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Project Administration Memorandum

Project Number: 37475 Loan Number: 2294 September 2007

INO: Madrasah Education Development Project

The project administration memorandum is an active document, progressively updated and revised as necessary, particularly following any changes in project or program costs, scope, or implementation arrangements. This document, however, may not reflect the latest project or program changes.

CURRENCY EQUIVALENTS (as of 31 October 2006) Currency Unit Rp1.00 $1.00 = = rupiah (Rp) $0.000109 Rp9105

ABBREVIATIONS ADB CPMU DCU DGIE GDP MDC MDF MDG MDP MOF MONE MORA PCU PMIS PSC TA Asian Development Bank central project management unit district coordinating unit Directorate General of Islamic Education gross domestic product madrasah development center madrasah development forum millenium development goal madrasah development plan Ministry of Finance Ministry of National Education Ministry of Religious Affairs provincial coordinating unit project monitoring information system Project steering committee technical assistance GLOSSARY kiai madrasah aliyah (MA) madrasah ibtidaiyah (MI) madrasah tsanawiyah (MT) yayasan local religious leader Senior secondary madrasah primary madrasah junior secondary madrasah benevolent, nonprofit foundation NOTE In this report, "$" refers to US dollars.

CONTENTS Page PREFACE LOAN PROCESSING HISTORY DESIGN AND MONITORING FRAMEWORK I. PROJECT DESCRIPTION A. Project Area and Location B. Impact and Outcome C. Outputs D. Special Features COST ESTIMATES AND FINANCING PLAN A. Detailed Cost Estimates B. Financing Plan C. Allocation of Loan Proceeds IMPLEMENTATION ARRANGEMENTS A. Executing and Implementing Agencies B. Project Management Organization IMPLEMENTATION SCHEDULE COST ESTIMATES AND FINANCING PLAN DURING IMPLEMENTATION CONSULTANT RECRUITMENT PROCUREMENT DISBURSEMENT PROCEDURES PROJECT MONITORING AND EVALUATION REPORTING REQUIREMENTS AUDITING REQUIREMENTS AND ANTICORRUPTION IMPLEMENTATION OF ACCOMPANYING TA KEY PERSONS INVOLVED IN THE PROJECT ANTICORRUPTION i ii iii 1 1 1 1 5 5 5 7 7 7 7 8 8 8 8 9 10 11 11 12 12 15 16

II.

III. IV. V. VI. VII. VIII. IX. X. XI. XII. XIII. XIV.

APPENDIXES 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Project Organization Chart Detailed Cost Estimates and Financing Plan Detailed Implementation Arrangements Implementation Schedule by Years Contract Awards Projections by Years Disbursement Projections by Years Terms of Reference for Consulting Services Procurement Plan and Guidelines Disbursement Modalities Project Performance Report Reporting Requirements Sample Progress Report Sample Audit Letter Madrasah Development Planning Implementation of Block Grants Detailed Implementation Arrangements by Program 17 18 19 30 32 36 38 44 47 52 57 58 63 69 75 88

17. 18. 19. 20. 21. 22. 23. 24.

Human Resources Development Plan Accounting, Auditing, and Reporting TA for Project Monitoring and Evaluation Profile of Project Districts and Madrasah Indicative List of Project Madrasah Detailed Cost Estimates by Category and Components Performance Indicators (to be completed during the Baseline Study in Year 1) Copy of ADBs Anticorruption Policy

96 99 104 111 122 139 165 166

PREFACE The Project Administration Manual (PAM) is intended to provide details of the Project components, Project inputs, financing plan, and implementation arrangements to facilitate implementation. The PAM will be the primary reference during Project implementation and will be updated periodically to incorporate significant changes in Project scope and implementation arrangements. Project implementation is subject to the provisions of the applicable Loan Agreement. The PAM will amplify and explain applications of those provisions and will replace the Report and Recommendation of the President (RRP) and the Memorandum of Understanding (MOUs) prepared during project processing as the principal reference document for implementation.

ii LOAN HISTORY Dates A. LOAN PROCESSING Project Preparatory Technical Assistance Fact-Finding Management Review Meeting (MRM) Appraisal Mission Staff Review Committee (SRC) Loan Negotiations Board Circulation Board Consideration and Approval B. PROJECT IMPLEMENTATION Loan Signing Loan Effectiveness Loan Inception Mission Initial Disbursement to the Imprest Account 15 March 2007 15 June 2007 24-28 September 2007 7 September 2007 30 September 2005 17 July 12 August 2006 14 September 2006 18 September 2 October 2006 27 October 2006 16 November 2006 24 November 2006 15 December 2006

iii DESIGN AND MONITORING FRAMEWORK

Data Sources/ Frequency of Measurement and Reporting Mechanisms Population census, socioeconomic surveys (Susenas) and tracer studies Labor force surveys

Design Summary Impact In partnership with Government and other donors, contribute to: Increased level of educational attainment and productivity among new entrants in the labor force Increased rates of formal employment and household incomes

Performance Targets/Indicators Increased proportion of workforce with basic education qualifications, to 60% by 2020 Increased numbers of junior secondary graduates progress to senior secondary education, to 80% by 2020 Growth in real wages among new entrants in the labor force

Assumptions and Risks Assumptions Overall labor market profile and workforce skill demand profiles sustained. Increased investment in the economy. Government commitment to harmonize policies and financing of education within Ministry of National Education (MONE) and Ministry of Religious Affairs (MORA) is sustained. Risks Attitudes toward madrasah graduates are slow to change. Fiscal outlook and projected education resource increases not sustainable. Assumption Madrasahs have equitable access to accreditation services. Risks Higher academic standards lead to lower student performance in examinations over the short term. Lack of incentives for teachers to improve teaching quality and learning outcomes.

Outcome Improved quality of madrasah education at primary (MI), junior secondary (MT), and senior secondary (MA) levels

Improved academic performance on standardized tests for grade 6, and grade 9 in core subject areas conducted in school years 2007/08 and 2011/12 At least 70% of project madrasahs have improved their accreditation by one level by 2012 Community perceptions of madrasah education quality are more positive

Annual National Examination (UN) scores and standardized test scores (e.g. PISA, TIMMS) National Board of School-Madrasah Accreditation (NBSMA) results Baseline and final evaluation studies

iv
Data Sources/ Frequency of Measurement and Reporting Mechanisms Annual MORA education management information system (EMIS) reports

Design Summary Outputs Teacher professionalism improved in project madrasahs in accordance with national standards

Performance Targets/Indicators At least 60% of teachers in project madrasahs attain S1 qualifications by the end of 2012 (baseline 50%) At least 25% of teachers in project madrasahs achieve professional certification (baseline 0%) At least 70% of project madrasahs are accredited by end 2008 At least 80% of project madrasahs have facilities (classrooms, libraries, laboratories) that meet national standards At least 80% of project madrasahs have teaching and learning materials in general subjects that meet national standards MT enrollments increased by 5% Transition rates from primary madrasahs to junior secondary education (MT or SMP) increase to 95% for both males and females Repetition rates in project MI and MT reduced to 1% by 2012 Dropout rate in project MI and MT reduced to zero by 2012

Assumptions and Risks Assumption Sufficient numbers of teachers will be eligible and willing to attend the degree upgrading program.

Annual MORA EMIS reports

Increased availability of teaching and learning resources and facilities in project madrasahs to meet or exceed national standards

NBSMA results Records on teacher certification Progress reports on madrasah development plan implementation

Assumption Central and local governments provide adequate resources to enable madrasahs to meet minimum accreditation standards.

Risk Government and communities are unable to fully sustain recurrent cost of project schools. MORA EMIS Baseline and final evaluation studies Implementation progress reports on madrasah development plans (MDPs) Assumption Financial incentives are effective in attracting and retaining poor students in madrasahs. Risk Financial investments for increasing student retention, transition, and reducing dropouts lead to greater effectiveness but lower efficiency.

Internal efficiency of project madrasahs increased to meet national standards

v
Data Sources/ Frequency of Measurement and Reporting Mechanisms

Design Summary

Performance Targets/Indicators 85% of project schools achieve ratio of Year 1 to final year students is at least 85% for MI, and 80% for MT and MA, by 2012 80% of project madrasahs have results-based MDPs. At least 80% principals attain S1 qualifications by the end of 2012 (baseline 51%) At least 80% of principals in project madrasahs achieve professional certification (baseline 0%) 70% of project madrasahs display annual income/expenditure on school notice boards 20% of school budgets allocated for quality improvement 95% of madrasahs have functioning madrasah committees (MCs) with at least 30% female members, that meet once every month At least three quality assurance specialists certified in each MDC 100% of project districts increase funding for madrasahs

Assumptions and Risks

Governance, management, and sustainability of project madrasahs strengthened to meet national standards

MDP implementation progress reports Minutes of madrasah committee meetings Monitoring and evaluation reports of consultants and central project management unit (CPMU) Madrasah, district, provincial, and national budget and expenditure reports

Assumptions MDCs will become quality assurance (QA) accredited. Local communities value transparency in how madrasahs are financed and managed. Local governments have sufficient resources to allocate to madrasahs. Risk Local governments do not allocate funds to madrasah in the absence of a regulation to do so.

vi
Data Sources/ Frequency of Measurement and Reporting Mechanisms

Design Summary

Performance Targets/Indicators

Assumptions and Risks Inputs

Furniture, equipment, and vehicles ($1.26 million) Human Resources Development ($22.11 million) Consulting services $2.06 million) Foreign: 60 person-months Local: 183 person-months Madrasah block grants ($36.98 million) Surveys and testing ($0.34 million) Project management support ($2.19 million) Incremental recurrent cost ($1.54 million)

Core Activities with Milestones 1. Teacher professionalism improved. 1.1. MDCs and assessment teams undertake accreditation of all project madrasahs (baseline and end of project). Baseline: By end 2008. Complete: 2012. 1.2 About 1,000 teachers and principals trained for bachelors (S1) degree, 30% female. Commence: 2007. Complete: 2012. 1.3 1,200 teachers and principals achieve professional certification, 40% female. Commence: 2007. Complete: 2012. 1.4 5,300 teachers and principals, especially women, undergo content upgrading and methodology training, including preparation for implementing the new competency-based curriculum. Commence: 2007. Complete: 2012. 2. Teachinglearning resources and facilities upgraded. 2.1 Provide block grants to about 500 madrasahs to build/renovate and equip classrooms, laboratories, and libraries. Commence: 2007. Complete: 2012. 2.2 Provide block grants to about 500 madrasahs to purchase teaching and learning materials for students and teachers. Commence: 2007. Complete: 2012. 2.3 Provide block grants to teacher learning groups for training for new curriculum and new education standards Commence: 2007 Complete: 2012 3. Internal efficiency increased. 3.1 Provide scholarships to 4,000 MI and MT graduates to improve transition rates from MI to MT, and MT to MA. Commence: Repeat: annually until 2012. 3.2 Provide block grants to about 350 madrasahs to establish remedial programs to reduce repetition. Commence: 2007. Repeat: annually until 2012. 4. Governance, management, and sustainability strengthened. 4.1 200 principals, especially women, trained for S1 degree. Commence: 2007. Complete: 2012. 4.2 220 principals, especially women, achieve professional certification. 4.3 Establish MCs, advocate membership of women in MCs, and conduct regular meetings to discuss MDP and use of block grants. Commence: 2007. Complete: 2012. 4.4 Train key madrasah personnel, MCs, and madrasah owner-operators (yayasan) in madrasah-based management(MBM). Commence: 2007. Complete: 2010 4.5 Develop performance- and results-based MDPs in consultation with yayasan, MCs, and other key stakeholders. Commence: 2007. Complete: 2012.

vii
Data Sources/ Frequency of Measurement and Reporting Mechanisms

Design Summary

Performance Targets/Indicators

Assumptions and Risks Inputs

Core Activities with Milestones 4.6 Train principals on new national standards, requirements for accreditation, and financial management 4.7 Conduct on-the-job training of provincial and district staff, and supervisors in MBM, performancebased planning, budgeting, financial management, district/supervisor support to madrasah for quality improvement, and monitoring and evaluation. Commence: 2008. Complete: 2012. 4.8 Upgrade MDCs in quality assurance, and train at least three people per MDC as certified madrasah accreditation assessors, along with supervisors and selected principals. Commence: 2007. Complete: 2009. 4.9 Advocate with district mayors for nomination of proponents of madrasah education to district education councils. Commence: 2008. Complete: 2012. 4.10 Publicize positive developments in the madrasah system Commence: 2008. Complete: 2012. 4.11 Establish joint education planning between MORA district office and the district education office (dinas) in all districts. Commence: 2008. Complete: 2012.

CPMU = central project management unit, EMIS = education management information system, IPO = integrated project organization, MA = madrasah aliyah, MBM = madrasah-based management, MC = madrasah committee, MDC = madrasah development center, MDP = madrasah development plan, MI = madrasah ibtidaiyah, MONE = Ministry of National Education, MORA = Ministry of Religious Affairs, MT = madrasah tsanawiyah, NBSMA = National Board of School-Madrasah Accreditation, PISA = Programme for International Student Assessment, PCU = provincial coordinating unit, QA = quality assurance, S1 = strata 1 (undergraduate) degree, SMP = general junior secondary school, TIMMS = Third International Mathematics and Science Study, Susenas = National Socioeconomic Survey.

1 I. A. Project Area and Location PROJECT DESCRIPTION

1. Provinces, districts, and madrasahs were selected in phases: provinces first, based on high madrasah enrolments and proximity; then districts, based on poverty incidence, high madrasah enrolments, absence of other foreign-assisted projects, and interest in the Project; finally, individual madrasahs in the districts, according to school size, student poverty, teacher qualifications, and proximity. Based on these criteria, 27 poor districts were selected in three provinces (Central Java, East Java, and South Sulawesi). Within the districts, 500 madrasahs were selected (208 MI, 233 MTs, and 59 MA), of which 90% are private. All levels were included to support the vertical integration of district madrasah education. A profile of project district and madrasahs is in Appendix 20. B. Impact and Outcome

2. In partnership with the Government and other donors, over the long term the Project is expected to help raise levels of educational attainment among new entrants in the labor force and increase rates of formal employment and household incomes. The medium-term outcome of the Project will be improved quality, efficiency, and effectiveness of primary, junior secondary, and senior secondary madrasah education. Key success indicators will include (i) improved student performance at all levels, including a reduced gap in quality between the madrasah and general-education systems; (ii) reduced district disparities in madrasah student performance, with significant improvements in project madrasahs; (iii) improved progression and retention rates within the madrasah system; and (iv) more positive community perceptions of madrasah education quality. 3. The overall project design rationale is to combine a carefully selected set of supply-side interventions alongside a number of key governance and institutional reforms. These interventions and reforms were selected based on extensive evidence of key determinants of quality and internal efficiency improvements. A second dimension of the design rationale is to focus these interventions on poor rural districts, with significant concentrations of medium-sized private madrasahs, taking account of the need to avoid duplication with other donor-supported initiatives. The design is based on well-researched district and school selection criteria and significant stakeholder consultations. C. Outputs

4. The Project is designed to produce four outputs, which will help ensure that national education standards are met in the critical areas of (i) teacher professionalism, including qualifications and performance; (ii) availability of teaching and learning resources and facilities; (iii) internal efficiency, especially in student progression and transition rates; and (iv) governance, management, and accountability. The Project will coordinate extensively with the National Board of Education Standards and the National Board of School-Madrasah Accreditation in standards setting and performance monitoring. A TA grant will be provided for external monitoring and evaluation. The project design and monitoring framework is in Page iii. 5. The outputs will be achieved primarily through the financing mechanism of a 34-year block grant for each madrasah, supported by providers contracted to deliver specific programs such as teacher and principal qualification upgrading and short-term pedagogical training. Outputs (ii) and (iii) will be provided through the madrasah block grants. Madrasahs will choose from a menu of options responding to their needs as identified in the madrasah development

2 plan (MDP), up to a ceiling for schools at different levels. All madrasahs will be required to implement a broad range of activities, including not only the upgrading of physical facilities but also other quality improvement programs such as teacher qualification and upgrading, remedial programs and transition scholarships, and management training. The content of each block grant will vary in accordance with the MDP prepared by each madrasah at the beginning of the Project and so cannot be specified in advance. Block grants will be released in semi-annual tranches based on performance. 1. Teacher Professionalism Improved According to National Standards

6. Professional Qualifications Upgrading and Professional Certification. The Project will allow for formal qualification upgrading to degree level for about 800 teachers and 200 principals. The degree programs will focus on Bahasa Indonesia, English, mathematics, and the sciences. The Project will also offer about 1,200 degree-qualified teachers and principals the opportunity for professional certification. The Project will also provide substitute teachers to replace teachers undergiong the program. At the national level, at least 30% of the participants in degree upgrading and 40% in professional certification will be women. 7. Subject Content Upgrading and Classroom Methodology Training. Short-term training activities driven by demand and needs will also be offered, focusing primarily on subject content in the sciences, mathematics, and English, and on training in classroom methodologies. About 5,300 teachers in project madrasahs will be able to apply to attend a programmed sequence of two 3-week content training activities annually, beginning in year 2 of the Project. To respond to the new curriculum, short training programs will be available for teachers in core content areas on identifying learning objectives and lesson planning. Specific programs to support classroom competencies will also be provided based on requests from the network of teacher learning groups in primary and junior secondary schools. In each district, female participation in the short-term training will be in accordance with the proportion of eligible female teachers for each subject at each level. Common learning resource centers will compete to provide the facilities and resources for any non-school-based activities. 8. Ongoing Teacher Support and Mentoring. The Project will help develop teacher learning groups for primary and junior secondary schools which provide established fora for teachers to help each other solve day-to-day teaching and learning problems. Small block grants will be provided annually to centrally located madrasahs to establish and support teacher learning groups. The Project will make available 200 competitive block grants annually to develop madrasah-based teaching and learning innovations developed by individual teachers, teacher learning groups, or school clusters. The madrasah development centers (MDCs) will help in strategic planning to develop teacher learning groups, and to facilitate and evaluate these activities. 9. Competitions for Excellence. Local excellence programs such as performance-based teacher awards will be supported in each province, including for schools that meet their MDP targets. The Project will provide prizes and MDC members will act as judges. 2. TeachingLearning Standards Resources and Facilities Upgraded to National

10. Expanding Textbooks and Learning-Support Materials. Using block-grant funds, madrasahs will be able to select textbooks and learning materials in core subject areas from a

3 list approved by MORA and to purchase them. A set of instructional materials will be given to all teachers completing degree programs. 11. Upgrading of Facilities, Equipment, Software, and Furniture. The Project will support rehabilitation and construction of classrooms, libraries, laboratories, and health clinics as required, including provision of appropriate equipment and furniture. The Assistance Scheme for Facilities Improvement, a community-based scheme used successfully in previous school and madrasah projects to construct school facilities, will be adopted. Under this scheme, facilities upgrading is managed by the principal and school committee, using local workers and parental contributions in cash and kind. All new classrooms will be on unoccupied land already owned by the school. Supervisors, facilitators, and civil works specialists (from the central project management unit [CPMU]) will monitor the facilities upgrading in collaboration with the madrasah committee. All construction must comply with earthquake construction safety standards. New classrooms may not be built above existing rooms without an assurance from a qualified engineer that the existing rooms can bear the weight of a new upper level. 3. Internal Efficiency Increased to National Standards

12. Remedial Programs. The Project will facilitate after-school student remedial programs in MI and MT, supported by annual block grants paid directly to madrasahs. Performance reporting will include remedial class sizes, participant selection statistics, subject areas, participant absenteeism, participant satisfaction, and test results. 13. Transition Programs. To increase transition rates, scholarships will be available for poor MI graduates unable to attend MT or general junior secondary schools, and for poor MT graduates unable to attend MA or general senior secondary schools. This program will complement the national school operational budget program, which offsets the costs of schooling for those already in school, and the national cash transfer program that helps compensate families for increased fuel costs. At least 50% of the scholars in each district will be girls. 14. Expand Physical Capacity. In areas where demand for madrasah education exceeds capacity, and where there are adequate teachers, madrasahs (especially MTs) may request support to add new classrooms to expand enrolments. There must be sufficient unoccupied land available on the school grounds. Requests may also be made to expand MIs to the MT level in line with Government policy to establish rural integrated schools. 4. Governance, Management, and Sustainability Strengthened to National Standards

15. Governance Development. Governance at the madrasahs will be reinforced by establishing and strengthening madrasah committees. The Project will advocate 30% female representation on the committees, which will be responsible for working with madrasah staff to develop MDPs. Training in governance will be provided to the committees. Decisions on financial allocations from the block grant will be the responsibility of the madrasah with the yayasan head and madrasah committee. District governance will be strengthened by greater collaboration between the MORA district office and the district education office in planning education development. The education development plans of both agencies will be formally reviewed by the district education council so that it knows the education needs of all constituents served by these parallel service delivery systems.

4 16. Madrasah-Based Management and Accountability. Madrasah development planning and management, and accountability, are critical components of madrasah-based management and the key to successful madrasah improvement. A series of workshops on madrasah development planning and financial management will be provided to MORA central, provincial and district staff, supervisors, madrasah principals, madrasah committee members and yayasan heads. Introductory management courses of 3-5 days will be provided first to lay the foundation for introducing madrasah-based management (MBM) and madrasah development planning in project districts and provinces. These courses will introduce the management skills needed for successful implementation of MBM and madrasah development planning. Subsequent 10-day workshops in madrasah development planning, MBM and financial management (including modules on financial planning, financial reporting, accounting and auditing) will include madrasah committee members. After the workshops, 4-year MDPs will be prepared and priorities for quality improvement identified by each madrasah. Additional training in MBM will be available to principals and yayasan heads and/or kiai throughout the project period, including training on the financial management system to be installed in each madrasah. This will be linked to the implementation of the block-grant mechanism, with all training provided by a contractor. Greater transparency will be promoted through oversight by madrasah committees and yayasan, and budgets and expenditures will be made public. The continued professional development of principals will also be fostered through the principals learning groups. Further training will be provided throughout the project to MORA provincial and district office staff to support madrasah-based management in performance management systems, madrasah-based development and advocacy, and data input and report production for education management information systems. 17. Design and Application of a Preventive Maintenance Program. As part of madrasahbased management, the Project will design and conduct a compulsory 3-day training program in preventive maintenance for representatives from each project madrasah and district office. The attached TA will monitor the preventive maintenance activities. 18. Improved Sector Management. Short courses in leadership development and management will be offered to staff of the central, provincial and district MORA offices, supervisors, principals and yayasan heads in leadership development. Gender training for managers will be part of the program. Six people will be selected from MORA central, provincial, or district offices to attend masters degree programs overseas. Two PhD programs will be supported. All programs will be in management and evaluation, with an emphasis on resultsbased management, performance-based planning and budgeting, accountability, and transparency. At least three of the students for the masters and PhD programs will be women. 19. Teaching Learning Assessment and Quality Assurance System Development. A provincial madrasah quality assurance working group will be established to support the MDC as a partner in project implementation. This group is designed to (i) implement a quality assurance system and associated procedures in madrasahs, (ii) perform a training needs assessment for quality assurance for madrasahs, (iii) organize training and regular meetings to provide consultation service to madrasah principals, (iv) review accreditation proposals submitted by madrasahs, (v) with MDC prepare a final recommendation for the madrasahs to be accredited, and (vi) select and train supervisors to become members of the local assessor team for madrasah accreditation. A 10-day training program will be provided for central, provincial, and district staff and madrasah principals and owners. At least three members of each MDC will be certified as assessors, to participate in quality assurance teams to certify madrasahs. To strengthen the MORAMONE partnership, MORA will establish a liaison office for the National Board of Education Standards and the National Board of School-Madrasah Accreditation..

5 20. Advocacy and Public Information Programs. Madrasah development forums (MDFs) will be established in project provinces and districts, consisting of yayasan heads and/or kiai, principals, teachers, or other community members. The MDF will lobby for madrasah concerns and promote appreciation of their positive contributions. The Project will offer advocacy training programs, including information on government resources available to madrasahs, lobbying strategies, and techniques for using the media; and will establish a national madrasah links website. Support will be provided for MDF meetings and development and delivery of media materials. D. Special Features

21. Quality Assurance and Benchmarking. The new National Education Standards and associated accreditation criteria are the lynchpin of the project design, unlike previous projects that targeted incremental quality improvements. This will make it easier to measure results and assess project success. The meeting of accreditation standards for schools and qualification standards for teachers will result in tangible and measurable benefits for the project beneficiaries, thus providing an additional incentive to support the Project. 22. Funds Channeled Directly to End Users. To empower madrasahs and communities, and encourage greater community involvement in the planning and budget process, project funds will be channeled directly to madrasahs based on approved MDPs. This will increase the transparency of fund flows and reduce the opportunity for possible fund misuse when different levels of government bureaucracy are involved. An objective of the project design was that at least 50% of funds should flow directly to recipients to reduce overhead costs and maximize project impact at the beneficiary level. 23. Community Monitoring and Evaluation. The Projects monitoring and evaluation framework is unusual in education projects in that it institutionalizes community involvement. Interviews and discussions will be held with madrasah committee members, yayasan heads, parents, and students on their perceptions of madrasahs, quality improvements needed, perceived problems, and proposals for solutions. This information will form a valuable supplement to the quantitative data from the project monitoring information system (PMIS). II. A. COST ESTIMATES AND FINANCING PLAN

Detailed Cost Estimates

24. The project investment cost is estimated at $71.4 million, including taxes and duties of $0.1 million (Table 1, detailed cost estimates by item of expenditure are in Appendix 2).

6 Table 1: Project Cost by Component ($ million)

PROJECT COMPONENTS AND ACTIVITIES I. BASE COST Output 1: Teacher Professionalism Improved in Project Madrasah A.1. Upgrading Madrasah Teachers and Professional Certification Upgrading Teachers in Subject Content and Classroom A.2. Methodologies A.3. On Going Teacher Support and Mentoring A.4. Certificiation SUB TOTAL OUTPUT 1 Output 2: Upgrade Essential Teaching/Learning Resources and Facilities B.1. Provision of Textbooks and Learning Support Materials B.2. Provision of Equipment, Software and Furniture B.3. Rehabilitation and Construction of Required Learning Facilities SUB TOTAL OUTPUT 2 Output 3: Internal Efficiency of Project Madrasah Improved C.1. Provide Remedial and Trantition Programs for Madrasah C.1.1 Remedial & Trantition Programs C.1.2 Remedial Program C.1.3 Transition Scholarships C.2. Expand Participation Capacity in Selected Madrasah C.2.1 Expansion of Physical Capacity in MI and MT C.2.2 Support for Implementation of Block Grants (Facilitators/finance) SUB TOTAL OUTPUT 3 Output 4: Governance, Management & Sustainability of Madrasah Strengthened D.1. Introduce Results Based Management Systems and Procedures D.2. Project Monitoring Information System Program Establishment of Advocacy Programs to Sustain Madrasah D.3. Operations D.4. Overseas Fellowships SUB TOTAL OUTPUT 4 Output 5: Project Management Taxes and Duties SUB TOTAL BASE COST II. CONTINGENCIES III. INTEREST CHARGES 0 7,382 1,200 408 8,990 8,434 7,382 225 0 16,041 8,434 14,764 1,425 408 25,031 ADB Financing Total Government Financing Total Total Costs Total

1,560 8,782 9,960 20,302

0 0 1,689 1,689

1,560 8,782 11,649 21,991

36 1,120 1,440 623 3,855 7,074

24 0 0 102 0 126

60 1,120 1,440 725 3,855 7,200

4,533 1,399 495 900 7,327 2,511.0 0 46,204 2,540 1,256

340 637 253 0 1,230 1,191 100 20,378 1,052 0

4,873 2,036 748 900 8,557 3,702 100 66,581 3,592 1,256

TOTAL PROJECT COST 50,000 21,429 71,429 Notes: a Includes taxes and duties of 10% of equipment costs. b In 2006 prices. c Physical contingencies computed at 10% for civil works and equipment. Price contingencies computed at 1.5% on foreign exchange costs and 1.8% on local currency costs. d Includes interest charges computed at 1.0% during construction; and 1.5% for the remaining years. Source: Appraisal mission estimates.

7 B. Financing Plan

25. The Government has requested a loan of $50 million equivalent from ADBs Special Fund resources to help finance the Project. The loan will have a 32-year term, including a grace period of 8 years, and an interest charge of 1.0% during the grace period and 1.5% per annum thereafter. The remaining $21.4 million equivalent as counterpart financing or 30.0% of the total project cost will be provided by the Government. Table 2: Financing Plan ($ million)
Source Asian Development Bank Government Total Total 50.00 21.43 71.43 % 70.00 30.00 100.00

C.

Allocation of Loan Proceeds Table 3: Allocation and Withdrawal of Loan Proceeds (ADF)
ADB FINANCING (Precentage and Basis for Withdrawal from the Loan Account) Amount Allocated (SDR) 594,000 3,687,000 23,719,000 227,000 1,384,000 1,473,000 845,000 1,709,000 33,638,000 70 percent of total expenditure 25 percent of total expenditure 95 percent of total expenditure 100 percent of total expenditure* 100 percent of total expenditure* 100 percent of total expenditure* 100 percent of amount due

CATEGORY Number 1 2 3 4 5 6 7 8 Item

Furniture, Equipment and Vehicles Human Resources Development Madrasah Development Program Surveys and Testing Consulting Services Project Management Support Interest Charge Unallocated Total * exclusive of local taxes

III. A.

IMPLEMENTATION ARRANGEMENTS

Executing and Implementing Agencies

26. The Executing Agency for the Project will be MORA, and with the support of the Directorate General of Islamic Education of MORA will be responsible for the overall management of the Project. A project steering committee (PSC) will be established to guide the CPMU on general policy directions, intersectoral coordination, and strategic directions. PSC members will include representatives of MORA, the Ministry of Finance (MOF), the National Development Planning Agency (Bappenas), and MONE. The MORA secretary general will chair the PSC. The director general of Islamic education will be the project director, and the director of the Directorate for Madrasah Education will be the PSC secretary. A project technical committee (PTC) will be established to guide the CPMU in overall project implementation.

8 Members of the PTC will include representatives of MORA, MOF, and MONE. The director of Religious Affairs and Education, Bappenas, will chair the PTC. B. Project Management Organization

27. MORA will establish the CPMU, under the guidance of the project director. The CPMU will be responsible for day-to-day project implementation, planning and budgeting, procurement, disbursement, monitoring, supervising, and overseeing implementation at province, district, and madrasah levels, and submitting the required reports to the Government and ADB. The CPMU will have about 15 staff members, including MORA staff members and consultants working together on each project component, supported by finance and administrative staff. In each project province, a project coordinating committee will be established to oversee provincial implementation. The committee will be chaired by the head of the regional development planning office, with members from the provincial office of education and the MORA provincial office, and representatives of the MDC and the Madrasah Development and Empowerment Council. Within MORAs provincial office, a project coordinating unit (PCU) will be established to manage, monitor, avaluate and consoldiate activities in the provinces and districts. The PCU head will come from the MORA provincial education division, and will be assisted by finance and accounting, procurement and works, and monitoring and evaluation staff, supported by consultants. Similarly, a district coordinating unit (DCU) will be established within MORAs district office. DCUs will oversee implementation at the madrasah level, particularly the use of the MDP block grants. The DCU head will be from the MORA district education section, assisted by supervisors, facilitators, and administrative and financial management staff. MDC and stakeholder participation in implementation will encourage transparency and accountability. The project organization structure is in Appendix 1. The detailed implementation arrangements are in Appendix 3. IV. IMPLEMENTATION SCHEDULE

28. The Project will be implemented over 5 years, from 1 April 2007 to 31 March 2012. Firstyear activities will focus on staffing of PCUs and DCUs, planning and coordination with MDCs, human resource development, including degree programs, and madrasah development planning. In subsequent years, project funding and support will be allocated in accordance with approved MDPs and performance. The implementation schedule by years is in Appendix 4. V. 29. COST ESTIMATES AND FINANCING PLAN DURING IMPLEMENTATION

Detailed cost estimates by category and components are presented in Appendix 22. VI. CONSULTANT RECRUITMENT

30. All consultants to be financed from the proceeds of the loan will be selected in accordance with Guidelines on the Use of Consultants (February 2007). Services of international and national consultants will be required to assist with project implementation. MORA, through the CPMU, will be responsible for selecting and hiring consultants. Project implementation consultants will be hired through a firm of international consultants in association with national consultants, using quality- and cost-based selection (QCBS). The consultant list is in Table 4 and terms of reference are in Appendix 7. For monitoring and evaluation studies and training programs, firms will be selected and engaged using the methods of either QCBS, consultants qualifications selection or single source selection depending on the

9 circumstances. Individual consultants will also be engaged to assist the CPMU and the provinces. Staff assigned to the CPMU, as well as provincial level coordinators, advisors, and facilitators working on a full- and part-time basis, will also provide technical services. Table 4: Consulting Services International Consultant Services by Component PersonMonths Teacher Professionalism 12 Teaching-Learning Resources and Facilities Internal Efficiency Governance, Management and Sustainability 4.1 Madrasah Based Management 6 Systems/Madrasah Leadership Development 4.2 Governance, Management and 6 Accountability Systems and Procedures 4.3 Advocacy Programs Project Management 36 Total Person-Months 60 National PersonMonths 36 4 6 26 36 12 50 170 Total PersonMonth 48 4 6 32 42 12 86 230

1. 2. 3. 4.

5.

VII.

PROCUREMENT

31. Procurement of goods and services financed under the loan shall be in accordance with ADBs Procurement Guidelines (February 2007). Contracts for the refurbishment of the CPMU office, including furniture and PMIS workstations, a website, and vehicles for the CPMU and PCUs, will be awarded by national competitive bidding for contracts estimated to cost the equivalent of more than $100,000 up to $500,000, and by shopping for contracts estimated to cost $100,000 or less. The procedures to be followed for national competitive bidding shall be those set forth in Presidential Decree 80/2003, with the clarifications and modifications described in Schedule 4 of the Loan Agreement. Madrasah works for rehabilitation of classrooms, libraries, and computer and science laboratories, which are expected to cost less than the equivalent of $30,000, will be awarded on the basis of community participation. Furniture, equipment, textbooks, and materials for madrasah classrooms; libraries; and science and computer laboratories will be awarded on the basis of national competitive bidding for contracts estimated to cost the equivalent of more than $100,000 up to $500,000 and by shopping for contracts estimated to cost $100,000 or less. Some remote madrasahs may have access to only one supplier, in which case direct contracting will be allowed. For economy and efficiency, pooled procurement may be introduced, where several madrasahs pool their procurement for more competitive bidding. Overseas fellowships will be procured through direct contracting. The procurement plan is in Appendix 8 and the contract awards projection by years is in Appendix 5.

10 VIII. DISBURSEMENT PROCEDURES

32. To facilitate the disbursement of loan funds, the Government will establish an imprest account at Bank Indonesia. The imprest account will be established, managed, replenished, and liquidated in accordance with the Asian Development Banks Loan Disbursement Handbook and arrangements agreed upon by the Government and ADB. The imprest account will be managed by MOF. The ceiling and initial amount of the imprest account will be $5 million. The statement of expenditure procedures may be used for liquidating or replenishing the imprest account. Such procedures shall apply to contracts not exceeding $100,000. 33. Disbursements from the imprest account will consist of: (i) CPMU project activities, and (ii) madrasah block grants. CPMU will disburse funds for training and workshops; project management at central, provinces and districts; procurement of goods and services; PMIS and and monitoring and evaluation. Madrasah improvement activities will be in the form of block grants channeled directly to the madrasah from MOF/KPPN, with concurrence by the CPMU. Disbursement projections by year are shown in Appendix 6 and disbursement modalities is presented in Appendix 9. 34. To be eligible for a block grant, the project madrasahs will develop a 4-year MDP. In the first year of the Project, training and technical support will be provided for the principal, teachers, staff, yayasan, and members of the madrasah committee in the process and techniques of preparing an MDP. Facilitators hired by the Project will help madrasahs prepare, implement, and monitor MDPs. The madrasahs will submit the MDP to the district coordination unit (DCU) at district MORA office for review and evaluation. After the MDP is finalized and evaluated by the facilitators together with the DCU, the plan will be submitted to the provincial coordijnating unit (PCU) for further review, endorsement, consolidation, and submission to CPMU for review and approval. 35. A block grant will be earmarked for each madrasah to implement its MDP activities. The block grant will be disbursed in semiannual tranches over the course of the Project, based on MDP project accomplishment and commitment. The block grant for the first year will be based on the approved expenses planned for the first year of MDP activities. The subsequent releases from the Treasury, Ministry of Finance (KPPN, MOF) will be based on reports from madrasahs on the progress achieved, funds utilization, and committed funds, submitted to the Central Project Management Unit (CPMU) through the PCU and DCU. 36. Upon approval of each MDP, MORA will prepare a decree (surat keputusan), for the Directorate General of Islamic Education to sign and issue, to authorize financing of the MDP by a block grant. The decree will contain the name of the madrasah, bank account information, and the amount of funding. The decree will be sent to the recipient madrasah through the PCU and the DCU for recording and monitoring. The project manager and the madrasah will sign a multiyear contract based on the approved MDP. On the basis of this contract, the project manager will prepare a payment order (surat perintah membayar), to be signed and issued by the director general as project director, to KPPN (Jakarta). KPPN will send a disbursement order (surat perintah pencairan dana) to its local operational bank copied to the CPMU and Bank Indonesia, and will subsequently order the local operational bank to transfer the block grant to the madrasahs bank account. Funds flow disbursement for MDP block grant is described in Appendix 15.

11 IX. PROJECT MONITORING AND EVALUATION

37. A comprehensive, gender-disaggregated PMIS will be designed and standardized for different levels of management, including the Directorate for Madrasah Education, MDCs, districts, and madrasahs. A users manual will be developed, and workshops conducted for provincial, MDC, district, and madrasah staff. The workshops will help officials appreciate the value of the PMIS, and provide technical training. A domestic consultant will be contracted to design the PMIS, develop the manual, and conduct the training. 38. Project performance will be monitored and evaluated through the Projects monitoring and evaluation system from two perspectives: internal (by project implementers) and external (by an independent firm not involved in project implementation). The internal monitoring and evaluation will monitor the progress of programs in accordance with the agreed indicators and targets. Quarterly project progress reports will consider the observations from community monitoring through the madrasah committees. The external monitoring and evaluation will be carried out under the attached TA (see Appendix 19). External monitoring and evaluation will be contracted to an independent firm through the attached TA (see Appendix 19). An outline of the project performance report can be found as Appendix 10. 39. The technical assistance grant from the ADB is planned to provide independent monitoring and evaluation of programs, activities, outputs, outcomes, benefits, and impact of the MEDP. The independent monitoring and evaluation will cover five key areas: (i) program compliance monitoring, (ii) financial compliance monitoring, (iii) progress and performance monitoring, (iv) quality compliance monitoring, and (v) benefits and impact evaluation. The final output of the TA will be a comprehensive report of findings and recommendations to the MORA and the ADB. Interim annual and quarterly reports will be prepared throughout the five-year period of the TA (see below). 40. The Government and ADB will review the Projects progress jointly at least twice a year. The Government and ADB will jointly undertake a midterm review shortly after the CPMUs submission of the third annual report. The midterm review will focus on overall project strategy and achievements, which may require adjustments of targets and processes and reallocation of resources. Specifically, the midterm review will (i) review the project scope, design, implementation arrangements, institutional development, and capacity building; (ii) assess project implementation against projections and performance indicators; (iii) review compliance with loan covenants; (iv) identify critical issues, problems, and constraints; and (v) recommend changes in project design or implementation. One month before the review, the CPMU will submit to ADB a comprehensive report on each of these issues. Finally, a project completion report will be prepared to assess early impact and identify lessons learned. X. REPORTING REQUIREMENTS

41. The CPMU will prepare quarterly reports on the status and progress of project implementation and submit them to ADB and MORA within 20 days after each quarter. The reports will have a format acceptable to ADB and will indicate (i) progress made against established targets; (ii) status of performance indicators; (iii) problems encountered and actions taken; (iv) compliance with loan covenants and (v) proposed program of activities for the following quarter. Within 3 months after project physical completion, the Government will prepare and submit to ADB a project completion report describing project implementation, accomplishments, benefits, impact, costs and compliance with loan covenants.

12 XI. AUDITING REQUIREMENTS AND ANTICORRUPTION

42. Project madrasahs will be required to keep accounts and evidence of use of the block grant for audit by the CPMU (through the PCU) and the Government Audit Agency. Each madrasah will submit to the PCU annual and quarterly financial reports. The PCU will audit the accounts and records of a sample of madrasahs every quarter to ensure that the block grant is properly used. In case of fund misuse or irregularity, the PCU will report it to the CPMU for further investigation and action. The CPMU will issue an order suspending activities at the madrasahs until the case is resolved. If necessary, fund recovery will be determined by the CPMU investigative panel, in collaboration with ADB. 43. The CPMU will also organize a semiannual audit of the accounts and records of the use of the block-grant funds at a sample of project madrasahs in each district. In case of irregularity, the procedures described above will be adopted. The CPMU, through MORA, will request the Government Audit Agency to carry out the investigative audit. The Government Audit Agency will audit the accounts and records of project madrasahs annually, in accordance with the Governments standard practices, and will submit its findings to MORA and MOF to ensure that the block-grant funds are used properly and that cases of irregularity and fraudulent practice are handled properly. 44. MORA will maintain records and accounts adequate to identify goods and services financed from the loan proceeds. It will maintain separate records and accounts for the Project, and ensure that accounts and financial statements are audited annually by certified external auditors acceptable to ADB. The auditor will prepare a report on the use of loan funds, compliance with loan covenants, and use of the imprest account under ADBs statement of expenditure procedure under the Project, issue a certification as well as findings of any irregularities or discrepancies, and recommend corrective measures so that the financial statements and the audited accounts will be certified by the auditor as meeting generally accepted accounting practices. 45. MORA will submit the audited financial statements and the auditors report on the project accounts, including the imprest account and use of the statement of expenditure, to ADB in English within 9 months after the end of the fiscal year. The CPMU will prepare and submit to ADB and MORA quarterly reports on the status and progress of project implementation within 20 days after each quarter. The reports will have a format acceptable to ADB and will indicate (i) progress made against established targets, (ii) status of performance indicators, (iii) problems encountered and actions taken, (iv) compliance with loan covenants, and (v) proposed program of activities for the following quarter. Within 3 months after project physical completion, the Government will prepare and submit to ADB a project completion report. XII. IMPLEMENTATION OF ACCOMPANYING TA

46. A TA grant from ADB will be provided for independent monitoring and evaluation of project programs, activities, outputs, outcomes, benefits, and impact (Appendix 19). The total TA amount will be $1.3 million equivalent. ADB will finance $995,000 on a grant basis from ADBs TA funding program. The Government will contribute the balance of $305,000. The TA will support the Project by helping raise public confidence in the quality, efficiency, and costeffectiveness of private madrasah education. 47. Objectives and Purpose. The objective is to increase the results orientation and external focus for monitoring and evaluation systems, which are essential for monitoring MORA

13 policy targets and related project targets. The TA will ensure results-based sector performance monitoring at the central, district, and madrasah levels. The outcome will be strengthening of internal and external accountability and associated governance systems to support the Government's anticorruption policies. Key outcomes will be compliance with Government and project institutional integrity policies related to (i) the quantity and quality of goods and services; (ii) accuracy in procurement, accounting, and other financial records; and (iii) transparency in selection and awarding of contracts. Key elements will be (i) baseline, midterm, and final project evaluations; (ii) program compliance monitoring; (iii) financial compliance monitoring; (iv) progress and performance monitoring; (v) quality compliance monitoring; (vi) impact evaluation; and (vii) institutional strengthening for sector performance assessment. 48. Methodology and Activities. The independent monitoring and evaluation activities will focus on (i) the efficiency and effectiveness of project implementation results; (ii) the quality of project outputs, goods, and services provided based on professional criteria or agreed standards; (iii) the transparency of the process and actions taken by stakeholders based on the Governments regulations and ADB guidelines; (iv) the responsibilities and accountability of agencies and individuals for implementing project activities; and (v) the initial benefits and impact of the Project against the expected project outcomes. Focus will be on the proposed financing schemes and strengthening of school performance (fiduciary controls on madrasah block grants), scholarships and remedial programs, teacher development programs, and concurrent capacity development in governance and management (madrasah-based management, MDP, MDF and stakeholder forums at the district level and madrasah committees at the school level). 49. Implementation Arrangements. The Executing Agency will be MORA, with the Directorate General of Islamic Education responsible for overall TA implementation. MORA will appoint a senior staff member as TA coordinator and three counterpart staff members to work with the consultants. ADB will engage a qualified consulting firm or educational institution to implement the TA. The firm will provide one international expert and four experienced local experts for a total of 126 person-months. The TA will be undertaken intermittently during the project period. Funding for the surveys and studies will come from the TA ($100,000), to be supplemented by loan funds. The funds will be included in the annual project budget. The final output of the TA will be a comprehensive report of findings and recommendations for MORA and ADB. 50. The contractor will be independent of MORA and the CPMU, but periodically submit to them the required reports. The contractor will engage a TA Team Leader, specialists and support staff to assist the Team Leader, and train a cadre of field monitors. (Number, type and qualifications of staff proposed will be criteria for selection of the contractor.) 51. During the second quarter of the project, the contractor will conduct a baseline examination of student performance at grade 6 and 9 levels using the PISA or TIMMS examination materials. The test will be conducted during the same time period during the four subsequent years of the project. During the same field visits to the madrasah for achievement testing of students, a survey will be conducted among parents and community members regarding their attitudes toward madrasah education. Strengths, weaknesses and quality of madrasah education will be examined. The contactor will: (i) (ii) Contact the National Testing Service to obtain the PISA and TIMS testing materials for review; Review the materials and determine which is most suitable for MEDP purposes;

14 (iii) (iv) (v) (vi) (vii) (viii) (ix) Arrange for use of the materials and reproduce as required; Select a sample of madrasah where grade 6 and 9 students are to be tested; Draft a attitude survey for parents and teachers concerning madrasah education; Field test and revise the attitude survey; Conduct the testing and the attitude survey during visits to the sample madrasah; Repeat the testing and survey each year during the same timeframe; Write an annual report of the results of the testing and survey.

52. Ongoing monitoring and evaluation activities will be implemented in two phases, an inception phase, and implementation phase. During an 8-week inception phase, the contractor will perform the following tasks: (i) (ii) Conceptualize and design the monitoring system; Develop indicators for monitoring and assessing the quality, and standard of outputs of the programs and activities in the five key dimensions: (i) program compliance monitoring, (ii) financial compliance monitoring, (iii) progress and performance monitoring, (iv) quality compliance monitoring, and (v) utilization and initial benefits of the programs and activities; Develop and pretest the instruments in pilot provinces, districts, and madrasah; Finalize and arrange for production of instruments for use during the implementation phase; Create database structure, data entry forms, data analysis tools, database query and reporting templates; Prepare schedules for field work, map out strategy and priorities for deploying the independent M&E team members to cover the whole project provinces and districts; Train staff of CPMU and PCU how to effectively use the M&E instruments; Train staff of PCU and madrasah on financial management, auditing, and reporting. Select madrasah as pilot cases for the testing and implementation of the M&E system representing the beneficiary schools; and Prepare schedules for filed visits to the PCU and the project madrasah on a yearly basis.

(iii) (iv) (v) (vi) (vii) (viii) (ix) (x)

53. During the implementation phase, the monitors will adopt the following procedures to carry out their tasks for the various schemes, programs, and activities: (i) (ii) (iii) (iv) (v) Draw stratified random sample of madrasah for all the project provinces; Implement a monitoring and evaluation system in the CPMU and PCU; Visit PCU to coordinate monitoring and evaluation activities in the provinces and districts; Conduct field visits to the project madrasah to continuously monitor and assess the progress and outputs of the programs and activities under the various schemes; Organize meetings or seminars for madrasah, PCU, Kanwil, Kandep and other stakeholders at regular intervals to provide feedback and suggestions for improving the efficiency, transparency, accountability, and quality of the program and activities; Prepare quarterly and annual reports giving the details of the findings including problems and issues that need to be resolved, recommendations and suggested

(vi)

15 actions to correct or improve the situations, and responsible persons or units to carry out the actions; Follow up on the recommended actions, monitor the activities, and assess the quality of the outputs along the five dimensions discussed in the previous section; Prepare a report on the results and outcomes of the follow up actions for submission to ADB and MORA; and Conduct seminars or workshops for the people involved and stakeholders on the findings of the follow up actions and suggest any necessary actions to ensure full compliance with the criteria, standard, performance contract, etc. Annually conduct an audit of a sample of madrasah receiving support from the project and prepare a report for the CPMU.

(vii) (viii) (ix) (x)

54. Because the number of project madrasah is relative large, it may not be possible nor practicable for field monitors to visit all madrasah for monitoring and evaluation purpose. Rather, the contractor will apply a stratified random sampling technique by selecting a statistically valid, stratified random sample of madrasah from among those included under the project. Based on this strategy, the monitors will visit the sample madrasah to collect the information and data required and to observe and evaluate the progress, quality, and benefits of the approved activities and programs carried out under the MDP. In particular, the monitors will use a combination of tools and techniques available such as structured observation, interview, and review of records and documents to collect data on compliance with the rules, regulations, procedures, and criteria set for each type of scheme, programs, and activities. The sources of information and data will include the MDC, principals, yayasan heads/Kiai, parents, community leaders, teachers, and scholarship recipients. The monitors will observe the madrasah operations and management process under the MBM system. Information and data will be recorded on the standard forms and instruments developed during the inception phase. XIII. KEY PERSONS INVOLVED IN THE PROJECT

Table 5: Key Persons Involved in the Project

Agency MORA Name Vacant Position Dir. General DGIE Director of Madrasah Education Country Director Address th 7 Floor, MORA Jl. Lapangan Banteng Barat Jakarta Pusat 10710 As above E-Mail Tel/Fax Tel/Fax 6221 381 1305

H. Firdaus

Tel. 6221 381 1523 Fax 6221 385 9117

ADB IRM

Edgar A. Cua

th Gdg. BRI II, 7 Floor Ji. Jendral Sudirman Kav 44-46 Jakarta 10210

ecua@adb.org

Tel. 6221 251 2721 Fax 6221 579 8700

Sutarum Wiryono ADB Manila Wendy Duncan

Implementation Specialist (Education) Senior Project Management Specialist

As above

swiryono@adb.org

Mob. 0811960523 Tel. 6221 2512721 Tel. 63 2 632 6809 (sec) 63 2 632 /5809 (direct) Mob. 63 917 649 5108 Fax 63 2 636 2228

Asian Development Bank 6 ADB Avenue Manila, Philippines

wduncan@adb.org

16
Agency Name Susan Kerr (for attached TA) Position Principal Human Resource Development Specialist Address As above E-Mail sakerr@adb.org Tel/Fax Tel. 632 632 6902 (sec) 632 632 5592 (direct) Fax. 632 632 2228

XIV.

ANTICORRUPTION

55. The Government was advised of ADBs anticorruption policy1 and policy relating to the combating of money laundering and the financing of terrorism.2 Consistent with its commitment to good governance, accountability, and transparency, ADB will require the Government to institute, maintain, and comply with internal procedures and controls following international bestpractice standards to prevent corruption or money laundering or the financing of terrorism, and covenant with ADB to refrain from engaging in such activities. The investment documentation between ADB and the Government will further allow ADB to investigate any violation or potential violation of these undertakings. In particular, all contracts financed by ADB in connection with the Project shall include provisions specifying the right of ADB to audit and examine the records and accounts of MORA and all contractors, suppliers, consultants, and other service providers as they relate to the Project. 56. The Project incorporates several other measures, in addition to the standard ADB requirements, to deter corruption and increase transparency. The Project and the TA grant incorporate into its design measures to (i) build capacity within MORA to understand and comply with ADB and Government procedures as outlined in the Project Administration Manual; and (ii) widely publicize the existence of the integrity division within ADBs Office of the Auditor General, as the initial point of contact for allegations of fraud, corruption, and abuse among ADB-financed projects. A project website will be developed to disclose information about project matters, including procurement. The Project will establish a financial management information system in project madrasahs, and will enforce strict reporting requirements as described above. Finally, to encourage more stakeholder vigilance as well as ensure greater accountability, a complaints and action task force will be set up at the CPMU to receive and resolve grievances or act upon stakeholders reports of irregularities. A copy of ADBs anticorruption policy is in Appendix 24.

1 2

ADB. 2001. Anticorruption Policy. Manila. ADB. 2003. Combating Money Laundering and the Financing of Terrorism. Manila.

Appendix 1

17

PROJECT ORGANIZATIONAL STRUCTURE

STEERING COMMITTEE Chairperson: Secretary General MORA Secretary: Director DME,MORA Member: MORA, BAPPENAS, MOF, MONE (Director level) PROJECT DIRECTOR DEPUTY PROJECT DIRECTOR CPMU TREASURER
TECHNICAL COMMITTEE

ADB

PROJECT MANAGER SECRETARY

Chairperson: Dir. Education and Religious Affairs, Bappenas Member: MORA, Bappenas , MOF, MONE (Sub -director level)

FINANCE -ADMINISTRATION Finance/Accounting Procurement and Civil Works

Administration
Monitoring and Evaluation

TECHNICAL TEAM (CONSULTANTS) Teacher Quality Teaching -Learning Resources Internal Efficiency Madrasah Based Management

PCU
PROVINCIAL COORDINATING COMMITTEE Chairperson: BAPPEDA Deputy Chairperson: Head of Provincial Office, MORA Member: Provincial. Office of Education, MDC, MPPPA

PROVINCIAL COORDINATING UNIT (PROVINCIAL MORA OFFICE)

MADRASAH DEVELOPMENT CENTER (MDC)

FINANCE -ADMINISTRATION Finance/A and Accounting Procurement and Civil Work Monitoring and Evaluation

PROJECT ADVISERS Quality Assurance, and

Teacher Quality
Management and Planning PMIS

DCU DISTRICT EDUCATION COUNCIL MADRASAH DEVELOPMENT FORUM

DISTRICT COORDINATING UNIT (DISTRICT MORA OFFICE)

FINANCE - ADMINISTRATION Finance/Accountant Supervisor

MADRASAH FACILITATORS

MADRASAH UNIT MADRASAH COMMITTEE

YAYASAN

MADRASAH

18

Appendix 2

DETAILED COST ESTIMATES ($000) Item of Expenditure A. Furniture, Equipment and Vehicles 1. Furniture 2. Equipment 3. Vehicles Subtotal (A) B. Human Resources Development 1. Overseas Training 2. In-country Training Subtotal (B) C. Consulting Services 1. International 2. Local Subtotal (C) D. Madrasah Block Grants E. Surveys and Testing F. Project Management Support G. Incremental Recurrent Cost 1. Operations and Maintenance 2. Central Project Management Unit Subtotal (D) H. Taxes and Dutiesb Total Base Cost Contingenciesc Interest Chargesd Total Total Costa 276 883 100 1,259 900 21,214 22,114 960 1,098 2,058 36,983 337 2,189 642 899 1,541 100 66,581 3,592 1,256 71,429 ADB Total Cost 0 883 0 883 900 4,580 5,480 960 1,098 2,058 35,257 337 2,189 0 0 0 0 46,204 2,540 1,256 50,000 Government Total Cost 276 0 100 376 0 16,634 16,634 0 0 0 1,726 0 0 642 899 1,541 100 20,377 1,052 0 21,429 ADB Share (%) 0 100 0 70 100 22 25 100 100 100 95 100 100 0 100 0 0 69 100 70

ADB = Asian Development Bank. a Taxes and duties at 10% of furniture and equipment. b Base costs are as of 2006. c Physical contingency is computed at 10% of civil works and equipment. Price contingencies are (i) local costs 7.5% for 2007, 6.4% for 2008, 5.5% for 2010, and 5% for 2010; and (ii) foreign costs 2.8% for 2007 and 1.2% for 20082010. Training costs are assumed to be at 5% local cost escalation, as this is based on expected contractual arrangements with training providers. Recurrent costs and researches are assumed to 0% cost escalation. d Interest charges are computed at 1.0% per year during project implementation. Source: Appraisal mission estimates.

Appendix 3

19

DETAILED IMPLEMENTATION ARRANGEMENTS A. Project Management

1. The Executing Agency (EA) for the Project will be MORA, while the Directorate General of Islamic Education (DGIE) of MORA will be responsible for the overall management of the Project. A project steering committee (PSC) will be established to guide the CPMU on general policy directions, intersectoral coordination and strategic directions. Members of the PSC will include representatives of MORA, the Ministry of Finance (MOF), the National Development Planning Agency (BAPPENAS), the Ministry of Home Affairs and MONE. The Director General for Islamic Education will be Chairman of the PSC and concurrent Project Director. The Director of the Directorate for Madrasah Education (DME) will be the Secretary to the PSC and concurrent Deputy Project Director. A project technical committee (PTC) will be established to guide the CPMU in the overall project implementation. Members of the PTC will include representatives of MORA, MOF, MOHA and MONE (Echelon 2). The Director of Education and Religious Affairs, BAPPENAS, will be the Chairman of the PTC 2. The EA will establish the CPMU, under the guidance of the Project Director and headed by a Project Manager. The CPMU will be responsible for day-to-day project implementation, planning and budgeting, procurement, disbursement, monitoring, and supervision, and overseeing implementation at province, district and madrasah levels, and submitting the required reports to the Government and ADB. The CPMU will have 15 staff, including MORA staff and consultants working together on each project component, supported by finance and administrative staff. Contractual staff will be hired as specialists in training, quality assurance, monitoring and evaluation, civil works and ICT. In each of the Project provinces, a Project Coordinating Committee (PCC) will be established to oversee the provincial implementation. The PCC will be chaired by the Head of BAPPEDA, with members from the provincial Office of Education (Dinas Pendidikan), MORA provincial office (Kanwil Depag) and representatives from the MDC and MP3A. Within MORAs provincial office, a project coordinating unit (PCU) will be established to manage, coordinate, monitor, evaluate and consolidate the provincial and district activities. The PCU will be headed by the provincial MORA education division (Kepala Bidang Mapenda). The PCU, including project advisors, and finance and administrative staff, will coordinate the district and madrasah activities. At district level, a District Coordinating Unit (DCU) will be established within MORAs district office. DCUs will oversee implementation at madrasah level, particularly the MDP Block Grants. Each of the DCUs will be headed by district MORA education section (Kepala Seksi Mapenda), assisted by supervisors, facilitators and finance and administrative staff. MDC and MDF participation in provincial and district project implementation, respectively, will encourage stakeholder participation and ensure transparency and accountability. The Projects organizational structure is in Appendix 1. B. 3. Terms of Reference of Project Management Units List of staff at the CPMU, PCU, and DCU is shown in Table 1. Table A3: List of Staff at the CPMU, PCU, and DCU
Number (person) Central Project Management Unit (CPMU) 1. Project Manager 2. Project Secretary, Contractual 3. Project Treasurer, Contractual 4. Finance and Administration Manager, Contractual 5. Accountant, Contractual 1 1 1 1 2

20

Appendix 3

6. 7. 8.. 9. 10. 11. 12.

Procurement/Contracts Specialist, Contractual Training Specialist, Contractual Quality Assurance Specialist, Contractual Monitoring and Evaluation Specialist, Contractual Civil Works Specialist, Contractual Computer Operator Office Support Staff Subtotal Provincial Coordinating Unit (PCU) 1. Provincial Project Coordinators 2. Finance/Accounting Assistant, Contractual 3. Procurement/Contracts Assistant, Contractual 4. Office Support Staff Subtotal District Coordinating Unit (DCU) 1. District Project Coordinators 2. Finance/Accounting Staff, Contractual Subtotal Total Implementation Personnel Project Management Support A. Province (3 provinces) 1. Advisors (PMIS) = 3 prov x 1 pers x 6 mos/yr x 5 yrs 2. Advisors (Management & Planning) = 3 prov x 1 pers x 6 mos/yr x 5 yrs 3. Advisors (QA and Teacher Quality Imp) = 3 prov x 1 pers x 6 mos/yr x 5 yrs 4. Trainers = 48 pm/yr x 5yrs B. District 1. Facilitators = 100 pers x 10 mos x 2.5 yrs; 100 pers x 6 mos x 2 yrs 2. Finance/Accounting (DCU)= 27 districtsx 1 pers x 6 mos/yr x 5 yrs Total

Number (person) 1 1 1 1 1 1 6 18 3 3 3 9 18 27 27 54 92 Number (pm) 90 90 90 240 3,700 810 5,020

1.

CPMU Staff

4. Project Manager (national, 60 person months). The Project Manager will provide the CPMU with constant project management and coordination support. The Project Manager must have previous experience in managing multilateral projects and knowledge of the Project. The following is an outline of the tasks: (i) (ii) (iii) Develop detailed guidelines for implementing overall project activities in collaboration with the TWG and the finance and administrative managers; Establish physical and financial targets, prepare annual plans and budgets, produce quarterly reports, and coordinate with the Ministry of Finance; Responsible for planning consultant deployments, finalizing terms of reference and reporting to project steering committee on overall consultant accountability. Establish and apply procedures to monitor consulting services including international tendered contracts and those provided through either procurement contracts or twinning arrangements. Review inception, mid-consultancy and final consultancy reports and develop and apply consultant performance evaluation process; Review the working system of the CPMU and its associated implementation team and report on its overall efficiency and effectiveness. Include in the report an analysis of the positive and negative aspects of the structure and recommend improvements to ensure project targets are achieved;

(iv)

Appendix 3

21

(v) (vi)

(vii)

(viii)

Prepare project progress report in accordance with executing agency progress report format of ADB. Prepare the annual project report and assist the CPMU to prepare the Project Annual Work Plan submitted to the ADB for approval prior to receipt of Ministry of Finance approval for the annual budget. Include in this report the compliance with agreements and covenants; Prepare CPMU quarterly and annual reports prior to submission to ADB to ensure comprehensive submission based on submissions from the three provincial coordination units and the other consulting packages. Included in this task is close liaison with the TA grant consultants in their preparation of the MidTerm Review Report, the end of Project BME report and the Project Completion Report; Responsible for liaison with ADB on progress and achievements of the overall project including consultancy input and other key aspects of project technical assistance. Liaise with the TA grant consultants in the presentation of findings.

5. Project Secretary (National, 60 person months). The Secretary will provide the CPMU with constant office management and secretarial support. Following is an outline of the tasks: (i) (ii) (iii) (iv) Receive and greet guests arriving in the CPMU and assist them in arranging meetings with CPMU staff; Keep files, records and copies of communications (letters, e-mails) in a well organized and easy to access system; Answer phone calls and direct them to the appropriate CPMU staff members; Prepare correspondence and other documents at the request of the Project Coordinator.

6. Project Treasurer (National, 60 person months). The Treasurer will provide the CPMU with financial management and coordination support. Following is an outline of the tasks: (i) (ii) (iii) (iv) (v) Oversee project accounts and disbursements of funds for project activities; Assist the Project Manager in preparation of the annual project financial plan; Oversee withdraw funds for routine CPMU activities and keep the cash in a safe and secure location; Disburse cash as required for routine CPMU activities; Maintain a careful record of disbursements.

7. Finance and Administration Manager (National, 60 person months). The Finance and Administration Manager will oversee all CPMU activities relating to finance and administration, procurement, contracting, office management and secretarial and translation support, and transportation. Following is an outline of the tasks: (i) (ii) (iii) (iv) (v) Assist the Project Manager in preparing the annual project budgets and workplans; Prepare workplans and oversee the work of all staff members in the Finance and Administration section; Review and approve all financial reports and submit them to the Project Manager; Oversee distribution of block grant, contract, and ASFI funds to madrasah and contractors; and Ensure effective secretarial, translation/interpretation, transport and office support.

22

Appendix 3

8. Accountant (National, 2 persons, 60 person months each). The Accountants will provide the CPMU with constant financial accounting support. Following is an outline of the tasks: (i) (ii) (iii) (iv) (v) Prepare withdrawal applications; Assist the Treasurer and Finance Specialist in preparing disbursements and statement of expenditures; Assist the Finance Specialist in managing and recording all income and expenditures; Assist the Finance Specialist in preparing all financial reports for review by the CPMU Manager; and Assist the Finance Specialist with other administrative and support matters as requested.

9. Procurement and Contract Specialist (National, 60 person months). The Procurement and Contract Specialist will ensure that procurement and contracting is implemented effectively and in accordance with ADB and GOI guidelines. Following is an outline of the tasks: (i) (ii) (iii) (iv) (v) (vi) (vii) (viii) (ix) (x) (xi) Learn ADB and GOI guidelines and procedures regarding procurement; Oversee procurement and contract preparation as required for project implementation; Prepare details of procurement packages including procurement plan to cover an initial period of 18 months and to be updated on an annual basis or as the need arises; Prepare tender documents for international and national competitive bidding and other forms of procurement as necessary; Assist in the evaluation and selection of bids; Arrange customs clearances and tax exemptions on goods procured overseas; Arrange transportation and distribution of procured goods; Prepare templates for contracting of various project activities; Oversee the preparation of contracts for project activities; Assist in monitoring implementation of contracts; and Assist the Finance and Administration Manager as requested.

10. Training Specialist (National, 60 person months). The Training Specialist will be responsible for oversight of all training activities conducted under the project. Following is an outline of the tasks: (i) (ii) (iii) (iv) (v) (vi) (vii) Review and approve madrasah development plan activities related to training; In collaboration with Provincial Coordinators identify and arrange all provincial training activities for the MEDP, and prepare annual training plans for each province including detailed costs/budget for training; Prepare terms of reference for and assist in identifying trainers; Assist in preparation of contracts for trainers and institutions providing training (S1, certification and short term training); Oversee implementation and evaluation of training programs; Prepare feedback mechanism to evaluate the quality of training and impact; Prepare reports of training activities;

Appendix 3

23

(viii) (ix)

Provide assistance for M&E activities related to teacher quality improvements where required; and Assist the Operations Manager in preparing other reports as required.

11. Monitoring and Evaluation Specialist (National, 60 person months). The Monitoring and Evaluation (M&E) Specialist post covers the full duration of the project. The M&E Specialist will provide the CPMU with constant office management and secretarial support. The M&E specialist must be very familiar with databases, manipulation of date, spreadsheets, basic statistics. Following is an outline of the tasks: (i) (ii) (iii) (iv) (v) (vi) (vii) (viii) (ix) (x) (xi) (xii) (xiii) (xiv) Review and study the overall design of the MEDP M & E system including all its components and the general schedule for implementation; Maintain monthly and quarterly updates of physical progress; Conduct orientation training to all Provincial M & E / PMIS Advisors and District Facilitators on the overall design of the MEDP M& E; Prepare M & E Operations Manual to provide guidance to the Provincial M & E / PMIS Advisors, District Facilitators, and Madrasah Community Monitoring Task Forces in conducting the monitoring and evaluation functions; Advise and assist the CPMU in the recruitment of M & E / PMIS Provincial Advisors and programmers (short-term); Supervise the design and development of the PMIS including the preparation of operation and maintenance manuals; Conduct, together with the programmers, the training of the Provincial M & E / PMIS Advisors on the PMIS; Review the approach, methodology, and instruments of the evaluation studies and the Terms of Reference for the independent research firm; Assist the CPMU in the tender for evaluation studies and liaise with the selected research firm in the conduct of the studies; Provide overall coordination in the collection of monitoring forms and entry of data for the different activities conducted at the kanwil, kandep, and madrasah levels; Consolidate M & E reports from the M & E / PMIS Provincial Advisors and prepare integrated report on M & E indicators at agreed upon frequency or as needed; Maintain quarterly updates of physical progress; Advise M & E /PMIS Provincial Advisors in solving problems related to M & E that may arise in the course of project implementation; Assist the CPMU in conducting the periodic reviews/evaluation of the project including supervision missions, annual performance review, mid-term review, and project completion reports and the in the preparation of periodic project progress reports; Perform other functions that the Project Manager may reasonably assign him/her.

(xv)

12. Civil Works Specialist (National, 60 person months). The Civil Works Specialist will provide oversight of civil works activities conducted in the project madrasah. The outline of the tasks are: (i) (ii) Review and approve madrasah development plan activities related to civil works (rehabilitation and construction); Prepare templates for ASFI agreements between the MEDP, madrasah, and madrasah committees;

24

Appendix 3

(iii) (iv) (v) (vi) (vii) (viii) (ix) (x) (xi)

In collaboration with Provincial Coordinators identify and arrange all provincial civil works activities for the MEDP, and prepare annual madrasah rehabilitation and construction plans for each province; Prepare terms of reference for and assist in identifying contractors; Assist in preparation of bid documents and in bid evaluation; Assist in review of draft ASFI contracts for civil works; Oversee implementation and evaluation of ASFI civil works programs; Prepare reports on civil works; Prepare procurement plan for civil works for an initial period of 18 months; Provide assistance for M&E activities related to civil works; and Assist the Operations Manager in preparing other reports as required.

13. Computer Operator (National, 60 person months). The Computer Operator post covers the full duration of the project. The Computer Operator will provide the CPMU with constant office management and secretarial support. Following is an outline of the tasks: (i) (ii) (iii) (iv) (v) 2. Enter and process data at the request of the Operations Manager and the M&E Specialist; Assist the Operations Manager and the M&E Specialist in analysis of data and preparation of analytical report as requested; Properly maintain computer equipment; Notify the Operations Coordinator of any need for service or repair of computers; and Maintain the computer network in the MEDP office. Provincial Coordinating Unit (PCU)

14. A Provincial Coordinating Unit (PCU) will be established in each of the three provinces involved in the MEDP. A Provincial Project Coordinator will head each PCU. S/he will work in close collaboration with the Madrasah Development Centers (MDC) in each province. Six fulltime administrative staff members will be assigned to each PCU. Additionally each PCU will be assigned a full-time Quality Assurance and Teacher Quality Improvement Advisor, a part-time Project Management Information System Advisor, a part-time Management and Planning Advisor, and facilitators for 4-5 schools in the districts. 15. Provincial Project Coordinators (National, 3 persons, F/T 5 years, 60 person months each). The project will be implemented through a central project implementation unit CPMU. There are three provinces in the project. Each province will have a project coordinator who are appointed by the CPMU and placed in each province, under the guidance of the Kanwil. It would be desirable for Provincial Project Coordinators to be recruited from the province to which s/he is assigned. The individuals will be housed in the Provincial Madrasah Development Center (MDC). The Provincial Project Coordinators will have the following responsibilities and tasks: (i) (ii) (iii) (iv) Evaluate madrasah development plan (MDP) proposed by DCU for further submission to CPMU. Work with Kanwil in finalizing the project annual plans and submit to the CPMU. Prepare the annual financial plans including ensuring that each beneficiary of project funds manage the funds according to the project financial system. Coordinate data collection on project tracking (finance and activity) and prepare the foundation for the parallel TA to complete formal compliance reports.

Appendix 3

25

(v) (vi) (vii) (viii)

(ix) (x) (xi) (xii) (xiii) (xiv) (xv)

Produce monthly, quarterly and annual reports on project implementation. Coordinate the meetings of monitors from MDC and Kandep for specific intervention areas. Work jointly with the MDC to coordinate the provincial and district contribution to data collection involved in the evaluative research involved with parallel TA. With the Teacher Quality Assurance Advisor, coordinate the teacher upgrading and professional certification programs in each province including the liaison with the institutions of higher education, particularly those outside the respective province. Work directly with the Kandepag to monitor the placement of substitutes to support teachers involved in upgrading and to monitor the return of teachers from university placements. Monitor the contribution of consultants in enabling the design and development of quality assurance/assistance support from the Kanwil and MDC. Monitor the progress of madrasah in introducing a continuous quality improvement program via liaison with the MDC advisors, the Kandep facilitators, and master trainers from the CLRC/other. Monitor and report on the introduction of results-based and performance management programs including liaison with the MDC which has the lead role in coordination and implementation of the program. Monitor and report on the implementation of the policy and strategic planning process and, in the designated pilot districts and province, monitor the implementation and results of the district and provincial planning activities. Coordinate and monitor the application of system-based EMIS. Monitor each districts advocacy program for increasing access to existing channels for additional Madrasah funds.

16. Finance and Accounting Assistant (National 3 persons F/T 5 years, 60 person months each). The Finance and Accounting Assistant post covers the full duration of the project. The Finance and Accounting Assistants will provide the Provincial Offices with constant office management, secretarial, and data management support. Following is an outline of the tasks: (i) (ii) (iii) (iv) (v) (vi) Assist the Provincial Project Coordinator in preparing the annual project budgets and workplans; Manage and record all income and expenditures; Prepare all financial reports including project accounts for review by the Provincial Project Coordinator; Carry out distribution of block grant, contract, and ASFI funds to madrasah and contractors and prepare reports on distributions; Prepare withdrawal applications, disbursements, and statement of expenditure; and Assist the Provincial Project Coordinator with other administrative and support matters as requested.

17. Procurement and Contracts Assistant (National 3 persons F/T 5 years, 60 person months each). The Procurement and Contracts Assistant post covers the full duration of the project. The Procurement and Contracts Assistants will provide the Provincial Offices with constant office management, secretarial, and data management support. Following is an outline of the tasks:

26

Appendix 3

(i) (ii) (iii) (iv) (v) (vi) (vii) (viii) 3.

Assist the Provincial Project Coordinator in preparing the annual project budgets and workplans; Oversee procurement and contract preparation as required for project implementation; Review madrasah development plans and submit requests to CPMU for procurement packages; Prepare tender documents and conduct bidding for local contracting and submit to CPMU for approval; Review/evaluate and make recommendations to CPMU on selection of bids; Arrange transportation and distribution of procured goods within the province; Assist in monitoring implementation of contracts and procurement; and Assist the Provincial Project Coordinator as requested. Provincial Project Management Support

18. Advisor for Project Management Information System (PMIS) (National 3 persons 5 years, 30 person months each). The PMIS Advisors will be appointed by the CPMU and report to the Provincial Coordinator. In technical matters the M&E Specialist in the CPMU will provide advice and support to the PMIS Advisors. At the local level they will be expected to liaise with the Kanwil Mapenda. They will be required to work continuously, two weeks per month, for 5 years. Following are the key tasks: (i) (ii) (iii) (iv) (v) Assist the Project Coordinator and Advisors to develop an annual program of activities for the province with reference to the project management information system; Review and study the overall design of the MEDP M & E system including all its components and the general schedule for implementation; Participate in the orientation training to be conducted by the M & E Specialist on the overall MEDP M& E design; Assist the M & E Specialist in the preparation of the M & E Operations Manual; Conduct orientation training for the District Facilitators and Madrasah Community M & E Task Force (see Appendix 19 for terms of reference) on how the M & E function will be conducted in their respective areas of responsibility as defined in the manual; Conduct orientation training for officials of Kanwil, Kandep, and madrasah on PMIS and the technical training of PMIS computer operators; Coordinate the collection of monitoring forms and data entry for the different activities conducted at their respective Kanwil, Kandep, and madrasah; Provide guidance to the Secretary/Computer Operator in provincial office on matters related to M & E data entry and processing; Consolidate M & E reports from the District Facilitators or directly from the service providers in their respective provinces and prepare integrated report on M & E indicators for the province at agreed upon frequency or as needed; Advise District Facilitators and madrasah in solving problems related to M & E that may arise in the course of project implementation; Assist the Provincial Coordinator in the conduct of periodic reviews/evaluation of the project including supervision missions, annual performance review, mid-term review, and project completion reports and in the preparation of periodic project progress reports for the province; Perform other functions that the Provincial Coordinator may reasonably assign him/her.

(vi) (vii) (viii) (ix) (x)

(xi)

Appendix 3

27

19. Advisor for Management and Planning (National 3 persons 5 years, 30 person months each). The Management and Planning Advisors will be appointed by the CPMU and report to the PCU. In training and technical matters the Training Specialist in the CPMU will provide advice and support to the Advisor. At the local level they will be expected to liaise with the Kanwil Mapenda. Following are the key tasks: (i) (ii) (iii) (iv) (v) (vi) Assist the Project Coordinator and Advisors to develop an annual program of activities for the province with reference to management and planning; Prepare programs and training for the introduction of results-based and performance management programs including liaison with the MDC which has the lead role in coordination and implementation of the program; Prepare programs and training for the implementation of the policy and strategic planning process and, in the designated pilot districts and province, monitor the implementation and results of the district and provincial planning activities; Coordinate with the MDC and monitor the application of system-based PMIS; Assist in development of advocacy programs in each district for increasing access to existing channels for additional Madrasah funds and to work with MDC in their coordination and implementation of the program; and Assist in monitoring and evaluation of all activities relating to introduction on MEDP management and planning approaches.

20. Advisor for Quality Assurance and Teacher Quality Improvement (National, 3 persons for 30 person months each). The three provincial level Advisor posts are essentially designed to focus on classroom activities and through extensive liaison with madrasah Principals provide mentoring for teachers on practical classroom quality issues. These posts are not administrative and do not include activities associated with the administration of selecting and mobilizing teachers for upgrading programs. These posts would ideally be filled by either existing or recently retired high caliber classroom teachers (as compared with individuals who have consulting experience) who are S1 qualified and experienced in the core subject teaching areas of mathematics, the sciences, or English language. 21. The Advisors will be appointed by the CPMU and report to the Provincial Coordinator. In technical matters. The Teacher Quality Improvement Specialist in the CPMU will provide advice and support to the Advisor. At the local level they will be expected to report and liaise with the Kanwil Mapenda. Following are the key tasks: (i) (ii) (iii) (iv) Assist the Project Coordinator and Advisors to develop an annual program of activities for the province with reference to quality assurance and teacher quality improvement; Assist the Teacher Quality Improvement Specialist to present workshops and short-term training activities on the teacher upgrading, on-going teacher support and student remedial activities; Provide mentoring and support to Principals and teachers on improved classroom teaching methodologies; Using guidelines provided by the CPMU, provide mentoring and support to Principals and teachers on issues related to teacher professional development and personnel development and management in madrasah including employment conditions, professional development opportunities, promotional prospects, and strategies to attract and retain good staff. Prepare detailed summaries of these issues on a quarterly basis;

28

Appendix 3

(v) (vi)

(vii)

Assist in madrasah in networking and facilitation of the establishment of MGMP. Assist in the preparation of applications for MGMP and innovation grants. Provide summaries of MGMP activities; Under guidelines provided by the CPMU, provide mentoring and support to Principals and teachers on the preparation of applications for grants and the delivery of student remedial activities, and in particular the early identification of students who are at-risk of failing, appropriate pre- and post-test instruments to identify student competency levels, and the Project tracking and reporting requirements; and Provide regular visits on a fortnightly basis to remedial classes and report back to the CPMU on a monthly basis providing data and summaries for the purposes of student remedial program evaluation and improvement.

22. Trainers (National 48 person months over 5 years). The Trainers are contractors appointed by the CPMU and reporting to the Provincial Coordinator. They will be hired as required on a contract basis to develop and deliver training programs as required under their individual terms of reference. In technical matters the Training Specialist and Teacher Quality Improvement Specialist in the CPMU will provide advice and support to the Trainers. At the local level they will be expected to report to and liaise with the Facilitators. Trainers will either: (i) (ii) (iii) (iv) (v) (vi) (vii) 4. Attend a training of trainers program delivered by a consultant/expert; Deliver the training program to designated participants as indicated in the specific terms of reference; and/or Review the characteristics and training needs of the participants to receive training; Design a training program and materials in accordance with participant training needs and the contracted terms of reference; Review and/or field test the program and materials with a group representing participants; Modify the program and materials as required; Deliver the training program District Coordinating Unit (DCU)

23. A District Coordinating Unit (PCU) will be established in each of the 27 districts involved in the MEDP. A District provincial coordinator will head each DPU. One full-time finance staff will be assigned to each DCU. Additionally, facilitators for 5 schools in the districts will be assigned to assist at the district level. 24. District Project Coordinators (National, 3 persons, F/T 5 years, 60 person months each). The District project coordinators will assist in overseeing the project madrasah implement the MDPs and help monitor and evaluate their performance. They have the following specific tasks: (i) (ii) (iii) Evaluate madrasah development plan (MDP) proposed by DCU for further submission to CPMU. Work with Kandepag in preparing and integrating the annual financial plans of madrasah and ensuring that each beneficiary of project funds manage the funds according to the project financial system. Coordinate data collection on project tracking (finance and activity) and prepare the foundation for the parallel TA to complete formal compliance reports.

Appendix 3

29

(iv) (v) (vi) (vii) (viii)

Integrate and produce monthly, quarterly and annual reports on project implementation. Coordinate the meetings at district level. Monitor the contribution of project management advisors. Coordinate and monitor the application of system-based PMIS. Monitor each districts advocacy program for increasing access to existing channels for additional Madrasah funds.

25. Facilitators (National, 100 persons, 12 months, 2.5 years; 100 persons, 6 months, 2 years). The Facilitators will be appointed by the CPMU and report to the Provincial Project Coordinator. One Facilitator will be assigned to 4-5 schools. In technical matters the Advisors will provide advice and support to the Facilitator. At the local level the Facilitators will be expected to liaise with the Kandep Mapenda. Following are the key tasks: (i) (ii) (iii) (iv) (v) (vi) (vii) Assist the madrasah in preparing madrasah development plan (MDP). Assist the DCU in consolidating and evaluating proposed MDPs; Assist Project Coordinator and Advisors to develop an annual program of activities for the province with reference to the clusters of madrasah to which they are assigned; Make routine visits to madrasah in the clusters in accordance with the work schedule and more frequently as required; Assist in the PMIS advisor in monitoring implementation of madrasah development plans and other madrasah improvement activities; Assist the Quality Assurance/Teacher Quality Improvement Advisor and the Management and Planning Advisors in arranging and delivering training programs for madrasah staff and others in the clusters; and Inform the Advisors of any difficulties being encountered in implementation of MEDP activities and assist in arranging consultations between Advisors and madrasah as required.

26. Finance/Accountant (National 27 persons, 6 months/year, 36 person months each). The Finance/Accountant post covers the full duration of the project. The Finance/Accountant will provide the District Offices with finance and accounting of the project particularly dealing with madrasah. Following is an outline of the tasks: (i) (ii) (iii) (iv) . Assist the District Project Coordinator in preparing the annual project budgets and workplans; Assist the madrasah in preparing financial reports in relation to MDPs; Integrate all financial reports of project madrasah for submission to PCU and Assist the District Project Coordinator with other administrative and support matters as requested.

30

PROJECT IMPLEMENTATION SCHEDULE

Year Quarter A. Activities Outside Madrasah Block Grants Output 1 1.1 1.2 1.3 Output 4 Improve Teacher Professionalism Develop and implement program to upgrade teachers to degree level Develop and implement program for professional certification Develop and implement short-term training in subject content, methods and implementation of new curriculum II Year 1 III IV I Year 2 II III IV I Year 3 II III IV I Year 4 II III IV I Year 5 II III IV Year 6 I

Appendix 4

Strengthen Governance, Management, and Sustainability 4.1 Improve Governance and Management a. Establish and strengthen madrasah committees b. Train MORA central, provincial and district staff, supervisors, principals and yayasan in leadership and madrasah-based management, c. Train provincial, district, madrasah staff, madrasah committees and yayasan in madrasah development planning and financial management d. Train principals and supervisors in the operation and management of block grants e. Develop and implement financial management information system (FMIS) in madrasah f. Design and implement preventive maintenance program 4.2 Develop and Implement Teaching/Learning Assessment and Quality Assurance (QA) System a. Establish provincial quality assurance working groups b. Design and implement training in QA and accreditation for central, provincial and district MORA staff, and madrasah principals and owners c. Review madrasah proposals for accreditation and make recommendations d. Train and certify madrasah development center (MDC) staff, supervisors and principals as assessors e. MDC assessors, supervisors and principals participate in assessment and accreditation teams 4.3 Introduce Performance-based Planning and Budgeting a. Develop and implement performance-based planning and budgeting training for provincial and district MORA offices

Year Quarter b. Identify candidates and implement overseas training program c. Train provincial and district staff in leadership development and madrasah development planning 4.4 Establish Advocacy Programs a. Develop and implement advocacy programs b. Establish madrasah linkages web site c. Establish and facilitate Madrasah Development Forum d. Disseminate information for accessing funding sources B. Madrasah Block Grants Output 1 Improve Teacher Professionalism and Student Performance a. Identify, develop, and provide support to teacher learning groups b. Support teachers formal training costs (transport, per diem) Upgrade Essential Teaching/Learning Resources and Facilities a. Provide funds for textbooks and learning support materials b. Provide funds for equipment and software c. Rehabilitate and construct required learning facilities Improve Internal Efficiency Offer Remedial and Transition Programs a. Design and implement student remedial program b. Design and implement transition scholarships program Expand Participation Capacity in Selected Schools (Madrasah ibtidaiyah [MI] and madrasah tsanawiyah [MT]) Project Implementation a. Establish central project management unit (CPMU) b. Establish provincial and district coordinating units (PCUs) and (DCUs) c. Select and engage project implementation consultants d. Develop Project Management Information System (PMIS) e. Develop project website f. Midterm Project Review g. Final Project Review Technical Assistance for External Monitoring and Evaluation

II

Year 1 III IV

Year 2 II III IV

Year 3 II III IV

Year 4 II III IV

Year 5 II III IV

Year 6 I

Output 2

Output 3 3.1 3.2

Appendix 4

31

CONTRACT AWARDS PROJECTIONS BY YEAR

Contract Target Group Programs/ Courses Length of the Programs Institution to be contracted Total Number of Persons Unit Total Quantity Unit Cost Year 1 Total Contract Amount (US$ 000)

32
Appendix 5

Year 2

Year 3

Year 4

Year 5

Total

Output 1: Teacher Professionalism Improved in Project Madrasah 1. S1 training program contracts with universities - Teacher upgrading to S1 (University) - Teacher Upgrading to S1 (Teacher Training Institute) - Principals, upgrading to S1 2. Professional certification training contracts 3. Short-term training contracts in subject content Undergradu ate holder with no certificate of teaching Teachers of science, mathematic s and language in selected Madrasah English, Mathematics Science 2 years (D3 holder) and 3 years (D2 holder) 2 years (D3 holder) and 3 years (D2 holder) State Education University or Teacher Education Institute, preferably in the regions. (See appendix 16 for shortlist) 71 Persons years 288 2,671 35 192 192 192 154 769

English, Mathematics Science

679

Persons years

1,674

2,000

167

837

837

837

670

3348

Education Management English, Mathematics Science

9 months

194

Persons years Persons years

322

2,671

43

215

215

215

172

860

9 months

1,208

846

2000

84

423

423

423

338

1691

Training on the Essential knowledge, skills and confidence in teaching content of English, Mathematics and Science Seminar on transition program

3 weeks

4. Workshop on Remedial and Transition Program

Kandep & Madrasah

State Education University/ Teacher Education Institute, preferably in the regions. (See appendix 17 for shortlist)

5,273

Persons days

56

25

185

1,846

1,846

1,846

1,661

7,382

554

Persons days

25

25

679

25

Contract

Target Group

Programs/ Courses

Length of the Programs

Institution to be contracted

Total Number of Persons

Unit

Total Quantity

Unit Cost Year 1

Total Contract Amount (US$ 000) Year 2 Year 3 Year 4 Year 5 Total

Output 2. Upgrade Essential Teaching/Learning Resources and Facilities 1. Training in Preventive maintenance Madrasah Principlas 3 days Civil Work Consultant 527 Participants 3 55 0 22 22 22 22 87

Output 4. Governance, Management and Sustainability of Project Madrasah Strengthened 1. Madrasah leadership training Provincial, Districts, and Madrasah Principals/S taff Principles of leadership in education 6 days State Education University/ Teacher Education Institute, preferably in the regions. (See appendix 16 for shortlist) State Education University/ Teacher Education Institute, preferably in the regions. (See appendix 16 for shortlist) State Education University/ Teacher Education Institute, preferably in the regions. (See appendix 16 for shortlist) 625 Participants 6 60 0 113 113 0 0 225

2. Madrasah based management and accountability

Provincial, Districts, and Madrasah Principals/S taff

Education management and principles of accountability

20 days

1,571

Participants

20

60

638

638

638

1,913

3. EMIS training

Provincial, Districts, and Madrasah Principals/ Staff

Education Management Information System for

8 days

1,156

Participants

55

76

76

76

76

76

381

Appendix 5

33

Contract

Target Group Madrasah Principals/ Selected Teachers

Programs/ Courses Development of Teaching/ Learning Assessment, QA&QC in Education

Length of the Programs 20 days

Institution to be contracted State Education University/ Teacher Education Institute, preferably in the regions. (See appendix 16 for shortlist) State Education University/ Teacher Education Institute, preferably in the regions. (See appendix 16 for shortlist)

Total Number of Persons 671

Unit

Total Quantity 20

Unit Cost Year 1 60 0

Total Contract Amount (US$ 000) Year 2 201 Year 3 201 Year 4 201 Year 5 201 Total 805

34

4. Training in teaching learning assessment and quality assurance

Participants

Appendix 5

5. Training in performance management systems 6. Training in performance based budgeting 7. Training in education policy development and strategic planning and advocacy 8. Training in EMIS data input and report Production 9. Master degree training overseas(6) 10. Ph.D. degree training overseas (2)

Selected Kanwil and Central Advisors (MORA) Staffs

3 days

292

Participants Participants Participants

60

26

26

53

12 days

1296

12

60

386

386

773

6 days

1126

60

203

203

405

6 days

1156

Participants

55

76

76

76

76

76

381

Selected Kanwil & Advisors (MORA) Staffs Selected Central & Advisors (MORA)

Education Management and Planning

2 years

Selected Foreign University

Participants

12

50,000

150

150

150

150

150

600

Management, Public Policy , and Education Evaluation

3 years

Selected Foreign University

Participants

50,000

100

100

100

100

100

300

Contract

Target Group

Programs/ Courses

Length of the Programs

Institution to be contracted

Total Number of Persons

Unit

Total Quantity

Unit Cost Year 1

Total Contract Amount (US$ 000) Year 2 Year 3 Year 4 Year 5 Total

Output 5. Project Management 1. Monitoring and Evaluation for Project Tracking Provincial, Districts, and Madrasah Principals/ Staff 4 days State Education University/ Teacher Education Institute, preferably in the regions. (See appendix 16 for shortlist) 329 Participants 4 55 0 18 18 18 18 72

Appendix 5

35

DISBURSEMENT PROJECTIONS BY YEAR

2007 (9 Months) Financier Category I. BASE COST A. Furniture, Equip. & Vehicles 1. Furniture 2. Equipment 3. Vehicles Sub-total B. Staff Development 1. Overseas a. Masters degrees (2 per province x 3 provinces= 6 candidates) b. Ph.D. degrees (2) 2. Incountry Traiining Output 1: Teacher Professionalism Improved a. Subject content and methodology training (classroom competency) b. Teacher/principal upgrades to S1 c. Workshop on remedial & transition program for Kandep & Madrasah d. Salaries/allowances for replacement teachers Output 4: Governance, Management and Sustainability Strengthened a. Performance Management Systems b. Performance-Based Budgeting/FMIS c. Madrasah Development Planning and Advocacy d. EMIS Data Input and Report Reproduction e. Preventive Maintenance Program f. Performance review & planning workshop g. Supervisor Training on Education Management h. Madrasah Leadership Development Program i. Madrasah Based Management and Accountability Program j. Project Monitoring Information System k. Teaching/Learning Asssessment and Quality Assurance l. Monitoring and evaluation for project tracking Sub-total 60 0 0 0 60 0 0 703 1,640 0 0 76 0 40 40 113 638 60 201 18 4,136 1,640 0 0 0 250 150 100 250 150 100 250 150 100 150 150 0 900 600 300 900 600 300 0 0 0 865 865 100 374 0 274 0 0 0 18 0 18 0 2 0 2 0 0 0 0 0 0 0 0 0 276 884 100 1,260 0 883 0 883 276 0 100 376 ADB GOI ADB 2008 Financier GOI ADB 2009 Financier GOI ADB 2010 Financier GOI ADB 2011 Financier GOI Total TOTAL

36
Appendix 6

Financier ADB GOI

185 333 25 44

1,846 1,667 0 441

1,846 1,667 0 441

1,846 1,667 0 441

1,661 1,334 0 397

7,382 6,668 25 1,766

0 0 0 0 0

7,382 6,668 25 1,766 0 53 0 0 381 87 200 0 0 0 0 0 72 16,634

0 386 203

26 386 203 76 22 40 40 113 638 60 201

26 0 0 76 22 40 40 0 638 60 201 18 4,136 939

0 0 0 76 22 40 40 0 0 60 201 18 4,110 301

53 773 405

0 773 405 0 0 0 160 225 1,913 299 805 0 4,580

76 22 40

381 87 200 160 225 1,913 299 805

18 3,548

72 21,213

2007 (9 Months) Financier Category C. Consultants' Services 1. International 2. Local Sub-total D. Madrasah Block Grants Facilitators E. Surveys and Testing F. Project Management Support G. Incremental Recurrent Cost 1. Operation & Maintenance 2. Project Administration Sub-total TOTAL BASE COST Taxes and Duties II. CONTINGENCIES A. Physical Contingency B. Price Escalation TOTAL CONTINGENCIES III. INTEREST CHARGES TOTAL PROJECT COST 44 18 62 20 2,878 1,454 21 28 49 0 2,796 48 180 228 1,305 100 328 378 706 185 420 162 399 0 ADB GOI ADB

2008 Financier GOI ADB

2009 Financier GOI ADB

2010 Financier GOI ADB

2011 Financier GOI Total 960 1,098 0 2,058 33,875 3,108 337 2,189 159 180 0 6,486 338 3,886 0 25 138 162 482 5,370 7,130 4,574 54 634 688 643 899 1,542 66,483 100 571 3,021 3,592 1,256 71,429

TOTAL Financier ADB 960 1,098 2,058 33,875 3,108 337 2,189 0 0 0 47,930 GOI 0 0 0 0 0 0 0 643 899 1,542 18,552 100 201 614 815 1,256 50,000 21,429 369 2,408 2,777

272 324 596 8,819 840 0 448 119 180 0 12,593 299 4,435 0 45 123 169 119 12,881 4,842 99 308 407 0

144 216 360 10,016 840 75 448 159 180 0 13,647 338 4,477 0 35 149 184 251 14,082 5,188 83 629 712 0

144 108 252 10,016 504 0 448 159 180 0 12,408 338 4,448 0 52 185 237 383 13,028 113 809 921 0

72 72 144 4,839 504 100 448

Appendix 6

37

38

Appendix 7

OUTLINE TERMS OF REFERENCE FOR CONSULTING SERVICES Scope of Services 1. Services of international and national consultants will be required to assist with project implementation. A total of 230 person months of consulting services (60 person-months international, and 170 person-months domestic) will be engaged in implementing project. MORA, through the CPMU, will be responsible for selecting and hiring consultants. All consultants to be financed from the proceeds of the loan will be selected in accordance with Guidelines on the Use of Consultants by Asian Development Bank and Its Borrowers (February 2007). Project implementation consultants will be hired through a firm of international consultants in association with national consultants, using international Quality- and Cost-Based Selection (QCBS) using 80:20 ratio. 2. The main areas of expertise will be teacher professional development, madrasah leadership development, madrasah-based management, teachinglearning assessment and quality assurance, performance management, and project management. Technical services (including training) will also be obtained through contracts to firms for implementation services, including teacher upgrading and training in madrasah-based management, using national competitive bidding or shopping, depending on the contract amount. 3. All hired company consultants will coordinate and work together with individual recruited consultants which are hired by Directorate General of Islamic Education helping CPMU for implementing the projects. As individual consultants, all company hired consultants will be engaged to assist the CPMU and the provinces as well as district and madrasah to assure all program of the project are executed based on the required regulations of ADB and Government of Republic Indonesia. In this case, all recruited company and individual consultants will be assigned to provide service at all level project areas (center, province, and district levels). Role and Responsibility 4. The consulting team will be led by the International Project Management Specialist (team leader), who will supervise all the consultants, including individual consultants, and be responsible for the delivery of their outputs with the domestic Project Management Specialist (deputy team leader). The project will provide four international and 11 national consultants for a total of 60 and 170 person-months, respectively, as follows: A. Teacher Professionalism

5. Teacher Professional Development Specialists (international, 12 person-months; national, 36 person-months). The specialists working with the teacher quality improvement specialists in the central project management unit (CPMU) and provincial coordinating units (PCUs) will advise and assist in the development of degree (S1) and professional certification for teacher upgrading, in the design of content upgrading and short-term methodology training programs for teachers, and in the development of mentoring and support programs for principals and teachers. The specialists will (i) familiarize madrasah staff with the project teacher quality improvement activities, and discuss potential constraints and solutions for implementation; (ii) analyze the functioning of teacher learning groups linked to project madrasah and develop strategies to establish, develop and support these groups throughout the project; (iii) design a program for professional development for teachers not eligible for degree upgrading, based on the state of the teacher learning groups, teacher needs, and availability of

Appendix 7

39

appropriate training providers; (iv) assist in the development of guidelines for the inservice training programs, including guidelines for the operation of the teacher learning groups and terms of reference for training providers; (v) design mechanisms for verification of the appropriateness of the candidates proposed for degree upgrading and professional certification; (vi) ensure that an appropriate proportion of female teachers are recommended for all upgrading programs; (vii) liaise with universities nominated to provide upgrading programs and assist in program design; (viii) liaise with Ministry of National Education (MONE) to establish a strategy for professional certification for teachers with degrees; (ix) advise and assist in the review of employment conditions of teachers, (particularly part-time and volunteer teachers), professional development opportunities, enhancement of teacher promotional prospects, and strategies to attract and retain good staff; (x) review new national curriculum requirements and design appropriate training in curriculum mapping and lesson planning to prepare teachers for its implementation in 2009; (xi) review and provide recommendations for improvement of monitoring and evaluation of the effectiveness of teacher professional development programs; and (xii) prepare a final report covering activities, approaches recommended, and program outcomes. 6. A qualification of a Masters Degree in Education or relevant disciplines is preferred. The international specialist should have a minimum of 10 years relevant experience, and the national consultant should have a minimum of 7 years relevant experience. B. Teaching-Learning Resources and Facilities

7. Preventive Maintenance Program (national, 4 person-months). The consultant working with the civil works specialists in the CPMU will develop a training program and preventive maintenance manual for use in training. They will then train nine trainers, three from each province, to deliver the training. The consultant will (i) visit madrasahs and discuss with principals about current maintenance practices; (ii) discuss with community members their views on their role in maintenance of the madrasahs; (iii) work with the civil works specialists in the CPMU and provinces to prepare a proposed 3-day training program for school principals and members of the madrasah committee on preventive maintenance of facilities and heating systems; (iv) draft a manual on preventive maintenance, review the proposed training program and manual with the civil works specialists and CPMU, and revise as appropriate; (v) prepare a 1-week training of trainers program and train nine trainers; and (vi) prepare a report reviewing activities and providing recommendations. (architectural and engineering expertise for oversight and supervision of school facilities upgrading will be provided by the civil works specialist in the CPMU and civil works assistants in the PCU). 8. A qualification of a Bachelor Degree in civil engineering or relevant disciplines with a minimum of 7 years in relevant experience is preferred. C. Internal Efficiency

9. Remedial, Transition, and Scholarship Program Specialist (national, 6 personmonths). The specialist will be familiar with the oversight and implementation of scholarship programs and remedial programs. She or he will work in close collaboration with the provincial project management units and facilitators at district level. The following are the key tasks and expected outputs: (i) review student remediation systems currently in use at madrasah ibtidaiyah (MI) and madrasah tsanawiyah (MT) levels; (ii) interview principals and teachers on success of current remedial systems, strengths, and weaknesses; (iii) suggest improvements to the system and prepare materials as required; (iv) train teachers and principals to use the

40

Appendix 7

revised system; (v) review available data on transitioning and non-transitioning madrasah students in the target districts; (vi) design, try out, and implement a methodology to obtain additional data, as required, to characterize the situation in the target districts with regard to and non-transitioning students; (vii) formulate the data to act as a baseline to measure progress in the transition program; (viii) review plans to implement and monitor the scholarship program; (ix) recommend ways to implement and monitor the scholarship program; and (x) prepare a final report of activities. 10. A qualification of a Masters Degree in Education or relevant disciplines with a minimum of 7 years in relevant experience is preferred. D. Governance, Management, and Sustainability

11. Madrasah Leadership Development (national, 6 person-months). The madrasah leadership development consultants will have a background in school management and a thorough understanding of madrasah education. Experience working with madrasah or school principals would be an asset. In collaboration with the CPMU training specialist, the consultant will (i) interview stakeholders in madrasah education concerning their roles and responsibilities in the management of madrasah, and the expectations they have for madrasah principals; (ii) interview madrasah principals and supervisors to identify constraints and management skills needed; (iii) design, trial and revise introductory courses of 3-5 days in leadership development and madrasah development planning to officials and supervisors in MORA central, provincial and district offices; madrasah principals; and yayasan heads, to transfer the management skills needed for successful implementation of MBM and madrasah development planning; (iv) develop draft madrasah leadership and management training materials and a trainers manual; (v) trial and revise the draft training program materials; and (vi) train provincial management advisers, facilitators, and trainers in leadership development and madrasah development planning and (vii) ensure that gender training for managers is part of the program. 12. A qualification of a Masters Degree in Education, Management, Human Resource Development or relevant disciplines with a minimum of 10 years in relevant experience is preferred. 13. Madrasah Based Management (MBM) and Accountability (national, 12 personmonths). The MBM consultant will have a thorough understanding of MBM and experience in developing and delivering MBM training programs in Indonesia. Experience working with madrasahs would be an asset. In collaboration with the CPMU management training specialist, the consultant will (i) review the current policy and implementation strategy for MBM; (ii) review the experiences so far with the MBM system introduced in the madrasahs and assess the opportunities and constraints to the system; (iii) review the training needs of madrasah teachers and staff, madrasah committee members, and yayasan heads regarding MBM; (iv) design a training program for madrasah stakeholders to implement all aspects of the MBM system, including guidelines for madrasah-based budgeting and financing, resource reallocation strategies, rationalization of teacher workload, professional development of teachers and staff, involvement of communities and parents, accountability mechanisms, and madrasah development planning and budgeting requirements (for teacher training, facilities, teachinglearning materials, remedial programs and scholarships, etc.); (v) develop, trial and revise draft MBM training materials and a trainers manual; (vi) design and carry out 10-day workshops in madrasah development planning, MBM and financial management; (vii) prepare the participants to develop 4-year MDPs after the workshops, and assist madrasah leaders and managers to identify priorities for quality improvement; (viii) prepare a program for further

Appendix 7

41

training of principals and yayasan heads and/or kiai in MBM throughout the project period, including training on the financial management system to be installed in each madrasah and implementation of the block-grant mechanism; (ix) devise strategies for revitalizing and supporting principal learning groups; and (x) conduct training of provincial management advisers, facilitators and trainers in MBM and madrasah development planning. 14. A qualification of a Masters Degree in Education, Management, or relevant disciplines with a minimum of 7 years in relevant experience is preferred. 15. Project Monitoring Information System (PMIS) (national, 4 person-months). The PMIS programmer must have a good understanding of the management information systems for education and have good working knowledge of distributed and large volume of database, and computerized project management information systems. The key tasks and expected outputs are (i) review and study the overall design of the project monitoring and evaluation (M&E) system including all its components and the general schedule for implementation; (ii) design, develop, and test the PMIS computer program based on user requirements; (iii) produce PMIS program documentation; (iv) help the M&E specialist train the provincial M&E/PMIS advisers on the PMIS; and (v) train the CPMU, PCUs and district coordinating unit (DCUs), and madrasah computer operators of the PMIS. 16. A qualification of a Bachelor Degree in Management Information System, Information and Communication Technology, or relevant disciplines with a minimum of 7 years in relevant experience is preferred. 17. Financial Management Information System (FMIS) (national, 4 person-months). The FMIS consultant must have a good understanding of the education financial management information systems and have a good working knowledge of project accounting and computerized project financial information systems. The key tasks and expected outputs are (i) review and study the overall design of the financial management systems at the madrasahs, including financial systems already developed for school based financial management; (ii) design, develop, and test the FMIS based on MORA and project requirements; (iii) prepare FMIS manuals; and (iv) provide guidance and conduct initial training for relevant central, provincial, district, and madrasah staff responsible for financial management. 18. A qualification of a Bachelor Degree in Financial Management, Accounting, or relevant disciplines with a minimum of 7 years in relevant experience is preferred. 19. Teaching-Learning Assessment and Quality Assurance (international, 6 personmonths). The international teaching-learning assessment and quality assurance consultant will be an expert in learning assessment and be thoroughly familiar with quality assurance systems. She or he will collaborate closely with the CPMU teaching quality assurance specialist and training specialist. With the teaching-learning assessment and quality assurance consultant, she or he will (i) review current learning assessment systems used for madrasah education in Indonesia; (ii) interview a cross section of stakeholders in madrasah education (teachers, students, parents, yayasan) concerning the adequacy of existing learning assessment and quality assurance systems and ways in which they could be improved; (iii) design, review, and revise a teaching-learning assessment and quality assurance program for madrasahs involving madrasah staff and committee members, parents and the community; (iv) design a madrasah teaching-learning assessment and quality assurance training program for advisers, facilitators, and trainers; (v) develop training materials and a trainers manual; (vi) try out and revise the draft

42

Appendix 7

training program materials; and (vii) develop materials that will enable them to form into a professional learning community (priority to be given to English, math, and physics teachers). 20. A qualification of a Masters Degree in Education Evaluation and Assessment, Education Management, or relevant disciplines with a minimum of 10 years in relevant experience is preferred. 21. Teaching-Learning Assessment and Quality Assurance (national, 6 person-months). The national teaching-learning assessment and quality assurance consultant will have experience in learning assessment and a thorough knowledge of madrasah education. She or he will work with the international teaching-learning assessment and quality assurance consultant and collaborate closely with the CPMU teaching quality assurance specialist and training specialist. With the teaching-learning assessment and quality assurance consultant, she or he will (i) assist the international consultant in the design, try out, and revision of training programs for provincial advisers, facilitators, and trainers; (ii) help develop and translate training materials and a training manual; (iii) conduct the training programs for provincial advisers, facilitators, and trainers; and (iv) help develop materials that will enable them to form into a professional learning community (priority to be given to English, math, and physics teachers). 22. A qualification of a Masters Degree in Education Evaluation and Assessment, Education Management, or relevant disciplines with a minimum of 7 years in relevant experience is preferred. 23. Performance Management Specialists (international, 6 person-months; national, 30 person-months). The international and national performance management consultants will be experts in results based management, performance based planning, and budgeting systems. They will collaborate closely with the CPMU management training specialist. They will (i) prepare and conduct two 3-day workshops to introduce administrative staff and supervisors in project districts and provinces to results-based management and to establish a performance management development process; (ii) deliver an abbreviated form of the workshops for MORA senior managers and each kepala kanwil (half-day orientation session to ensure senior management buy-in on the initiative); (iii) deliver two sessions of each workshop for selected participants to review and refine the instructional materials and to train key trainers for ongoing program implementation (representatives from MDCs must be included in the program); (iv) train the trainers; (v) prepare and conduct on-site guidance seminars on setting organizational objectives, formulating job descriptions and evaluation of performance, and combine the information shared into a Guideline for Use in the Introduction of Performance Measurement and Performance-based Budgeting; (vi) assist each of the participating units to publish a Report on Performance Measurement and Results Application on introduction of new management practices designed to achieve evaluation targets; and (vii) complete a workshop profile of the materials presented in a portfolio which can be registered as a MORA in-service management development course. 24. A qualification of a Masters Degree in Management, Public Finance or relevant disciplines is preferred. The International specialist should have a minimum of 10 years relevant experience, and the national consultant should have a minimum of 7 years relevant experience. E. Advocacy Programs

25. Advocacy Program Design and Implementation (national, 12 person-months). The advocacy program design consultant shall be experienced in developing multi-media materials

Appendix 7

43

and programs. Specific tasks will include (i) designing advocacy programs and preparation of the media materials that will be used, (ii) designing systems to evaluate the effectiveness of the advocacy programs and materials on the target populations, (iii) establishing contacts in the media and generating interest in madrasah education among journalists and newspaper publishers, (iv) supporting the establishment of a madrasah council in each district and assisting them on advocacy and media related matters as requested by the council, (v) developing and delivering a 1-week training program, and (vi) assist the CPMU and provincial project coordinators in implementation of advocacy and media development activities for the Project. 26. A qualification of a Bachelor Degree in Communication, Multi Media, or relevant disciplines with a minimum of 7 years in relevant experience is preferred. F. Project Management

27. Project Management Specialist (international, 36 person-months; national, 50 person months). The CPMU international and national advisers should have broad international or local project management experience, respectively They should be thoroughly familiar with ADB procedures. They will: (i) advise and assist the project manager and staff in making the CPMU, PCUs and DCUs operational; (ii) establish with the CPMU detailed project activities and arrangements to ensure the supervision, guidance, and effectiveness of project staff and consultants; (iii) train the CPMU staff on ADB procedures regarding procurement of goods and services, preparation of tender documents and the bidding process, monitoring, evaluation and reporting; (iv) with the project director, deputy director, and manager, oversee preparation of annual project work plans and schedules; (v) assist CPMU to ensure that all project activities, including financial accounting and reporting, are well managed and occur on schedule; (vi) work closely with the project manager and monitoring and evaluation specialist to design and implement a monitoring and evaluation system for the Project; (vii) assist the project manager in overseeing implementation of project work plans and schedules; (viii) assist the project manager to establish the procedures and guidelines for a grievance mechanism; (ix) advise and assist other CPMU staff members as they request; (x) review progress and advise and assist as needed; (xi) participate in ADB review missions and meetings; and (xii) assist the CPMU to prepare the governments project completion report. 28. A qualification of a Masters Degree in Management or relevant disciplines is preferred. The international specialist should have a minimum of 10 years relevant experience, and the national consultant should have a minimum of 7 years relevant experience.

44

Appendix 8

PROCUREMENT PLAN
General Project Information Country Name of Borrower Project Name Loan Reference : : : : Republic of Indonesia Republic of Indonesia Madrasah Education Development Project TA 4547-INO: Preparing the Madrasah Education Development Project
N/A

: Date of Effectiveness : Amount $ : Executing Agencies Approval Date of Original Procurement Plan : Approval of Most Recent Procurement Plan : Period Covered by this Plan Procurement Process Thresholds

$50 million Ministry of Religious Affairs 16 November 2006 1 April 2006-30 September 2007

The following thresholds shall apply to procurement:

Method National competitive bidding of works National competitive bidding for supply and installation of goods contracts Shopping for works Shopping for supply and installation of goods Direct contracting Threshold All contracts estimated to cost the equivalent of more than $100,000 up to $500,000 All contracts estimated to cost the equivalent of more than $100,000 up to $500,000 All contracts estimated to cost the equivalent of $100,000 or less All contracts estimated to cost the equivalent of $100,000 or less Some contracts estimated to cost less than $30,000, because the madrasah is remote and only one supplier available

All overseas fellowships regardless of amount Some civil works contracts to cost the equivalent of $30,000 or less for madrasah renovation Selection of Consultants Quality Cost Based Selection (QCBS) All contracts estimated to cost the equivalent of more than $200,000 for Project implementation Consultants Qualification Selection (CQS) All contracts estimated to cost the equivalent of $200,000 or less for Project implementation (training, monitoring and evaluation) Individual Consultants No threshold. Technical services of individual consultants will be engaged to assist the CPMU and provinces in Project implementation Community participation in procurement Prior Review Thresholds Procurement Method NCB Works NCB supply and installation of goods Shopping for works Shopping for supply and install of goods Direct Contracting Prior Review More than $100,000 More than $100,000 $100,000 to $50,000 $100,000 to $50,000 $50,000 or less For initial procurement only, to familiarize the madrasah with ADB procurement processes All overseas fellowships need prior review For initial procurement, only to familiarize the madrasah with ADB procurement processes Comments

Community Participation in Procurement

No threshold $30,000 or less

Appendix 8

45

Quality Cost Based Selection Other Methodsa Individual Consultants

Selection of Consultants $200,000 or more Prior review required $10,000 or more Prior review for $100,000 or more No threshold All individual consultant selection needs prior review

Specific Procurement Plans with an Estimated Cost in Excess of $100,000 Package Description Furniture for PMIS work station and website Advertisement Activity Issued Planned Apr-07 Date Actual Date Consultants Services Required Assignment Description Project Implementation Activity Planned Date Actual Date Advertisement Issued Apr-07 Quality and CostBased Selection (QCBS) Estimated Cost More than $200,000 Bid Opening Jun-07 Evaluation Jul-07 Prior or Post Review Prior Review Time for Completion Mar-12 National Competitive Bidding Services Estimated Cost More than $100,000 Bid Opening May-07 Evaluation Jun-07 Prior or Post Review Prior review
Contract

Jul-07

Time for Completion Feb-08

Contract

Aug-07

Assignment Description Prior or Post Review Training and Capacity-building Prior review for $100,000 and above Programs. and post review for less than $100,000 Monitoring and Evaluation Studies. Advertisement Evaluation Time for Contract Activity Bid Opening Issued Completion Planned Apr-07 Jun-07 Jul-07 Aug-07 Mar-12 Date Actual Date Method to be determined during implementation-QCBS, CQS, or single source selection depending on the circumstances.

Other Selection Methodsa Estimated Cost $10,000 or more

1. Madrasah works contracts for rehabilitation or construction of classrooms, libraries, and computer and science laboratories will be carried out through community participation for transparency, accountability, cost-effectiveness, and ownership by the madrasah. The proposed rehabilitation works are included in the 4-year Madrasah Development Plan (MDP). The MDP will include a questionnaire for community participation in construction to assess the need for rehabilitation works or construction proposed, the capacity of the community to undertake the work, and its willingness to participate. In the context of the approved MDP, the madrasah committee will meet with the community and establish a madrasah managing committee (MMC), which will comprise members of the madrasah committee and representatives of the community, including women. The MMC will be headed preferably by a community member who has experience in construction.

46

Appendix 8

2. The MMC will be responsible for the implementation of the works, including supervision. The MMC will nominate one of its members who will oversee the day-to-day supervision of the works. The MMC will submit a monthly progress status to the madrasah, which will be responsible for the release of payments for construction materials and labor. The community is expected to provide counterpart funds through labor, although these may not always be enough. 3. Upon completion of the works, the MMC and school committee will carry out a joint inspection and prepare the completion report. The status of the rehabilitation works and completion report will be included in the quarterly report of the madrasah to the provincial coordination unit through the district coordination unit. Maintenance of the completed rehabilitation works will be the responsibility of the madrasah.

Appendix 9

47

DISBURSEMENT PROCEDURES Reference: ADBs Loan Disbursement Handbook dated January 2007 1. Procedures for withdrawal of loan proceeds are standardized to facilitate disbursements under most loans. Disbursement procedures consist of four major types, described briefly below: A. 2. DIRECT PAYMENT PROCEDURE (page 24 of the Handbook) This procedure is where ADB, at the borrowers request, pays a designated beneficiary directly.

Requirements A signed withdrawal application (form ADB-DRP/RMP in Appendix 5) must be submitted to ADB together with a summary sheet (form DRPSS in Appendix 8) and the required supporting documents. A separate withdrawal application is required for each different currency.

Supporting Documents 3. The following supporting documents must be submitted to ADB with the withdrawal application: All cases require a contract or confirmed purchase order (PO), if not submitted earlier to ADB, indicating the amount and date due; payment of goods requires the suppliers invoice, bill of lading, other similar documents; payment of services requires the consultants claim or invoice; payment of civil works requires the claim or invoice from the and a summary of work progress certified by the project engineer approved by the borrowers authorized representative. B. COMMITMENT PROCEDURE (page 26 of the Handbook)

4. This procedure is where ADB, at the borrowers request, provides an irrevocable undertaking to reimburse a commercial bank for payments made or to be made to a supplier against a letter of credit (LC) financed from the loan account. Requirements A signed application for issuance of commitment letter in the form ADBCL (see Appendix 6) is submitted to ADB together with a summary sheet for the commitment letter (see Appendix 9) and the required supporting documents. A separate application is required for each currency in which a commitment letter is requested.

48

Appendix 9

Supporting Documents 5. Supporting documents to be submitted to ADB with the application for commitment letter include: a contract or confirmed PO, if not yet submitted earlier to ADB; and two signed copies of the LC against which ADBs commitment letter is requested. Amendments to the LC 6. The borrower requests ADBs approval of amendments to the LC as soon as the LC amendment is obtained from the LC issuing bank (see Appendix 17). Copy of the signed amendment must be attached to the request. 7. ADB communicates its approval to the nominated commercial bank and the borrower by the form shown in Appendix 18 or by authenticated SWIFT, tested telex, or a formal letter of approval. 8. ADB can allow the borrower, in urgent cases, to send its application for approval to amend the LC by fax. The message is to include loan number, commitment letter number, LC number, and nature and reason for the amendment. Copy of the LC amendment should be attached to the application. 9. The message must state that the amendment has been made by the LC issuing bank and that the application for approval of amendment of LC and a copy of the LC amendment are being airmailed to ADB. 10. Amendments to the LC for: (i) extending the expiry date and shipping dates up to the loan closing date; and (ii) other amendments except those mentioned in para. 8.18 need not be submitted to ADB for approval. The borrower merely informs ADB using the standard form (see Appendix 19) and submits a signed copy of the amendment. This will ensure ADBs prompt payment of claims received from the nominated commercial bank. Amendments Requiring ADBs Prior Approval 11. ADBs prior approval is required for amendments to the LC involving changes such as extension of the LC expiry date beyond the loan closing date of the loan account, as specified in the loan agreement, or otherwise extended by ADB; change in the LCs value or currency; description or quantity of goods; country of origin; beneficiary; and terms of payment.

12. The nominated commercial bank(s) are to copy all proposed amendments to ADB for its information or approval.

Appendix 9

49

C.

REIMBURSEMENT PROCEDURE (page 30 of the Handbook)

13. This procedure is one where ADB pays from the loan account to the borrowers account or, in some cases, to the project account for eligible expenditures which have been incurred and paid for by the project out of its budget allocation or its own resources. 14. Under this procedure, ADBs payments are made only to the borrower or EA and not to a third party, and this procedure normally requires submission of full supporting documentation. Requirements A signed withdrawal application (see form ADB-DRP/RMP in Appendix 5) must be submitted to ADB together with a summary sheet (see form ADB-RMP-SSin Appendix 8) and the required supporting documents. A separate withdrawal application must be submitted for each currency. A separate summary sheet must also be submitted for each loan category or subcategory grouping items claimed by contract number. The expenditures should have been incurred and paid for by the borrower out of its own fund sources.

Supporting Documents ADB is to receive the withdrawal application with the contract or confirmed PO, if not yet submitted to ADB; a copy of the invoice/bill/claim and delivery receipt; and the evidence or receipt of payment showing the amount paid, the date of receipt, and the payee.

Statement of Expenditure (SOE) Procedure 15. Statement of Expenditures procedure is a simplified procedure requiring no submission of supporting documentation. The procedure derives its name from the SOE form which is submitted with the withdrawal application. The SOE replaces the usual supporting documents and the summary sheet. The SOE form provides data on contracts and disbursements up to the authorized ceiling amount. In the SOE, the borrower certifies that expenditures have been incurred and paid for under the terms and conditions of the loan agreement; records are maintained and are available for examination by ADB disbursement/review missions and independent auditors; and payments have not been split just to enable it to pass through the threshold prescribed under the SOE. 16. The SOE forms available are: SOE form for contracts of US$100,000 and below (see Appendix 22); SOE form for contracts over US$100,000 (see Appendix 23); SOE form for noncontract items, mostly related to operating and overhead expenses (see Appendix 24); and

50

Appendix 9

SOE form (free format) for items not provided in the other SOE forms (see Appendix 25).

17. The statement of expenditure procedures may be used for liquidating or replenishing the imprest account. Such procedures shall apply to contracts not exceeding $100,000. 18. Where ADB subsequently finds any payment made under SOE procedure to be insufficiently supported or ineligible for ADB financing, ADB may offset the amount of the unjustified or ineligible payment against subsequent withdrawals for reimbursement or request the borrower or EA to refund the same amount to the loan account. D. IMPREST FUND PROCEDURE (page 37 of the Handbook)

19. This is a procedure where ADB makes an advance disbursement from the loan account for deposit to an imprest account to be used exclusively for ADBs share of eligible expenditures. The following conditions must exist before the borrower is allowed to use the procedure: (i) need for the procedure, (ii) borrowers capability, and (iii) audit arrangements. Requirements A signed withdrawal application for imprest account (see Appendix 7) must be submitted to ADB together with a statement of the estimated ADB share of project expenditures on form ADB-IFP-EES (see Appendix 29).

20. The borrower is required to open, for the exclusive use of the project, a separate bank account for depositing advances. The imprest account shall be maintained in current account only and opened in the borrowers name. The Account may be opened at the Central Bank of the borrowers country or in a commercial bank the borrower designates, provided that the institution chosen is capable of executing foreign exchange and local currency transactions, opening letters of credit and handling a large volume of transactions, and issuing detailed monthly bank statements promptly. 21. The ceiling and initial amount of the imprest account will be $5 million.

Liquidation/Replenishment 22. As eligible expenditures are incurred and paid from the Account, the borrower requests liquidation/replenishment of the Account by submitting a withdrawal application and the applicable summary sheet using the form in Appendix 8 if full documentation is required or Appendix 22 to 25 if SOE procedure is approved. The corresponding bank statement and reconciliation statement (see Appendix 30) should also be submitted with the application. Withdrawal application must be prepared in the currency of the Account. E. INSTRUCTIONS FOR WITHDRAWALS

23. Before the first withdrawal application (W/A) is submitted to ADB, the name of the authorized representative(s) must be provided to ADB, including the authenticated specimen signatures of the representative(s). 24. The W/A should be signed by the authorized representative(s), sequentially numbered and should not exceed five digits (00001, 00002, etc). The cover letter of the W/A should

Appendix 9

51

include a sentence reconfirming that the contracts were awarded on the basis of tax exemption to ensure expeditious loan disbursement by ADB. 25. For all withdrawals, ADB must receive a withdrawal application in the prescribed form. A withdrawal application is a written request from the borrower to ADB to pay funds against the borrowers loan account. The application must reach ADB before the loan closing date. The W/A forms and summary sheets to be used vary for the different procedures. A separate W/A for each currency requested should be submitted. A withdrawal application consists of the application itself in letter form (see Appendixes 5, 6, and 7 for sample formats); summary sheet(s) for each category claimed (see Appendixes 8 and 9 for sample formats); and supporting documents, if required (see Appendix 10). 26. Before a disbursement is made for any contract issued by the Borrower, ADB has to prepare a Procurement Contract Summary Sheet (PCSS). Copies of all signed contracts and supporting documents should be sent to ADB as soon as they are available. This is a basis for ADB to monitor performance against the projected annual activities made at the start of the year. A PCSS number will be assigned by ADB for each contract received and these data will be relayed to the EA. The PCSS serves as an acknowledgement by ADB that the award of a contract has been checked and has been found to comply with ADBs procurement guidelines. It also serves as a basis for disbursement. The PCSS is also numbered sequentially, not exceeding four digits, i.e. 0001, 0002, etc. The PCSS consists of the following basic information: ADB Contract No. or the PCSS No. Date of ADB approval of the Award of Contract Date of Contract Approval by the EA Mode of Procurement Name of contractor or supplier Terms of payment and currency of contract Component to which the expenditures will be charged

27. Without the PCSS, ADBs Controllers Department could not proceed with the processing of payment for the W/A. When an amendment or a variation of a contract is made, a copy of the variation order should also be sent to ADB, for updating of the PCSS. 28. To avoid delay in the processing of payment, the PCSS No. should be indicated in the W/A to be submitted by the EA. The PCSS No. should be shown in the summary sheet. 29. The W/A to be submitted to ADB must be the signed original copy to the attention of Mr. Won Mo Yang, Financial Control Specialist, CTLA-5 and copied to Director, SESS.

Appendix 10

52

PROJECT PERFORMANCE REPORT

Appendix 10

53

54

Appendix 10

Appendix 10

55

56

Appendix 10

57

Appendix 11

REPORTING REQUIREMENTS Type of Reporta First Project Operational Plan 1st Quarterly Progress Report 2nd Quarterly Progress Report Second Project Operational Plan 3rd Quarterly Progress Report 4th Quarterly Progress Report Audited Financial Statements and Project Account 5th Quarterly Progress Report 6th Quarterly Progress Report Third Project Operational Plan 7th Quarterly Progress Report 8th Quarterly Progress Report Audited Financial Statements and Project Account 9th Quarterly Progress Report 10th Quarterly Progress Report Third Project Operational Plan 11th Quarterly Progress Report 12th Quarterly Progress Report Mid-Term Report Audited Financial Statements and Project Account 13th Quarterly Progress Report 14th Quarterly Progress Report Fourth Project Operational Plan 15th Quarterly Progress Report 16th Quarterly Progress Report Audited Financial Statements and Project Account 17th Quarterly Progress Report 18th Quarterly Progress Report Project Benefit Monitoring and Evaluation Report 19th Quarterly Progress Report 20th Quarterly Progress Report Audited Financial Statements and Project Account Project Completion Report Period FY 2007 Jul to Sep 2007 Oct to Dec 2007 FY 2008 Jan to Mar 2008 Apr to Jun 2008 FY 2007 Jul to Sep 2008 Oct to Dec 2008 FY 2009 Jan to Mar 2009 Apr to Jun 2009 FY 2008 Jul to Sep 2009 Oct to Dec 2009 FY 2010 Jan to Mar 2010 Apr to Jun 2010 FY 2009 Jul to Sep 2010 Oct to Dec 2010 FY 2011 Jan to Mar 2011 Apr to Jun 2011 FY 2010 Jul to Sep 2011 Oct to Dec 2011 Jan to Mar 2012 Apr to Jun 2012 FY 2011 Due Date Nov 2007 20 Oct 2007 20 Jan 2008 Nov 2007 20 Apr 2008 20 Jul 2008 30 Sep 2008 20 Oct 2008 20 Jan 2009 Nov 2008 20 Apr 2009 20 Jul 2009 30 Sep 2009 20 Oct 2009 20 Jan 2010 Nov 2009 20 Apr 2010 20 Jul 2010 30 Sep 2010 20 Oct 2010 20 Jan 2011 Nov 2010 20 Apr 2011 20 Jul 2011 30 Sep 2011 20 Oct 2011 20 Jan 2012 20 Apr 2012 20 Jul 2012 30 Sep 2012 30 Dec 2012

a Suggested format and contents of quarterly progress report is in Appendix 12.

Appendix 12

58

I. A. 1.

PRO FORMA OF THE EXECUTING AGENCYS PROJECT PROGRESS REPORT Introduction and Basic Data Provide the following: (i) (ii) (iii) (iv) (v) (vi) ADB loan number, project title, borrower, executing agency(ies), implementing agency(ies); total estimated project cost and financing plan; status of project financing including availability of counterpart funds and cofinancing; dates of approval, signing, and effectiveness of ADB loan; original and revised (if applicable) ADB loan closing date and elapsed loan period based on original and revised (if applicable) loan closing dates; and date of last ADB review mission.

B. 2.

Utilization of Funds (ADB Loan, Cofinancing, and Counterpart Funds) Provide the following: (i) (ii) (iii) cumulative contract awards financed by the ADB loan, cofinancing, and counterpart funds (commitment of funds to date), and comparison with timebound projections (targets); cumulative disbursements from the ADB loan, cofinancing, and counterpart funds (expenditure to date), and comparison with time-bound projections (targets); and reestimated costs to completion, need for reallocation within ADB loan categories, and whether an overall project cost overrun is likely.

C. 3.

Project Purpose Provide the following: (i) (ii) (iii) (iv) status of project scope/implementation arrangements compared with those in the report and recommendation of the President (RRP), and whether major changes have occurred or will need to be made; an assessment of the likelihood that the immediate development objectives (project purpose) will be met in part or in full, and whether remedial measures are required based on the current project scope and implementation arrangements; an assessment of changes to the key assumptions and risks that affect attainment of the development objectives; and other project developments, including monitoring and reporting on environmental and social requirements that might adversely affect the project's viability or accomplishment of immediate objectives.

D. 4.

Implementation Progress Provide the following: (i) assessment of project implementation arrangements such as establishment, staffing, and funding of the PMO or PIU;

Appendix 12

59

(ii) (iii) (iv)

(v)

(vi) E. 5.

information relating to other aspects of the EAs internal operations that may impact on the implementation arrangements or project progress; progress or achievements in implementation since the last progress report; assessment of the progress of each project component, such as, recruitment of consultants and their performance; procurement of goods and works (from preparation of detailed designs and bidding documents to contract awards); and the performance of suppliers, manufacturers, and contractors for goods and works contracts. assessment of progress in implementing the overall project to date in comparison with the original implementation schedulequantifiable and monitorable target, (include simple charts such as bar or milestone to illustrate progress, a chart showing actual versus planned expenditure, S-curve graph showing the relationship between physical and financial performance, and actual progress in comparison with the original schedules and budgets, the reference framework or guidelines in calculating the project progress including examples are shown in Appendix 3); and an assessment of the validity of key assumptions and risks in achieving the quantifiable implementation targets.

Compliance with Covenants Provide the following: (i) (ii) (iii) the borrower's compliance with policy loan covenants such as sector reform initiatives and EA reforms, and the reasons for any noncompliance or delay in compliance; the borrowers and EAs compliance with financial loan covenants including the EAs financial management, and the provision of audited project accounts or audited agency financial statements; and the borrowers and EAs compliance with project-specific loan covenants associated with implementation, environment, and social dimensions.

F.

Major Project Issues and Problems

6. Summarize the major problems and issues affecting or likely to affect implementation progress, compliance with covenants, and achievement of immediate development objectives. Recommend actions to overcome these problems and issues (e.g., changes in scope, changes in implementation arrangements, and reallocation of loan proceeds). II. A. FRAMEWORK AND GUIDELINES IN CALCULATING PROJECT PROGRESS Introduction

7. To ensure that all implementation activities are reflected in measuring implementation progress against the project implementation schedule, the term "physical completion in the PPR has been changed to "project progress. 8. Physical and precommencement activities are considered in calculating project implementation progress. These activities, which may include recruitment of consultants,

60

Appendix 12

capacity building, detailed design, preparation of bid and prequalification documents, etc., could constitute a significant proportion of overall implementation and therefore should be counted. 9. Each activity in the implementation schedule will be weighted according to its overall contribution (using time as a reference) to progress of project implementation. These weights will then be used to calculate the percentage of project progress along the entire time span of the project. This is to provide a holistic view of the pace of implementation. B. Framework for Compiling Activity List and Assigning Weights

10. As implementation activities and their corresponding weights will vary according to the type of project, sector, and country, sector divisions or RMs will be responsible for determining and including them in the project administration memorandum. The actual project implementation progress of these activities should be reported regularly through the EAs quarterly project progress report. To ensure ADB-wide consistency, the following framework has been established; its application will be monitored through the PPR. 1. Compilation of Activity List

11. Sector divisions or RMs concerned should identify major implementation activities and include them in the implementation schedule, which is attached as an appendix in the report and recommendation of the President (RRP). The implementation schedule should follow the critical path of the projects major activities in project implementation taking account of various country, sector, and project constraints. 2. Assignment of Weights

12. Corresponding weights for each activity should be assigned to ensure that project progress" measures the percentage of achievement (nonfinancial except when the project has credit components) for all events during the entire duration of the implementation schedule. To avoid disproportionate assignment of weights, to the extent possible these should be evenly distributed along the implementation schedule. When activities are concurrent, avoid double counting. 3. Computation of Project Progress

13. Once all activities are identified and corresponding weights assigned, project progress should be calculated using the following steps: (i) (ii) (iii) Determine the actual percentage progress (nonfinancial) of each activity. Multiply these percentages by the assigned weight of each activity to arrive at the weighted progress. Add up the resulting weighted progress of all activities to determine the project progress.

14. Page 3 of this Appendix provides an illustration of this calculation using a generic sample implementation schedule and this Appendix, page 4 a specific example in the education sector.

Appendix 12

61

Implementation Schedule with Activities and Weights

Yr1 Yr2 Yr3 Yr4 Yr5

ACTIVITIES

B
b

C
d

D
e f

1. 2. 3. 4.

Sum of all weights should equal 100 percent (a+b+c+d+e+f+g = 100%) When calculating the percentage of project progress, all completed activities should be counted as accomplished, regardless of when they were scheduled to be completed. For example, when calculating the percentage of project progress after year 3, if activity D is completed in year 3 rather than in year 2, it should still be included in the computation. Total weight of each activity is as follows: Activity Aa; Activity Bb; Activity Cc; Activity Dd; and Activity Ee + f +g Project progress of a project is the summation of the actual percentage of progress for each activity multiplied by the total weight of each activity.

62

Appendix 12

Sample Implementation Schedule

(a) Assigned Weight 5% 5% 4% 2% 6% 6% 30% 6% 16% 7% 6% 6% 6% Total Weight Imp. Progress (a) Assigned weight for each activity (b) Actual progress of each activity (a) x (b) weighted progress for each activity Project progress = sum of all weighted progress for each activity 100% 24% (b) Actual Progress 100% 0% 75% 100% 100% 76% 0% 0% 10% 0% 0% 0% 0% (a) x (b) Weighted Progress 6% 0% 3% 2% 6% 4% 0% 0% 2% 0% 0% 0% 0%

Activities Establish PIU Establish Accreditation Board, etc.

Appoint Staff and Budget

Year 1

Year 2

Year 3

Year 4

Adopt Architecture Plans Shortlist Consulting Firms Prepare Fellowship Program Prepare Civil Works Tendering Civil Works: Classrooms, Dorms, etc. Procurement of Furniture and Equipment Field Work of Consultants Provide Fellowships Conduct Study Tours Provide Curriculum Standards

Appendix 13

63

DEPARTEMEN AGAMA RI
DIREKTORAT JENDERAL PENDIDIKAN ISLAM
DIREKTORAT PENDIDIKAN PADA MADRASAH
Jl. Lapangan Banteng Barat No. 3 4 Telp. 3811642, 3811654,

SAMPLE AUDIT LETTER

No Lamp Perihal

: Jakarta, J A : 1 Bundel : Permohonan Auditor Independen

K A R T A

Madrasah (PPM) Kepada Yth. Deputi Pengawasan Instansi Pemerintah Bidang Perekonomian Badan Pengawasan Keuangan dan Pembangunan (BPKP) JAKARTA Dengan hormat, kami sampaikan bahwa Direktorat Pendidikan pada Madrasah (Dit. Madrasah), Ditjen Pendidikan Islam, Departemen Agama akan melaksanakan Proyek Pengembangan Pendidikan Madrasah (PPM). Proyek tersebut akan dibiayai dari dana pinjaman luar negeri Bank Pembangunan Asia dan dana dari Pemerintah lndonesia Sehubungan dengan hal di atas, kami mohon agar Badan Pengawasan Keuangan dan Pembangunan (BPKP) berkenan menjadi auditor independen terhadap pelaksanaan program tersebut. Implementasi Proyek tersebut diperkirakan akan berlangsung 5 (lima) tahun (20072011) Kegiatan proyek akan dilaksanakan di tingkat pusat, namun sebagian terbesar akan dilaksanakan di tingkat kabupaten berupa block grant untuk madrasah di 34 kabupaten terpilih guna menuntaskan Wajib Belajar Pendidikan Dasar sembilan tahun yang berbasis masyarakat. Awal implementasi Proyek akan dimulai pada TA 2007, dengan demikian audit pertama untuk program ini adalah untuk TA yang akan berakhir pada tanggal 31 Desember 2007, dan laporan hasil audit tersebut dapat diterima Bank Pembangunan Asia (ADB) selambat-lambatnya tanggal 30 Juni 2008 Di samping laporan Audit Tahunan, kami juga mengharapkan BPKP dapat melakukan Interim Audit (6 bulan) khusus untuk pelaksanaan audit di tingkat kabupaten. Untuk keperluan kegiatan, bersama ini kami sampaikan dokumen Terms of Reference untuk kegiatan Audit Tahunan dan Audit interim. Demikian kami sampaikan, atas perhatian dan kerjasamanya kami ucapkan terima kasih Wassalam, Direktur Jenderal

Jahja Umar Tembusan: Kepada Yth. - Sekretaris Jenderal Direktur Pendidikan pada Madrasah ADB IRM Jakarta Tim Teknis MEDP

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Appendix 13

TERMS OF REFERENCE for the Audit of Special Purpose project Financial Statements Madrasah Education Development Project (MEDP) Purpose The purpose of the audit is to provide assurance that Financial Statements of the project have been prepared in accordance with Government Accounting Standard, Perpres no. 24/2005 (GAS) and give a true and fair view of the: operations of the project during the year and the financial. position of the project at the close of the fiscal year. The audit should also include examination of corporate governance aspects (legality of transactions, financial standing, systems of internal control, standards of financial conduct, prevention and detection of fraud and corruption) and the use: of resources. The external audit is not a substitute for the DGIE own responsibility for putting into place proper arrangements to ensure that business is conducted in accordance with the government accounting standard (Perpres no. 24/2005), and that public money is safeguarded and properly accounted for and used economically, efficiently and effectively. The audit, because of the test nature and other inherent limitations of an audit, together with the inherent limitations of any accounting and internal control system, there is an unavoidable risk that during the course of the audit even some material misstatements may remain undiscovered. The DGIE, MORA accepts its responsibility for the preparation of financial statements including the maintenance of adequate accounting records and internal controls, the selection and application of accounting policies and the safeguarding of their assets. Background The aim of the project is to improve quality of education in madrasah through better trained teachers, improved learning resources, and effective quality assurance systems. Selected madrasah were to become smart schools or schools that could attain the highest international standards. The project was to contribute to improved social equity by providing financial and academic support to disadvantaged children, especially girls and children from poor families. Health clinics were to be established in madrasah. Management and financial sustainability of madrasah was to be improved by reducing financial gaps between Ministry of National Education (MONE) general schools and madrasah, using performance agreements supported by block grants, establishing school committees and transparent financial management in madrasah. Executing Agency The executing agency is Directorate General of Islamic Education (DGIE) of the Ministry of Religious Affairs (MORA). The project will be implemented in both central level (DGIE) and in at the district level. Relevant documentations o Project Appraisal Document o Loan Agreement No.______ o o Project Operation Manual (POM) Naskah Perjanjian Pinjaman (Loan Agreement, from central government to local government)

Appendix 13

65

o o

Aide Memoirs Post procurement and financial review.

Accounting Standards The project followed Government Accounting Standard, Perpres no. 24/2005 (GAS). The GAS adapted from Public Sector Accounting Standards (IPSAS) issued by International federation of Accountant (IFAC) Reporting Standards Project Financial Statements prepared by CPMU will be based on the compilation of the project's Financial Monitoring Reports (FMR) and will include: (i) (ii) (iii) (iv) (v) (vi) Annual Project Sources and Uses of Funds (by project category and component); and Cumulative Project Sources and Uses of Funds; deposits and replenishments received from the Bank; withdrawals from the bank account; reconciliation report between the project expenditures made from the special account and the withdrawals from the special account and the remaining balances of the Special Account at the end of the fiscal] year. Sources of funds will show the project and Government of Indonesia counterpart funds separately

The notes to financial statements should refer to the GAS, together with deviations (if any). It also has to indicate compliance with the covenants in the financing agreements. Commitments (contingent liabilities as a result of contracts entered into which are still being implemented should be disclosed together with contracts payable as a result of unpaid programs or contracts withholding provision. Available Facilities No computerized financial management information system is available for the project. All documentation for the expenditures as reported in the FMR will be retained at the implementing unit and shall be made available to the auditors for the annual audit purposes. The auditor should be given access to all legal documents, banks, correspondence with consultants, contractors and other persons or firms engaged by the project and any other information associated with the project and deemed necessary by the auditor. Confirmation should also be obtained of amounts disbursed and outstanding at the Bank. Objectives and Scope of Audit Objectives The overall objectives of the annual financial audit are to enable the auditor: to express a professional independent opinion on the project financial statements for the year(s) then ended, in accordance with the adopted accounting standards, and; to assess the compliance with laws, regu1ations and financing agreements that have a direct and material financial effect on the project's financial statements and; to express an opinion on management's assertions that the project complied with laws, regulations and provisions of contracts and grant/loan agreements and that they maintained and effective internal control framework the project.

66

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to enable the auditor to verify financial management information that is required under FMR-based disbursement.

Scope of Audit The audit should cover the entire project, i.e. covering all sources and application of funds by all implementing agencies. The audit will be carried out in accordance with International Standards of Auditing (ISA). The auditor will: (1) plan and conduct the audit in accordance with a risk based framework with a detailed audit work program which is sufficiently extensive in its coverage of the project's accounts to support the opinion given; (2) gather evidence and prepare working papers which support the opinion given, plus sufficient audit evidence to substantiate in all material respects the accuracy of the information contained in supporting schedules attached to the financial statements, (3) obtain an understanding of the design and operation of internal control over compliance with established policies, plans and procedures that is sufficient to plan the audit to support a low assessment level of control risk for Asian Development Bank project. (4) review and. evaluate the internal control system in effect, inc1uding aspects such as adequacy and effectiveness of accouI1ting, financial and operational controls, and any needs for. revision; reliability of accounting systems, data and financial reports; methods of remedying weak controls or creating them where there are none; verification of assets and liabilities; and integrity, controls, security and effectiveness of the operation of the computerized system (if any); review and assess the adequacy of payment validation procedures for the project expenditure. For instance validation against adequate (original) and reliable supporting document and direct evidence of the service provided and internal audit procedures, to determine the degree of reliance that may be place up on them. (5) consider the risk of material misstatement(s) as a result of fraud or error. The audit program should include procedures that are designed to provide reasonable assurance that material misstatements (if any) are detected. Compliance with laws, regulations and financing agreements The auditor should also conduct an assessment of compliance with provisions of financing agreements, especially those relating to accounting and financial matters. This win inter aliainclude verification that: (a) all external funds have been used in accordance with the conditions of the relevant financing agreements, with due attention to economy and efficiency, and only for the purposes for which the financing was provided; (b) expenditures charged to the project are eligible expenditures and have been correctly classified in accordance with the relevant financing agreement; (c) goods and services financed have been pro cured in accordance with the relevant financing agreement; (d) all necessary suppol1ing documents, records, and accounts have been kept in respect of all project activities; (e) dear linkages exist between the accounting records including accounts books and the Project Financial Statements; (f) the Special Account has be en used and maintained in accordance with the provisions

Appendix 13

67

of the relevant financing agreement; (g) where the FMR is used as the basis for the submission of withdrawal applications, ii accurately reflects expenditures and activities during the project period; and (h) project expenditures as reported by the project implementation agencies are reconciled with the amounts withdrawn from the Special Account and the amounts deposited to the special account are reconciled with the amounts disbursed from the Project. Responsibility, to consider Fraud in an Audit DGIE is responsible for establishing a control environment and for maintaining po1icies and procedures to assist in achieving the objectives of ensuring the orderly and efficient conduct of the project's operation. Therefore, in order to ensure that those assertions are addressed in the project audit, ISA 2404 ('The Auditor's Responsibi1ity to consider Fraud in an Audit of Financial Statements") should be followed. Audit Report The audit report shall contain the following: the purpose of the audit report and its intended use; a statement of compliance with GAS; a statement showing that the audit has been conducted in accordance with ISA; an audit opinion covering the current fiscal year; a reference to the auditor's TOR; the auditor's opinion on the fairness of the project financial statements in accordance with GAS and that the funds were utilized for the purposes defined by the financing agreement; an audit opinion on covering in all material respects the supporting schedules, including those noted above; an additional opinion on managements assertions that they complied with applicable policies. plans and procedures and the financing agreements that have a direct and financial effect on the project's financial statement and that the implementing agency maintained an effective internal control framework on the project implementation

The date of the financial statements together with the agreed supporting schedules prepared should be specified. The due date for submission of a draft audit report and the signed audit report to the. project should also be specified. The auditor should submit the report to the DGIE, MORA who would then promptly forward one copy of the audited accounts and Report to .the Bank. The said report and Management Letter (see next paragraph) with the implementing agency's comments thereon should be received by the Bank no later than six months after the end of the project's fiscal year. Representation Letter During the audit, the DGIE, MONE as the main implementing unit of the project will provide representation in spoken and written in dealing with question. The representation is considered as part of the audit evidence obtained by the auditor and not as an alternative audit procedure. The representation letter given by the DGIE, MORA should emphasize the spoken representation obtained by the auditor and should reduce risk of misinterpretation on all matters represented.

68

Appendix 13

Management Letter In addition to the audit reports, the auditor will prepare a "management letter," in which he will: (a) give comments and observations on the accounting records, systems, and controls that were examined during the course of the audit; and identify specific deficiencies and areas of weakness in systems and controls and make recommendation for their improvement; (b) give comments on economy, efficiency, and effectiveness in the use of resources; (c) give comments on the management of the Special Account; and the accuracy and propriety of expenditures withdrawn based on FMR (d) report the project progress and timeliness in relation to progress milestones and the planned completion date; (e) report on the. degree of compliance with each of the financial covenants contained in the loan agreement and give comments, if any, internal and external matters affecting such compliance; (f) communicate matters that have come to the auditors attention during the audit which might have significant impact on the implementation of the project; and (g) report on any other pertinent matters Exit Conference Upon completion of fieldwork, the auditor should hold a closing/exit conference with senior officials of the auditee. The exit conference gives the auditor an opportunity to obtain managements comments on the accuracy and completeness of the auditors facts or conclusions, including whether or not management concur with the audit findings. The auditors should document the exit conference for conclusion in the audit work papers.

Appendix 14

69

MADRASAH DEVELOPMENT PLANNING I. INTRODUCTION

1. The effort to improve the quality of education nationally is one of the agenda carried out by the government. The effort is intended so that every educational institution, whether general schools or madrasah give education quality assurance to the related parties or the community. The assurance is the implementation of education in schools or madrasah is as it should be and as expected. If every education institutions try to give quality assurance, the quality of education nationally is expected to improve. This improvement of education quality will result in the improvement of the quality of human resources nationally. It is very important considering that we are now faced with many opportunities and challenges, nationally or globally, where the opportunities and challenges can only be gained and answered with good quality human resources. The variety of educational quality can be observed from several aspects. The first aspect is aspects related to instrumental inputs such as curriculum, teachers and learning materials. Next are aspects related to environmental inputs such as the condition of the physical environment. Third are aspects related to process such as teaching/learning, management process, and the instruments and infrastructures needed. It can also be observed from aspects related to outputs such as test results and the absorption of graduates by the labor market. 2. In order to adjust the education quality to what the community expects there needs to be a standard or a benchmark with every madrasah assisted step-by-step to achieve the standard. Since it is a national standard, the madrasah are assisted to reach the necessary input, process and output requirements. Basically, the national standard is expected to become the minimum standard for the effort required to improve education quality. Concerning the effort to improve the quality of education and according to the regulation on the National Education System, Undang-undang No 20/ 2003, the government needs to develop the existing madrasah by providing inputs so that in the future the madrasah are capable of providing good quality educational services and recognized outputs. The Madrasah Education Development Project will provide assistance to selected madrasah to raise the quality of education and reach national standards for accreditation. In order to accept the aid, the madrasah must compose a Madrasah Development Plan (MDP) which contains priority programs to be recommended to the project. The MDP has to be rational, explained clearly and systematically, and supported by relevant data. 3. MDP has five stages: (i) long term development targeting (Target Pengembangan Jangka Panjang- TPJP); (ii) annual development target (Target Pengembangan Tahunan- TPT); (iii) results of analysis and self evaluation that shows the madrasahs strengths and weaknesses in various aspects or madrasah components especially the ones related to the desired targets; (iv) madrasah priority programs and the detailed activities to achieve the development target; and (v) the budget plan including funding sources. The MDP has to include self-evaluation done by the madrasah using a questionnaire. The self-evaluation contains data/information related to madrasah profile. II. THE IMPORTANCE DEVELOPMENT OF INTEGRATED AND SUSTAINABLE MADRASAH

4. The rapid development in science and technology nowadays have influenced the economic and demographic structure, employment, and work skills that overall produce several tendencies and challenges that also influence the education system in Indonesia. These influences are; (i) orientation on the importance of added value; (ii) changes in social values; and (iii) the effects of globalization process.

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5. The first challenge, orientation on the importance of added value is a must to perfect national productivity levels and economic growth. This means sustaining and increasing the development of all aspects of social life. Orientation toward added value to increase the competitive forces of Indonesians can only be achieved with advanced quality in human resources. This includes effectively mastering science and technology and adapting them into the national industrial culture. 6. The second challenge is the transformation process from agricultural community to industrial community. This is one of the indicators of on-going national development. Transformation that occurs as a consequence of the emerging industrial community is shown by the various jobs that require innovative skills and expertise to improve science and technology. These jobs and expertise they require will cause social structure changes that will lead to the shift in the value system. These changes will bring conflicts between groups that support and want to continue the traditional values of agricultural system and the groups that want changes and adoption of industrial community values. Even though traditionally in every culture there is an ability and a mechanism to solve internal problems, the method of solving these conflicts needs to be carefully thought through. 7. The third challenge is the globalization process Indonesians are facing. A dense and comprehensive globalization is happening in all areas of life that will affect political and economical conditions. It is also influenced by international culture. With globalization intensive competition will emerge between nations in science and technology but especially in economy. Only the nations that are advanced in the economic and technological fields can gain great benefit from globalization. The basic strength in economy and technology can only be achieved with good quality human resources. 8. To provide high quality human resources, education plays an important role. The context for improving human resource quality through education development requires an education system that is rational, innovative, creative, advanced and reactive to transformation. Such an education system must be realized not only at the bureaucratic level of education organization, but more importantly must be realized in the micro level of madrasah organization. Madrasah must be able to continuously improve their performance in the agenda to manage and provide education services that are democratic, fair and suitable to community needs for qualified human resources. The human resources needed are those that have creative behavior, are innovative thinkers, smart, have noble character, have orientation on the future, and the nationalism to continuously try to develop all aspects of life to be equal with other nations. In the context of developing such a national education system, as stated in the Law No. 20/2003 on the National Education System the government encourages public or private madrasah that are considered to have the potential to be developed into madrasah that can produce graduates acknowledged equal to schools around the world.. III. NATIONAL STANDARDS FOR MADRASAH AND THEIR GRADUATES

9. The government through the Department of Religious Affairs, Directorate of Madrasah Education (Ditpenma), has developed a standard as a guideline and reference for madrasah in improving the education service quality. This standard is formulated by taking note of the three main components of improving madrasah quality which are input, process, output and outcome. The output and outcome are the profile of students graduating from madrasah and their success in higher levels of education and the workplace. Apart from that, the standard should be formulated by referring to the National Education Standards and is formulated by referring to the National Accreditation Board.

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10. The students profile is developed considering the needs for student self development in three areas. These are students life skills, four pillars of education, and multiple intelligence. The following is the student profile that will be objective of the Madrasah: (i) (ii) (iii) (iv) (v) (vi) (vii) (viii) (ix) (x) (xi) (xii) (xiii) Students have high moral integrity that is suitable to the accepted norm; Problem solvers; Independent and lifelong learners with the ability to search organize and process information for their present and future interests; Responsible to the given assignment; Creative thinkers, students have the courage to speculate by observing and creating unfamiliar approaches to produce new ideas; Effective and efficient communicators (in Indonesian or foreign languages); People who understands themselves as a result of self evaluation of belief, feeling, attitude and the values and their relationship with the environment; Students able to work with others as a member or a leader; Students with skill in using ICT to support their study; Students with habits of reading and producing good writing; Students master the subjects which is shown by the passing in the National Examination; Students with awareness towards the social, physical and cultural environment; Creative students.

11. To produce graduates with the characteristics mentioned, the madrasah components need to fulfill certain standards in order to support the activity. For example, to make the students problem solvers require learning-teaching process based on problem solving as well as inquiry learning. Also teachers who understand and capable of applying that teaching method are needed. This is the direction in which the madrasah standards are formulated. Time needed for madrasah to achieve the standards depends on their condition. A general description of the relationship of madrasah components and the achievement process with the time needed to fulfill the standards of madrasah capable of producing such graduates is shown in the graph. The large spots represent the current condition of madrasah. The time needed to achieve the standards to produce such graduates will vary depending on the readiness of the madrasah. IV. MADRASAH DEVELOPMENT PLANNING

12. The MDP is composed through several stages that start with implementing self evaluation by the madrasah. This is followed by formulation of programs, activity details and funding priorities for improving madrasah quality to produce graduates with characteristics as explained earlier and acknowledged equal with graduates from general schools. Thus, MDP provides an integrated, complete and rational description of sustainable quality improvement with components that systematically includes annual and long term targets, development programs and activity details, funding allocations and sources of funding. Funding sources are not only the central government. The madrasah development program is the responsibility of the central government, provincial government, district government, madrasah committee and the madrasah themselves. 13. MDP must be developed rationally and systematically, and be supported by relevant data. Rational in the sense that the programs composed are based upon real needs and a priorities for the madrasah, not just the desires of the madrasah or a copy of programs done in other madrasah. A program that gives 12 million rupiahs per month for the principals salary for example, is obviously irrational. Rational also means that the programs suggested do not shift

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the funding to activities that are routinely done by madrasah, such as paying the electricity bills, phone bills, and water bills and employee incentives. Systematic means that the programs suggested as a whole will support the achievement of objectives and not overlap with other programs. Another important thing for the programs is that they have to be innovative. Innovative programs are breakthrough programs to accelerate madrasah into achieving the standard of madrasah able to produce graduates equivalent with graduates from general schools. 1. Understanding of MDP

14. The MDP gives a complete and integrated description on annual and long term development targets, development programs and activity details, funding allocations and funding sources. The MDP is an effort to improve madrasah quality not only orientated on programs funded by the government during the project, but also upon programs before, during and after the project. The implication is that the funding for the madrasah development program planned in MDP must be allocated not only from the MEDP but also from other sources such district budget (APBD), national budget (APBN), community, etc. Only programs that are innovative for quality improvement and suitable for project components will be funded by the MEDP. The part of the MDP that will be funded by the project is called the Madrasah Development Proposal. The components can be seen in the MEDP guidelines. 2. Stages of MDP Formulation a. Completion of the Self-Evaluation Instrument

15. Completing the self-evaluation instrument is accomplished to know the real current condition of the madrasah. The following aspects/components involved in the self-evaluation are: (a) output/outcome; (b) plan & program; (c) curriculum and learning; (d) manpower; (e) students; (f) madrasah environment and culture; (g) ICT management/administration and madrasah organization; (h) instruments and infrastructure; and (i) parents and community participation. Accurate and valid data on the madrasah aspects/components are expected to be gained through the self-evaluation process that describes the madrasahs profile. The madrasah data profile will be analyzed to see the strengths and weaknesses of madrasah by comparing them with a certain standard, so that in the end the madrasahs level of readiness to become MNBI can be identified. 16. The analysis result will be used to determine the long term development targets (TPTJ); annual development targets (TPT), and priority programs as well as program implementation details including funding which is integrated in MDP. Therefore, the composed MDP will be realistic according to the conditions and potentials of the madrasah, students needs for selfdevelopment, and the communitys demand. The community is the madrasah customer. b. Formulate Long Term Development Targets (Target Pengembangan Jangka Panjang, TPJP)

17. The third stage in MDP composition is formulating the TPJP. The TPJP are development targets formulated for a certain period of time (long term) and must be achieved so the madrasah can fulfill its objectives in the determined time. Therefore, madrasah can improve their quality through a transformation process from the current condition to a condition that meets or exceeds the standard condition. The TPJP is formulated to cover a period of time before project implementation (indicates development targets before implementation phase), project implementation phase, and post project phase. For example, if the project is carried out from 2007 until 2011 (5 years), the TPJP has to be designed for 2006 until 2013 (8 years). This

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is important to know the programs that the madrasah plan to do one year before and after the project ends. 18. To compose a TPJP that covers all madrasah aspects/components, the supplementary worksheet 1 is used. The supplementary worksheet 1 has several columns. Column 1 is Standard (Criteria and Benchmark); column 2 is Actual Madrasah Condition; column 3 is Readiness of Madrasah; and column 4 contains TPJK. The following will describe how to compose TPJP for each aspects/components in a certain time period: (i) Compare actual madrasah condition in column 2 with standard condition (criteria and benchmark in column 1 for all components so the difference between the columns is noticeable). The difference can be positive or negative. Positive means that the actual madrasah condition is better than the standard. Negative means that the actual madrasah condition is not according to standard which means the madrasah is not ready to meet standards. The actual madrasah condition that is not ready is a gap that must be erased so the madrasah can be in the same condition as standard. Write down the comparison result in column 3 by putting a check mark (). If the result is positive, the check mark is put in the ready column. If the comparison result is negative, the check mark is put in the not ready column. If the comparison result in no. (2) is negative (not ready), the objective of TPJP is the madrasah will be ready to be as or exceed a standard madrasah. If the result is positive (ready), it is possible for the TPJP objective to be further development. c. Formulate Annual Development Targets (Target Pengembangan Tahunan-TPT)

(ii) (iii)

19. TPT is the stage in achieving annual TPJP, from before project implementation until after the project ends. From the TPT, we can know when the TPJP of a component will be achieved and how it will be achieved. In other words the TPJP of a component can be targeted to be achieved in a certain period of time which is the same amount of time as the project implementation, or it can even be achieved in only one or two years. This TPT will be influenced by the starting time. In other words, to formulate TPT, madrasah have to consider in advance: when will the classes start and how many classes will be opened? What methods will be used, and what are the targets after the classes start? The answer to those questions will determine the TPT for each component. d. Formulate programs, activity details, and funding

20. The fifth stage in MIDP composition is to prepare the programs, activity details and funding. Meanwhile, to plan the budget of each program, madrasah must first formulate the activity details of the program. The programs planned in MDP cannot be entirely funded by MEDP with funding sources from ADB, therefore madrasah need to find alternative funding sources. The alternative funding source is expected to come from: (i) community funds through madrasah committee (KS), (ii) district budget plan-APBD (DK) from regional income (PAD), DAU, DAK or profit sharing of certain natural resources, (iii) provincial budget plan-APBD (DP) from regional income (PAD), DAU, DAK or profit sharing of certain natural resources, (iv) central funds, which is a deconcentration fund and usually through projects (PD), (v) fund support from ADB (AD), and other sources (LL) such as funds from alumni.

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21. How big is the contribution of the mentioned funding source? Madrasah along with madrasah committee must decide. For this purpose, several actions can be done. The madrasah committee can develop a fund raising program from the community. (How much are parents willing to pay for their children to graduate from a well-known university in Indonesia or abroad?) The madrasah committee can also develop a fund raising program through revenue generating. Madrasah and madrasah committee together with MORA Kanwil/Kandep discuss the local governments commitment for this madrasah. The same approach should also be done with Ditmapenda Directorate. e. Formulate MDP Summary

22. After the main worksheet is filled completely using the supplementary worksheets, madrasah should then compose an MDP and investment summary. This summary is needed to get a description on the madrasah development program and the investment for the development. Therefore the average of total investment cost that needs to be provided for MNBI can be calculated and the total investment cost nationally that needs to be provided by the government for the project can also be calculated. V. CONCLUSION

23. To improve quality of madrasah education the government will conduct a Madrasah Education Development Project (MEDP). The allocation of MEDP funds is aimed at quality improvement programs that are innovative and a priority so the madrasah can develop themselves to national standards and produce qualified students that are acknowledged equivalent with graduates of general schools. 24. To get the madrasah to the desired standards level, madrasah must compose an MDP that contains priority programs that are compatible with the project scope and project components. The MDP has to be consistent with the need for development, the actual madrasah condition, and the madrasahs potential. It must also be supported by relevant data. The MDP must be explained clearly and systematically and contain: (i) analysis result of readiness factor that describes the strengths and weaknesses of madrasah in various aspects/components; (ii) long term development targets (Target Pengembangan Jangka Panjang TPJP); (iii) annual development targets ( Target Pengembangan Tahunan TPT); (iv) madrasah priority programs with the activity details to achieve TPJP and TPT; and (v) the budget plan needed including funding sources.

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IMPLEMENTATION OF THE MDP BLOCK GRANT A. BACKGROUND

1. To empower the madrasahs, particularly those that are quantitatively and qualitatively below the regular madrasahs, is that these schools need to be supported in various aspects in order to improve the quality of their graduates in the context of developing satisfactory Indonesian human resources. In view of this, the government, through the Directorate for Madrasahs, Directorate General for Islamic Education-MORA strives to channel specific amount of Block Grant funds for a specific period of time through a process that is transparent and where there is accountability. Said block grant can be used to undertake several activities to strengthen human resources, the learning process and support to student services, enhance the system of management of madrasahs, promote justice and access to attain a level of education. Said level of education would in turn be in accordance with the needs of madrasahs in order to improve the quality of services and the educational process, such that they will become empowered institutions at par with those of international standards, and produce globally competitive human resources as explained above. B. OBJECTIVES IN THE PROVISION OF A BLOCK GRANT

2. The provision of a block grant to the madrasah to improve those that have potential, shall be guided by the following objectives: 1. General

3. To build the capacity of middle-level madrasahs through strengthening their human resources, improving teaching and learning supports to student services, enhancing the system of management of madrasahs, and attainment of justice and access to education such that their graduates would become competitive and more qualified. 2. (i) (ii) (iii) (iv) (v) (vi) (vii) (viii) (ix) Special

To support the improvement of human resources in the madrasahs which possess the professional capability in terms of providing quality educational services to the students in order to develop their own potentials. To encourage the madrasahs to be capable of building a professional community and developing a culture of learning that will sustain the improvement of the quality of these schools. To raise the awareness of the government, the community and the industrial and business sector to contribute to efforts to improve the quality of education. To assist the madrasah to develop their capacity and capability in the field of information technology and communications in terms of disseminating materials relevant to the learning process and management of madrasahs. To assist the madrasahs in undertaking rehabilitation and construction of their facilities, purchase of equipment and teaching materials, and improvement of other infrastructure. To assist the madrasah in improving the system of career guidance and skills of the students for continuing education and job preparation. To assist the madrasahs in improving the administrative, information management, and financial systems to support the level of accountability in these schools. To encourage the madrasahs to accept quality students who come from poor families and enable them to study through the provision of scholarships. To build cooperation between and among madrasahs to enhance creativity and innovation in educational services and awareness in order to facilitate information

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exchange in terms of knowledge, skills and quality culture of work to improve the quality of education. C. CRITERIA FOR RECIPIENT MADRASAH OF THE BLOCK GRANT

4. The public and private madrasah that can request a block grant is one that complies with the following criteria: (i) student enrollment is stable or improve during the last several years; (ii) has a commitment to excellent performance on the basis of the quality of its graduates who take the national examinations and evaluation of the managerial capacity of the madrasah and the learning process; (iii) shows a satisfactory level of good health as seen by its climate and environment that are conducive to learning and useful to the students; (iv) occupies its own land (government-owned in the case of national madrasah, and owned by a foundation in the case of private madrasah) as proven by a certificate of ownership or other letters of ownership duly authenticated by authorized officials; (v) has a commitment and gives a high level of attention/priority to the learning process as a way to improve the quality of education; (vi) has a commitment to develop a management system that is transparent and accountable and shows support and is able to generate various support from the community and local government in terms of creative and innovative ideas through measures aimed at improving the quality of student learning; prepares to submit a plan for the improvement of the madrasah and investment is rational, satisfactory, effective and efficient and contains innovative programs (not a routine program that has been undertaken in the madrasah during this period) in order to improve the quality of educational services, as an integral part of the wholistic improvement/development plan of the madrasah as covered in the submitted proposal. D. USES OF THE BLOCK GRANT

5. The block grant funds are provided only for the implementation of programs under the approved MDP and should be effectively, efficiently, and accountable. Expected outputs of MEDP include: (i) improved teacher professionalism according to national standard; (ii) improved teaching and learning resources and facilities; (iii) improved internal efficiency by maintaining retention rate (lowering drop outs) and improving transition rates; and (iv) strengthened governance, management, and accountability of the madrasah. 6. The block grant for MDP will be provided to finance the following: (i) (ii) (iii) (iv) (v) (vi) Provision of funds for substitute teachers. The block grant can be used to finance substitute teachers to temporary replace the teachers who are joining teacher qualifications upgrading (S1 and professional certification program). Activities in MGMP for subject teachers to assist each other in solving day-to-day teaching and learning problems; Teaching Learning Resources Upgrading include equipments and text books/learning materials in core subject areas; Civil works include rehabilitation and construction of classrooms, libraries, laboratories, and health clinics as well as appropriate equipment and furniture. Remedial Program to help slow learning students; Scholarship for Transition Program to support poor MI graduates to attend MTs or general junior secondary schools, and poor MTs graduates to attend MA or general senior secondary schools. At least 50 % of the scholarship students will be girls.

7.

Detailed implementation arrangement for each activity is described in the appendices.

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E.

MECHANISMS FOR CHANNELING THE BLOCK GRANT 1. Mechanisms for Channeling

8. The mechanisms for channeling the block grant for the improvement of the madrasah are described as follows: (i) Determination of the prospective/nominee madrasah for the grant shall be in accordance with the criteria set and the conduct of a workshop on the improvement of the madrasah through the provision of a block grant. A workshop/workshop on the improvement of madrasahs by the Directorate for Madrasahs-Directorate General for Islamic Education through the CPMU shall be conducted. This workshop also constitutes an integral part of the workshop conducted for the improvement and investment of the madrasah. After participating in the workshop, the targeted madrasah, together with its members, the madrasah committee and community shall jointly formulate and submit a proposed plan for the improvement and investment of their madrasahduly signed by the Head of the Madrasah, Head of the Foundation, Madrasah Committee, and acknowledged and verified by the Kandepag. The submission of the proposed plan for the improvement of the madrasah by the prospective block grant recipient shall be based on the details disseminated in the said workshop. The determination of the madrasah recipient of the block grant shall be done after this MDP has been declared as satisfactory in providing quality educational services and the distribution of the block grant fund shall be undertaken by the Directorate for Madrasahs, Directorate General for Islamic Education through the CPMU. The Madrasah should sign a receipt as evidence of its receipt of the block grant (in accordance with the amount of the block grant) before the grant is sent to facilitate the administrative process. Said proof of receipt cannot be used accordingly by the Directorate for Madrasahs Directorate General for Islamic Education through the CPMU if this is not accompanied by proof of bank transfer.

(ii)

(iii)

(iv)

(v)

(vi)

9.

Figure 1 shows the funds channeling mechanism for the MDP block grant. 2. Disbursement Procedures

10. To be eligible for a block grant, the project madrasah has to develop a 4-year MDP for its own school. In the first year of the Project, training and technical support will be provided for the principal, teachers, staff, yayasan, and members of the madrasah committee in the process and techniques of preparing an MDP. Facilitators hired by the Project will assist madrasah in the preparation, implementation, and monitoring of MDPs. The madrasah will submit the MDP to the DCU at district MORA office (Kandepag) for review and evaluation. After the MDP is finalized and evaluated by the DCU, the plan will be submitted to the provincial coordinating unit (PCU) for further review, endorsement, consolidation, and submission to CPMU for review and approval. 11. A block grant will be earmarked for each madrasah to implement its MDP activities. The block grant will be disbursed in semi-annual tranches over the course of the Project, based on MDP project accomplishment and commitment. The block grant for the first year will be based

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on the approved expenses planned for the first year of MDP activities. The subsequent releases from KPPN will be based on reports from madrasah on the progress achieved, funds utilization, and committed funds, submitted to the CPMU through the PCU and DCU. 12. Upon approval of each MDP, the Project Director will prepare a decree (Surat Keputusan or SK), for DGIE to sign and issue, to authorise financing of the MDP by a block grant, The decree will contain the name of the madrasah, bank account information, and the amount of funding. The decree will be sent to the recipient madrasah through the PCU and the DCU for recording and monitoring. The Project Manager and the madrasah will sign a multi-year contract based on the approved MDP. On the basis of this contract, the Project Manager will prepare an SPM (Surat Perintah Membayar), to be signed and issued by the Director General as Project Director, to MOF, KPPN (Jakarta). The KPPN will send a Surat Perintah Pencairan Dana (SP2D) to its local operational bank copied to CPMU and BI, and will subsequently order the local operational bank to transfer the block grant to the madrasahs bank account. Figure 1 shows the funds channeling mechanism for the MDP block grant. 13. In accordance with its latest approved proposal, the madrasah shall undertake several planned activities covered in the action plan for the improvement of the madrasah under the coordination of the head of the madrasah or designated team. Periodically, the madrasah shall report on the progress of its activities to the regional office/department office and/or the Directorate for MadrasahsDirectorate General for Islamic Education through the CPMU, and shall also conduct periodic monitoring during the improvement of the madrasah. These two aforementioned activities are very important in terms of disseminating the progress and results of measures to improve the madrasah to support the development of education. This is also in anticipation of adverse consequences that may happen or possible adjustments to the program in the future in view of negative conditions that may arise in the implementation of said improvement. 3. Reporting

14. On the basis of the progress report and attainment of program targets, the respective madrasahs shall submit a final report on all their activities pertinent to their improvement (academic as well as administrative) to the regional office/department office and the Directorate for Madrasah Directorate General for Islamic Education through the CPMU. In the meantime, the regional office/department office and the Directorate for Madrasah through the CPMU should evaluate the results and impact of the improvement of the madrasah on educational development. 15. For the madrasah undertaking their improvement and which are able to attain the best results in the improvement of the learning and teaching process as proven by the improved performance of their students and enhanced access, an award which may be in several forms (to be determined) may be conferred as a recognition of their performance in supporting the development of education. 16. With reference to the periodic as well as final progress reports on the improvement of the madrasah, the schools concerned shall report the process, results and impact of the improvement on them, including the inputs used to support said activities. Aside from this, the madrasahs should also report the funds used for their improvement in an open and accountable manner.

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4.

Replenishment

17. Each project madrasah will submit to the PCU through Kandep quarterly financial and annual project reports, which will be consolidated into quarterly and annual reports. The PCU will monitor progress toward achievement of targets and activities. Upon satisfactory review of financial and other reports by PCU and CPMU, the second tranche for the second year budget will be released from the MOF/KPPN to the madrasah bank accounts in the same manner as in the first year. The same review and approval of reports will be necessary for the release of the subsequent tranches of the block grant. 18. Within 3 months of each funds transfer from local operational bank to the madrasah bank account, the PCU will prepare the statement of expenditures (SOEs) summarizing the status and utilization of the block grant provided to the madrasah by district for the entire province. The SOEs will be prepared by categories of expenditures based on the approved MDP programs and activities, with an SOE limit of $100,000. The PCU will obtain bank statements from the local operational bank and attach these to the SOEs for submission to CPMU. To replenish the special account, CPMU will prepare withdrawal applications based on district SOEs, attach the relevant madrasah bank statements, payment order, and submit to MOF for endorsement and submission to ADB, for replenishment and liquidation of the special account. The records of transfer of funds from the local operational bank to madrasah bank accounts according to the approved block grant budget tranche (MDP) will serve as the basis for SOEs. The Government of Indonesia (the Government) will submit to ADB appropriate documents and evidence that the Government is also disbursing counterpart funds for MDP activities during the fiscal year. The appropriate evidence will be based on the payment orders of government expenditures for project activities financed by the Government. 5. Accounting and Auditing

19. Each recipient madrasah will be required to keep accounts, records, and evidence of payments and utilization of the block grant for reference and audit by PCU, CPMU, and the Government Audit Agency. Every quarter, PCU will audit the accounts and records of a sample of madrasah to ensure that the block grant is properly utilized in accordance with the approved plan and budget. If there are cases of irregularities, corruption, and fraudulent practices involved in the utilization of the block grant funds, PCU will report such cases to CPMU for further investigation and necessary administrative and legal actions against the madrasah and individuals involved. In such cases, CPMU will issue an order suspending the activities at the particular madrasah until the cases are satisfactorily resolved. In cases of such practices in the utilization of the block grant funds, funds recovery will be determined by the CPMU investigative panel. 20. CPMU will also organize a semi-annual audit of the accounts and records of the utilization of the block grant funds at a sample of the project madrasah in each district. For this purpose, the independent monitoring and evaluation team may be requested to conduct the audit and submit reports of its findings to CPMU as parts of its responsibilities and terms of reference. If there are cases of irregularities, corruption, and fraudulent practices the same procedures as described in para. 10 will be adopted. 21. CPMU will request the Government Audit Agency to audit the accounts and records of the recipient madrasah on the utilization of the block grant funds in accordance with the Governments standard practices. The Government Audit Agency will submit its reports of the findings to CPMU and the concerned government agencies to ensure that the block grant funds

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are properly utilized as approved and that cases of irregularities, corruption, and fraudulent practices will be properly handled to deter such practices from happening in the future. 22. CPMU will also request the Government Audit Agency to audit the project accounts and SOE and provide a management letter covering internal controls and procedures associated with the maintenance of project accounts and preparation of audited project accounts. Such audited project accounts should be submitted to ADB no later than 9 months after the close of the fiscal year to which they relate. In addition to the audit, independent monitoring and evaluation will be undertaken during project implementation. F. MONITORING AND EVALUATION

23. The principle of monitoring and evaluation is one of supervision. This means knowing if the block grant program is proceeding as it should be, what are the obstacles, and what are the institutions concerned that could possibly provide recommendations to resolve problems. Further analysis of the evaluation is directed arriving at conclusions on the effectivity of the block grant programs in the madrasah concerned. 1. Aspects that are Monitored

24. Aspects that are monitored and evaluated in the block grant assistance for the improvement of the madrasah, are the following among others: (i) (ii) (iii) (iv) (v) If there are block grant funds, students, learning media and references for the purpose of improving the madrasah which is a recipient of the block grant. If the funds are intact; the students, learning media and references received by the madrasah to undertake improvement; Compatibility of the implementation program with the outline of implementation, including the identification of several obstacles. Compatibility of the use of funds with the implementation of the program to improve the madrasah. Impact of the provision of the block grant on general aspects of improving the performance of the madrasah, performance of teachers, support of the members and madrasah community, and especially the improvement in student accomplishment. Conducting Monitoring and Evaluation

2.

25. The team that will undertake Monitoring and Evaluation shall be designated by the Directorate for Madrasahs EducationDirectorate General for Islamic Education through the CPMU. They may be constituted from several elements: Directorate staff, supervisors, consultants, training instructors and educational practitioners, and other sources which possess the following principles: honesty/integrity, independence, professionalism, justice/democracy, equality, openness/transparency, high standards, and accountability. 26. For the conduct of external and internal monitoring and evaluation, there is a need to undertake the following measures: (i) (ii) Development of a Monitoring and Evaluation (ME) instrument in accordance with indicators developed for aspects that are being monitored and evaluated. Conduct of monitoring and evaluation through dissemination of the instrument and through various data collection methods (interview, observation as well as

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(iii) (iv) G.

documentation). If needed, qualitative data to support the results of the analysis of quantitative data. Results of data analysis on the implementation of Monitoring and Evaluation, quantitative as well as qualitative. Submission of Monitoring and Evaluation Report and dissemination in accordance with the content of the Monitoring and Evaluation report.

IMPLEMENTATION OF SPECIFIC PROGRAMS 1. Procurement of Teaching Learning Resources (Textbooks, Equipment, etc.)

27. Procurement of textbooks and the teaching learning materials will be carried out by the schools themselves at the community or district level. This could be done by each madrasahusing a direct purchase method. Alternatively, a cluster of schools can jointly procure them using an open competition in accordance with the Governments regulations and guidelines. This helps ensure that the schools will get the textbooks and teaching learning materials that the students and the teacher really need and that they can be assured of the quantity and quality of the items they themselves procure. 28. Procedures. The madrasah or the cluster of madrasah will form a procurement committee consisting of the principals, representatives of teachers, representatives of madrasah committee, to carry out the bidding exercise following the Governments rules and regulations. This will ensure the transparency of the bidding process. 29. Madrasah or the cluster of madrasah will then request the selected bidder to sign the contract, deliver the textbooks and teaching learning materials and submit invoice for the goods to the concerned madrasah. The procurement committee will receive the goods and sign a document to confirm that the goods meet the specifications and/or standards and have been received in good condition. 2. Procurement of Civil Works (ASFI)

30. Objective. The main objective of the ASFI is to provide matching funds to madrasah for construction of additional classrooms, laboratories, libraries and/or supplementary facilities to expand enrollments and enhance student learning. The ASFI funds can also be used to repair or refurbish existing facilities in order to improve the physical condition of these facilities that will directly result in improvement of student learning. 31. Eligibility Criteria. Madrasah wishing to receive assistance under the ASFI must meet the following criteria : (i) there is a need and solid justification for expansion or rehabilitation of the facilities, (ii) possess enough land for additional facilities on the madrasah premise, (iii) minimum total enrolment of 90 students for MA and MTs and 150 students for MIs, (iv) student enrolment was constant or on the increase, (v) there is a full time principal, (vi) there are adequate number of full-time teachers, and (vii) willingness and capacity of the community to provide support to the schools under the ASFI scheme,(viii) for private madrasah the madrasah should be accredited and have a minimum of three full time teachers whose salary is provided by yayasan. In addition, the madrasah is not receiving similar assistance from MORA or other Government agencies at central, provincial, and district/city levels. Finally, the madrasah must commit itself to implement the ASFI project transparently, honestly, democratically, and accountably in accordance with the established guidelines and criteria. Additional criteria may

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be set to suit the local condition as deemed appropriate by MORA, CPMU, and local governments during project implementation. 32. Eligible Items and Priorities for Financing of Physical Facilities. The priorities for physical facilities to be supported under the ASFI are in the following order based on the assessment of the madrasah condition and needs: (i) construction and/or rehabilitation of classrooms, (ii) construction, modification, or upgrading of rooms for use as libraries or reading rooms, (iii) construction, modification, or upgrading of rooms as science laboratories, (iv) construction, modification or upgrading of rooms as computer laboratories, (v) construction, modification, or upgrading of rooms as language laboratories, (vi) construction, modification, or upgrading of rooms to serve as a small health clinic and (vii)) provision of related furniture. Water supply and sanitary facilities will be provided to schools by MORA under their regular budget. 33. Contributions by Madrasah and the Communities. As recommended by the Project Completion Report (PCR) for BEP, the proportion of financial assistance to be provided to the madrasah under the ASFI will be as follows: 50% loan fund, 30% government contribution, and 20% community support. The percentages of contributions from the Government and the communities are in keeping with the economic condition of the country and the reality of the communities covered under the Project which are largely in poor and remote areas. They will also encourage the madrasah and the communities to raise matching funds to support this scheme as the amounts involved will be reasonable. Procedures: (i) The madrasah or the cluster of madrasah will form a procurement committee consisting of the principals, representatives of teachers, representatives of madrasah committee, to carry out the bidding exercise following the Governments rules and regulations. This will ensure the transparency of the bidding process. Madrasah or the cluster of madrasah will then request the selected bidder to sign the contract Payment to contractor will be made in 3 tranches (30%, 40%, and 30%) based on the physical achievements; The procurement committee will receive the goods and sign a document to confirm that the goods meet the specifications and/or standards and have been received in good condition. Student Remedial Programs

(ii) (iii) (iv)

3.

34. Rationale. A majority of students in madrasah especially those attending private madrasah in remote and rural communities are poor. In addition to paying school fees, their parents have to buy books, learning materials, student uniforms, food, as well as pay for transportation costs. The Indonesias National Plan of Action Indonesias Education for All indicated that 18% of the students are poor. At present there are 26 million primary school age children (7-12 years old) and 12 million junior secondary age children (ages 13-15) of which 3.7 million are not going to school. Educational expenses are a major burden on poor parents who face difficulties in sending and/or maintaining their children in schools. This results in a high number of dropouts especially during primary grades. In order to enable poor students

Appendix 15

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especially drop outs to obtain basic education certificate, the MDP block grant will include a student remedial program to help slow learning students in mastering subject contents so that they will complete nine year basic education. 35. Objectives. The remedial program is one activity of MDP proposed by project madrasah. The objective of this activity is to increase completion rates and examination pass rates through the provision of after-school student remedial programs that target under-achieving students. The programs are not designed as extra cramming classes prior to final examinations, but to specifically target slow learning students who are clearly falling behind in their learning achievements. 36. Implementation Arrangements. In order to become eligible for remedial block grants, madrasah will be required to submit a proposal following CPMU guidelines on MDP, including among others remedial class-size, participant selection, remedial subjects, class frequency, provision of lunches (where students do not have opportunity to go home between regular class and remedial class), selection of learning materials, and teacher assignments. 37. The Project will provide a 3-4 year funds under MDP block grant to facilitate the implementation of after-school student remedial programs. These annual funds will be released based on satisfactory reporting from participating madrasah, including for example remedial class sizes, participant selection statistics, subject areas, participant absenteeism, participant satisfaction, and test results. 38. During Year 1 the project will socialize the concept with provincial and district officials and provide training to madrasah principals in the preparation of applications for grants and the implementation of remedial programs. Regular monitoring mechanisms will be defined during Year 1, and should include regular classroom visits (for example every two weeks) by Madrasah Committee and monthly meetings with madrasah principals and remedial teachers to discuss student progress. 39. An independent local consultant will be hired to plan and prepare the program and set up the implementation and monitoring mechanisms. This will include the socialization seminars, training of madrasah principals, proposal review and selection, allocation of block grants, and the analysis and reporting of annual statistics. 4. Transition Scholarships Program

40. To increase transition rates, the Project will implement a transition program by provision of scholarships for poor MI graduates unable to attend MTs or general junior secondary schools and for poor MTs graduates unable to attend MA or general senior secondary schools. The project will facilitate the implementation of after-school student remedial programs in MI and MTs, supported by annual block grants paid directly to madrasah. 41. This will entail: (i) socialization to principals; (ii) allocation of quotas to districts based on indicative interest from principals during socialization; (iii) recruitment of transitioning students by principals; (iv) principals submit MDP block grant proposals to CPMU; (v) payment of student financial support to students who made satisfactory progress in their studies, provided to the school in the form of a block grant for each retrieval student. 42. Financial support for the intervention will be provided to the school in the form of a block grant for each beneficiary. The block grant will consist of 3 parts: (i) tuition and fees, to be

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retained by the school; (ii) books, uniforms and schools supplies, which will be purchased by the school and provided to the student in kind; and (iii) cash stipend for student to cover transport and pocket money, which will be paid by the school to the student. 43. The block grant will be issued to the madrasah at the beginning of the semester for all transitioning students who have fulfilled the requirements and made acceptable academic progress during the previous semester. The block grant funds will be sent directly from the CPMU and each madrasah will be required to maintain accurate financial records to demonstrate full compliance with the intended allocation of funds. Failure to provide such records will result in the madrasah being removed from any other project intervention option. Funds for students who are dropped from the program will be re-allocated by the CPMU to districts who are eligible for the retrieval intervention during the subsequent academic year. The intervention will be offered to MI and MT in all districts in the 3 project provinces. If there are more proposals than the funding quota, madrasah in those districts with enrolment ratios lower than the national average will be given priority. The intervention will be limited to the first 4 years of the project in order to assure that retrieved students have an opportunity to achieve their certificates. 44. Transitioning students who successfully achieve their certificates will be eligible for financial support to continue their studies to the next level. Principals of the retrieval recipient schools will report successful graduates to the CPMU together with documentation of the graduates having been accepted at a madrasah (or school) at the next level. The recipient madrasah (or schools) will then register with the CPMU to receive the block grants for the continuing program. The PIU will provide annual block grants to the madrasah (or school) as long as the student continues to achieve satisfactory academic progress.

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BLOCK GRANTS FOR MADRASAH DEVELOPMENT PLANS, FUNDS FLOW, AND DISBURSEMENT PROCEDURES A. Rationale

1. One key feature of the Project is to encourage madrasahs to become more innovative and proactive in planning and managing their own educational programs based on their unique situation and needs. Under a madrasah-based management system, each madrasah will prepare a 4-year madrasah development plan (MDP) covering all aspects of its operations with the objective of improving the quality of education it offers to the students. The MDP will be results-based, and will consist of activities and a budget that specifies sources of funding for each activity, tied to specific performance indicators. The Project will provide block grants that will constitute one source of funding to be used for activities of the MDP that are eligible for funding under the project rules. Other activities will be funded from alternative sources such as the Ministry of Religious Affairs (MORA) budget, local budget, and community participation. B. Disbursement Procedures for Block Grants

2. To be eligible for a block grant, the project madrasahs will develop a 4-year MDP. In the first year of the Project, training and technical support will be provided for the principal, teachers, staff, yayasan, and members of the madrasah committee in the process and techniques of preparing an MDP. Facilitators hired by the Project will help madrasahs prepare, implement, and monitor MDPs. The madrasahs will submit the MDP to the district coordination unit (DCU) at district MORA office for review and evaluation. After the MDP is finalized and evaluated by the facilitators together with the DCU, the plan will be submitted to the provincial coordinating unit (PCU) for further review, endorsement, consolidation, and submission to central project management unit (CPMU) for review and approval. 3. A block grant will be earmarked for each madrasah to implement its MDP activities. The block grant will be disbursed in semiannual tranches over the course of the Project, based on MDP project accomplishment and commitment. The block grant for the first year will be based on the approved expenses planned for the first year of MDP activities. The subsequent releases from the Treasury, Ministry of Finance (KPPN, MOF) will be based on reports from madrasahs on the progress achieved, funds utilization, and committed funds, submitted to CPMU through the PCU and DCU. 4. Upon approval of each MDP, MORA will prepare a decree (surat keputusan), for the Directorate General of Islamic Education to sign and issue, to authorize financing of the MDP by a block grant. The decree will contain the name of the madrasah, bank account information, and the amount of funding. The decree will be sent to the recipient madrasah through the PCU and the DCU for recording and monitoring. The project manager and the madrasah will sign a multiyear contract based on the approved MDP. On the basis of this contract, the project manager will prepare an a payment order (surat perintah membayar), to be signed and issued by the director general as project director, to the (MOF) KPPN (Jakarta). The KPPN will send a disbursement order (surat perintah pencairan dana) to its local operational bank copied to the CPMU and Bank Indonesiathe BI, and will subsequently order the local operational bank to transfer the block grant to the madrasahs bank account. C. Reporting and Replenishment

5. Each project madrasah will submit to the PCU through the DCU quarterly financial and annual project reports, which will be consolidated into quarterly and annual reports. The PCU will monitor progress toward achievement of targets and activities. Upon satisfactory review of

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financial and other reports by the PCU and CPMU, the second tranche of the first year will be released from the MOF KPPN to the madrasah bank accounts in the same manner as for the first tranche. The same review and approval of reports will be needed to release the subsequent tranches of the block grant. 6. Within 3 months of each fund transfer from KPPN to the madrasah bank account, the CPMU will prepare the statement of expenditures (SOEs) summarizing the status and use of the block grant provided to the madrasahs by district for the entire province. The SOEs will be prepared by category of expenditure based on the approved MDP programs and activities, with an SOE limit of $100,000. To replenish the imprest account, the CPMU will prepare withdrawal applications based on district SOEs, attach the relevant madrasah bank statements and payment order, and submit them to MOF for endorsement and submission to ADB, for replenishment and liquidation of the imprest account. The records of transfer of funds from KPPN to madrasah bank accounts according to the approved block-grant budget tranche (MDP) will serve as the basis for SOEs. D. Accounting and Auditing

7. Each recipient madrasah will be required to keep separate accounts, records, and evidence of payments and use of the block grant for reference and audit by the PCU, CPMU, and Government Audit Agency. Every quarter, the PCU will audit the accounts and records of a sample of madrasahs to ensure that the block grant is properly used in accordance with the approved plan and budget. If there are irregularities, corruption cases, and fraudulent practices involved in the use of the block-grant funds, the PCU will report them to the CPMU for further investigation and administrative and legal actions against the madrasahs and individuals involved. The CPMU will report to Asian Development Bank (ADB) and issue an order suspending the activities at the particular madrasahs until the cases are satisfactorily resolved. When block-grant funds are used improperly, fund recovery will be determined by the CPMU investigative panel in consultation with ADB. 8. The CPMU will also organize a semiannual audit of the accounts and records of the use of the block grant funds at a sample of the project madrasahs in each district. The independent monitoring and evaluation team may be requested to conduct the audit and submit reports of its findings to the CPMU as parts of its responsibilities and terms of reference. If there are cases of irregularities, corruption, and fraudulent practices, the same procedures as described above will be adopted. 9. MORA will request the Government Audit Agency to audit the accounts and records of the recipient madrasahs on the use of the block grant funds in accordance with the Governments standard practices. The Government Audit Agency will submit its reports of the findings to CPMU and the concerned government agencies to ensure that the block grant funds are properly used as approved and that irregularities, corruption cases, and fraudulent practices will be properly handled to deter them. 10. MORA will also request the Government Audit Agency to audit the project accounts and statement of expenditures and provide a management letter covering internal controls and procedures associated with the maintenance of project accounts and preparation of audited project accounts. Such audited project accounts should be submitted to ADB no later than 9 months after the close of the fiscal year to which they relate. Independent monitoring and evaluation will also be undertaken during project implementation. 11. Figure A15 shows the fund flow mechanism for the MDP block grant.

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Figure A15: FUNDS FLOW MECHANISM FOR BLOCK GRANTS

Imprest Account, Bank Indonesia

ADB

MOF
DG Treasury

REPLENISHMENT KPPN Operational Bank

S P P D

S P M

CPMU DGIE, MORA 3 Provincial MORA Office (PCU) 2 District MORA Office (DCU) MDP not approved 1a

I N D E P E N D E N T M O N I T O R I N G

Facilitators

Project Madrasah Bank Account

Project Madrasah
6 7

Fund Flow

Contractor/ Supplier

Madrasah Report on Funds Utilization and Commitment submitted to PCU through DCU and consolidated by CPMU as basis for second/third tranche release

ADB = Asian Development Bank; CPMU = central project management unit; DCU = district coordinating unit; DG = Director General; DGIE = Director General, Islamic Education; KPPN = Ministry of Treasury, Finance; MDP = Madrasah Development Plan; MOF=Ministry of Finance; MORA=Ministry of Religious Affairs; PCU = project coordinating unit; SPM = payment order; SPPD = disbursement order.

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DETAILED IMPLEMENTATION ARRANGEMENTS BY PROGRAM 1. The major non-block grant program activities of the Project include: (i) (ii) I. Part A: Part B: Teacher Professional Development Programs; Governance, Management and Accountability Programs.

TEACHER PROFESSIONAL DEVELOPMENT PROGRAMS 1. Qualificiations Certification) Upgrading (S1 Training Program and Professional

2. For MI, MTs, and MA teachers, the focus will be on upgrading teachers through enrollment in S1 programs in selected universities. Strict selection criteria for the S1 scholarships (e.g. full teaching loads; teaching record, etc.). A staff rationalization plan will be submitted by project madrasah showing a teacher qualifications profile and the teaching load and subjects taught for each teacher in the school. Qualified teachers will be required to complete further training (two semesters) to gain professional certification covering four standard teacher competencies defined by the Government. Public and private university Faculties of Education appointed by the Government will provide these certification programs. University education faculties will deliver the S1 programs with subject matter departments in English, mathematics and the sciences for all selected teachers. The universities contracted for the S1 and Professional Certification programs will be required to deliver programs that meet the needs of madrasah and provide academic progress reports every semester. 3. For MI teachers in classes 1 to 3, the focus will be on undergraduate degree (S1) programs specifically designed for primary classroom teachers. These teachers are critical as role models in the early years of schooling, therefore close cooperation and input from UIN will be necessary to provide appropriate Islamic content and philosophy. For all other S1 programs the focus will be on English, mathematics and science. For MI teachers of classes 4 to 6 and MT teachers, university education faculties will deliver the S1 programs with subject matter departments in English, mathematics and the sciences. University faculties in English, mathematics and science will deliver S1 programs for MA teachers. 4. Where possible, S1 programs will be provided within the participants province, however some choice should be available for those who specifically request to attend programs in other provinces. Not all programs are available in all provinces. 5. Scholarship funding for teachers selected will cover all costs of programs including tuition costs and participant living costs of selected teachers. It will be critical that individual madrasah or clusters provide a guarantee of employment for participants following graduation. 6. Selection of Participants. Individual madrasah will be provided with the opportunity to apply for S1 teacher upgrades and Professional Certification scholarships, and ideally madrasah would adopt a cluster approach in identifying participants in order to ensure adequate class sizes. The project will apply a number of strict selection criteria for the S1 scholarships. 7. The madrasah or school clusters will need to demonstrate that proposed participants will have full teaching loads across one or more madrasah on their return from the program, and therefore will need to submit a staff rationalization plan showing a teacher qualifications profile and the teaching load and subjects taught for each teacher in the school. Based on this profile it

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will also be necessary for madrasah to demonstrate appropriate targeting of S1 upgrades in areas of need to address teacher mismatch, with a focus on language, mathematics and science. 8. Based on the successful applications, the project will contract local universities to provide the required programs. As required, the project will fund bridging programs (of one or two semesters) provided by universities selected for S1 upgrading. Given the potential for relatively high opportunity costs being a deterrent to applications for the S1 upgrades, madrasah may opt to select a number of recently graduated S1 participants for inclusion in the shorter Professional Certification programs or participants currently in universities who are in the latter stages of S1 programs in the target content areas (sciences, mathematics, English). This approach would provide an opportunity for madrasah to address staff shortages in these subject areas, and would not require the payment of replacement teachers. If there is insufficient takeup by the target madrasah, then upgrading opportunities could be made available to other madrasah. 9. S1 and Professional Certification scholarship recipients will be required to sign 2n+2 contracts to commit to teach for 2n the number of years of their upgrading program, plus an additional two years. The names of participants violating their 2n+2 contracts will be circulated by the relevant Kandep and will be ineligible to be hired as civil service teachers (MORA and MONE) for the period of their 2n+2 contract. 10. Replacement teachers (S1 qualified in the teaching content) will be hired. Salaries for replacement teachers will be covered by the Project, and teacher salaries will be maintained by madrasah for the duration of the programs. The replacement teachers will need to be S1 qualified in the teaching content area they are assigned to, and it is unlikely that they would come from within the applicant madrasah given the requirement above for staff rationalization and the current levels of teacher-subject mismatch. This strategy will provide immediate quality upgrades on the assumption that the teachers being replaced are mismatched. 11. The universities contracted for the S1 and Professional Certification programs will be required to deliver programs that meet the needs of madrasah and provide academic progress reports every semester. Possible participating universities are listed below. Table A16: List of Participating Universities
Province East Java Universities Airlangga University Brawijaya University Surabaya Institute Technology State Uni of Malang State University of Surabaya Central Java Gajah Mada State Univ. of Jogjakarta X X Primary Teaching Edn Faculty X X X Ed Faculties: English, Math, Science X X X English Faculty X Maths and Sciences Faculties

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Province Jakarta/ Banten

Universities University Indonesia State Uni Jakarta Education Uni Indon Bogor Instit Agriculture

Primary Teaching Edn Faculty X X X

Ed Faculties: English, Math, Science X X X

English Faculty X

Maths and Sciences Faculties

South Sulawesi

Hasanuddin Uni State Uni Makassar

X = program not available; = program available.

12. Where possible, S1 programs should be provided within the participants province, however some choice should be available for those who specifically request to attend programs in other provinces. Participants who fail to achieve minimum academic standards during one semester will be subject to evaluation by the project together with the university, resulting in a plan for remediation. The contracted university, at no extra cost to the project, will provide the required remedial activities. If satisfactory progress is not achieved during the following semester, the participant will be dropped from the program and the remaining funds allocated to another scholarship. 13. In allocating S1 scholarships the Project will need to implement two selection criteria. Firstly, a staff rationalization plan will need to be implemented within individual madrasah requesting S1 scholarships, and this plan will need to include a teacher qualifications profile and the teaching duties for each teacher to showing their teaching load and subjects taught. For example, if a particular madrasah employs three mathematics teachers who are all underutilized with light teaching loads, and one is selected for a S1 scholarship, the impact on teaching quality will be minimal when this teacher returns to the school following upgrading. In contrast, the impact would be greater if these light loads were rationalized into one teaching load, or perhaps 1.5 loads, and this load was taken up by the S1 qualified teacher on his/her return to this madrasah. With the teacher qualifications profile, it will be necessary for madrasah to target S1 upgrades in the areas of need to address teacher mismatch, with a focus on language, mathematics and science. 14. In order to provide early improvements in teaching quality, it will be essential that replacement teachers are S1 qualified for the teaching area that they are assigned to. Consequently, in adopting this approach and given the high levels of teacher subject mismatch among current S1 qualified teachers, it is unlikely that many of these could be recruited from within the madrasah requesting replacements for S1 scholarship participants. 15. The Project will recruit a minimum of 30 participants for each type of program in each Province: The Project will contract with local University to provide the programs in dedicated classes. The Project will provide a fellowship for tuition and fees + school supplies (books, etc.) plus a realistic stipend for living costs (including annual transport allowance for one trip roundtrip home for programs lasting more than one year). 16. The University will provide academic progress reports every semester. Participants who fail to achieve minimum academic standards and progress (number of credits completed) for one semester will be evaluated by the project together with the University. If it is possible for the participant to recover (achieve the minimum grade point average + number of credits) within one

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semester, the university will provide a special tutoring program and the participant will be permitted to re-take the examination. The tutorial program will be provided at no additional charge to the project. If it is judged to be impossible for the participant to recover, the participant will be dropped from the program and the remaining funds for the fellowship transferred to provide another fellowship. Any participant who fails to achieve minimum academic standards and progress for 2 consecutive semesters will be dropped from the program. Any participant who fails to achieve minimum academic standards and progress for 3 semesters at any time will be dropped from the program. 17. Participants from private madarash will be required to sign a 2n + 2 contract, agreeing to teach at their original school for 2x the number of years required to complete their upgrading program + an additional 2 years. (This is a standard contract for private universities who send lecturers for post-graduate degrees.) The madrasah will report to the project monitoring system every semester after the teacher is scheduled to finish the upgrading program. The names of teachers who violate the 2n + 2 contract will be published/circulated by the relevant Kandep. 2. Subject Content Upgrading

18. Given the need for subject content improvement for madrasah teachers and the time required, teachers in the targeted madrasah will be able to apply to attend a carefully programmed sequence of two three-week training activities annually over a period of three years (Years 2 to 4 of the project) to provide a total of six three-week activities in three years. With the limited duration of these subject content training activities, it will be critical that they are focused on essential subject content matter relevant to school curricula. Selection of program content will be defined by participant pre-tests, and participants will be grouped based on their needs. The training activities will be programmed over the six courses (two per year over three years) to provide participants with a gradual and carefully sequenced increase in subject content knowledge and understanding.
Training Objectives: To provide teachers with the essential knowledge, skills and confidence in teaching content relevant to national curricula in the sciences, mathematics and languages. At the completion of training participants should be able to; Demonstrate 90% content mastery of the national curricula content for the subject content area studied (sciences, mathematics or language). Demonstrate mastery in class demonstrations and student practical activities identified in national curricula for content areas studied. Lecture, small group tutorials, practical activities. Pre and post course knowledge tests against the objectives and reported in terms of content mastery. Selection of program content from national curricula will be defined by participant pre-tests, and participants will be grouped based on their needs. Two three week programs per year over three years (annual total program duration 6 weeks = 42 PTD per year) to provide participants with a gradual and carefully sequenced increase in subject content knowledge and understanding.

Draft Content:

Methodology: Assessment:

Duration:

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No. of Courses: Trainer Expertise: No. of Participants per Course: Level & Experience of Participants: Equipment Required:

50 courses annually for a total of 1,000 participants. Extensive experience in classroom teaching of national curricula in program content areas (e.g. Sciences, mathematics, or language). 20 Classroom teachers of sciences, mathematics, or language. Science laboratories equipped as stipulated in national curricula.

3.

Classroom Methodology Training

19. Short-term activities will be provided by a two-week training program each year during Years 2 to 5 of the project. Training will focus on the implementation of the new curriculum, lesson planning, classroom management, classroom teaching, practical activities, and student assessment. The training program is designed to focus on practical teaching skills (not theories of teaching) and be output- orientated, with participating teachers being expected to demonstrate competency in practical teaching skills. The training aims to provide teachers with the necessary skills to develop the best conditions for student learning, and covers a broad range of practical teaching strategies related to implementation of the new curriculum, lesson planning, classroom management, classroom teaching, practical activities, and student assessment (formative, summative, continuous, single, informal and formal). For the short-term training activities, training will be provided by CLRC or specialized trainers in the MGMP, madrasah clusters, CLRC or other site as appropriate, through lecture, tutorial, microteaching activities, classroom observations. Some of the training activities will be funded by the madrasah block grants. Experienced classroom practitioners and teacher trainers in modern classroom methodologies may be contracted, possibly through universities. A wide range of classroom teaching and learning materials will be provided.
Training Objectives: The training aims to provide teachers with the necessary skills to develop the best conditions for student learning, and covers a broad range of practical teaching strategies related to implementation of the new curriculum, lesson planning, classroom management, classroom teaching, practical activities, and student assessment. The training program is designed to focus on practical teaching skills (not theories of teaching) and be outputs orientated, with participating teachers being expected to demonstrate competency in practical teaching skills. At the completion of this training participants should be able to; Effectively use lesson planning skills to deliver the new curriculum. Implement into their classrooms a range of improved teaching skills appropriate to the curriculum for their subject teaching area.

Draft Content:

Participants will be expected to demonstrate practical competence in a range of classroom teaching skills including; Planning a series of lessons under the new curriculum. Clarity in classroom communication. Effective lesson beginning and conclusions. Effective student strategies. questioning and teacher responding

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Effective selection and use of a broad range of classroom instructional resources. Demonstrate effective classroom skills in conducting student practical activities, use of blackboard, student drilling, demonstrations, group discussions, guided discovery, and small-group cooperative learning. Demonstrate appropriate use of various types of student assessment including formative, summative, continuous, single, informal and formal. Prepare a range of student assessment items including objective, matching, short-answer, structured, pictorial and extended items. Design basic schemes for allocating and analyzing student test results. Demonstrate basic methods for keeping records of student assessment.

Preferred Methodology: Assessment: Duration: No. of Courses: Trainer Expertise: No. of Participants per Course: Level and Experience of Participants: Equipment Required:

Lecture, tutorial, microteaching activities, classroom observations. Satisfactory demonstration of competency in the methodologies covered in the course. Two weeks (14 PTD) per year 114 Experienced classroom practitioner and teacher trainer in modern classroom methodologies. 15 Classroom teachers. Wide range of classroom teaching and learning materials.

4.

Classroom Innovation

20. Competitive block grants and classroom innovation grants (200) will be provided for the development of madrasah-based teaching and learning innovations developed by individual teachers, MGMP or project madrasah. The project will facilitate the development of teacher learning groups (MGMP), which provide an established forum for subject teachers to assist each other in solving day-to-day teaching and learning problems. Small block grants will be provided annually to madrasah groups in each district for the establishment and ongoing facilitation of MGMP. The CLRC will compete to provide the facilities and resources for any nonschool based activities. MGMPs and CLRCs will provide ongoing teacher support and mentoring activities. Madrasah principals will be trained through informal and formal classroom teaching observations, records of progress, outcomes of plans and summative reports. 5. Teacher Supervision: Capacity Building Program

21. The current system of teacher supervision in madrasah needs to be improved. The Directorate General of Islamic Education is planning to introduce and try out a system to revitalize the madrasah supervisory system. The objective would be to provide services to madrasah for the support of teachers and to facilitate measurable improvements in teachinglearning quality. An important output is the development of a critical mass of teacher supervisors with appropriate skills in teacher supervision, core subject content, school planning and

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management. This should be commenced in Year 2, and by Year 3 a minimum number of teacher supervisors should be available to support the increasing number of teachers becoming certified and those undergoing upgrading activities. The Project will support this initiative by providing upgrading for supervisor candidates, support and liaison through project district facilitators, and the appropriate resources and operational funds to facilitate regular school visits. 22. The prime purpose of teacher supervision is to facilitate an environment for continuous growth among teachers, and to provide information at the madrasah level for decision making regarding teacher capacity building, tenure, competency or dismissal. The role of madrasah principals is pivotal to this process as they should be responsible for developing and documenting individual teacher development plans that are collated at the district level for use by school supervisors. These plans should include an outline of a teachers strengths, areas requiring improvement, a plan for assistance to be provided, and a timeline. Coupled with this should be records of informal and formal classroom teaching observations, records of progress, outcomes of plans and summative reports. 23. It is proposed that the Project provides a comprehensive district based capacity building program for improving teacher supervision across the 23 districts included in the Project during Years 2 and 3. It is estimated that 4 personnel in each of the target districts be included in the capacity building activities. The capacity building should include madrasah principals, as they will be critical elements in opening schools to supervision and facilitating the useful implementation of supervision outputs. However, it is critical that these Project interventions are only implemented following appropriate MORA policy reform that better defines the role and approaches of teacher supervision. 24. In re-defining suitable approaches to teacher supervision, it is recommended that formal teacher supervision be integrated very closely with the proposed ongoing teacher support and mentoring activities provided by MGMPs and CLRCs. In effect, while less formal, these activities could cover many of the activities related to and supporting teacher supervision. The role of MORA teacher supervisors could become one of performing formal teacher supervisions coupled with auditing of the less formal activities undertaken by MGMPs and CLRCs. This approach would produce wider supervision coverage, and would have the effect of producing a servicing and more consultative approach to teacher supervision as opposed to a more prescriptive top-down approach from MORA. II. PART B: GOVERNANCE, MANAGEMENT AND ACCOUNTABILITY PROGRAMS

25. Governance and Management. Strengthened accountability, predictability, participation and transparency mechanisms at the community, district and provincial levels; (ii) capacity building for planning, budgeting, financial management and monitoring and evaluation at the madrasah and district levels; (iii) improving education sector management; and establishing a project monitoring information system (PMIS); and (iv) establish advocacy programs to sustain madrasah operations and develop partnerships. 26. Madrasah based management (MBM) and Local Governance. This will involve the empowerment of schools and principals through strengthened school management. Several capacity development programs will be offered to support performance based planning and resource allocation in the madrasah education system. A qualified and experienced firm or institution will be selected to design and implement these capacity development programs. A 10-day workshop in madrasah development planning and accountability will be provided for staff from central and provincial level, for district planning and finance staff, and for madrasah principals, madrasah committee members and yayasan heads/Kiai from the project madrasah.

Appendix 16

95

After the workshops, 3-year Madrasah Development and Investment Plans will be prepared and priorities for quality improvement identified by each madrasah. Kanwil and Kandep will identify participants to be trained in each of the above areas. Central MORA will also provide persons who will participate in monitoring and evaluating each of the five activity areas. Gender training for managers will be included in the training program. Governance at the district level will be strengthened by greater collaboration between the Kandep (district office of MORA) and the DEO in planning for District Education development. The education development plans of both agencies will be formally reviewed by the District Education Council (DEC). 27. Madrasah Teaching Learning Assessment and Quality Assurance will be implemented by a Madrasah Quality Assurance Working Group to be established at provincial level to support MDC. This will involve MQA training needs assessment, conduct of training and regular meetings, and review and recommend madrasah accreditation. A 10-day training program will be provided for managers at central, provincial, district and madrasah level. A MONE/MORAS special joint committee will develop a system of quality assurance at central level. MDC will provide capacity development programs and will be prepared for quality assurance certification (ISO 9001). 28. Project Monitoring Information System (PMIS). A comprehensive PMIS will be designed and standardized for provincial DME, MDC, districts, and madrasah. A users manual will be developed, and two workshops of 4 days duration will be conducted including orientation and technical training for those who will operate the PMIS. A domestic consultant will be contracted to design the PMIS, develop the users manual and conduct the training.

HUMAN RESOURCES DEVELOPMENT PLAN Table A17.1: Human Resources Development Plan
Total Participants From Central & Advisors From Kanwil & Advisors From Mdh Committee/ Yayasan

Course or Program

# of Days

From Kandep

From Madrasah

Other

Output 1: Teacher Professionalism Improved in Project Madrasah 1 2 3 S1 Training and Certification for Madrasah Teachers and Principals Short-term Training in Subject Content Student Transition Program Training Sub-Total A.1 Output 3: Internal Efficiency of Project Madrasah Improved 1 Preventive Maintenance Program Sub-Total A.2 3 3 527 527 0 0 27 27 500 500 0 0 2 yrs, 3 yrs; 9 mos (certification 56 3 59 2,153 5,273 554 7,980 0 0 54 54 2,153 5,273 500 7,926 0 0 Combined with 3

Output 4: Governance, Management & Sustainability of Madrasah Strengthened 1 2 3 4 Madrasah Leadership Development Madrasah Based Management and Accountability Project Monitoring Information System Teaching/Learning Assessment and Quality Assurance Sub-Total A.3 Overseas Training 1 2 Ph.D. Programs (S3) in Mang., Public Policy, Eval. Master Degree Programs (S2) in Manag. and Planning Sub-Total A.4 3 2 5 2 6 8 2 2 6 6 0 0 0 0 6 20 8 20 54 625 1,594 679 671 3,569 2 25 2 2 31 15 15 15 78 123 54 54 54 91 253 500 1,000 500 500 2,500 500 162 500 108 Appendix 17 54

96

Course or Program

# of Days

Total Participants

From Central & Advisors

From Kanwil & Advisors

From Kandep

From Madrasah

From Mdh Committee/ Yayasan

Other

1 2 3 4 5

Introduction to Performance Management Systems Performance Based Budgeting/FMIS Madrasah Development Planning and EMIS Data Input and Report Production Supervisor Upgrading Sub-Total C Advocacy

3 15 6 6 10 40 4

292 1,073 1,126 1,156 400 4,047 329 329 16,460

10 5 10 5 30 100 100 163

12 21 35 70 138 175 175 442

270 270 81 81 400 1,102 54 54 1,490 0 11,926 0 2,277 0 162 1,000 1,777 0 1,000 777 1,000

Output 5: Project Management 1 Monitoring and Evaluation for PMIS Sub-Total D GRAND TOTAL 4

Appendix 17

98

Table A17.2: Human Resources Development Plan

Component/ Training Program No. Persons Unit Quantity No. Person Days

Unit Cost ($)

Teacher Professionalism Improved Teacher Upgrading to S1 (University) Teacher Upgrading to S1 (Teacher Training Institute) Principal Upgrading to S1 S1 Certification for Principal and Teachers Subject Content and Methodology Training Seminar on Transition Program 71 679 194 1,208 5,273 554 Person Years Person Years Person Years Person Years Person Days Participants 288 1,674 322 846 56 3 71,372 415,155 79,831 209,715 295,282 1,662 2,671 2,000 2,671 2,000 25 15

Internal Efficiency Increased Preventive Maintenance Program 527 Participants 3 1,581 55

Governance, Management and Sustainability Strengthened Madrasah Leadership Development Madrasah Based Management and Accountability Project Monitoring Information System Teaching/Learning Assessment and Quality Assurance Introduction to Performance Management Systems Performance Management Systems/FMIS Madrasah Development Planning and Advocacy EMIS Data Input and Report Production Supervisor Training on Education Management Ph.D. Programs in Management, Public Policy, Eval. Master Degree Programs in Management and Planning 625 1,571 679 671 292 1,073 1,150 1,156 400 2 6 Participants Participants Participants Participants Participants Participants Participants Participants Participants Participants Participants 6 20 8 20 3 12 6 6 10 3 yrs 2 yrs 3,750 31,420 5,432 13,420 876 12,876 6,756 6,936 4,000 1,080 720 60 60 55 60 60 60 60 55 40 $50,000/yr $50,000/yr

Project Management Monitoring and Evaluation for PMIS Grand Total 329 16,460 Participants 4 1,316 1,163,179 55

99

Appendix 18

ACCOUNTING, AUDITING, AND REPORTING A. Establishing, Reporting, and Auditing of Project Accounts 1. Imprest Account

1. To facilitate the disbursement of loan funds, the Government will establish an imprest account at Bank Indonesia (BI) as a means for channeling the loan proceeds for funding programs and activities under MEDP. The imprest account will be established, managed, replenished, and liquidated in accordance with the Asian Development Banks Loan Disbursement Handbook and arrangements agreed upon by the Government and ADB. The total advances in the imprest account at any time is not to exceed the estimated expenditures for the next 6 months or 5% of the loan amount, whichever is lower. The statement of expenditure procedures (SOE) may be used for liquidating or replenishing the imprest account. Any individual payment to be reimbursed or liquidated under the SOE procedure will not exceed $100,000 equivalent per contract. ADB reserves the right to conduct spot or random checks of expenditures covered by SOE through review, disbursements, or random audit missions. All supporting documents must be kept to substantiate all expenditures incurred from the loan proceeds. The imprest account will be used to direct the loan proceeds through two systems of funds channeling: one for the block grant scheme and another for the other types of project expenditures at the central, provincial, and madrasah levels. The CPMU, each Provincial Coordinating Unit (PCU), and Project madrasah will open a separate project bank account exclusively for the project. 2. Reporting and Auditing

2. To ensure effective implementation, there will be continued monitoring and evaluation of the Project, with timely reporting. The CPMU will furnish brief quarterly and comprehensive annual reports to ADB, to be submitted within 1 month after the period to which they relate, indicating progress made and problems encountered during the review period, steps taken or proposed to be taken to remedy the problems, proposed program of activities, and expected progress during the following period. Within 3 months of physical project completion, the EA will submit to ADB a completion report providing details about implementation, costs, benefits, and other information requested by ADB. 3. The CPMU will maintain a separate project account and records exclusively for the Project to ensure that the loan funds were used only for the objectives set out in the Loan Agreement. The project account and records for the project are to be consistently maintained by using sound accounting principles. The CPMU will prepare the project account and financial statements for the Project according to international accounting standards prepared by the International Accounting Standards Committee. The CPMU will prepare annual financial statements covering all the details of expenditures in accordance with project components and activities. The CPMU will have the project account and related financial statements audited annually by independent auditors with satisfactory qualifications and experience in international accounting standards and international auditing standards issued by the International Federation of Accountants. In cases where other auditing standards are used, the auditor should indicate in the Auditors Report the extent of any differences and their impact on the audit. The audited project account and financial statements, including the cash-flow statements for each fiscal year (including the auditors report and opinion on the use of loan proceeds, compliance with loan covenants and the use of the imprest account, use of statement of expenditure procedures, conformity with ADBs procurement guidelines, project implementation, or other matters that require special audit attention) will be submitted by MORA to ADB in

100

Appendix 18

English not later than nine months after the end of each fiscal year. The imprest account and financial statements will be audited by certified external auditors or the Office of the Auditor General in accordance with the requirements of the 2003 2004 laws on the national financial system, and Guidelines for the Financial Governance and Management of Investment Projects financed by Asian Development Bank. A copy of audited project account and financial statements, including the auditors report will also be submitted to BI for information. 4. CPMU will prepare a quarterly financial statement to provide details of the status of the imprest account, records of transfer of funds to the various project accounts and payments for contracted activities by types or categories of expenditures, reasons, justification for any variations in the account and the records, and reconciliation of any discrepancies to ensure that the financial records are accurate and up to date at the end of each quarter. The quarterly financial statements will be submitted to ADB and BI for verification and reconciliation of the status of the imprest account within 30 days after the end of each quarter. 5. The Government has been advised of ADBs requirement of timely submission of audited Projects Account and financial statements and the possible suspension of disbursements under the proposed ADB loan in case of non-compliance with the requirement. B. Block Grants for Madrasah Development Plans (MDP) 1. Reporting Requirements for Block Grants

6. Each madrasah will submit monthly reports of activities and expenditures to the Provincial Project Coordinator within the first week of the following month. This report may be in the form of hard copy or soft copy. A copy of the report will be posted in a public place on the madrasah campus and will be provided to madrasah committee members and head of yayasan (for private madrasah). 7. The Provincial Project Coordinator will enter all the monthly reports into a computerized database and produce a provincial report. The provincial report will be submitted to the CPMU by the 15th of the following month. Electronic copies will also be sent to the M&E unit within the CPMU and financial management specialist of the Independent TA for M&E. The financial management specialist will also analyze the monthly reports to assure that the implementation of MDP is proceeding on schedule. In case a madrasah is not meeting its targets, the Provincial Project Coordinator will be notified by the third week of the following month. The Provincial Project Coordinator will then provide additional assistance to the madrasah, through the Provincial advisors and monitoring and evaluation consultants as necessary. Any madrasah which does not meet its targets for 2 consecutive months will be placed on a list requiring special attention from the Provincial Project Coordinator and/or corrective action. Any madrasah which remains on the list for one semester will be given intensive assistance to enable them to fulfill their MDP and/or revise the MDP for the subsequent year. Madrasahs which fail to make appropriate adjustments and/or progress will be referred to the Steering Committee for removal from the Project. 2. Audit Procedures for Block Grants

8. A Monitoring and Evaluation (M&E) unit within the CPMU and the financial management specialist of the Independent TA for M&E will perform random audits of project madrasah financial reports. Non-compliance caused by lack of understanding of the required financial systems will be dealt with by providing hands-on training in preparing projects accounts and records. The Provincial Project Coordinator will be responsible for providing the additional training, through the provincial advisor and/or facilitator who will certify that the offending

Appendix 18

101

madrasah is already complying. In the case of non-compliance due to misuse of funds, the case will be referred to the CPMU for immediate removal from the project. If the misuse involves criminal activities, the case will be referred to law enforcement authority. Separate project accounting system will be established. C. Teacher Upgrading (Degree Certification)

9. Each madrasah will identify teacher upgrading programs which are required to enable the madrasah to achieve its targets. The teachers identified to participate in the S1 program are required to stay in the madrasah for several years upon completion of the program (2xno. of years training+2 years). The CPMU will compile all the required S1 programs and negotiate with tertiary institutions to provide the programs. The CPMU will contract the tertiary institutions and monitor implementation of the program. The CPMU will coordinate with the DG for Teacher Quality in MONE to arrange for the teacher certification programs. The CPMU will ensure that at least 60 percent of teachers in project madrasah attain S1 qualifications by end of 2011. 1. Reporting Requirements for Teacher Upgrading

10. The recipient tertiary institutions for the S1 program will provide progress reports to the CPMU on project upgrading participation at the end of each semester. Any student who fails to make appropriate progress (number of credits, grade point average) will be removed from the program. The concerned madrasah will be informed and other qualified teachers from the madrasah will be identified for the program. The progress of teacher upgrading will be reported in the quarterly report of the CPMU D. Provincial Advisors and Facilitators 1. Reporting Requirements for Provincial Advisors and Facilitators

11. The CPMU will recruit advisors and facilitators, using national competitive bidding procedures. Provincial advisors and facilitators will be paid through the provincial project bank account. Provincial advisors and facilitators will draw up semi-annual work plans based on the overall project work plan. The work plans will be approved by the Provincial Project Coordinator and submitted to CPMU with copies to the M&E unit within the CPMU and financial management compliance specialist of the Independent TA for M&E. The work plans will allow flexibility to provide additional specialist assistance to madrasah who are unable to achieve the monthly targets of their MDP. Provincial advisors and facilitators will submit monthly reports to the Provincial Project Coordinator with copies to the CPMU. The Provincial Project Coordinator will be responsible for assuring that advisors and facilitators are fulfilling their tasks. E. Madrasah Development Center (MDC) Activities

12. MDC will prepare annual work plans based on the project work plan and PAM. The plans and budgets will be submitted to CPMU with copies to PP C. MDC will open a bank account exclusively for the project. For internal control, three people will be responsible for the project bank account who will also be the signatories for withdrawal, i.e. the head of the yayasan, the chairman of the school committee, and the treasurer of the yayasan. Block grants to madrasah will be disbursed in three to four semi-annual tranches direct to the MDC project bank accounts. The madrasah report on funds utilization and commitment which will be submitted to PCU and consolidated by CPMU will be the basis for second and third tranche releases.

102

Appendix 18

1.

Audit Procedures

13. The M&E unit within the CPMU and financial management specialist of the Independent TA for M&E will perform random audits of MDC financial reports. Non-compliance will result in removal of the MDC from the project activities. Results of madrasah auditing will be reflected in the overall project account and financial statements of the project, which will be audited on an annual basis. F. Fiduciary Controls

14. For the project, in particular the madrasah block grants, internal and external audit (performance and financial audits) will be undertaken. Separate accounts, and project accounting system will be established at CPMU, PCU and district levels. Separation of financial recording and disbursement functions will be handled by project accountant and treasurer, respectively. An attached technical assistance for independent monitoring and evaluation will monitor the funds to ensure appropriate use, to be supplemented by accountants who will accompany the auditors, to assist the madrasah financial management. Participatory monitoring and evaluation by stakeholders (i.e., school committees/kiai/community/MDF) will also occur. Transparency and advocacy mechanisms will be established, through posting activities and financial records at school, printing of financial records, wide dissemination to communities/parents, etc. 15. Some fiduciary controls and antifraud measures include: (i) Providing support for improving procurement procedures in order to increase the transparency of the process and the accountability of the individuals involved in procurement and financial management. Strengthening internal audit system and procedures in the procurement process and funds management and transfer. MORA needs to institutionalize an internal audit system and procedures and create a framework and mechanisms to ensure efficient and effective use of project funds and to enforce stronger accountability and transparency in the MORA operations. This arrangement will help deter, detect, and investigate cases of fraud and corruption as necessary. Implementing a rigorous external audit and monitoring system and procedures for the procurement activities and the control on the use of the project funds by involving the concerned Government audit agency and the independent monitoring and evaluation team to conduct sampling checks and audit of the activities, outputs, accounts, and financial statements. Providing training in accounting, internal auditing, and financial management to staff of MORA, Kanwil, Kandep, and madrasah so that they will have the knowledge and skills to identify areas for possible corruption and fraud and take the necessary steps to deter or prevent any attempts at fraud and corruption by the concerned individuals. The purpose of the training is enable the principals, teachers, Kandep and Kanwil staff to understand and accept the standard accounting practices and audit procedures to be introduced as well as to get their commitments to comply with relevant regulations, guidelines, procedures, and reporting requirements. (please refer to the proposed training programs in another section) Disseminating information on the standard accounting practices and audit procedures to deter and prevent fraud and corruption in project implementation to

(ii)

(iii)

(iv)

(v)

Appendix 18

103

external stakeholders including madrasah committees and MDC, MDF, the communities, and NGOs to ensure that all stakeholders are aware of the rules, regulations, and Governments efforts to prevent fraud and corruption in project implementation and financial management and control. (vi) Improving the procurement process to be more transparent, efficient, and accountable to the public and stakeholders including teachers, school development committees, madrasah councils, the communities, and NGOs. The bidding process especially the evaluation of the bids (both technical and financial) must be carried out in a transparent manner by strictly following the agreed and approved criteria and procedures within a specified time frame (i.e., 15 days and in any case no longer than 30 days). The procurement evaluation committee (which could be a subgroup of the full procurement committee) must be given complete autonomy without external influence or interference in their evaluation of the bids and decision on the contract award. The approval process for determining the award of contract to the bidder who submits the lowest evaluated substantially responsive bids must be carried out in a transparent manner with no interference or influence from other parties.

16. Madrasah Level. At the madrasah level, a procurement committee will be established consisting members should include the principal, yayasan, teachers, members of madrasah development committee, members of madrasah committees, and DPU. The procurement committee may consist of 10-12 people but the core technical group should be between 5-7 people who will be directly involved in the bidding process especially the evaluation of the bids. The rest will represent their respective groups to ensure that the process is transparent and the committee is held accountable for the actions and decision. After approval is given by MORA or ADB as the case maybe, the procurement committee will advise the successful bidder to sign the contract and provide performance security and other required documents as stated in the bid document. The other bidders will also be advised of their unsuccessful bid. Thereafter, the madrasah will post the results of the bidding process on its bulletin boards and at the community bulletin boards in the markets, at the community mosque, and in other public display facilities for the information of the public. The decision for contract award must be submitted to ADB for approval (procurement procedures) in a reasonable time frame preferably within 15 days after final approval by the highest authority. 17. Some additional antifraud and fiduciary control measures include: (i) establishing mechanisms for regular and reliable internal audit at the madrasah, Kandep, Kanwil, and PCU levels; (ii) training concerned staff on procedures and techniques to conduct internal audit and to identify potential loopholes in procurement and contract procedures that will help deter, detect, and investigate corruption and fraud practices; (iii) conducting internal audit of accounts, records, financial statements of the madrasah, kandep, and kanwil, and PCU every six months and report findings and any irregularities to MORA and other relevant agencies including recommendations for legal actions against the wrongdoers; and (iv) using external monitoring and evaluation team (Advisory TA) to conduct an audit of the procurement process, accounts, financial transactions and statements, and auditing of the civil works, goods, and services provided by contractors, suppliers, and service providers to ensure compliance with quality, standards, and provisions in the contract.

104

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TECHNICAL ASSISTANCE FOR INDEPENDENT MONITORING AND EVALUATION OF THE MADRASAH EDUCATION DEVELOPMENT PROJECT 1. The Madrasah Education Development Project will have an attached technical assistance (TA) designed to ensure effective monitoring and evaluation (M&E) of the Project. The TA will raise public confidence in the quality, efficiency, and cost-effectiveness of madrasah education, predominantly in private schools. Critical to raising public confidence will be reliable performance monitoring reports, especially related to education standards improvement and spending effectiveness. The Ministry of Religious affairs (MORA), which governs the madrasah education system, has taken a number of steps to begin to develop more transparent M&E systems through (i) establishment of a discrete performance monitoring function within the Directorate General of Islamic Education (DGIE); (ii) additional staff and system strengthening within the Inspectorate General, particularly related to internal audit; (iii) improved liaison with the Board of National Standards for Education; and (iv) participation in joint internal performance and financial audits on the school operation budgets.1 2. Nevertheless, it will take some time to put sufficiently robust internal M&E systems in place. The proposed TA will ensure that independent monitoring evaluation systems are in place over the lifetime of the Project. Simultaneously, the active participation and involvement of key MORA departments, especially the DGIE and the Inspectorate-General, in the design of the M&E activities will provide informal capacity building within MORA. It is expected that MORA will ensure that the TA liaises with other anticipated donor support to strengthen MORA sector performance, program monitoring, and internal audit systems, especially the technical support provided through the Australian Agency for International Development (AusAID)-funded Basic Education Project and the Learning Assistance for Islamic Schools Project. A. Impact and Output

3. The TA is intended to foster an increased results orientation and external focus for M&E systems, to help ensure effective monitoring of the program targets. The TA will establish results-based sector performance monitoring at the central level, with concurrent institutional strengthening at provincial, district, and madrasah level. 4. The output of the TA will be strengthened internal and external accountability and associated governance systems to help prevent fraud, corruption, misuse of project funds, and delays in project implementation. This will be evidenced by compliance with government and project institutional integrity policies related to (i) the quantity and quality of goods and services according to specifications, schedules, and budget; (ii) accuracy in procurement, accounting, and other financial records; and (iii) transparency in selection and awarding of contracts and related transactions. 5. Key elements and processes of the proposed independent monitoring evaluation TA will be (i) baseline, midterm, and final project evaluation; (ii) program compliance monitoring; (iii) financial compliance monitoring; (iv) progress and performance monitoring; (v) quality compliance monitoring; (vi) benefits and impact evaluation; and (vii) institutional strengthening for sector performance assessment. The final output of the TA will be a comprehensive report of findings and recommendations to MORA and Asian Development Bank (ADB). Interim, quarterly, and annual reports will be prepared throughout the 5-year project period.

MORA capacity development assessments and road maps.

Appendix 19

105

B.

Methodology and Key Activities

6. The independent M&E activities will focus on (i) the efficiency and effectiveness of project implementation based on the results of project activities against agreed implementation schedules, targets, and outputs; (ii) the quality of project outputs, goods, and services provided under the Project (especially infrastructure and equipment) based on professional criteria or agreed standard; (iii) the transparency of the process and actions taken by concerned institutions/agencies and individuals based on the Governments regulations and ADBs Anticorruption Framework, Policies and Strategies (2001Year); (iv) the responsibilities and accountability of the institutions, agencies, units, and individuals for implementing project activities; (v) the audit of funds utilization with special attention to funds distributed through block grants; and (vi) the initial benefits and impact of the Project against the expected project outputs and outcome. 7. The M&E system will cover (i) process, (ii) outputs, and (iii) benefits of each scheme against established criteria and indicators. A stratified random sample of madrasahs will be done to collect information to observe and evaluate the progress, quality, and benefits of the approved activities and programs carried out. Particular focus on the proposed financing schemes and strengthening school performance (i.e., fiduciary controls on madrasah block grants, scholarships and remedial programs, teacher development programs, and concurrent capacity development in governance) and management (madrasah-based management, madrasah development plan [MDP], madrasah development forum [MDF]/stakeholder forum at district level and madrasah committee at school level). 8. The consultants will also design the M&E system for the central project monitoring unit (CPMU), provinces, and districts; develop performance indicators; create database structures; train relevant staff members on M&E, financial management, auditing, and reporting; conduct sample audits; undertake baseline, midterm, and project completion surveys; and institutionalize the results-based system through workshops, seminars, training, and advocacy with relevant stakeholders. The data sources include the madrasahs, principals, yayasan/kiai, parents, teachers, scholarship recipients, and government stakeholders. 9. Activities. M&E will be done in an 8-week inception phase and an implementation phase. Inception will cover the design the monitoring system; the design of the baseline surveys, including development and pretesting of instruments, development of plans for the database, and development of the work program. During implementation, the consultants will conduct regular financial compliance monitoring, progress and performance monitoring, and quality compliance monitoring for all major programs, as well as a midterm and final evaluation of the project in terms of efficiency and effectiveness, quality, transparency, accountability, and utilization. The team will also conduct an annual audit of a sample madrasahs receiving support from the Project and prepare a report for ADB and the CPMU. The consulting firm will train a cadre of field monitors. 10. Baseline Survey of Key Outcome Variables. A key activity of the TA will be the objective assessment of outcome variables, primarily student performance, of the Project. The baseline assessment will include an attitude survey of parents and community members concerning madrasah education, to be conducted at least twice during the project period. 11. Audit. At the end of year 2 of the Project, an independent audit of project expenditures will be conducted. Use of all project funds will be examined during the audit, but special attention will be paid to the funds allocated through block grants.

106

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C.

Cost and Financing

12. The total TA amount will be $1.3 million equivalent. ADB will finance $995,000 on a grant basis from ADBs TA funding program. The field surveys, testing, monitors, transport and allowances will be supported by the loan funds up to an amount of approximately $150,000. D. Implementation Arrangements

13. The Executing Agency for the TA will be MORA, with DGIE responsible for the overall TA implementation. MORA will appoint a senior staff member as coordinator for all matters pertaining to the TA. Three counterpart staff members from DGIE will be appointed to work closely with the consultants. ADB will engage a qualified consulting firm or educational institution to implement the TA. The firm will be selected using quality- and cost-based selection of the international consultant in association with national consultants. The firm will provide one international expert for 122 person-months, intermittent, and four experienced local experts, intermittent: (i) team leader and monitoring and evaluation specialist (360 person-months), (ii) quality assessment specialist (30 person-months), (iii) finance and compliance monitoring specialist (30 person-months), and (iv) database design and management specialist (24 person months). The consultants will be engaged by ADB in accordance with its Guidelines on the Use of Consultants. 14. The TA will be undertaken throughoutover the project period, 4.5 years, from June 2007 to April 2012 (intermittently). The consultants will prepare a TA implementation plan. Within 4 weeks after the TA starts, the team leader will submit a brief inception report summarizing initial findings, identifying specific issues, and suggesting any changes needed to the methodology and program. The consultants will also submit interim, quarterly, and annual reports, in addition to specific reports covering the baseline, midterm, and final evaluation studies. The final output will be a comprehensive report of findings and recommendations to MORA and ADB. The consulting firm will be independent of MORA and the CPMU, but will periodically submit reports to them. E. Design and Monitoring Framework Table A19: Design and Monitoring Framework Design Summary Impact Increased results orientation and external focus for monitoring and evaluation (M&E) systems of the Madrasah Education Development Project (MEDP) programs Performance Targets/Indicators Central Ministry of Religious Affairs (MORA) and three project provinces implement resultsbased sector performance monitoring system Data Sources/Reporting Mechanisms A. Technical assistance (TA) reports B. Project reports C. Baseline, midterm, and final project evaluation surveys D. Intermittent project evaluation reports E. National Assumptions and Risks Assumptions M&E institutionalized at MORA. Project madrasahs have capacity to implement sector assessment.

Appendix 19

107

Design Summary

Performance Targets/Indicators

Data Sources/Reporting Mechanisms Socioeconomic Surveys (Susenas) data

Assumptions and Risks

Outcome Improved results-based sector performance monitoring at the central level, and strengthened institutional capacity at district/madrasah levels Outputs Strengthened internal and external accountability and associated governance systems

All project madrasahs establish resultsbased monitoring system Performance indicators identified

TA reports Project reports Field surveys and project reports Baseline, midterm, and final project evaluation surveys

Assumption All project documentation and reports will be made available.

Program, financial, quality compliance; progress/performa nce compliance monitoring; and benefits and impact evaluation conducted in 100% of randomly selected madrasahs by 2012.1 50% of project madrasah trained on M&E, financial/ management and sector performance assessment by 2012.1 -100% of randomly selected madrasahs audited annually

Project reports Baseline, midterm, and final project evaluation surveys. Quarterly, annual, and final reports of MEDP programs, activities, outputs, outcomes, benefits, and impact -18 quarterly reports - 4 annual reports - 1 final report

Assumption All project documentation and reports will be made available to the TA team.

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Appendix 19

Design Summary

Performance Targets/Indicators

Data Sources/Reporting Mechanisms

Assumptions and Risks Inputs Consultants and staff Consultants and staff - Field surveys/studies Consultants and staff- Report preparation Workshops, seminars and meetings

Core Activities with Milestones (i) Design of pProject monitoring system designed, including indicators and comprehensive field instruments (ii) Standardized achievement test identified and arrangements made for its use (iii) Instruments tried out, revised, and staff (including field monitors) trained (iv) M&E system implemented (v) Baseline, midterm and final evaluation surveys completed. (vi) Achievement testing using standardized tests carried out at least twice (vii)Parental attitude surveys carried out at least twice (viii)Reports prepared and submitted (ix) Structured feedback on project implementation given to Asian (x) Development Bank and MORA regularly throughout the TAWorkshops and seminars held F. Outline Terms of Reference for Consultants 1.

Monitoring and Evaluation Adviser (international, 12 person-months)

15. The adviser will help the team leader and other specialists (i) conceptualize and design the monitoring system; (ii) develop indicators for monitoring and assessing the quality, and standard of outputs of the programs and activities; (iii) develop and pretest the instruments in pilot provinces, districts, and madrasahs; (iv) plan monitoring and evaluation activities, including optimal use of specialists and arrangements for field monitors; (v) make annual visits to assess the progress of the team according to the work program; (vi) review outputs and reports produced by the team to ensure quality and consistency with the project objectives and desired outputs; and (vii) ensure that the feedback and advice offered to the CPMU and ADB is useful and of adequate standard. 2. Monitoring and Evaluation Specialist and Team Leader (national, 360 person-months)

16. The consultant will, in collaboration with the adviser and other specialists, (i) conceptualize and design the monitoring system; (ii) develop indicators for monitoring and assessing the quality and standard of outputs of the programs and activities; (iii) develop and pretest the instruments in pilot provinces, districts, and madrasahs; (iv) finalize and arrange for production of instruments for use during implementation; (v) prepare schedules for field work, and map out strategy and priorities for deploying the independent M&E team members to cover all project provinces and districts; (vi) select madrasahs representing the beneficiary schools as pilot cases to test and implement the M&E system; (vii) select and train field monitors in monitoring and quality assessment; (viii) train staff members of CPMU, provincial coordinating unit (PCU), and district coordinating unit (DCU) to use the M&E instruments; (ix) prepare schedules for annual field visits to the PCU and the project madrasahs; (x) ensure that the use and initial benefits of the programs and activities are regularly monitored by the team; and (xi) advise ADB and the CPMU on project progress, issues, and possible need to modify components.

Appendix 19

109

3.

Quality Assessment Specialist (national, 30 person-months)

17. The specialist will monitor quality compliance and will help the team leader (i) conceptualize and design the monitoring system in terms of quality assessment inputs; (ii) develop indicators for monitoring and assessing the quality and standard of outputs of the programs and activities; and (iii) develop and pretest the instruments in pilot provinces, districts, and madrasahs. The specialist will also survey student performance and community perceptions of madrasah quality by (i) assessing grade-6 and -9 students using an internationally recognized or standardized assessment test in baseline, midterm, and end-ofproject evaluations; and (ii) developing an attitude survey to assess the attitudes of parents and community members toward madrasah education, in a baseline and end-of-project evaluation. 4. Financial Compliance Specialist (national, 30 person-months)

18. The specialist will monitor financial compliance throughout the project period, focusing on the use of the block grants in madrasahs. The specialist will help the team leader (i) conceptualize and design the monitoring system in terms of financial compliance inputs; (ii) develop indicators for monitoring and assessing the quality and standard of outputs of the programs and activities; (iii) develop and pretest the instruments in pilot provinces, districts, and madrasahs; (iv) train financial staff of the CPMU, PCU, and DCU on monitoring financial management, auditing and reporting; and (v) train field monitors to collect from madrasahs the data required for financial management. The specialist will also design a more specific survey or checklist, if necessary, focusing on standards of financial management and financial compliance. 5. Database Design and Management (national, 24 person-months)

19. The specialist will ensure that the monitoring system developed is compatible with database and analysis needs by helping the team leader (i) conceptualize and design the monitoring system; (ii) develop indicators for monitoring and assessing the quality and standard of outputs of the programs and activities; and (iii) develop and pretest the instruments in pilot provinces, districts, and madrasahs. The specialist will also create a database structure, data entry forms, data analysis tools, and database query and reporting templates.

110

Appendix 19

G.

Cost Estimates and Financing Plan ($000) Item A. Asian Development Bank (ADB) Financinga 1. Consultants Remuneration and Per Diem a. International Consultants b. National Consultants c International and Local Travelb d. Reports and Communications 2. Equipment 3. Project Audit 4. Miscellaneous Administration and Support Cost 5. Representative to Attend Contract Negotiations 6. Contingencies (6%) Subtotal (A) B. Government Financing 1. Office Accommodation and Transport 2. Office Operations 3. Communications 4. Workshops, Seminars, and Meetings 5. Other Subtotal (B)
Financed by ADBs technical assistance funding program. b Includes vehicle rental, primarily for field visits. Source: ADB estimates.
a

Total Cost 192,000 614,000 48,000 6,000 6,000 50,000 26,000 3,000 50,000 995,000 157,000 38,000 8,000 92,000 10,000 305,000 1,300,000

Total

Appendix 20

111

PROFILE OF PROJECT DISTRICTS AND MADRASAH 1. Provinces were selected according to their high density of madrasah. The provinces chosen are Central Java, East Java, and South Sulawesi. Districts within the provinces were selected on the basis of poverty level and whether or not other projects were functioning in their area. Individual madrasah in the districts were selected according to level of poverty, size, teacher qualifications and geographical proximity. They include about 208 MI, 233 MTs, and 59 MA. Private madrasah represent 90% of the project madrasah. 2. Three provinces with very high density of madrasah were selected for inclusion in the project. The provinces were East Java (11,063 madrasah), Central Java (5,504 madrasah) and South Sulawesi (1,283 madrasah). Districts within these provinces were initially selected based upon a formula combining poverty indicators, supply and demand indicators and gender indicators. The criteria for selection of the districts and composite scale were as follows: 3. Criteria for Selection of Districts (i) (ii) (iii) (iv) Poverty level Number of madrasah with more than 150 students Absence of other donor-funded projects Commitment of district parliament and district administration to support project.

4. The initial list of districts was reviewed to ensure that other projects were not being implemented in the district as too much burden would be placed on the district administration. (The recent AusAID Basic Education Project selected a number of the same districts.) Some districts had to be changed and more districts were added. The final list of districts was selected exclusively on the basis of poverty. Districts with at least 20% of poor people were selected. The list follows. 5. Madrasah within the districts were selected on the basis of percent of poor children (parents earning Rp. 200,000 per month or less), enrollment (madrasah with more than 150 students but less than 500 students), and teacher qualifications. Teacher qualification were for MI D2 is 20 to 70% of teachers, for MTs D2+D3 is 20 to 70% of teachers, and MA D3+S1 is 20 to 70% of teachers.

112

Appendix 20

Table A20.1: Project Districts By Poverty Level and Total Number of Madrasah
% Poor (Susenas 2002/03) 21.7 24.8 28.3 30.1 33.3 24.2 21.3 21.8 24.2 32.6 Total Madrasah 147 105 248 166 125 99 230 216 233 82 1651 138 142 500 330 138 500 400 341 182 437 819 165 4434 47 70 137 53 48 355 6440

Province Central Java

District Batang Blora Banjar Negara Grobogan Wonosobo Pemalang Cilicap Tegal Demak Rembang Subtotal Trengalek Pacitan Jember Bojonogoro Ngawi Malang Nganjuk Kediri Ponorogo Jombang Lamongan Bangkalan Subtotal

MI 110 55 202 72 97 62 168 149 102 38 1055 110 105 336 219 97 302 325 438 78 255 601 74 2940 13 27 78 15 11 144 4139

MT 27 41 35 74 25 29 51 56 96 32 466 21 29 122 80 31 154 50 184 67 112 154 63 1067 21 26 50 27 22 146 1679

MA 10 9 11 20 3 8 11 11 35 12 130 7 8 42 31 10 44 25 60 37 70 65 28 427 13 17 9 11 15 65 622

East Java

26.8 24.9 19.1 28.1 25.9 18.5 25.5 19.6 19.1 24.8 28.7 33.4 11.1 15.3 16.7 23.3 22.6

South Sulawesi

Banteng Sinjai Bone Jeneponto Maros Subtotal Total

Appendix 20

113

Table A20.2: Number of Project Madrasah by District

Number of Madrasah Selected MI 7 7 7 7 9 7 7 7 7 7 72 7 7 7 10 8 14 13 9 7 11 14 9 116 3 4 7 3 3 20 208 MT 8 8 8 8 6 8 8 8 8 8 78 8 8 8 13 10 15 12 6 8 13 16 7 124 6 6 8 6 5 31 233 MA 2 2 2 2 2 2 2 2 2 2 20 2 2 2 2 2 4 4 2 2 2 4 2 30 2 1 2 2 2 9 59 Total 17 17 17 17 17 17 17 17 17 17 170 17 17 17 25 20 33 29 17 17 26 34 18 270 11 11 17 11 10 60 500

Province Central Java

District Batang Blora Banjar Negara Grobogan Wonosobo Pemalang Cilacap Tegal Demak Rembang Subtotal Trengalek Pacitan Jember Bojonogoro Ngawi Malang Nganjuk Kediri Ponorogo Jombang Lamongan Bangkalan Subtotal Bantaeng Sinjai Bone Jeneponto Maros Sub total Total

District Enrolment 5,973 4,013 4,136 7,125 4,597 5,616 6,337 6,082 6,539 5,428 55,846 5,083 4,325 5,394 6,239 4,619 8,650 5,286 6,548 5,063 6,989 79,681 13,422 151,299 2,160 1,802 3,685 6,828 4,995 19,470 226,615

33% East Java

55% South Sulawesi

12%

114

Appendix 20

Table A20.3: Teacher Qualifications in Project Madrasah by District

Province Central Java District Batang Blora Banjar Negara Grobogan Wonosobo Pemalang Cilacap Tegal Demak Rembang Subtotal East Java Trengalek Pacitan Jember Bojonogoro Ngawi Malang Nganjuk Kediri Ponorogo Jombang Lamongan Bangkalan Subtotal Bantaeng Sinjai Bone Jeneponto Maros Subtotal Total Total Teachers 269 268 283 324 258 281 289 322 319 342 2,955 355 392 297 276 321 326 319 385 371 390 4,637 1,623 9,692 435 208 215 582 674 2,114 14,761 Teacher Qualifications D2 D3 D4/S1 14 34 19 12 41 46 43 28 19 26 282 37 77 44 34 39 43 13 32 44 30 319 781 1,493 26 31 53 110 97 317 2,092 36 66 22 33 40 10 18 33 183 26 467 61 45 43 3 26 15 16 43 61 33 284 229 859 40 14 19 43 39 155 1,481 115 47 156 114 103 124 120 157 48 127 1,111 181 165 98 101 163 168 180 172 124 144 1945 401 3,842 176 127 113 371 450 1,237 6,190

South Sulawesi

D2=two year diploma D3=three year diploma D4=four-year diploma or undergraduate degree.

Appendix 20

115

Table A20.4: Accreditation Levels of Project Madrasah by District

Province Central Java District Batang Blora Banjar Negara Grobogan Wonosobo Pemalang Cilacap Tegal Demak Rembang Sub-Total Trengalek Pacitan Jember Bojonogoro Ngawi Malang Nganjuk Kediri Ponorogo Jombang Lamongan Bangkalan Sub-Total Bantaeng Sinjai Bone Jeneponto Maros Sub-Total Total Number of Madrasah 17 17 17 17 17 17 17 17 17 17 170 17 17 17 25 20 33 29 17 17 26 34 18 270 11 11 17 11 10 60 500 Madrasah at Each Accreditation Level 1 2 3 4 0 8 8 1 1 2 12 2 3 6 8 0 2 3 12 0 3 4 10 0 1 8 7 1 1 1 14 1 1 4 12 0 0 3 13 1 3 5 7 2 16 46 106 12 3 3 2 1 5 1 5 1 3 2 1 0 27 4 3 3 0 0 10 53 2 0 1 0 0 1 2 2 0 0 14 1 23 1 1 1 6 4 13 82 12 12 12 23 12 31 14 13 10 22 16 6 183 1 5 5 1 4 16 305 0 2 2 1 0 1 8 1 4 2 3 11 35 5 2 8 3 5 23 70

East Java

South Sulawesi

116

Appendix 20

Table A20.5: Repetition and Drop Out in Project Madrasah Ibtidaiyah by District
Province Central Java District Batang Blora Banjar Negara Grobogan Wonosobo Pemalang Cilacap Tegal Demak Rembang Sub-Total Trengalek Pacitan Jember Bojonogoro Ngawi Malang Nganjuk Kediri Ponorogo Jombang Lamongan Bangkalan Sub-Total Bantaeng Sinjai Bone Jeneponto Maros Sub-Total Total Male 28 33 13 51 61 40 64 27 30 74 421 30 51 46 6 33 116 25 10 15 18 22 13 385 9 40 37 16 0 102 908 Repetition Female 20 22 6 31 16 36 33 21 18 41 244 11 30 23 6 17 55 11 5 5 14 9 9 195 7 10 21 12 0 50 489 Total 48 55 19 82 77 76 97 48 48 115 665 41 81 69 12 50 171 36 15 20 32 31 22 580 16 50 58 28 0 152 1397 Male 0 0 2 1 4 19 2 11 0 0 39 0 0 8 2 5 1 2 8 1 7 10 11 55 0 12 6 6 4 28 122 Drop Out Female 0 1 1 1 2 4 0 11 0 1 21 0 0 10 0 0 6 1 0 0 5 9 8 39 0 4 14 6 3 27 87 Total 0 1 3 2 6 23 2 22 0 1 60 0 0 18 2 5 7 3 8 1 12 19 19 94 0 16 20 12 7 55 209

East Java

South Sulawesi

Appendix 20

117

Table A20.6: Repetition and Drop Out in Project Madrasah Tsanawiyah in Project Districts
Province Central Java District Batang Blora Banjar Negara Grobogan Wonosobo Pemalang Cilacap Tegal Demak Rembang Sub-Total Trengalek Pacitan Jember Bojonogoro Ngawi Malang Nganjuk Kediri Ponorogo Jombang Lamongan Bangkalan Sub-Total South Sulawesi Bantaeng Sinjai Bone Jeneponto Maros Sub-Total Total Male 7 1 2 0 4 4 4 1 0 3 26 1 3 1 0 0 0 4 0 3 0 3 1 0 16 0 1 0 9 0 10 52 Repetition Female 1 0 0 0 0 0 3 0 0 1 5 0 18 0 0 0 0 0 0 0 0 0 0 0 18 0 0 0 5 0 5 28 Total 8 1 2 0 4 4 7 1 0 4 31 1 21 1 0 0 0 4 0 3 0 3 1 0 34 0 1 0 14 0 15 80 Male 38 17 25 8 11 26 11 31 16 4 187 18 16 14 5 3 7 75 13 25 12 57 27 37 309 10 7 7 2 3 29 525 Drop Out Female 15 7 12 9 11 17 11 31 12 7 132 4 33 8 14 7 2 29 32 11 9 24 27 29 229 12 10 1 2 4 29 390 Total 53 24 37 17 22 43 22 62 28 11 319 22 49 22 19 10 9 85 45 36 21 81 54 66 519 22 17 8 4 7 58 896

East Java

118

Appendix 20

Table A20.7: Repetition and Drop Out in Project Madrasah Aliyah in Project Districts
Province Central Java District Batang Blora Banjar Negara Grobogan Wonosobo Pemalang Cilacap Tegal Demak Rembang Sub-Total Trengalek Pacitan Jember Bojonogoro Ngawi Malang Nganjuk Kediri Ponorogo Jombang Lamongan Bangkalan Sub-Total Bantaeng Sinjai Bone Jeneponto Maros Sub-Total Total Male 0 5 0 1 0 0 0 0 0 0 6 0 7 0 0 1 0 0 0 0 2 0 4 10 0 2 2 0 0 4 20 Repetition Female 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 3 2 0 0 0 5 6 Total 0 5 0 1 0 0 0 0 0 0 6 0 8 0 0 1 0 0 0 0 2 0 4 11 3 4 2 0 0 9 26 Male 7 0 7 4 13 7 0 1 0 1 40 0 3 13 2 1 33 8 0 1 63 0 8 33 5 2 1 0 0 8 81 Drop Out Female 0 1 5 20 4 0 0 0 0 0 32 0 3 4 0 1 33 6 0 2 108 0 5 29 6 0 0 0 0 6 67 Total 7 1 12 24 17 7 0 1 0 1 72 0 6 17 2 2 66 14 0 3 171 0 13 62 11 2 1 0 0 14 148

East Java

South Sulawesi

Table A20.8: Transition Rates for Madrasah Ibtidaiyah 119

Prov. Code 33 Dist Code 01 04 07 15 16 17 21 25 27 28 01 02 03 06 07 09 17 18 21 22 24 26 03 04 07 08 09 No Madrasah (Nonzero) 7 7 9 7 7 7 7 7 7 7 72 7 7 7 9 15 7 11 13 8 10 13 9 116 3 3 4 7 3 20 208 Previous Year Grade 6 students Male 112 113 109 112 96 154 144 157 142 148 1287 92 113 105 119 201 107 223 154 110 120 196 101 1344 22 34 61 19 22 158 2789 Female 122 124 146 113 115 189 147 126 144 153 1379 111 98 119 136 210 111 239 143 122 146 247 104 1435 24 48 89 37 41 239 3053 Total 234 237 255 225 211 343 291 283 286 301 2666 203 211 224 255 411 218 462 297 232 266 443 205 2779 46 82 150 56 63 397 5842 Male 24 35 35 12 30 11 7 60 70 74 358 26 41 28 22 89 62 42 10 28 67 60 9 484 2 2 4 11 0 19 861 No students transition to SMP Female 24 56 54 21 36 6 13 46 67 65 388 36 39 29 40 84 48 45 14 36 47 53 10 481 3 4 8 23 1 39 908 Male 70 28 39 69 52 120 102 74 24 37 615 54 56 54 204 118 49 227 63 74 150 130 67 1246 9 11 4 5 10 39 1900 MTs Female 65 27 59 65 65 148 110 62 36 53 690 55 40 60 274 140 45 252 66 83 162 175 71 1423 10 7 5 8 15 45 2158 Male 94 63 74 981 82 131 109 134 94 111 973 80 97 82 226 207 111 269 73 102 217 190 76 1730 11 13 8 16 10 58 2761 Total Female 89 83 113 86 101 154 123 108 103 118 1078 91 79 89 314 224 93 297 80 119 209 228 81 1904 13 11 13 31 16 84 3066 Total 183 146 187 167 183 285 232 242 197 229 2051 171 176 171 540 431 204 566 153 221 426 418 157 3634 24 24 21 47 26 142 5827 Male 88 68 72 72 85 85 87 85 66 75 79 87 86 78 82 88 80 68 77 93 94 96 75 82 59 76 48 84 45 58 79 Pct transition Female 81 77 79 76 88 81 92 71 72 77 79 82 81 75 96 82 72 79 73 98 90 92 78 83 58 67 52 84 39 57 80 Total 85 73 76 74 87 83 89 78 69 76 79 84 83 76 90 85 76 74 75 95 92 94 77 82 59 71 50 84 41 58 80

Prov

District

Appendix 20

Central Java

35

East Java

73

South Sulawesi

National

Cilacap Banjarnegara Wonosobo Grobogan Blora Rembang Demak Batang Pemalang Tegal Total Pacitan Ponorogo Trenggalek Kediri Malang Jember Jombang Nganjuk Ngawi Bojonegoro Lamongan Bangkalan Total Bantaeng Jeneponto Sinjai Bone Maros Total Nasional

Table A20.9: Transition Rates for Madrasah Tsanawiyah 120

No Madrasah (Nonzero) 8 8 6 8 8 8 8 8 8 8 78 8 8 8 6 15 8 13 12 10 13 16 7 124 6 6 6 8 5 31 233 Previous Year Grade 3 students Male 343 249 193 416 328 273 267 377 327 397 3170 193 201 239 334 394 345 548 279 240 499 443 162 3877 109 107 56 127 54 453 7500 Female 353 272 183 349 306 352 272 450 350 440 3327 203 215 256 460 498 379 646 273 283 498 589 194 4494 79 113 93 122 46 453 8274 Total 696 521 376 765 634 625 539 827 677 837 6497 396 416 495 794 892 724 1194 552 523 997 1032 356 8371 188 220 149 249 100 906 15774 No students transition to SMU Male 88 77 77 67 85 43 65 83 100 100 785 29 36 59 30 165 95 145 65 66 116 140 15 961 36 39 14 21 18 128 1874 Female 81 87 70 32 71 50 41 91 89 97 709 25 37 66 62 170 85 124 57 73 123 124 19 965 12 21 24 27 3 87 1761 Male 79 42 40 80 38 81 89 65 64 38 616 70 58 23 130 81 100 208 106 61 120 129 96 1182 39 60 28 27 28 182 1980 MA Female 85 60 48 43 44 93 84 70 74 58 659 61 78 27 192 97 114 247 110 96 130 198 119 1469 35 53 47 43 23 201 2329 Male 167 119 117 147 123 124 154 148 164 138 1401 99 94 82 160 246 195 353 171 127 236 269 111 2143 75 99 42 48 46 310 3854 Total Female 166 147 118 75 115 143 125 161 163 155 1368 86 115 93 254 267 199 371 167 169 253 322 138 2434 47 74 71 70 26 288 4090 Total 333 266 235 222 238 267 279 309 327 293 2769 185 209 175 414 513 394 724 338 296 489 591 249 4577 122 173 113 118 72 598 7944 Male 49 48 61 35 38 45 58 39 50 35 44 51 47 34 48 62 57 64 61 53 47 61 69 55 69 93 75 38 85 68 51 Pct transition

Prov. Code 33

Prov

Dist Code 01 04 07 15 16 17 21 25 27 28 01 02 03 06 07 09 17 18 21 22 24 26 03 04 07 08 09

District

Appendix 20

Female 47 54 64 21 38 41 46 36 47 35 41 42 53 36 55 54 53 57 61 60 51 55 71 54 59 65 76 57 57 64 49

Total 48 51 63 29 38 43 52 37 48 35 43 47 50 35 52 58 54 61 61 57 49 57 70 55 65 79 76 47 72 66 50

Central Java

35

East Java

73

South Sulawesi

National

Cilacap Banjarnegara Wonosobo Grobogan Blora Rembang Demak Batang Pemalang Tegal Total Pacitan Ponorogo Trenggalek Kediri Malang Jember Jombang Nganjuk Ngawi Bojonegoro Lamongan Bangkalan Total Bantaeng Jeneponto Sinjai Bone Maros Total Nasional

Table A20.10: Transition Rates for Madrasah Aliyah

No Madrasah (Nonzero) 2 2 2 2 2 2 2 2 2 2 20 2 2 2 2 3 2 2 4 2 2 5 2 30 2 2 1 2 2 9 59 Previous Year Grade 3 students Male 118 76 71 134 85 83 99 82 46 89 883 171 38 48 21 85 97 89 119 97 114 100 53 1032 24 30 18 55 27 154 2069 Female 127 156 96 86 79 64 110 65 44 78 905 112 177 40 19 87 91 140 113 137 100 169 34 1219 15 29 32 35 45 156 2280 Total 245 232 167 220 164 147 209 147 90 167 1788 283 215 88 40 172 188 229 232 234 214 269 87 2251 39 59 50 90 72 310 4349 No students transition to Islamic Univ Male 3 7 9 31 5 2 5 4 20 21 107 8 4 5 5 17 14 26 9 23 13 0 13 137 5 2 13 11 3 34 278 Female 2 10 9 22 6 0 2 7 21 18 97 11 86 4 3 20 16 61 22 37 20 1 9 290 8 7 14 6 6 41 428 General Univ Male 4 5 0 20 15 4 6 5 0 7 66 6 0 4 4 5 7 4 12 1 2 70 6 121 0 2 3 10 0 15 202 Female 3 3 0 10 5 2 7 3 0 13 46 1 0 2 2 4 7 8 14 2 2 111 7 160 0 0 4 4 0 8 214 Male 7 12 9 51 20 6 11 9 20 28 173 14 4 9 9 22 21 30 21 24 15 70 19 258 5 4 16 21 3 49 480 Total Female 5 13 9 32 11 2 9 10 21 31 143 12 86 6 5 24 23 69 36 39 22 112 16 450 8 7 18 10 6 49 642 Total 12 25 18 83 31 8 20 19 41 59 316 26 90 15 14 46 44 99 57 63 37 182 35 708 13 11 34 31 9 98 1122 Male 6 16 13 38 24 7 11 11 43 31 20 8 11 19 43 26 22 34 18 25 13 70 36 25 21 13 89 38 11 32 23 Female 4 8 9 37 14 3 8 15 48 40 16 11 49 15 26 28 25 49 32 28 22 66 47 37 53 24 56 29 13 31 28 Total 5 11 11 38 19 5 10 13 46 35 18 9 42 17 35 27 23 43 25 27 17 68 40 31 33 19 68 34 13 32 26 Pct transition

Prov. Code

Prov

Dist Code

District

33

Central Java

01 04 07 15 16 17 21 25 27 28 01 02 03 06 07 09 17 18 21 22 24 26 03 04 07 08 09

35

East Java

73

South Sulawesi

National

Cilacap Banjarnegara Wonosobo Grobogan Blora Rembang Demak Batang Pemalang Tegal Total Pacitan Ponorogo Trenggalek Kediri Malang Jember Jombang Nganjuk Ngawi Bojonegoro Lamongan Bangkalan Total Bantaeng Jeneponto Sinjai Bone Maros Total Nasional

Appendix 20

121

LIST OF SELECTED MADRASAH

No of Madrasah No District Central Java 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 Cilacap Cilacap Cilacap Cilacap Cilacap Cilacap Cilacap Cilacap Cilacap Cilacap Cilacap Cilacap Cilacap Cilacap Cilacap Cilacap Cilacap Sub-Total Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Punggelan Punggelan Punggelan Bawang Banjarmangu Pejawaran Wanayasa Wanadadi Rakit Kesugihan Sidareja Kawunganten Gandrungmangu Kedungreja Majenang Binangun Sampang Kroya Maos Kedungreja Majenang Patimuan Adipala Gandrungmangu Majenang Kesugihan 7 1 1 1 1 1 1 1 1 1 8 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 MIS Cokroaminoto 02 MIS Al Ma'arif MIS GUPPI Jembangan MIN WiramastraNegeri MIS Muhammadiyah Sipedang 01 MIS Muhammadiyah MIS Ma'arif Jomblang MTsS Cokroaminoto MTs Ma'arif Rakit Petuguran RT 02 RW 04 Klapa RT01 RW02 Punggelan Wiramastra Sipedang Penusupan Jomblang Kubang Jl. Raya Utara Wanadadi Jl Raya Rakit 2 2 X 1 2 2 2 2 2 3 2 2 1 2 2 2 2 3 195 208 232 239 164 333 80 78 80 100 57 5 60 86 29 67 24 14 1 1 0 0 1 X 1 0 1 0 2 7 4 2 3 4 170 181 100 89 43 56 0 0 0 0 4 8 MIS Ya Bakii Kalisabuk 02 MIS Islamiyah MIS Al Iman MIS Daruttarbiyah Watakim MIN Sidanegara MIS Darwata MIS Al Kholidiyah MTsS Al Mukarromah MTsS Ma'arif Sikampuh MTsS Persiapan Negeri Maos MTsS Syamsul Huda MTsS Pesantren Pembangunan MTsS Nurul Huda MTsS Raudlatul Huda MTsS Ma'arif 01 MAS El Bayan MAS Minat Jl. Protokol Kalisabuk Warureja Margasari Sarwadadi Jl. Jenderal Sudirman Layangsari Sidanegara Padangsari Jl. Jend. Subroto, Widarapayung Wetan Jl. Masjid No.03 Karangjati Sikampuh Jl. Nusa Indah No. 5 Maoslor Jl. Suhada Ciklapa Jl. KH Sufyan Tsauri Jl. Paku Alam No. 1 Cinyawang Jl. KH. Syarbini No. 139 Jl. Jendral; Soedirman 30 Jl. Pemuda No. 10 Padang Jaya Jl. Raya Kesugihan Kidul 2 2 2 2 1 X 2 2 2 2 2 2 2 2 2 2 2 2 3 2 2 1 2 2 3 3 3 4 3 3 3 3 3 3 264 239 283 297 302 245 236 237 286 194 204 360 385 425 438 246 355 X 97 80 79 96 70 32 84 84 53 72 0 9 27 18 13 44 18 28 59 88 X X 9 11 12 35 0 0 3 0 4 1 3 5 1 1 1 0 13 12 15 40 6 7 1 9 77 100 81 95 85 70 40 29 11 45 8 10 4 5 9 2 0 3 4 2 10 10 7 9 11 Sub-District MI MTs MA Madrasah Address Status % Inc < 200 * Tch Qualif **

Accred Level

# of Students

Teachers M F Total

Appendix 21

122

No of Madrasah No 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 District Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Banjarnegara Sub-Total Wonosobo Wonosobo Wonosobo Wonosobo Wonosobo Wonosobo Wonosobo Wonosobo Wonosobo Wonosobo Wonosobo Wonosobo Wonosobo Wonosobo Wonosobo Wonosobo Wonosobo Sub-Total Grobogan Grobogan Grobogan Grobogan Grobogan Grobogan Pulo Kulon Wirosari Godong Gubug Gabus Brati Wonosobo Selomerto Garung Wadaslintang Wadaslintang Kertek Kepil Wadaslintang Wonosobo Kepil Selomerto Garung Sukoharjo Mojo Tengah Kertek Kepil Mojo Tengah 9 1 1 1 1 1 1 6 Sub-District MI Karangkobar Mandiraja Mandiraja Purwarejo Klampok Banjarnegara Purwonegoro Wanadadi Bawang 7 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 MIS Yatpi MIS Habibiyyah MIS Yatpi Latak MIN Kuwaron Gubug MIS Fathul Ulum MIS Yayasan Sosial Islam Jetaksari Tambakselo Latak Jl. R. Suprapto No. 79 A Pandan Harum DK. Permas Ds. Kronggen 2 2 2 1 2 2 8 MTs 1 1 1 1 1 1 1 1 2 MIS Ma'arif MIS Ma'arif Miftahul Huda MIS Ma'arif MIS Ma'arif MIS Al Fatah MIS Ma'arif Karang Luhur MIN Kepil MIS Hidayatussibyan MIS Ma'arif MTsS Ma'arif MTsS Ma'arif 02 MTsS Ma'arif MTsS Ma'arif 04 MTsN Kalibeber MTsS Ma'arif Kertek MAS Muhammadiyah Kepil MAN Kalibeber Wonosobo Kliwonan Tumenggungan Maron Trimulyo Kemutung Tirip Marong Karang Luhur Kalikarung Karang Anyar Lancar Kejiwan Jl. Purworejo Km. 25 Kepil Jl. Banyumas Km. 07 Garung Sukoharjo Kalibeber Kalitengah Jl. Semayu Kertek Jl. Purwokerto Km 26 Jl. Dieng Km. 05 2 2 2 2 2 2 1 2 X 2 2 2 2 1 2 2 1 MA MTsS Muhammadiyah MTsS Al Hidayah MTsS Al Ma'arif MTsS Riyadusholihin MTsN 1 Banjarnegara MTsS Muhammadiyah MAS Cokroaminoto Wanadadi MAN I Banjarnegara Jl. Gayam No 45 Purwasaba Mandiraja Kulon Jl. Pramuka No.556 Utara masjid Jami Jalan Raya Semampir No.01 Desa Merden Jl. Pungkuran 2 Wanadadi Jl. Raya Pucang Km 3 2 2 2 2 1 2 2 1 Madrasah Address Status

Accred Level 3 3 2 2 1 3 3 1 2 2 2 2 2 2 1 2 2 3 3 3 3 1 3 3 1 3 3 2 1 2 3

# of Students 174 189 290 299 301 321 119 359 193 201 160 163 237 246 258 285 222 174 205 171 167 366 466 98 474 172 181 190 192 201 217

% Inc < 200 * 98 50 97 69 69 42 71 0 39 80 51 71 80 100 100 65 43 100 20 80 25 91 24 70 100 100 100 80 97 71

Tch Qualif ** 33 27 6 18 38 27 94 94 20 50 60 40 22 17 55 75 29 13 25 8 21 70 100 100 78 86 75 33 43 78

Teachers M 1 1 X 0 5 0 0 1 X 5 X X 5 2 7 6 3 0 1 X X 3 2 0 0 5 5 5 4 4 3 5 9 0 0 4 2 3 8 3 6 7 2 1 6 9 7 8 12 7 9 4 4 4 6 4 3 1 9 6 11 12 7 6 7 3 8 2 8 3 0 0 9 4 6 0 1 F 3 3 Total 2 5

Appendix 21

123

No of Madrasah No District Sub-District MI 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 Grobogan Grobogan Grobogan Grobogan Grobogan Grobogan Grobogan Grobogan Grobogan Grobogan Grobogan Sub-Total Blora Blora Blora Blora Blora Blora Blora Blora Blora Blora Blora Blora Blora Blora Blora Blora Blora Sub-Total Rembang Rembang Rembang Sale Sarang Sedan Kradenan Kunduran Kedung Tuban Kunduran Kedung Tuban Kedung Tuban Banjarejo Todanan Randu Blatung Banjarejo Bogorejo Blora Todanan Kradenan Banjarejo Kedung Tuban Blora 7 1 1 1 8 Tawangharjo Godong Toroh Pulo Kulon Tawangharjo Penawangan Gubug Tawangharjo Klambu Gubug Tanggungharjo 7 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 MIS Da'watul Khoiriyah MIS Mambaul Ilmin Nafi' MIS Sabilul Muttaqin Jl Blora No. 168 Mrayun Gunung Mulyo Kedung Ringin 2 2 2 8 1 1 1 1 1 1 1 1 1 1 1 2 MIS Muhammadiyah MIS Miftahul Mubtadiin MIS Miftahul Huda MIS Muhammadiyah MIS Muhammadiyah MIS Assalam 1 MIS Himmatul Mutaalimin MTsS Al Kautsar MTsS Pesantren Sabilil Muttaqien MTsS Hasanuddin MTsS Nurul Huda MTsS Ma'arif 01 MTsS Muhammadiyah 2 MTsS Hasyim Asyari MTsS Miftahul Ilmiyah MAS Kartayuda MAS Khozinatul Ulum Sumber Kedungwaru Ketuwan Jl. Bakah No. 5 Sudung Wado Wado Klopoduwur Ngumbul Jl. Onggososro No 27 Plosorejo Jl. Jatirogo Utara Masjid Bogorejo Jl. Alun-Alun Selatan Pelemsengir Jl. KH Wahid Hasyim No 36 Mojowetan Jl. Pasar No.10 Wado Jl. MR. Iskandar XII No.2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 MTs MA MIS Sunniyah II Selo MTsS Yatpi MTsS Al Falah MTsS Al Ishlah MTsS Nuril Huda MTsS Yapim MTsS Sabilur Rahman MTsS Putera Sunniyyah MTsS YPI MAS Yaspia Ngroto MAS Tajul Ulum Brabo Dusun Ngrampaan Desa Selo Jl. Jend. Sudirman No. 102 Jl. Solo No. 11 Depok Pulo Kulon Jl. Amarta Desa Tarub Ngeluk Jl. Kauman 03 Ringinharjo Selo Kauman Klambu No. 65 Jl. Kauman No. 2B Jl. Ponpes Sirojuth Tholibin 2 2 2 2 2 2 2 2 2 2 2 Madrasah Address Status

Accred Level 2 2 3 3 3 3 2 3 3 3 3 3 3 3 2 3 2 3 4 3 3 3 2 4 3 3 3 3 2 3 3

# of Students 220 228 238 113 273 308 310 379 435 254 542 161 167 170 188 190 238 243 155 155 155 176 219 222 320 363 165 316 166 172 196

% Inc < 200 * 85 97 100 X 100 70 88 72 86 75 81 100 100 82 77 90 71 94 100 83 70 97 88 100 83 100 72 84 0 100 77

Tch Qualif ** 78 31 20 24 25 22 38 21 50 65 57 25 57 43 50 20 44 41 46 20 20 27 17 10 17 76 80 50 15 40

Teachers

124

M 4 1 0 0 0 0 0 0 0 0 3 9 4 5 2 7 7 0 1 0 0 0 0 0 0 0 0 X 12 13

F 5 3 2 3 3 3 4 4 0 0 4 3 3 2 6 3 2 0 3 1 0 4 1 0 0 0 0

Total 9

Appendix 21

3 7 9 8 12 6 15 1 2 7 12 7 7 8 10 9 3 4 5 3 5 4 5 6 1 3

1 2

13 15

No of Madrasah No 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 District Rembang Rembang Rembang Rembang Rembang Rembang Rembang Rembang Rembang Rembang Rembang Rembang Rembang Rembang Sub-Total Demak Demak Demak Demak Demak Demak Demak Demak Demak Demak Demak Demak Demak Demak Demak Demak Demak Sub-Total Guntur Bonang Wedung Demak Wedung Wedung Wedung Karanganyar Mranggen Wedung Mranggen Wedung Mranggen Mranggen Bonang Sayung Gajah 7 8 Sub-District MI Pamotan Sedan Sarang Sedan Gunem Rembang Kaliori Sarang Pamotan Kragan Rembang Sale Sedan Sedan 7 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 8 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 MIS Muabbidin MIS Mazro'atul Huda MIS Al Ittihad MIS Sultan Fatah MIS Tarbiyatul Athfal MIS Salafiyah MIS Raudlatul Wildan MTsS Mamba'ul Huda MTsS Al Hamidiyah MTsS Roudlotut Tholibin MTs Futuhiyah 2 MTsS Darus Salam MTsS Miftahul Ulum MTs Sholihiyah MTsS Nahdlatul Ulama MAS Hidayatul Mubtadi'in MAS Al Irsyad Gajah Desa Sukorejo Desa Tridonorejo Mandung Jl. Ky. Singkil No. 14 Jl. Raya Kauman No. 03 Kenduren Jl. K. Abdul Jamil Wedung Kalitekuk Ngaluran Wringin Jajar RT. 06 RW. 02 Bungo Mranggen Gg. III No. 145 Jetak Ngemplak Kali Tengah Jl. Melayu No. 1 Serangan Bulusari Jl. Raja Gajah Dempet No. 11 2 2 2 2 2 2 2 2 2 2 2 2 2 X 2 2 2 MTs MA MIS Darul Huda MIN Sedan MIS Hidayatul Mubtadi'in MIS Riyadlotut Tholabah MTsS Gunem MTsS Miftahul Falah MTsS Walisongo MTsS Hidayatul Mubtadiin MTsS Darul Huda MTsS Nurul Huda MTsS Muallimin Muallimat MTsN Sale MAS YSPIS Gandrirojo MAS Riyadlotut Thalabah Jl. Banyu Urip Km.04 Mlagen Jl. Kragan Km. 01 Sedan Lodan Wetan Sidorejo RT 01 RW 02 Jl. Trembes Km. 25 Gunem Jl. KH. Sholih No. 2 Badeg, Sridadi Desa Tasikharjo Lodan Wetan Jl Banyu Urip KM 5 Mlagen Jl. Raya 101 Karanglincak Jl.Taman Bahagia Kabonga Kidul Jl. Blora 05 Sale Kauman Gandrirojo Jl. Raya Sedan Km. 01 2 1 2 2 2 2 2 2 2 2 2 1 2 2 Madrasah Address Status

Accred Level 2 1 3 2 3 3 2 4 3 3 2 1 3 2 2 2 2 2 2 2 2 3 3 3 2 3 3 3 3 3 3

# of Students 222 356 407 483 174 203 219 222 265 278 378 465 226 383 176 266 267 255 281 309 327 230 232 248 362 280 309 312 375 375 420

% Inc < 200 * 92 100 87 66 98 94 92 67 94 100 91 92 55 56 23 93 100 1 75 73 100 89 83 100 40 100 100 86 73 100

Tch Qualif ** 54 56 20 29 22 14 21 19 29 12 27 18 65 81 50 67 50 55 31 50 27 20 25 35 44 21 58 42 77 95

Teachers M 9 10 17 14 1 0 1 0 0 0 3 0 3 1 X 2 3 5 6 6 0 4 2 X 0 1 0 1 0 1 13 2 0 0 2 7 8 2 4 5 8 4 5 2 6 3 6 8 13 10 11 2 7 4 F 4 8 3 7 2 2 2 0 0 0 6 3 0 0 Total 13 18 20 21 4 2 10 3 5 6 9 5 0 4

Appendix 21

125

No of Madrasah No 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 District Batang Batang Batang Batang Batang Batang Batang Batang Batang Batang Batang Batang Batang Batang Batang Batang Batang Sub-Total Pemalang Pemalang Pemalang Pemalang Pemalang Pemalang Pemalang Pemalang Pemalang Pemalang Pemalang Pemalang Pemalang Pemalang Bantar Bolang Randu Dongkal Ulujami Moga Petarukan Randu Dongkal Pemalang Moga Moga Ampel Gading Pemalang Bantar Bolang Moga Randu Dongkal Tulis Blado Bandar Subah Bandar Bandar Warung Asem Gringsing Subah Batang Warung Asem Limpung Wono Tunggal Limpung Tersono Bawang Limpung 7 1 1 1 1 1 1 1 1 1 1 1 1 1 1 8 Sub-District MI 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 MIS Nurul Huda MIS Nurul Huda MIS Muhammadiyah Pamutih MIS Rahmatul Ummat 01 MIS Nurul Huda MIS Al Huda MIN Sugih Waras MTsS Al Asy'ariyah MTsS An Nur MTsS Da'wah Islamiyah MTsS Muhammadiyah 02 MTsS Nurul Ulum MTsS Ihsaniyah MTsS Salafiyah Blendung Karanganyar Mejagong Pamutih Jl. MadrasahWalangsanga Pegundan Desa Mangli Kelurahan Sugih Waras Jl. Raya Dukuh Gendowang Jl. H. Sidik Walangsanga Jl Gunung Muria Jatirejo Jl. Dr. Cipto Mangunkusumo 8 Pegiringan Jl Raya Moga Km. 0.5 Pulosari Jl. Raya Kalimas Randu Dongkal 2 2 2 2 2 2 1 2 2 2 2 2 2 2 MTs MA MIS Darussalam MIS Keputon MIS Islamiyah Tumbrep 01 MIS Salafiyah MIS Islamiyah Candi MIS Islamiyah Wonomerto MIS Salafiyah MTsS NU 03 Gringsing MTsS Darussalam MTsS NU 01 - Batang MTsS Wahid Hasyim MTsS NU Al - Isyariyah MTsS Ahmad Yani MTsS Al Islam MTsS Nur Salam MAS Sunankalijaga MAS NU Limpung Juragan Keputon Tumbrep Kauman No. 8 Sengon Jl. Kauman 2 Desa Candi Jl. Raya Wonomerto Desa Sidorejo Jl. Raya Jetis Bulu Kemiri Barat Jl. RE Martadinata No. 307 Jl. Raya Warung Asem No. 22 Jl Raya Limpung Tersono Jl. Raya Wonotunggal 108 Jl Cokronegoro No 4 Jl. Raya Tersono- Limpung Jl. Sunan Kalijaga No.16 Jl. Lapangan 9A 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 Madrasah Address Status

Accred Level 2 3 2 2 2 3 2 4 3 3 2 3 2 3 3 3 2 3 2 3 2 2 2 1 3 4 2 3 2 2 3

# of Students 169 179 183 211 252 256 299 223 255 265 279 294 331 359 491 135 518 187 221 246 272 276 288 376 175 184 190 190 373 413 429

% Inc < 200 * 97 100 97 97 100 93 53 89 46 58 62 30 47 55 62 10 70 100 93 82 74 72 100 99 100 99 69 57 92 62 90

Tch Qualif ** 60 71 83 83 70 25 30 23 29 33 23 20 11 30 11 64 95 83 33 58 38 75 86 53 25 20 41 17 24 10 10

Teachers

126

M 2 3 3 3 5 5 5 0 1 1 3 1 0 2 0 1 4 1 3 5 3 3 8 0 1 0 1 1 2 0

F 8 4 3 3 5 3 5 1 4 5 3 3 0 5 1 0 2 5 9 3 5 4
11

Total 10 7 6 6 10 8 10 8 9 7 7 6 3 3 6 0 6 6 12 8 8 7 19 5 3 7 3 9 6 7

Appendix 21

1 3 6 1 3 2 0

No of Madrasah No 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 District Pemalang Pemalang Pemalang Sub-Total Tegal Tegal Tegal Tegal Tegal Tegal Tegal Tegal Tegal Tegal Tegal Tegal Tegal Tegal Tegal Tegal Tegal Sub-Total Total Central Java East Java 171 172 173 174 175 176 177 178 Pacitan Pacitan Pacitan Pacitan Pacitan Pacitan Pacitan Pacitan Tulakan Donorejo Pacitan Arjosari Tulakan Pacitan Tegalombo Kebon Agung Pager Barang Talang Bojong Kramat Margasari Kramat Dukuh Turi Bojong Kedung Banteng Warureja Pangkah Pangkah Bumijawa Suradadi Balapulang Lebaksiu Pagerbarang 7 72 8 78 Sub-District MI Warungpring Moga Moga 7 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 20 8 MTs 1 1 1 2 MIS Darussalam MIS Bustanul Huda 01 MIS Islamiyah Tuwel 1 MIS As Salafiyah MIS Islamiyah 01 MIS Al Huda Kramat MIS Alfalah MTsS Asy Syifa MTsS Husnaba MTsS Nahdlatul Ulama 01 MTsS Raden Fatah MTsS Raudlotut Tholibin MTsS Nahdlatus Sholihin MTsS Nahdlatul Ulama I MTsS Tasywiriyah MAS Ma'hadatuttholabah MAN Pagerbarang Karanganyar Dawuhan Tuwel Kedawung Padaharja Prupuk Selatan Jl Kesambi 09 Desa Kramat Sutapranan Pucang Luwuk Bojong Tegal Kebandingan Jl. Raya Kendayakan Grobog Wetan Kalikangkung Jl. Raya Barat Jejeg Jl. H. Abdul Ghoni No. 1 Blendung Jl. Maad Balapulang Wetan Jl. Pesantren Ponpes Babakan Jl. Gamprit No. 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 MA MTsS Nurul Huda MAS Salafiyah MAS Nurul Huda Jl. Abdul Karim 10 Mereng Karang Tengah Jl. H. Abd. Karim No. 10 2 2 2 Madrasah Address Status

Accred Level 2 3 3 3 3 2 3 2 2 2 3 3 3 3 3 3 3 3 3 1

# of Students 436 150 184 329 214 217 239 320 332 356 206 228 260 284 348 367 421 426 254 273

% Inc < 200 * 34 100 6 54 100 89 94 84 70 79 79 89 95 100 92 87 94 86 69 85

Tch Qualif ** 23 94 77 23 50 44 22 36 67 23 22 25 26 26 33 35 24 17 88 100

Teachers M 2 1 0 F 4 0 0 Total 9 3 1

1 4 2 6 5 5 2 1 2 1 3 2 0 1 3 0

7 5 7 5 4 8 2 4 4 5 8 8 5 3 0 0

8 9 9 11 9 13 5 5 6 12 15 6 12 4 1 1

1 1 1 1 1 1 1 1

MIS Muhammadiyah Kalikuning II MIN Kalak MIN Sidoharjo MIS Guppi Gembong MIS Muhammadiyah Bubakan MIS Al Huda Ploso MIS Kasihan I MTsN Kebon Agung

Kalikuning Dusun Bolo Desa kalak Jl. WR. Supratman 18 Desa Gembong Bubakan Jl. KH. Wahid Hasyim No. 66 Glagah Ombo Desa Kasihan Jl. Raya Kebon Agung

2 1 1 2 2 2 2 1

3 1 1 4 3 2 3 1

137 144 162 167 201 230 237 142

100 100 100 100 90 59 99 99

50 40 25 13 50 15 50 30

5 10 9 6 3 6 4 3

3 0 7 2 3 7 2 6

8 10 16 8 6 13 6 8

Appendix 21

127

No of Madrasah No 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 District Pacitan Pacitan Pacitan Pacitan Pacitan Pacitan Pacitan Pacitan Pacitan Sub-Total Ponorogo Ponorogo Ponorogo Ponorogo Ponorogo Ponorogo Ponorogo Ponorogo Ponorogo Ponorogo Ponorogo Ponorogo Ponorogo Ponorogo Ponorogo Ponorogo Ponorogo Sub-Total Trenggalek Trenggalek Trenggalek Trenggalek Trenggalek Panggul Watulimo Dongko Trenggalek Durenan Slahung Jenangan Sawoso Ponorogo Babadan Babadan Siman Jenangan Sooko Slahung Ngrayun Pulung Sampung Balong Ngrayun Kauman Siman 7 1 1 1 1 1 8 Sub-District MI Tulakan Kebon Agung Nawangan Tulakan Tegalombo Arjosari Tegalombo Arjosari Arjosari 7 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 MIS Darul Ulum Sawahan MIS Karanggandu MIS Nurul Huda MIS Nurul Ulum MIS MWB Hidayatut Thullab Sawahan Desa Karanggandu Desa Cakul Parakan Kamulan 2 2 2 2 2 8 MTs 1 1 1 1 1 1 1 1 1 2 MIN Janti MIS Ma'arif MIS Nurul Huda Grogol MIS Ma'arif Mayak MIS Ma'arif Patihan Wetan MIS Ma'arif Cekok MIS Mambaul Huda Ngabar MTsS Muhammadiyah 3 MTsS Assalam MTsS Al Hasanah MTsS PGRI MTsS Ma'arif MTsS Al Azhar MTsS Ma'arif Balong MTsS Al Hikmah MAS Al Mukarrom MAS Wali Songo Putri Janti Desa Ngrupit Grogol Jl. Sekar Harum Gg.I No.2 Patihan Wetan Desa Cekok Ngabar Yanggong Desa Jimbe Jl. Abiyoso No. 02 Desa Tugureno Jl. Jend. Sudirman No.17 Seluk Ngrayun Ponorogo Desa Munggung Carangrejo Jl. Diponegoro No. 5 Desa Jalem Balong Baosan Kidul Jl. Raden Fatah No.11 Jl. Sunan Kalijaga 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 MA MTsS Muhammadiyah 02 MTsS Ma'arif Sidomulyo MTsS Muhammadiyah MTsS Ma'arif MTsS Muhammadiyah MTsS Pondok Tremas MTsS Muhammadiyah MAS Pembangunan MAS Pondok Tremas Desa Tulakan Bleber Sidomulyo Desa Jetis Lor Jl. Raya Noneng Tegalombo Patrem No.21 Jl. Masjid Pucanganom Jl. Nawangan Km.1 Jl. Patrem No.21 2 2 2 2 2 2 2 2 2 Madrasah Address Status

Accred Level 3 4 3 3 3 4 3 3 4 1 3 3 3 3 3 3 3 3 4 3 3 3 3 4 3 3 3 3 3 2 2

# of Students 158 197 180 185 192 258 264 191 452 150 170 188 194 223 232 341 134 157 162 168 200 247 270 283 270 322 151 161 164 193 195

% Inc < 200 * 99 100 100 83 33 40 100 97 34 91 98 95 74 23 62 94 100 97 82 99 94 73 94 100 90 43 100 100 54 100 83

Tch Qualif ** 56 7 15 18 33 25 27 82 50 50 45 56 30 18 36 19 39 29 33 20 19 37 19 22 85 74 71 13 33 46 38

Teachers

128

M 1 X 2 1 4 2 2 0 1 8 6 4 3 6 5 17 2 2 0 0 0 0 0 0 0 0 4 5 6 4 4

F 1 3 1 4 4 5 0 0 8 5 5 7 5 6 26 5 4 8 1 3 4 4 1 0 0 3 3 3 9 4

Total 5

Appendix 21

7 20 3 0 9 1 1 16 11 9 10 11 11 43 8 4 13 5 8 7 8 5 3 2 7 8 9 13 8

No of Madrasah No 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 District Trenggalek Trenggalek Trenggalek Trenggalek Trenggalek Trenggalek Trenggalek Trenggalek Trenggalek Trenggalek Trenggalek Trenggalek Sub-Total Kediri Kediri Kediri Kediri Kediri Kediri Kediri Kediri Kediri Kediri Kediri Kediri Kediri Kediri Kediri Kediri Kediri Sub-Total Malang Malang Malang Bantur Sumber Manjing Dampit Mojo Mojo Ngadiluwih Semen Kandat Wates Kepung Pare Plemahan Gurah Mojo Pare Kandat Purwoarsi Pagu Kandat Mojo 9 1 1 1 6 Sub-District MI Watulimo Munjungan Polagan Polagan Pule Dongko Bendungan Karangan Dongko Kampak Panggul Munjungan 7 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 MIS Roudlatul Ulum MIN Druju MIS Al Aziz Jl. Masjid Baiturrahman Jl. Jend. Sudirman Druju Banjar Patoman Amadanom 2 1 2 8 1 1 1 1 1 1 1 1 1 1 1 1 2 MIS Roudlotut Tholabah MIS Mafatihul Huda MIS An Nidhom MIS Miftahul Ulum MIS Miftahul Huda MIS Al Falah MIS Taswirotul Ulum MIS Bustanul UIum MIS Islamiyah MTsS Sunan Gunung Jati MTsS Abdulloh MTsS Maslahiyah MTsS Diponegoro MTsS Al Hikmah MTsN Pagu MA PN Kandat MAS Sunan Kalijogo Kemayan Kranding Bangsongan Sukoanyar Brangahan Desa Sidomulyo Ngreco Pagu Sumbergayam Ulum Tunglur Jl. KH Qosim Sukoharjo Jl. PGA No. 05 Gurah Sukoanyar Jl. Masjid Ridlwan Krecek Jl. Kauman Sumberjo Purwoarsi Jl joyoboyo Menang Jl. Raya Kandat no 151 Kandat Kranding 2 X 1 X 2 2 2 2 2 2 2 2 2 2 2 2 MTs MA MIN Prigi MIS Masaran I MTsS Guppi Pogalan MTsS Assyafi'iyah MTsS Nurul Huda MTsS Guppi MTsS Guppi Bendungang MTsS Ma'arif MTsS Guppi MTsN Kampak MAN Panggul MAS Nurul Ulum Prigi Watulimo RT.22 RW.06 Desa Masaran Jl. Raya Kedunglurah Jl. Menara Ngetal - Pogalan Pule Desa Cangkul Jl. Raya Sumurup Jayan - Karangan Dongko Desa Sugihan Jl. Raya Panggul Sumber Agung Munjungan 1 2 2 2 2 2 2 2 2 1 1 2 Madrasah Address Status

Accred Level 1 2 2 3 3 3 3 3 3 1 1 3 2 3 3 3 2 2 3 3 3 3 3 3 3 1 3 4 4 1 3

# of Students 206 233 126 158 170 223 241 256 378 448 180 180 247 173 105 154 241 305 209 236 292 310 321 247 328

% Inc < 200 * 97 67 61 19 100 100 90 62 66 40 0 41 92 81 57 10 90 61 100 65 63 42 84 99 22

Tch Qualif ** 10 31 22 47 10 25 18 17 16 22 100 96 42 44 43 33 33 29 25 70 100 36 26 61 50

Teachers M 7 6 2 2 0 1 0 0 2 X 0 0 9 6 1 6 2 8 12 3 14 0 2 13 X 0 0 1 0 0 3 3 6 6 10 13 4 7 5 5 7 5 1 1 12 9 7 12 12 21 16 10 19 2 7 18 F 3 7 4 7 2 3 1 3 3 Total 10 13 8 8 11 4 7 6 13

Appendix 21

96 284 317 351

94 52 77 97 8 33 18 9 12 11 4 9 6 13 21 17

129

No of Madrasah No 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 District Malang Malang Malang Malang Malang Malang Malang Malang Malang Malang Malang Malang Malang Malang Malang Malang Malang Malang Malang Malang Malang Malang Malang Malang Malang Malang Malang Malang Malang Malang Sub-Total Jember Jember Jember Balung Ambulu Ambulu Sub-District MI Dampit Wajak Wajak Tajinan Tumpang Pakis Jabung Singosari Pagelaran Pagelaran Pagelaran Singosari Gedangan Gondanglegi Wajak Turen Gondanglegi Gondanglegi Tajinan Pakis Pakis Jabung Karangloso Pujon Pagelaran Pagelaran Pagelaran Wajak Turen Singosari 15 1 1 1 15 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 3 MIS Miftahul Ulum MIS Ma'naf 22 Al Ikhlas MIS MA 35 Nurul Ulum Jl. Igir-igir Jl. Kebonsari Sabrang Watu Kebo Andongsari 2 2 2 MTs MA MIS Sultan Agung MIS Al Hidayah MIS Miftahul Huda MIS Al Fatah MIS Miftahul Ulum MIS Al Hasib MIS Islamiyah MIS Al Ma`arif 03 MIS Mambaul Ulum MIS Azharul Ulum 01 MIS Nahdlatul Ulama MIS Al Ma`arif XI MTsS Mamba'ul Ulum MTsS Khairuddin MTsS Al Hidayah MTsS Miftahul Huda MTsS Ibnu Hajar MTsS Mamba'ul Jadid MTsS Bahrul Ulum MTsS Mambaul Ulum MTsS NU Pakis MTsS Islamiyyah MTsS Al Ma'arif MTsS TMI 01 MTsS Babussalam MTsS Miftahul Ulum MTsS Mambaul Ulum MAS Al Huda MAS An Nur MAS Darul Karomah Majang Tengah Wajak Sumberputih Jl. KH. Salim 36 Jatisari Ngingit Trajeng Pakisajar Sukopuro Jl. Masjid No. 39 Langlang Banjarejo Jl. KH. Bachroni Brongkal Kademangan Jl. Masjid Barat Gunungrejo Jl. Kartini No. 103 Gedangan Jl. Murcoyo I Gondanglegi Jl. Lawu No. 10 Wajak Jl. Mayor Damar 32 Jl. S. Ampel 202 RT.05/1 Bumi Putih Jl. Pesantren Urek-urek Jl. KH. Salim No. 70 Jatisari Jl. H. Alui No. 284 Tirtomoyo Bunut Wetan Jl. Brawijaya 37 Sukopuro Jl. Raya Bocek No. 02 Jl. Masjid No. 1 Ngroto Kl. JH. Hasyim Asyari Banjarejo Jl. Sultan Agung 07 Kanigoro Jl. Diponegoro 25 Klakah Wajak Malang Jl. Raya No. 272 Sawahan Jl. Raya Randuagung V/ 11 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 Madrasah Address Status

Accred Level 3 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 3 3 3 3 3 3 3 3 4 3 3 3 3 3 3

# of Students 228 463 214 220 246 253 232 275 392 210 286 392 191 254 224 298 151 152 226 104 188 184 116 232 235 301 116 206 81 146 204 224 237

% Inc < 200 * 100 74 100 95 100 100 96 21 100 98 100 100 94 28 64 63 100 96 99 83 100 100 72 6 100 100 96 88 6 82 100 80 99

Tch Qualif ** 8 15 31 83 6 31 25 27 4 56 6 4 28 11 35 17 81 0 33 20 41 24 21 30 6 5 33 83 81 82 22 50 20

Teachers

130

M 6 13 8 8 13 8 3 4 17 13 12 X 15 16 10 9 12 15 13 7 14 10 13 11 9 12 7 0 1 3 4 10 8

F 6 7 5 4 5 5 5 7 9 3 4 3 12 7 9 4 2 8 8 3 7 6 9 7 9 5 0 0 0 5 2 2

Total 12 20 13 12 18 13 8 11 26 16 16 18 28 17 18 16 17 21 15 17 17 19 20 16 21 12 1 0 0 9 12 10

Appendix 21

No of Madrasah No 275 276 277 278 279 280 281 282 283 284 285 286 287 288 District Jember Jember Jember Jember Jember Jember Jember Jember Jember Jember Jember Jember Jember Jember Sub-Total 290 292 294 295 296 298 299 Jombang Jombang Jombang Jombang Jombang Jombang Jombang Jombang Jombang Jombang Jombang 300 301 302 303 304 305 306 307 Jombang Jombang Jombang Jombang Jombang Jombang Jombang Jombang Jogoroto Diwek Jogoroto Jogoroto Ngoro Tembelang Mojowarno Mojoagung Diwek Jogoroto Jombang Sumobito Kudu Tembelang Diwek Jogoroto Plandaan Wonosalam Mojoagung Sub-District MI Wuluhan Jombang Ambulu Wuluhan Kaliwates Arjasa Umbulsari Ambulu Bangsalsari Umbulsari Balung Kaliwates Ledok Ombo Ambulu 7 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 8 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 MIS Miftahul Ulum MIS Nurul Iman MIS Midanutta'alim I MIS Ghozaliyah MIS Islamiyah MIS Al Ihsan MIS Fathul Huda MIS Al Mursyidah MISTarbiyatun Nasyin MIS Darul Ulum 3 MIS Mujahidin MTsS Al Ma'arif MTsS Sunan Gunung Jati MTsS Darul Ulum MTsS Arrahman MTsS Mambaul Ulum MTsS Al Hikmah MTsN Panglungan Jombang MTsS Babussalam Jarak Kulon Dempok - Grogol Mayangan Sumber Mulyo Banjarpoh Pulorejo Kalikejambon Grobogan Mancilan Paculgowang - Jatirejo Ngumpul Parimoto Plandi Brudu Jl. Raya Katemas Made 18 Desa Kepuhdoko Nglaban Bendet Corogo Klitih Jl. Raya 27 Panglungan Kalibening Tanggalrejo 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 2 MTs MA MIS Tarbiyatul Islamiyah MIS MA Assalam 01 MIS Salafiyah Syafiiyah MIS Hidayatul Mubtadiin MTsS Al Hidayah MTsN Arjasa MTsS Walisongo MTsS Al Amien MTsS Ma'arif Bany Kholiel MTsN Umbulsari MTsS Wahid Hasyim MTsS Miftahul Ulum MAS Miftahul Ulum MAS Ma'arif Ambulu Tamansari Gondosari Jl. Garuda Wringin Agung Karanganyar Jl. Watangan Kepel Lojejer Jl. Udang Windu No. 65 Jl. Letnan Suprayitno No. 24 Jl. Raya I Paleran Sabrang Jl. Balung No. 49 Jl. WR. Supratman No. 55 Jl. Puger No. 20 Pondok Labu Klompangan Jl. Cendrawasih 17 Suren Jl. KH, Hasyim Asy'ari Ambulu No. 1 2 2 2 2 2 1 2 2 2 1 2 2 2 2 Madrasah Address Status

Accred Level 3 4 3 3 3 1 3 4 3 1 3 2 3 3

# of Students 238 269 205 294 158 181 278 263 270 274 307 386 270 308

% Inc < 200 * 86 100 59 86 100 100 58 86 93 88 89 83 96 81

Tch Qualif ** 50 20 43 78 24 50 19 63 17 20 25 29 70 80

Teachers M 6 9 2 6 1 0 17 0 3 0 1 0 0 0 F 2 11 5 3 4 3 4 5 5 2 4 4 0 1 Total 8 20 7 9 2 1 21 1 4 7 17 4 2 1

3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 3 3 1 3

281 316 404 409 195 296 167 206 173 204 405 152 160 208 255 277 298 319 393

100 97 74 100 96 83 100 98 96 94 21 98 100 99 84 95 98 97 82

23 35 45 16 9 20 17 0 15 24 41 29 33 19 19 15 17 17 27

9 13 10 13 7 8 6 9 8 9 8 3 0 2 0 0 0 0 4

4 7 10 12 4 7 6 7 5 8 9 5 2 4 2 3 1 1 8

13 20 20 25 11 15 12 16 13 17 17 7 8 5 6 8 9 18 15

Appendix 21

131

No of Madrasah No District Sub-District MI 308 Jombang Jombang 309 312 313 314 Jombang Jombang Jombang Jombang Jombang Sub-Total Nganjuk Nganjuk 317 318 Nganjuk Nganjuk Nganjuk Nganjuk 321 Nganjuk Nganjuk Nganjuk Nganjuk Nganjuk Nganjuk 325 Nganjuk Nganjuk Nganjuk Nganjuk Nganjuk Nganjuk Nganjuk Nganjuk Nganjuk Nganjuk Nganjuk 339 340 332 Nganjuk Nganjuk Nganjuk Sukomoro Pambon Ngronggot Lengkong Sawahan Baron Jatikalen Ngronggot Baron Pambon Ngronggot Ngronggot Loceret Pambon Baron Tanjunganom Ngronggot Lengkong Patien Bowo Wilangan Tanjunganom Ngronggot Bandang Kedung Mulyo Diwek Peterongan Ngoro Jogoroto Mojowarno Jombang 11 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 13 MTs 1 1 1 1 1 1 1 2 MIN Desa Kampung Baru MIS YPSM Dadapan MIS PSM Sanan MIS Al-Huda Bogo MIS Sunan Ampel MIS Raudlatul Muta'alimin MIS Da'awatul Khoir MIS Miftahul Muna MIS Hayya Alal Falah MIS PSM Surodadi MIS Al Huda Kedunglo MIS Islamiyah MI Negeri MTsS Al Islam MTsS Al Manar MTsS Masyariqul Anwar MTsN Lengkong MTsS Al Fatah MTsS Darul Hikam MTsS Panca Murni MTsN Juwet MTsS Al Khoiriyah MTsS Al Huda MTsS Masyariqul Anwar MTsS Al Khidmah MTsS NU Mojosari JL Sukomoro -Pace Kapas Tanjung Tani Kelautan Jati Sawahan Desa Margopatut Kencong Jambi Munung Desa Juwet Dusun Jati Desa Katerban Ringin Rejo Gondang Legi Kelautan Jl. A. yani No. 1 Ngronggot Mojosari Ngepeh 2 2 2 1 2 2 2 1 2 2 2 2 Gondang Legi Karang Tengah Garu Surodadi - Kedungrejo Kedunglo - Cengkok Jati punggur 2 2 2 2 2 Gebang Siwil Bukur Manggarejo - Mancom 2 2 Desa Kampung Baru Desa Dadapan 1 2 MA MTsS Umar Zahid MTsN Plandi MTsS Rahmat Said MTsS Darunnajah MTsS Nurul Qur'an MAS Darul Faizin MAS Mamu'allimin Mualimat K Umar Zahid Jl. Prof. Moh. Yamin 56 Bongkot Ngampel Gajah Bendungrejo Jl. KH Hasan Sanusi No. 12 Tambak Beras 2 1 2 2 2 2 2 Madrasah Address Status

Accred Level 3 1 3 4 4 3 3 1 3 3 3 3 2 2 3 4 2 3 4 3 3 3 3 1 3 3 2 1 3 4 3 3

# of Students 383 465 266 119 302 233 483 76 128

% Inc < 200 * 98 83 98 83 88 56 94 81 100

Tch Qualif ** 24 22 4 14 17 72 76 20 56

Teachers

132

M 13 18 23 11 19 1 0 4 4

F 4 14 1 10 4 0 0 6 5

Total 17

Appendix 21

32 24 21 23 3 2 10 9

132 151 127 108 144 138 123 61 145 106 195 322 412 124 193 140 55 106 95 236

100 96 86 100 76 51 100 0 76 100 87 96 84 12 59 100 64 100 94

43 8 20 33 25 50 64 5 67 15 52 43 22 0 25 8 27 15 25

7 6 5 9 4 5 6 10 12 15 19 11 34 7 13 7 10 15 14

7 6 5 3 4 7 5 11 0 5 8 12 3 6 7 6 5 5 2

14 12 10 12 8 12 11 21 12 20 27 23 37 13 20 13 15 20 16

No of Madrasah No District Nganjuk Nganjuk 343 Nganjuk Sub-Total 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 366 367 369 371 Ngawi Ngawi Ngawi Ngawi Ngawi Ngawi Ngawi Ngawi Ngawi Ngawi Ngawi Ngawi Ngawi Ngawi Ngawi Ngawi Ngawi Sub-Total Bojonegoro Bojonegoro Bojonegoro Bojonegoro Bojonegoro Bojonegoro Bojonegoro Bojonegoro Bojonegoro Bojonegoro Bojonegoro Kepah Baru Kepah Baru Baureno Sumberejo Baureno Purwosari Kapas Dander Purwosari Suko Sewu Trucuk Pitu Paron Paron Paron Kendal Paron Pangkur Sine Sine Jogorogo Widodaran Padas Kendal Pangkur Ngrambe Ngrambe Paron 8 1 1 1 1 1 1 1 1 1 1 1 Sub-District MI Patien Bowo Ngronggot Tanjunganom 13 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 10 1 1 2 MIS Miftahul Ulum MIS Hidayatul Mubtadiin MIS Tanwirul Qulub MIS Islamiyah MIS Islamiyah MIS Islamiyah MIS Hidayatul Tholibin MIS Mambaul Huda MIS Islamiyah MIS Fathul Ulum MTsS Darussalam Jipo Tlanak - Mudung Tanggungan Jl. Mlinjeng Rt.14/04 Tulungagung Kuniran Desa Bendo Rt 03/01 Ngraseh Ngerejeng Jl. Masjid Al Abror Jl. S. parman No. 42 Kanten 2 2 2 2 2 2 2 2 2 2 2 12 MTs MA 1 1 1 4 MIS GUPPI MIN Gelung MIS PSM Al Amin MIS PSM Bendo Barat MIS Islamiyah Majasem I MIS Islamiyah Kedung Jambu MIN Babadan MTsS Al Irsyad Al Islamiyah MTsS YASPI Sine MTsS Persiapan MTsS Muhammadiyah MTsS GUPPI Padas MTsS Al Hidayah MTsN Babadan MTsS Darul Hikmah Ngompak MAN Ngrambe MAN Paron Ngancar Jl.Pahlawan Ds Gelung Sumber Agung Semen Tempuran RT 03 RW 04 Desa Majasem Kedung Jambu Jambangan Desa Babadan Pangkur Wonosari Sine Ngawi Jl. Teuku Umar 14 Sine Ngrayudan Tempurejo Banyubiru Jl. Ngawi Caruban KM. 12 Ds. Majasem Babadan Pangkur Ngawi Ngompak Cepoko Jl. Raya Ngrambe, Pucangan Jl. Raya Paron No. 2 2 1 2 2 2 2 1 2 2 2 2 2 2 1 2 1 1 MAS Sunan Kalijaga MAS Al Khidmah MAS Darussalam Pakuncen Jl. A.Yani No. 01 Ngronggot Jl. KH. Wahid Hasym 126 Krempyang 2 2 2 Madrasah Address Status

Accred Level 4 3 3

# of Students 277 184 277

% Inc < 200 * 6 100 52

Tch Qualif ** 88 86 97

Teachers M 20 17 0 F 6 5 0 Total 26 22 0

3 1 3 3 3 3 1 3 3 3 3 3 4 1 3 1 1 3 3 3 3 3 3 3 3 3 3 4

195 217 218 226 235 241 292 129 158 170 207 217 244 352 466 228 443 186 274 217 215 196 185 213 293 155 179 210

71 80 95 100 84 100 88 63 91 100 79 45 82 97 31 10 93 100 100 100 100 96 100 98 71 100 100 100

71 40 56 50 38 43 79 82 15 50 21 25 15 36 11 100 97 17 9 11 25 22 20 22 38 30 0 25

2 4 7 2 2 3 5 3 0 0 1 0 0 2 0 0 1 5 6 5 5 3 5 4 10 5 7 0

5 6 2 6 6 4 9 5 0 3 2 3 2 8 2 0 0 7 5 4 3 6 5 5 6 5 4 1

7 10 9 8 8 7 14 1 8 2 6 7 12 9 15 3 1 12 11 9 8 9 10 9 16 10 11 4

Appendix 21

133

No of Madrasah No 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 District Bojonegoro Bojonegoro Bojonegoro Bojonegoro Bojonegoro Bojonegoro Bojonegoro Bojonegoro Bojonegoro Bojonegoro Bojonegoro Bojonegoro Bojonegoro Bojonegoro Sub-Total Lamongan Lamongan Lamongan Lamongan Lamongan Lamongan Lamongan Lamongan Lamongan Lamongan Lamongan Lamongan Lamongan Lamongan Lamongan Lamongan Lamongan Lamongan Lamongan Bluluk Kembangbahu Sugio Kedungpring Sukodadi Deket Karang Geneng Sekaran Laren Laren Paciran Solokuro Solokuro Sambeng Mantup Mantup Modo Modo Lamongan Sub-District MI Ngraho Kanor Tumayang Ngasem Sumberejo Sugihwaras Ngraho Kedungadas Kepah Baru Baureno Tambakrejo Ngasem Dander Dander 10 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 13 MTs 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 MIS Al Ikhlas MIS Islamiyah MIS Nurul Huda MIS Muhammadiyah MIS Ma'arif NU MIS Hidayatus Sibyan MIS Tarbiyatul Banat MIS Ma'arif MIS Thoriqotul Hidayah MIS Thoriqotul Hidayah MIS Mazraatul Ulum 02 MIS Muhammadiyah V MIS Mambaul Ulum MTsS Darul Ulum MTsS Nurul Islam MTsS Al Islahiyyah MTsS Islamiyah MTsS Al Khoiriyah MTsS Muhammadiyah 15 Desa Banjargondang Desa Kedung Megarih Slempit Pangkatrejo Jl. Raya Kalen No. 63 A Bali - Plumpang Glugu - Ds Dlanggu Simo-Sungelebak Desa Sekaran Dusun Laren Desa Centini Jl. Raya Paciran 214 Palirangan Dagan Jl. Masjid No. 69 Desa Wudi Desa Sumberdadi Desa Sukobendu Jl. Moroseneng No. 25 Desa Nguwok Desa Sidodowo Jl. Jend. Sudirman No. 1 Gg. 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 MA MTsS Asy Syukuriyah MTsS Roudloh MTsS Islamiyah MTs Wasilatul Huda MTsS Muhammadiyah 3 MTsS Wali Songo MTsN Ngroho MTsS Baitul Muttaqien MTsS Darul Ulum MTsS Al Falah MTsS Yaspira MTsS Falakhiyah Jampet MAS Al Rosyid MAS Abu Darrin Jl. Aryojipangi 42 Payaman Desa Semambung Jl. Pahlawan No. 270 Dukuh Kidul Komplek Masjid At Taqwa Sugih Waras Jl. Arif Rahman Hakim 50A Tlogoagung Jl. Raya Ds. Nglumber Jl. Masjid A No. 01 Kacangan Jl. Raya Ngasem No. 154 Jl. Cokro Aminoto KM. 3 Jl. HOS. Cokroaminoto 29 2 2 2 2 2 2 1 2 2 2 2 2 2 2 Madrasah Address Status

Accred Level 3 3 3 3 3 3 1 3 3 3 3 3 3 3 2 2 3 2 3 2 2 2 3 2 2 2 2 3 3 3 3 3 3

# of Students 252 291 299 377 424 452 504 163 162 261 156 249 214 431 177 260 156 222 107 257 157 341 159 240 220 243 314 143 184 256 252 223 162

% Inc < 200 * 89 100 73 83 83 80 80 100 100 100 99 100 72 100 94 92 56 7 100 70 68 27 100 21 27 100 97 100 83 100 56 70 49

Tch Qualif ** 24 42 76 76 13 48 37 6 4 4 17 11 54 55 50 14 40 25 44 20 44 18 10 0 0 59 10 44 55 27 0 44 0

Teachers

134

M 0 6 1 1 0 0 13 20 23 9 16 0 2 5 12 8 8 4 10 4 15 6 6 16 14 15 15 19 14 10 16 11

F 2 6 3 2 11 10 3 4 2 3 3 0 0 7 2 2 4 5 10 5 7 4 6 2 8 6 1 1 1 6 2 8

Total 5 10 1 8 0 4 16 24 25 12 19 0 2 12 14 10 12 9 20 9 22 10 12 18 22 21 16 20 15 16 18 19

Appendix 21

No of Madrasah No District Sub-District MI MTs MA Sombro 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 412 413 414 415 416 417 418 419 420 421 430 431 432 433 434 435 Lamongan Lamongan Lamongan Lamongan Lamongan Lamongan Lamongan Lamongan Lamongan Lamongan Lamongan Lamongan Lamongan Lamongan Lamongan Sub-Total Bangkalan Bangkalan Bangkalan Bangkalan Bangkalan Bangkalan Bangkalan Bangkalan Bangkalan Bangkalan Bangkalan Bangkalan Bangkalan Bangkalan Bangkalan Bangkalan Modung Blega Konang Galis Galis Socah Burneh Geger Geger Bangkalan Modung Konang Tanah Merah Tanah Merah Arosbaya Geger Tikung Tikung Karang Binangun Kali Tengah Karang Geneng Karang Geneng Sekaran Brondong Pucuk Sarirejo Paciran Maduran Mantup Sugio Babat 13 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 16 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 5 MIS Mawahirul Athfal MIS Darul Muttaqin MIS Raudlatus Sibyan MIS Raudlatul Ulum MIS Raudlatul Jannah MIS An Nidhomiyah MIS Husnul Khotimah MIS Hidayatul Ulum MI An Nafiiyah I MTsS Al Hidayah MTsS Ulul Albab Al Hasan MTsS Al Ibrohimy MTsS Nurul Amanah MTsS Annamirah MTsS Darul Mannan MTsS Roudlotut Tholibin Paeng Kebunsari - Karanggayam Galis Dajah Pakaan Dajah Desa Pakaan Dajah - Kristal Jaddih Timur Kampek Timur - Alas Rembang Desa Lerpak Desa Kampak Jl. KH. M. Thoha No. 92 Jl. KH. Moh. Hasany Kolla Jl. Raya Konang No. 61 Jl. Raya Tragah No. 9 Basanan Jl. Raya Tanah Merah No. 21 Mongmong - Glagga Kombangan 2 2 2 2 2 2 2 2 X 2 2 2 2 2 2 2 MTsS Al Wahid Hasyim MTsS Al Irsyadiyah MTsS Bahrul Ulum MTsS Miftahul Ulum MTsS Darul Hikam MTsS Al Muslimun MTsS Ihyaul Ulum MTsS Muhammadiyah 3 MTsS Ma'arif MTsS Miftahul Ulum MAS Muhammadiyah 02 Pondok Modern P MAS Fathul Hidayah MAS Al Khoiriyah MAS Sunan Drajat Sugio MAS Raudlatul Muta'allimin Jl. Raya Mantup 163 Guminingrejo Dermo Lemahbang Desa Blawi Jl. P. Tandean 14 Kuluran Tracal Kawistolegi Manyar Jl. Kenanga 41 Sedayulawas Jl. Veteran No. 136 Pucuk Timbuan Tambak Menjangan Jalan Pondok Paciran Desa Pangean Jl. Raya Pasar Mantup Jl. Raja Sugio 397 Tegalrejo Dati Nawong 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 Madrasah Address Status

Accred Level

# of Students

% Inc < 200 *

Tch Qualif **

Teachers M F Total

3 3 2 3 2 3 2 3 2 2 2 4 3 4 3 3 3 2 3 3 3 4 4 3 4 4 4 3 3 4 4

199 151 203 107 231 257 295 353 134 215 283 210 86 117 124 154 226 234 217 101 151 158 383 170 57 150 135 165 223 136 135

86 79 29 100 100 70 78 35 72 81 45 44 80 65 89 98 100 100 100 28 100 100 96 X 84 100 96 100 91 99 100

13 55 42 24 44 29 43 8 50 3 84 90 79 94 76 5 0 36 4 0 5 0

19 19 14 19 14 20 20 16 13 17 0 0 0 6 0 6 6 2 2 3 3 3 4

4 1 5 2 4 1 3 10 3 15 0 0 0 0 0 2 1 15 9 5 6 2 5 11 4 9 12 4 10 5

23 20 19 21 18 21 23 26 16 32 0 0 0 6 0 8 7 17 11 8 9 5 9

Appendix 21

17 0 45 4 5 9 6

7 15 11 12 16 12 11

18 19 20 24 20 22 16

135

No of Madrasah No 436 437 District Bangkalan Bangkalan Sub-Total Total East Java South Sulawesi 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng Bantaeng Sub-Total Sinjai Sinjai Sinjai Sinjai Sinjai Sinjai Sinjai Sinjai Sinjai Sinjai Sinjai Sub-Total Bone Bone Tanete Riatang Tanete Riatang Sinjai Tengah Sinjai Barat Sinjai Utara Sinjai Selatan Sinjai Tengah Sinjai Borong Sinjai Selatan Sinjai Barat Sinjai Tengah Sinjai Timur Sinjai Timur 4 1 1 6 Bantaeng Tompobulu Tompobulu Bantaeng Bantaeng Bissapu Pajukukang Bantaeng Tompobulu Bantaeng Bissapu 3 1 1 1 1 1 1 1 1 1 1 1 1 MIS No. 68 Cabalu MIS Saliweng Benteng Cabalu Kel Mat. Walie Jl. Gunung Klabat, Benteng 2 2 6 Sub-District MI Konang Burneh 9 116 7 124 MTs MA 1 1 2 30 Batu Labbu Kel. Lb. Gan Keke Desa Bonto Tappalang Desa Pattaneteang Jl. Pendidikan No. 13 Matoangin Letta Panaikang Kampung Beru Jl. Pendidikan Lasepang Jl. Baji areng-Banyorang Jl. Raya Lanto No. 57 c Panaikang Kel. Bontomanai Bole Desa Sadhiring Dusun Puncak Jl. Slamet Riadi No. 06, Lappa Jl. Sungai Cepe Desa Pattongko Pasir Putih Pucee Lembanna Manimpahoi Jl Bontosugi Jl. Saukang Borong Uttie MAS Al Hamidiyah MAS Manbaul Hikam Jl. Raya Sen Asen No.74 Jl. Raya Ketengan No. 62 2 2 Madrasah Address Status

Accred Level 3 4

# of Students 157 203

% Inc < 200 * 83 92

Tch Qualif ** 91 85

Teachers

136

M 0 0

F 0 0

Total 0 0

Appendix 21

1 1 1 1 1 1 1 1 1 1 1 2

MIS Ma'arif Bakarayya MIS Bonto Tappalang MIS Biring Are MTsS Ponpes DDI Mattoanging MTsS N.T. Tompong MTsS Muhammadiyah Panaikang MTsS Ihya Ulumuddin MTsS Ma'arif Lasepang MTsS Al Murahamah MAS Muhamadiyah Bantaeng MAS Ma'arif Panaikang MIS Nurul Muttaqin Bole MIS Nurul Agimah Puncak MIN Lappa MIS Nurul Ilham Ammessing MTsS Muhammadiyah Pattongko MTsS Al Ikhwan Pasir Putih MTsS Darul Istiqomah MTsS Mursyidut Thullab MTsN Sinjai Tengah MTsS Darussalam MAN 2 Sinjai Timur

2 2 2 2 2 2 2 2 2 2 2 2 2 1 2 2 2 2 2 1 2 1

4 4 4 2 4 1 3 1 4 3 4 2 3 1 3 4 3 4 3 1 3 1 3 3

72 107 126 208 76 98 104 173 188 152 147 91 97 198 120 55 65 88 102 114 123 139 82 71

83 91 100 50 0 100 73 52 100 83 40 100 100 47 100 100 95 95 96 82 98 61 X X

71 0 60 11 27 15 20 18 28 89 71 86 70 55 88 22 33 35 8 13 6 97

1 5 5 3 4 7 0 2 1 10 8 2 5 X 3 0 1 3 0 1 0 0

6 5 5 9 7 6 1 2 2 9 6 5 5

7 10 10 12 11 13 7 8 10 19 14 7 10

5 0 2 6 0 1 0 0

8 2 2 9 2 7 4 1

No of Madrasah No 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 481 482 483 485 486 487 489 490 491 492 493 494 495 496 District Bone Bone Bone Bone Bone Bone Bone Bone Bone Bone Bone Bone Bone Bone Bone Sub-Total Maros Maros Maros Maros Maros Maros Maros Maros Maros Maros Sub-Total Jeneponto Jeneponto Jeneponto Jeneponto Jeneponto Jeneponto Jeneponto Bangkala Bangkala Bangkala Turatea Kelara Turatea Arungkeke Bantimurung Bantimurung Maros Baru Maros Baru Turikale Tompobulu Lau Lau Bantimurung Maros Baru 3 1 1 1 1 1 1 1 5 Sub-District MI Tellusiattinge Lappariaja Tanete Riatang Barebbo Sibulue Sibulue Bengo Barebbo Lamaru Tanete Riatang Dua Boccoe Lappri Kahu Kahu Tanete Riatang 7 1 1 1 1 1 1 1 1 1 1 2 MIS Batumopang MIS Lambupeo MIS Pokanga MTsS Darul Ihsan MTsN Kelara MTsS Darul Ikhsan MTsS Al-Falah Arungkeke JL. Pendidikan No. 1 2 Batumopang Lambupeo Kel. Pantai Baki Pokanga Desa Kapita Jl. Perintis Desa G. Silanu Jl. Sungai Kelara No. 3 2 2 2 2 1 8 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 MIS Yadi Bontocina MIS DDI Cambalagi MIS DDI Sakeang MTsS Ainus Syamsi MTsS Yadi Bontocina MTsS Bustanul Ulum MTsS DDI Soreang MTsS Darussalam MAS Darul Ulum Amessangeng MAS DDI Alliritengae Jalan Makmur Dg Sitakka 47 Cambalagi Desa Benteng Gajah Jl Masembo No. 80 Jalan Makmur Dg Sitakka 47 Salomatti Ds Toddolimae Jl. Samudra No. 31 Soreang Jl. Masjid Raya Barandasi Amessangeng Baru 131273080406 2 2 2 2 2 2 2 2 2 MTs MA MIS No. 12 Cilellang MIS No. 35 Tonronge MIS No. 02 Bajoe MIS No. 49 Sugiale MIN 1 Pattiro Bajo MTsS Pattiro Bajo MTsS Bengo MTsS 3 Bakke MTsS Lamuru MTsS Annurain Lonrae MTsS As'adiyah No. 5 Uloe MTsN Lappri MTsS Nusa MAS Nusa MAN 2 Watampone Desa Itterang Desa Tonronge Jl. Cakalang Bajoe Desa Sugiale Kel. Maroanging Kel. Maroangin Desa Bengo Desa Kajao Laliddong Sengngeng Palie Jl. KH. Syamsuddin Uloe Leppanging Nusa Nusa Jl. Yos Sudarso 2 2 2 2 1 2 2 2 2 2 2 1 2 2 1 Madrasah Address Status

Accred Level 3 3 3 3 1 4 4 3 3 4 3 1 4 4 1 2 3 2 3 2 4 4 2 4 2 2 3 2 3 1 2 2

# of Students 163 175 182 186 148 107 79 109 118 133 203 623 222 152 193

% Inc < 200 * 73 100 77 85 X 76 100 29 100 92 72 64 66 48 28

Tch Qualif ** 60 75 75 92 57 36 20 88 36 50 19 50 91 89

Teachers M 1 1 1 2 2 1 0 2 0 1 1 0 F 4 3 7 10 5 2 5 4 0 3 0 0 Total 5 4 8 12 1 5 0 4 0 1 0 0

123 147 108 136 71 53 108 105 172 80 84 152 105 259 258

71 27 74 0 100 100 79 23 100 100 53 93 69 82

38 100 0 23 0 20 23 86 100 50 80 86 22 10 35

2 3 5 8 9 6 15 9 9 1 1 4 6 7 7

6 16 3 18 5 9 7 5 5 3 4 3 6 14 10

8 19 8 26 14 15 22 14 14

Appendix 21

4 5 7 12 21 17

137

No of Madrasah No 497 498 499 500 District Jeneponto Jeneponto Jeneponto Jeneponto Sub-Total Total South Sulawesi Sub-District MI Tamalatea Turatea Bangkala Tamalatea 3 20 208 6 31 233 MTs 1 1 1 1 2 9 59 MA MTsS DDI Kassi MTsS Paitana MAS Allu MAS Al-Irsyad Ci'nong Kassi Kel. Tonrokassi Barat Sunggu Manai Desa Paitana Jl. Andi Hindi Allu Jl. Lanto Ds. Pasewang No.351 Tonr 2 2 2 2 Madrasah Address Status

Accred Level 2 2 3 4

# of Students 145 174 103 103

% Inc < 200 * 98 86 27 100

Tch Qualif ** 31 17 90 100

Teachers

138

M 6 6 7 6

F 7 6 3 5

Total 13 12 10 11

Appendix 21

Grand Total X No EMS Data

500

Table A22.1: Detailed Cost Estimates by Expenditure Category and by Financier

(In $'000)
TOTAL COST COST COMPONENTS A. Furniture, Equip. & Vehicles 1. Furniture 2. Equipment 3. Vehicles Sub-total B. Human Resources Development 1. Foreign 2. Local Sub-total C. Consultants' Services 1. International 2. Local Sub-total D. Madrasah Block Grants E. Survey and Testing F. Project Management Support G. Incremental Recurrent Cost 1. Operations & Maintenance 2. Central Project Management Unit Sub-total H. Taxes & Duties b/ Total Base Cost Contingencies c/ Interest Charges d/ TOTAL PERCENTAGE Notes: a/ Base costs are as of 2006. b/ Taxes and duties at 10% of furniture & equipment and 11.5% of vehicles. c/ Physical contingency is computed at 10% of civil works & equipment. Price contingencies arel: local costs -7.5% 7.5% for 2007; 6.4% for 2008; 5.6% for 2009; 5.5% for 2010; and 5% for 2010; foreign cost 2.8% for 2007, 12% from 2008 - 2010. Training costs are assumed to be at 1% local cost escalation, as this is based on expected contractarrangements with providers. Recurrent costs and researches are assumed to 0% cost escalation. d/ Interest charges are computed at 1.0 percent per year during project implementation. 0 0 0 0 13,395 847 1,256 15,498 21.7 643 899 1,542 100 53,187 2,744 0 55,931 78.3 643 899 1,542 100 66,582 3,592 1,256 71,429 100.0 0 0 0 0 13,395 847 1,256 15,498 21.7 0 0 0 0 32,809 1,693 0 34,502 48.3 0 0 0 0 46,204 2,540 1,256 50,000 70.0 0 0 0 0 0 0 0 0 0.0 643 899 1,542 100 20,378 1,051 0 21,429 30.0 643 899 1,542 100 20,378 1,051 0 21,429 30.0 100 0 100 0 0 69 960 0 960 10,652 0 0 0 1,098 1,098 26,331 337 2,189 960 1,098 2,058 36,983 337 2,189 960 0 960 10,652 0 0 0 1,098 1,098 24,605 337 2,189 960 1,098 2,058 35,257 337 2,189 0 0 0 0 0 0 0 0 0 1,726 0 0 0 0 0 1,726 0 0 100 100 100 95 100 100 900 0 900 0 21,213 21,213 900 21,213 22,113 900 0 900 0 4,580 4,580 900 4,580 5,480 0 0 0 0 16,634 16,634 0 16,634 16,634 100 22 25 0 883 0 883 276 0 100 376 276 883 100 1,259 0.0 883 0 883 0 0 0 0 0 883 0 883 0 0 0 0 276 0 100 376 276 0 100 376 0 100 0 70 Foreign Currency Local Currency Total Cost BANK FINANCING Foreign Currency Local Currency Bank Financing GOVERNMENT FINANCING Foreign Currency Local Currency Government Financing ADB Share (%)

139
Appendix 22

Appendix 22

140

Table A22.2: Detailed Cost Estimates by Expenditure Category and by Financier

(In $'000) Bank Financing 0 883 0 883 900 4,580 5,480 960 1,098 2,058 35,257 337 2,189 0 0 0 0 46,204 2,540 1,256 50,000 70.0 Government Financing 276 0 100 376 0 16,634 16,634 0 0 0 1,726 0 0 643 899 1,542 100 20,378 1,051 0 21,429 30.0 ADB Share (%) 0 100 0 70 100 22 25 100 100 100 95 100 100 0 100 0 0 69 100

COST COMPONENTS A. Furniture, Equip. & Vehicles 1. Furniture 2. Equipment 3. Vehicles Sub-total B. Human Resources Development 1. Foreign 2. Local Sub-total C. Consultants' Services 1. International 2. Local Sub-total D. Madrasah Block Grants E. Survey and Testing F. Project Management Support G. Incremental Recurrent Cost 1. Operations & Maintenance 2. Central Project Management Unit Sub-total H. Taxes & Duties b/ Total Base Cost Contingencies c/ Interest Charges d/ TOTAL PERCENTAGE Notes:

Total Cost

276 883 100 1,259 900 21,213 22,113 960 1,098 2,058 36,983 337 2,189 643 899 1,542 100 66,582 3,592 1,256 71,429 100.0

a/ Base costs are as of 2006. b/ Taxes and duties at 10% of furniture & equipment and 11.5% of vehicles. c/ Physical contingency is computed at 10% of civil works & equipment. Price contingencies arel: local costs -7.5% 7.5% for 2007; 6.4% for 2008; 5.6% for 2009; 5.5% for 2010; and 5% for 2010; foreign cost 2.8% for 2007, 12% from 2008 - 2010. Training costs are assumed to be at 1% local cost escalation, as this is based on expected contractarrangements with providers. Recurrent costs and researches are assumed to 0% cost escalation. d/ Interest charges are computed at 1.0 percent per year during project implementation.

Table A22.3: Annual Project Disbursments ($000) 141

2007 (9 Months) Financier ADB GOI 2008 Financier ADB GOI 2009 Financier ADB GOI 2010 Financier ADB GOI 2011 Financier ADB GOI TOTAL Financier ADB GOI

Appendix 22

Category I. BASE COST A. Furniture, Equip. & Vehicles 1. Furniture 2. Equipment 3. Vehicles Sub-total B. Staff Development 1. Overseas a. Masters degrees (2 per province x 3 provinces= 6 candidates) b. Ph.D. degrees (2) 2. Incountry Traiining Output 1: Teacher Professionalism Improved a. Subject content and methodology training (classroom competency) b. Teacher/principal upgrades to S1 c. Workshop on remedial & transition program for Kandep & Madrasah d. Salaries/allowances for replacement teachers Output 4: Governance, Management and Sustainability Strengthened a. Performance Management Systems b. Performance-Based Budgeting/FMIS c. Madrasah Development Planning and Advocacy d. EMIS Data Input and Report Reproduction e. Preventive Maintenance Program f. Performance review & planning workshop g. Supervisor Training on Education Management h. Madrasah Leadership Development Program

Total

274 865 100 865 0 0 0 374 0 250 150 100 0

0 18 0 0 18 250 150 100

2 0 0 2 0 250 150 100

0 0 0 0 0 150 150 0

0 0 0

276 884 100 1,260 900 600 300

0 883 0 883 900 600 300

276 0 100 376 0 0 0

185 333 25 44

1,846 1,667 0 441

1,846 1,667 0 441

1,846 1,667 0 441

1,661 1,334 0 397

7,382 6,668 25 1,766

0 0 0 0 0 0 773 405 0 0 0 160 225

7,382 6,668 25 1,766 0 53 0 0 381 87 200 0 0

0 0 0 76 0 40 0 0 40 113 386 203

26 386 203 76 22 40 40 113

26 0 0 76 22 40 40 0

0 0 0 76 22 40 40 0

53 773 405

76 22 40

381 87 200 160 225

Category i. Madrasah Based Management and Accountability Program j. Project Monitoring Information System k. Teaching/Learning Asssessment and Quality Assurance l. Monitoring and evaluation for project tracking Sub-total C. Consultants' Services 1. International 2. Local Sub-total D. Madrasah Block Grants Facilitators E. Surveys and Testing F. Project Management Support G. Incremental Recurrent Cost 1. Operation & Maintenance 2. Project Administration Sub-total TOTAL BASE COST Taxes and Duties II. CONTINGENCIES A. Physical Contingency B. Price Escalation TOTAL CONTINGENCIES III. INTEREST CHARGES TOTAL PROJECT COST

2007 (9 Months) Financier ADB GOI 0 60 0 0 703

2008 Financier ADB GOI 638 60 201 18 4,136

2009 Financier ADB GOI 638 60 201 18 4,136

2010 Financier ADB GOI 638 60 201 18 4,110

2011 Financier ADB GOI 0 60 201 18 3,548

Total 1,913 299 805 72 21,213 960 1,098

TOTAL Financier ADB GOI 1,913 299 805 0 4,580 960 1,098 2,058 33,875 3,108 337 2,189 0 0 0 47,930 0 0 0 72 16,634 0 0 0 0 0 0 0 643 899 1,542 18,552 100 369 2,408 2,777

60 328 378 706 185 420 162 399

1,640 272 324

1,640 144 216

939 144 108

301 72 72

596 8,819 840 0 448

360 10,016 840 75 448

252 10,016 504 0 448

144 4,839 504 100 448

2,058 33,875 3,108 337 2,189 643 899 1,542 66,483 100 571 3,021 3,592 1,256 71,429

0 2,796

48 180 228 1,305 100 21 28 49

0 12,593

119 180 299 4,435 0 99 308 407

0 13,647

159 180 338 4,477 0 83 629 712

0 12,408

159 180 338 4,448 0 113 809 921

0 6,486

159 180 338 3,886 0 54 634 688

44 18 62 20 2,878

45 123 169 119 12,881

35 149 184 251 14,082

52 185 237 383 13,028

25 138 162 482 7,130

201 614 815 1,256 50,000

1,454

4,842

5,188

5,370

4,574

21,429

Table A22.4: Detailed Cost Estimates by Component ($000)

Bank Financing PROJECT COMPONENTS AND ACTIVITIES Foreign Local Total Foreign Local Total Foreign Local Total Government Financing Total Costs

143
Appendix 22

I. BASE COST Output 1: Teacher Professionalism Improved in Project Madrasah

A.1. A.2. A.3. A.4. Upgrading Madrasah Teachers and Professional Certification Upgrading Teachers in Subject Content and Classroom Methodologies On Going Teacher Support and Mentoring Certificiation SUB TOTAL OUTPUT 1 0 0 0 192 192 0 7,382 1,200 216 8,798 0 7,382 1,200 408 8,990 0 0 0 0 0 8,433 7,382 225 0 16,040 8,433 7,382 225 0 16,040 0 0 0 192 192 8,433 14,764 1,425 216 24,838 8,433 14,764 1,425 408 25,030

Output 2: Upgrade Essential Teaching/Learning Resources and Facilities

B.1. B.2. B.3. Provision of Textbooks and Learning Support Materials Provision of Equipment, Software and Furniture Rehabilitation and Construction of Required Learning Facilities O & M for Upgrading Madrasah Facilities 1 (500 madrasah) - BOS ASFI for Rehabilitation of Required 2 Learning Facilities SUBTOTAL OUTPUT 2 780 6,148.0 3,475 0 3,475 10,403 780.0 2,634.7 6,483.2 0 6,483 9,898 1,560 8,782 9,958 0 9,958 20,301 0 0 0 0 0 0 0 0 1,691 65 1,626 1,691 0 0 1,691 65 1,626 1,691 780 6,148 3,475 0 3,475 10,403 780 2,635 8,174 65 8,109 11,589 1,560 8,782 11,649 65 11,584 21,991

144

Bank Financing PROJECT COMPONENTS AND ACTIVITIES Foreign Local Total

Government Financing Foreign Local Total

Total Costs Foreign Local Total

Appendix 22

Output 3: Internal Efficiency of Project Madrasah Improved

C.1. C.1.1 C.1.2 C.1.3 C.2. C.2.1. C.2.2 Provide Remedial and Trantition Programs for Madrasah Remedial & Trantition Programs Remedial Program Transition Scholarships Expand Participation Capacity in Selected Madrasah Expansion of Physical Capacity in MI and MT Support for Implementation of Block Grants (Facilitators/finance) SUB TOTAL OUTPUT 3 0 0 0 36 1,120 1,440 36 1,120 1,440 0 0 0 25 0 0 25 0 0 0 0 0 61 1,120 1,440 61 1,120 1,440

217 0 217

406 3,855 6,857

623 3,855 7,074

0 0 0

102 0 127

102 0 127

217 0 217

507 3,855 6,983

725 3,855 7,201

Output 4: Governance, Management & Sustainability of Madrasah Strengthened

D.1. D.1.1. Introduce Results Based Management Systems and Procedures Implementation of HRD Programs for Central, Prov & District Support Performance Management - International 1 (1 x 6 pm) Performance Management - Domestic (1 x 2 12 pm) Workshop on Performance Management 4 System Workshop on Performance Based 5 Budgeting Block Grant for MDC - Quality 6 Management Capability 224 128 96 0 0 0 32 4,309 1,002 0 180 0 773 50 4,533 1,130 96 180 0 773 82 0 0 0 0 0 0 0 340 53 0 0 53 0 0 340 53 0 0 53 0 0 224 128 96 0 0 0 32 4,649 1,055 0 180 53 773 50 4,873 1,183 96 180 53 773 82

Bank Financing PROJECT COMPONENTS AND ACTIVITIES Foreign D.1.2. Performance Based Planning and Budgeting Workshop on Performance Review and 1 Planning Improving Madrasah Based Management Systems and Procedures and Preventive Maintenance Madrasah Leadership Development Program Madrasah Leadership Development 1 International (1 X 6 pm) Madrasah Leadership Development (1X 6 2 pm) Training on Madrasah Leadership 3 Development & Applic. MBM and Accountability Program 1 MBM & Accountability (1 X 12 pm) Training on Madrasah Development 2 Planning and Accountability Teaching/Learning Assessment and Quality Assurance Program Teaching/Learning Assessment and 1 Quality Assurance (1 X 6 pm) Teaching/Learning Assessment and 2 Quality Assurance (1 X 10 pm) Training on Teaching/Learning 3 Assessment & Quality Assurance System 4 Training for Supervisors Designing & Applying Preventive Maintenance Program 1 Preventive Maintenance (1 x 4 pm) 2 Training on Preventive Maintenance SUB TOTAL OF SUB COMPONENT D.1 0 0 96 0 0 0 0 0 0 0 96 96 0 0 0 0 0 0 224 Local 0 0 3,307 297 0 72 225 1,985 72 1,913 1,001 0 36 805 160 24 24 0 4,309 Total 0 0 3,403 297 0 72 225 1,985 72 1,913 1,097 96 36 805 160 24 24 0 4,533

Government Financing Foreign 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Local 200 200 87 0 0 0 0 0 0 0 0 0 0 0 0 87 0 87 339 Total 200 200 87 0 0 0 0 0 0 0 0 0 0 0 0 87 0 87 339

Total Costs Foreign 0 0 96 0 0 0 0 0 0 0 96 96 0 0 0 0 0 0 224 Local 200 200 3,394 297 0 72 225 1,985 72 1,913 1,001 0 36 805 160 111 24 87 4,649 Total 200 200 3,490 297 0 72 225 1,985 72 1,913 1,097 96 36 805 160 111 24 87 4,873
Appendix 22

D.1.3. D.1.3.1.

D.1.3.2.

D.1.3.3

D.1.3.4

145

Bank Financing PROJECT COMPONENTS AND ACTIVITIES Foreign D.2. Project Monitoring Information System Program PMIS and Project FMIS Specialists (2 x 4 1 pm) Baseline and Follow up Surveys ( M & 2 E)/Testing (TAM-E) 3 Testing and Accreditation Implementation 4 Training on PMIS 5 Equipment and Sofware for PMIS 6 Furniture for PMIS Work Station 7 Supplies, repair and maintenance of PMIS Training on EMIS Data Input and Report 8 Production SUB TOTAL OF SUB COMPONENT D.2 D.3. D.3.1 Establishment of Advocacy Programs to Sustain Madrasah Operations Implementation of Advocacy Programs Advocacy Program Design & 1 Implementation (1x12pm) Training on Advocacy, Financial self 2 reliance, MDP Support 3 Establishing Madrasah Website Linkages Equipment for Madrasah Website Linkages Furniture for Website Expenses for Website establishment & maintenance Dissemination of Information for Accessing Existing Funding Sources Meetings for Private-Public Madrasah 1 Network Local Total 1,399 0 0 0 0 715 0 0 0 715 48 337 0 299 0 0 0 0 684 48 337 0 299 715 0 0 0 1,399 496 18 0 0 478 72 406 496 72 406

Government Financing Foreign Local 637 0 0 0 0 0 0 0 0 0 0 0 50 0 1 154 51 381 637 253 0 0 0 92 0 -1 Total 637 0 0 50 0 1 154 51 381 637 253 92 0 -1

Total Costs Foreign Local Total 2,036 0 0 0 0 715 0 0 0 715 18 18 0 0 48 337 50 299 1 154 51 381 1,321 730 570 72 405 48 337 50 299 716 154 51 381 2,036 748 588 72 405

146
Appendix 22

18 0 0 0 0

0 0 0 0 0

18 0 0 0 0

0 0 0 0 0

0 2 91 160 80

0 2 91 160 80

18 0 0 0 0

0 2 91 160 80

18 2 91 160 80

D.3.2

Bank Financing PROJECT COMPONENTS AND ACTIVITIES Foreign 2 Publicising Madrasah Funding Education on Mass Media SUB TOTAL OF SUB COMPONENT D.3. D.4. Overseas Fellowships SUB TOTAL OUTPUT 4 0 18 900 1,857 Local 0 478 0 5,471 Total 0 496 900 7,328 2,511 0 13,396 847 1,256 15,498 0 32,809 1,693 0 34,502 0 46,204 2,540 1,256 50,000

Government Financing Foreign 0 0 0 0 Local 80 252 0 1,229 Total 80 252 0 1,230 1,191 0 0 0 0 0 100 20,378 1,051 0 21,429 100 20,378 1,051 0 21,429

Total Costs Foreign 0 18 900 1,857 726 0 13,395 847 1,256 15,498 Local 80 730 0 6,700 2,976 100 53,186 2,744 0 55,931 Total 80 748 900 8,557 3,702 100 66,581 3,592 1,256 71,429

Output 5: Project Management

Taxes and Duties SUB TOTAL BASE COST

II. CONTINGENCIES III. INTEREST CHARGES

TOTAL PROJECT COST

Appendix 22

147

Appendix 22

148

Table A22.5: Summary of Project Cost by Component

PROJECT COMPONENTS AND ACTIVITIES Foreign I. BASE COST
a)

Local

Total

% of Base Costs

A. Investment Cost Output 1: Teacher Professionalism Improved in Madrasah Output 2: Teaching Resources & Facilities of Madrasah Upgraded Output 3: Internal Efficiency of Madrasah Output 4: Governance, Management & Sustainability of Madrasah Output 5: Project Management Implemented Sub Total Investment Cost C. Taxes & Duties b) SUB TOTAL BASE COST II. CONTINGENCIES A. Physical Contingency c) B. Price Escalation
d)

192 10,403 217 1,857 726 13,395 0 13,395

24,838 11,589 6,983 6,700 2,976 53,087 100 53,186

25,030 21,992 7,201 8,557 3,702 66,482 100 66,582

37.6 33.0 10.8 12.9 5.6 99.9 0.1 100.0

201 646 847 1,256 15,498

369 2,375 2,744 0 55,931

571 3,021 3,592 1,256 71,429 5.0

SUB TOTAL CONTINGENCIES III. INTEREST & CHARGES e) TOTAL PROJECT COST
Notes:

a). Base costs are as of July 2006. b). Taxes and Duties at 10% of furniture & equipment, and 11.5% of vehicles costs. c). Physical contingency is computed at 5% of civil works & equipment d). Local currency price escalation computed at an average of 1.8% and foreign exchange escalation at 1.5% during the duration of the Project e). Interest & charges are computed at 1.0 percent per year.

Table A22.6: Detailed Cost Estimates by Category ($000)

YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 TOTAL

149
Appendix 22

COST ESTIMATES OF FURNITURE ($'000) 4. Governance, Management and Sustainability of Project Madrasah Strengthened 1. Furniture for PMIS work stations 2. Furniture for website 5. Project Management 1. Refurbishment of CPMU, PCU and DPU Office 2. CPMU, PCU and DPU Furniture Sub-total A Total Furniture Percentage Completion (%) 40 80 120 274 99.3 0 0 0 0 0.0 0 0 0 2 0.7 0 0 0 0 0.0 0 0 0 0 0.0 40 80 120 276 100.0 154 0 0 0 0 2 0 0 0 0 154 2

COST ESTIMATES OF EQUIPMENT ($'000) 4. Governance, Management and Accountability Improved 1. Equipment and software for PMIS 1. Equipment for website 5. Project Management 1. CPMU equipment Total Equipment Percentage Completion (%) 5. Project Management 1. Vehicles for CPMU (2 units) 2. Vehicles for Provincial coordinators (3units) Sub-total D Total Vehicles Percentage Completion (%) Cost per vehicle = $ 20,000 40 60 100 100 100.0 0 0 0 0 0.0 0 0 0 0 0.0 0 0 0 0 0.0 0 0 0 0 0.0 40 60 100 100 100.0 150 866 98.0 0 0 0.0 0 18 2.0 0 0 0.0 0 0 0.0 150 884 100.0 716 0 0 0 0 18 0 0 0 0 716 18

COST ESTIMATE OF VEHICLES ($'000s)

YEAR 1 LOCAL TRAINING 1. Teacher Professionalism and Student Performance Improved 1. Subject content and methodology training (classroom competency) 2. Teacher/principal upgrades to S1 3. Workshop on remedial & transition program for Kandep & Madrasah 4. Salaries/allowances for replacement teachers 4. Governance, Management and Accountability Improved 1. Performance Management Systems 2. Performance-Based Budgeting/FMIS 3. Madrasah Development Planning and Advocacy 4. EMIS Data Input and Report Reproduction 5. Preventive Maintenance Program 6. Performance review & planning workshop 7. Supervisor Training on Education Management 8. Madrasah Leadership Development Program 9. Madrasah Based Management and Accountability Program 10. Project Monitoring Information System 11. Teaching/Learning Asssessment and Quality Assurance 12. Overseas Fellowships a. Masters degrees (2 per province x 3 provinces= 6 candidates) b. Ph.D. degrees (2) 5. Project Management 1. Monitoring and evaluation for project tracking Sub-total D Total Foreign Training Total Local Training

YEAR 2

YEAR 3

YEAR 4

YEAR 5

TOTAL

150

COST ESTIMATE OF STAFF DEVELOPMENT ($'000s)

Appendix 22

185 333 25 44

1,846 1,667 0 441

1,846 1,667 0 441

1,846 1,667 0 441

1,661 1,334 0 397

7,382 6,668 25 1,766

0 0 0 76 0 40 0 0 0 60 0

26 386 203 76 22 40 40 113 638 60 201

26 386 203 76 22 40 40 113 638 60 201

0 0 0 76 22 40 40 0 638 60 201

0 0 0 76 22 40 40 0 0 60 201

53 773 405 381 87 200 160 225 1,913 299 805

0 0 0 0 0 763

150 100 18 18 250 5,776

150 100 18 18 250 5,776

150 100 18 18 250 5,049

150 0 18 18 150 3,849

600 300 72 72 900 21,213

Total Training Percentage Completion (%) local training 1. Madrasah Block Grants 1. Teacher Professionalism Improved in Project Madrasah 1. MGMP annual block grants - regular meetings 2. MGMP annual block grants - subject content and methodology training 3. Innovative quality improvement activity grants 4. Block grants for remedial program (500 schools) 2. Upgrade Essential Teaching Learning Resources and Materials 1. Textbooks and learning materials block grants 2. Equipment, furniture and software block grants 3. Construction of required learning facilities (ASFI*) 3. Internal Efficiency of Project Madrasah Improved 1. Transition program implementation 1. Construction of additional classrooms MDC Block Grants

YEAR 1 763 3.6

YEAR 2 6,026 27.2

YEAR 3 6,026 27.2

YEAR 4 5,299 23.8

YEAR 5 3,999 18.1

TOTAL 22,113 100.0

COST ESTIMATES OF BLOCK GRANTS TO MADRASAH ($'000s)

0 185 0 0

150 1,846 150 280

150 1,846 150 280

150 1,846 150 280

150 1,661 150 280

600 7,382 600 1,120

0 0 0 0 0

1,200 2,049 2,703 240 181

120 2,927 3,861 480 181

120 2,927 3,861 480 181

120 878 1,158 240 181

1,560 8,782 11,584 1,440 725

4. Governance, Management and Sustainability of Project Madrasah Strengthened 1. Quality management capability for MDCs Subtotal Block Grants 2. MDP Facilitators Total Madrasah Block Grants Percentage Completion (%) * ASFI - Assistance Scheme for Facilities Improvement 0 185 420 605 0.5 20 8,819 840 9,659 26.0 20 10,016 840 10,856 29.6 20 10,016 504 10,520 29.6 20 4,839 504 5,343 14.3 82 33,875 3,108 36,983 100.0
Appendix 22

151

YEAR 1

YEAR 2

YEAR 3

YEAR 4

YEAR 5

TOTAL

152

COST ESTIMATE OF SURVEYS AND TESTING ($'000s) * 4. Governance, Management and Sustainability of Project Madrasah Strengthened 1. Surveys under TA 2. Surveys under CPMU 3. Standard Testing under TA Total Surveys and Testing Percentage Completion (%) A. INTERNATIONAL 1. Teacher Professionalism Improved in Project Madrasah 1. Teacher Professional Development Specialist (1x12pm) 4. Governance, Management and Sustainability of Project Madrasah Strengthened 1. Madrasah Leadership Development (1x6pm) 2. Teaching-Learning Assessment and Quality Assurance Specialist (1x6pm) 3. Performance management (1x6pm) 5. Project Management 1. Project Management & Implementation (1x36pm) Total International (60 pm) B. DOMESTIC CONSULTANTS 1. Teacher Professionalism Improved in Project Madrasah 1. Teacher Professional Development Specialist (1x36 pm) 3. Internal Efficiency of Project Madrasah Improved 1. Remedial, Transition and Scholarship Program Specialist (1x6pm) 36 60 72 328 144 272 144 144 144 144 72 72 576 960 50 50 62 162 48.1 0 0 0 0 0.0 50 25 0 75 22.3 0 0 0 0 0.0 50 25 25 100 29.7 150 100 87 337 100.0

Appendix 22

COST ESTIMATE OF CONSULTING SERVICES ($'000s)

12

64

128

192

0 6 6

0 96 96

0 0 0

0 0 0

0 0 0

0 0 0

0 96 96

36

36

72

72

36

216

36

36

4. Governance, Management and Sustainability of Project Madrasah Strengthened 1. Madrasah Leadership Development Specialist (1x12pm) 12 36 36

72

YEAR 1 2. Madrsah Based Management. & Accountability Specialist (1x12 pm) 3. Preventive Maintenance Program Specialist (1x4pm) 4 Project Monitoring Information System Specialist (1x4 pm) 5. Financial Management Information System Specialist (1x4 pm) 6. Teacher-Learning Assess. & Quality Assurance Specialist (1x6 pm) 7. Performance Management Specialist (1x30 pm) 8. Advocacy Program Design & Implementation (1x12pm) 5. Project Management 1 Project Management & Implementation (1x57pm) Domestic Consultants (183 pm) Percentage Completion (%) 1. CPMU/PCU/DCU Personnel 2. Project management support -Finance/Accountant Total Project Management Personnel and Support Cost Percentage Completion (%) Operations & Maintenance 1. Teacher Professionalism Improved in Project Madrasah 1. Regional and Provincial Meetings (MDCs, MGMP, and KKG) 2. Testing and accreditation 2. Upgrade Essential Teaching Learning Resources and Materials 1. O & M of upgraded school facilities (500 schools) 57 183 54 378 34.4 289 62 49 399 15.5 12 4 4 4 6 30 12 36 24 24 24 36 36 36

YEAR 2 36 0 0 0 0 72 36 72 324 29.5 289 62 97 448 24.3

YEAR 3 0 0 0 0 0 72 0 72 216 19.7 289 62 97 448 24.3

YEAR 4 0 0 0 0 0

YEAR 5 0 0 0 0 0

TOTAL 72 24 24 24 36 180

0 72 108 9.8 289 62 97 448 18.0

0 72 72 6.6 289 62 97 448 18.0

72 342 1,098 100.0 1,443 309 437 2,189 100.0

COST ESTIMATE OF PROJECT MANAGEMENT PERSONNEL AND SUPPORT ($ '000)

COST ESTIMATE OF INCREMENTAL RECURRENT COST ($ '000)

Appendix 22

25 10

50 10

50 10

50 10

50 10

225 50

153

18

18

18

65

YEAR 1 2. Supplies, repair & maintenance of PMIS 4. Governance, Management and Sustainability of Project Madrasah Strengthened 1. Cost of meetings of Private-Public Madrasah Network 2. Website establishment & maintenance 3. TV & radio time, printed media expenses Total Operations & Maintenance 5. Project Management 1. CPMU/PCU/DPU operating expenses 2. Monthly coordination activities Sub-total D Percentage Completion (%) Total Incremental Recurrent Cost Grand Total Budget Percentage Completion (%) 180 0 180 20.0 227 4,101 6.2 10

YEAR 2 10

YEAR 3 10

YEAR 4 10

YEAR 5 10

TOTAL 51

154
Appendix 22

0 0 0 47

20 0 20 119 180 0 180 20.0 299 17,028 25.6

20 30 20 159 180 0 180 20.0 338 18,123 27.3

20 30 20 159 180 0 180 20.0 338 16,857 25.4

20 30 20 159 180 0 180 20.0 338 10,372 15.6

80 91 80 642 899 0 899 100.0 1,541 66,482 100.0

Table A22.7: Detailed Cost Estimates Personnel ($000)

Total implementation personnel Project Management Support Number/yr (pm) 1. Advisors (ME & Quality Assurance) = 3 prov x 1 pers x 6 pm/yr x 5 yrs 2. Advisors (Management) = 3 prov x 1 pers x 6 pm/yr x 5 yrs 3. Advisors (Teacher quality) = 3 prov x 1 pers x 6 pm/yr x 5 yrs 4. Trainers = 48 pm/yr x 5yrs Total 5. Facilitators = 1 person/5 schools (100 facilitators x 30 months/Yr 1-3) 6. Facilitators = 1 person/5 schools (100 facilitators x 6 months/yr 4 & 5) 7. Financial Managment=27 district x 1 pers x 6pm/yr x 5 yrs. Total 18 18 18 48 102 days 100 60 162 322 700 700 600 840,000 504,000 97,200 1,441,200 Cost per pm ($) 700 700 700 500 Total per Year ($) 12,600 12,600 12,600 24,000 61,800 63 288,600

Appendix 22

155

Table A22.8: Detailed Cost Estimates for Block Grant 156

Block Grant Component Unit Volume Block Grant for Contruction of New Classrooms Block Grant for Required Learning Facilities Rooms 1. Library - Rehabilitation - Construction 2. Science Laboratory - Rehabilitation - Construction 3. Computer Laboratory - Rehabilitation - Construction 4. School Clinic Room Block Grant for Procurement of Furniture 1. Classroom 2. Library 3. Science Laboratory 4. Computer Laboratory 5. School Clinic Room Block Grant for Procurement of Equipment 2. Library 3. Science Laboratory 4. Computer Laboratory 5. School Clinic Room Total Civil Works and Equipment (Rp) Total Civil Works and Equipment ($) Block Grant for Procurement of Teaching & Learning Materials ($) school $3/TLM/4 units package package package package 53 740 39,081 6,254,700 29,643 208 1,646 233 93 178 225 58 5,200 8,600 16,700 740 481,000 1,526,500 3,757,500 42,550 15,024,824 65,043 1,802 59 10 44 19 15 5,200 13,600 16,700 740 52,000 595,000 313,125 10,869 2,702,444 46,594 452 103 221 244 125 5,200 9,589 16,700 740 533,000 2,121,500 4,070,625 92,500 package package package package package 53 1,000 52,813 349 141 3,600 5,400 1,256,904 762,750 209 93 178 225 58 3,600 5,400 3,400 4,400 1,000 750,816 499,500 603,500 990,000 57,500 10 44 19 15 5,400 10,300 4,400 1,000 54,000 450,625 82,500 14,688 558 244 221 244 125 3,600 5,400 4,764 4,400 1,000 2,007,720 1,316,250 1,054,125 1,072,500 125,000 Room Room Room 53 4,800 253,500 225 58 6,800 4,800 1,530,000 276,000 14 19 15 4,100 6,800 4,800 56,375 127,500 70,500 14 244 125 4,100 6,800 4,800 56,375 1,657,500 600,000 Room Room 14 178 5,000 11,000 68,750 1,952,500 6 44 5,000 11,000 31,250 481,250 20 221 5,000 11,000 100,000 2,433,750 Room Room 44 141 3,000 9,800 131,250 1,384,250 40 93 4,100 9,800 164,000 906,500 9 10 4,100 9,800 35,875 98,000 93 244 3,580 9,800 331,125 2,388,750 Indicative Block Grant Cost by School Level MI Unit Cost 6,800 Total Cost 2,374,152 Volume MTs Unit Cost 6,800 Total Cost Volume MA Unit Cost 6,800 Total Cost 228,888 Total Indicative Block Grant Cost Volume Unit Cost 6,800 Total Cost

Appendix 22

Room

349

209

1,418,208

34

591

4,021,248

Block Grant Component Unit Volume Block Grant for MGMP Activities ($) Block Grant for MGMP Activities ($) Teacher Content and Methodology Training Block Grant for Classroom Innovations ($) Block Grant for Remedial Program ($) Block Grant for Transition Program ($) Block Grant for Additional Classrooms ($) Block Grant for MDC QA ($) Average Cost Per Block Grant school school 208 school school school school school 208 208 208 208 208 208

Indicative Block Grant Cost by School Level MI Unit Cost 300 Total Cost 63 3,086 300 700 10 lumpsum lumpsum 63 148 106 306 34 35,095 Volume 233 233 233 233 233 233 233 MTs Unit Cost Total Cost 69 3,440 69 162 116 335 38 71,073 Volume 59 59 59 59 59 59 59 MA Unit Cost Total Cost 17 0 17 41 29 84 9 47,244

Total Indicative Block Grant Cost Volume Unit Cost Total Cost

Appendix 22

157

Appendix 22

158

Table A22.9: Draft of Madrasah Facilities Improvement for 500 Madrasah (based on EMIS)
COST PER MADRASAH

PROGRAME A. CIVIL WORKS 1 REHABILITATION a. Classrooms 0 0 0 b. Library 44 40 9 c. Science Lab. d. Computer Lab. 14 6 9 14 2 NEW CONSTR. a. Classrooms 349 209 34 b. Library 141 93 10 c. Science Lab. d. Computer Lab. e. School Clinic rooms 178 44 225 19 53 58 15

TARGET

TOTAL COST

MI, MTs, and MA MI, 63 M each MTs, 63 m each MA, 63 m each MI, 54 M each MTs, 72 m each MA, 72 m each MTs, 88 m each MA, 88 m each MTs, 72 m each MA, 72 m each MI, MTs, and MA MI, 63 m each MTs,.63 m each MAs,.63 m each MI, 72 M each MTs, 72 m each MA, 72 m each MTs, 88 m each MA, 88 m each MTs, 63 m each MA, 63 m each MI, 42 m each MTs, 42 m each MA, 42 m each TOTAL NEW CONSTRUCTION COST 67,499,964 67,499,964 67,499,964 97,999,992 97,999,992 97,999,992 110,000,000 110,000,000 67,499,964 67,499,964 47,796,000 47,796,000 47,796,000 23,566,937,430.96 14,077,792,491.84 2,272,048,788.24 13,842,498,870.00 9,064,999,260.00 979,999,920.00 19,525,000,000.00 4,812,500,000.00 15,187,491,900.00 1,265,624,325.00 2,524,226,250.00 2,748,270,000.00 702,003,750.00 110,569,392,986.04 35,910,000 35,910,000 35,910,000 30,780,000 41,040,000 41,040,000 50,160,000 50,160,000 41,040,000 41,040,000 0 0 0 1,346,625,000 1,641,600,000 359,100,000 689,700,000 313,500,000 359,100,000 564,300,000 5,273,925,000.00

TOTAL REHABILITATION COST

Appendix 22

159

PROGRAME B. FURNITURE a.Classroms furniture b.Library furniture 349 209 141 93 10 c. Science Lab. Furniture d. Computer Lab. Furniture e. School Clinic Furniture 178 44 225 19 53 58 15 C. EQUIPMENT a. Science Lab b. Computer Lab. c. Library e. School Clinic 178 44 225 19 93 10 53 58 15

TARGET MI, MTs, and MA MI, 1 room each MTs, 1 rooms each MI, 1 room each MTs, 1 room each MA, 1 room each MTs, 1 room each MA, 1 room each MTs, 1 room each MA, 1 room each MI, 1 room each MTs, 1 room each MA, 1 room each

COST PER MADRASAH

TOTAL COST

6,749,996 6,749,996 9,799,999 9,799,999 9,799,999 33,000,000 33,000,000 20,249,989 20,249,989 10,850,000 10,850,000 10,850,000

2,356,693,743.10 1,407,779,249.18 1,384,249,887.00 906,499,926.00 97,999,992.00 5,857,500,000.00 1,443,750,000.00 4,556,247,570.00 379,687,297.50 573,015,625.00 623,875,000.00 159,359,375.00 19,746,657,664.78 15,221,724,435.00 5,938,510,156.25 37,590,750,000.00 3,132,562,500.00 4,759,125,000.00 514,500,000.00 388,700,000.00 423,200,000.00 108,100,000.00 68,077,172,091.25

TOTAL FURNITURE COST MI, MTs, and MA MTs, 1 lab each. MA, 1 lab each. MTs, 1 lab each. MA, 1 lab each. MTs, 1 Library each. MA, 1Library each MI, MTs, MA, TOTAL EQUIPMENT COST 85,756,194.00 135,737,375.00 167,070,000.00 167,070,000.00 51,450,000.00 51,450,000.00 7,360,000.00 7,360,000.00 7,360,000.00

Table 22.10: Type of Building and Condition of Classrooms

No prov No selected MI Classroom permanent good Classroom permanent semi damage Classroom permanent damage Classroom semi permanent good Classroom semi permanent semi damage 0 2 0 9 3 1 3 1 0 0 19 0 0 0 4 0 0 5 0 2 0 0 0 11 2 3 8 Classroom semi permanent damage Classroom non permanent good Classroom non permanent semi damage 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 0 3 Classroom non permanent damage Total classroom

Prov

No dist

District

Madrasah Ibtidaiyah 33 Jawa Tengah 01 04 07 15 16 17 21 25 27 28 35 Jawa Timur 01 02 03 06 07 09 17 18 21 22 Cilacap Banjarnegara Wonosobo Grobogan Blora Rembang Demak Batang Pemalang Tegal Total Pacitan Ponorogo Trenggalek Kediri Malang Jember Jombang Nganjuk Ngawi Bojonegoro Lamongan Bangkalan Total 73 Sulawesi Selatan 03 07 08 Bantaeng Sinjai Bone Maros Jeneponto Total National Poor Condition - MI 6 7 8 7 7 7 7 7 7 7 70 7 7 7 7 9 7 7 9 7 7 16 9 99 7 7 7 4 6 21 190 25 417 4 21 30 17 7 24 18 17 35 15 188 9 30 20 21 21 21 22 15 20 25 0 0 204 15 1 9 10 8 13 5 3 10 9 17 11 13 99 9 7 8 13 16 10 10 17 11 9 24 4 138 12 18 3 5 10 33 270 7 7 9 2 10 9 8 8 3 3 66 9 3 12 2 13 4 5 16 3 6 10 1 84 0 8 0 10 10 8 158 13 55 13 43 13 34 4 12 6 6 13 18 128 974 529 1 3 6 8 8 9 0 0 0 0 35 0 0 0 2 0 0 1 0 2 2 0 0 7 3 9 1 3 0 1 3 0 5 3 4 0 0 19 0 0 0 0 0 0 0 0 2 0 0 0 2 2 4 7 0 0 4 0 0 0 0 0 0 0 4 0 0 0 0 0 0 0 4 0 0 0 0 4 1 2 1 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 4 0 0 4 4 4 5 25 41 63 45 31 58 41 47 49 31 431 27 40 40 42 50 35 43 52 40 46 0 0 415 42 49 37

Appendix 22

160

No prov

Prov

No dist

District

No selected MI

Classroom permanent good

Classroom permanent semi damage

Classroom permanent damage

Classroom semi permanent good

Classroom semi permanent semi damage 5 0 0 1 0 0 0 0 0 0 6 2 0 0 1 0 0 4 1 0 8 0 0 16 2 0 0 0 0 2 24

Classroom semi permanent damage

Classroom non permanent good

Classroom non permanent semi damage 0 1 0 0 0 0 0 2 0 0 3 0 2 0 0 0 0 1 0 0 0 0 0 3 0 1 3 0 0 4 10

Classroom non permanent damage

Total classroom

Madrasah Tsanawiyah 33 Jawa 01 Tengah 04 07 15 16 17 21 25 27 28 35 Jawa Timur 01 02 03 06 07 09 17 18 21 22

Cilacap Banjarnegara Wonosobo Grobogan Blora Rembang Demak Batang Pemalang Tegal Total Pacitan Ponorogo Trenggalek Kediri Malang Jember Jombang Nganjuk Ngawi Bojonegoro Lamongan Bangkalan Total

8 8 6 8 8 8 8 8 8 8 78 8 8 8 7 6 8 8 10 8 7 14 6 98 8 8 8 5 4 33 209

19 22 67 24 46 36 26 33 42 39 354 23 41 37 23 14 29 18 46 46 21 0 0 298 23 12 14 0 0 49 701

2 5 3 9 16 5 11 3 11 19 84 2 7 7 3 8 1 11 5 16 7 6 4 67 5 9 8 6 5 22 173

2 6 1 6 7 9 1 4 6 2 44 3 2 3 0 1 7 3 7 0 0 2 1 26 0 6 5 1 0 11 81

0 0 0 3 0 0 6 2 2 0 13 1 0 0 0 0 0 2 2 0 4 0 0 9 1 0 0 0 0 1 23

0 0 0 3 0 6 0 0 0 0 9 3 0 0 0 0 0 2 1 0 0 0 0 6 0 1 0 0 0 1 16

2 0 0 0 0 0 2 0 0 0 4 0 0 0 0 1 0 0 0 4 0 0 0 5 0 0 0 0 0 0 9

0 1 0 0 0 0 0 0 0 0 1 0 4 0 0 0 1 0 1 4 0 0 0 10 1 0 0 0 0 1 12

30 35 71 46 69 56 46 44 61 60 518 34 56 47 27 24 38 41 63 70 40 0 0 440 32 29 30 0 0 91 1049 316

73

Sulawesi Selatan

03 07 08

Bantaeng Sinjai Bone Maros Jeneponto Total

Appendix 22

National Poor Condition MTs

161

162
No prov Prov

Appendix 22
No dist District No selected MI Classroom permanent good Classroom permanent semi damage Classroom permanent damage Classroom semi permanent good Classroom semi permanent semi damage 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 3 0 0 0 0 3 3 Classroom semi permanent damage Classroom non permanent good Classroom non permanent semi damage 0 3 0 1 0 0 0 0 0 0 4 2 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 6 Classroom non permanent damage Total classroom

162

Madrasah Aliyah 33 Jawa Tengah

01 04 07 15 16 17 21 25 27 28

Cilacap Banjarnegara Wonosobo Grobogan Blora Rembang Demak Batang Pemalang Tegal Total Pacitan Ponorogo Trenggalek Kediri Malang Jember Jombang Nganjuk Ngawi Bojonegoro Lamongan Bangkalan Total

2 2 2 2 2 2 2 2 2 2 20 2 2 2 2 2 2 2 3 2 2 4 2 27 2 2 2 2 2 10 47

18 17 12 17 6 12 11 20 32 4 149 15 19 6 6 4 28 4 18 6 5 0 0 111 0 22 24 0 0 46 306

3 3 3 1 0 2 0 0 2 0 14 7 0 0 2 0 3 0 3 0 4 1 4 24 3 0 0 2 4 9 36

1 0 1 0 0 0 0 0 0 0 2 1 0 0 0 0 0 0 1 0 0 0 0 2 0 0 0 2 0 2 4

0 0 0 0 6 0 0 0 0 2 8 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 8

0 0 0 2 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

22 23 16 21 12 14 11 20 34 6 179 25 19 6 8 4 31 4 22 6 9 0 0 134 6 22 24 0 0 52 365 51 896 2388 38%

Appendix 22

35

Jawa Timur

01 02 03 06 07 09 17 18 21 22

73

Sulawesi Selatan

03 07 08

Bantaeng Sinjai Bone Maros Jeneponto Total

National Poor Condition - MA Poor Condition Total MI, MTs, MA

Total No of Poor buildings Total No of buildings % Poor Buildings - MI, MTs, MA

Table A22.11: Procurement Packages

Packages Amounts (US$) '000 No. of Packages Mode of Procurement Prior Review Y/N Category

Civil Works and Furniture 1 Refurbishment of CPMU Office 2 Furniture for CPMU Office 3 Furniture for PMIS WorkStation and Website 4 Rehabilitation and construction of classrooms, libraries, computer labs, science labs Equipment 1 Office Equipment for CPMU 2 Equipment and Sofware for PMIS and Districts 3 Equipment for Madrasah Education Website 4 Equipment, software for science, others

40 80 156 12,309

1 1 1 500

S S S Special Programs (ASFI/Block Grant)

N N N Y

Civil Works Furniture Furniture Civil Works

150 716 18 8,782

1 3 1 500

S NCB S Block Grant

N N N Y

Equipment Equipment Equipment Equipment, Software

Vehicles 1 Vehicles for CPMU (2 units) and provincial offices (3 units) Instructional Materials 1 Textbooks & Teaching Learning Materials Staff Development 1 Local Training 2 Overseas Training Consulting Services 1 International Consultants 2 3 Domestics Consultants Consultant for Project Management and Implementation International Consultants Domestics Consultants 342.00

100

NCB

Equipment

1,560

500

Block Grant

Resource Materials

21,213 900

23 1

QCBS/CQS/SSS QCBS/CQS/SSS

N N

Staff Dev't Staff Dev't

Appendix 22

384.00 756.00

1 1 1

QCBS QCBS QCBS

Y Y Y

Consulting Services Consulting Services Consulting Services

163

576.00

164

Appendix 22

Packages 4 Facilitators

Amounts (US$) '000 3,108.00

No. of Packages Multiple/3

Mode of Procurement SIC

Prior Review Y/N Y

Category Consulting Services

164

Survey and Studies 2 Surveys under CPMU 250.00

Appendix 22

QCBS

Studies

3 Standard Testing 87.00 1 QCBS Y Studies FA (Force Account); NCB(National Competitive Bidding); QCBS (Quality Cost Based Selection); S (Shopping); SIC (Selection of Individual Consultants)

Appendix 23

165

PERFORMANCE INDICATORS (To be completed during the Baseline Study in Year 1)

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