New challenges for Education Monitoring in Indonesia

Nina Sardjunani, MA

April 17, 2007

WELCOME TO BALI

Dra. Nina Sardjunani, MADeputy Chairman for Human Resources and Cultural Affairs,

NATIONAL DEVELOPMENT PLANNING AGENCYREPUBLIC OF INDONESIA

Welcome to IndonesiaWelcome to IndonesiaTheme of workshop:

USE of Monitoring and Evaluation in educationUSE of Monitoring and Evaluation in education

ObjectiveTo learn, and share experiences on how to improve M&E systemsTo translate these lessons into plans that can be implemented

My presentationTo introduce the issues in education M&E in Indonesia

New challenges for Education Monitoring in Indonesia

Outline

ContextIndonesian education monitoring Recent developments in delivery of educationImplications for Monitoring and Evaluation

Context17,000 islands300 ethnically distinct groups, with a multitude of local languagesPopulation: 220 millionSchool age population (4-24 years) : 87,7 million

Level of education Number of students Number of schools

Primary 29.7 m 171,126

Junior secondary 11.6 m 37,079

Senior secondary 7.3 m 18,592

Total 48.6 m 223,471

Education monitoringcurrent situation in Indonesia

Vertical reportingStudents, teachers, schools, national exam

National household SurveyEnrolment, education expenditure

International student testsPISA , PIRLS, TIMS

Vertical reportingNational examination at junior secondary level

15

16

17

18

19

20

21

22

23

24

25BALI

JABAR

SULS

EL

JATI

M

DIY

DKI

SULU

T

SUM

BAR

SUM

UT

RIA

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NAD

JATE

NG

JAM

BI

GO

RO

NTA

LO

SULT

RA

SUM

SEL

BAN

TEN

SULB

AR

MALU

KU

KALT

IM

LAM

PUN

G

KEP

RI

IRJA

BAR

SULT

ENG

BA

BEL

KALS

EL

KA

LTEN

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NTB

PAPU

A

BEN

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MALU

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Minimum

Maximum

Average

National Average (21,08)

National household surveytrends in education outcomes

0%

20%

40%

60%

80%

100%

120%

20406080

age

completed primary

completed juniorsecondarycompleted seniorsecondaryCan read and write

Source: Susenas 2006

National household surveytrends by income class

90,695,696,9 98,7

84,4

60,1

68,6

37,9

26,0

60,6

74,2

92,2

0

20

40

60

80

100

1995 2006 1995 2006 1995 2006

7-12 years 13-15 years 16-18 years

%

Quintile 1 (poorest) Quintile 2 Quintile 3 Quintile 4 Quintile 5 (richest)

Source: Susenas 1995 and 2006

International student testsInternational comparisons

250

300

350

400

450

500

550

600

Indonesia Brazil Thailand Korea

Richest quintile of students

Poorest quintile of students

Average

student

Source: 2003 PISA math scores

New challenges in education

Coordinate – rapidly rising - district and central government expenditure

0

20,000

40,000

60,000

80,000

100,000

2001 2002 2003 2004 2005 2006 2007

DistrictProvinceCentral

Billion Rp. In 2001 prices

(budgeted)

A new environment for service delivery

DecentralizationIn 2001, responsibility for basic education was decentralized to around 400 districtsReporting through line ministries irregular

DemocratizationDirect elections of parliament, head of state, head of districtsSchool based management encourages more participation from parents.

New programs

National program will double teacher salaries and upgrade their qualifications

Block grant program to schools eliminates school fees for all students

Conditional cash transfer program will provide monetary incentives for poor families to enroll their children in primary and junior secondary education (pilot project in 2007 covering 500.000 households)

New challenges in Monitoring

New indicators How monitor quality of education?

New playersDistricts need to build capacity to monitor education outcomesCentral government needs tools to measure district performance to hold them accountable

New methodsHow to utilize citizen’s voices more systematically?

New challenges in evaluationEvaluation of district initiatives

Many initiatives, how to learn from them so that good initiatives are widely adopted?

Evaluation of new programs pose new challenges

How to determine impact of teacher upgrading on quality of education?

New challenges: Assessing Performance

Performance Assessment Framework for districts

How to link budget transfer to performance at district level? What indicators to use?How to measure effectiveness of public spending if both central and local government finance education?

ConclusionDecentralization and democratization have changed the way in which education is delivered, and the way it should be monitoredStrategy

Improve central monitoring through channels that work (direct surveys, bureau of statistics data, civil service registration) Develop district capacity and reporting to centerUse of citizen’s voices, through, direct community participation, demand side financing and ‘report cards’Develop consensus at national and district level on the Performance Assessment FrameworkCall upon donors to provide support around the same PAF to ensure efficient and effective delivery of services

THANK YOUTERIMA KASIH