the development of a management information system for higher education.

44. There were two main problems. The first was a lack of adequate manpower for drafting the questionnaires, discussing them and undertaking the organization. The second problem was the wide variation in data collection and storage system within the various institutions.

Out-of-school education and culture data

45. In neither of these areas were statistics then collected on a regular basis. Both have been the subject of worldwide attention sponsored particularly by Unesco. As part of this overall effort, Indonesia has accepted the challenge and planned at least to attempt to collect certain information and to evaluate its effectiveness.

Input for qualitative improvement of educational planning

46. The national assessment studies carried out for grades VI, IX and XII in 1979, and which are being repeated, provided data for quality control and gave indicators showing regional disparities in educational achievement and opportunities. A study was undertaken by the resident adviser with the support of the national staff, in financing unit costs in Indonesian secondary education more to establish a methodology. Another paper was prepared on indicators for educational planning.

47. A consultancy was provided to design a programme of school mapping development in primary, general secondary and vocational schools. The purpose was to design an outline of standardization.

Project on training, associated with career development and with general management training programmes

48. A one-month consultancy mission was carried out with regard to training associated with career development and general management training programmes. Two working papers were prepared : (i) Career Development and Personnel Training

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Programmes;; and (ii) Tailored Programme for Personnel and Organizational Development, The consultancy provided assistance in articulating training needs for management and leadership training and in identifying and describing alternative approaches, methods and techniques to conduct in-service training for teachers. A tailored programme was prepared to assist the development and organizational development capabilities in the Ministry of Education and Culture. The primary purpose of the programme was to assist the upper level management persons in the Ministry to become better informed regarding career development, personnel training and organizational development processes.

Feasibility study for the creation of a management information system (MIS)

49. A feasibility study for the creation of a management information system was carried out. Over the past years, through the work and initiative of Balitbang Dikbud staff and others, a considerable information system has been established for the Indonesian education system.

50. One of the major problems facing the educational planning process is the lack of adequate accurate and relevant information. The establishment of an information system, capable of producing accurate, relevant and timely information at a reasonable cost is therefore a fundamental element of any strategy to improve educational planning. Nothing substantial was achieved with regard to the objective of developing a management information system because the necessary inputs, financial resources and definite decisions were lacking.

Computerized administrative system

51. Technically, the computerized administrative system was completed. All files have been created and up-to-date programmes were written and tested. The computerized administrative system activities are a part of the Secretary-General's office.

Sub-project Research and Evaluation

52. The main activities spelled out in the Project Document are listed and rated as follows:

Achieved Not Achieved Evaluation

A3. Support annual in-country seminars X and workshops in - test development and use

research utilization

- construction on indicators for project implementation

- project monitoring and school inspection

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Achieved Not Achieved Evaluation

A6. Develop or adapt tests and instruments for classroom and school use, including diagnostic tests

A7. Advise testing staff members in the interpretation of test results

X Diagnostic tests not developed

A8 . Evaluate existing procedures for selection of students into secondary education

X

A9. Advise the developers of university entrance exam­inations in test development techniques

A10. Develop standardized student achievement tests for grades IV - XII, making use of item banking systems

X

X

All. Construct, validate, and standardize leaving examinations given in primary and secondary school, for selection into the next level

Items are avail­able but no decisions on standardized examination

A12. Design or adapt instruments for programme evaluation (e.g. teacher training, text­book development programmes, non-formal education, personnel selection)

A13. Create new networks in at least two provinces

A14. Conduct regular consulting and monitoring visits to research network sites

X

X

A15. Stimulate better communications within and among the research network

X

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Achieved Not Achieved Evaluation

A16. Try out various approaches for X ensuring better research utilization by policy makers

A17. Provide each network secretariat X With the with a basic set of research assistance of reference books Ford Foundation

53. In 1969, the Ministry of Education and Culture set up a project to assess the whole educational system as a basis for future qualitative and quantitative planning. The Ford Foundation and Unesco were important supporters of this endeavour. Initially the small office (BPP) staffed by a handful of researchers was established to carry out this project aided by several foreign consultants. Most notably among them was Professor C.E. Beeby, who subsequently gave his account of the assessment. This study, among others, led to the emergence of the Center for Research and Development into a massive national assessment project.

54. Balitbang Dikbud carried out three national assessment studies, surveys on grades VI, IX and XII on the national samples. These surveys sought to identify through multiple regression analyses the key factors in both the students' background and in the school which most affected learning achievement levels. These data are more complete than what is normally available in a developing country. The surveys found at least four school variables to be criticized: (a) teaching experience; (b) school libraries; (c) in-service teacher training, and (d) science laboratories. Students taught by teachers who have been upgraded in special in-service training courses showed higher achievement. Presence of a library in secondary schools along with an adequate supply of books was a variable strongly associated with achievement. Access and participation of students in science laboratories was important for achievement in sciences.

55. The major objective of this sub-project was to improve and strengthen the existing regional research networks and provide for network building in at least two other provinces, with continued emphasis on research for regional policy decision. The Government was particularly concerned with the existence of a substantial degree of inequalities in the development of education in various provinces. The primary function of regional research network is to develop internal efficiency of the provincial education offices.

56. From the beginning of the network's establishment, it had been recognized that many local researchers were short on research skills. The initial plan had been to upgrade local researchers with a "learning-by-doing" approach. Throughout the first year with the aid of a Ford Foundation consultant and project personnel as other strategy was followed. Each research network was given a project of its own to carry out, and these projects received especially detailed supervision. However, it was soon evident that more would be needed. The value of strategies

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used to upgrade local skills was under question. Foreign training takes a long time and is expensive. Likewise, domestic courses have their drawbacks. By 1980, Balitbang Dikbud, UNDP/Unesco staff and the Ford Foundation agreed to assist in the development of a course. The first in-country training in educational planning, educational research and evaluation was a seven-month course attended by 21 officials from East Java, Yogyakarta, West Java, Jember, South Kalimantan, Maluku and Balitbang Dikbud. The first stage of this course consisted of lectures, tutorials and applied sessions held in Jakarta, and all officials stayed in a common dormitory. During this phase, the 21 participants developed research designs for a topic of their choice. After a review of the designs, all students returned to their provinces for two-months' fieldwork. Instructors paid two visits to each student to help on problems encountered in the field. Following the fieldwork the students returned to analyze their data by computer techniques and/or hand calculators. Finally, a policy-oriented report was prepared for the administrator. The course was very popular and was repeated for the next three years. The resident advisors gave lectures and practical training in Educational Planning, Tests and Measurement, Research Methods, Statistics, and Computer Techniques. This programme was one of the most successful activity of the project jointly executed by Balitbang Dikbud, Ford Foundation and UNDP/Unesco staff.

57. The' other main objective of the sub-project Research and Evaluation was "to assist in the development of an effective national testing centre, with emphasis on item bank, examination construction, identification of talent, and development of instruments for the evaluation of students, personnel programmes and institutions".

58. The development of the Center for Research and Development of the Examination Systems was not directly included in the Project Document, but a number of activities related to the development of the centre were included. The one-year extension of the project was meant to assist in the institutional development of this centre.

Examinations

59. A number of workshops were conducted in a number of sites to write items for various school subjects. The items were tried and processed and selected for the Item Bank Project. Assistance was provided in the technical aspects of the achievement test construction, and a handbook was prepared.

Item Bank Project

60. One of the major objectives of Balitbang Dikbud is the development of the project on the Item Bank. Over 10,000 items in various school subjects are now available. A number of one-month consultancies*were provided for this project. The consultant advised on various aspects of the item bank creation procedures, modifying the original programmes and designs to meet the changing requirements in certain subject areas. For example, the original scheme for the initial try-out of new test items envisaged an average of sixty such items per test, with an absolute maximum of eighty. Now certain tests of 100 items had been administered, and the consultant listed a series of modifications needed in the computer

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programme to permit the analysis of these larger tests to be completed. Other matters considered included the backlog of data waiting to be analysed, the design of future field work for pretesting new items, sampling, and the revised format to be adopted for storing data on items selected for the bank. A new double-sided card had been devised which will permit all relevant data to be filed economically and conveniently with the actual text of the item. The project was not working very satisfactorily, and two outstanding problems were a general shortage of staff, and the specific lack of a computer specialist.

Intensive training course on rasch scaling

61. To assist in the development of the Item Bank Project, intensive training courses on rasch scaling were conducted. The consultant took part in an intensive training course on rasch scaling techniques and their applications. The purpose of the course was to spread awareness and understanding of the new measurement techniques being introduced throughout the educational sector of Indonesia, and to enable staff members to sharpen their mastery of the underlying logic in discussion with test experts from other centres.

62. Instruction in the course was provided primarily by the consultant, and he received excellent support from national staff. The training course proved popular and more participants enrolled than were originally envisaged. Apart from the consultant there were 47 participants. They represented the faculties of a wide range of universities throughout Indonesia, as well as other institutions of higher education, and divisions of the Ministry of Education and Culture. Most of the participants had had some experience and training in traditional approaches to educational and psychological testing, and were eager to learn of the alternative approaches now being proposed. -

Differential aptitude tests (DAT)

63. The DAT is being adapted and standardized complete with norms, statistical data and predictive validities for all types of secondary schools. The test could be very useful in placement of students in the technical schools.

Workshop on classroom interaction

64. The International Development Research Center (IDRC) conducted a workshop in Penang, Malaysia, on classroom interaction. Twenty participatns from Bangladesh, Indonesia, The Philippines, Thailand and Malaysia attended the workshop. The UNDP/Unesco resident adivser and Ford Foundation consultant helped in conducting the workshop.

65. At the request of the Coordinator of the ASEAN Test Development Project, the first National Seminar on Test Development was held in Indonesia. The theme of the seminar was "The Improvement on Test Development is the Improvement on the Quality of Education". The project personnel had active roles in organizing the seminar and presenting technical papers.

- 17 -

Courses in evaluation of educational programmes and tests

66. In order to strengthen the knowledge base of the staff of Balitbang Dikbud and for the Master's Degree programmes, the resident adviser conducted a workshop in evaluation of educational programmes and courses in testing and measurement. In-country training programmes were also conducted by Balitbang Dikbud on examinations for participants from all over the country.

MA course in research and evaluation

67. The resident advisor has been assisting IKIP Yogyakarta to develop a post-graduate programme in research and evaluation, and has been teaching courses in evaluation of educational programmes, testing and measurement over the last three years.

Construction of cognitive ability tests (CAT)

68. The cognitive ability test (CAT) was adapted and standardized mostly for use in the evaluation of the Development School Project. The following three distinct parts of the test were prepared: verbal, quantitative, and non-verbal tests. The reliability of the test was high, and the test results were encouraging for further selective uses in the country.

Diagnostic testing

69. A paper was prepared on the meaning of diagnosis and the construction of diagnostic tests. There are good reasons why so few "diagnostic" tests exist in any country. The complexity is enormous, even in areas such as mathematics that have, a structural hierarchy of content. The solution seems to lie on changing the teachers' attitudes to examination. Teachers have to learn to think of tests as tools to help them to teach better. The modules prepared in all school subjects for the PPSP Project could be a good source in preparing teacher-made diagnostic tests.

70. Curriculum Development sub-project

70. The following activities of the sub-project Curriculum Devleopment mostly related to the Development School Project (PPSP) are listed and rated below:

Achieved Not Achieved Evaluation

A18. Develop and try out in selected X schools revised modules for languages, science, social studies, Pancasila moral education, and mathematics

A19. Try out and test prototype X teaching materials and equipment in selected schools

- 18 -

Achieved Not Achieved Evaluation

A20. Develop and apply improved X guidelines for delivery and supervision of curricula, including a comprehensive plan for monitoring and evaluation

A21. Survey needs for terminal skill X training programmes after grades V, VIII and XI, in order to revise basic course outlines

A22. Continue to develop and try out ^ in selected schools core programme modules for skill education

A23. Develop modules for terminal X skill training

A24. Develop and apply guidelines for X organization and administration of terminal skill programmes in selected schools

A25. Design programmes and provide X materials and teachers for rural out-of-school education

A26. Further develop suitable curricu- X lum administration, teaching materials (enrichment and remedial programmes), and guidance for mastery learning practices in selected schools

A27. Design and test prototye X facilities (furniture, building, and rooms)

A28. Develop and deliver educational X programmes through multi-media delivery systems

A29. Train staff and provide materials X in support of educational technology programmes

- 19 -

71. The function of the Center for Curriculum Development is to identify the main problems related to improving the quality of education and is responsible for the development of the curricula, its research, evaluation, the development of the guidance and counselling programme, the development of educational facilities, and the preparation of a support system and its implication. To carry out the objectives and activities as laid down in the Project Document, inputs to the Center of Curriculum Development consisted of a long-term resident adviser for 18 man-months, 15 consultants for one-month's duration, 5 long-term fellowships, 31 study tours, and two in-country training programmes.

72. The types of activities carried out could be classified into four types:

(a) Development activities basically related to the Development School Pilot Project;

(b) Planning included setting objectives, basic structures, content, as well as main strategies needed to implement the curriculum;

(c) Basic studies related to cognitive and non-cognitive development, readability and other studies of this kind; and

(d) Monitoring and evaluation activities included gathering information needed to improve the programme and make decisions for futher development.

Development School Pilot Project (PPSP)

73. The major thrust of international assistance was to the development of the Development School Pilot Project. Probably for the first time a systematic attack had been made in Indonesia on transforming general ministerial curriculum statements into materials•and trying them out in the classroom. Special effort was given to producing a curriculum to "educate a development oriented man" - a direct attempt to inculcate certain attitudes. A "multi-media" approach was used in which there would be a mixture of different types of teaching, but with more emphasis on self-instruction through the use of modules. All this was a major innovation to overcome poor teaching. The main features which characterize PPSP schools and differentiate them from the traditional system are:

(a) a five-year rather than six-year primary school cycle giving a 5-3-3 cycle for the PPSP school, whereas the traditional school system is 6-3-3. This was a deliberate attempt to achieve as much in an eleven-year programme as was traditionally done in a 12-year programme;

(b) an integrated school administration for all three levels of primary and secondary schooling: SD, SMP and SMA;

(c) use of modules and specially constructed texts accompanied by work sheets and formative tests. Modules were developed for all cognitive objectives in the curriculum. Advice was given to teachers as to when to use modules, when to undertake class-teaching, group-work, etc. It being recognized that different teaching-learning strategies are differentially effective for different educational objectives;

- 20 -

(d) the application of mastery learning techniques and the mastery learning component of PPSP must be understood in two dimensions. As a concept, mastery learning has been adopted throughout the PPSP system. Before proceeding to the succeeding module a student must score 75 or higher on the module test. However, in the case of the SDs and SMPs especially, group progress was based upon a given percentage of students attaining 75% mastery or better before the group proceeded to the next module.

The modules/material writings

74. The first task was to write modules and accompanying documents (activities, sheets, worksheets, formative tests) for all cognitive objectives in core subjects for grades IV to XI, and some special modules for grade III. For each subject area teams of module writers were formed. After experimental try-outs class teachers along with IKIP staff were used to write the module. The following workshops were organized with the help of consultants to improve the module/material writings:

(i) in-country training workshops on curriculum development;

(ii) in-country training workshops for higher education module writers;

(iii) in-country training workshops for teachers on mastery learning;

(iv) in-country training workshops on evaluation;

(v) in-country training workshops on guidance and counselling;

(vi) in-country training workshops for development of instruments for the measurement of affective outcomes in the PPSP schools.

Skill programme

75. A number of workshops were organized for module-writers and teachers of electronics, handicraft, home economics and woodwork. The general objectives for the training programme were the improvement of the ability of the module writers, and improving the ability of teachers in modular instruction. The consultants prepared the revision of the basic course outlines in secondary schools and defined the scope and range of programmes for those who are not proceeding to secondary levels. The design of courses for the terminal programmes to develop vocational skills were complex. The specifications, layout, and design of suitable workshops were completed. The progress of skills education was not satisfactory, and one of the reasons seems to be the lack of subject specialists to carry through the work to implementation. If terminal skill programmes are to be effective they must arise from a broad foundation of skill education in the preceeding general school course. Terminal skills cannot be tackled in the final year.

Supervision project activities

76. The intention of this project was to improve the quality of support given to elementary school teachers in their classroom. Training for supervisors, headmasters, and selected kabupaten personnel was undertaken. Headmasters and other personnel were sent to the United Kingdom for initial training and on their

- 21 -

return they conducted the first major in-country training for teachers, principals, and other officials of the Ministry. The project was supported by the British Council.

Basic studies

77. Basic studies on cognitive and non-cognitive development of children and readability studies were undertaken to give information for planning the curriculum. These studies were designed to investigate the development of cognitive patterns in Indonesian school children, and the materials they are able to read at various ages, both topics relatively little studied in Indonesia. These projects were financed by Unicef*. In the cognitive study the central research question was: "At what grade levels or age levels can Indonesian children master various concepts that are related in the typical school curriculum?"

78. A consultancy of one month was provided for carrying out studies in achievement in mathematics. Procedures were outlined for examining the linkage between student achievement to curriculum content categories. Visual summary techniques were introduced which would help in the display of the item difficulties and other related item indices. The consultant advised on various aspects of the design and development of the test specification for mathematics tests.

Monitoring and evaluation activities

79. The principal thrust of the PPSP evaluation has been in response to what was perceived to be the central question of the PPSP, which is, to what extent has the PPSP been able to produce achievement test scores equal to what would have been expected, had they remained in the traditional school system. In order to answer the question, the PPSP schools in eight cities throughout Indonesia were compared with other schools in each location. One Baik school was selected on the basis of its very privileged status in terms both of student and financial inputs. By similar logic a Sedang school was chosen which would occupy roughly the opposite end of the same continium. Great care was taken with the selection of the Ekivalen school which, as its name implies, was calculated to resemble the PPSP school in the most crucial respects. A linear regression model was written including the following independent variables: preference for mathematics and science, socio-economic status, quantitative aptitudes, verbal aptitudes, home learning environment, student attitudes, test frequency and learning environment. This information was combined with measures of cognitive achievement and attitudinal development in an input-output model of learning.

Economic analysis and the PPSP system

80. Two types of economic analysis were prepared with the aid of a consultant. The first was to compare the cost-effectiveness of the experimental PPSP system with that of the traditional Indonesian classroom technology. The second analysis was to study the cost implications of dissemination of the PPSP model to non-PPSP schools, should the cost-effectiveness analysis and other policy considerations justify the action. It was recommended that the cost-effectiveness analysis of PPSP versus the traditional educational system be based on a comparison of change in operating costs if PPSP is adapted to the change in cognitive attainment and attitudinal development. The consultant detailed elements related to cost analysis-research projects which must be completed before the dissemination planning and cost-effectiveness analyses for PPSP can be done. * United' Nations Children's Fund

- 22 -

SD PAMONG Project

81. The SD PAMONG Project was developed to provide primary education for two groups of in-school and out-of-school children. The self-instructional system is the heart of the project. SD PAMONG development research was aided by UNDP/ Unesco, Unicef and USAID. A case study of the PAMONG Development Project was carried out. SD PAMONG is now in a fairly well advanced stage of development, and the PAMONG project has joined other primary education institutions in implementing the policy on universal primary education.

IV. ACHIEVEMENT OF IMMEDIATE OBJECTIVES

Sub-project Planning and Management

82. The immediate objectives of the sub-project Planning and Management were as follows:

Jl. Strengthen organizational and technical capability to support the system planning process, at all administrative levels, in terms of short, medium and long-term planning.

83. Balitbang Dikbud's involvement in the Strategy Committee for the education part of the Five-Year Plan is an indication that Balitbang Dikbu's task of long-term educational planning is accepted. Balitbang Dikbud is involved in both quantitative and qualitative planning processes. The Planning and Management Center now called the Ceter for Informatics plays an important role in coordinating its activities with those of other units in the Ministry in collecting and analyzing school data. Balitbang Dikbud lacks the use of computer facilities that would allow for provincial hook-ups with live terminals and visual display. This would allow provincial analysts to make comparisons between their data and national data.

84. In terms of qualitative planning Balitbang Dikbud has directed its activities towards three broad areas of concentration: (a) measures likely to influence student flow into and through an educational system; (b) measures affecting teaching-learning processes in and out-of-school; and (c) measures to improve management of the educational system. With regard to the first mentioned area priority topics useful for planning were school drop-outs, open education, tracer studies of students, development of school size standard, and assessment of programmes to imrpove equality of educational opportunities. In the second area, the priority topics were development of evaluation techniques and curricula, design of terminal programmes, functional literacy programmes, etc. With regard to educational management, efforts were made to improve research and information networks, career development systems and better utilization of human and material resources.

85. The progressive déconcentration of educational planning and management brought into focus the backlog of unmet training needs of educational planners and administration at the provincial and district levels. The financial constraints did not permit additional fellowship programmes to the International Institute of Education Planning (HEP).

- 23 -

J2. Build into the management information system increased capability to provide information and analytical service, at the national, provincial and lower levels.

86. Nothing substantial was achieved with regard to this objective, because a comprehensive development plan and financial resources and policy decisions were lacking. From 1984 until 1989, USA1D will provide assistance to the Center for Informatics to establish a comprehensive information system. The technical assistance from USAID will be in the form of experts, training in the United States of America, equipment, and other expenditures, with a budget of US$ 6,000,000.

J3. Enhance speed and accuracy, by means of electronic data processing, in handling large bodies of administrative information, especially those relating to finance, inventories, personnel and the monitoring of expenditures.

87. Technically the computerized administrative system was completed.

J4. Develop models and prototypes for personnel development and organizational development.

88. A tailored programme was prepared to assist the development and implement­ation of desired personnel development and organizational development capabilities in the Ministry of Education and Culture.

Sub-project Research and Evaluation

89. The immediate objectives of the sub-project were:

J5. Improve and strengthen the existing regional research networks and provide for network building in at least two other provinces, with continued emphasis on research for regional policy decision.

90. The primary function of regional research networks is to develop internal efficiency of the provincial office. Balitbang Dikud, UNDP/Unesco project, and the Ford Foundation conducted four in-country training programmes spread over four years to train officials from various provinces in educational planning, research, testing and statistics. Although additional research networks were;

not established, the efficiency of a number of officials from Kanwils, universities and IKIPs, was developed.

J6. Assist in the development of an effective national testing service, with emphasis on the item bank, examination construction, identification of the talented, and instruments for the evaluation of students, personnel, programmes and institutions.

91. The Center for Research and Development of the Examination Systems has been established, and it has a major role to play in the development of an examination system for the country and the development of aptitudes. A number

- 24 -

of workshops and in-country training programmes were conducted for item writing, test construction, and item banking. The Center is relatively new and under­staffed, and several aspects of its development still need external assistance which was planned to be provided from a World Bank loan starting in 1985.

J7. Provide those involved in the management and inspection of schools with the skills and experience they need to monitor and evaluate better the performance of the individual parts of the educational system.

92. In-country training programmes in evaluation of educational programmes were conducted to provide for teachers' and headmasters' skills to evaluate the school performance.

J8. Strengthen the Secretariat of BP3K in its role of monitoring research and development activities in the education sector.

93. Study tours were provided for the senior staff of the Secretariat of Balitbang Dikbud to develop monitoring management skills.

Sub-project Curriculum Development

94. The main objectives of the sub-project were all related to the development of the PPSP. The following immediate objectives were listed in the Project Document:

J9. Complete the development of modular instructional programmes for general education and for skill development, and provide for their delivery through teaching materials, methods, guidance, and administration.

J10. Develop and deliver programmes in terminal skill development, including teaching materials, methods and administration.

Jll. Design and test prototype facilities and equipment for Indonesian schools.

J12. Develop and apply improved guidelines for the delivery and supervision of curricula, including their monitoring and evaluation.

J13. Develop and deliver educational programmes using multi-media delivery systems to help meet growing pressures on the educational system, including requisite staff training, materials, and methods.

95. The project has played an active role in the development of several components for the PPSP curriculum, like the mastery learning, skill education programme, etc. The project was also active in the development of a supervision model for primary education, the special primary school system (PAMONG) and small schools, the instructional system for open secondary schools, and as a prototype of science educational materials at the primary level.

- 25 -

J14. Provide programmes, materials, and teaching methods for the development of rural education.

96. Four man-months of consultancies and study tours were provided by the project to develop and evaluate rural education.

V. FINDINGS

97. No major problems were encountered in the implementation of the project, and the main objective of the project was programmed to be accomplished by the end of December 1984, the date of the approved extension. In the Indonesia/UNDP Country Programme Review II the project implementation was rated as "very good".

98. The experts and consultancy services provided by the project have been very adequate in terms of quality, timeliness and utilization. Several factors influenced the very adequate use of international staff. Most of the resident advisers and consultants identified for recruitment were already previously known to Balitbang Dikbud officials, and many were familiar with the educational sector in Indonesia. Balitbang Dikbud has built a roster of high level consultants involved in Indonesian education and was able to explore informally the availa­bility of the proposed consultants, thereby assisting Unesco in its recruitment and fielding of such services in a timely fashion.

99. Due to the nature of the academic year in Europe and the United States of America, most of the consultants recruited came to Indonesia in July and August. In 19 79 five consultants arrived at the same time, and although there were advantages, it also created many difficulties in terms of using them effectively.

100. During the tripartite review meetings decisions were taken to give major emphasis to the provision of long-term fellowships, thus the number of man-months of international project personnel was reduced from the projected 226 man-months in the Project Document to 158.5 man-months. Figures 1 and 2 show the budget breakdown between the original Project Document and the latest budget.

101. Sixty-one per cent of the project budget was spent on fellowships. By the end of 1986 it is expected that 15 fellows will have obtained Ph.D. degrees and that 18 will have obtained M.A. degrees. Approximately half of the project fellowships have been awarded to staff outside the Balitbang Dikbud who are directly linked with its activities (see table 1). Nine fellowships were due to flow over to 1985 and two fellowships will flow over to 1986.

102. Great care was taken in identifying the courses of study and the universities. Table 2 shows the variety of the fields of study selected by the candidates in the broad areas of education. Table 3 shows the placement of students according to the country. The majority of the graduate students (34 out of 54) were placed in the United States of America, and the nine students who went to France studied long-term courses offered by HEP (International Institute for Education Planning). It is not always possible to select overseas university centres of excellence because of the academic record of the candidates, and aptitude tests and language requirements by the universities.- In the United States of America universities selected were: the Florida State University, the

- 26 -

Comparison Between Exnenditures For 1979

Various Project

in Percentages Components Between the Document and the Present

Figure 1

Components

Project Personnel

Training Programme

Equipment

Miscellaneous

Total

Prodoc $

$11243-, 600

$1,633,800

$ 95,600

$ 27,000

$3,00.0,000 ••

1979 7o

41.47o

54.57o

3.27o

0.97o

-L00.07.

Present $

$1,102,159

$1,888,418

$ 102,709

$ 19,039

$3,112,3.25 =

Status 7o

35.47o

60.67.

3.37o

0.77.

-10.0.07.

Noce: Present Status is the approved 'I' budget, dated 19 July 1984

'igure 2

Prodoc. 1979

UllllfJ = Project Personnel

) -j = Training Programme

Present Status

= Equipment

g = Miscellaneous

- 27 -

Table 1 - Number of Persons for Fellowships Programme according to Origin of Employment

Type of Programme

Non Degree:. HEP AIT

M.A. Degree

Ph.D. Degree

Tailored courses

Total

Balitbang Dikbud

3

9

11

9

32

Others

6 3

9

4

-

22

Total

9 3

18

15

9

54

Table la - Number of Persons for Study Tours according to Origin of Employment

Study tours, short visits, seminars, conferences

Balitbang Dikbud

59

Others

70

Total

129

- 28 -

State University of New York at Albany, the Universities of California at Berkeley, at Santa Barbara, and at Los Angeles, Stanford University, San Diego State University, the University of Michigan, Ann Arbor, the Michigan State University, the Pittsburgh University, and the University of Chicago. In Australia three candidates studies in MacQuarie, and one in the University of Sydney.

103. All the fellows who went on the long-term fellowships returned to their institutions, but recently a number of fellows who returned with a M.A. or Ph.D. degree, and who were working in Balitbang Dikbud, have been seconded to the Open University. It is hoped that the secondment is a temporary transfer.

104. In an institutional building project, a training programme must usually precede an institutional building undertaking. This lead time is often difficult to secure and overseas' training often delays the proper functioning of an institution. Long time fellowships are essential for developing an institution in a developing country and worth the price of delaying the proper functioning of an institution.

Study tours

105. Careful attention was given on the objectives and organization of study tours. Most of them were successfully organized, but in a number of cases there were problems with timing and activities and the countries selected. In all, 129 study tours were organized out of which 46% of the candidates were from Balitbang Dikbud, and 54% came from different universities, IKIPs, Directorate of Primary and Secondary Education and Kanwils (see Table la and Appendix C).

106. The project spent US$ 1,609,370 for the period 1979 to 1983 for individual fellowships, study tours and in-service training against the commitment of US$ 1,633,800, representing a delivery rate of 98.5%. The delivery rate of individual long-term fellowships was 80%, and this was mainly because in a few cases suitable qualified candidates could not be nominated. In only two cases the fellows were not able to complete the degree programme because of personal problems.

107. In a project where almost 61% of the budget is for training, the annual budgeting creates a complex situation regarding estimating costings and actual expenditures and their effect on the annual delivery performance in terms of dollars. The Fellowships Division of Unesco gives the following explanations related to estimating costs and actual expenditures: (a) the fellowships are not all of the same duration; (b) the funds do not necessarily correspond to the months of implementation; (c) during a given year Unesco has to take into account the global fellowship budget for that year and the number of fellowships; and (d) Unesco does not know in advance on which dates tuition fees are paid through the administering agencies to host countries. The complex annual budgeting situation that arises when there is a large training component is best solved by a number of budget revisions during the course of the year. The so-called "mechanical" project revisions have twice created problems for the project. In one such revision no account was taken of the study tours implemented and partly financed by UNDP in Jakarta. The UNDP attention and support has been very helpful for project implementation.

- 29 -

Table 2 - Number of Persons for Fellowships Programme according to Field of Study

Field of Study

Ed. Planning

Ed. Evaluation

Ed. Research

Test & Measurement

Curriculum

Computer Programming

Others

Total

Type of Programme

Non Degree

9

-

-

-

-

3

-

12

M.A.

4

2

4

1

3

1

3

18

Ph.D

-

1

8

1

-

-

5

15

Tailored . Courses

-

-

-

2

3

-

3

9

Total

13

3

13

4

6

4

11

54

Table 3 - Number of Persons for Fellowships Programme according to Place of Study

Place of Study

U.S.A.

Australia

France

F.R. of Germany

United Kingdom

Bangkok

Total

Type of Programme

Non Degree

-

-

9

-

-

3

12

M.A.

18

-

-

-

-

-

18

Ph.D

11

4

-

-

-

-

15

Tailored Courses

5

-

-

1

3

-

9

- iotai

34

4

9

1

3

3

54

- 30 -

Equipment

108. The equipment component at the end of the project is US$ 102,709 as against the original estimate of US$ 97,000.

Miscellaneous

109. US$ 27,000 were allocated for Miscellaneous for the years 1979 to 1983, and out of this US$ 12,039 was spent; actual expenditure as of 31 December 1984 was US$ 14,210.

110. Balitbang Dikbud now combines the function of long-term educational planning, policy research and development, curriculum development, educational technology, textbook development and testing and examination. To achieve some of these tasks, related but complementary efforts are urgently needed. First, emphasis should be given to improve staff capacities in diverse fields, and secondly, an improved management information system should be developed.

VI. CONCLUSIONS AND RECOMMENDATIONS

111. Balitabang Dikbud is taking on the responsibility for policy research and development and this implies centralization of the components of Balitbang Dikbud into an organization whose primary function is policy research and development. In the third country programme, Balitbang Dikbud could be assisted to function effectively as a policy research and analysis and policy development institution. UNDP assistance would be useful in the development of the newly established Center for Policy Research and Development by providing short and long-term training to its staff, and making available to its external expertise as needed for specific stages of planning and developing the Center, and its programme for in-country training of staff from regions. The UNDP/Unesco project should be designed to complement and support the project for an integrated information system assisted by the United States of America through the International Development Agency.

112. The Center for Curriculum Development has made tremendous progress, but in INS/78/030 not much assistance was given to the Center in terms of long-term fellowships. The Center needs specialists in such fields as pre-school eudcation, sicence and mathematics education, curriculum evaluation, research methods, etc.

113. Through the project activities the Center for Research and Development of the Examination Systems has made steady progress inspite of being understaffed. Through a World Bank loan the Center will be developed as an operational body to develop and conduct school examinations for school certification and selection.

114. Internal staff development at Balitbang Dikbud has not received the attention it deserves. As the level of competence and specialization among staff rises, the opportunities for internal staff development should increase. One form of internal staff development which appears worth undertaking is what is maybe called Balitbang Staff Seminars. Such seminars should be held regularly on a two-weekly or monthly basis, and should give qualified staff members an

- 31 -

opportunity to share their specialized knowledge with all other staff members, and at the same time, to relate the activities in which their respective projects were engaged to others. A second forum for internal staff development could be guest lecture programmes organized by the secretariat on a flexible schedule.

Library and professional documentation services

115. The present library services both in terms of space and books is inadequate. The documentation section needs to be organized and staff trained for this purpose. One feature of prefessional documentation services at Balitbang Dikbud should be the translation into Bahasa Indonesia of certain key publications that should be identified by senior staff members.

Fellowships component

116. There will be at least eleven fellows who are working on the Ph.D. programme whose fellowships will flow over to 1985 and 1986. The 'I' budget revision provides for US$ 52,819 for 1985, but no provision was made for 1986. It is recommended that UNDP assist the fellows to complete their Ph.D. programmes in 1986.

- 32 -

Name of Expert/ Consultant

Peterson, D.E.

Fe mandes, H.J.X.

Cowe11, R.N.

Holsinger, D.B.

Johnstone, J.N.

Unesco

Country Origin

USA

India

USA

USA

Austr.

o

APPENDIX A

Experts and Consultants

f Field of Süecialization

Data Processing

Testing, Measurement & Evaluation

Curriculum Development

Educational Research

Educational Plann ig

Duration t rom:

1 Jan

1 1 Mar

6 Apr

1 9 Aug

01 Feb

79

79

79

79

80

of Contract

- 7

- 31

- 3

- 18

- 31

To:

Aug 79

Dec 8à

Oct 30

Aug 81

Jan 81

Consultants

Johnstone, J.N. (*)

Postlethwaite, T.N.

Choppin, B.H.

Murray, Thomas

Kok., Onno

Gonzales, Eva

Penfold, J.B.

31ock, J.H.

Harrison, G.S.

Stone, J.S.

Campbell, V.N.

Nielsen, SJD.

Tonigan, R.F.

Choppin, 3.H.

Block, J.H.

Kok, Onno

Windham, D.M.

Cali, A.J.

Postlethwaite, T.N.

Choppin, B.H.

Austr

UK

UK

USA

Neth.

Phil.

UK

USA

UK

USA

USA

USA

USA

UK

USA

Neth.

USA

USA

UK

UK

Simulation Techniques 1 Jan 79

Mastery Learning 15 Jul 79

Student: Evaluation 15 Jul 79

Compensatory Pro. 15 Jul 79

Social Studies 15 Jul 79

Skill Development 15 Jul 79 (Home Economics)

Skill Development (Boys Craft)

Individualized Instruction

Skill Development (Indus try)

Rural Development 5 Sep 79

Rural Development 14 Sep 79

Rural Development 20 Nov 79

Standardization 10 Jan 80

Item Banking 23 Apr 80

Mastery- Learning- 30 JUn 30

Social Studies 2 Jul 80 Ü.6 Jul 80

Cost Analysis ^11 Dec 80

Personnel Management 8 Dec 80

Mastery Learning - 31 Jan 81

Item Banking 2 Jul 81

31 Jan 79

10 Aug 79

10 Aug 79

10-Aug 79

17 Aug 79

17 Aug 79

18 Jul 79 - 17 Aug 79

21 Jul 79 - 20 Aug 79

4 Aug 7 9 - 2 Sep 79

25 Sep 79

8 Nov 79

20 Dec 79

13 Feb 30

16 May 30

JO J U I ou

5 Aug 80 2Q Aug 80 7 Jan 81

8 Jan 31

26 Feb 81

2 Aug 81

(») IKS/71/537)

- 33 -

APPENDIX A (Cont'd.)

Name of Expert/ Consultarle

Block, J.H.

Choppin, B.H.

Harnisch, D.L.

Warwick, D.P.

Co un Oris

USA

UK

USA

USA

try of in

Field of Specialization

Mastery Learning

Item Banking

Mathematics

Research & Policy

Duration of From :

25 Jan 82 -

3 Aug 82 -

22 Oct 83 -

29 Dec 83 -

Contract To:

25 Feb 82

29 Aug 82

18 Nov 83

22 Jan 34 Analysis

Vasudevan, M. FRA Policy Analysis 1 Sep 83 - 15 Oct 83

- 34 -

APPENDIX B

Countermart Staff

Name

1. Satijam.

2 . Soeroso H . P .

3 . Harsja W . Bachtiar

4 . í-íoegiadi

5 . Soemtro Sw.

6. Mbegiadi

7 . Rachmat Wiradinata

8 . Tunggal Marciiono

9 . Boediono

10. Waskito Tjiptosasmito

11. Ahmad Arifin

12. Sri Wulan Rudjiati Muljadi.

13. SoenrLtro Sw.

14 . Subronto P .

15. Tarso tjo

16. Soecrí. j arto

17. Conny Seiiawan

18. -Sumadi Suryabrata

19. R . Ibrahim

20 JusufhadL Miarso

21. Soegiarto

22_ Toto Soeharso

23 . Foedji Widodo

24. Machrsn Situmorang

25 . Djanwar îtodjolelo

Position held Qualification

Head, 3alitbang (until 1980) Ph.D.

Head, Balitbang (until 1983) Ph.D.

Head, Balitbang (from 19"3) Ph.D.-

Secretary, Balitbang (until 1981) Ph.D.

Secretary, Balitbang (until 1984) Drs.

Secretary, Balitbang (from 1984) Ph.D.

Director, Information Center (until 1981) Drs.

Director, Information Center (until 1984) Ir.

Director, Information Center (from 1984) Ph.D.

Director, Research Cente > (until 1981) Drs. M.A.

Director, Research Center (until 1984) Ph.D.

Director, Research Center (from 1984) Ph.D.

Director, Innovation Center (until 1981) Drs.

Director, Innovation Center (until 1983) Ph.D.

Director-, Innovation Center (until 1984) Ph.D.

Director, Curriculum Center (untill981) Drs. M.A.

Director, Curriculum Center (from 1981) Ph.D.

Director, Testing Center (until 1984) Ph.D.

Director, Testing Center (from 1984) Ph.D.

Director, Center, Educational Technology Drs. M.Sc.

Division Head, Balitbang (until 1984) Drs. M_A.

Division Head, Balitbang Drs.

Division Head, Balitbang Drs.

Division Head, Balitbang B.A.

Division Head, Balitbang B.A.

- 35 -

APPENDIX B (Cont'd.)

Name

26 07

Sekarsih W.

Nuhi Nasoeticn

28. C M . Widodo

29. Ihamrin Gunardi

30. Christine Mangindaan

31. Ibrahim Misa

32. Romli Suparman

33. Soenardi

34. P .L . Tobing

35. A . F . Tangyong

36. L . Moleong

37. Sen tat Suüstijo

38. Suharno

39. Suprapto

40. P. Hattari

41. S .C .U. Munandar

42. Benny Karyadi

43. 3oe tanto Wirjoprasonto

44. Aris Pongtuluran

45. Siswardcjo Sarodja

46. Anwar Jassin

47. M . Arnim

48 . Jujun Sirrf asi imane ri

Position held

Division Head, Balitbang

Researcher,

Researcher-,

Researcher,

Researcher,

Researcher,

Researcher,

Researcher,

Rpsps-r-rhp-r

Researcher,

Researcher,

Researcher,

Researcher,

Researcher,

Researcher,

Researcher,

Researcher,

Balitbang

Balitbang

Balitbang

Balitbang

Balitbang

Balitbang

Balitbang

ftalithanp

Bal i rbang-

Balirbang"

Balitbang

Balitbang

Ral i tbang

H ΠP Jakarta

Qual

University of Indonesia

IKIP Bandung

Secretary General, M3EC

Head, Bureau of Planning

Head, Bureau of External Relations

Secretary, Directorate General of Primary 5c Secondary Education

Coordinator S 2 Programing,

QxircLLnalor S2 Prow, raime, HOP LOgyaítcUTLd.

Jakarta

Lfication

Dra.

Drs. M . A .

Dra.

Drs. M . A .

Ph.D.

Drs. M . A .

Ph.D.

Drs. M . Sc

M . A .

M . A .

Drs.'

M . Sc.

Drs.

Drs.

Ph.D.

Ph.D.

M . A .

Ph.D.

Drs.

Ph.D.

Ph.D.

Ph.D.

- 36 -

Unesco Fellowships and Study Tours (Cont'd.)

Name of Fellow Field of Study Place of Study

s.

F.

A.

D.

M.

D.

B.

S.

L.

M.

T.

S.

W.

J.

A.

S.

D.

S.

A.

M.

H.

H.

NURWANI

GINTING

SHOFYANIS

WASITO

WAHJAWIDODO

MAHMUD

KARYADI

MULJOATMODJO

MOLEONG

LUBIS

SUNITYO

MIHING

SOEGIYANTO

SIMANJUNTAK

UMAR

SOERIAATMADJA

SUKE

SUPRAPTO

SUTANTO

TUMANGGUNG

NURDIN

MUDJIMAN

SURAWIGUNA

Distance Teaching

Computer Program.

Computer Program.

Computer Program.

Ed. Evaluation

Confluent Ed. in Social Studies

Science Education

English Teaching

Curriculum Planning

Ed. Administration

Mathematics

Educational Plan.

International/ Intercultural Dev.

Education

Testing and Meas.

Ed. Research and Measurement

Testing & Evalua.

Testing & Evalua.

Educational Plan.

Educational Plan.

Educational. Plan.

Education

Curriculum Develop-

United Kingdom

Thailand

Thailand

Thailand

USA

USA

USA

USA

United Kingdom

USA

Germany (Fed.Rep

USA

USA

USA

USA

USA

USA

USA

France

United Kingdom France

United Kingdom France

USA

USA

MUDJITO

ZAMBRONI

SUMARNO

S. S0EMITR0

C. WIDODO

ment

Library Develop. & Library Science

USA

Population Education USA

Australia Sociology of Ed. & Education

Duration of Contract From To

11.01.79/10.02.79

05.01.79/20.05.79

05.01.79/20.05.79

05.01.79/20.05.79

18.09.79/17.09.80

18.09.79/17.09.80

18.09.79/17.09.80

05.01.81/04.01.82

20.04.81/17.07.81

13.06.82/12.09.83

) OI.IO.8l/28.O2.83

15.07.81/14.07.82

OI.OI.8l/30.O8.83

28.O9.81/27.O9.83

22.08.81/21.11.82

O8.O6.8l/07.O9.82

04.05.81/03.08.81

04.05.81/30.08.81

01:01.'79/31.05.79

01.01.79/31.05.79

01.01.79/31.05.79

01.01.79/14.09.79

01.01.79/24.03.79

01.01.79/31.07.80

01.06.82/,

27.12.82/,

Research Management

Economics of Educ.

USA

United Kingdom Netherlands

24.09.79/23.12.79

OI.O5.8O/3O.O6.8O

- 37 -

Unesco Fellowships and Study Tours (Cont'd.)

Name of Fellow

A. AKHMAD

H, HARIBOWO

S. SUKE

Field of Study

Educational Policy

Ed. Psychology, Test Measurement

Education

Place, of Study

USA

USA

USA

D.

A.

I.

P.

M.

S.

S.

T.

0.

A.

I.

C.

A.

H.

R.

SUHARTO

MUCHLTS

GETASPASTI

HERMAWAN

PRAWIROSUDARMO

KAMALUDDIN

TOELLE

HADISOEBROTO

GUNARDI

PRIJONO

S0ERJ0N0

PRAMONO

MUSA

MANGINDAAN

SUNARTO

ALIASAR

DJALIL

SUHARNO

HARUN

SAROJO

Educational

Educational

Educational

Educational

Educational

Planning

Planning

Planning

Planning

Planning

Educational Planning & Administration

Evaluation

Education

Educational Planning & Administration

Education

Personnel Management

Education

Economics of Ed. (PH.D)

Education

Educational Methods

Educational

Educational

Research

Research

Research Meth.

Educational Testing & Measurement

Economics of Education

Educational Research

United France

United France

France

United France

11

United France, Thailar.

USA

USA

USA

USA

Kingdom

Kingdom

Kingdom

n

Kingdom , India, id

USA, France

USA

USA

Australia

USA

USA

Austral

USA

USA

USA

.ia

Duration of Contract From To

30.Q8.82/28.02.84

13-06.83/

01.08.83/

31.05.80/31.07.79

31.07.79/31.05.80

13.O9.8O/31.05.81

09.07.80/31.05.81

09.07.80/31.05.81

07.08.81/31.05.82

09.06.82/21.12.84

12.01.80/11.07.80

03.09.80/02.09/80

22.O9.8O/21.09.81

19.03.80/28.12.81

10.06.81/09.08.82

02.01.79/01.01.82

27.01.79/15.04.82

O9.O7.79/O8.O9.8O

16.08.79/15.12.80

IO.O3.8O/31.12.83

21.09.80/20.12.81

06.06.81/07.09/82

24.08.81/23.12.81

- 38 -

Unesco Fellowships and Study Tours (Cont'd.

Name of Fellow

E. PAKPAHAN

A. SURYADI

JIYONO

T. UNGERER

T. RAKA JONI

SOEPARMO

K. SEDIONO

H. SISWOJO

DANARTO

A. DJALIL

R. NURDIN

R. HIKMAT

MANNAWI

A. TJ.IPTADI

S. SUBROTO

C. TUWAN

A. PONGTULURAN

A. SOEBAGIO

J. MUDJI

S. RISTAM

SOEHENO

E. MURTEDJO

S. WIRIALAKSANA

Field of Study

Educational Research & Computer

Educational Research

Educational Research

Educational Testing

Educational Testing (STG)

Educational Testing (STG)

Educational Testing (STG)

Education

Education

Educational Research

Educational Research

Recurrent Educ. Progr. and Budget

Recurrent Educ. Progr. and Budget

Personnel Management

Personnel Management

Personnel Management

Educational Cost and Financing

Personnel Management

Personnel Management

Personnel Management

Personnel Management

Management Information System

Library Services

Place of Study Duration of Contract From To

USA 13.O6.82/12.O9.83

USA

Australia

USA

USA

USA

USA

Singapore

Singapore

Australia, Japan, USA, United Kingdom

Australia, Japan

13

23.

05,

05

05,

05.

24.

24,

03.

03.

.06,

.03.

.08.

.08.

.08.

.08.

.07,

.07.

.09.

,09.

.82/01

.82/..,

,79/24,

.79/02,

,79/26.

,79/26

.79/29,

.79/29.

.79/31.

79/27.

.03,

.08.

.09.

.08.

.08,

.07.

,07.

, 10.

,09.

.84

.79

.79

,79

.79

.79

,79

,79

79

France, Japan, 18.11.79/04.01.80

France, Japan, 18.11.79/04.01.80

Malaysia, 19.10.79/17.11.79 Thailand, India

19-1U.79/17.11.79

" 19.10.79/17.11.79

09.06.81/30.09.81 France

Malaysia, Thailand, India

Philippines, Japan, India

Switzerland, Netherlands Thailand

Singapore Thailand

19.10.79/17.11.79

19.10.79/17.11.79

19.10.79/17.11.79

19.10.79/17.11.79

02.11.79/01.12.79

19.11.79/03.01.80

- 39 -

Unesco Fellowships and Study Tours (Cont'd.)

Name of Fellow

S. MEST0K0

BOEDIONO

SUNITYO

G. KARTONO

P. HATTARI

SURYA

S, MARTOSOEPONO

T. SOEHARSO

S. AD1

S. DHIRDJOSAPUTRO

G. LIBRATA

M. WIRASENDJAJA

S. SORADJA

SOENARDI

D. MADJOLELO

C. SEMIAWAN

S. RONOWISROYO

S. IMAM RAHAJU

SOEDIJARTO

A. GDE RAKA

B. RESPATI

S. SUKADJI

S. SJARIF

S. AYUB

N. WATI

S. BACHTIAR

Field of Study

Information Services

Cost & Financing of Education

Informatics

Educational Planning

Guidance and Counselling

Guidance Counselling

Educational Testing

Personnel Management

Management and Monitoring System

Educat. Office Manag.

Project Evaluation

Educational Programming

Management and Planning

Management and Planning

Publishing

Special Education

Informatics

Practical Testing Problems

Education Curriculum & Education

Educational Programmes

Educational Programmes

Educational Testing

Educational Programmes

Library Service

Library Services

Informatics

Place of Study Duration of Contract From To

France, Netherlands

France

France

France

USA

USA

USA

USA

USA

USA

USA

USA

USA

USA

USA

Canada, USA

France

USA

United Kingdom, USA, Japan

USA

United Kingdom

USA

USA

Singapore

Singapore

Thailand, Switzerland, France, Netherlands

14.01.80/24.02.80

17.06.80/11.07.80

23.OI.8O/O3.O3.8O

3I.O3.8O/09.O5.8O

17. 12.79/16.01.80

17. 12.79/16.01.80

02.08.80/22.08.80

27.05.80/27.06.80

26.02.81/30.03.81

27.05.80/27.06.80

27.05.80/27.06.80

20.03.80/28.04.80

29.10.80/07.12.80

26.02.81/30.03.81

05.07.81/04.08.81

12.06.80/15.07.80

30.O3.8O/O9.O5.8O

03.O8.8O/2I.O8.8O

15.O6.8O/O8.07.80

24.08.80/05.09.80

02.08.80/20.08.80

02.08.80/20.08.80

24.08.80/05.09.80

24.08.80/23.09.80

24.08.80/23.09.80

O3.O8.8l/3O.O9.8l

- 40 -

Unesco Fellowships and Study Tours (Cont'd.)

Name of Fellow Field of Study Place of Study Duration of Contract From To

s.

s.

s.

J.

s.

D.

F.

S.

B.

P.

P.

U.

D.

I.

H.

P.

P.

S.

C.

H.

U.

WID0D0

WIRIALAKSANA

PRAJ0G0

HAMBALI

WAHUNTANA

SUKARTI

MURY0N0

KAMARS

SOEMANTRI

WIRIALAKSANA

HARS0N0

KARYADI

HATTARI

S0ER0S0

B0EDI0N0

MUNANDIR

NAGA

GEDE OKA

NOTODIHARDJO

SUBRONTO

HATTARI

SAULINGGI

SEMIAWAN

S0ER0S0

MUNANDAR

Library Automation

Library Science

Library Science

Educational Testing

Educational Testing

Educational Testing

Educational Testing

Research Management

Informatics

Library Science

Computers in Education

Economic Implication on Molecules

Career Guidance

Educational Policy •

Educational Cost & Financing

Psychology

Education

Educational System

Educational Evaluation

Innotech. & Educational Research

Curriculum Development

Ed. Planning & Administr.

Curriculum Development

Educational Policy

Pschychology & Ed. of children

Thailand

Malaysia

Malaysia

USA

USA

USA

USA

USA, United Kingdom, Netherlands

Thailand, Switzerland, France, Netherlands

M tî II I! fl

Switzerland

USA

United Kingdom

Australia

France

USA

USA

Korea (DPPK)

Japan, Thailand

USA

Philippines Thailand

Thailand

USA

Singapore, Netherlands, Thailand, Malaysia,' Philippines

United Kingdom, Netherlands, Fran

Philippines

01.

18

18,

29

29.

29

29,

12

03

10,

26.

17,

13,

23.

01 ,

12.

25,

27.

15.

24.

28.

05.

10.

-10. ce

01.

.06.

.05.

.05.

.06,

.06,

.06,

.06,

.10,

.08,

.08.

.07.

. 10.

.12.

.06.

.10.

.07.

.07.

.07.

.09.

. 10.

.11.

.03.

.08.

04.

08.

.81/30.

.81/29,

.81/29,

.81/24,

.81/24,

.81/24,

.81/24,

.81/11,

.81/30,

.81/28.

.81/08.

.82/02.

.81/17.

.82/07.

.82/30.

.82/07.

.82/08,

,82/08.

.82/03.

,82/09.

.82/04.

.83/23.

.83/29.

83/22.

83/10.

.06,

.05,

.05,

.07

.07,

.07

.07,

.11,

.09

.09,

.08.

.11,

. 12,

.07,

, 10,

,08,

,08,

,08,

, 10,

, 11 ,

,12.

.03.

,08,

04.

08.

.81

.81

.81

.81

.81

.81

.81

.81

.81

.81

,81

.82

,81

.82

.82

.82

.82

,82

.82

,82

.82

• 83

.83

83

83

- 41 -

Unesco Fellowships and Study Tours (Cont'd.)

Name of Fellow

S. SURYABRATA

S. ATMOSOEDARMO

H. BACHTIAR

BOEDIONO

S. PRAYITNO

A. JASSIN

M. RIDWAN

S. BRATAKOESOEMA

P. TOBING

SUBANDIJO

R. SEMBIRING

B. SALEH BACHTIAR

BOEDIONO

S. SUMADI

M. MOEGIADI

Field of Study

Test Management System

Test Management System

Educational Planning

Management Information System

Management of Inf. Systems

Educational Plan. & Policy

School Mapping

School Mapping

Computer Application

Computer Application

Data Bank & Information System

Informatics

Educational Cost & Financing

Education Testing and Evaluation

Testing Evaluation

Place of Study

Philippines, Thailand, Malaysia Singapore

n it H H

United Kingdom, Nigeria

India,

Korea (DPPK) Japan

M H

United Kingdom, Nigeria

France

France

Australia

Australia

Japan, USA, Sweden

France, Switzerland, Netherlands

France

United Kingdom, USA Australia

United Kingdom USA, Korea (DPPK)

Duration of Contract From To

18.09.83/01.10.83

18.09.83/01.10.83

io.12.83/17.12.83

04. 12.83/17.12.83

04. 12.83/17.12.83

10.12.83/17.12.83

02.01.80/01.02.80

02.01.80/01.02.80

10. 10.79/09.11.79

10. 10.79/09.11.79

17.09.80/25.10.80

24.08.81/12.10.81

OI.O9.8l/3O.O9.8l

02.02.80/11.03.80

02.02.80/11.03.80

S. REKS0ADIP0ETR0 Testing Evaluation

A. SURYADI

P. ATMADI

Educational Evaluation

Education

United Kingdom, USA, Canada, Malaysia

02.02.80/11.03.

l8.08.80/28.09.80 Netherlands, United Kingdom, Japan

Germany (Fed.Rep.)22. 10.81/15.12.81 Sweden, Netherlands Thailand, India

- 42 -

Unesco Fellowships and Study Tours (Cont'd.)

Name of Fellow

M. MUSIN

MOEDOMO

I. SUWANDI

S. SURYABRATA

B. DARTASASMITA

A. ARIFIN

A. TANGYONG

N. NASOETION

K. DANGKUA

TARWOTJO

Z. KAWAREH

S. MUNANDAR

A. TANGYONG

S. MULJOATMODJO

C. SEMIAWAN

SUKARDJO

A. PRAMONO

A. MARZUKI

S. RAHARDJO

B. WINARNO

S. ARIFIN

D. SOETARMO

S. WIBISONO

S. SUTRISNO

Field of Study

Education

Education

Education

Education

Education

Mathematics

Educat. Management & Supervision

Evaluation and Skill Dev.

Educ. Management & Supervision

Educ. Management & Supervision

Visit & Symposium on Science Ed.

Special Education

Curriculum Development

Readability Study

Special Education

Naturel Science & Techn.

Rural Education

Rural Education

Rural Education

Rural Education

Rural Education

Rural Education

Rural Education

Rural Education

Place of Study

Germany (Fed.Rep

Sweden, Netherlans, Thailand, India

it « H H it

United Kingdom, USA, Thailand, India, Japan

H H M H

H H H H

Singapore

United Kingdom, Netherlands, Sweden

H II II II

11 It II II

II II II II

Thailand, Philippines

Canada, USA

USA

Philippines

Netherlands

France, Belgium

Ecuador

Ecuador

Ecuador

Ecuador

Ecuador

Korea (DPPK)

n H

ti H

Duration of From

22.10.81/15

22. 10.81/15

19.10.81/15

19.10.81/15

19.10.81/15

01.06.81/06

01. 10.79/31

01. 10.79/31

01. 10.79/31

01. 10.79/31

21. 12.79/02

20.08.81/19

17. 10.82/02

12. 10.79/24

21.04.81/25

08.11.80/23

11.07.79/10

11.07.79/10

11.07.79/10

11.07.79/10

11 .07.79/10

15.07.79/30

15.07.79/30

15.07.79/30

Contract To

12.81

12.81

12.81

12.81

12.81

06.81

10.79

10.79

10.79

10.79

01.80

09.81

11.82

. 10.79

04.81

11.80

08.79

08.79

08.79

08.79

08.79

07.79

07.79

07.79

- 43 -

Unesco Fellowships and Study Tours (Cont'd.)

Name of Fellow

L. ISMAIL

S. SUGIONO

Ü. MUNANDAR

M. MOEGIADI

A. TANGYONG

J. MARPAUNG

Z. MACHMOED

P. HATTARI

Y. MIARSO

B. WIHONO

S. MUS0D0

S. WIBOWO

W. RUWITYANTO

R. WIRADINATA

H. NOTODIHARDJO

N. MANASSE MALO

T. MASOEM

Field of Study

Rural Education

Rural Education

Rural Education

Educational Planning

Curriculum Develop. & Evaluation

Curriculum Develop. & Evaluation

Int. Study of Composition

Life Career Development System

Education Technology

Educational Media

Multimedia Library

Cognitive Development

Natural Science and Technology

Educational Planning

Higher Education

Education

Educational Testing

Place of Study Duration of Contract From To

Korea (DPPK)

Netherlands

Thailand Singapore

Thailand

Netherlands

USA

Philippines

USA

USA

Singapore

United Kingdom

United Kingdom, France, Belgium

France

France

15.07.79/29.07.79

15.07.79/30.07.79

14.05.84/27.05.84

/23-07.84

21.05.84/10.06.84

23.04.79/25.04.79

20.04.80/20.06.80

12.04.80/11.05.80

3O.O5.8O/28.O9.8O

07. 10.79/13.10.79

08.11.80/23.11.80

01.02.79/30.04.79

22.01.79/29.01.79

Germany (Fed. Re p. )-|2 .05.79/30.05.79 United Kingdom, Belgium

USA 05.07.79/23.07.79

- 44 -

APPENDIX D

Bibliosraphv of Documents:

Title of Report, Paper, etc.

1. Work Status

2. Feasibility Study for the Creation of A Management Information System.

3. Status Report

4. Finance System Status Report:

5. Women's Component in. the National Education Planning, Evaluation and Curriculum Deve-lopment

6. Thoughts and Recommendations Regarding the IPS Program

7. Our Proposed Activities Concerning Furniture for the PPSP Classroom

8. Evaluation of the Development School

9. Teaching Remedial and Enrichment Methods and Studying Cognitive Develop­ment and Readability

10. Mastery Learning and Improvement- XLÍ A Modular System of Instruction

11. Skill Development - woodwork An Assignment Report

12. Skill Development - Industrial Arts and Metalwork. An Assignment Report

13. General and Terminal Objectives

14. Routine Budget System and Data Center Requirement Notes

Remarks

- 1979, D . E . Peterson

- 1979, J . N . Johnstone

- 1979, D . E . Peterson

- 1979, D . E . Peterson

- 1979, H . J . X . Femandes

- 19 79, ILN. Ccwell

- 19 79, R . N . Cowell

- 1979, H . J . X . Femandes

- 1979, R . M . Thomas

- 19 79, J . H . Block

- 19 79. J . B . Penfold

- 19 79, G . S . Hai'rison

- 1979, G . S . Harrison

- 1979, D . E . Peterson

'Noce : Routine reports required of the Team Leader and Experts are not listed below, nor are reports by national staff prepared in conjunction with Project activities

- il 5 -

APPENDIX D (Cont'd.)

Title of Report, Paper, etc.

15. Strategi Perubahan Kurikulum An Assignment Report - Technical

16. Report to Unesco of Postlethwaite's Mission to Indonesia

17. Report to Unesco under consultant's contract

Remarks

- 19 79, Onno Kok

- 1979, T.N. . Postlethwaite

- 1979, B.H. Choppin

18. Evaluation of An Educational Programme - 19 79, H.J.X. Fernandes A Case Study of the Plans for Evaluating the Development School Project (PPSP)

19. Skill Development - Home Economics

20. Toward a Better Supervision Program for Indonesia

21. Evaluation Techniques for Application Analysis, Synthesis and Evaluation Objectives

22. Report to Unesco as mission to Indo­nesia

- 19 79, Eva Gonzalez

- 19 79, R.N. Cowell

- 19 79, H . J . X . Fernandes

- 19 79, V . N . Campbell

23. Stating Problems and Forming Hypotheses - 19 79, D.3. Holsinger

24. Technical Papers for the training cours-e-in Research and Evaluation: a.- Some Basic Sran" sr-i pal Concepts

b. Senior High School Examination

c. The Concept of Reliability

d. The Standard Error of Measurement:

e. Norms and Sampling

f. Raw Scores, Derived Scores and Interpretation

25. Normalized Standard Scores

- 19 79, H . J . X . Fernandes

19 79, H . J . X . Fernandes

- M6 -

APPENDIX D (Cont'd.)

Title of Report, Paper, etc.

26. Semantical Differential (SD)

27. Qualitative Improvement of Elemencary Schools Through Professional Support for Their Teachers. A Project Summary

28. Designs for Research

29. Internal Validity

30. A Form for Evaluating A Test

31. First Report of the BP3K Standardization Team

32. Statistik Pendidikan dan Indikator Pendidikan

33. Development of a Group Mental Ability Test for Research Purposes

34. Komentar Tambahan Mengenai Pembuatan Indikator Rendidikan.

35. Inter Coder Agreement

36. Three Useful but Often Forgotten Education System Indicators

37. Tiga Indikator Sistem Pendidikan yang sangat- her gima

38. The Questions we Want to Answer in Our Evaluation of the Supervision Project

39. Organization and Specification of Teacher Behaviors Desired for the Supervision Project

40. Handbook for IPS Module Writers in the PPSP Program

Remarks

- 19 79, H . J . X . Fernandes

- 19 79, R . N . Cowell

- 19 79, D . B . Holsinger

- 19 79, D . B . Holsinger

- 1980, H . J . X . Fernandes

- 1980, R . F . Tonigan

- 1980, J . N . Johnstone

- 1980, H . J . X . Fernandes

- 1980, J . N . Johnstone

- 1980, H . J . X . Fernandes

- 1980, J . N . Johnstone

- 1980, J . N . Johnstone

- 1980, R . N . Cowell

- 1980, R . N . Cowell

- 1980, R . N . Cowell

41. Classroom Interaction Research - 1980, H.J.X. Fernandes

- 47 -

APPENDIX D (Cont'd.)

Title of Report, Paper, etc.

42. Statistical Summary on Kabupaten Sambas and Kampar

43. The Management Information System for Perguruan Tinggi

44. Qualitative Improvement of Elementary Schools Through Professional Support For Their Teachers. A Project Summary

45. Trends in Financing and Unit Costs in Indonesia. Public General Secondary Schools 1971 - 1974-

46. Mastery Learning and—the--Imp.rovement of a Modular System of Instruction

47. Improving Objectives

48. The "Post Hole" Approach to Covering Curriculum Content

49. Technical Report. Social Studies

50. Economic Implications of Dissemination the_?RSP aruL-Eamong ,Pr_o j eats

51. Supervision Handbook II

52. A Feasibility Study of a Microcomputer Network Throughout Indonesian Provinces

53. Small Schools Projects in Central Kaliman-tan

Remarks

- 1980, J.N. Johnstone

- 1980, J.N. Johnstone

- 1980, R.N. Cowell

- 1980, J .N. Johnstone P . L . Tobiag

- 19-80, JJL Black

- 1980, R . N . Cowell

- 1980, R . N . Cowell

- 1980, Onno Kok

- 1980, D . M . Windham

- 1980, R . N . Cowell

-1980, J .N. Johnstone

- 1980, D . B . Roi singer

54. Interview Method and Schedule Design - 1980, D . B . Holsinger

55. Papers for Tutorials of In-country Training in Research and Testing -a. The Method of Pair ComDarison

- 1980, H . J . X . Fernandes

b. Attitude Measurement - Likert Method

c. Intellectual Achievement Ability

- 48 -

APPENDIX D (Cont'd.)

Title of Report, Paper, etc Remarks

d. Classroom Teaching

e. The Physical Environment of the- School

f. Summary of IEA Classroom -Environment Studies: Teaching for Learning

g. Longitudinal and Quasi Longitudinal Design

h. Measurement of Interest

i. Cognitive Domain.

j. Measurement of Academic Self-Concept And Intellectual Achievement Responsibility

56. Education System Indicators - 19 80, J.N. Johnstone

57. Some Methods- for Estimating Indicators - 1930, J.N. Johnstone

58. General Intelligence and Academic School Success - 1980, H.J.X. Fernandes

59. Item Analysis - 1980, H.J.X. Fernandes

60. The Failure of Schools Without Failure - 1980, H.J.X. Fernandes

61. Observer Agreement and Reliabilities - 1980, H.J.X. Fernandes of Instrument for Studying Teaching

62. The Concept of Reliability - 1930, H.J.X. Fernandes

63. Consultancy Raport - Career Development - 1981, A.J. Cali and Personnel Training Program

Tailored Program for Personnel and Organizational Development

64. Consultancy Report - Cost Analysis - 1981, D.M. Windham and Dissemination Planning for the PPSP System

- 49 -

APPENDIX D (Cont'd.)

Title of Report, Paper, etc.

65. A Report on Small Schools in Bum

66. Consultancy Report - The Development School Project

67. Elements of Experimental Methods

68. PPSP Summative Evaluation-

69. Indonesia - Assignment Report Consultancy in Item Banking

70. Use of Psychological Tests in Selection - Problems and Solutions.

71. Center for Research and Development of Examination Systems - A Proposal for Discussion Only

72. Visual Display of Nominal Data

73. Regression Analysis

74. Partial and Semi-Partial Correlations

75. Observer Agreement and Reliabilities of Instruments for Studying Teaching (Revised)

76. Indonesia - Assignment Report Mastery Learning and the Dissemination of a Modular System of Instruction

77. SD Eamong Development Research A Case Study - Draft

78. A Brief Education Sector Review

79-. -Development of Primary Education in Indonesia

80. Lectures for Workshop in Curriculum Development

Remarks

1981, H . J . X . Fernandes

1981, T . N . Postlethwaite

1981, H . J . X . Fernandes

1981, D . B . Holsinger

1981, B . H . Choppin

1981, H . J . X . Fernan-des.

- 1981, H . J . X . Fernandes

- 1981, H . J . X . Fernandes

- 1981, H . J . X . Fernandes

- 1981, H . J . X . Fernandes

- 1982, H . J . X . Fernandes

- 1982, J .H. Block

- 1982, H . J . X . Fernandes

- 1982, H . J . X . Fernandes

- 1982, H . J . X . Fernandes

- 1982, H . J . X . Fernandes

- 50 -

APPENDIX D (Cont'd.)

Tide of Report, Paper, etc.

31. Models of Evaluation Bentuk-bentuk Evaluasi

82. Guidelines for Evaluating Educational Programmes

Petunjuk-petunjuk untuk mengevaluasi Program-program Pendidikan"

83. P3SP Management in Terms of Test Development

84. Program Evaluation Planning Form Bentuk Rencana Program Evaluas1

85. Elements of Evaluation Design Uns ur-un sur RancangatL Evaluaai

8 6. Expeximen tal De sign Rancangan Ek.sperimen.tal

87. Some Thoughts on National Assessment Studies Grade 9

38. Affective Domain Assessment in Perspective

89. Comparison of CEI! and NEM Tests

90. Issues in Sampling

91. A Note on the Measurement of Educational Environment

92. Procedures for Setting Up Absolute Standards for Passing Scores

93. Evaluation of Educational Programmes First Draft.

94. Basic Issues in Planning A Social Research Study

95. Indonesia - Assignment Report Mathematical Studies

96. Indonesia - Assignment Report

97. Essay Examinations Comparisons between Essay Tests and Objective Tests

Remarks

1982, H . J . X . Femandes

- 1982, H . J . X . Femandes

1982, H . J . X . Femandes

- 1982

1982

- 1982

- 1983

- 1983

- L983

- 1983

- 1933

- 1983

- 1983

- 1983

- 1983

- 1984

- 1984

H . J . X . Femandes

H . J . X . Femandes

H . J . X . Femandes

H . J . X . Femandes

H . J . X . Femandes

H—J.X-. F amandes

H . J . X . Femandes

H . J . X . Femandes

H . J . X . Femandes

H . J . X . Fernandas

H . J . X . Femandes

D . L . Harnisch

D . P . Warwick

H . J . X . .Femandes

- 51

APPENDIX D (Cont'd.)

Title of Report, Paper, etc.

93. Use of Systems Approach to Study Educational Problems

99. Diagnostic Testing

100. Handbook on Evaluation of Educational Programs (Final Version)

101. Educational Test and Measurement (Final Version)

Remarks

- 1934, H.J .X. Fernandes

- 1984, H.J .X. Fernandes

- 1984, H.J .X. Fernandas

- 19 84, H.J .X. Fernandes