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“The BOSP P
rogram is important through which we can be sure of how much each school needs.
This enables us to plan how to meet their needs so that they can be fully covered by
BOS grants.”
Zulfata , Head of HR Development Planning, Bappeda of Simeulue, Aceh
• Similar to Simeulue, Kota Banda Aceh also has started providing a matching fund since 2011.
Recommendations for District Heads
Implemented by local governments and MSF, with support from Kinerja, the BOSP program produced good results and changes as described above. KINERJA has identified recommendations for district heads,
particularly those with limited budgets andor gaps between developed and underdeveloped schools, that they take lessons from KINERJA’s experience by conducting BOSP analysis and integrating results into their
budgets.
Recommendations for local governments include: a A strong commitment from district heads, local legislative councils DPRD and District Educational Offices DEO is necessary to successfully implement the BOSP
program; b policies should be oriented toward public services; c engage communities or multi-stakeholder forums in the implementation of BOSP governance; d empower existing organizational staffs and structures
instead of establishing new organizational units; e coordinate with other relevant local government agencies; f establish KINERJA’s program performance indicators and success measurements; and g adopt KINERJA’s
approaches and materials.
Recommendations for Intermediary Organizations
KINERJA intermediary organizations IOs have provided significant assistance to local governments and multi-stakeholder forums in BOSP implementation. Kinerja has identified recommendations for IOs
to continue their role, including: a Apply governance aspects into supporting and strengthening activities by engaging communities or multi-stakeholder forums; b Focus on results and the quality of
outcomes, rather than only meeting activities schedules or participants quota; c Serve as advisors to provide motivation and encouragement rather than simply carrying out tasks in the program, and d
Utilize modules developed by KINERJA to strengthen internal capacity and the capacity of local governments and multi-stakeholder forums.
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Recommendations for Training Providers
Training providers may be educational institutions such as universities, dedicated private institutions and government education and training centers that provide periodic training for civil servants PNS. It is
recommended that these institutions should a include KINERJA’s approaches in their curricula, such as the
governance principle of engaging communities as public service users; b focus on improving technical skills in addition to increasing knowledge and understanding; c adopt modules developed by KINERJA.
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CHAPTER 1 KINERJA APPROACHES
KINERJA Project General Approach
KINERJA aims to strengthen both supply and demand sides for better public services in health, education and business enabling environment and works with local governments to address gaps in public service
delivery in these three sectors. Through better incentives, broader innovations and more types of replication, local governments in the
country are expected to provide less expensive 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 communities, civil society organizations CSOs 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 conducting rigorous analysis, such as Local
Budgets analysis and Educational Unit Operational Cost Assistance BOSP analysis; 2. Establish MSFs to foster partnerships between local governments and the community in participatory
planning and budgeting; 3. Engage communities in monitor public service delivery using complaint handling mechanisms and
service charters; and 4. Provide local government public information official PPID, local media and citizen journalists with better
access to public information so that they can stimulate demand for better public service delivery.
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KINERJA interventions include three components: 1. Improve education and health services and strengthen service users;
2. Increase existing innovative practices and support local governments to test and adopt promising approaches to educational service provision;
3. Expand successful innovations nationally and support organizations in Indonesia to provide and replicate improved services to other local governments.
By working on both the supply and demand side constraints, KINERJA applies principles of transparency, accountability, participatory and responsiveness throughout the program implementation.
Education Governance Principles
KINERJA believes that education is the foundation of Indonesia’s future. Kinerja supports four educational
pillars: a funding; b teacher availability; c effective teacher management; and d improved education standards.
In the education sector, KINERJA implements BOSP, PTD, and SBM programs in 17 districts across four provinces Aceh, East Java, West Kalimantan and South Sulawesi. The educational programs are
implemented based on the following principles:
• Engagement of relevant agencies. Education programs should not only be implemented by DEOs, but
also involve other local agencies such as Bappeda, Organizational and Management Unit, Finance Unit, Legal Unit and DPRD. The engagement of these agencies is crucial during the implementation period.
• 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
governments and communities can monitor the program implementation through multi-stakeholder forums.
