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Executive Summary

PROPORTIONAL TEACHER

DISTRIBUTION GOVERNANCE

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3 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 in the health sector.

In the area of Proportional Teacher Distribution (PTD), KINERJA supported local governments to distribute teachers proportionally, leading to an equitable and quality education service at the local level. KINERJA also encourages drafting policies at the district level to enable PTD program adoption and expansion to other schools.

The PTD practices implemented by KINERJA and local governments considered a relatively new approach, in which it simultaneously intervenes both supply and demand sides. A module that outlines training, mentoring, and an implementation procedure is helpful for local governments and other stakeholders to carry out these practices.

This module intends to help local governments to introduce and apply PTD program in their particular areas using the KINERJA approach. To further assist local governments in the process and technical aspects of adopting such approaches, this module provides a list of KINERJA partner organizations and districts in implementing the PTD program.

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4 PREFACE ... 3

TABLE OF CONTENTS ... 4

EXECUTIVE SUMMARY ... 6

Recommendations for District Heads ... 7

Recommendations to Intermediary Organizations ... 8

Recommendations for Training Providers ... 8

CHAPTER 1 ... 10

KINERJA APPROACH ... 10

KINERJA Project General Approach ... 10

Education Governance Principles ... 11

Proportional Teacher Distribution (PTD) Governance Principles ... 11

CHAPTER 2 ... 13

KINERJA’S EXPERIENCES

in PTD ... 13

Local Conditions ... 13

Implementation Process ... 15

1. Commitment of the District Heads, Local Legislative Council (DPRD),

and Stakeholders ... 15

2. Working Arrangement ... 15

3. The Role of Each Stakeholder ... 16

4. Implementing Work Plan ... 16

5. Transformation Process and Benefits from Work Method ... 17

CHAPTER 3 ... 18

OVERCOMING CHALLENGES AND ACHIEVING SUCCESS ... 18

Challenges ... 18

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1. Examples of PTD Achievements in Luwu Utara ... 18

2. Program Leverage ... 20

CHAPTER 4 ... 21

RECOMMENDATIONS FOR REPLICATION ... 21

Recommendations for Replication in Other Districts ... 21

Recommendations for Intermediary Organizations ... 22

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6 EXECUTIVE SUMMARY

KINERJA Objectives and Achievements

KINERJA Program Objectives

KINERJA aims to support local governments in improving the governance of public service delivery in Indonesia. While KINERJA only works in six out of five hundred districts and cities across Indonesia, 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 interested in adopting KINERJA’s approaches in their areas. This USAID-KINERJA

Lessons Learned document outlines the principles, lessons, and recommendations to guide other districts to facilitate PTD program using KINERJA’s approaches.

KINERJA was established in October 2010 with a five-year implementation period until February 2015. This program was funded by USAID and implemented by RTI

International with five partner organizations: The Asia Foundation, Social Impact, SMERU Research Institute, Universitas Gadjah Mada, and Kemitraan.

KINERJA aims to improve public service delivery by focusing in three sectors: primary education, health, and business-enabling environment. In the education sector, it centers on three packages including Proportional Teacher distribution (PTD), Educational Unit

Operational Cost Analysis (BOSP), and School Based Management (SBM). The BOSP package targets governance at the local government level, while the SBM package focuses on improving school services through results-based planning, school’s self-evaluations, and complaint survey results. These three packages are implemented using transparency, accountability, participatory, and responsiveness principles.

In the health sector, KINERJA focuses on maternal and child health (MCH), particularly on safe delivery and immediate and exclusive breastfeeding (I&EBF). The health packages include increasing puskesmas accountability by engaging multi-stakeholder forum (MSF) in participatory planning and budgeting, conducting complaint surveys, establishing service charters between citizens and government for service improvement, and improving

puskesmas management to ensure the delivery of high-quality public services. In Papua, the health package focuses on strengthening of health sector governance on MCH, HIV/AIDS, and Tuberculosis (TB).

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In the business-enabling environment sector, Kinerja focuses on improving business licensing services under One-Stop Shops (OSS) by creating evidence-based policies, improving dialogues between government and the private sector, and strengthening community oversight. Good practices in business-enabling environment include the

establishment of OSS offices at the district level, in-depth participatory studies, facilitation of dialogues between government and private sectors, and technical assistance in drafting new regulations.

KINERJA Program Locations

KINERJA works in 24 districts in 5 provinces:

1. Aceh: Aceh Singkil, Aceh Tenggara, Bener Meriah, Kota Banda Aceh and Simeulue 2. East Java: Bondowoso, Jember, Kota Probolinggo, Probolinggo, and Tulungagung 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, Kota Jayapura, and Mimika.

PTD Program Achievements

The following are achievements as of 2015:

 Five KINERJA partner districts have completed PTD calculation in a transparent and participatory manner by engaging multi-stakeholder forums.

 Luwu Utara has redistributed 51 principals, 128 elementary teachers, and 37 high school teachers according to PTD calculation results.

 Barru has transferred 326 teachers to the underserved schools. The district is reviewing its plan to redistribute 40 other teachers.

 Barru keens on maximizing the benefit of the program by implementing transfers throughout its school, including senior high schools.

 Sambas has reassigned 18 elementary school teachers.

 In Bondowoso, 98 teachers have been redistributed under the PTD program.

Recommendations for District Heads

Jointly implemented by KINERJA, local governments and MSFs, the PTD Program has produced good results and transformations. KINERJA has identified specific

recommendations for district heads:

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district education offices (DEO) is necessary to successfully implement the PTD program;

b. Policies should be oriented toward public services;

c. Engage communities or multi-stakeholder forums in the implementation of PTD governance;

d. Empower existing organizational staffs and structures instead of establishing new organizational units;

e. Coordinate with other relevant local government institutions;

f. Establish KINERJA program performance indicators to measure program achievements; and

g. Adopt KINERJA’s approaches and materials.

Recommendations to Intermediary Organizations

KINERJA intermediary organizations (IOs) have provided significant assistance to local

governments and multi-stakeholder forums in PTD implementation. KINERJA has idenfitied the following recommendations for IOs to continue their role:

a. Apply good governance aspects in all supporting and mentoring activities by engaging communities or multi-stakeholder forum;

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 activities in the program; and

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

Recommendations for Training Providers

Training providers may be educational institutions such as universities, private or government training centers that provide training for civil servant (PNS). Such institutions play a strategic role in empowering stakeholders in the PTD program. Education and training centers are

recommended to:

a. Include KINERJA’s approaches in their curricula, such as the governance principle of engaging community as public service users.

b. Focus on improving technical skills in addition to increasing knowledge and understanding. Training providers can achieve this by providing post-training capacity building activities, such as continuous mentoring, until training participants can successfully implement the goals set out in the training.

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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 citizens/service 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

’S

EXPERIENCESIN PTD

Local Conditions

The geographical characteristic of Indonesia contributes to uneven teacher distribution in the country. Many areas in the country are remote and difficult to reach, teachers are reluctant to work in these areas for a long period of time. Transportation and facilities, especially housing and basic goods, are very limited. As a result, teachers tend to concentrate in more accessible areas with better amenities. In addition, uneven teacher distribution in urban areas may be caused by political preferences rather than school needs, in deploying or restructuring teachers.

In terms of teacher distribution, lower ratio of teacher and student, especially in primary school, does not automatically tells that all schools already have the required number of teachers. In fact, many schools still lack of teacher, especially in the remote, border and disadvantaged areas. Most of the districts/cities have no effective teacher management system to enable a thorough analysis about undersupply or oversupply of teachers in every education unit. Education office tends to pay more attention to lack of teacher instead of oversupply.

I ple e tatio of p opo tio al tea he dist i utio is highly i po ta t i

accordance with a Joint 5 Ministries Regulation on teacher restructuring and

distribution. In addition to that, teacher distribution is also related to

a ti ipatio of the pla to i ple e t

Cu i ulu

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Uneven teacher distribution produces two major negative consequences. First, schools with a lack of teachers suffer from empty classes and inadequate supervision during school hours, unmet teaching plans, and ultimately decreased student competency. Second, an oversupply of teachers results in teachers unable to fulfill the minimum teaching hours (24 hours per week) because they have to share classrooms with other teachers, stunting their career development due to inability to qualify for certifications and promotions.

In addition, an increased number of teachers leads to lower student-teacher ratio which suggests more effective teaching process and better student performance. In this case, two aspects need further examination; the recruitment of new teachers and teacher distribution. In the decentralization era, local government is responsible for recruiting teachers while the central government determines the quota for public civil servant (PNS) teachers. The quota for PNS teacher at every level continues to increase, especially in primary schools. For some schools, the increase is due to the teacher’s change of status from short-term contract teacher to PNS teacher. While logically the number of short-term contract teachers should decrease, but in fact many short-term contract teachers are hired directly by the local government or by schools in rural and remote areas due to teacher shortages.

Decentralization of teacher management to the local government has not improved the local

government’s capacity to manage teachers, especially in its ability to analyze school needs. This is demonstrated by the oversupply of teachers in primary schools (as seen from ratio of teachers and classes), and certain subject teachers in junior high and senior high schools, from number of classes and teacher's work load. In fact, the number of primary school children has continuously decreased.

It is clear that an oversupply of teachers leads to inefficiencies and waste of resources. Districts typically allocate 30% to 40% of local budget for the education sector, and 80% to 85% of that is used to pay teacher's salary or benefits.

All this time, there still some gaps in the delivery of education service. As

such, one of the objectives of development in the district of Barru is to

restructure, to even, and to distribute education service. Thus, teachers will

not only concentrated in urban areas, remotes areas also have to receive the

same high-

uality tea he s

H. Abustan Andi Bintang, Head of Education Office of Barru District,

South Sulawesi

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15 Implementation Process

1. Commitment of the District Heads, Local Legislative Council (DPRD),

and Stakeholders

KINERJA’s partner districts launched the PTD initiative through intensive discussions with KINERJA and agreed to implement the program by signing a memorandum of understanding (MOU) between the 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 could be approved by DPRD.

In addition, discussions are held with community and CSO leaders. Community

engagement encourages a PTD implementation process that is participatory, transparent and accountable. Kinerja’s experiences demonstrate that the program can be successful with a strong commitment from the policymakers, particularly District Head and head of DEO and other relevant institutions including DPRD.

The commitment is followed by the issuance of districts head regulation and technical guidelines on PTD in Luwu Utara, Luwu, Barru, and Aceh Singkil as well as integration of funding allocation in the District Government Annual Budget (APBD) and in DEO including the Work Plan (Renja), Work Plan and Budget (RKA), and Budget Implementation

Document (DPA).

2. Working Arrangement

At the district level, KINERJA initiated the program by recruiting specialists in public services called Local Public Service Specialists (LPSS), who stationed in each partner district. Their main assignment was to coordinate the program together with the local government, MSF, KINERJA consultants and IOs. In addition, LPSS were also responsible for ensuring program implementation quality.

The following are three areas of KINERJA interventions:

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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 districts/cities 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

There are three direct impacts resulted from Kinerja’s PTD implementation:

• Increased capacity of local governments to respond to teacher distribution gap.

• Increased community engagement in PTD program implementation. MSFs in KINERJA partners areas have demonstrated significant involvement at each stage of program implementation.

• Improved school capacity to implement teaching activities to gradually achieve public service delivery standards, minimum service standards and education national standards.

Experiences from Luwu Utara district show that the PTD program continues after KINERJA mentoring period has ended. This is likely due to the strong commitment from local

government, DPRD and multi-stakeholder forum that actively support and supervise the program.

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CHAPTER 3 OVERCOMING CHALLENGES AND

ACHIEVING SUCCESS

Challenges

KINERJA’s experiences demonstrate several challenges in PTD implementation:

• Local plans and budgets may need to be revised as a result of differences between PTD calculations, technical recommendations and proposed plans and budgets.

• Limited budget and competing priorities may delay PTD program implementation.

• Low capacity of PTD program officers may hinder the calculation process, drafting technical recommendation, and integrating into planning and budgeting. These challenges can be overcome by capacity workshops and intensive mentoring.

• Many IO staff lack capacity to provide mentoring to local governments and multi-stakeholder forums. KINERJA resolved this challenge by providing additional technical assistance to strengthen the capacity of IOs.

• Local government officials turnovers may lead to commitment changes of the newly appointed officials. This challenge can be adderssed by thorough explanation of the program so that new officials are better informed and can support the program.

Program Achievements

1. Examples of PTD Achievements in Luwu Utara

Luwu Utara, South Sulawesi, has a serious problem of unequal education services in its schools due to uneven teacher distribution in urban and rural schools. Despite the student-teacher ratio in Indonesia is lower than many developed countries, recruitment and deployment of teacher are mainly influenced by political factors rather than school needs.

Schools with teacher shortage often seek short-term solutions by recruiting short-term teachers directly, without paying sufficient attention to their teaching capacity or competency. The data on teacher distribution in Luwu Utara, collected and analyzed by LPKIPI (Lembaga Pelatihan dan Konsultasi Inovasi Pendidikan), showed that availability of class and subject teachers in

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primary school is only 47.76%. Furthermore, this analysis revealed uneven distribution of certain class and subject teachers, only 33.62% of primary schools have PNS PE teachers and only 46.5% have sufficient PNS religious teachers. This led to a gap on quality of education across schools and sub-districts.

To address the challenge of uneven teacher distribution, the local government of Luwu Utara, with support from LPKIPI, conducted a comprehensive update and validation of teacher data and an in-depth analysis of the data.

Using the analysis, government officials and community members formed a multi-stakeholder forum to advocate for the issuance of new regulation to ensure that the PTD is included in the planning cycle and effectively implemented. Through a series of intensive discussion and negotiation between government representatives and the community, a regulation was established on 23 October 2013.

The MSF is tasked to monitor the implementation of this district head regulation and they reported that 129 primary school teachers have been reassigned to schools in need. Luwu Utara, as a pilot of bureaucratic reform, developed specific measures to strengthen a transparent process and encourage community participation. To complement these activities, local organization Fakta facilitated regular discussion forum called ‘Warung

Demokrasi’ (Democracy Cafes) involving national newspaper journalists, election committee members, teacher association leaders, local radio station owners, short-term teachers, and members of other civil society organizations. While sipping coffee and enjoying snacks, the participants discussed issues related to teacher distribution and education issues in general. The events are aired live on a local radio station to increase access of information to the people living in remote areas, to contribute to the discussion about these issues, and finally to increase public awareness, especially those with influence, to support change.

a.

Program Strategy

The following outlines the strategies to successfully implement the PTD program:

1. Disseminate information and share best practices on teacher distribution, introduce PTD management, build the same understanding and commitment among stakeholders.

2. Provide training on managing the teacher and education worker database, SIM-NUPTK, and Padati Web.

3. Process teacher and education worker database, SIM-NUPTK, and Padati Web. 4. Analyze data on teacher and education worker management.

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5. Monitor and provide guidance on policy recommendations.

6. Present recommendations to the district head and education stakeholders 7. Advocate for budget replication.

8. Pilot implementation of teacher distribution. 9. Conduct monitoring and evaluation.

10. Empower MSF and citizen journalists to monitor program implementation.

b.

PTD program results

The following is a summary of concrete outcomes that contributed to the success of this initiative:

• Valid and up-to-date data on teacher distribution;

• Analysis on teacher distribution across sub-districts in the partner districts;

• PTD Technical recommendations;

• PTD Work plan;

• Incentive scheme for teachers assigned to remote areas;

• Head District Regulation;

• Technical guidelines on PTD implementation;

• PTD implementation according to technical recommendations.

2. Program Leverage

Six local governments have implemented the PTD program using KINERJA approach and have produced good results. Successful outcomes not only include the issuance of policy on PTD, but also active community involvement in every stage of the program, from initiation, planning to implementation. Such involvement demonstrates transparency and public accountability, as mandated by law and regulations.

The success of PTD program may leverage other program, not only in education sector but also in other sectors and institutions including the improvement of teacher qualification and competency, construction and renovation of school buildings, and procurement of teaching facilities. The KINERJA approach is also appropriate and beneficial for other sectors such as health, public works, and demography if both local governments and the community are committed to work together.

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CHAPTER 4 RECOMMENDATIONS FOR

REPLICATION

While KINERJA’s PTD program has only worked in six out of hundreds of districts throughout Indonesia, it has demonstrated success and produced a set of good practices that can be adopted by other local governments. Therefore, KINERJA encourages other districts to replicate and adopt KINERJA’s approaches to PTD program implementation. The following are recommendations for other districts, including education and training centers for public civil servant (PNS) and intermediary organizations.

Recommendations for Replication in Other Districts

Based on KINERJA experiences, KINERJA has identified several recommendations for other local governments that plan to replicate KINERJA’s method and

approaches to the PTD program.

a. District Heads, DPRD, and DEOs must demonstrate a strong commitment to t the PTD program. Such commitment is demonstrated through the issuance of formal policies, regulations and technical guidelines, and program integration into the local planning and budgeting cycles.

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

c. Engage the community and multi-stakeholder forum in the implementation of PTD program.

d. Empower existing staffs and organization structures without forming new organization units. The program does not require a new structure or new employees within the local

government organization, in fact existing staff within the current organization structure has the capacity to implement the program if they are sufficiently trained.

e. Coordinate with relevant local governments agencies. PTD needs the support from other institutions, especially Bappeda, District Personnel Board (BKD), and Finance Division. In addition, DPRD must be involved because they have the authority to approve programs and budgets.

f. Determine KINERJA program performance indicators and success measurement. These are important to identify program outcomes and achievements so that the program can be improved over time.

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g. Adopt KINERJA’s approaches and utilize materials developed by KINERJA including modules in training, mentoring, and program implementation.

Recommendations for Intermediary Organizations

Recommendations for IOs who support local government in replicating the PTD program include:

a. Always apply good governance aspects in strengthening and supporting activities by engaging communities and multi-stakeholders forum, 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,

Utilize modules developed by KINERJA to strengthen internal capacity as well as strengthening local governments and multi-stakeholders forum.

Recommendations for Education and Training Centers

Educational and training institutions at various governmental levels play a strategic role in developing state reform because they periodically conduct trainings 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. Training providers can achieve this by providing post-training capacity building activities until training participants can successfully implement the goals set out in the training.

c. Adopt modules developed by KINERJA. Education and Training Institutions may have their own modules but it is recommended that they also utilize KINERJA modules, especially governance principles.

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IMPLEMENTED BY RTI INTERNATIONAL AND PARTNERS

USAID - KINERJA

Sampoerna Strategic Square South Tower Level 18

Jl. Jend Sudirman Kav. 45-46

Jakarta, 12930

Phone: +62 (021) 5750935

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