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2. Improving existing innovation practices and supporting local government to test and adopt promising education service delivery approach
3. Expanding successful innovation at national level and supporting organizations across Indonesia to provide and disseminate better service to the local government.
By working both in supply and demand sides, KINERJA applies transparency, accountability, participatory and responsiveness in the implementation of its program
.
3. The Role of Each Stakeholder
In education sector, Kinerja implements Educational Unit Operational Cost Analysis BOSP, PTD, and School-based Management programs in 17 districtscities in four provinces
Aceh, East Java, West Kalimantan, and South Sulawesi. Education sector program is implemented according to the general principles as follows:
• Involvement of relevant stakeholders. Education sector programs are not merely
implemented by the Education Office, but also involve several local government institutions such as Bappeda, Organization and Procedural Unit, Finance Unit, Legal
Unit, and Regional Personnel Bureau. Therefore, in the implementation of education sector program, involvement of such institutions is highly important.
• Involvement of multi-stakeholder forum. From the user side, community
involvement is needed because it has responsibility to participate in the provision of education service as mandated by applicable rules and regulation. Education
program can be delivered in transparent and accountable manners with the involvement of community,
• Sustainability. All education programs should be sustainable. This can be
achieved if community benefits from such education program and its implementation must be continuously monitored, not only by the local government
but also community through multi-stakeholder forum. Apart from that, KINERJA also approaches mass media, including alternative media
citizen journalist to create opportunity for community participation.
4. Implementing Work Plan
The PTD program is carried out in the following stages:
• PTD Calculation. Calculation is based on the school’s operational needs and
teaching activities required to achieve minimum service standards and national
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standards on education.
• Gap analysis. Schools with an under or oversupply of teachers are targeted to perform the
gap analysis.
• Technical recommendations. The technical recommendations provide guidance to local
government to redistribute teachers according to the analytical results of teacher distribution.
• Public test and trial. The result of PTD calculation and recommendations are
discussed with several parties, including the community and DPRD, so that they may understand and be able to provide inputs for policy-making and implementation of
PTD.
• Regulation. Upon all stakeholders understand and agree on the calculation results
and PTD recommendations, the district head then issues regulations on PTD and subsequently the technical guidelines for implementation.
• Planning and budgeting. The calculation results and recommendations are
integrated into local planning and budgeting, both at district and SKPD levels, in this case integration will take place at DEO planning and budgeting cycles Renja,
RKA, DPA.
• Implementation. According to the designated planning and budgeting plans, teacher
distribution is carried out in a transparent manner in line with the technical guidelines.
• Reporting, monitoring, and evaluation. To guarantee that teacher distribution is
implemented according to the regulation, regular reporting and monitoring and evaluation are conducted so that provision of teacher distribution can be improved.
5. Transformation Process and Benefits from Work Method
