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Project Administration Memorandum

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.

Project Number: 37475 Loan Number: 2294 September 2007

INO: Madrasah Education Development Project

CURRENCY EQUIVALENTS (as of 31 October 2006)

Currency Unit – rupiah (Rp)

Rp1.00 = $0.000109 $1.00 = Rp9105

ABBREVIATIONS ADB – Asian Development Bank CPMU – central project management unit DCU – district coordinating unit DGIE – Directorate General of Islamic Education GDP – gross domestic product MDC – madrasah development center MDF – madrasah development forum MDG – millenium development goal MDP – madrasah development plan MOF – Ministry of Finance MONE – Ministry of National Education MORA – Ministry of Religious Affairs PCU – provincial coordinating unit PMIS – project monitoring information system PSC – Project steering committee TA – technical assistance

GLOSSARY kiai – local religious leader madrasah aliyah (MA) – Senior secondary madrasah madrasah ibtidaiyah (MI) – primary madrasah madrasah tsanawiyah (MT) – junior secondary madrasah yayasan – benevolent, nonprofit foundation

NOTE In this report, "$" refers to US dollars.

CONTENTS Page

PREFACE i LOAN PROCESSING HISTORY ii DESIGN AND MONITORING FRAMEWORK iii I. PROJECT DESCRIPTION 1

A. Project Area and Location 1 B. Impact and Outcome 1 C. Outputs 1 D. Special Features 5

II. COST ESTIMATES AND FINANCING PLAN 5 A. Detailed Cost Estimates 5 B. Financing Plan 7 C. Allocation of Loan Proceeds 7

III. IMPLEMENTATION ARRANGEMENTS 7 A. Executing and Implementing Agencies 7 B. Project Management Organization 8

IV. IMPLEMENTATION SCHEDULE 8 V. COST ESTIMATES AND FINANCING PLAN DURING IMPLEMENTATION 8 VI. CONSULTANT RECRUITMENT 8 VII. PROCUREMENT 9 VIII. DISBURSEMENT PROCEDURES 10 IX. PROJECT MONITORING AND EVALUATION 11 X. REPORTING REQUIREMENTS 11 XI. AUDITING REQUIREMENTS AND ANTICORRUPTION 12 XII. IMPLEMENTATION OF ACCOMPANYING TA 12 XIII. KEY PERSONS INVOLVED IN THE PROJECT 15 XIV. ANTICORRUPTION 16 APPENDIXES 1. Project Organization Chart 17 2. Detailed Cost Estimates and Financing Plan 18 3. Detailed Implementation Arrangements 19 4. Implementation Schedule by Years 30 5. Contract Awards Projections by Years 32 6. Disbursement Projections by Years 36 7. Terms of Reference for Consulting Services 38 8. Procurement Plan and Guidelines 44 9. Disbursement Modalities 47 10. Project Performance Report 52 11. Reporting Requirements 57 12. Sample Progress Report 58 13. Sample Audit Letter 63 14. Madrasah Development Planning 69 15. Implementation of Block Grants 75 16. Detailed Implementation Arrangements by Program 88

17. Human Resources Development Plan 96 18. Accounting, Auditing, and Reporting 99 19. TA for Project Monitoring and Evaluation 104 20. Profile of Project Districts and Madrasah 111 21. Indicative List of Project Madrasah 122 22. Detailed Cost Estimates by Category and Components 139 23. Performance Indicators (to be completed during the Baseline Study in Year 1) 165 24. Copy of ADB’s Anticorruption Policy 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.

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

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DESIGN AND MONITORING FRAMEWORK

Design Summary

Performance Targets/Indicators

Data Sources/ Frequency of

Measurement and Reporting Mechanisms

Assumptions and Risks

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

• 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

• Population census,

socioeconomic surveys (Susenas) and tracer studies

• Labor force surveys

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.

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

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.

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Design Summary





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

• At least 60% of

teachers in project madrasahs attain S1 qualifications by the end of 2012 (baseline 50%)

• Annual MORA

education management information system (EMIS) reports

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

• At least 25% of teachers in project madrasahs achieve professional certification (baseline 0%)

• Annual MORA EMIS reports

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

• 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

• 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.

• At least 80% of project madrasahs have teaching and learning materials in general subjects that meet national standards

Risk Government and communities are unable to fully sustain recurrent cost of project schools.

Internal efficiency of project madrasahs increased to 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

• 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.

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Design Summary





• 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

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

• 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

• 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.

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Design Summary





Core Activities with Milestones 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)

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. Teaching−learning 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.

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Design Summary





Core Activities with Milestones Inputs 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, performance–based 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.

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I. PROJECT DESCRIPTION

A. Project Area and Location

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 3–4-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

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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. Teaching–Learning Resources and Facilities Upgraded to National Standards

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

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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.

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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 madrasah-based 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 master’s degree programs overseas. Two PhD programs will be supported. All programs will be in management and evaluation, with an emphasis on results-based management, performance-based planning and budgeting, accountability, and transparency. At least three of the students for the master’s 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 MORA–MONE partnership, MORA will establish a liaison office for the National Board of Education Standards and the National Board of School-Madrasah Accreditation..

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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 Project’s 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. COST ESTIMATES AND FINANCING PLAN

A. 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).

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Table 1: Project Cost by Component ($ million)

ADB

Financing Government

Financing Total Costs PROJECT COMPONENTS AND ACTIVITIES

Total Total Total I. BASE COST Output 1: Teacher Professionalism Improved in Project Madrasah A.1. Upgrading Madrasah Teachers and Professional Certification 0 8,434 8,434

A.2. Upgrading Teachers in Subject Content and Classroom Methodologies 7,382 7,382 14,764

A.3. On Going Teacher Support and Mentoring 1,200 225 1,425 A.4. Certificiation 408 0 408

SUB TOTAL OUTPUT 1 8,990 16,041 25,031 Output 2: Upgrade Essential Teaching/Learning Resources and

Facilities

B.1. Provision of Textbooks and Learning Support Materials 1,560 0 1,560 B.2. Provision of Equipment, Software and Furniture 8,782 0 8,782 B.3. Rehabilitation and Construction of Required Learning Facilities 9,960 1,689 11,649

SUB TOTAL OUTPUT 2 20,302 1,689 21,991 Output 3: Internal Efficiency of Project Madrasah Improved C.1. Provide Remedial and Trantition Programs for Madrasah

C.1.1 Remedial & Trantition Programs 36 24 60 C.1.2 Remedial Program 1,120 0 1,120 C.1.3 Transition Scholarships 1,440 0 1,440 C.2. Expand Participation Capacity in Selected Madrasah

C.2.1 Expansion of Physical Capacity in MI and MT 623 102 725 C.2.2 Support for Implementation of Block Grants (Facilitators/finance) 3,855 0 3,855

SUB TOTAL OUTPUT 3 7,074 126 7,200 Output 4: Governance, Management & Sustainability of Madrasah

Strengthened

D.1. Introduce Results Based Management Systems and Procedures 4,533 340 4,873 D.2. Project Monitoring Information System Program 1,399 637 2,036

D.3. Establishment of Advocacy Programs to Sustain Madrasah Operations 495 253 748

D.4. Overseas Fellowships 900 0 900 SUB TOTAL OUTPUT 4 7,327 1,230 8,557

Output 5: Project Management 2,511.0 1,191 3,702 Taxes and Duties 0 100 100 SUB TOTAL BASE COST 46,204 20,378 66,581 II. CONTINGENCIES 2,540 1,052 3,592 III. INTEREST CHARGES 1,256 0 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.

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B. Financing Plan

25. The Government has requested a loan of $50 million equivalent from ADB’s 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 Total % Asian Development Bank 50.00 70.00 Government 21.43 30.00

Total 71.43 100.00 C. Allocation of Loan Proceeds

Table 3: Allocation and Withdrawal of Loan Proceeds (ADF)

CATEGORY ADB FINANCING (Precentage and

Basis for Withdrawal from the Loan Account)

Number Item Amount Allocated (SDR)

1 Furniture, Equipment and Vehicles 594,000 70 percent of total expenditure 2 Human Resources Development 3,687,000 25 percent of total expenditure 3 Madrasah Development Program 23,719,000 95 percent of total expenditure 4 Surveys and Testing 227,000 100 percent of total expenditure* 5 Consulting Services 1,384,000 100 percent of total expenditure* 6 Project Management Support 1,473,000 100 percent of total expenditure* 7 Interest Charge 845,000 100 percent of amount due 8 Unallocated 1,709,000

Total 33,638,000 * exclusive of local taxes

III. IMPLEMENTATION ARRANGEMENTS

A. 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.

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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 MORA’s 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 MORA’s 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. First-year 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. COST ESTIMATES AND FINANCING PLAN DURING IMPLEMENTATION

29. 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

Consultant Services by Component

InternationalPerson- Months

National Person- Months

Total Person- Month

1. Teacher Professionalism 12 36 48 2. Teaching-Learning Resources and

Facilities - 4 4

3. Internal Efficiency - 6 6 4. Governance, Management and Sustainability

4.1 Madrasah Based Management Systems/Madrasah Leadership Development

6

26 32

4.2 Governance, Management and Accountability Systems and Procedures

6 36 42

4.3 Advocacy Programs - 12 12 5. Project Management 36 50 86

Total Person-Months 60 170 230

VII. PROCUREMENT

31. Procurement of goods and services financed under the loan shall be in accordance with ADB’s 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.

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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 Bank’s 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 multi-year 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 madrasah’s 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 Project’s 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 Project’s progress jointly at least twice a year. The Government and ADB will jointly undertake a midterm review shortly after the CPMU’s 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 Government’s 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 ADB’s 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 auditor’s 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 ADB’s 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 cost-effectiveness 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 Government’s 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) Contact the National Testing Service to obtain the PISA and TIMS testing materials for review;

(ii) Review the materials and determine which is most suitable for MEDP purposes;

14

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

(iii) Develop and pretest the instruments in pilot provinces, districts, and madrasah; (iv) Finalize and arrange for production of instruments for use during the

implementation phase; (v) Create database structure, data entry forms, data analysis tools, database query

and reporting templates; (vi) 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;

(vii) Train staff of CPMU and PCU how to effectively use the M&E instruments; (viii) Train staff of PCU and madrasah on financial management, auditing, and

reporting. (ix) Select madrasah as pilot cases for the testing and implementation of the M&E

system representing the beneficiary schools; and (x) Prepare schedules for filed visits to the PCU and the project madrasah on a

yearly basis. 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) Draw stratified random sample of madrasah for all the project provinces; (ii) Implement a monitoring and evaluation system in the CPMU and PCU; (iii) Visit PCU to coordinate monitoring and evaluation activities in the provinces and

districts; (iv) 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;

(v) 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;

(vi) Prepare quarterly and annual reports giving the details of the findings including problems and issues that need to be resolved, recommendations and suggested

15

actions to correct or improve the situations, and responsible persons or units to carry out the actions;

(vii) 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;

(viii) Prepare a report on the results and outcomes of the follow up actions for submission to ADB and MORA; and

(ix) 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.

(x) Annually conduct an audit of a sample of madrasah receiving support from the project and prepare a report for the CPMU.

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 Name Position Address E-Mail Tel/Fax MORA Vacant Dir. General

DGIE 7th Floor, MORA Jl. Lapangan Banteng Barat Jakarta Pusat 10710

Tel/Fax 6221 381 1305

H. Firdaus Director of Madrasah Education

As above Tel. 6221 381 1523 Fax 6221 385 9117

ADB IRM

Edgar A. Cua Country Director

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

[email protected] Tel. 6221 251 2721 Fax 6221 579 8700

Sutarum Wiryono

Implementation Specialist (Education)

As above [email protected] Mob. 0811960523 Tel. 6221 2512721

ADB Manila

Wendy Duncan

Senior Project Management Specialist

Asian Development Bank 6 ADB Avenue Manila, Philippines

[email protected] Tel. 63 2 632 6809 (sec) 63 2 632 /5809 (direct) Mob. 63 917 649 5108 Fax 63 2 636 2228

16

Agency Name Position Address E-Mail Tel/Fax Susan Kerr

(for attached TA)

Principal Human Resource Development Specialist

As above [email protected] Tel. 632 632 6902 (sec) 632 632 5592 (direct) Fax. 632 632 2228

XIV. ANTICORRUPTION

55. The Government was advised of ADB’s 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 best-practice 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 ADB’s 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 ADB’s anticorruption policy is in Appendix 24.

1 ADB. 2001. Anticorruption Policy. Manila. 2 ADB. 2003. Combating Money Laundering and the Financing of Terrorism. Manila.

Appendix 1 17

PROJECT ORGANIZATIONAL STRUCTURE

PROJECT DIRECTORDEPUTY

PROJECT DIRECTORADB

STEERING COMMITTEE Chairperson: Secretary GeneralMORA Secretary: Director DME,MORA Member: MORA, BAPPENAS,MOF, MONE (Director level)

TECHNICAL COMMITTEE Chairperson: Dir. Educationand Religious Affairs, Bappenas Member: MORA, Bappenas ,MOF, MONE (Sub -directorlevel)

PROJECT MANAGER

SECRETARY

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

TREASURER

CPMU

PROVINCIAL COORDINATINGCOMMITTEE Chairperson: BAPPEDADeputy Chairperson: Head ofProvincial Office, MORAMember: Provincial. Office ofEducation, MDC, MPPPA

PROVINCIALCOORDINATING UNIT(PROVINCIAL MORA

OFFICE)

MADRASAHDEVELOPMENTCENTER (MDC)

PROJECT ADVISERS•Quality Assurance, and

Teacher Quality •Management and Planning•PMIS

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

DISTRICT EDUCATIONCOUNCIL

MADRASAH DEVELOPMENT FORUM

DISTRICTCOORDINATING UNIT

(DISTRICT MORA OFFICE)

MADRASAH FACILITATORSFINANCE - ADMINISTRATION•Finance/Accountant•Supervisor

MADRASAH MADRASAHCOMMITTEEYAYASAN

PCU

DCU

MADRASAH UNIT

PROJECT DIRECTORDEPUTY

PROJECT DIRECTORADB

STEERING COMMITTEE Chairperson: Secretary GeneralMORA Secretary: Director DME,MORA Member: MORA, BAPPENAS,MOF, MONE (Director level)

Member: MORA, Bappenas ,MOF, MONE (Sub -directorlevel)

PROJECT MANAGER

SECRETARY

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

TREASURER

CPMU

PROVINCIAL COORDINATINGCOMMITTEE Chairperson: BAPPEDADeputy Chairperson: Head ofProvincial Office, MORAMember: Provincial. Office ofEducation, MDC, MPPPA

PROVINCIALCOORDINATING UNIT(PROVINCIAL MORA

OFFICE)

MADRASAHDEVELOPMENTCENTER (MDC)

PROJECT•Quality Assurance, and

Teacher Quality •Management and Planning•PMIS

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

DISTRICT EDUCATIONCOUNCIL

MADRASAH DEVELOPMENT FORUM

DISTRICTCOORDINATING UNIT

(DISTRICT MORA OFFICE)

MADRASAH FACILITATORSFINANCE - ADMINISTRATION•Finance/Accountant•Supervisor

MADRASAH MADRASAHCOMMITTEEYAYASAN

PCU

DCU

MADRASAH UNIT

Appendix 2 18

DETAILED COST ESTIMATES ($’000)

Item of Expenditure

Total Costa

ADB Total Cost

Government Total Cost

ADB Share

(%) A. Furniture, Equipment and Vehicles 1. Furniture 276 0 276 0 2. Equipment 883 883 0 100 3. Vehicles 100 0 100 0

Subtotal (A) 1,259 883 376 70 B. Human Resources Development 1. Overseas Training 900 900 0 100 2. In-country Training 21,214 4,580 16,634 22

Subtotal (B) 22,114 5,480 16,634 25 C. Consulting Services 1. International 960 960 0 100 2. Local 1,098 1,098 0 100

Subtotal (C) 2,058 2,058 0 100 D. Madrasah Block Grants 36,983 35,257 1,726 95 E. Surveys and Testing 337 337 0 100 F. Project Management Support 2,189 2,189 0 100 G. Incremental Recurrent Cost 1. Operations and Maintenance 642 0 642 0 2. Central Project Management Unit 899 0 899 100

Subtotal (D) 1,541 0 1,541 0 H. Taxes and Dutiesb 100 0 100 0

Total Base Cost 66,581 46,204 20,377 69 Contingenciesc 3,592 2,540 1,052 Interest Chargesd 1,256 1,256 0 100

Total 71,429 50,000 21,429 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 2008–2010. 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 MORA’s 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 MORA’s 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 Project’s organizational structure is in Appendix 1. B. Terms of Reference of Project Management Units 3. 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 1 2. Project Secretary, Contractual 1 3. Project Treasurer, Contractual 1 4. Finance and Administration Manager, Contractual 1 5. Accountant, Contractual 2

20 Appendix 3

Number (person) 6. Procurement/Contracts Specialist, Contractual 1 7. Training Specialist, Contractual 1 8.. Quality Assurance Specialist, Contractual 1 9. Monitoring and Evaluation Specialist, Contractual 1 10. Civil Works Specialist, Contractual 1 11. Computer Operator 1 12. Office Support Staff 6

Subtotal 18 Provincial Coordinating Unit (PCU) 1. Provincial Project Coordinators 3 2. Finance/Accounting Assistant, Contractual 3 3. Procurement/Contracts Assistant, Contractual 3 4. Office Support Staff 9

Subtotal 18 District Coordinating Unit (DCU) 1. District Project Coordinators 27 2. Finance/Accounting Staff, Contractual 27

Subtotal 54 Total Implementation Personnel 92

Number Project Management Support (pm) A. Province (3 provinces) 1. Advisors (PMIS) = 3 prov x 1 pers x 6 mos/yr x 5 yrs 90 2. Advisors (Management & Planning) = 3 prov x 1 pers x 6 mos/yr x 5 yrs 90 3. Advisors (QA and Teacher Quality Imp) = 3 prov x 1 pers x 6 mos/yr x 5 yrs 90 4. Trainers = 48 pm/yr x 5yrs 240 B. District 1. Facilitators = 100 pers x 10 mos x 2.5 yrs; 100 pers x 6 mos x 2 yrs 3,700 2. Finance/Accounting (DCU)= 27 districtsx 1 pers x 6 mos/yr x 5 yrs 810 Total 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) Develop detailed guidelines for implementing overall project activities in collaboration with the TWG and the finance and administrative managers;

(ii) Establish physical and financial targets, prepare annual plans and budgets, produce quarterly reports, and coordinate with the Ministry of Finance;

(iii) 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;

(iv) 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;

Appendix 3 21

(v) Prepare project progress report in accordance with executing agency progress report format of ADB.

(vi) 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;

(vii) 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 Mid-Term Review Report, the end of Project BME report and the Project Completion Report;

(viii) 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) Receive and greet guests arriving in the CPMU and assist them in arranging meetings with CPMU staff;

(ii) Keep files, records and copies of communications (letters, e-mails) in a well organized and easy to access system;

(iii) Answer phone calls and direct them to the appropriate CPMU staff members; (iv) 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) Oversee project accounts and disbursements of funds for project activities; (ii) Assist the Project Manager in preparation of the annual project financial plan; (iii) Oversee withdraw funds for routine CPMU activities and keep the cash in a safe

and secure location; (iv) Disburse cash as required for routine CPMU activities; (v) 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) Assist the Project Manager in preparing the annual project budgets and workplans;

(ii) Prepare workplans and oversee the work of all staff members in the Finance and Administration section;

(iii) Review and approve all financial reports and submit them to the Project Manager; (iv) Oversee distribution of block grant, contract, and ASFI funds to madrasah and

contractors; and (v) 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) Prepare withdrawal applications; (ii) Assist the Treasurer and Finance Specialist in preparing disbursements and

statement of expenditures; (iii) Assist the Finance Specialist in managing and recording all income and

expenditures; (iv) Assist the Finance Specialist in preparing all financial reports for review by the

CPMU Manager; and (v) 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) Learn ADB and GOI guidelines and procedures regarding procurement; (ii) Oversee procurement and contract preparation as required for project

implementation; (iii) 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;

(iv) Prepare tender documents for international and national competitive bidding and other forms of procurement as necessary;

(v) Assist in the evaluation and selection of bids; (vi) Arrange customs clearances and tax exemptions on goods procured overseas; (vii) Arrange transportation and distribution of procured goods; (viii) Prepare templates for contracting of various project activities; (ix) Oversee the preparation of contracts for project activities; (x) Assist in monitoring implementation of contracts; and (xi) 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) Review and approve madrasah development plan activities related to training; (ii) 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;

(iii) Prepare terms of reference for and assist in identifying trainers; (iv) Assist in preparation of contracts for trainers and institutions providing training

(S1, certification and short term training); (v) Oversee implementation and evaluation of training programs; (vi) Prepare feedback mechanism to evaluate the quality of training and impact; (vii) Prepare reports of training activities;

Appendix 3 23

(viii) Provide assistance for M&E activities related to teacher quality improvements where required; and

(ix) 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) Review and study the overall design of the MEDP M & E system including all its components and the general schedule for implementation;

(ii) Maintain monthly and quarterly updates of physical progress; (iii) Conduct orientation training to all Provincial M & E / PMIS Advisors and District

Facilitators on the overall design of the MEDP M& E; (iv) 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;

(v) Advise and assist the CPMU in the recruitment of M & E / PMIS Provincial Advisors and programmers (short-term);

(vi) Supervise the design and development of the PMIS including the preparation of operation and maintenance manuals;

(vii) Conduct, together with the programmers, the training of the Provincial M & E / PMIS Advisors on the PMIS;

(viii) Review the approach, methodology, and instruments of the evaluation studies and the Terms of Reference for the independent research firm;

(ix) Assist the CPMU in the tender for evaluation studies and liaise with the selected research firm in the conduct of the studies;

(x) 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;

(xi) 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;

(xii) Maintain quarterly updates of physical progress; (xiii) Advise M & E /PMIS Provincial Advisors in solving problems related to M & E that

may arise in the course of project implementation; (xiv) 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;

(xv) Perform other functions that the Project Manager may reasonably assign him/her. 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) Review and approve madrasah development plan activities related to civil works (rehabilitation and construction);

(ii) Prepare templates for ASFI agreements between the MEDP, madrasah, and madrasah committees;

24 Appendix 3

(iii) 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;

(iv) Prepare terms of reference for and assist in identifying contractors; (v) Assist in preparation of bid documents and in bid evaluation; (vi) Assist in review of draft ASFI contracts for civil works; (vii) Oversee implementation and evaluation of ASFI civil works programs; (viii) Prepare reports on civil works; (ix) Prepare procurement plan for civil works for an initial period of 18 months; (x) Provide assistance for M&E activities related to civil works; and (xi) 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) Enter and process data at the request of the Operations Manager and the M&E Specialist;

(ii) Assist the Operations Manager and the M&E Specialist in analysis of data and preparation of analytical report as requested;

(iii) Properly maintain computer equipment; (iv) Notify the Operations Coordinator of any need for service or repair of computers;

and (v) Maintain the computer network in the MEDP office.

2. 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 full-time 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) Evaluate madrasah development plan (MDP) proposed by DCU for further submission to CPMU.

(ii) Work with Kanwil in finalizing the project annual plans and submit to the CPMU. (iii) Prepare the annual financial plans including ensuring that each beneficiary of

project funds manage the funds according to the project financial system. (iv) 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) Produce monthly, quarterly and annual reports on project implementation. (vi) Coordinate the meetings of monitors from MDC and Kandep for specific

intervention areas. (vii) Work jointly with the MDC to coordinate the provincial and district contribution to

data collection involved in the evaluative research involved with parallel TA. (viii) 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.

(ix) 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.

(x) Monitor the contribution of consultants in enabling the design and development of quality assurance/assistance support from the Kanwil and MDC.

(xi) 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.

(xii) 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.

(xiii) 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.

(xiv) Coordinate and monitor the application of system-based EMIS. (xv) Monitor each district’s 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) Assist the Provincial Project Coordinator in preparing the annual project budgets and workplans;

(ii) Manage and record all income and expenditures; (iii) Prepare all financial reports including project accounts for review by the

Provincial Project Coordinator; (iv) Carry out distribution of block grant, contract, and ASFI funds to madrasah and

contractors and prepare reports on distributions; (v) Prepare withdrawal applications, disbursements, and statement of expenditure;

and (vi) 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) Assist the Provincial Project Coordinator in preparing the annual project budgets and workplans;

(ii) Oversee procurement and contract preparation as required for project implementation;

(iii) Review madrasah development plans and submit requests to CPMU for procurement packages;

(iv) Prepare tender documents and conduct bidding for local contracting and submit to CPMU for approval;

(v) Review/evaluate and make recommendations to CPMU on selection of bids; (vi) Arrange transportation and distribution of procured goods within the province; (vii) Assist in monitoring implementation of contracts and procurement; and (viii) Assist the Provincial Project Coordinator as requested.

3. 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) Assist the Project Coordinator and Advisors to develop an annual program of activities for the province with reference to the project management information system;

(ii) Review and study the overall design of the MEDP M & E system including all its components and the general schedule for implementation;

(iii) Participate in the orientation training to be conducted by the M & E Specialist on the overall MEDP M& E design;

(iv) Assist the M & E Specialist in the preparation of the M & E Operations Manual; (v) 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;

(vi) Coordinate the collection of monitoring forms and data entry for the different activities conducted at their respective Kanwil, Kandep, and madrasah;

(vii) Provide guidance to the Secretary/Computer Operator in provincial office on matters related to M & E data entry and processing;

(viii) 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;

(ix) Advise District Facilitators and madrasah in solving problems related to M & E that may arise in the course of project implementation;

(x) 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;

(xi) Perform other functions that the Provincial Coordinator may reasonably assign him/her.

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) Assist the Project Coordinator and Advisors to develop an annual program of activities for the province with reference to management and planning;

(ii) 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;

(iii) 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;

(iv) Coordinate with the MDC and monitor the application of system-based PMIS; (v) 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

(vi) 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) 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;

(ii) 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;

(iii) Provide mentoring and support to Principals and teachers on improved classroom teaching methodologies;

(iv) 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) 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;

(vi) 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

(vii) 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) Attend a training of trainers program delivered by a consultant/expert; (ii) Deliver the training program to designated participants as indicated in the specific

terms of reference; and/or (iii) Review the characteristics and training needs of the participants to receive

training; (iv) Design a training program and materials in accordance with participant training

needs and the contracted terms of reference; (v) Review and/or field test the program and materials with a group representing

participants; (vi) Modify the program and materials as required; (vii) Deliver the training program

4. 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) Evaluate madrasah development plan (MDP) proposed by DCU for further submission to CPMU.

(ii) 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.

(iii) 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) Integrate and produce monthly, quarterly and annual reports on project implementation.

(v) Coordinate the meetings at district level. (vi) Monitor the contribution of project management advisors. (vii) Coordinate and monitor the application of system-based PMIS. (viii) Monitor each district’s 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) Assist the madrasah in preparing madrasah development plan (MDP). (ii) Assist the DCU in consolidating and evaluating proposed MDPs; (iii) 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;

(iv) Make routine visits to madrasah in the clusters in accordance with the work schedule and more frequently as required;

(v) Assist in the PMIS advisor in monitoring implementation of madrasah development plans and other madrasah improvement activities;

(vi) 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

(vii) 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) Assist the District Project Coordinator in preparing the annual project budgets and workplans;

(ii) Assist the madrasah in preparing financial reports in relation to MDPs; (iii) Integrate all financial reports of project madrasah for submission to PCU and (iv) Assist the District Project Coordinator with other administrative and support

matters as requested. .

30

Appendix 4

PROJECT IMPLEMENTATION SCHEDULE

Year Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Quarter II III IV I II III IV I II III IV I II III IV I II III IV I A. Activities Outside Madrasah Block Grants

Output 1 Improve Teacher Professionalism 1.1 Develop and implement program to upgrade teachers

to degree level 1.2

Develop and implement program for professional certification

1.3

Develop and implement short-term training in subject content, methods and implementation of new curriculum

Output 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

Appendix 4 31

Year Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Quarter II III IV I II III IV I II III IV I II III IV I II III IV I

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)

Output 2

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

Output 3 Improve Internal Efficiency 3.1 Offer Remedial and Transition Programs

a. Design and implement student remedial program b. Design and implement transition scholarships program

3.2

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

32

Appendix 5

CONTRACT AWARDS PROJECTIONS BY YEAR

Total Contract Amount (US$ ‘000) Contract Target Group

Programs/ Courses

Length of the

Programs

Institution to be

contracted

Total Number of Persons

Unit Total Quantity

Unit Cost

Year 1 Year 2 Year 3 Year 4 Year 5 Total

Output 1: Teacher Professionalism Improved in Project Madrasah

1. S1 training program contracts with universities

2. Professional

certification training contracts

- Teacher upgrading to S1 (University) - Teacher Upgrading to S1 (Teacher Training Institute) - Principals, upgrading to S1

Undergraduate holder with no certificate of teaching

English, Mathematics Science English, Mathematics Science Education Management English, Mathematics Science

2 years (D3 holder) and 3 years (D2 holder) 2 years (D3 holder) and 3 years (D2 holder) 9 months 9 months

State Education University or Teacher Education Institute, preferably in the regions. (See appendix 16 for shortlist)

71

679

194

1,208

Persons years Persons years Persons years Persons years

288

1,674

322

846

2,671

2,000

2,671

2000

35

167

43

84

192

837

215

423

192

837

215

423

192

837

215

423

154

670

172

338

769

3348

860

1691

3. Short-term training contracts in subject content

4. Workshop on

Remedial and Transition Program

Teachers of science, mathematics and language in selected Madrasah Kandep & Madrasah

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

3 weeks

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

5,273

554

Persons days Persons days

56

3

25

25

185

25

1,846

679

1,846

0

1,846

0

1,661

0

7,382

25

Appendix 5 33


Programs/ Courses

Length of the

Programs

Institution to be

contracted


Unit Total Quantity

Unit Cost


Output 2. Upgrade Essential Teaching/Learning Resources and Facilities

1. Training in

Preventive maintenance

Madrasah Principlas

3 days

Civil Work Consultant

527

Partici-pants

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/Staff

Principles of leadership in education

6 days State Education University/ Teacher Education Institute, preferably in the regions. (See appendix 16 for shortlist)

625 Partici-pants

6 60 0 113 113 0 0 225

2. Madrasah based management and accountability

Provincial, Districts, and Madrasah Principals/Staff

Education management and principles of accountability


1,571 Partici-pants

20 60 0 638 638 638 0 1,913

3. EMIS training Provincial, Districts, and Madrasah Principals/ Staff

Education Management Information System for


1,156 Partici-pants

6 55 76 76 76 76 76 381

34 Appendix 5


Programs/ Courses

Length of the

Programs

Institution to be

contracted


Unit Total Quantity

Unit Cost


4. Training in teaching learning assessment and quality assurance

Madrasah Principals/ Selected Teachers

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


671 Partici-pants

20 60 0 201 201 201 201 805

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

Selected Kanwil and Central Advisors (MORA) Staffs

3 days 12 days 6 days 6 days

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

292

1296

1126

1156

Partici-pants Partici-pants Partici-pants Partici-pants

3

12

6

6

60

60

60

55

0

0

203

76

26

386

203

76

26

386

0

76

0

0

0

76

0

0

0

76

53

773

405

381

9. Master degree training overseas(6)

Selected Kanwil & Advisors (MORA) Staffs

Education Management and Planning

2 years Selected Foreign University

6 Partici-pants

12 50,000 150 150 150 150 150 600

10. Ph.D. degree training overseas (2)

Selected Central & Advisors (MORA)

Management, Public Policy , and Education Evaluation

3 years Selected Foreign University

2 Partici-pants

6 50,000 100 100 100 100 100 300

Appendix 5 35


Programs/ Courses

Length of the

Programs

Institution to be

contracted


Unit Total Quantity

Unit Cost


Output 5. Project Management

1. Monitoring and Evaluation for Project Tracking

Provincial, Districts, and Madrasah Principals/ Staff


329 Partici-pants

4 55 0 18 18 18 18 72

36 Appendix 6

DISBURSEMENT PROJECTIONS BY YEAR

2007 (9 Months) 2008 2009 2010 2011 TOTAL

Financier Financier Financier Financier Financier Financier

Category ADB GOI ADB GOI ADB GOI ADB GOI ADB GOI Total ADB GOI

I. BASE COST A. Furniture, Equip. & Vehicles 1. Furniture 274 0 2 0 0 276 0 276 2. Equipment 865 0 18 0 0 884 883 0 3. Vehicles 100 0 0 0 0 100 0 100

Sub-total 865 374 0 0 18 2 0 0 0 0 1,260 883 376 B. Staff Development 1. Overseas 0 250 250 250 150 900 900 0 a. Masters degrees (2 per province x 3 provinces= 6 candidates) 0 150 150 150 150 600 600 0 b. Ph.D. degrees (2) 0 100 100 100 0 300 300 0 2. Incountry Traiining Output 1: Teacher Professionalism Improved a. Subject content and methodology training (classroom competency) 185 1,846 1,846 1,846 1,661 7,382 0 7,382 b. Teacher/principal upgrades to S1 333 1,667 1,667 1,667 1,334 6,668 0 6,668 c. Workshop on remedial & transition program for Kandep & Madrasah 25 0 0 0 0 25 0 25 d. Salaries/allowances for replacement teachers 44 441 441 441 397 1,766 0 1,766 Output 4: Governance, Management and Sustainability Strengthened 0 0 a. Performance Management Systems 0 26 26 0 0 53 0 53 b. Performance-Based Budgeting/FMIS 0 386 386 0 0 773 773 0 c. Madrasah Development Planning and Advocacy 0 203 203 0 0 405 405 0 d. EMIS Data Input and Report Reproduction 76 76 76 76 76 381 0 381 e. Preventive Maintenance Program 0 22 22 22 22 87 0 87 f. Performance review & planning workshop 40 40 40 40 40 200 0 200 g. Supervisor Training on Education Management 0 40 40 40 40 160 160 0 h. Madrasah Leadership Development Program 0 113 113 0 0 225 225 0 i. Madrasah Based Management and Accountability Program 0 638 638 638 0 1,913 1,913 0 j. Project Monitoring Information System 60 60 60 60 60 299 299 0 k. Teaching/Learning Asssessment and Quality Assurance 0 201 201 201 201 805 805 0 l. Monitoring and evaluation for project tracking 0 18 18 18 18 72 0 72 Sub-total 60 703 1,640 4,136 1,640 4,136 939 4,110 301 3,548 21,213 4,580 16,634

Appendix 637

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

Category ADB GOI ADB GOI ADB GOI ADB GOI ADB GOI Total ADB GOI

C. Consultants' Services 1. International 328 272 144 144 72 960 960 0 2. Local 378 324 216 108 72 1,098 1,098 0

Sub-total 706 0 596 0 360 0 252 0 144 0 2,058 2,058 0 D. Madrasah Block Grants 185 8,819 10,016 10,016 4,839 33,875 33,875 0 Facilitators 420 840 840 504 504 3,108 3,108 0 E. Surveys and Testing 162 0 75 0 100 337 337 0 F. Project Management Support 399 448 448 448 448 2,189 2,189 0 G. Incremental Recurrent Cost 1. Operation & Maintenance 48 119 159 159 159 643 0 643 2. Project Administration 180 180 180 180 180 899 0 899 Sub-total 0 228 0 299 0 338 0 338 0 338 1,542 0 1,542 TOTAL BASE COST 2,796 1,305 12,593 4,435 13,647 4,477 12,408 4,448 6,486 3,886 66,483 47,930 18,552 Taxes and Duties 100 0 0 0 0 100 100 II. CONTINGENCIES A. Physical Contingency 44 21 45 99 35 83 52 113 25 54 571 201 369 B. Price Escalation 18 28 123 308 149 629 185 809 138 634 3,021 614 2,408 TOTAL CONTINGENCIES 62 49 169 407 184 712 237 921 162 688 3,592 815 2,777 III. INTEREST CHARGES 20 119 251 383 482 1,256 1,256 TOTAL PROJECT COST 2,878 1,454 12,881 4,842 14,082 5,188 13,028 5,370 7,130 4,574 71,429 50,000 21,429

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, teaching–learning 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 Master’s 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 person-months). 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 Master’s 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 Master’s 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 person-months). 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, teaching−learning 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 Master’s 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 person-months). 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 Master’s 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 Master’s 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 Master’s 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 government’s project completion report.

28. A qualification of a Master’s 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

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

Republic of Indonesia Republic of Indonesia Madrasah Education Development Project TA 4547-INO: Preparing the Madrasah Education Development Project N/A $50 million Ministry of Religious Affairs 16 November 2006 1 April 2006-30 September 2007

Procurement Process Thresholds

The following thresholds shall apply to procurement:

Method Threshold National competitive bidding of works All contracts estimated to cost the equivalent of more than

$100,000 up to $500,000 National competitive bidding for supply and installation of goods contracts

All contracts estimated to cost the equivalent of more than $100,000 up to $500,000

Shopping for works All contracts estimated to cost the equivalent of $100,000 or less Shopping for supply and installation of goods

All contracts estimated to cost the equivalent of $100,000 or less

Direct contracting 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 Community participation in procurement 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

Prior Review Thresholds

Procurement Method Prior Review Comments NCB Works More than $100,000 NCB supply and installation of goods More than $100,000 Shopping for works $100,000 to $50,000 Shopping for supply and install of goods $100,000 to $50,000

Direct Contracting $50,000 or less

No threshold

For initial procurement only, to familiarize the madrasah with ADB procurement processes

All overseas fellowships need prior review

Community Participation in Procurement $30,000 or less For initial procurement, only to familiarize

the madrasah with ADB procurement processes

:::: :::: :

Appendix 8 45

Selection of Consultants Quality Cost Based Selection $200,000 or more Prior review required Other Methodsa $10,000 or more Prior review for $100,000 or more Individual Consultants No threshold All individual consultant selection needs

prior review

Specific Procurement Plans with an Estimated Cost in Excess of $100,000

National Competitive Bidding Services Package Description Estimated Cost Prior or Post Review Furniture for PMIS work station More than $100,000 Prior review and website Activity Advertisement

Issued Bid Opening EvaluationContract

Time for Completion

Planned Date

Apr-07 May-07 Jun-07 Jul-07 Feb-08

Actual Date

Consultants Services Required

Quality– and Cost–Based Selection (QCBS) Assignment Description Estimated Cost Prior or Post Review

Project Implementation More than $200,000 Prior Review

Activity Advertisement Issued Bid Opening Evaluation

Contract Time for Completion

Planned Date

Apr-07 Jun-07 Jul-07 Aug-07 Mar-12

Actual Date

Other Selection Methodsa Assignment Description Estimated Cost Prior or Post Review

Training and Capacity-building Programs. Monitoring and Evaluation Studies.

$10,000 or more Prior review for $100,000 and above and post review for less than $100,000

Activity Advertisement Issued Bid Opening Evaluation

Contract Time for Completion

Planned Date

Apr-07 Jun-07 Jul-07 Aug-07 Mar-12

Actual Date

a Method to be determined during implementation-QCBS, CQS, or single source selection depending on the circumstances.

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: ADB’s 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. DIRECT PAYMENT PROCEDURE (page 24 of the Handbook) 2. This procedure is where ADB, at the borrower’s 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 supplier’s invoice, bill of lading, other similar documents;

• payment of services requires the consultant’s 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 borrower’s authorized representative.

B. COMMITMENT PROCEDURE (page 26 of the Handbook) 4. This procedure is where ADB, at the borrower’s 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 ADB’s commitment letter is requested.

Amendments to the LC 6. The borrower requests ADB’s 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 ADB’s prompt payment of claims received from the nominated commercial bank. Amendments Requiring ADB’s Prior Approval 11. ADB’s 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 LC’s 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 borrower’s 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, ADB’s 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 ADB’s share of eligible expenditures. The following conditions must exist before the borrower is allowed to use the procedure: (i) need for the procedure, (ii) borrower’s 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 borrower’s name. The Account may be opened at the Central Bank of the borrower’s 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 borrower’s 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 ADB’s 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, ADB’s Controller’s 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 Period Due Date First Project Operational Plan FY 2007 Nov 2007 1st Quarterly Progress Report Jul to Sep 2007 20 Oct 2007 2nd Quarterly Progress Report Oct to Dec 2007 20 Jan 2008 Second Project Operational Plan FY 2008 Nov 2007 3rd Quarterly Progress Report Jan to Mar 2008 20 Apr 2008 4th Quarterly Progress Report Apr to Jun 2008 20 Jul 2008 Audited Financial Statements and Project Account FY 2007 30 Sep 2008 5th Quarterly Progress Report Jul to Sep 2008 20 Oct 2008 6th Quarterly Progress Report Oct to Dec 2008 20 Jan 2009 Third Project Operational Plan FY 2009 Nov 2008 7th Quarterly Progress Report Jan to Mar 2009 20 Apr 2009 8th Quarterly Progress Report Apr to Jun 2009 20 Jul 2009 Audited Financial Statements and Project Account FY 2008 30 Sep 2009 9th Quarterly Progress Report Jul to Sep 2009 20 Oct 2009 10th Quarterly Progress Report Oct to Dec 2009 20 Jan 2010 Third Project Operational Plan FY 2010 Nov 2009 11th Quarterly Progress Report Jan to Mar 2010 20 Apr 2010 12th Quarterly Progress Report Apr to Jun 2010 20 Jul 2010 Mid-Term Report Audited Financial Statements and Project Account FY 2009 30 Sep 2010 13th Quarterly Progress Report Jul to Sep 2010 20 Oct 2010 14th Quarterly Progress Report Oct to Dec 2010 20 Jan 2011 Fourth Project Operational Plan FY 2011 Nov 2010 15th Quarterly Progress Report Jan to Mar 2011 20 Apr 2011 16th Quarterly Progress Report Apr to Jun 2011 20 Jul 2011 Audited Financial Statements and Project Account FY 2010 30 Sep 2011 17th Quarterly Progress Report Jul to Sep 2011 20 Oct 2011 18th Quarterly Progress Report Oct to Dec 2011 20 Jan 2012 Project Benefit Monitoring and Evaluation Report 19th Quarterly Progress Report Jan to Mar 2012 20 Apr 2012 20th Quarterly Progress Report Apr to Jun 2012 20 Jul 2012 Audited Financial Statements and Project Account FY 2011 30 Sep 2012 Project Completion Report 30 Dec 2012 a Suggested format and contents of quarterly progress report is in Appendix 12.

Appendix 12 58

I. PRO FORMA OF THE EXECUTING AGENCY’S PROJECT PROGRESS REPORT A. Introduction and Basic Data 1. Provide the following:

(i) ADB loan number, project title, borrower, executing agency(ies), implementing agency(ies);

(ii) total estimated project cost and financing plan; (iii) status of project financing including availability of counterpart funds and

cofinancing; (iv) dates of approval, signing, and effectiveness of ADB loan; (v) original and revised (if applicable) ADB loan closing date and elapsed loan period

based on original and revised (if applicable) loan closing dates; and (vi) date of last ADB review mission.

B. Utilization of Funds (ADB Loan, Cofinancing, and Counterpart Funds) 2. Provide the following:

(i) cumulative contract awards financed by the ADB loan, cofinancing, and counterpart funds (commitment of funds to date), and comparison with time-bound projections (targets);

(ii) cumulative disbursements from the ADB loan, cofinancing, and counterpart funds (expenditure to date), and comparison with time-bound projections (targets); and

(iii) reestimated costs to completion, need for reallocation within ADB loan categories, and whether an overall project cost overrun is likely.

C. Project Purpose 3. Provide the following:

(i) 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;

(ii) 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;

(iii) an assessment of changes to the key assumptions and risks that affect attainment of the development objectives; and

(iv) 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. Implementation Progress 4. Provide the following:

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

Appendix 12 59

(ii) information relating to other aspects of the EA’s internal operations that may impact on the implementation arrangements or project progress;

(iii) progress or achievements in implementation since the last progress report; (iv) 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. (v) assessment of progress in implementing the overall project to date in comparison

with the original implementation schedule—quantifiable 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

(vi) an assessment of the validity of key assumptions and risks in achieving the quantifiable implementation targets.

E. Compliance with Covenants 5. Provide the following:

(i) 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;

(ii) the borrower’s and EA’s compliance with financial loan covenants including the EA’s financial management, and the provision of audited project accounts or audited agency financial statements; and

(iii) the borrower’s and EA’s 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. FRAMEWORK AND GUIDELINES IN CALCULATING PROJECT PROGRESS A. 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 EA’s 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 project’s 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) Determine the actual percentage progress (nonfinancial) of each activity. (ii) Multiply these percentages by the assigned weight of each activity to arrive at the

weighted progress. (iii) 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

Yr1 Yr2 Yr3 Yr4 Yr5

A

a

B

b

Cd

c

De f

E

A C

T I

V I T

I E

S

1. Sum of all weights should equal 100 percent (a+b+c+d+e+f+g = 100%)2. 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 inyear 3 rather than in year 2, it should still be included in the computation.

3. Total weight of each activity is as follows: Activity A–a; Activity B–b; Activity C–c; Activity D–d; and Activity E–e + f +g4. 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.

Implementation Schedule with Activities and Weights

62 Appendix 12

Sample Implementation Schedule

Activities Year 1 Year 2 Year 3 Year 4

(a)AssignedWeight

(b)Actual

Progress

(a) x (b)WeightedProgress

Establish PIU 5% 100% 6%

Establish Accreditation Board, etc. 5% 0% 0%

Appoint Staff and Budget 4% 75% 3%

Adopt Architecture Plans 2% 100% 2%

Shortlist Consulting Firms 6% 100% 6%

Prepare Fellowship Program 6% 76% 4%

Prepare Civil Works Tendering 30% 0% 0%

Civil Works: Classrooms, Dorms, etc. 6% 0% 0%

Procurement of Furniture and Equipment 16% 10% 2%

Field Work of Consultants 7% 0% 0%

Provide Fellowships 6% 0% 0%

Conduct Study Tours 6% 0% 0%

Provide Curriculum Standards 6% 0% 0%Total Weight 100%Imp. Progress 24%

(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

Appendix 13 63

DEPARTEMEN AGAMA RIDIREKTORAT JENDERAL PENDIDIKAN ISLAM

DIREKTORAT PENDIDIKAN PADA MADRASAH Jl. Lapangan Banteng Barat No. 3 – 4 Telp. 3811642, 3811654,

J A K A R T A

SAMPLE AUDIT LETTER No : Jakarta, Lamp : 1 Bundel Perihal : Permohonan Auditor Independen 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 (2007-2011) 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

64 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 Project Operation Manual (POM)

o Naskah Perjanjian Pinjaman (Loan Agreement, from central government to local government)

Appendix 13 65

o Aide Memoirs

o 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) Annual Project Sources and Uses of Funds (by project category and component); and

(ii) Cumulative Project Sources and Uses of Funds;

(iii) deposits and replenishments received from the Bank;

(iv) withdrawals from the bank account;

(v) reconciliation report between the project expenditures made from the special account and the withdrawals from the special account and

(vi) 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 Appendix 13

• 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 alia-include 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 management’s 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 management’s comments on the accuracy and completeness of the auditor’s 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.

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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 madrasah’s 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 OF INTEGRATED AND SUSTAINABLE MADRASAH

DEVELOPMENT 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) Students have high moral integrity that is suitable to the accepted norm; (ii) Problem solvers; (iii) Independent and lifelong learners with the ability to search organize and process

information for their present and future interests; (iv) Responsible to the given assignment; (v) Creative thinkers, students have the courage to speculate by observing and

creating unfamiliar approaches to produce new ideas; (vi) Effective and efficient communicators (in Indonesian or foreign languages); (vii) People who understands themselves as a result of self evaluation of belief,

feeling, attitude and the values and their relationship with the environment; (viii) Students able to work with others as a member or a leader; (ix) Students with skill in using ICT to support their study; (x) Students with habits of reading and producing good writing; (xi) Students master the subjects which is shown by the passing in the National

Examination; (xii) Students with awareness towards the social, physical and cultural environment; (xiii) 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 principal’s 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 madrasah’s 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 madrasah’s 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 self-development, and the community’s 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.

(ii) 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.

(iii) 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) 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 government’s 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 madrasah’s 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. Special

(i) 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.

(ii) 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.

(iii) 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.

(iv) 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.

(v) To assist the madrasahs in undertaking rehabilitation and construction of their facilities, purchase of equipment and teaching materials, and improvement of other infrastructure.

(vi) To assist the madrasah in improving the system of career guidance and skills of the students for continuing education and job preparation.

(vii) To assist the madrasahs in improving the administrative, information management, and financial systems to support the level of accountability in these schools.

(viii) To encourage the madrasahs to accept quality students who come from poor families and enable them to study through the provision of scholarships.

(ix) 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) 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).

(ii) Activities in MGMP for subject teachers to assist each other in solving day-to-day teaching and learning problems;

(iii) Teaching – Learning Resources Upgrading include equipments and text books/learning materials in core subject areas;

(iv) Civil works include rehabilitation and construction of classrooms, libraries, laboratories, and health clinics as well as appropriate equipment and furniture.

(v) Remedial Program to help slow learning students; (vi) 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.

(ii) 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.

(iii) 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.

(iv) 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.

(v) 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.

(vi) 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.

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 madrasah’s 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 Madrasahs–Directorate 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 Government’s 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

80 Appendix 15

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) 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.

(ii) If the funds are intact; the students, learning media and references received by the madrasah to undertake improvement;

(iii) Compatibility of the implementation program with the outline of implementation, including the identification of several obstacles.

(iv) Compatibility of the use of funds with the implementation of the program to improve the madrasah.

(v) 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.

2. Conducting Monitoring and Evaluation

25. The team that will undertake Monitoring and Evaluation shall be designated by the Directorate for Madrasahs Education–Directorate 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) Development of a Monitoring and Evaluation (ME) instrument in accordance with indicators developed for aspects that are being monitored and evaluated.

(ii) Conduct of monitoring and evaluation through dissemination of the instrument and through various data collection methods (interview, observation as well as

Appendix 15 81

documentation). If needed, qualitative data to support the results of the analysis of quantitative data.

(iii) Results of data analysis on the implementation of Monitoring and Evaluation, quantitative as well as qualitative.

(iv) Submission of Monitoring and Evaluation Report and dissemination in accordance with the content of the Monitoring and Evaluation report.

G. 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 Government’s 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 Government’s 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

82 Appendix 15

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 Government’s rules and regulations. This will ensure the transparency of the bidding process.

(ii) Madrasah or the cluster of madrasah will then request the selected bidder to sign the contract

(iii) Payment to contractor will be made in 3 tranches (30%, 40%, and 30%) based on the physical achievements;

(iv) 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.

3. Student Remedial Programs 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 Indonesia’s National Plan of Action – Indonesia’s 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 83

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

84 Appendix 15

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.

Appendix 15 85

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 multi-year 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 madrasah’s 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

86 Appendix 15

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 Government’s 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.

Appendix 15 87

Figure A15: FUNDS FLOW MECHANISM FOR BLOCK GRANTS

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 = projectcoordinating unit; SPM = payment order; SPPD = disbursement order.

CPMU DGIE, MORA

I N D E P E N D E N T

M O N I T O RI N G

ADB

Imprest Account,

Bank Indonesia

MOF

DG Treasury

SPM

Provincial MORA Office (PCU)

3

2

4

5

District MORA Office (DCU)

Project Madrasah

Facilitators 1

KPPN Operational

Bank

SPPD

REPLENISHMENT

Project Madrasah Bank Account

6 7

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

MDP not approved

1a

Fund Flow

88 Appendix 16

DETAILED IMPLEMENTATION ARRANGEMENTS BY PROGRAM 1. The major non-block grant program activities of the Project include:

(i) Part A: Teacher Professional Development Programs; (ii) Part B: Governance, Management and Accountability Programs.

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

Certification) 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 participant’s 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

Appendix 16 89

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 take-up 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 Universities Primary

Teaching Edn Faculty

Ed Faculties: English, Math,

Science

English Faculty

Maths and Sciences Faculties

East Java Airlangga University X X √ √

Brawijaya University X X √ √ Surabaya Institute

Technology

X X X √

State Uni of Malang √ √ √ √

State University of

Surabaya √ √ √ √

Central Java

Gajah Mada State Univ. of Jogjakarta

X √

X √

√ √

√ √

90 Appendix 16

Province Universities Primary

Teaching Edn Faculty

Ed Faculties: English, Math,

Science

English Faculty

Maths and Sciences Faculties

Jakarta/ Banten

University Indonesia X X √ √

State Uni Jakarta √ √ √ √ Education Uni Indon √ √ √ √ Bogor Instit

Agriculture X X X √

South Sulawesi

Hasanuddin Uni X X √ √

State Uni Makassar √ √ √ √

X = program not available; √ = program available. 12. Where possible, S1 programs should be provided within the participant’s 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 round-trip 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

Appendix 16 91

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.

Draft Content: 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.

Methodology: Lecture, small group tutorials, practical activities. Assessment: 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.

Duration: 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.

92 Appendix 16

No. of Courses: 50 courses annually for a total of 1,000 participants. Trainer Expertise: Extensive experience in classroom teaching of national curricula in

program content areas (e.g. Sciences, mathematics, or language).

No. of Participants per Course:

20

Level & Experience of Participants:

Classroom teachers of sciences, mathematics, or language.

Equipment Required: 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 questioning and teacher responding

strategies.

Appendix 16 93

• 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: Lecture, tutorial, microteaching activities, classroom observations. Assessment: Satisfactory demonstration of competency in the methodologies

covered in the course. Duration: Two weeks (14 PTD) per year No. of Courses: 114 Trainer Expertise: Experienced classroom practitioner and teacher trainer in modern

classroom methodologies.

No. of Participants per Course:

15

Level and Experience of Participants:

Classroom teachers.

Equipment Required: 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 non-school 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 teaching-learning 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

94 Appendix 16

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.

Appendix 17 96

HUMAN RESOURCES DEVELOPMENT PLAN

Table A17.1: Human Resources Development Plan

Course or Program # of Days

Total Partic-ipants

From Central & Advisors

From Kanwil & Advisors

From Kandep

From Madrasah

From Mdh Committee/

Yayasan Other


1 S1 Training and Certification for Madrasah Teachers and Principals

2 yrs, 3 yrs; 9 mos

(certification 2,153 2,153

2 Short-term Training in Subject Content 56 5,273 5,273 Combined with 3

3 Student Transition Program Training 3 554 54 500 Sub-Total A.1 59 7,980 0 0 54 7,926 0 0 Output 3: Internal Efficiency of Project Madrasah Improved 1 Preventive Maintenance Program 3 527 27 500 Sub-Total A.2 3 527 0 0 27 500 0 0 Output 4: Governance, Management & Sustainability of Madrasah Strengthened 1 Madrasah Leadership Development 6 625 2 15 54 500 54

2 Madrasah Based Management and Accountability 20 1,594 25 15 54 1,000 500

3 Project Monitoring Information System 8 679 2 15 54 500 108

4 Teaching/Learning Assessment and Quality Assurance 20 671 2 78 91 500

Sub-Total A.3 54 3,569 31 123 253 2,500 500 162 Overseas Training

1 Ph.D. Programs (S3) in Mang., Public Policy, Eval. 3 2 2

2 Master Degree Programs (S2) in Manag. and Planning 2 6 6

Sub-Total A.4 5 8 2 6 0 0 0 0

pp

Course or Program # of Days

Total Partic-ipants

From Central & Advisors

From Kanwil & Advisors

From Kandep

From Madrasah

From Mdh Committee/

Yayasan Other

1 Introduction to Performance Management Systems 3 292 10 12 270

2 Performance Based Budgeting/FMIS 15 1,073 5 21 270 777

3 Madrasah Development Planning and Advocacy 6 1,126 10 35 81 1,000

4 EMIS Data Input and Report Production 6 1,156 5 70 81 1,000 5 Supervisor Upgrading 10 400 400 Sub-Total C 40 4,047 30 138 1,102 1,000 1,777 0

Output 5: Project Management 1 Monitoring and Evaluation for PMIS 4 329 100 175 54 Sub-Total D 4 329 100 175 54 0 0 0

GRAND TOTAL 16,460 163 442 1,490 11,926 2,277 162

Appendix 17 98

Table A17.2: Human Resources Development Plan

Component/ Training Program No. Persons Unit Quantity

No. Person Days

Unit Cost ($)

1 Teacher Professionalism Improved

Teacher Upgrading to S1 (University) 71 Person Years 288

71,372 2,671

Teacher Upgrading to S1 (Teacher Training Institute) 679 Person Years 1,674 415,155 2,000

Principal Upgrading to S1 194 Person Years 322

79,831 2,671

S1 Certification for Principal and Teachers 1,208 Person Years 846 209,715 2,000

Subject Content and Methodology Training 5,273 Person Days 56 295,282 25

Seminar on Transition Program 554 Participants 3 1,662 15

3 Internal Efficiency Increased

Preventive Maintenance Program 527 Participants 3

1,581 55

4 Governance, Management and Sustainability Strengthened

Madrasah Leadership Development 625 Participants 6

3,750 60

Madrasah Based Management and Accountability 1,571 Participants 20

31,420 60

Project Monitoring Information System 679 Participants 8

5,432 55

Teaching/Learning Assessment and Quality Assurance

671 Participants

20

13,420 60

Introduction to Performance Management Systems 292 Participants 3

876 60

Performance Management Systems/FMIS 1,073 Participants 12

12,876 60

Madrasah Development Planning and Advocacy 1,150 Participants 6

6,756 60

EMIS Data Input and Report Production 1,156 Participants 6

6,936 55

Supervisor Training on Education Management 400 Participants 10

4,000 40

Ph.D. Programs in Management, Public Policy, Eval. 2 Participants 3 yrs

1,080 $50,000/yr

Master Degree Programs in Management and Planning

6 Participants

2 yrs

720 $50,000/yr

5 Project Management

Monitoring and Evaluation for PMIS 329 Participants 4

1,316 55 Grand Total 16,460 1,163,179

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 Bank’s 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 Auditor’s 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 auditor’s 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 ADB’s 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 auditor’s 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 ADB’s 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.

(ii) 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.

(iii) 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.

(iv) 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)

(v) Disseminating information on the standard accounting practices and audit procedures to deter and prevent fraud and corruption in project implementation to

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 Government’s 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 Appendix 19

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. 1 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 Government’s regulations and ADB’s 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 Appendix 19

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 ADB’s 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


Data Sources/Reporting

Mechanisms


Impact Increased results orientation and external focus for monitoring and evaluation (M&E) systems of the Madrasah Education Development Project (MEDP) programs

Central Ministry of Religious Affairs (MORA) and three project provinces implement results-based sector performance monitoring system

A. Technical

assistance (TA) reports

B. Project reports C. Baseline,

midterm, and final project evaluation surveys

D. Intermittent project evaluation reports

E. National

Assumptions • M&E

institutionalized at MORA.

• Project madrasahs have capacity to implement sector assessment.

Appendix 19 107

Design Summary



Mechanisms


Socioeconomic Surveys (Susenas) data

Outcome Improved results-based sector performance monitoring at the central level, and strengthened institutional capacity at district/madrasah levels

• All project

madrasahs establish results-based 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.

Outputs Strengthened internal and external accountability and associated governance systems

• Program, financial,

quality compliance; progress/performance 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.

108 Appendix 19

Design Summary



Mechanisms


Core Activities with Milestones Inputs (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

Consultants and staff • Consultants and

staff - Field surveys/studies

• Consultants and staff- Report preparation

• Workshops, seminars and meetings

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-of–project 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 Total Cost 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) Total

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

a Financed by ADB’s technical assistance funding program. b Includes vehicle rental, primarily for field visits. Source: ADB estimates.

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) Poverty level (ii) Number of madrasah with more than 150 students (iii) Absence of other donor-funded projects (iv) 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

Province District % Poor

(Susenas 2002/03)

MI MT MA Total Madrasah

Batang 21.7 110 27 10 147 Central Java Blora 24.8 55 41 9 105

Banjar Negara 28.3 202 35 11 248

Grobogan 30.1 72 74 20 166 Wonosobo 33.3 97 25 3 125 Pemalang 24.2 62 29 8 99 Cilicap 21.3 168 51 11 230 Tegal 21.8 149 56 11 216 Demak 24.2 102 96 35 233 Rembang 32.6 38 32 12 82 Subtotal 1055 466 130 1651

East Java Trengalek 26.8 110 21 7 138

Pacitan 24.9 105 29 8 142 Jember 19.1 336 122 42 500 Bojonogoro 28.1 219 80 31 330 Ngawi 25.9 97 31 10 138 Malang 18.5 302 154 44 500 Nganjuk 25.5 325 50 25 400 Kediri 19.6 438 184 60 341 Ponorogo 19.1 78 67 37 182 Jombang 24.8 255 112 70 437 Lamongan 28.7 601 154 65 819 Bangkalan 33.4 74 63 28 165 Subtotal 2940 1067 427 4434

Banteng 11.1 13 21 13 47 South Sulawesi Sinjai 15.3 27 26 17 70

Bone 16.7 78 50 9 137 Jeneponto 23.3 15 27 11 53 Maros 22.6 11 22 15 48 Subtotal 144 146 65 355 Total 4139 1679 622 6440

Appendix 20 113

Table A20.2: Number of Project Madrasah by District

Number of Madrasah Selected Province District District

Enrolment MI MT MA Total

Batang 5,973 7 8 2 17 Central Java Blora 4,013 7 8 2 17

Banjar Negara 4,136 7 8 2 17

Grobogan 7,125 7 8 2 17 Wonosobo 4,597 9 6 2 17 Pemalang 5,616 7 8 2 17 Cilacap 6,337 7 8 2 17 Tegal 6,082 7 8 2 17 Demak 6,539 7 8 2 17 Rembang 5,428 7 8 2 17

33% Subtotal 55,846 72 78 20 170

East Java Trengalek 5,083 7 8 2 17 Pacitan 4,325 7 8 2 17 Jember 5,394 7 8 2 17 Bojonogoro 6,239 10 13 2 25 Ngawi 4,619 8 10 2 20 Malang 8,650 14 15 4 33 Nganjuk 5,286 13 12 4 29 Kediri 6,548 9 6 2 17 Ponorogo 5,063 7 8 2 17 Jombang 6,989 11 13 2 26 Lamongan 79,681 14 16 4 34 Bangkalan 13,422 9 7 2 18

55% Subtotal 151,299 116 124 30 270

Bantaeng 2,160 3 6 2 11 South Sulawesi Sinjai 1,802 4 6 1 11

Bone 3,685 7 8 2 17 Jeneponto 6,828 3 6 2 11 Maros 4,995 3 5 2 10

12% Sub total 19,470 20 31 9 60 Total 226,615 208 233 59 500

114 Appendix 20

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

Teacher Qualifications Province District Total

Teachers D2 D3 D4/S1 Central

Java Batang 269 14 36 115

Blora 268 34 66 47 Banjar Negara 283 19 22 156 Grobogan 324 12 33 114 Wonosobo 258 41 40 103 Pemalang 281 46 10 124 Cilacap 289 43 18 120 Tegal 322 28 33 157 Demak 319 19 183 48 Rembang 342 26 26 127 Subtotal 2,955 282 467 1,111

East Java Trengalek 355 37 61 181 Pacitan 392 77 45 165 Jember 297 44 43 98 Bojonogoro 276 34 3 101 Ngawi 321 39 26 163 Malang 326 43 15 168 Nganjuk 319 13 16 180 Kediri 385 32 43 172 Ponorogo 371 44 61 124 Jombang 390 30 33 144 Lamongan 4,637 319 284 1945 Bangkalan 1,623 781 229 401 Subtotal 9,692 1,493 859 3,842

Bantaeng 435 26 40 176 South Sulawesi Sinjai 208 31 14 127

Bone 215 53 19 113 Jeneponto 582 110 43 371 Maros 674 97 39 450 Subtotal 2,114 317 155 1,237 Total 14,761 2,092 1,481 6,190

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

Madrasah at Each Accreditation Level Province District Number of

Madrasah 1 2 3 4 Batang 17 0 8 8 1 Central

Java Blora 17 1 2 12 2 Banjar Negara 17 3 6 8 0 Grobogan 17 2 3 12 0 Wonosobo 17 3 4 10 0 Pemalang 17 1 8 7 1 Cilacap 17 1 1 14 1 Tegal 17 1 4 12 0 Demak 17 0 3 13 1 Rembang 17 3 5 7 2 Sub-Total 170 16 46 106 12

Trengalek 17 3 2 12 0 East Java Pacitan 17 3 0 12 2

Jember 17 2 1 12 2 Bojonogoro 25 1 0 23 1 Ngawi 20 5 0 12 0 Malang 33 1 1 31 1 Nganjuk 29 5 2 14 8 Kediri 17 1 2 13 1 Ponorogo 17 3 0 10 4 Jombang 26 2 0 22 2 Lamongan 34 1 14 16 3 Bangkalan 18 0 1 6 11 Sub-Total 270 27 23 183 35

Bantaeng 11 4 1 1 5 South Sulawesi Sinjai 11 3 1 5 2

Bone 17 3 1 5 8 Jeneponto 11 0 6 1 3 Maros 10 0 4 4 5 Sub-Total 60 10 13 16 23 Total 500 53 82 305 70

116 Appendix 20

Table A20.5: Repetition and Drop Out in Project Madrasah Ibtidaiyah by District

Repetition Drop Out Province

District Male Female Total Male Female Total

Batang 28 20 48 0 0 0 Central Java Blora 33 22 55 0 1 1

Banjar Negara 13 6 19 2 1 3 Grobogan 51 31 82 1 1 2 Wonosobo 61 16 77 4 2 6 Pemalang 40 36 76 19 4 23 Cilacap 64 33 97 2 0 2 Tegal 27 21 48 11 11 22 Demak 30 18 48 0 0 0 Rembang 74 41 115 0 1 1 Sub-Total 421 244 665 39 21 60

East Java Trengalek 30 11 41 0 0 0 Pacitan 51 30 81 0 0 0 Jember 46 23 69 8 10 18 Bojonogoro 6 6 12 2 0 2 Ngawi 33 17 50 5 0 5 Malang 116 55 171 1 6 7 Nganjuk 25 11 36 2 1 3 Kediri 10 5 15 8 0 8 Ponorogo 15 5 20 1 0 1 Jombang 18 14 32 7 5 12 Lamongan 22 9 31 10 9 19 Bangkalan 13 9 22 11 8 19 Sub-Total 385 195 580 55 39 94

Bantaeng 9 7 16 0 0 0 South Sulawesi Sinjai 40 10 50 12 4 16

Bone 37 21 58 6 14 20 Jeneponto 16 12 28 6 6 12 Maros 0 0 0 4 3 7 Sub-Total 102 50 152 28 27 55 Total 908 489 1397 122 87 209

Appendix 20 117

Table A20.6: Repetition and Drop Out in Project Madrasah Tsanawiyah in Project Districts

Repetition Drop Out

Province

District Male Female Total Male Female Total Batang 7 1 8 38 15 53 Central

Java Blora 1 0 1 17 7 24 Banjar Negara 2 0 2 25 12 37

Grobogan 0 0 0 8 9 17 Wonosobo 4 0 4 11 11 22 Pemalang 4 0 4 26 17 43 Cilacap 4 3 7 11 11 22 Tegal 1 0 1 31 31 62 Demak 0 0 0 16 12 28 Rembang 3 1 4 4 7 11 Sub-Total 26 5 31 187 132 319

East Java Trengalek 1 0 1 18 4 22 Pacitan 3 18 21 16 33 49 Jember 1 0 1 14 8 22 Bojonogoro 0 0 0 5 14 19 0 0 0 3 7 10 Ngawi 0 0 0 7 2 9 Malang 4 0 4 75 29 85 Nganjuk 0 0 0 13 32 45 Kediri 3 0 3 25 11 36 Ponorogo 0 0 0 12 9 21 Jombang 3 0 3 57 24 81 Lamongan 1 0 1 27 27 54 Bangkalan 0 0 0 37 29 66 Sub-Total 16 18 34 309 229 519

Bantaeng 0 0 0 10 12 22 South Sulawesi Sinjai 1 0 1 7 10 17


118 Appendix 20

Table A20.7: Repetition and Drop Out in Project Madrasah Aliyah in Project Districts

Repetition Drop Out Province

District Male Female Total Male Female Total

Central Batang 0 0 0 7 0 7 Java Blora 5 0 5 0 1 1

Banjar Negara 0 0 0 7 5 12 Grobogan 1 0 1 4 20 24 Wonosobo 0 0 0 13 4 17 Pemalang 0 0 0 7 0 7 Cilacap 0 0 0 0 0 0 Tegal 0 0 0 1 0 1 Demak 0 0 0 0 0 0 Rembang 0 0 0 1 0 1 Sub-Total 6 0 6 40 32 72

East Java Trengalek 0 0 0 0 0 0 Pacitan 7 1 8 3 3 6 Jember 0 0 0 13 4 17 Bojonogoro 0 0 0 2 0 2 Ngawi 1 0 1 1 1 2 Malang 0 0 0 33 33 66 Nganjuk 0 0 0 8 6 14 Kediri 0 0 0 0 0 0 Ponorogo 0 0 0 1 2 3 Jombang 2 0 2 63 108 171 Lamongan 0 0 0 0 0 0 Bangkalan 4 0 4 8 5 13 Sub-Total 10 1 11 33 29 62

South Bantaeng 0 3 3 5 6 11 Sulawesi Sinjai 2 2 4 2 0 2


119 Appendix 20

Table A20.8: Transition Rates for Madrasah Ibtidaiyah

No students transition to Previous Year Grade 6 students SMP MTs Total

Pct transition Prov. Code Prov Dist

Code District

No Madrasah

(Non-zero) Male Female Total Male Female Male Female Male Female Total Male Female Total

33 Central Java 01 Cilacap 7 112 122 234 24 24 70 65 94 89 183 88 81 85 04 Banjarnegara 7 113 124 237 35 56 28 27 63 83 146 68 77 73 07 Wonosobo 9 109 146 255 35 54 39 59 74 113 187 72 79 76 15 Grobogan 7 112 113 225 12 21 69 65 981 86 167 72 76 74 16 Blora 7 96 115 211 30 36 52 65 82 101 183 85 88 87 17 Rembang 7 154 189 343 11 6 120 148 131 154 285 85 81 83 21 Demak 7 144 147 291 7 13 102 110 109 123 232 87 92 89 25 Batang 7 157 126 283 60 46 74 62 134 108 242 85 71 78 27 Pemalang 7 142 144 286 70 67 24 36 94 103 197 66 72 69 28 Tegal 7 148 153 301 74 65 37 53 111 118 229 75 77 76 Total 72 1287 1379 2666 358 388 615 690 973 1078 2051 79 79 79 35 East Java 01 Pacitan 7 92 111 203 26 36 54 55 80 91 171 87 82 84 02 Ponorogo 7 113 98 211 41 39 56 40 97 79 176 86 81 83 03 Trenggalek 7 105 119 224 28 29 54 60 82 89 171 78 75 76 06 Kediri 9 119 136 255 22 40 204 274 226 314 540 82 96 90 07 Malang 15 201 210 411 89 84 118 140 207 224 431 88 82 85 09 Jember 7 107 111 218 62 48 49 45 111 93 204 80 72 76 17 Jombang 11 223 239 462 42 45 227 252 269 297 566 68 79 74 18 Nganjuk 13 154 143 297 10 14 63 66 73 80 153 77 73 75 21 Ngawi 8 110 122 232 28 36 74 83 102 119 221 93 98 95 22 Bojonegoro 10 120 146 266 67 47 150 162 217 209 426 94 90 92 24 Lamongan 13 196 247 443 60 53 130 175 190 228 418 96 92 94 26 Bangkalan 9 101 104 205 9 10 67 71 76 81 157 75 78 77 Total 116 1344 1435 2779 484 481 1246 1423 1730 1904 3634 82 83 82 73 South Sulawesi 03 Bantaeng 3 22 24 46 2 3 9 10 11 13 24 59 58 59 04 Jeneponto 3 34 48 82 2 4 11 7 13 11 24 76 67 71 07 Sinjai 4 61 89 150 4 8 4 5 8 13 21 48 52 50 08 Bone 7 19 37 56 11 23 5 8 16 31 47 84 84 84 09 Maros 3 22 41 63 0 1 10 15 10 16 26 45 39 41 Total 20 158 239 397 19 39 39 45 58 84 142 58 57 58 National Nasional 208 2789 3053 5842 861 908 1900 2158 2761 3066 5827 79 80 80

120 Appendix 20

Table A20.9: Transition Rates for Madrasah Tsanawiyah

No students transition to Previous Year Grade 3 students SMU MA Total


Code District

No Madrasah



Appendix 20 121

Table A20.10: Transition Rates for Madrasah Aliyah

No students transition to Previous Year Grade 3 students Islamic Univ General Univ Total


Code District

No Madrasah



Appendix 21

122

LIST OF SELECTED MADRASAH

No of Madrasah Teachers No District Sub-District

MI MTs MA Madrasah Address Status Accred

Level # of

Students

% Inc < 200 *

Tch Qualif

** M F Total

Central Java 1 Cilacap Kesugihan 1 MIS Ya Bakii Kalisabuk 02 Jl. Protokol Kalisabuk 2 2 264 77 70 8 2 10 2 Cilacap Sidareja 1 MIS Islamiyah Warureja Margasari 2 3 239 100 40 10 0 10 3 Cilacap Kawunganten 1 MIS Al Iman Sarwadadi 2 2 283 81 29 4 3 7

4 Cilacap Gandrungmangu 1 MIS Daruttarbiyah Watakim Jl. Jenderal Sudirman Layangsari 2 2 297 95 11 5 4 9

5 Cilacap Kedungreja 1 MIN Sidanegara Sidanegara 1 1 302 85 45 9 2 11

6 Cilacap Majenang 1 MIS Darwata Padangsari X 2 245

7 Cilacap Binangun 1 MIS Al Kholidiyah Jl. Jend. Subroto, Widarapayung Wetan 2 2 236 X

8 Cilacap Sampang 1 MTsS Al Mukarromah Jl. Masjid No.03 Karangjati 2 3 237 97 0 X 9 Cilacap Kroya 1 MTsS Ma'arif Sikampuh Sikampuh 2 3 286 80 9 X

10 Cilacap Maos 1 MTsS Persiapan Negeri Maos Jl. Nusa Indah No. 5 Maoslor 2 3 194 79 27 9 4 13

11 Cilacap Kedungreja 1 MTsS Syamsul Huda Jl. Suhada Ciklapa 2 4 204 96 18 11 1 12

12 Cilacap Majenang 1 MTsS Pesantren Pembangunan Jl. KH Sufyan Tsauri 2 3 360 70 13 12 3 15

13 Cilacap Patimuan 1 MTsS Nurul Huda Jl. Paku Alam No. 1 Cinyawang 2 3 385 32 44 35 5 40

14 Cilacap Adipala 1 MTsS Raudlatul Huda Jl. KH. Syarbini No. 139 2 3 425 84 18 0 1 6 15 Cilacap Gandrungmangu 1 MTsS Ma'arif 01 Jl. Jendral; Soedirman 30 2 3 438 84 28 0 1 7

16 Cilacap Majenang 1 MAS El Bayan Jl. Pemuda No. 10 Padang Jaya 2 3 246 53 59 3 1 1

17 Cilacap Kesugihan 1 MAS Minat Jl. Raya Kesugihan Kidul 2 3 355 72 88 0 0 9 Sub-Total 7 8 2

18 Banjarnegara Punggelan 1 MIS Cokroaminoto 02 Petuguran RT 02 RW 04 2 3 170 100 43 0 0 4 19 Banjarnegara Punggelan 1 MIS Al Ma'arif Klapa RT01 RW02 2 2 181 89 56 0 0 8 20 Banjarnegara Punggelan 1 MIS GUPPI Jembangan Punggelan X 2 21 Banjarnegara Bawang 1 MIN WiramastraNegeri Wiramastra 1 1 195 80 60 1 1 7

22 Banjarnegara Banjarmangu 1 MIS Muhammadiyah Sipedang 01 Sipedang 2 2 208 78 86 1 0 4

23 Banjarnegara Pejawaran 1 MIS Muhammadiyah Penusupan 2 2 232 80 29 0 1 2 24 Banjarnegara Wanayasa 1 MIS Ma'arif Jomblang Jomblang Kubang 2 2 239 100 67 0 0 3 25 Banjarnegara Wanadadi 1 MTsS Cokroaminoto Jl. Raya Utara Wanadadi 2 2 164 57 24 1 2 4

26 Banjarnegara Rakit 1 MTs Ma'arif Rakit Jl Raya Rakit 2 3 333 5 14 X

Appendix 21 123



Level # of

Students

% Inc < 200 *

Tch Qualif

** M F Total

27 Banjarnegara Karangkobar 1 MTsS Muhammadiyah Jl. Gayam No 45 2 3 174 98 33 1 3 2 28 Banjarnegara Mandiraja 1 MTsS Al Hidayah Purwasaba 2 3 189 50 27 1 3 5 29 Banjarnegara Mandiraja 1 MTsS Al Ma'arif Mandiraja Kulon 2 2 290 97 6 X

30 Banjarnegara Purwarejo Klampok 1 MTsS Riyadusholihin Jl. Pramuka No.556 Utara masjid Jami 2 2 299 69 18 0 2 9

31 Banjarnegara Banjarnegara 1 MTsN 1 Banjarnegara Jalan Raya Semampir No.01 1 1 301 69 38 5 8 4 32 Banjarnegara Purwonegoro 1 MTsS Muhammadiyah Desa Merden 2 3 321 42 27 0 3 6

33 Banjarnegara Wanadadi 1 MAS Cokroaminoto Wanadadi Jl. Pungkuran 2 Wanadadi 2 3 119 71 94 0 0 0

34 Banjarnegara Bawang 1 MAN I Banjarnegara Jl. Raya Pucang Km 3 1 1 359 0 94 1 0 1 Sub-Total 7 8 2

35 Wonosobo Wonosobo 1 MIS Ma'arif Kliwonan 2 2 193 39 20 X 36 Wonosobo Selomerto 1 MIS Ma'arif Miftahul Huda Tumenggungan 2 2 201 80 50 5 3 8 37 Wonosobo Garung 1 MIS Ma'arif Maron 2 2 160 51 60 X 38 Wonosobo Wadaslintang 1 MIS Ma'arif Trimulyo 2 2 163 71 40 X 39 Wonosobo Wadaslintang 1 MIS Al Fatah Kemutung Tirip 2 2 237 80 22 5 4 9 40 Wonosobo Kertek 1 MIS Ma'arif Karang Luhur Marong Karang Luhur 2 2 246 100 17 2 4 6 41 Wonosobo Kepil 1 MIN Kepil Kalikarung 1 1 258 100 55 7 4 11 42 Wonosobo Wadaslintang 1 MIS Hidayatussibyan Karang Anyar Lancar 2 2 285 65 75 6 6 12 43 Wonosobo Wonosobo 1 MIS Ma'arif Kejiwan X 2 222 3 4 7 44 Wonosobo Kepil 1 MTsS Ma'arif Jl. Purworejo Km. 25 Kepil 2 3 174 43 29 0 3 6 45 Wonosobo Selomerto 1 MTsS Ma'arif 02 Jl. Banyumas Km. 07 2 3 205 100 13 1 1 7 46 Wonosobo Garung 1 MTsS Ma'arif Garung 2 3 171 20 25 X 47 Wonosobo Sukoharjo 1 MTsS Ma'arif 04 Sukoharjo 2 3 167 80 8 X 48 Wonosobo Mojo Tengah 1 MTsN Kalibeber Kalibeber Kalitengah 1 1 366 25 21 3 5 7 49 Wonosobo Kertek 1 MTsS Ma'arif Kertek Jl. Semayu Kertek 2 3 466 91 70 2 9 2 50 Wonosobo Kepil 1 MAS Muhammadiyah Kepil Jl. Purwokerto Km 26 2 3 98 24 100 0 0 1 51 Wonosobo Mojo Tengah 1 MAN Kalibeber Wonosobo Jl. Dieng Km. 05 1 1 474 70 100 0 0 6

Sub-Total 9 6 2 52 Grobogan Pulo Kulon 1 MIS Yatpi Jetaksari 2 3 172 100 78 5 4 9 53 Grobogan Wirosari 1 MIS Habibiyyah Tambakselo 2 3 181 100 86 5 2 7 54 Grobogan Godong 1 MIS Yatpi Latak Latak 2 2 190 100 75 5 3 8 55 Grobogan Gubug 1 MIN Kuwaron Gubug Jl. R. Suprapto No. 79 A 1 1 192 80 33 4 8 12 56 Grobogan Gabus 1 MIS Fathul Ulum Pandan Harum 2 2 201 97 43 4 3 7 57 Grobogan Brati 1 MIS Yayasan Sosial Islam DK. Permas Ds. Kronggen 2 3 217 71 78 3 6 9

124 Appendix 21



Level # of

Students

% Inc < 200 *

Tch Qualif

** M F Total

58 Grobogan Tawangharjo 1 MIS Sunniyah II Selo Dusun Ngrampaan Desa Selo 2 2 220 85 78 4 5 9

59 Grobogan Godong 1 MTsS Yatpi Jl. Jend. Sudirman No. 102 2 2 228 97 31 1 3 3 60 Grobogan Toroh 1 MTsS Al Falah Jl. Solo No. 11 Depok 2 3 238 100 20 0 2 7 61 Grobogan Pulo Kulon 1 MTsS Al Ishlah Pulo Kulon 2 3 113 X 62 Grobogan Tawangharjo 1 MTsS Nuril Huda Jl. Amarta Desa Tarub 2 3 273 100 24 0 3 9 63 Grobogan Penawangan 1 MTsS Yapim Ngeluk 2 3 308 70 25 0 3 8 64 Grobogan Gubug 1 MTsS Sabilur Rahman Jl. Kauman 03 Ringinharjo 2 2 310 88 22 0 3 12 65 Grobogan Tawangharjo 1 MTsS Putera Sunniyyah Selo 2 3 379 72 38 0 4 6 66 Grobogan Klambu 1 MTsS YPI Kauman Klambu No. 65 2 3 435 86 21 0 4 15 67 Grobogan Gubug 1 MAS Yaspia Ngroto Jl. Kauman No. 2B 2 3 254 75 50 0 0 1 68 Grobogan Tanggungharjo 1 MAS Tajul Ulum Brabo Jl. Ponpes Sirojuth Tholibin 2 3 542 81 65 0 0 2

Sub-Total 7 8 2 69 Blora Kradenan 1 MIS Muhammadiyah Sumber 2 3 161 100 57 3 4 7 70 Blora Kunduran 1 MIS Miftahul Mubtadiin Kedungwaru 2 3 167 100 25 9 3 12 71 Blora Kedung Tuban 1 MIS Miftahul Huda Ketuwan 2 3 170 82 57 4 3 7 72 Blora Kunduran 1 MIS Muhammadiyah Jl. Bakah No. 5 2 2 188 77 43 5 2 7 73 Blora Kedung Tuban 1 MIS Muhammadiyah Sudung Wado 2 3 190 90 50 2 6 8 74 Blora Kedung Tuban 1 MIS Assalam 1 Wado 2 2 238 71 20 7 3 10 75 Blora Banjarejo 1 MIS Himmatul Mutaalimin Klopoduwur 2 3 243 94 44 7 2 9 76 Blora Todanan 1 MTsS Al Kautsar Ngumbul 2 4 155 100 41 0 0 3

77 Blora Randu Blatung 1 MTsS Pesantren Sabilil Muttaqien Jl. Onggososro No 27 2 3 155 83 46 1 3 4

78 Blora Banjarejo 1 MTsS Hasanuddin Plosorejo 2 3 155 70 20 0 1 5

79 Blora Bogorejo 1 MTsS Nurul Huda Jl. Jatirogo Utara Masjid Bogorejo 2 3 176 97 20 0 0 3

80 Blora Blora 1 MTsS Ma'arif 01 Jl. Alun-Alun Selatan 2 2 219 88 27 0 4 5 81 Blora Todanan 1 MTsS Muhammadiyah 2 Pelemsengir 2 4 222 100 17 0 1 4 82 Blora Kradenan 1 MTsS Hasyim Asyari Jl. KH Wahid Hasyim No 36 2 3 320 83 10 0 0 5 83 Blora Banjarejo 1 MTsS Miftahul Ilmiyah Mojowetan 2 3 363 100 17 0 0 6 84 Blora Kedung Tuban 1 MAS Kartayuda Jl. Pasar No.10 Wado 2 3 165 72 76 0 0 1 85 Blora Blora 1 MAS Khozinatul Ulum Jl. MR. Iskandar XII No.2 2 3 316 84 80 0 0 3

Sub-Total 7 8 2 86 Rembang Sale 1 MIS Da'watul Khoiriyah Jl Blora No. 168 Mrayun 2 2 166 0 50 X 87 Rembang Sarang 1 MIS Mambaul Ilmin Nafi' Gunung Mulyo 2 3 172 100 15 12 1 13 88 Rembang Sedan 1 MIS Sabilul Muttaqin Kedung Ringin 2 3 196 77 40 13 2 15

Appendix 21 125



Level # of

Students

% Inc < 200 *

Tch Qualif

** M F Total

89 Rembang Pamotan 1 MIS Darul Huda Jl. Banyu Urip Km.04 Mlagen 2 2 222 92 54 9 4 13 90 Rembang Sedan 1 MIN Sedan Jl. Kragan Km. 01 Sedan 1 1 356 100 56 10 8 18 91 Rembang Sarang 1 MIS Hidayatul Mubtadi'in Lodan Wetan 2 3 407 87 20 17 3 20 92 Rembang Sedan 1 MIS Riyadlotut Tholabah Sidorejo RT 01 RW 02 2 2 483 66 29 14 7 21 93 Rembang Gunem 1 MTsS Gunem Jl. Trembes Km. 25 Gunem 2 3 174 98 22 1 2 4

94 Rembang Rembang 1 MTsS Miftahul Falah Jl. KH. Sholih No. 2 Badeg, Sridadi 2 3 203 94 14 0 2 2

95 Rembang Kaliori 1 MTsS Walisongo Desa Tasikharjo 2 2 219 92 21 1 2 10 96 Rembang Sarang 1 MTsS Hidayatul Mubtadiin Lodan Wetan 2 4 222 67 19 0 0 3 97 Rembang Pamotan 1 MTsS Darul Huda Jl Banyu Urip KM 5 Mlagen 2 3 265 94 29 0 0 5 98 Rembang Kragan 1 MTsS Nurul Huda Jl. Raya 101 Karanglincak 2 3 278 100 12 0 0 6

99 Rembang Rembang 1 MTsS Muallimin Muallimat Jl.Taman Bahagia Kabonga Kidul 2 2 378 91 27 3 6 9

100 Rembang Sale 1 MTsN Sale Jl. Blora 05 Sale 1 1 465 92 18 0 3 5 101 Rembang Sedan 1 MAS YSPIS Gandrirojo Kauman Gandrirojo 2 3 226 55 65 3 0 0 102 Rembang Sedan 1 MAS Riyadlotut Thalabah Jl. Raya Sedan Km. 01 2 2 383 56 81 1 0 4 Sub-Total 7 8 2 103 Demak Guntur 1 MIS Muabbidin Desa Sukorejo 2 2 176 23 50 X 104 Demak Bonang 1 MIS Mazro'atul Huda Desa Tridonorejo 2 2 266 93 67 2 4 6 105 Demak Wedung 1 MIS Al Ittihad Mandung 2 2 267 100 50 3 5 8 106 Demak Demak 1 MIS Sultan Fatah Jl. Ky. Singkil No. 14 2 2 255 1 55 107 Demak Wedung 1 MIS Tarbiyatul Athfal Jl. Raya Kauman No. 03 2 2 281 75 31 5 8 13 108 Demak Wedung 1 MIS Salafiyah Kenduren 2 2 309 73 50 6 4 10 109 Demak Wedung 1 MIS Raudlatul Wildan Jl. K. Abdul Jamil Wedung 2 2 327 100 27 6 5 11 110 Demak Karanganyar 1 MTsS Mamba'ul Huda Kalitekuk Ngaluran 2 3 230 89 20 0 2 2 111 Demak Mranggen 1 MTsS Al Hamidiyah Wringin Jajar RT. 06 RW. 02 2 3 232 83 25 4 6 7 112 Demak Wedung 1 MTsS Roudlotut Tholibin Bungo 2 3 248 100 35 2 3 4 113 Demak Mranggen 1 MTs Futuhiyah 2 Mranggen 2 2 362 40 44 X 114 Demak Wedung 1 MTsS Darus Salam Gg. III No. 145 Jetak 2 3 280 100 21 0 1 2 115 Demak Mranggen 1 MTsS Miftahul Ulum Ngemplak 2 3 309 100 58 1 13 7 116 Demak Mranggen 1 MTs Sholihiyah Kali Tengah X 3 312 117 Demak Bonang 1 MTsS Nahdlatul Ulama Jl. Melayu No. 1 Serangan 2 3 375 86 42 0 2 8 118 Demak Sayung 1 MAS Hidayatul Mubtadi'in Bulusari 2 3 375 73 77 1 0 2

119 Demak Gajah 1 MAS Al Irsyad Gajah Jl. Raja Gajah Dempet No. 11 2 3 420 100 95 0 0 0

Sub-Total 7 8 2

126 Appendix 21



Level # of

Students

% Inc < 200 *

Tch Qualif

** M F Total

120 Batang Tulis 1 MIS Darussalam Juragan 2 2 169 97 60 2 8 10 121 Batang Blado 1 MIS Keputon Keputon 2 3 179 100 71 3 4 7 122 Batang Bandar 1 MIS Islamiyah Tumbrep 01 Tumbrep 2 2 183 97 83 3 3 6 123 Batang Subah 1 MIS Salafiyah Kauman No. 8 Sengon 2 2 211 97 83 3 3 6 124 Batang Bandar 1 MIS Islamiyah Candi Jl. Kauman 2 Desa Candi 2 2 252 100 70 5 5 10 125 Batang Bandar 1 MIS Islamiyah Wonomerto Jl. Raya Wonomerto 2 3 256 93 25 5 3 8 126 Batang Warung Asem 1 MIS Salafiyah Desa Sidorejo 2 2 299 53 30 5 5 10 127 Batang Gringsing 1 MTsS NU 03 Gringsing Jl. Raya Jetis Bulu 2 4 223 89 23 0 1 8 128 Batang Subah 1 MTsS Darussalam Kemiri Barat 2 3 255 46 29 1 4 9 129 Batang Batang 1 MTsS NU 01 - Batang Jl. RE Martadinata No. 307 2 3 265 58 33 1 5 7

130 Batang Warung Asem 1 MTsS Wahid Hasyim Jl. Raya Warung Asem No. 22 2 2 279 62 23 3 3 7

131 Batang Limpung 1 MTsS NU Al - Isyariyah Jl Raya Limpung Tersono 2 3 294 30 20 1 3 6 132 Batang Wono Tunggal 1 MTsS Ahmad Yani Jl. Raya Wonotunggal 108 2 2 331 47 11 0 0 3 133 Batang Limpung 1 MTsS Al Islam Jl Cokronegoro No 4 2 3 359 55 30 2 5 3 134 Batang Tersono 1 MTsS Nur Salam Jl. Raya Tersono- Limpung 2 3 491 62 11 0 1 6 135 Batang Bawang 1 MAS Sunankalijaga Jl. Sunan Kalijaga No.16 2 3 135 10 64 136 Batang Limpung 1 MAS NU Limpung Jl. Lapangan 9A 2 2 518 70 95 1 0 0 Sub-Total 7 8 2 137 Pemalang Bantar Bolang 1 MIS Nurul Huda Blendung Karanganyar 2 3 187 100 83 4 2 6 138 Pemalang Randu Dongkal 1 MIS Nurul Huda Mejagong 2 2 221 93 33 1 5 6

139 Pemalang Ulujami 1 MIS Muhammadiyah Pamutih Pamutih 2 3 246 82 58 3 9 12

140 Pemalang Moga 1 MIS Rahmatul Ummat 01 Jl. MadrasahWalangsanga 2 2 272 74 38 5 3 8 141 Pemalang Petarukan 1 MIS Nurul Huda Pegundan 2 2 276 72 75 3 5 8 142 Pemalang Randu Dongkal 1 MIS Al Huda Desa Mangli 2 2 288 100 86 3 4 7 143 Pemalang Pemalang 1 MIN Sugih Waras Kelurahan Sugih Waras 1 1 376 99 53 8 11 19 144 Pemalang Moga 1 MTsS Al Asy'ariyah Jl. Raya Dukuh Gendowang 2 3 175 100 25 0 1 5 145 Pemalang Moga 1 MTsS An Nur Jl. H. Sidik Walangsanga 2 4 184 99 20 1 3 3 146 Pemalang Ampel Gading 1 MTsS Da'wah Islamiyah Jl Gunung Muria Jatirejo 2 2 190 69 41 0 6 7

147 Pemalang Pemalang 1 MTsS Muhammadiyah 02 Jl. Dr. Cipto Mangunkusumo 8 2 3 190 57 17 1 1 3

148 Pemalang Bantar Bolang 1 MTsS Nurul Ulum Pegiringan 2 2 373 92 24 1 3 9

149 Pemalang Moga 1 MTsS Ihsaniyah Jl Raya Moga Km. 0.5 Pulosari 2 2 413 62 10 2 2 6

150 Pemalang Randu Dongkal 1 MTsS Salafiyah Jl. Raya Kalimas Randu Dongkal 2 3 429 90 10 0 0 7

Appendix 21 127



Level # of

Students

% Inc < 200 *

Tch Qualif

** M F Total

151 Pemalang Warungpring 1 MTsS Nurul Huda Jl. Abdul Karim 10 Mereng 2 2 436 34 23 2 4 9 152 Pemalang Moga 1 MAS Salafiyah Karang Tengah 2 3 150 100 94 1 0 3 153 Pemalang Moga 1 MAS Nurul Huda Jl. H. Abd. Karim No. 10 2 3 184 6 77 0 0 1 Sub-Total 7 8 2 154 Tegal Pager Barang 1 MIS Darussalam Karanganyar 2 3 329 54 23 155 Tegal Talang 1 MIS Bustanul Huda 01 Dawuhan 2 3 214 100 50 1 7 8 156 Tegal Bojong 1 MIS Islamiyah Tuwel 1 Tuwel 2 2 217 89 44 4 5 9 157 Tegal Kramat 1 MIS As Salafiyah Kedawung Padaharja 2 3 239 94 22 2 7 9 158 Tegal Margasari 1 MIS Islamiyah 01 Prupuk Selatan 2 2 320 84 36 6 5 11 159 Tegal Kramat 1 MIS Al Huda Kramat Jl Kesambi 09 Desa Kramat 2 2 332 70 67 5 4 9 160 Tegal Dukuh Turi 1 MIS Alfalah Sutapranan 2 2 356 79 23 5 8 13 161 Tegal Bojong 1 MTsS Asy Syifa Pucang Luwuk Bojong Tegal 2 3 206 79 22 2 2 5 162 Tegal Kedung Banteng 1 MTsS Husnaba Kebandingan 2 3 228 89 25 1 4 5 163 Tegal Warureja 1 MTsS Nahdlatul Ulama 01 Jl. Raya Kendayakan 2 3 260 95 26 2 4 6 164 Tegal Pangkah 1 MTsS Raden Fatah Grobog Wetan 2 3 284 100 26 1 5 12 165 Tegal Pangkah 1 MTsS Raudlotut Tholibin Kalikangkung 2 3 348 92 33 3 8 15 166 Tegal Bumijawa 1 MTsS Nahdlatus Sholihin Jl. Raya Barat Jejeg 2 3 367 87 35 2 8 6

167 Tegal Suradadi 1 MTsS Nahdlatul Ulama I Jl. H. Abdul Ghoni No. 1 Blendung 2 3 421 94 24 0 5 12

168 Tegal Balapulang 1 MTsS Tasywiriyah Jl. Maad Balapulang Wetan 2 3 426 86 17 1 3 4

169 Tegal Lebaksiu 1 MAS Ma'hadatuttholabah Jl. Pesantren Ponpes Babakan 2 3 254 69 88 3 0 1

170 Tegal Pagerbarang 1 MAN Pagerbarang Jl. Gamprit No. 1 1 1 273 85 100 0 0 1 Sub-Total 7 8 2

Total Central Java 72 78 20

East Java

171 Pacitan Tulakan 1 MIS Muhammadiyah Kalikuning II Kalikuning 2 3 137 100 50 5 3 8

172 Pacitan Donorejo 1 MIN Kalak Dusun Bolo Desa kalak 1 1 144 100 40 10 0 10 173 Pacitan Pacitan 1 MIN Sidoharjo Jl. WR. Supratman 18 1 1 162 100 25 9 7 16 174 Pacitan Arjosari 1 MIS Guppi Gembong Desa Gembong 2 4 167 100 13 6 2 8

175 Pacitan Tulakan 1 MIS Muhammadiyah Bubakan Bubakan 2 3 201 90 50 3 3 6

176 Pacitan Pacitan 1 MIS Al Huda Ploso Jl. KH. Wahid Hasyim No. 66 2 2 230 59 15 6 7 13 177 Pacitan Tegalombo 1 MIS Kasihan I Glagah Ombo Desa Kasihan 2 3 237 99 50 4 2 6 178 Pacitan Kebon Agung 1 MTsN Kebon Agung Jl. Raya Kebon Agung 1 1 142 99 30 3 6 8

128 Appendix 21



Level # of

Students

% Inc < 200 *

Tch Qualif

** M F Total

179 Pacitan Tulakan 1 MTsS Muhammadiyah 02 Desa Tulakan 2 3 158 99 56 1 1 5 180 Pacitan Kebon Agung 1 MTsS Ma'arif Sidomulyo Bleber Sidomulyo 2 4 197 100 7 X 181 Pacitan Nawangan 1 MTsS Muhammadiyah Desa Jetis Lor 2 3 180 100 15 2 3 7 182 Pacitan Tulakan 1 MTsS Ma'arif Jl. Raya Noneng 2 3 185 83 18 1 1 20 183 Pacitan Tegalombo 1 MTsS Muhammadiyah Tegalombo 2 3 192 33 33 4 4 3 184 Pacitan Arjosari 1 MTsS Pondok Tremas Patrem No.21 2 4 258 40 25 2 4 0 185 Pacitan Tegalombo 1 MTsS Muhammadiyah Jl. Masjid Pucanganom 2 3 264 100 27 2 5 9 186 Pacitan Arjosari 1 MAS Pembangunan Jl. Nawangan Km.1 2 3 191 97 82 0 0 1 187 Pacitan Arjosari 1 MAS Pondok Tremas Jl. Patrem No.21 2 4 452 34 50 1 0 1 Sub-Total 7 8 2 188 Ponorogo Slahung 1 MIN Janti Janti 1 1 150 91 50 8 8 16 189 Ponorogo Jenangan 1 MIS Ma'arif Desa Ngrupit 2 3 170 98 45 6 5 11 190 Ponorogo Sawoso 1 MIS Nurul Huda Grogol Grogol 2 3 188 95 56 4 5 9 191 Ponorogo Ponorogo 1 MIS Ma'arif Mayak Jl. Sekar Harum Gg.I No.2 2 3 194 74 30 3 7 10 192 Ponorogo Babadan 1 MIS Ma'arif Patihan Wetan Patihan Wetan 2 3 223 23 18 6 5 11 193 Ponorogo Babadan 1 MIS Ma'arif Cekok Desa Cekok 2 3 232 62 36 5 6 11 194 Ponorogo Siman 1 MIS Mambaul Huda Ngabar Ngabar 2 3 341 94 19 17 26 43 195 Ponorogo Jenangan 1 MTsS Muhammadiyah 3 Yanggong Desa Jimbe 2 3 134 100 39 2 5 8 196 Ponorogo Sooko 1 MTsS Assalam Jl. Abiyoso No. 02 2 3 157 97 29 2 4 4 197 Ponorogo Slahung 1 MTsS Al Hasanah Desa Tugureno 2 4 162 82 33 0 8 13

198 Ponorogo Ngrayun 1 MTsS PGRI Jl. Jend. Sudirman No.17 Seluk Ngrayun Ponorogo 2 3 168 99 20 0 1 5

199 Ponorogo Pulung 1 MTsS Ma'arif Desa Munggung 2 3 200 94 19 0 3 8 200 Ponorogo Sampung 1 MTsS Al Azhar Carangrejo 2 3 247 73 37 0 4 7

201 Ponorogo Balong 1 MTsS Ma'arif Balong Jl. Diponegoro No. 5 Desa Jalem Balong 2 3 270 94 19 0 4 8

202 Ponorogo Ngrayun 1 MTsS Al Hikmah Baosan Kidul 2 4 283 100 22 0 1 5 203 Ponorogo Kauman 1 MAS Al Mukarrom Jl. Raden Fatah No.11 2 3 270 90 85 0 0 3 204 Ponorogo Siman 1 MAS Wali Songo Putri Jl. Sunan Kalijaga 2 3 322 43 74 0 0 2 Sub-Total 7 8 2 205 Trenggalek Panggul 1 MIS Darul Ulum Sawahan Sawahan 2 3 151 100 71 4 3 7 206 Trenggalek Watulimo 1 MIS Karanggandu Desa Karanggandu 2 3 161 100 13 5 3 8 207 Trenggalek Dongko 1 MIS Nurul Huda Desa Cakul 2 3 164 54 33 6 3 9 208 Trenggalek Trenggalek 1 MIS Nurul Ulum Parakan 2 2 193 100 46 4 9 13 209 Trenggalek Durenan 1 MIS MWB Hidayatut Thullab Kamulan 2 2 195 83 38 4 4 8

Appendix 21 129



Level # of

Students

% Inc < 200 *

Tch Qualif

** M F Total

210 Trenggalek Watulimo 1 MIN Prigi Prigi Watulimo 1 1 206 97 10 7 3 10 211 Trenggalek Munjungan 1 MIS Masaran I RT.22 RW.06 Desa Masaran 2 2 233 67 31 6 7 13 212 Trenggalek Polagan 1 MTsS Guppi Pogalan Jl. Raya Kedunglurah 2 2 126 61 22 2 4 8 213 Trenggalek Polagan 1 MTsS Assyafi'iyah Jl. Menara Ngetal - Pogalan 2 3 158 19 47 2 7 8 214 Trenggalek Pule 1 MTsS Nurul Huda Pule 2 3 170 100 10 0 2 11 215 Trenggalek Dongko 1 MTsS Guppi Desa Cangkul 2 3 223 100 25 1 3 4 216 Trenggalek Bendungan 1 MTsS Guppi Bendungang Jl. Raya Sumurup 2 3 241 90 18 0 1 7 217 Trenggalek Karangan 1 MTsS Ma'arif Jayan - Karangan 2 3 256 62 17 0 3 6 218 Trenggalek Dongko 1 MTsS Guppi Dongko 2 3 378 66 16 2 3 13 219 Trenggalek Kampak 1 MTsN Kampak Desa Sugihan 1 1 448 40 22 X 220 Trenggalek Panggul 1 MAN Panggul Jl. Raya Panggul 1 1 180 0 100 0 0 1 221 Trenggalek Munjungan 1 MAS Nurul Ulum Sumber Agung Munjungan 2 3 180 41 96 0 0 1 Sub-Total 7 8 2 222 Kediri Mojo 1 MIS Roudlotut Tholabah Kemayan Kranding 2 2 247 92 42 9 3 12 223 Kediri Mojo 1 MIS Mafatihul Huda Bangsongan Sukoanyar 2 3 173 81 44 6 3 9 224 Kediri Ngadiluwih 1 MIS An Nidhom Brangahan 2 3 105 57 43 1 6 7 225 Kediri Semen 1 MIS Miftahul Ulum Desa Sidomulyo 2 3 154 10 33 6 6 12 226 Kediri Kandat 1 MIS Miftahul Huda Ngreco 2 2 241 90 33 2 10 12 227 Kediri Wates 1 MIS Al Falah Pagu 2 2 305 61 29 8 13 21 228 Kediri Kepung 1 MIS Taswirotul Ulum Sumbergayam Ulum 2 3 209 100 25 12 4 16 229 Kediri Pare 1 MIS Bustanul UIum Tunglur 2 3 236 65 70 3 7 10 230 Kediri Plemahan 1 MIS Islamiyah Jl. KH Qosim Sukoharjo 2 3 292 63 100 14 5 19 231 Kediri Gurah 1 MTsS Sunan Gunung Jati Jl. PGA No. 05 Gurah 2 3 310 42 36 0 5 2 232 Kediri Mojo 1 MTsS Abdulloh Sukoanyar 2 3 321 84 26 2 7 7 233 Kediri Pare 1 MTsS Maslahiyah Jl. Masjid Ridlwan Krecek 234 Kediri Kandat 1 MTsS Diponegoro Jl. Kauman Sumberjo 2 3 247 99 61 13 5 18 235 Kediri Purwoarsi 1 MTsS Al Hikmah Purwoarsi X 3 236 Kediri Pagu 1 MTsN Pagu Jl joyoboyo Menang 1 1 328 22 50 X

237 Kediri Kandat 1 MA PN Kandat Jl. Raya Kandat no 151 Kandat X 3 0 0 1

238 Kediri Mojo 1 MAS Sunan Kalijogo Kranding 2 4 96 94 Sub-Total 9 6 2 239 Malang Bantur 1 MIS Roudlatul Ulum Jl. Masjid Baiturrahman 2 4 284 52 8 9 4 13 240 Malang Sumber Manjing 1 MIN Druju Jl. Jend. Sudirman Druju 1 1 317 77 33 12 9 21 241 Malang Dampit 1 MIS Al Aziz Banjar Patoman Amadanom 2 3 351 97 18 11 6 17

130 Appendix 21



Level # of

Students

% Inc < 200 *

Tch Qualif

** M F Total

242 Malang Dampit 1 MIS Sultan Agung Majang Tengah 2 3 228 100 8 6 6 12 243 Malang Wajak 1 MIS Al Hidayah Wajak 2 2 463 74 15 13 7 20 244 Malang Wajak 1 MIS Miftahul Huda Sumberputih 2 3 214 100 31 8 5 13 245 Malang Tajinan 1 MIS Al Fatah Jl. KH. Salim 36 Jatisari 2 3 220 95 83 8 4 12 246 Malang Tumpang 1 MIS Miftahul Ulum Ngingit 2 3 246 100 6 13 5 18 247 Malang Pakis 1 MIS Al Hasib Trajeng Pakisajar 2 3 253 100 31 8 5 13 248 Malang Jabung 1 MIS Islamiyah Sukopuro 2 3 232 96 25 3 5 8 249 Malang Singosari 1 MIS Al Ma`arif 03 Jl. Masjid No. 39 Langlang 2 3 275 21 27 4 7 11 250 Malang Pagelaran 1 MIS Mambaul Ulum Banjarejo 2 3 392 100 4 17 9 26 251 Malang Pagelaran 1 MIS Azharul Ulum 01 Jl. KH. Bachroni Brongkal 2 3 210 98 56 13 3 16 252 Malang Pagelaran 1 MIS Nahdlatul Ulama Kademangan 2 3 286 100 6 12 4 16 253 Malang Singosari 1 MIS Al Ma`arif XI Jl. Masjid Barat Gunungrejo 2 3 392 100 4 X 254 Malang Gedangan 1 MTsS Mamba'ul Ulum Jl. Kartini No. 103 Gedangan 2 3 191 94 28 15 3 18 255 Malang Gondanglegi 1 MTsS Khairuddin Jl. Murcoyo I Gondanglegi 2 3 254 28 11 16 12 28 256 Malang Wajak 1 MTsS Al Hidayah Jl. Lawu No. 10 Wajak 2 3 224 64 35 10 7 17 257 Malang Turen 1 MTsS Miftahul Huda Jl. Mayor Damar 32 2 3 298 63 17 9 9 18

258 Malang Gondanglegi 1 MTsS Ibnu Hajar Jl. S. Ampel 202 RT.05/1 Bumi Putih 2 4 151 100 81 12 4 16

259 Malang Gondanglegi 1 MTsS Mamba'ul Jadid Jl. Pesantren Urek-urek 2 4 152 96 0 15 2 17 260 Malang Tajinan 1 MTsS Bahrul Ulum Jl. KH. Salim No. 70 Jatisari 2 3 226 99 33 13 8 21 261 Malang Pakis 1 MTsS Mambaul Ulum Jl. H. Alui No. 284 Tirtomoyo 2 3 104 83 20 7 8 15 262 Malang Pakis 1 MTsS NU Pakis Bunut Wetan 2 3 188 100 41 14 3 17 263 Malang Jabung 1 MTsS Islamiyyah Jl. Brawijaya 37 Sukopuro 2 3 184 100 24 10 7 17 264 Malang Karangloso 1 MTsS Al Ma'arif Jl. Raya Bocek No. 02 2 3 116 72 21 13 6 19 265 Malang Pujon 1 MTsS TMI 01 Jl. Masjid No. 1 Ngroto 2 3 232 6 30 11 9 20

266 Malang Pagelaran 1 MTsS Babussalam Kl. JH. Hasyim Asyari Banjarejo 2 3 235 100 6 9 7 16

267 Malang Pagelaran 1 MTsS Miftahul Ulum Jl. Sultan Agung 07 Kanigoro 2 3 301 100 5 12 9 21 268 Malang Pagelaran 1 MTsS Mambaul Ulum Jl. Diponegoro 25 2 4 116 96 33 7 5 12 269 Malang Wajak 1 MAS Al Huda Klakah Wajak Malang 2 3 206 88 83 0 0 1 270 Malang Turen 1 MAS An Nur Jl. Raya No. 272 Sawahan 2 3 81 6 81 1 0 0 271 Malang Singosari 1 MAS Darul Karomah Jl. Raya Randuagung V/ 11 2 3 146 82 82 3 0 0 Sub-Total 15 15 3 272 Jember Balung 1 MIS Miftahul Ulum Jl. Igir-igir 2 3 204 100 22 4 5 9 273 Jember Ambulu 1 MIS Ma'naf 22 Al Ikhlas Jl. Kebonsari Sabrang 2 3 224 80 50 10 2 12 274 Jember Ambulu 1 MIS MA 35 Nurul Ulum Watu Kebo Andongsari 2 3 237 99 20 8 2 10

Appendix 21 131



Level # of

Students

% Inc < 200 *

Tch Qualif

** M F Total

275 Jember Wuluhan 1 MIS Tarbiyatul Islamiyah Tamansari Gondosari 2 3 238 86 50 6 2 8 276 Jember Jombang 1 MIS MA Assalam 01 Jl. Garuda Wringin Agung 2 4 269 100 20 9 11 20 277 Jember Ambulu 1 MIS Salafiyah Syafiiyah Karanganyar 2 3 205 59 43 2 5 7 278 Jember Wuluhan 1 MIS Hidayatul Mubtadiin Jl. Watangan Kepel Lojejer 2 3 294 86 78 6 3 9 279 Jember Kaliwates 1 MTsS Al Hidayah Jl. Udang Windu No. 65 2 3 158 100 24 1 4 2 280 Jember Arjasa 1 MTsN Arjasa Jl. Letnan Suprayitno No. 24 1 1 181 100 50 0 3 1 281 Jember Umbulsari 1 MTsS Walisongo Jl. Raya I Paleran 2 3 278 58 19 17 4 21 282 Jember Ambulu 1 MTsS Al Amien Sabrang 2 4 263 86 63 0 5 1 283 Jember Bangsalsari 1 MTsS Ma'arif Bany Kholiel Jl. Balung No. 49 2 3 270 93 17 3 5 4 284 Jember Umbulsari 1 MTsN Umbulsari Jl. WR. Supratman No. 55 1 1 274 88 20 0 2 7 285 Jember Balung 1 MTsS Wahid Hasyim Jl. Puger No. 20 2 3 307 89 25 1 4 17 286 Jember Kaliwates 1 MTsS Miftahul Ulum Pondok Labu Klompangan 2 2 386 83 29 0 4 4 287 Jember Ledok Ombo 1 MAS Miftahul Ulum Jl. Cendrawasih 17 Suren 2 3 270 96 70 0 0 2

288 Jember Ambulu 1 MAS Ma'arif Ambulu Jl. KH, Hasyim Asy'ari Ambulu No. 1 2 3 308 81 80 0 1 1

Sub-Total 7 8 2 290 Jombang Jogoroto 1 MIS Miftahul Ulum Jarak Kulon 2 3 281 100 23 9 4 13 292 Jombang Diwek 1 MIS Nurul Iman Dempok - Grogol 2 3 316 97 35 13 7 20 294 Jombang Jogoroto 1 MIS Midanutta'alim I Mayangan 2 3 404 74 45 10 10 20 295 Jombang Jogoroto 1 MIS Ghozaliyah Sumber Mulyo 2 3 409 100 16 13 12 25 296 Jombang Ngoro 1 MIS Islamiyah Banjarpoh Pulorejo 2 3 195 96 9 7 4 11 Jombang Tembelang 1 MIS Al Ihsan Kalikejambon 2 3 296 83 20 8 7 15 298 Jombang Mojowarno 1 MIS Fathul Huda Grobogan 2 3 167 100 17 6 6 12 299 Jombang Mojoagung 1 MIS Al Mursyidah Mancilan 2 3 206 98 0 9 7 16 Jombang Diwek 1 MISTarbiyatun Nasyin Paculgowang - Jatirejo 2 3 173 96 15 8 5 13 Jombang Jogoroto 1 MIS Darul Ulum 3 Ngumpul 2 3 204 94 24 9 8 17 Jombang Jombang 1 MIS Mujahidin Parimoto Plandi 2 3 405 21 41 8 9 17 300 Jombang Sumobito 1 MTsS Al Ma'arif Brudu 2 3 152 98 29 3 5 7 301 Jombang Kudu 1 MTsS Sunan Gunung Jati Jl. Raya Katemas Made 18 2 3 160 100 33 0 2 8 302 Jombang Tembelang 1 MTsS Darul Ulum Desa Kepuhdoko 2 3 208 99 19 2 4 5 303 Jombang Diwek 1 MTsS Arrahman Nglaban Bendet 2 4 255 84 19 0 2 6 304 Jombang Jogoroto 1 MTsS Mambaul Ulum Corogo 2 3 277 95 15 0 3 8 305 Jombang Plandaan 1 MTsS Al Hikmah Klitih 2 3 298 98 17 0 1 9 306 Jombang Wonosalam 1 MTsN Panglungan Jombang Jl. Raya 27 Panglungan 1 1 319 97 17 0 1 18 307 Jombang Mojoagung 1 MTsS Babussalam Kalibening Tanggalrejo 2 3 393 82 27 4 8 15

132 Appendix 21



Level # of

Students

% Inc < 200 *

Tch Qualif

** M F Total

308 Jombang Bandang Kedung Mulyo 1 MTsS Umar Zahid K Umar Zahid 2 3 383 98 24 13 4 17

Jombang Diwek 1 MTsN Plandi Jl. Prof. Moh. Yamin 56 1 1 465 83 22 18 14 32 309 Jombang Peterongan 1 MTsS Rahmat Said Bongkot 2 3 266 98 4 23 1 24 Jombang Ngoro 1 MTsS Darunnajah Ngampel Gajah 2 4 119 83 14 11 10 21 312 Jombang Jogoroto 1 MTsS Nurul Qur'an Bendungrejo 2 4 302 88 17 19 4 23 313 Jombang Mojowarno 1 MAS Darul Faizin Jl. KH Hasan Sanusi No. 12 2 3 233 56 72 1 0 3 314 Jombang Jombang 1 MAS Mamu'allimin Mualimat Tambak Beras 2 3 483 94 76 0 0 2 Sub-Total 11 13 2 Nganjuk Tanjunganom 1 MIN Desa Kampung Baru Desa Kampung Baru 1 1 76 81 20 4 6 10 Nganjuk Ngronggot 1 MIS YPSM Dadapan Desa Dadapan 2 3 128 100 56 4 5 9 317 Nganjuk 1 MIS PSM Sanan 3 318 Nganjuk 1 MIS Al-Huda Bogo 3 Nganjuk Patien Bowo 1 MIS Sunan Ampel Gebang Siwil Bukur 2 3 132 100 43 7 7 14 Nganjuk Wilangan 1 MIS Raudlatul Muta'alimin Manggarejo - Mancom 2 2 151 96 8 6 6 12 321 Nganjuk 1 MIS Da'awatul Khoir 2 Nganjuk Pambon 1 MIS Miftahul Muna Gondang Legi 2 3 127 86 20 5 5 10 Nganjuk Baron 1 MIS Hayya Alal Falah Karang Tengah Garu 2 4 108 100 33 9 3 12 Nganjuk Tanjunganom 1 MIS PSM Surodadi Surodadi - Kedungrejo 2 2 144 76 25 4 4 8 Nganjuk Ngronggot 1 MIS Al Huda Kedunglo Kedunglo - Cengkok 2 3 138 51 50 5 7 12 Nganjuk Lengkong 1 MIS Islamiyah Jati punggur 2 4 123 100 64 6 5 11 325 Nganjuk 1 MI Negeri 3 Nganjuk Sukomoro 1 MTsS Al Islam JL Sukomoro -Pace Kapas 2 3 61 0 5 10 11 21 Nganjuk Pambon 1 MTsS Al Manar Tanjung Tani 2 3 145 76 67 12 0 12 Nganjuk Ngronggot 1 MTsS Masyariqul Anwar Kelautan 2 3 106 100 15 15 5 20 Nganjuk Lengkong 1 MTsN Lengkong Jati Sawahan 1 1 195 87 52 19 8 27 Nganjuk Sawahan 1 MTsS Al Fatah Desa Margopatut 2 3 322 96 43 11 12 23 Nganjuk Baron 1 MTsS Darul Hikam Kencong Jambi 2 3 412 84 22 34 3 37 Nganjuk Jatikalen 1 MTsS Panca Murni Munung 2 2 124 12 0 7 6 13 Nganjuk Ngronggot 1 MTsN Juwet Desa Juwet 1 1 193 59 25 13 7 20 Nganjuk Baron 1 MTsS Al Khoiriyah Dusun Jati Desa Katerban 2 3 140 100 8 7 6 13 Nganjuk Pambon 1 MTsS Al Huda Ringin Rejo Gondang Legi 2 4 55 64 27 10 5 15 339 Nganjuk Ngronggot 1 MTsS Masyariqul Anwar Kelautan 2 3 106 100 15 15 5 20 340 Nganjuk Ngronggot 1 MTsS Al Khidmah Jl. A. yani No. 1 Ngronggot 2 3 95 94 25 14 2 16 332 Nganjuk Loceret 1 MTsS NU Mojosari Mojosari Ngepeh 236

Appendix 21 133



Level # of

Students

% Inc < 200 *

Tch Qualif

** M F Total

Nganjuk Patien Bowo 1 MAS Sunan Kalijaga Pakuncen 2 4 277 6 88 20 6 26 Nganjuk Ngronggot 1 MAS Al Khidmah Jl. A.Yani No. 01 Ngronggot 2 3 184 100 86 17 5 22

343 Nganjuk Tanjunganom 1 MAS Darussalam Jl. KH. Wahid Hasym 126 - Krempyang 2 3 277 52 97 0 0 0

Sub-Total 13 12 4 344 Ngawi Pitu 1 MIS GUPPI Ngancar 2 3 195 71 71 2 5 7 345 Ngawi Paron 1 MIN Gelung Jl.Pahlawan Ds Gelung 1 1 217 80 40 4 6 10 346 Ngawi Paron 1 MIS PSM Al Amin Sumber Agung Semen 2 3 218 95 56 7 2 9 347 Ngawi Paron 1 MIS PSM Bendo Barat Tempuran 2 3 226 100 50 2 6 8 348 Ngawi Kendal 1 MIS Islamiyah Majasem I RT 03 RW 04 Desa Majasem 2 3 235 84 38 2 6 8

349 Ngawi Paron 1 MIS Islamiyah Kedung Jambu Kedung Jambu Jambangan 2 3 241 100 43 3 4 7

350 Ngawi Pangkur 1 MIN Babadan Desa Babadan Pangkur 1 1 292 88 79 5 9 14 351 Ngawi Sine 1 1 MTsS Al Irsyad Al Islamiyah Wonosari Sine Ngawi 2 3 129 63 82 3 5 1 352 Ngawi Sine 1 MTsS YASPI Sine Jl. Teuku Umar 14 Sine 2 3 158 91 15 0 0 8 353 Ngawi Jogorogo 1 MTsS Persiapan Ngrayudan 2 3 170 100 50 0 3 2 354 Ngawi Widodaran 1 MTsS Muhammadiyah Tempurejo Banyubiru 2 3 207 79 21 1 2 6 355 Ngawi Padas 1 MTsS GUPPI Padas Jl. Ngawi Caruban KM. 12 2 3 217 45 25 0 3 7 356 Ngawi Kendal 1 MTsS Al Hidayah Ds. Majasem 2 4 244 82 15 0 2 12 357 Ngawi Pangkur 1 MTsN Babadan Babadan Pangkur Ngawi 1 1 352 97 36 2 8 9

358 Ngawi Ngrambe 1 MTsS Darul Hikmah Ngompak Ngompak Cepoko 2 3 466 31 11 0 2 15

359 Ngawi Ngrambe 1 1 MAN Ngrambe Jl. Raya Ngrambe, Pucangan 1 1 228 10 100 0 0 3 360 Ngawi Paron 1 1 MAN Paron Jl. Raya Paron No. 2 1 1 443 93 97 1 0 1 Sub-Total 8 10 2 361 Bojonegoro Kepah Baru 1 MIS Miftahul Ulum Jipo 2 3 186 100 17 5 7 12 362 Bojonegoro Kepah Baru 1 MIS Hidayatul Mubtadiin Tlanak - Mudung 2 3 274 100 9 6 5 11 Bojonegoro Baureno 1 MIS Tanwirul Qulub Tanggungan 2 3 217 100 11 5 4 9 363 Bojonegoro Sumberejo 1 MIS Islamiyah Jl. Mlinjeng Rt.14/04 2 3 215 100 25 5 3 8 364 Bojonegoro Baureno 1 MIS Islamiyah Tulungagung 2 3 196 96 22 3 6 9 Bojonegoro Purwosari 1 MIS Islamiyah Kuniran 2 3 185 100 20 5 5 10 366 Bojonegoro Kapas 1 MIS Hidayatul Tholibin Desa Bendo Rt 03/01 2 3 213 98 22 4 5 9 367 Bojonegoro Dander 1 MIS Mambaul Huda Ngraseh 2 3 293 71 38 10 6 16 Bojonegoro Purwosari 1 MIS Islamiyah Ngerejeng 2 3 155 100 30 5 5 10 369 Bojonegoro Suko Sewu 1 MIS Fathul Ulum Jl. Masjid Al Abror 2 3 179 100 0 7 4 11 371 Bojonegoro Trucuk 1 MTsS Darussalam Jl. S. parman No. 42 Kanten 2 4 210 100 25 0 1 4

134 Appendix 21



Level # of

Students

% Inc < 200 *

Tch Qualif

** M F Total

372 Bojonegoro Ngraho 1 MTsS Asy Syukuriyah Jl. Aryojipangi 42 Payaman 2 3 252 89 24 0 2 5 373 Bojonegoro Kanor 1 MTsS Roudloh Desa Semambung 2 3 291 100 42 6 6 10 374 Bojonegoro Tumayang 1 MTsS Islamiyah Jl. Pahlawan No. 270 2 3 299 73 76 1 3 1 375 Bojonegoro Ngasem 1 MTs Wasilatul Huda Dukuh Kidul 2 3 377 83 76 376 Bojonegoro Sumberejo 1 MTsS Muhammadiyah 3 Komplek Masjid At Taqwa 2 3 424 83 13 1 2 8 377 Bojonegoro Sugihwaras 1 MTsS Wali Songo Sugih Waras 2 3 452 80 48 0 11 0 378 Bojonegoro Ngraho 1 MTsN Ngroho Jl. Arif Rahman Hakim 50A 1 1 504 80 37 0 10 4 379 Bojonegoro Kedungadas 1 MTsS Baitul Muttaqien Tlogoagung 2 3 163 100 6 13 3 16 380 Bojonegoro Kepah Baru 1 MTsS Darul Ulum Jl. Raya Ds. Nglumber 2 3 162 100 4 20 4 24 381 Bojonegoro Baureno 1 MTsS Al Falah Jl. Masjid A No. 01 2 3 261 100 4 23 2 25 382 Bojonegoro Tambakrejo 1 MTsS Yaspira Kacangan 2 3 156 99 17 9 3 12 383 Bojonegoro Ngasem 1 MTsS Falakhiyah Jampet Jl. Raya Ngasem No. 154 2 3 249 100 11 16 3 19 384 Bojonegoro Dander 1 MAS Al Rosyid Jl. Cokro Aminoto KM. 3 2 3 214 72 54 0 0 0 385 Bojonegoro Dander 1 MAS Abu Darrin Jl. HOS. Cokroaminoto 29 2 3 431 100 55 2 0 2 Sub-Total 10 13 2 386 Lamongan Bluluk 1 MIS Al Ikhlas Desa Banjargondang 2 2 177 94 50 5 7 12 387 Lamongan Kembangbahu 1 MIS Islamiyah Desa Kedung Megarih 2 2 260 92 14 12 2 14 388 Lamongan Sugio 1 MIS Nurul Huda Slempit Pangkatrejo 2 3 156 56 40 8 2 10 389 Lamongan Kedungpring 1 MIS Muhammadiyah Jl. Raya Kalen No. 63 A 2 2 222 7 25 8 4 12 390 Lamongan Sukodadi 1 MIS Ma'arif NU Bali - Plumpang 2 3 107 100 44 4 5 9 391 Lamongan Deket 1 MIS Hidayatus Sibyan Glugu - Ds Dlanggu 2 2 257 70 20 10 10 20 392 Lamongan Karang Geneng 1 MIS Tarbiyatul Banat Simo-Sungelebak 2 2 157 68 44 4 5 9 393 Lamongan Sekaran 1 MIS Ma'arif Desa Sekaran 2 2 341 27 18 15 7 22 394 Lamongan Laren 1 MIS Thoriqotul Hidayah Dusun Laren 2 3 159 100 10 6 4 10 395 Lamongan Laren 1 MIS Thoriqotul Hidayah Desa Centini 2 2 240 21 0 6 6 12 396 Lamongan Paciran 1 MIS Mazraatul Ulum 02 Jl. Raya Paciran 214 2 2 220 27 0 16 2 18 397 Lamongan Solokuro 1 MIS Muhammadiyah V Palirangan 2 2 243 100 59 14 8 22 398 Lamongan Solokuro 1 MIS Mambaul Ulum Dagan 2 2 314 97 10 15 6 21 399 Lamongan Sambeng 1 MTsS Darul Ulum Jl. Masjid No. 69 Desa Wudi 2 3 143 100 44 15 1 16 400 Lamongan Mantup 1 MTsS Nurul Islam Desa Sumberdadi 2 3 184 83 55 19 1 20 401 Lamongan Mantup 1 MTsS Al Islahiyyah Desa Sukobendu 2 3 256 100 27 14 1 15

402 Lamongan Modo 1 MTsS Islamiyah Jl. Moroseneng No. 25 Desa Nguwok 2 3 252 56 0 10 6 16

403 Lamongan Modo 1 MTsS Al Khoiriyah Desa Sidodowo 2 3 223 70 44 16 2 18 404 Lamongan Lamongan 1 MTsS Muhammadiyah 15 Jl. Jend. Sudirman No. 1 Gg. 2 3 162 49 0 11 8 19

Appendix 21 135



Level # of

Students

% Inc < 200 *

Tch Qualif

** M F Total

Sombro

405 Lamongan Tikung 1 MTsS Al Wahid Hasyim Jl. Raya Mantup 163 Guminingrejo 2 3 199 86 13 19 4 23

406 Lamongan Tikung 1 MTsS Al Irsyadiyah Dermo Lemahbang 2 3 151 79 55 19 1 20 407 Lamongan Karang Binangun 1 MTsS Bahrul Ulum Desa Blawi 2 2 203 29 42 14 5 19 408 Lamongan Kali Tengah 1 MTsS Miftahul Ulum Jl. P. Tandean 14 Kuluran 2 3 107 100 24 19 2 21 409 Lamongan Karang Geneng 1 MTsS Darul Hikam Tracal 2 2 231 100 44 14 4 18 410 Lamongan Karang Geneng 1 MTsS Al Muslimun Kawistolegi 2 3 257 70 29 20 1 21 411 Lamongan Sekaran 1 MTsS Ihyaul Ulum Manyar 2 2 295 78 43 20 3 23 412 Lamongan Brondong 1 MTsS Muhammadiyah 3 Jl. Kenanga 41 Sedayulawas 2 3 353 35 8 16 10 26 413 Lamongan Pucuk 1 MTsS Ma'arif Jl. Veteran No. 136 Pucuk 2 2 134 72 50 13 3 16 414 Lamongan Sarirejo 1 MTsS Miftahul Ulum Timbuan Tambak Menjangan 2 2 215 81 3 17 15 32

415 Lamongan Paciran 1 MAS Muhammadiyah 02 Pondok Modern P Jalan Pondok Paciran 2 2 283 45 84 0 0 0

416 Lamongan Maduran 1 MAS Fathul Hidayah Desa Pangean 2 4 210 44 90 0 0 0 417 Lamongan Mantup 1 MAS Al Khoiriyah Jl. Raya Pasar Mantup 2 3 86 80 79 0 0 0 418 Lamongan Sugio 1 MAS Sunan Drajat Sugio Jl. Raja Sugio 397 2 4 117 65 94 6 0 6 419 Lamongan Babat 1 MAS Raudlatul Muta'allimin Tegalrejo Dati Nawong 2 3 124 89 76 0 0 0 Sub-Total 13 16 5 412 Bangkalan Modung 1 MIS Mawahirul Athfal Paeng 2 3 154 98 5 6 2 8 413 Bangkalan Blega 1 MIS Darul Muttaqin Kebunsari - Karanggayam 2 3 226 100 0 6 1 7 414 Bangkalan Konang 1 MIS Raudlatus Sibyan Galis Dajah 2 2 234 100 36 2 15 17 415 Bangkalan Galis 1 MIS Raudlatul Ulum Pakaan Dajah 2 3 217 100 4 2 9 11 416 Bangkalan Galis 1 MIS Raudlatul Jannah Desa Pakaan Dajah - Kristal 2 3 101 28 0 3 5 8 417 Bangkalan Socah 1 MIS An Nidhomiyah Jaddih Timur 2 3 151 100 5 3 6 9

418 Bangkalan Burneh 1 MIS Husnul Khotimah Kampek Timur - Alas Rembang 2 4 158 100 0 3 2 5

419 Bangkalan Geger 1 MIS Hidayatul Ulum Desa Lerpak 2 4 383 96 4 5 9 420 Bangkalan Geger 1 MI An Nafiiyah I Desa Kampak X 3 170 X 421 Bangkalan Bangkalan 1 MTsS Al Hidayah Jl. KH. M. Thoha No. 92 2 4 57 84 17 7 11 18 430 Bangkalan Modung 1 MTsS Ulul Albab Al Hasan Jl. KH. Moh. Hasany Kolla 2 4 150 100 0 15 4 19 431 Bangkalan Konang 1 MTsS Al Ibrohimy Jl. Raya Konang No. 61 2 4 135 96 45 11 9 20

432 Bangkalan Tanah Merah 1 MTsS Nurul Amanah Jl. Raya Tragah No. 9 - Basanan 2 3 165 100 4 12 12 24

433 Bangkalan Tanah Merah 1 MTsS Annamirah Jl. Raya Tanah Merah No. 21 2 3 223 91 5 16 4 20 434 Bangkalan Arosbaya 1 MTsS Darul Mannan Mongmong - Glagga 2 4 136 99 9 12 10 22 435 Bangkalan Geger 1 MTsS Roudlotut Tholibin Kombangan 2 4 135 100 6 11 5 16

136 Appendix 21



Level # of

Students

% Inc < 200 *

Tch Qualif

** M F Total

436 Bangkalan Konang 1 MAS Al Hamidiyah Jl. Raya Sen Asen No.74 2 3 157 83 91 0 0 0 437 Bangkalan Burneh 1 MAS Manbaul Hikam Jl. Raya Ketengan No. 62 2 4 203 92 85 0 0 0 Sub-Total 9 7 2

Total East Java 116 124 30

South Sulawesi

438 Bantaeng Bantaeng 1 MIS Ma'arif Bakarayya Batu Labbu Kel. Lb. Gan Keke 2 4 72 83 71 1 6 7

439 Bantaeng Tompobulu 1 MIS Bonto Tappalang Desa Bonto Tappalang 2 4 107 91 0 5 5 10 440 Bantaeng Tompobulu 1 MIS Biring Are Desa Pattaneteang 2 4 126 100 60 5 5 10

441 Bantaeng Bantaeng 1 MTsS Ponpes DDI Mattoanging

Jl. Pendidikan No. 13 Matoangin 2 2 208 50 11 3 9 12

442 Bantaeng Bantaeng 1 MTsS N.T. Tompong Letta 2 4 76 0 27 4 7 11

443 Bantaeng Bissapu 1 MTsS Muhammadiyah Panaikang Panaikang 2 1 98 100 15 7 6 13

444 Bantaeng Pajukukang 1 MTsS Ihya Ulumuddin Kampung Beru 2 3 104 73 20 0 1 7 445 Bantaeng Bantaeng 1 MTsS Ma'arif Lasepang Jl. Pendidikan Lasepang 2 1 173 52 18 2 2 8 446 Bantaeng Tompobulu 1 MTsS Al Murahamah Jl. Baji areng-Banyorang 2 4 188 100 28 1 2 10

447 Bantaeng Bantaeng 1 MAS Muhamadiyah Bantaeng Jl. Raya Lanto No. 57 c 2 3 152 83 89 10 9 19

448 Bantaeng Bissapu 1 MAS Ma'arif Panaikang Panaikang Kel. Bontomanai 2 4 147 40 71 8 6 14 Sub-Total 3 6 2 449 Sinjai Sinjai Tengah 1 MIS Nurul Muttaqin Bole Bole Desa Sadhiring 2 2 91 100 86 2 5 7 450 Sinjai Sinjai Barat 1 MIS Nurul Agimah Puncak Dusun Puncak 2 3 97 100 70 5 5 10

451 Sinjai Sinjai Utara 1 MIN Lappa Jl. Slamet Riadi No. 06, Lappa 1 1 198 47 55 X

452 Sinjai Sinjai Selatan 1 MIS Nurul Ilham Ammessing Jl. Sungai Cepe 2 3 120 100 88 3 5 8

453 Sinjai Sinjai Tengah 1 MTsS Muhammadiyah Pattongko Desa Pattongko 2 4 55 100 22 0 0 2

454 Sinjai Sinjai Borong 1 MTsS Al Ikhwan Pasir Putih Pasir Putih 2 3 65 95 33 1 2 2 455 Sinjai Sinjai Selatan 1 MTsS Darul Istiqomah Pucee 2 4 88 95 35 3 6 9 456 Sinjai Sinjai Barat 1 MTsS Mursyidut Thullab Lembanna 2 3 102 96 8 0 0 2 457 Sinjai Sinjai Tengah 1 MTsN Sinjai Tengah Manimpahoi 1 1 114 82 13 1 1 7 458 Sinjai Sinjai Timur 1 MTsS Darussalam Jl Bontosugi 2 3 123 98 6 0 0 4 459 Sinjai Sinjai Timur 1 MAN 2 Sinjai Timur Jl. Saukang Borong Uttie 1 1 139 61 97 0 0 1 Sub-Total 4 6 1 460 Bone Tanete Riatang 1 MIS No. 68 Cabalu Cabalu Kel Mat. Walie 2 3 82 X 461 Bone Tanete Riatang 1 MIS Saliweng Benteng Jl. Gunung Klabat, Benteng 2 3 71 X

Appendix 21 137



Level # of

Students

% Inc < 200 *

Tch Qualif

** M F Total

462 Bone Tellusiattinge 1 MIS No. 12 Cilellang Desa Itterang 2 3 163 73 60 1 4 5 463 Bone Lappariaja 1 MIS No. 35 Tonronge Desa Tonronge 2 3 175 100 75 1 3 4 464 Bone Tanete Riatang 1 MIS No. 02 Bajoe Jl. Cakalang Bajoe 2 3 182 77 75 1 7 8 465 Bone Barebbo 1 MIS No. 49 Sugiale Desa Sugiale 2 3 186 85 92 2 10 12 466 Bone Sibulue 1 MIN 1 Pattiro Bajo Kel. Maroanging 1 1 148 X 467 Bone Sibulue 1 MTsS Pattiro Bajo Kel. Maroangin 2 4 107 76 57 2 5 1 468 Bone Bengo 1 MTsS Bengo Desa Bengo 2 4 79 100 36 469 Bone Barebbo 1 MTsS 3 Bakke Desa Kajao Laliddong 2 3 109 29 20 1 2 5 470 Bone Lamaru 1 MTsS Lamuru Sengngeng Palie 2 3 118 100 88 0 5 0 471 Bone Tanete Riatang 1 MTsS Annurain Lonrae Jl. KH. Syamsuddin 2 4 133 92 36 2 4 4 472 Bone Dua Boccoe 1 MTsS As'adiyah No. 5 Uloe Uloe 2 3 203 72 50 0 0 0 473 Bone Lappri 1 MTsN Lappri Leppanging 1 1 623 64 19 474 Bone Kahu 1 MTsS Nusa Nusa 2 4 222 66 50 1 3 1 475 Bone Kahu 1 MAS Nusa Nusa 2 4 152 48 91 1 0 0 476 Bone Tanete Riatang 1 MAN 2 Watampone Jl. Yos Sudarso 1 1 193 28 89 0 0 0 Sub-Total 7 8 2 477 Maros Bantimurung 1 MIS Yadi Bontocina Jalan Makmur Dg Sitakka 47 2 478 Maros Bantimurung 1 MIS DDI Cambalagi Cambalagi 2 3 123 71 38 2 6 8 479 Maros Maros Baru 1 MIS DDI Sakeang Desa Benteng Gajah 2 2 147 100 3 16 19 481 Maros Maros Baru 1 MTsS Ainus Syamsi Jl Masembo No. 80 2 3 108 27 0 5 3 8 482 Maros Turikale 1 MTsS Yadi Bontocina Jalan Makmur Dg Sitakka 47 2 2 136 74 23 8 18 26 483 Maros Tompobulu 1 MTsS Bustanul Ulum Salomatti Ds Toddolimae 2 4 71 0 0 9 5 14 485 Maros Lau 1 MTsS DDI Soreang Jl. Samudra No. 31 Soreang 2 4 53 100 20 6 9 15 486 Maros Lau 1 MTsS Darussalam Jl. Masjid Raya Barandasi 2 2 108 100 23 15 7 22

487 Maros Bantimurung 1 MAS Darul Ulum Amessangeng Amessangeng Baru 2 4 105 79 86 9 5 14

489 Maros Maros Baru 1 MAS DDI Alliritengae 131273080406 2 2 172 23 100 9 5 14 Sub-Total 3 5 2 490 Jeneponto Bangkala 1 MIS Batumopang Batumopang 2 2 80 100 50 1 3 4 491 Jeneponto Bangkala 1 MIS Lambupeo Lambupeo Kel. Pantai Baki 2 3 84 100 80 1 4 5 492 Jeneponto Bangkala 1 MIS Pokanga Pokanga Desa Kapita 2 2 152 53 86 4 3 7 493 Jeneponto Turatea 1 MTsS Darul Ihsan Jl. Perintis Desa G. Silanu 2 3 105 93 22 6 6 12 494 Jeneponto Kelara 1 MTsN Kelara Jl. Sungai Kelara No. 3 1 1 259 69 10 7 14 21 495 Jeneponto Turatea 1 MTsS Darul Ikhsan 2 496 Jeneponto Arungkeke 1 MTsS Al-Falah Arungkeke JL. Pendidikan No. 1 2 2 258 82 35 7 10 17

138 Appendix 21



Level # of

Students

% Inc < 200 *

Tch Qualif

** M F Total

497 Jeneponto Tamalatea 1 MTsS DDI Kassi Kassi Kel. Tonrokassi Barat 2 2 145 98 31 6 7 13 498 Jeneponto Turatea 1 MTsS Paitana Sunggu Manai Desa Paitana 2 2 174 86 17 6 6 12 499 Jeneponto Bangkala 1 MAS Allu Jl. Andi Hindi Allu 2 3 103 27 90 7 3 10

500 Jeneponto Tamalatea 1 MAS Al-Irsyad Ci'nong Jl. Lanto Ds. Pasewang No.351 Tonr 2 4 103 100 100 6 5 11

Sub-Total 3 6 2

Total South Sulawesi 20 31 9

Grand Total 208 233 59 500

X – No EMS Data

139 Appendix 22

Table A22.1: Detailed Cost Estimates by Expenditure Category and by Financier (In $'000)

TOTAL COST BANK FINANCING GOVERNMENT

FINANCING

COST COMPONENTS Foreign Local Foreign Local Foreign Local Currency Currency

Total Cost

Currency Currency

Bank Financing

Currency Currency

Government Financing

ADB Share

(%)

A. Furniture, Equip. & Vehicles 1. Furniture 0 276 276 0.0 0 0 0 276 276 0 2. Equipment 883 0 883 883 0 883 0 0 0 100 3. Vehicles 0 100 100 0 0 0 0 100 100 0

Sub-total 883 376 1,259 883 0 883 0 376 376 70 B. Human Resources Development 1. Foreign 900 0 900 900 0 900 0 0 0 100 2. Local 0 21,213 21,213 0 4,580 4,580 0 16,634 16,634 22 Sub-total 900 21,213 22,113 900 4,580 5,480 0 16,634 16,634 25 C. Consultants' Services 1. International 960 0 960 960 0 960 0 0 0 100 2. Local 0 1,098 1,098 0 1,098 1,098 0 0 0 100

Sub-total 960 1,098 2,058 960 1,098 2,058 0 0 0 100 D. Madrasah Block Grants 10,652 26,331 36,983 10,652 24,605 35,257 0 1,726 1,726 95 E. Survey and Testing 0 337 337 0 337 337 0 0 0 100 F. Project Management Support 0 2,189 2,189 0 2,189 2,189 0 0 0 100 G. Incremental Recurrent Cost 1. Operations & Maintenance 0 643 643 0 0 0 0 643 643 0 2. Central Project Management Unit 0 899 899 0 0 0 0 899 899 100 Sub-total 0 1,542 1,542 0 0 0 0 1,542 1,542 0 H. Taxes & Duties b/ 0 100 100 0 0 0 0 100 100 0 Total Base Cost 13,395 53,187 66,582 13,395 32,809 46,204 0 20,378 20,378 69 Contingencies c/ 847 2,744 3,592 847 1,693 2,540 0 1,051 1,051 Interest Charges d/ 1,256 0 1,256 1,256 0 1,256 0 0 0 100 TOTAL 15,498 55,931 71,429 15,498 34,502 50,000 0 21,429 21,429 PERCENTAGE 21.7 78.3 100.0 21.7 48.3 70.0 0.0 30.0 30.0

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 contract- arrangements 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.

Appendix 22 140

Table A22.2: Detailed Cost Estimates by Expenditure

Category and by Financier (In $'000)

COST COMPONENTS

Total Cost Bank Financing

Government Financing

ADB Share (%)

A. Furniture, Equip. & Vehicles 1. Furniture 276 0 276 0 2. Equipment 883 883 0 100 3. Vehicles 100 0 100 0 Sub-total 1,259 883 376 70 B. Human Resources Development 1. Foreign 900 900 0 100 2. Local 21,213 4,580 16,634 22 Sub-total 22,113 5,480 16,634 25 C. Consultants' Services 1. International 960 960 0 100 2. Local 1,098 1,098 0 100 Sub-total 2,058 2,058 0 100 D. Madrasah Block Grants 36,983 35,257 1,726 95 E. Survey and Testing 337 337 0 100 F. Project Management Support 2,189 2,189 0 100 G. Incremental Recurrent Cost 1. Operations & Maintenance 643 0 643 0 2. Central Project Management Unit 899 0 899 100 Sub-total 1,542 0 1,542 0 H. Taxes & Duties b/ 100 0 100 0 Total Base Cost 66,582 46,204 20,378 69 Contingencies c/ 3,592 2,540 1,051 Interest Charges d/ 1,256 1,256 0 100 TOTAL 71,429 50,000 21,429 PERCENTAGE 100.0 70.0 30.0 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 contract- arrangements 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.

141 Appendix 22

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


Category ADB GOI ADB GOI ADB GOI ADB GOI ADB GOI Total ADB GOI I. BASE COST A. Furniture, Equip. & Vehicles 1. Furniture 274 0 2 0 0 276 0 276 2. Equipment 865 0 18 0 0 884 883 0 3. Vehicles 100 0 0 0 0 100 0 100

Sub-total 865 374 0 0 18 2 0 0 0 0 1,260 883 376 B. Staff Development 1. Overseas 0 250 250 250 150 900 900 0 a. Masters degrees (2 per province x 3 provinces= 6 candidates) 0 150 150 150 150 600 600 0 b. Ph.D. degrees (2) 0 100 100 100 0 300 300 0 2. Incountry Traiining Output 1: Teacher Professionalism Improved a. Subject content and methodology training (classroom competency) 185 1,846 1,846 1,846 1,661 7,382 0 7,382 b. Teacher/principal upgrades to S1 333 1,667 1,667 1,667 1,334 6,668 0 6,668 c. Workshop on remedial & transition program for Kandep & Madrasah 25 0 0 0 0 25 0 25 d. Salaries/allowances for replacement teachers 44 441 441 441 397 1,766 0 1,766 Output 4: Governance, Management and Sustainability Strengthened 0 0 a. Performance Management Systems 0 26 26 0 0 53 0 53 b. Performance-Based Budgeting/FMIS 0 386 386 0 0 773 773 0 c. Madrasah Development Planning and Advocacy 0 203 203 0 0 405 405 0 d. EMIS Data Input and Report Reproduction 76 76 76 76 76 381 0 381 e. Preventive Maintenance Program 0 22 22 22 22 87 0 87 f. Performance review & planning workshop 40 40 40 40 40 200 0 200 g. Supervisor Training on Education Management 0 40 40 40 40 160 160 0 h. Madrasah Leadership Development Program 0 113 113 0 0 225 225 0


Category ADB GOI ADB GOI ADB GOI ADB GOI ADB GOI Total ADB GOI i. Madrasah Based Management and Accountability Program 0 638 638 638 0 1,913 1,913 0 j. Project Monitoring Information System 60 60 60 60 60 299 299 0 k. Teaching/Learning Asssessment and Quality Assurance 0 201 201 201 201 805 805 0 l. Monitoring and evaluation for project tracking 0 18 18 18 18 72 0 72 Sub-total 60 703 1,640 4,136 1,640 4,136 939 4,110 301 3,548 21,213 4,580 16,634 C. Consultants' Services 1. International 328 272 144 144 72 960 960 0 2. Local 378 324 216 108 72 1,098 1,098 0

Sub-total 706 0 596 0 360 0 252 0 144 0 2,058 2,058 0 D. Madrasah Block Grants 185 8,819 10,016 10,016 4,839 33,875 33,875 0 Facilitators 420 840 840 504 504 3,108 3,108 0 E. Surveys and Testing 162 0 75 0 100 337 337 0 F. Project Management Support 399 448 448 448 448 2,189 2,189 0 G. Incremental Recurrent Cost 1. Operation & Maintenance 48 119 159 159 159 643 0 643 2. Project Administration 180 180 180 180 180 899 0 899 Sub-total 0 228 0 299 0 338 0 338 0 338 1,542 0 1,542 TOTAL BASE COST 2,796 1,305 12,593 4,435 13,647 4,477 12,408 4,448 6,486 3,886 66,483 47,930 18,552 Taxes and Duties 100 0 0 0 0 100 100 II. CONTINGENCIES A. Physical Contingency 44 21 45 99 35 83 52 113 25 54 571 201 369 B. Price Escalation 18 28 123 308 149 629 185 809 138 634 3,021 614 2,408 TOTAL CONTINGENCIES 62 49 169 407 184 712 237 921 162 688 3,592 815 2,777 III. INTEREST CHARGES 20 119 251 383 482 1,256 1,256 TOTAL PROJECT COST 2,878 1,454 12,881 4,842 14,082 5,188 13,028 5,370 7,130 4,574 71,429 50,000 21,429

143 Appendix 22

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

Bank Financing Government Financing Total Costs PROJECT COMPONENTS AND ACTIVITIES

Foreign Local Total Foreign Local Total Foreign Local Total

I. BASE COST


A.1. Upgrading Madrasah Teachers and Professional Certification 0 0 0 0 8,433 8,433 0 8,433 8,433

A.2. Upgrading Teachers in Subject Content and Classroom Methodologies 0 7,382 7,382 0 7,382 7,382 0 14,764 14,764

A.3. On Going Teacher Support and Mentoring 0 1,200 1,200 0 225 225 0 1,425 1,425 A.4. Certificiation 192 216 408 0 0 0 192 216 408

SUB TOTAL OUTPUT 1 192 8,798 8,990 0 16,040 16,040 192 24,838 25,030 Output 2: Upgrade Essential Teaching/Learning Resources and Facilities

B.1. Provision of Textbooks and Learning Support Materials 780 780.0 1,560 0 0 0 780 780 1,560

B.2. Provision of Equipment, Software and Furniture 6,148.0 2,634.7 8,782 0 0 0 6,148 2,635 8,782

B.3. Rehabilitation and Construction of Required Learning Facilities 3,475 6,483.2 9,958 0 1,691 1,691 3,475 8,174 11,649

1 O & M for Upgrading Madrasah Facilities (500 madrasah) - BOS 0 0 0 0 65 65 0 65 65

2 ASFI for Rehabilitation of Required Learning Facilities 3,475 6,483 9,958 0 1,626 1,626 3,475 8,109 11,584

SUBTOTAL OUTPUT 2 10,403 9,898 20,301 0 1,691 1,691 10,403 11,589 21,991

144 Appendix 22



Output 3: Internal Efficiency of Project Madrasah Improved

C.1. Provide Remedial and Trantition Programs for Madrasah

C.1.1 Remedial & Trantition Programs 0 36 36 0 25 25 0 61 61 C.1.2 Remedial Program 0 1,120 1,120 0 0 0 0 1,120 1,120 C.1.3 Transition Scholarships 0 1,440 1,440 0 0 0 0 1,440 1,440

C.2. Expand Participation Capacity in Selected Madrasah

C.2.1. Expansion of Physical Capacity in MI and MT 217 406 623 0 102 102 217 507 725

C.2.2 Support for Implementation of Block Grants (Facilitators/finance) 0 3,855 3,855 0 0 0 0 3,855 3,855

SUB TOTAL OUTPUT 3 217 6,857 7,074 0 127 127 217 6,983 7,201

Output 4: Governance, Management & Sustainability of Madrasah Strengthened

D.1. Introduce Results Based Management Systems and Procedures 224 4,309 4,533 0 340 340 224 4,649 4,873

D.1.1. Implementation of HRD Programs for Central, Prov & District Support 128 1,002 1,130 0 53 53 128 1,055 1,183

1 Performance Management - International (1 x 6 pm) 96 0 96 0 0 0 96 0 96

2 Performance Management - Domestic (1 x 12 pm) 0 180 180 0 0 0 0 180 180

4 Workshop on Performance Management System 0 0 0 0 53 53 0 53 53

5 Workshop on Performance Based Budgeting 0 773 773 0 0 0 0 773 773

6 Block Grant for MDC - Quality Management Capability

32 50 82 0 0 0 32 50 82

Appendix 22

145



D.1.2. Performance Based Planning and Budgeting 0 0 0 0 200 200 0 200 200

1 Workshop on Performance Review and Planning 0 0 0 0 200 200 0 200 200

D.1.3. Improving Madrasah Based Management Systems and Procedures and Preventive Maintenance

96 3,307 3,403 0 87 87 96 3,394 3,490

D.1.3.1. Madrasah Leadership Development Program 0 297 297 0 0 0 0 297 297

1 Madrasah Leadership Development - International (1 X 6 pm) 0 0 0 0 0 0 0 0 0

2 Madrasah Leadership Development (1X 6 pm) 0 72 72 0 0 0 0 72 72

3 Training on Madrasah Leadership Development & Applic. 0 225 225 0 0 0 0 225 225

D.1.3.2. MBM and Accountability Program 0 1,985 1,985 0 0 0 0 1,985 1,985 1 MBM & Accountability (1 X 12 pm) 0 72 72 0 0 0 0 72 72

2 Training on Madrasah Development Planning and Accountability 0 1,913 1,913 0 0 0 0 1,913 1,913

D.1.3.3 Teaching/Learning Assessment and Quality Assurance Program 96 1,001 1,097 0 0 0 96 1,001 1,097

1 Teaching/Learning Assessment and Quality Assurance (1 X 6 pm) 96 0 96 0 0 0 96 0 96

2 Teaching/Learning Assessment and Quality Assurance (1 X 10 pm) 0 36 36 0 0 0 0 36 36

3 Training on Teaching/Learning Assessment & Quality Assurance System 0 805 805 0 0 0 0 805 805

4 Training for Supervisors 0 160 160 0 0 0 0 160 160

D.1.3.4 Designing & Applying Preventive Maintenance Program 0 24 24 0 87 87 0 111 111

1 Preventive Maintenance (1 x 4 pm) 0 24 24 0 0 0 0 24 24 2 Training on Preventive Maintenance 0 0 0 0 87 87 0 87 87 SUB TOTAL OF SUB COMPONENT D.1 224 4,309 4,533 0 339 339 224 4,649 4,873

146 Appendix 22



D.2. Project Monitoring Information System Program 1,399 637 637 2,036

1 PMIS and Project FMIS Specialists (2 x 4 pm) 0 48 48 0 0 0 0 48 48

2 Baseline and Follow up Surveys ( M & E)/Testing (TAM-E) 0 337 337 0 0 0 0 337 337

3 Testing and Accreditation Implementation 0 0 0 0 50 50 0 50 50 4 Training on PMIS 0 299 299 0 0 0 0 299 299 5 Equipment and Sofware for PMIS 715 0 715 0 1 1 715 1 716 6 Furniture for PMIS Work Station 0 0 0 0 154 154 0 154 154 7 Supplies, repair and maintenance of PMIS 0 0 0 0 51 51 0 51 51

8 Training on EMIS Data Input and Report Production 0 0 0 0 381 381 0 381 381

SUB TOTAL OF SUB COMPONENT D.2 715 684 1,399 0 637 637 715 1,321 2,036

D.3. Establishment of Advocacy Programs to Sustain Madrasah Operations 496 253 253 18 730 748

D.3.1 Implementation of Advocacy Programs 18 478 496 0 92 92 18 570 588

1 Advocacy Program Design & Implementation (1x12pm) 0 72 72 0 0 0 0 72 72

2 Training on Advocacy, Financial self reliance, MDP Support 0 406 406 0 -1 -1 0 405 405

3 Establishing Madrasah Website Linkages

Equipment for Madrasah Website Linkages 18 0 18 0 0 0 18 0 18

Furniture for Website 0 0 0 0 2 2 0 2 2

Expenses for Website establishment & maintenance 0 0 0 0 91 91 0 91 91

D.3.2 Dissemination of Information for Accessing Existing Funding Sources 0 0 0 0 160 160 0 160 160

1 Meetings for Private-Public Madrasah Network

0 0 0 0 80 80 0 80 80

Appendix 22

147



2 Publicising Madrasah Funding Education on Mass Media 0 0 0 0 80 80 0 80 80

SUB TOTAL OF SUB COMPONENT D.3. 18 478 496 0 252 252 18 730 748

D.4. Overseas Fellowships 900 0 900 0 0 0 900 0 900

SUB TOTAL OUTPUT 4 1,857 5,471 7,328 0 1,229 1,230 1,857 6,700 8,557

Output 5: Project Management 2,511 1,191 726 2,976 3,702

Taxes and Duties 0 0 0 0 100 100 0 100 100

SUB TOTAL BASE COST 13,396 32,809 46,204 0 20,378 20,378 13,395 53,186 66,581

II. CONTINGENCIES 847 1,693 2,540 0 1,051 1,051 847 2,744 3,592

III. INTEREST CHARGES 1,256 0 1,256 0 0 0 1,256 0 1,256

TOTAL PROJECT COST 15,498 34,502 50,000 0 21,429 21,429 15,498 55,931 71,429

Appendix 22 148

Table A22.5: Summary of Project Cost by Component

PROJECT COMPONENTS AND ACTIVITIES Foreign Local Total

% of Base Costs

I. BASE COST a) A. Investment Cost

Output 1: Teacher Professionalism Improved in Madrasah 192 24,838 25,030 37.6

Output 2: Teaching Resources & Facilities of Madrasah Upgraded 10,403 11,589 21,992 33.0

Output 3: Internal Efficiency of Madrasah 217 6,983 7,201 10.8

Output 4: Governance, Management & Sustainability of Madrasah 1,857 6,700 8,557 12.9

Output 5: Project Management Implemented 726 2,976 3,702 5.6

Sub Total Investment Cost 13,395 53,087 66,482 99.9

C. Taxes & Duties b) 0 100 100 0.1

SUB TOTAL BASE COST 13,395 53,186 66,582 100.0

II. CONTINGENCIES

A. Physical Contingency c) 201 369 571

B. Price Escalation d) 646 2,375 3,021 SUB TOTAL CONTINGENCIES 847 2,744 3,592 5.0

III. INTEREST & CHARGES e) 1,256 0 1,256

TOTAL PROJECT COST 15,498 55,931 71,429 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.

149 Appendix 22

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

YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 TOTALCOST ESTIMATES OF FURNITURE ($'000)

4. Governance, Management and Sustainability of Project Madrasah Strengthened 1. Furniture for PMIS work stations 154 0 0 0 0 154 2. Furniture for website 0 0 2 0 0 25. Project Management 1. Refurbishment of CPMU, PCU and DPU Office 40 0 0 0 0 402. CPMU, PCU and DPU Furniture 80 0 0 0 0 80 Sub-total A 120 0 0 0 0 120Total Furniture 274 0 2 0 0 276Percentage Completion (%) 99.3 0.0 0.7 0.0 0.0 100.0

COST ESTIMATES OF EQUIPMENT ($'000) 4. Governance, Management and Accountability Improved 1. Equipment and software for PMIS 716 0 0 0 0 716 1. Equipment for website 0 0 18 0 0 185. Project Management 1. CPMU equipment 150 0 0 0 0 150Total Equipment 866 0 18 0 0 884Percentage Completion (%) 98.0 0.0 2.0 0.0 0.0 100.0

COST ESTIMATE OF VEHICLES ($'000s) 5. Project Management 1. Vehicles for CPMU (2 units) 40 0 0 0 0 402. Vehicles for Provincial coordinators (3units) 60 0 0 0 0 60 Sub-total D 100 0 0 0 0 100Total Vehicles 100 0 0 0 0 100Percentage Completion (%) 100.0 0.0 0.0 0.0 0.0 100.0

Cost per vehicle = $ 20,000

150 Appendix 22

YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 TOTAL COST ESTIMATE OF STAFF DEVELOPMENT ($'000s)

LOCAL TRAINING 1. Teacher Professionalism and Student Performance Improved 1. Subject content and methodology training (classroom competency) 185 1,846 1,846 1,846 1,661 7,3822. Teacher/principal upgrades to S1 333 1,667 1,667 1,667 1,334 6,6683. Workshop on remedial & transition program for Kandep & Madrasah 25 0 0 0 0 254. Salaries/allowances for replacement teachers 44 441 441 441 397 1,7664. Governance, Management and Accountability Improved 1. Performance Management Systems 0 26 26 0 0 532. Performance-Based Budgeting/FMIS 0 386 386 0 0 7733. Madrasah Development Planning and Advocacy 0 203 203 0 0 4054. EMIS Data Input and Report Reproduction 76 76 76 76 76 3815. Preventive Maintenance Program 0 22 22 22 22 876. Performance review & planning workshop 40 40 40 40 40 2007. Supervisor Training on Education Management 0 40 40 40 40 1608. Madrasah Leadership Development Program 0 113 113 0 0 2259. Madrasah Based Management and Accountability Program 0 638 638 638 0 1,91310. Project Monitoring Information System 60 60 60 60 60 29911. Teaching/Learning Asssessment and Quality Assurance 0 201 201 201 201 80512. Overseas Fellowships a. Masters degrees (2 per province x 3 provinces= 6 candidates) 0 150 150 150 150 600 b. Ph.D. degrees (2) 0 100 100 100 0 3005. Project Management 1. Monitoring and evaluation for project tracking 0 18 18 18 18 72 Sub-total D 0 18 18 18 18 72Total Foreign Training 0 250 250 250 150 900Total Local Training 763 5,776 5,776 5,049 3,849 21,213

Appendix 22

151

YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 TOTALTotal Training 763 6,026 6,026 5,299 3,999 22,113 Percentage Completion (%) local training 3.6 27.2 27.2 23.8 18.1 100.0

COST ESTIMATES OF BLOCK GRANTS TO MADRASAH ($'000s) 1. Madrasah Block Grants 1. Teacher Professionalism Improved in Project Madrasah 1. MGMP annual block grants - regular meetings 0 150 150 150 150 600 2. MGMP annual block grants - subject content and methodology training 185 1,846 1,846 1,846 1,661 7,382 3. Innovative quality improvement activity grants 0 150 150 150 150 600 4. Block grants for remedial program (500 schools) 0 280 280 280 280 1,120 2. Upgrade Essential Teaching Learning Resources and Materials 1. Textbooks and learning materials block grants 0 1,200 120 120 120 1,560 2. Equipment, furniture and software block grants 0 2,049 2,927 2,927 878 8,782 3. Construction of required learning facilities (ASFI*) 0 2,703 3,861 3,861 1,158 11,584 3. Internal Efficiency of Project Madrasah Improved 1. Transition program implementation 0 240 480 480 240 1,440 1. Construction of additional classrooms 0 181 181 181 181 725 MDC Block Grants 4. Governance, Management and Sustainability of Project Madrasah Strengthened 1. Quality management capability for MDCs 0 20 20 20 20 82 Subtotal Block Grants 185 8,819 10,016 10,016 4,839 33,875 2. MDP Facilitators 420 840 840 504 504 3,108 Total Madrasah Block Grants 605 9,659 10,856 10,520 5,343 36,983 Percentage Completion (%) 0.5 26.0 29.6 29.6 14.3 100.0 * ASFI - Assistance Scheme for Facilities Improvement

152 Appendix 22

YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 TOTAL COST ESTIMATE OF SURVEYS AND TESTING ($'000s) *

4. Governance, Management and Sustainability of Project Madrasah Strengthened 1. Surveys under TA 50 0 50 0 50 150 2. Surveys under CPMU 50 0 25 0 25 100 3. Standard Testing under TA 62 0 0 0 25 87 Total Surveys and Testing 162 0 75 0 100 337 Percentage Completion (%) 48.1 0.0 22.3 0.0 29.7 100.0

COST ESTIMATE OF CONSULTING SERVICES ($'000s) A. INTERNATIONAL 1. Teacher Professionalism Improved in Project Madrasah 1. Teacher Professional Development Specialist (1x12pm) 12 64 128 0 0 0 1924. Governance, Management and Sustainability of Project Madrasah Strengthened 1. Madrasah Leadership Development (1x6pm) 0 0 0 0 0 0 02. Teaching-Learning Assessment and Quality Assurance Specialist (1x6pm) 6 96 0 0 0 0 963. Performance management (1x6pm) 6 96 0 0 0 0 965. Project Management 1. Project Management & Implementation (1x36pm) 36 72 144 144 144 72 576Total International (60 pm) 60 328 272 144 144 72 960B. DOMESTIC CONSULTANTS 1. Teacher Professionalism Improved in Project Madrasah 1. Teacher Professional Development Specialist (1x36 pm) 36 36 72 72 36 0 2163. Internal Efficiency of Project Madrasah Improved 1. Remedial, Transition and Scholarship Program Specialist (1x6pm) 6 36 0 0 0 0 364. Governance, Management and Sustainability of Project Madrasah Strengthened 1. Madrasah Leadership Development Specialist (1x12pm) 12 36 36 0 0 0 72

Appendix 22

153

YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 TOTAL2. Madrsah Based Management. & Accountability Specialist (1x12 pm) 12 36 36 0 0 0 723. Preventive Maintenance Program Specialist (1x4pm) 4 24 0 0 0 0 244 Project Monitoring Information System Specialist (1x4 pm) 4 24 0 0 0 0 245. Financial Management Information System Specialist (1x4 pm) 4 24 0 0 0 0 246. Teacher-Learning Assess. & Quality Assurance Specialist (1x6 pm) 6 36 0 0 0 0 367. Performance Management Specialist (1x30 pm) 30 36 72 72 1808. Advocacy Program Design & Implementation (1x12pm) 12 36 36 0 0 0 725. Project Management 1 Project Management & Implementation (1x57pm) 57 54 72 72 72 72 342Domestic Consultants (183 pm) 183 378 324 216 108 72 1,098Percentage Completion (%) 34.4 29.5 19.7 9.8 6.6 100.0

COST ESTIMATE OF PROJECT MANAGEMENT PERSONNEL AND SUPPORT ($ '000) 1. CPMU/PCU/DCU Personnel 289 289 289 289 289 1,4432. Project management support 62 62 62 62 62 309 -Finance/Accountant 49 97 97 97 97 437Total Project Management Personnel and Support Cost 399 448 448 448 448 2,189Percentage Completion (%) 15.5 24.3 24.3 18.0 18.0 100.0

COST ESTIMATE OF INCREMENTAL RECURRENT COST ($ '000) Operations & Maintenance 1. Teacher Professionalism Improved in Project Madrasah 1. Regional and Provincial Meetings (MDCs, MGMP, and KKG) 25 50 50 50 50 2252. Testing and accreditation 10 10 10 10 10 502. Upgrade Essential Teaching Learning Resources and Materials 1. O & M of upgraded school facilities (500 schools) 2 9 18 18 18 65

154 Appendix 22

YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 TOTAL2. Supplies, repair & maintenance of PMIS 10 10 10 10 10 514. Governance, Management and Sustainability of Project Madrasah Strengthened 1. Cost of meetings of Private-Public Madrasah Network 0 20 20 20 20 802. Website establishment & maintenance 0 0 30 30 30 913. TV & radio time, printed media expenses 0 20 20 20 20 80Total Operations & Maintenance 47 119 159 159 159 6425. Project Management 1. CPMU/PCU/DPU operating expenses 180 180 180 180 180 8992. Monthly coordination activities 0 0 0 0 0 0 Sub-total D 180 180 180 180 180 899Percentage Completion (%) 20.0 20.0 20.0 20.0 20.0 100.0Total Incremental Recurrent Cost 227 299 338 338 338 1,541 Grand Total Budget 4,101 17,028 18,123 16,857 10,372 66,482Percentage Completion (%) 6.2 25.6 27.3 25.4 15.6 100.0

Appendix 22

155

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

Total implementation personnel 63 288,600 Project Management Support Number/yr Cost per pm Total per Year (pm) ($) ($)1. Advisors (ME & Quality Assurance) = 3 prov x 1 pers x 6 pm/yr x 5 yrs 18 700 12,6002. Advisors (Management) = 3 prov x 1 pers x 6 pm/yr x 5 yrs 18 700 12,6003. Advisors (Teacher quality) = 3 prov x 1 pers x 6 pm/yr x 5 yrs 18 700 12,6004. Trainers = 48 pm/yr x 5yrs 48 500 24,000

Total 102 61,800 days

5. Facilitators = 1 person/5 schools (100 facilitators x 30 months/Yr 1-3) 100 700 840,0006. Facilitators = 1 person/5 schools (100 facilitators x 6 months/yr 4 & 5) 60 700 504,0007. Financial Managment=27 district x 1 pers x 6pm/yr x 5 yrs. 162 600 97,200

Total 322 1,441,200

156 Appendix 22

Table A22.8: Detailed Cost Estimates for Block Grant

Indicative Block Grant Cost by School Level Block Grant Component

MI MTs MA Total Indicative Block Grant

Cost

Unit

Volume Unit Cost

Total Cost Volume Unit

Cost Total Cost Volume Unit Cost


Cost Total Cost

Block Grant for Contruction of New Classrooms Room 349 6,800 2,374,152 209 6,800 1,418,208 34 6,800 228,888 591 6,800 4,021,248

Block Grant for Required Learning Facilities Rooms

1. Library - Rehabilitation Room 44 3,000 131,250 40 4,100 164,000 9 4,100 35,875 93 3,580 331,125 - Construction Room 141 9,800 1,384,250 93 9,800 906,500 10 9,800 98,000 244 9,800 2,388,750 2. Science Laboratory - Rehabilitation Room 14 5,000 68,750 6 5,000 31,250 20 5,000 100,000 - Construction Room 178 11,000 1,952,500 44 11,000 481,250 221 11,000 2,433,750 3. Computer Laboratory - Rehabilitation Room 14 4,100 56,375 14 4,100 56,375 - Construction Room 225 6,800 1,530,000 19 6,800 127,500 244 6,800 1,657,500 4. School Clinic Room Room 53 4,800 253,500 58 4,800 276,000 15 4,800 70,500 125 4,800 600,000 Block Grant for Procurement of Furniture 1. Classroom package 349 3,600 1,256,904 209 3,600 750,816 558 3,600 2,007,720 2. Library package 141 5,400 762,750 93 5,400 499,500 10 5,400 54,000 244 5,400 1,316,250 3. Science Laboratory package 178 3,400 603,500 44 10,300 450,625 221 4,764 1,054,125 4. Computer Laboratory package 225 4,400 990,000 19 4,400 82,500 244 4,400 1,072,500 5. School Clinic Room package 53 1,000 52,813 58 1,000 57,500 15 1,000 14,688 125 1,000 125,000 Block Grant for Procurement of Equipment 2. Library package 93 5,200 481,000 10 5,200 52,000 103 5,200 533,000 3. Science Laboratory package 178 8,600 1,526,500 44 13,600 595,000 221 9,589 2,121,500 4. Computer Laboratory package 225 16,700 3,757,500 19 16,700 313,125 244 16,700 4,070,625 5. School Clinic Room package 53 740 39,081 58 740 42,550 15 740 10,869 125 740 92,500

Total Civil Works and Equipment (Rp) 6,254,700 15,024,824 2,702,444 Total Civil Works and Equipment ($) 29,643 65,043 46,594 Block Grant for Procurement of Teaching & Learning Materials ($) school 208

$3/TLM/4 units 1,646 233 1,802 59 452

Appendix 22

157

Indicative Block Grant Cost by School Level Block Grant Component

MI MTs MA Total Indicative Block Grant

Cost

Unit

Volume Unit Cost


Cost Total Cost Volume Unit Cost


Cost Total Cost

Block Grant for MGMP Activities ($) school 208 300 63 233 69 59 17 Block Grant for MGMP Activities ($) - Teacher Content and Methodology Training

school 208 3,086 233 3,440 59 0

Block Grant for Classroom Innovations ($) school 208 300 63 233 69 59 17 Block Grant for Remedial Program ($) school 208 700 148 233 162 59 41 Block Grant for Transition Program ($) school 208 10 106 233 116 59 29 Block Grant for Additional Classrooms ($) school 208 lumpsum 306 233 335 59 84 Block Grant for MDC QA ($) school 208 lumpsum 34 233 38 59 9 Average Cost Per Block Grant 35,095 71,073 47,244

Appendix 22 158

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

PROGRAME TARGET COST PER MADRASAH TOTAL COST

A. CIVIL WORKS

1 REHABILITATION MI, MTs, and MA

a. Classrooms 0 MI, 63 M² each 35,910,000 0

0 MTs, 63 m² each 35,910,000 0

0 MA, 63 m² each 35,910,000 0

b. Library 44 MI, 54 M² each 30,780,000 1,346,625,000

40 MTs, 72 m² each 41,040,000 1,641,600,000

9 MA, 72 m² each 41,040,000 359,100,000

c. Science Lab. 14 MTs, 88 m² each 50,160,000 689,700,000

6 MA, 88 m² each 50,160,000 313,500,000

d. Computer Lab. 9 MTs, 72 m² each 41,040,000 359,100,000

14 MA, 72 m² each 41,040,000 564,300,000

TOTAL REHABILITATION COST 5,273,925,000.00

2 NEW CONSTR. MI, MTs, and MA

a. Classrooms 349 MI, 63 m² each 67,499,964 23,566,937,430.96

209 MTs,.63 m² each 67,499,964 14,077,792,491.84

34 MAs,.63 m² each 67,499,964 2,272,048,788.24

b. Library 141 MI, 72 M² each 97,999,992 13,842,498,870.00

93 MTs, 72 m² each 97,999,992 9,064,999,260.00

10 MA, 72 m² each 97,999,992 979,999,920.00

c. Science Lab. 178 MTs, 88 m² each 110,000,000 19,525,000,000.00

44 MA, 88 m² each 110,000,000 4,812,500,000.00

d. Computer Lab. 225 MTs, 63 m² each 67,499,964 15,187,491,900.00

19 MA, 63 m² each 67,499,964 1,265,624,325.00

e. School Clinic rooms 53 MI, 42 m² each 47,796,000 2,524,226,250.00

58 MTs, 42 m² each 47,796,000 2,748,270,000.00

15 MA, 42 m² each 47,796,000 702,003,750.00

TOTAL NEW CONSTRUCTION COST 110,569,392,986.04

Appendix 22 159

PROGRAME TARGET COST PER MADRASAH TOTAL COST

B. FURNITURE MI, MTs, and MA

a.Classroms furniture 349 MI, 1 room each 6,749,996 2,356,693,743.10

209 MTs, 1 rooms each 6,749,996 1,407,779,249.18

b.Library furniture 141 MI, 1 room each 9,799,999 1,384,249,887.00

93 MTs, 1 room each 9,799,999 906,499,926.00

10 MA, 1 room each 9,799,999 97,999,992.00

c. Science Lab. Furniture 178 MTs, 1 room each 33,000,000 5,857,500,000.00

44 MA, 1 room each 33,000,000 1,443,750,000.00

d. Computer Lab. Furniture 225 MTs, 1 room each 20,249,989 4,556,247,570.00

19 MA, 1 room each 20,249,989 379,687,297.50

e. School Clinic Furniture 53 MI, 1 room each 10,850,000 573,015,625.00

58 MTs, 1 room each 10,850,000 623,875,000.00

15 MA, 1 room each 10,850,000 159,359,375.00

TOTAL FURNITURE COST 19,746,657,664.78

C. EQUIPMENT MI, MTs, and MA

a. Science Lab 178 MTs, 1 lab each. 85,756,194.00 15,221,724,435.00

44 MA, 1 lab each. 135,737,375.00 5,938,510,156.25

b. Computer Lab. 225 MTs, 1 lab each. 167,070,000.00 37,590,750,000.00

19 MA, 1 lab each. 167,070,000.00 3,132,562,500.00

c. Library 93 MTs, 1 Library each. 51,450,000.00 4,759,125,000.00

10 MA, 1Library each 51,450,000.00 514,500,000.00

e. School Clinic 53 MI, 7,360,000.00 388,700,000.00

58 MTs, 7,360,000.00 423,200,000.00

15 MA, 7,360,000.00 108,100,000.00

TOTAL EQUIPMENT COST 68,077,172,091.25

Appendix 22 160

Table 22.10: Type of Building and Condition of Classrooms

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

Classroom semi

permanent damage

Classroom non

permanent good

Classroom non

permanent semi

damage

Classroom non

permanent damage

Total classroom

Madrasah Ibtidaiyah 01 Cilacap 6 4 10 7 1 0 3 0 0 0 25 04 Banjarnegara 7 21 8 7 3 2 0 0 0 0 41 07 Wonosobo 8 30 13 9 6 0 1 4 0 0 63 15 Grobogan 7 17 5 2 8 9 3 0 0 1 45 16 Blora 7 7 3 10 8 3 0 0 0 0 31 17 Rembang 7 24 10 9 9 1 5 0 0 0 58 21 Demak 7 18 9 8 0 3 3 0 0 0 41 25 Batang 7 17 17 8 0 1 4 0 0 0 47 27 Pemalang 7 35 11 3 0 0 0 0 0 0 49 28 Tegal 7 15 13 3 0 0 0 0 0 0 31

33 Jawa Tengah

Total 70 188 99 66 35 19 19 4 0 1 431 01 Pacitan 7 9 9 9 0 0 0 0 0 0 27 02 Ponorogo 7 30 7 3 0 0 0 0 0 0 40 03 Trenggalek 7 20 8 12 0 0 0 0 0 0 40 06 Kediri 7 21 13 2 2 4 0 0 0 0 42 07 Malang 9 21 16 13 0 0 0 0 0 0 50 09 Jember 7 21 10 4 0 0 0 0 0 0 35 17 Jombang 7 22 10 5 1 5 0 0 0 0 43 18 Nganjuk 9 15 17 16 0 0 0 4 0 0 52 21 Ngawi 7 20 11 3 2 2 2 0 0 0 40 22 Bojonegoro 7 25 9 6 2 0 0 0 0 4 46 Lamongan 16 0 24 10 0 0 0 0 0 0 0 Bangkalan 9 0 4 1 0 0 0 0 0 0 0

35 Jawa Timur

Total 99 204 138 84 7 11 2 4 0 4 415 03 Bantaeng 7 15 12 0 3 2 2 1 3 4 42 07 Sinjai 7 1 18 8 9 3 4 2 0 4 49 08 Bone 7 9 3 0 1 8 7 1 3 5 37 Maros 4 5 10 Jeneponto 6 10 10

73 Sulawesi Selatan

Total 21 25 33 8 13 13 13 4 6 13 128 National 190 417 270 158 55 43 34 12 6 18 974 Poor Condition - MI 529

Appendix 22

161


No selected

MI

Classroom permanent

good

Classroom permanent

semi damage

Classroom permanent

damage

Classroom semi

permanent good

Classroom semi

permanent semi

damage

Classroom semi

permanent damage

Classroom non

permanent good

Classroom non

permanent semi

damage

Classroom non

permanent damage

Total classroom

Madrasah Tsanawiyah 01 Cilacap 8 19 2 2 0 5 0 2 0 0 30 04 Banjarnegara 8 22 5 6 0 0 0 0 1 1 35 07 Wonosobo 6 67 3 1 0 0 0 0 0 0 71 15 Grobogan 8 24 9 6 3 1 3 0 0 0 46 16 Blora 8 46 16 7 0 0 0 0 0 0 69 17 Rembang 8 36 5 9 0 0 6 0 0 0 56 21 Demak 8 26 11 1 6 0 0 2 0 0 46 25 Batang 8 33 3 4 2 0 0 0 2 0 44 27 Pemalang 8 42 11 6 2 0 0 0 0 0 61 28 Tegal 8 39 19 2 0 0 0 0 0 0 60

33 Jawa Tengah


35 Jawa Timur

Total 98 298 67 26 9 16 6 5 3 10 440 03 Bantaeng 8 23 5 0 1 2 0 0 0 1 32 07 Sinjai 8 12 9 6 0 0 1 0 1 0 29 08 Bone 8 14 8 5 0 0 0 0 3 0 30 Maros 5 0 6 1 0 0 0 0 0 0 0 Jeneponto 4 0 5 0 0 0 0 0 0 0 0

73 Sulawesi Selatan

Total 33 49 22 11 1 2 1 0 4 1 91 National 209 701 173 81 23 24 16 9 10 12 1049 Poor Condition – MTs

316

162 Appendix 22

162 Appendix 22


No selected

MI

Classroom permanent

good

Classroom permanent

semi damage

Classroom permanent

damage

Classroom semi

permanent good

Classroom semi

permanent semi

damage

Classroom semi

permanent damage

Classroom non

permanent good

Classroom non

permanent semi

damage

Classroom non

permanent damage

Total classroom

Madrasah Aliyah 01 Cilacap 2 18 3 1 0 0 0 0 0 0 22 04 Banjarnegara 2 17 3 0 0 0 0 0 3 0 23 07 Wonosobo 2 12 3 1 0 0 0 0 0 0 16 15 Grobogan 2 17 1 0 0 0 2 0 1 0 21 16 Blora 2 6 0 0 6 0 0 0 0 0 12 17 Rembang 2 12 2 0 0 0 0 0 0 0 14 21 Demak 2 11 0 0 0 0 0 0 0 0 11 25 Batang 2 20 0 0 0 0 0 0 0 0 20 27 Pemalang 2 32 2 0 0 0 0 0 0 0 34 28 Tegal 2 4 0 0 2 0 0 0 0 0 6

33 Jawa Tengah


35 Jawa Timur

Total 27 111 24 2 0 0 0 0 2 0 134 03 Bantaeng 2 0 3 0 0 3 0 0 0 0 6 07 Sinjai 2 22 0 0 0 0 0 0 0 0 22 08 Bone 2 24 0 0 0 0 0 0 0 0 24 Maros 2 0 2 2 0 0 0 0 0 0 0 Jeneponto 2 0 4 0 0 0 0 0 0 0 0

73 Sulawesi Selatan

Total 10 46 9 2 0 3 0 0 0 0 52 National 47 306 36 4 8 3 2 0 6 0 365 Poor Condition - MA 51 Poor Condition Total MI, MTs, MA Total No of Poor buildings 896 Total No of buildings 2388 % Poor Buildings - MI, MTs, MA 38%

Appendix 22

163

Table A22.11: Procurement Packages

Packages Amounts (US$) '000

No. of Packages

Mode of Procurement

Prior Review Y/N

Category

A Civil Works and Furniture 1 Refurbishment of CPMU Office 40 1 S N Civil Works 2 Furniture for CPMU Office 80 1 S N Furniture 3 Furniture for PMIS WorkStation and Website 156 1 S N Furniture 4 Rehabilitation and construction of classrooms, libraries,

computer labs, science labs 12,309

500 Special Programs (ASFI/Block Grant)

Y Civil Works

B Equipment 1 Office Equipment for CPMU 150 1 S N Equipment 2 Equipment and Sofware for PMIS and Districts 716 3 NCB N Equipment 3 Equipment for Madrasah Education Website 18 1 S N Equipment 4 Equipment, software for science, others 8,782 500 Block Grant Y Equipment,

Software C Vehicles 1 Vehicles for CPMU (2 units) and provincial offices (3

units) 100 5

NCB N Equipment

D Instructional Materials 1 Textbooks & Teaching Learning Materials 1,560 500 Block Grant Y Resource Materials E Staff Development 1 Local Training 21,213 23 QCBS/CQS/SSS N Staff Dev't 2 Overseas Training 900 1 QCBS/CQS/SSS N Staff Dev't F Consulting Services 1 International Consultants 384.00 1 QCBS Y Consulting

Services 2 Domestics Consultants 756.00 1 QCBS Y Consulting

Services 3 Consultant for Project Management and

Implementation 1 QCBS Y Consulting

Services International Consultants 576.00 Domestics Consultants

342.00

164 Appendix 22

164 Appendix 22

Packages Amounts (US$) '000

No. of Packages

Mode of Procurement

Prior Review Y/N

Category

4 Facilitators 3,108.00

Multiple/3 SIC Y Consulting Services

G Survey and Studies 2 Surveys under CPMU

250.00 1 QCBS Y 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)

166 Appendix 24

Appendix 24 167

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