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CHAPTER 1 KINERJA APPROACH
KINERJA Project General Approach
KINERJA aims to strengthen both supply and demand sides for better public services in health, basic education and business-enabling environment, and collaborates with local
governments to address gaps in public service delivery in these three sectors. Through better incentives, broader innovations, and replications, local governments in
Indonesia are expected to provide inexpensive and better services that are also more responsive to the needs and demands of citizensservice users.
A key aspect of KINERJA ’s approach is to engage community, civil society organizations, and
local media to promote better public services and to provide technical assistance to build up local governments
’ capacity to meet the needs of the community. The KINERJA program is implemented and supported by intermediary organizations IOs who also receive capacity
building training from KINERJA. Strategies to improve local government and community ’s
capacities include: 1.
Support the implementation of evidence-based policies by analyzing operational costs and available funds, such as analysis of local budget and teacher distribution gap.
2. Establish MSFs to foster partnerships between local governments and community in
participatory planning and budgeting. 3.
Engage communities to monitor public service delivery using complaint handling mechanism and service charters.
4. Provide local government public information official PPID, local media, and citizen
journalists better access to public information so that they can encourage demand for better public service delivery.
KINERJA interventions include three components: 1.
Strengthen service users; 2.
Improve existing innovative practices and support local governments to test and adopt promising education service delivery approaches;
3. Expand successful innovations nationally and support organizations in Indonesia to
provide and replicate improved public service practices to other local governments.
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By working in both supply and demand side constraints, KINERJA applies principles of transparency, accountability, participatory and responsiveness throughout the program
implementation.
Education Governance Principles
In the education sector, KINERJA implements 3 program packages including Educational Unit Operational Cost Analysis BOSP, Proportional Teacher Distribution PTD, and School-Based
Management SBM programs in 17 districts in four provinces Aceh, East Java, West Kalimantan, and South Sulawesi. The education programs are carried out based on the following principles:
•
Engagement of relevant agencies. It is important for DEOs to collaborate with local
government institutions such as Bappeda, Organization and Procedural Unit, Finance Unit, Legal Unit, and DPRD to implement the education programs.
•
Engagement of multi-stakeholder forums. On the demand user side, community
engagement is essential because communities are obligated to participate in education delivery as mandated by legislation. Community participation also ensures that education
programs are implemented with transparency and accountability. •
Sustainability. Education programs can be sustainable if there are clear benefits for
citizens, and local government and communities can monitor program implementation through MSFs.
In addition, KINERJA also leverages mass media, including alternative media and citizen journalists to create opportunities for greater community participation. This approach responds to
the need for urgent action and to highlight the “common virtue”, which is the objective of local government policy. In the past, governments retained the right to distribute teachers, but the
government of Luwu Utara now engages the community and MSF to implement PTD by considering the supply side constraints and standard teaching hours. From the community
perspective, proportional teacher distribution can be achieved.
Proportional Teacher Distribution PTD Governance Principles
In addition to the education governance principles described above, PTD is implemented according to the following principles:
1. PTD is calculated based on school needs, rather than personal preferences or
demands of principals or teachers. It should also accommodate the aspirations of students, parents and the community.
2. PTD calculation should use valid and up-to-date data. For this reason, education
offices and schools are required to properly collect and manage data.
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3. PTD should focus on improving public service delivery, meeting MSS, and achieving high
quality education. 4.
PTD program should be based on local regulations district head regulation to ensure sustainability.
5. School fund allocation should be monitored to ensure a well-targeted and
continuously improved PTD program. 6.
Local government must respond to and manage any public complaints regarding insufficient teachers.
7. Annual evaluation of the program will help local governments calculate
appropriate budget to achieve necessary standards.
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CHAPTER 2 KINERJA
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