Programs Supporting Better Quality Education

In 42 Kabupatens and Cities and 5 Provinces in Indonesia 39 Graph 6.12 Average Proportion of KabupatenCity Direct Expenditure on 9 Year Obligatory Education Program, 2007- 2010 This graph is available only in the Indonesian text of this publication Source: APBD-Rs for 2007-09 and APBD-Ms for 2010, processed by the LBS team. The level of funding committed by governments studied to supporting the 9 Years of Obligatory Education Program varied enormously — between the extremes of 15 and 84 graph 6.12. On one hand, four regions in South Sulawesi —the kabupatens of Polewali Mandar, Bone and Sidenreng Rappang and the city of Palu —spent an average of 70 of their education direct expenditure BL in support of the program between 2007 and 2010. On the other hand, the kabupaten of Sumedang and the cities of Pekanbaru and Palembang supported it with a mere 15-25 of their BL on education. 75 of the money spent by regions surveyed in support of the 9 Years of Obligatory Basic Education program went towards infrastructure. Only three regions —the cities of Surabaya and Semarang and the kabupaten of Aceh Besar —spent more than 50 of the money dedicated to supporting the obligatory education program in areas other than infrastructure. But eight regions —the kabupatens of Polewali Mandar, Sumedang, Situbondo, Serdang Bedagai and Cilicap, and the cities of Surakarta, Pontianak and Padang Panjang —spent 85 of their support for the program on infrastructure. Graph 6.13 Average Proportion of KabupatenCity Direct Education Expenditure on Infrastructure in Support of 9 Years of Obligatory Basic Schooling and ClassroomPupil Ratios, 2007-10 This graph is available only in the Indonesian text of this publication Source: APBD-Rs for 2007-09, APBD-Ms for 2010 and Education Statistics Ministry of National Education, processed by the LBS An examination of the pupil per classroom ratio in the areas studied indicated that most of the kabupatens and cities surveyed did not need to construct new classrooms graph 6.13. The ratio of 40 or more pupils per class occurred in only a few areas —the kabupatens of Malang and Sidenreng Rappang and the cities of Pekanbaru, Palembang and Surabaya. Ministry of National Education data indicated that, on average in the 42 kabupatens and cities studied, 32 of existing classrooms were either slightly or seriously damaged. Despite these numbers, appropriations for education infrastructure in the city of Surabaya and the kabupaten of Sidenreng Rappang, for example, were low compared to other regions.

6.5 Programs Supporting Better Quality Education

Data from the Ministry of National Education indicates that the majority of teachers and school principals in Indonesia are not fit to teach. 79 of Indonesia’s 1.3 million state primary school teachers fall into the ―unfit to teach‖ category; and 27 of the country’s 421 000 state junior high school teachers are in the same category. These figures underline how important it is that local governments, responsible for education at the primary and junior high school levels, give priority to improving the quality of teachers. Graph 6.14 Average Proportion of KabupatenCity Direct Education Expenditure on Better Quality Education programs, 2007-10 This graph is available only in the Indonesian text of this publication Source: APBD-Rs for 2007-09 and APBD-Ms for 2010, processed by the LBS team. Only a few of the regions surveyed appropriated meaningful levels of funding for programs aimed at improving the quality of primary and junior high school teachers. Of the 33 regions for which data was available for this analysis, just 24 —five cities: Surakarta, Padang Panjang, Pekalongan, Surabaya and Palembang and three kabupatens: Serdang Bedagai, Central Lombok and Dompu —appropriated more In 42 Kabupatens and Cities and 5 Provinces in Indonesia 40 than 9 of their direct education expenditure for programs to improve the quality of teachers. All the other regions spent very little in this important area. 6.6 Programs Supporting Non-Formal Education Funding for non-formal education was at the same low level as for programs to improve teacher quality. But, of course, non-formal education plays an important role in enhancing the skills needed by the formally uneducated to help them to find work —an important step towards overcoming poverty. On average, 31 kabupatens and cities, for which data was available for this analysis, spent a mere 1.3 of their education BL in support of non-formal education. Of all the regions, Aceh Besar spent most —±5 of education BL —while 25 other regions put aside just 2 for the purpose. Graph 6.15 Average Proportion of KabupatenCity Direct Education Expenditure on Non-Formal Education, 2007-10 This graph is available only in the Indonesian text of this publication Source: APBD-Rs for 2007-09 and APBD-Ms for 2010, processed by the LBS team. In 42 Kabupatens and Cities and 5 Provinces in Indonesia 41

7. Analysis of Health Budgets