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Executive Summary

Educational Unit Operational Cost

Analysis (BOSP) Governance

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PREFACE

Local government service delivery units are mandated to improve public service delivery by Indonesian laws and regulations including Public Service Law No. 25/2009 and the Ministry for State Administrative Reform Decree No. 63/KEP/M.PAN/7/2003 on the General Guidelines of Public Service Delivery.

With support from USAID, the KINERJA program has provided technical support to 20 partner districts in four provinces in Indonesia (Aceh, East Java, West Kalimantan, and South Sulawesi) to improve the quality of public service delivery since October 2010. The program focuses on strengthening the supply and demand sides in primary education, health, and business-enabling environment. In its third year of implementation, the KINERJA program added four districts in Papua province working specifically on the health sector.

In implementing the Educational Unit Operational Cost Analysis (BOSP) program, KINERJA has encouraged local governments to provide sufficient funding for schools in order to achieve public service standards (PSS), Minimum Service Standards (MSS) and national education standards (NES). In almost all districts, schools do not receive sufficient financial support from the national government’s School Operational Assistance Program (BOS) to address financial gaps. KINERJA supports policies that ensure the process of calculating school funding gaps is transparent, accountable and fair and encouraged other districts to adopt these policies.

Implemented by Kinerja and partner local governments, BOSP is considered a relatively new practice that incorporates interventions for both supply and demand aspects in education governance. A module that outlines training, mentoring, and implementation procedures is helpful for local governments and other stakeholders to carry out these practices.

We hope that this module will be useful for local governments to introduce and adopt KINERJA’s approaches to BOSP in their jurisdictions. To further assist local governments in the process and technical aspects of adopting such approaches, this module provides a list of organizations that have supported KINERJA and its partner districts in implementing BOSP.

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PREFACE 1

TABLE OF CONTENTS 2

EXECUTIVE SUMMARY 3

KINERJA Objectives and Achievements 3

Recommendations for District Heads 5

Recommendations for Potential IOs 5

Recommendations for Training Providers 6

CHAPTER 1 KINERJA’S APPROACHES 7

KINERJA Project General Approaches 7

Educational Governance Principles 8

BOSP Governance Principles 9

CHAPTER 2 KINERJA’S EXPERIENCE WITH BOSP GOVERNANCE 10

Local Conditions 10

How KINERJA launched the Initiative 11

Working Process 12

CHAPTER 3 OVERCOMING CHALLENGES AND ACHIEVING SUCCESS 15

Challenges 15

Program Success 15

CHAPTER 4 RECOMMENDATIONS FOR REPLICATION 19

Recommendations for replication in other districts 19

Recommendations for IOs 20

Recommendations for Training Providers 20

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EXECUTIVE SUMMARY

KINERJA’s Objectives and

Achievements

1. KINERJA Program Objectives

KINERJA aims to help local governments to improve governance in public service delivery in Indonesia. While

KINERJA only works in six out of hundreds of regions across the country, KINERJA hopes that the program

will serve as a model of good practices and local governments in other areas will adopt the KINERJA approach in implementing their program. Therefore, this document is intended for decision makers who are

interested to adopt KINERJA’s approaches in their areas. This USAID-Kinerja Lessons Learned document

outlines the principles, lessons, and recommendations to guide other districts to facilitate BOSP programs using

KINERJA’s approaches.

KINERJA intends to improve public service delivery by focusing in three sectors: education, health and business-enabling environment. In the education sector, it centers on three packages that include proportional teacher distribution (PTD), educational unit operational cost analysis (BOSP), and school based management (SBM). The first two packages are intended for District Technical Working Unit (SKPD)-level governance. The

SBM package focuses on improving school services through results-based planning, school’s self -evaluations, and complaint survey results. The three packages are implemented using the principles of transparency, accountability and responsiveness.

In the health sector, KINERJA focuses on maternal and child health (MCH), particularly in safe delivery and immediate and exclusive breastfeeding. These activities are part of the health package that includes improving

accountability of puskesmas by engaging multi-stakeholder forums in participatory planning and budgeting,

conducting complaint surveys, establishing service charters between citizens and the government, and

improving puskesmas management to ensure the delivery of high-quality public services. In Papua, the health

package focuses on health system strengthening for MCH, HIV/AIDS, and Tuberculosis (TB).

In the business-enabling environment (BEE) sector, KINERJA supports improving business-licensing services under One-Stop Shops (OSS) by creating evidence-based policies, improving public-private dialogues and strengthening community oversight. Good practices in the business-enabling environment sector include the formation of OSS offices at the district level, in-depth participatory studies, facilitation of public-private dialogues and technical assistance in drafting new regulations.

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2. KINERJA Program Locations

KINERJA works in 24 districts across 5 provinces in the country:

1. Aceh: Aceh Singkil, Aceh Tenggara, Bener Meriah, Simeulue, and Kota Banda Aceh. 2. East Java: Bondowoso, Jember, Probolinggo. Tulungagung, and Kota Probolinggo. 3. South Sulawesi: Barru, Bulukumba, Luwu, Luwu Utara, and Kota Makassar. 4. West Kalimantan: Bengkayang, Kota Singkawang, Melawi, Sambas, and Sekadau. 5. Papua: Jayapura, Jayawijaya, Mimika, and Kota Jayapura.

Three of the districts chose to receive assistance from KINERJA to develop BOSP. They are Bulukumba, Kota Banda Aceh, and Simeulue.

3. BOSP Program Success

This year, KINERJA together with intermediary organizations (IOs) and MSFs encouraged local governments to use a formula that considers school size to determine school fund allocations, with the following results:

• Three KINERJA districts completed BOSP analysis in a transparent and participatory manner by

engaging multi-stakeholder forums.

• Bulukumba allocated local school operational assistance (BOSDA) funds according to BOSP analysis

results from 2012 to 2014.

• Simeulue has started providing a matching fund since 2011. While it could not fully close the existing

gaps in school financing, the local government is committed to cover all the required financing for elementary and junior high schools by 2014.

We know that the district does not have a large budget. So, BOSP has provided

guidance though we should admit that we still have some gaps to close. At least,

what we have achieved is great

”

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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 and/or 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 citizens/service 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.

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BOSP Governance Principles

In addition to the education governance principles described above, BOSP governance is based on the following principles:

1. The allocation of funds to schools should be monitored to ensure that the BOSP program implementation is appropriate and that it is continuously refined and improved over time.

2. BOSP calculations should be based on school needs rather than the demands of principals or teachers, and should accommodate the aspirations of students, parents and communities.

3. BOSP calculations should use valid and up-to-date data. For this purpose, good data management within the DEO and the school is a key requirement.

4. Highlight achievements of PSS, MSS and NES so that school funding is more directed at improving public services, achieving minimum service standards and attaining higher quality education.

5. BOSP program should be based on local regulations (District Head Regulations) to ensure sustainability.

6. Local governments must respond to and manage public complaints. Complaints regarding the schools’

finances may be used as a mechanism to improve allocation of funds.

7. Program sustainability will not only close annual gaps but also increase school funding in order to achieve MSS.

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CHAPTER 2 KINERJA’S EXPERIENCE

WITH BOSP GOVERNANCE

Local Conditions

Many districts have launched free education programs without knowing the exact amount of funds needed per school to implement such programs and activities in order to achieve the minimum service standards as mandated by law. Consequently about 70% of schools have failed to achieve minimum standards.

For schools with insufficient operational funding, statements

and promises of free schooling complicate schools’ efforts to

seek financial support from other sources. People perceive that the government (national or local) has already covered all the financial needs of the schools.

In reality, this is not the case. For example, the Provincial Government of South Sulawesi launched a free education program by allocating Rp 48,000 per elementary school student per year. In fact, this amount did not cover school operational costs as the BOSP analysis showed that a total operational cost of Rp 837,000 per student per year is needed. After deducting BOS grants (Rp 580.000), the provincial government must still pay a deficit of Rp 209,222. Thus, BOSP analysis is very beneficial.

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How KINERJA launched the initiative

1. Commitment of District Heads, Local Legislative Councils (DPRD) and

Stakeholders

KINERJA’s partner districts launched BOSP initiatives through intensive discussions with KINERJA. Some

partner districts recognized the importance of more systematic BOSP calculations and agreed to cooperate by signing a memorandum of understanding (MOU) between district heads and KINERJA.

Discussions are also conducted with DPRD, in particular with the commissions responsible for education and budget. These discussions are crucial to reach consensus between the executive and legislative branches so that the program and budget would be approved and DPRD and the BOSP calculations are included in the District Government Annual Budget (APBD).

In addition, discussions are also conducted with community and CSO leaders. Community engagement encourages an implementation process that is transparent and accountable.

KINERJA’s experience shows that the program could be successfully implemented if there was a strong

commitment from policymakers, particularly the District Head, DEO Head and other related agencies including DPRD and communities.

This commitment is demonstrated by the issuance of a District Head Regulation on School Operational

Assistance (or Educational Financial Support/Dana Penunjang Pendidikan in Kota Banda Aceh and

Simeulue) and technical guidelines and fund allocations integrated into APBD and DEO level Work Plans (Renja), Work and Budget Plans (RKA), and Budget Execution Documents (DPA). The academic paper of

Banda Aceh Mayor’s Regulation is attached hereto.

2. Work Arrangements

At the district level, KINERJA initiates its programs by recruiting a number of Local Public Service

Specialists (LPSS). Their main task is to coordinate the programs with local governments, multi-stakeholder forums (MSFs) and IOs. In addition, these specialists are responsible for program quality assurance.

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IOs implement the BOSP Program by providing workshops and technical assistance to local governments and MSFs. For the purpose of the program, KINERJA has been working with two IOs:

• Lembaga Pelatihan dan Konsultasi Inovasi Pendidikan (LPKIPI) in Bulukumba, South Sulawesi.

• GERAK in Kota Banda Aceh and Simeulue, Aceh.

IOs always work in coordination with their local government counterparts through a technical team consists of members from Bappeda, DEOs, Organizational Department, Finance Department, DPRD and

non-governmental organizations. The technical teams are officially established under a District Head Decree.

3. Work Plan Preparation

Upon issuance of a District Head Decree, the technical team drafts a work plan and a timeline detailing each stage of implementation. The work plan should conform to or follow the local planning and budgeting timeline.

Program process

1. The role of stakeholders

In principle, all stakeholders work together in the BOSP implementation throughout the process, but each serves a specific role. IOs are responsible for organizing BOSP analysis training workshops and providing technical assistance in these calculations. The technical teams are responsible for conducting BOSP calculations and submitting technical recommendations to the decision makers. District Heads play a role in reviewing the technical recommendations and issuing technical guidelines. The DEO and the DPRD are instrumental in disbursing funds to schools according to the analysis, technical recommendations based on the District Head Regulations and technical guidelines.

In addition to being a part of the technical team that carries out the calculation process and drafts technical recommendations, MSFs also oversee the disbursement of funds to schools.

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Such oversight includes regular monitoring and complaint handling mechanisms, and an analysis and a report to policy makers.

2. Work plan implementation

BOSP is implemented in the following stages:

● BOSP Calculation. Calculations are based on schools’ operational needs with respect to learning activities to achieve minimum service standards (MSS) and national education standards (NES).

● Gap Analysis. The gap analysis demonstrates school operational fund shortages based on the difference between operational costs and school operational assistance (BOS) received from the central government.

● Technical recommendations. Technical recommendations propose that the local government fills the school operational funding gap through appropriate budgeting and allocating additional funds to schools. In addition, it proposes mechanisms for allocating funds including monitoring and

evaluation.

● Public test. The results of BOSP calculations and recommendations are discussed with various

stakeholders including the community and DPRD. By doing so, stakeholders can understand and provide input on the Educational Unit Operational Cost Analysis (BOSDA) implementation.

● Regulations. After all stakeholders understand and agree on the BOSP calculations and recommendations, the District Head issues a regulation on BOSDA and technical guidelines for

implementation.

● Planning and budgeting. For the purpose of implementation, the calculations and recommendations are included in local planning and budgeting both at the district level and at the district technical working unit (SKPD) level, in this case calculations and recommendations are integrated into DEO planning and budgeting cycles (Renja, RKA, DPA).

● Implementation. In line with the results of such planning and budgeting, the operational funds are distributed to schools in a manner that is transparent and in accordance with the technical guidelines.

● Reporting, monitoring, and evaluation. To ensure that the fund distribution to schools is conducted according to the regulation, regular accountability reports to monitor program achievements. Monitoring and evaluations are conducted on a regular basis to improve the distribution and implementation of school funds.

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3. Changes and Benefits Resulting from Work Plan Implementation

There are at least three immediate changes resulting from the BOSP implementation through the KINERJA approach:

● Improved capacity of local governments to respond to schools’ needs for funding, and improved

skills in calculating and closing the gaps in school operational funding.

● Increased community engagement in BOSP implementation. MSFs in Bulukumba and Kota

Banda Aceh have exhibited significant participation and played an active role in each stage of the program.

● Improved financial capacity of schools in implementing their activities, particularly learning to

gradually achieve public service standards (PSS), MSS and NES.

Bulukumba’s experience shows that the BOSP program continues even beyond the end of KINERJA’s

assistance. This occurs as a result of the strong commitment from local government and DPRD with active participation from MSF and its monitoring of the program.

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CHAPTER 3 OVERCOMING

CHALLENGES AND

ACHIEVING SUCCESS

Challenges

KINERJA’s experience demonstrates several challenges in BOSP implementation:

● Sometimes the program requires difficult changes to existing local plans when BOSP calculations and

technical recommendations are inconsistent with local planning and budgeting.

● Limited budgets and competing priorities in other sectors may delay the BOSP program

implementation.

● Low capacity of BOSP program staff may also delay the process to conduct calculations, draft technical

recommendations, and integrate into planning and budgeting. This challenge can be addressed gradually through intensive training and technical assistance.

● Low capacity of IO staff may hinder its efforts to provide technical assistance to local governments and

MSFs during the early stages of program implementation. KINERJA may resolve this challenge by providing appropriate technical guidance to IOs.

● Government staff turnovers lead to a commitment changes from the new officials. This challenge can be

addressed through thorough explanation of the program so that the new officers are informed and can support the program implementation.

Program Success

1. Successful example of BOSP in Bulukumba

The BOSP Program in Bulukumba provides a successful example of the KINERJA approach. The district was facing a serious problem with poor-quality educational services at schools, in part attributed to limited operational funds that prevented schools from achieving the service standards. The local government must cover the shortages because the BOS Program assistance from the National Government Annual Budget (APBN) was insufficient.

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a) Efforts to address shortages of School Operational Assistance

findings from LPKIPI’s analysis, the MSF made up of government officials and community members led an

advocacy campaign to issue a District Head Regulation ensuring that the BOSP Program would be implemented effectively.

Through a series of intensive discussions and negotiations between representatives from the government and

the community, the regulation was enacted and served as local government’s response to school operational

funding shortages. The MSF is responsible for monitoring the implementation of the regulation and members have reported that the regulation has been in effect for 3 years.

b) The KINERJA Approach

The KINERJA approach addresses both supply side (local governments) and demand side (students, parents) constraints. On the supply side, KINERJA strengthens the local government in terms of:

● Paying greater attention to the impacts of school operational funding shortages in order to

achieve high quality educational services;

● Improving the capacity of local government to calculate school’s operational costs to gradually

meet service standards.

● Effectively incorporating the school’s operational funding policy throughout the cycle of local

planning and budgeting.

On the demand side, KINERJA strengthens citizens, particularly students’ parents, to:

● Understand their rights to high quality education services

● Actively participate in decision-making and developing local policies that may affect the community

● Partake in monitoring and hold local governments accountable for the effective and sustainable

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In addition, KINERJA also leverages the mass media, including alternative mass media (citizen journalists)

to create more opportunities for public 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, the government retained the right to determine and allocate school funds, but the government of Bulukumba now engages the community to participate in the decision-making process.

c) Program Strategies

The strategies to introduce successful implementation of BOSP are detailed chronologically below:

1) Strengthening of civil society organizations

The government of Bulukumba strengthened civil society organizations by engaging them in analysis, planning, monitoring and evaluation of the BOSP program. In addition, the government collaborated with civil society organizations during democracy cafe dialogues and their joint efforts were highlighted by the print media.

2) Establishing and strengthening of MSF

The local government, with acknowledgement and support from MSF Forum Pendidikan Bulukumba,

engaged community members, village construction workers, education council members and journalists. The forum also campaigned for BOSP governance policy.

3) Establishing technical teams

Bulukumba established a technical team to engage with relevant SKPDs, including DEO, Bappeda, the Education and Training Department, the Local Revenue, Finance and Asset Office, the Legal Department,

the Organizational Department, and Forum Pendidikan Bulukumba in calculating, analyzing and verifying

school operational costs and drafting District Head Regulation and Technical Guidelines.

4) Policy advocacy by the technical team

Bulukumba DEO in cooperation with the MSF disseminated the District Head Regulation through discussions and articles in local newspapers.

5) Monitoring and evaluation of policy implementation by MSF

Following the issuance of the District Head Regulation, the MSF and citizen journalists monitored actual fund allocations to schools.

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d) BOSP Program outcomes

Concrete outcomes contributing to the successful initiative are summarized below:

● District Head Regulation No.19 Year 2013 on BOSP Calculation

● Applying procedures for operational fund allocations to schools

● Establishing a technical team and an implementation team by the local government

● Establishing a Multi-Stakeholder Forum (Forum Pendidikan Bulukumba)

● Fund allocations to schools for operational funding

2. Program Leverage

The BOSP Program introduced by KINERJA and implemented by three local governments has produced good results. The success is clearly demonstrated by the sufficient allocations of operational funds to schools to improve public services and also in active community engagement in each step of the process from initiation, planning to implementation. Such community engagement encourages transparency and public accountability, as mandated by law.

The successful BOSP Program may leverage other programs, not only in the education sector but also in other sectors and agencies. Other education programs can adopt this approach, such as teacher

appointment and distribution, construction and renovation of school buildings, and procurement of learning facilities. The KINERJA approach is also appropriate and beneficial for other sectors such as health, public works and demography. Such programs can be implemented only if local governments and communities are willing to tackle the challenges together.

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CHAPTER 4 RECOMMENDATIONS FOR REPLICATION

While KINERJA’s BOSP Program has only worked in three out of hundreds of districts in the country, it has

demonstrated success and produced a set of good practices that can be adopted by other local governments. KINERJA hopes that other districts may see the benefits of accurate BOSP calculations and adopt the KINERJA approach to their own BOSP initiatives. The following are recommendations to other districts, including education and training centers for civil servants, and intermediary organizations.

Recommendations for Replication in Other Districts

Kinerja identified some recommendations to District Governments who are interested to replicate KINERJA’s

methods and approaches to the BOSP program.

a. District Heads, DPRD and DEOs must be highly committed to the BOSP program. The commitment is demonstrated by the issuance of formal policies such as District Head regulations and technical guidelines, and program integration into planning and budgeting cycle.

b. Each policy must be focused on improved public service delivery. As mandated by law, the main function of local governments is to facilitate activities and services that benefit the community and promote social welfare.

c. Engage the community or MSFs in BOSP governance. As local governments’ activities and

programs are designed for public benefits, the community should be involved in policy-making, planning and implementation.

d. Empower existing staff and organizational structure without creating new organizational units. The program does not require new structure within local government organizations or new staff, exiting staff within the current organization structure has the capability to implement the program if they are sufficiently trained. e. Coordinate with relevant local government agencies. In its implementation, the BOSP program requires the

participation of other institutions, particularly Bappeda and Finance Department. In addition, DPRD should be involved since they approve each program and budget.

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f. Establish KINERJA’s program performance indicators and success measurements. These are important to identify outcomes so that program can be improved over time.

g. Adopt KINERJA’s approach and use materials already developed by KINERJA. Such materials

include training modules on technical assistance and program implementation.

Recommendations for IOs

Recommendations for IOs who support local governments to replicate the BOSP program include: a. Always apply good governance aspects in strengthening and supporting 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;

d. Utilize modules developed by KINERJA to strengthen internal capacity and the capacity of local governments and multi-stakeholder forums.

Recommendations for Training Providers

Training providers may include educational institutions such as universities, dedicated private institutions and government Education and Training Centers (Diklat), which provide periodic training for civil servants (PNS). KINERJA has identified the following recommendations for these institutions:

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.Training centers may have their own modules but it is

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IMPLEMENTED BY RTI INTERNATIONAL AND PARTNERS

USAID - KINERJA

Gedung BRI II, Lantai 28, Suite 2807

Jl. Jend Sudirman Kav. 44-46

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Phone: +62 21 5702820

Fax: +62 21 5702832

Email: info@kinerja.or.id

www.kinerja.or.id

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a) Efforts to address shortages of School Operational Assistance

To address the shortages of school operational assistance, the government of Bulukumba in cooperation with IOs Forum Pendidikan Bulukumba and LPKIPI calculated annual school operational costs per student. Using the findings from LPKIPI’s analysis, the MSF made up of government officials and community members led an advocacy campaign to issue a District Head Regulation ensuring that the BOSP Program would be implemented effectively.

Through a series of intensive discussions and negotiations between representatives from the government and the community, the regulation was enacted and served as local government’s response to school operational funding shortages. The MSF is responsible for monitoring the implementation of the regulation and members have reported that the regulation has been in effect for 3 years.

b) The KINERJA Approach

The KINERJA approach addresses both supply side (local governments) and demand side (students, parents) constraints. On the supply side, KINERJA strengthens the local government in terms of:

● Paying greater attention to the impacts of school operational funding shortages in order to achieve high quality educational services;

● Improving the capacity of local government to calculate school’s operational costs to gradually meet service standards.

● Effectively incorporating the school’s operational funding policy throughout the cycle of local planning and budgeting.

On the demand side, KINERJA strengthens citizens, particularly students’ parents, to: ● Understand their rights to high quality education services

● Actively participate in decision-making and developing local policies that may affect the community ● Partake in monitoring and hold local governments accountable for the effective and sustainable

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In addition, KINERJA also leverages the mass media, including alternative mass media (citizen journalists) to create more opportunities for public participation. This approach responds to the need for urgent

c) Program Strategies

The strategies to introduce successful implementation of BOSP are detailed chronologically below:

1) Strengthening of civil society organizations

2) Establishing and strengthening of MSF

The local government, with acknowledgement and support from MSF Forum Pendidikan Bulukumba,

engaged community members, village construction workers, education council members and journalists. The forum also campaigned for BOSP governance policy.

3) Establishing technical teams

Bulukumba established a technical team to engage with relevant SKPDs, including DEO, Bappeda, the Education and Training Department, the Local Revenue, Finance and Asset Office, the Legal Department, the Organizational Department, and Forum Pendidikan Bulukumba in calculating, analyzing and verifying school operational costs and drafting District Head Regulation and Technical Guidelines.

4) Policy advocacy by the technical team

Bulukumba DEO in cooperation with the MSF disseminated the District Head Regulation through discussions and articles in local newspapers.

5) Monitoring and evaluation of policy implementation by MSF

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d) BOSP Program outcomes

Concrete outcomes contributing to the successful initiative are summarized below:

● District Head Regulation No.19 Year 2013 on BOSP Calculation ● Applying procedures for operational fund allocations to schools

● Establishing a technical team and an implementation team by the local government ● Establishing a Multi-Stakeholder Forum (Forum Pendidikan Bulukumba)

● Fund allocations to schools for operational funding

2. Program Leverage

The successful BOSP Program may leverage other programs, not only in the education sector but also in other sectors and agencies. Other education programs can adopt this approach, such as teacher

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CHAPTER 4 RECOMMENDATIONS FOR REPLICATION

While KINERJA’s BOSP Program has only worked in three out of hundreds of districts in the country, it has demonstrated success and produced a set of good practices that can be adopted by other local governments. KINERJA hopes that other districts may see the benefits of accurate BOSP calculations and adopt the KINERJA approach to their own BOSP initiatives. The following are recommendations to other districts, including education and training centers for civil servants, and intermediary organizations.

Recommendations for Replication in Other Districts

Kinerja identified some recommendations to District Governments who are interested to replicate KINERJA’s methods and approaches to the BOSP program.

c. Engage the community or MSFs in BOSP governance. As local governments’ activities and programs are designed for public benefits, the community should be involved in policy-making, planning and implementation.

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f. Establish KINERJA’s program performance indicators and success measurements. These are important to identify outcomes so that program can be improved over time.

g. Adopt KINERJA’s approach and use materials already developed by KINERJA. Such materials include training modules on technical assistance and program implementation.

Recommendations for IOs

Recommendations for IOs who support local governments to replicate the BOSP program include: a. Always apply good governance aspects in strengthening and supporting 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;

d. Utilize modules developed by KINERJA to strengthen internal capacity and the capacity of local governments and multi-stakeholder forums.

Recommendations for Training Providers

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.Training centers may have their own modules but it is recommended that they also utilize KINERJA’s modules, specifically governance principles.

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