Unofficial Translation (Original in Indonesian) - JICA · Unofficial Translation (Original in Indonesian) ... POB corner or bulletin board following the consent of School RPJM, RENOP

Unofficial Translation (Original in Indonesian)

Part 1

General

1.1. Introduction

Delegation of authority to school so‐called “School‐Based Management” is one of the forms of

decentralization which have been practiced in a number of countries and became a trend of

education management for improving services, quality and participation rate. School‐based

Management, hereinafter referred to as SBM, which has been globally applied aims at developing

and ensuring that school provides social and economic benefits as expected by the local people.

According to OECD and World Bank reports, most of the countries with achievement students in

international‐scale test are coming from the school that have authority to design their own

curriculum, resources allocation and management. Many evidences on successful application of

the SBM were reported, both from developing countries and OECD member countries.

In Indonesia, centralization of education management extendedly taken place has caused

inefficient resource management. In a decentralized system, central government and local

government delegates their authorities on resources management to school level. This inspires

development of a new management system so‐called the school‐based eduation management or

school‐based management.

Fundamental reasons of the change are as follows:

1. Management of education resources and decision making of its utilization would be highly

efficient and economical if initiated by school;

2. School community recognizes their issues and needs more than others;

3. In the centralized system, government policy focuses more on input, while process does not

developed;

4. School is the main actor in education process;

5. School will be more creative and innovative in managing education;

6. School will be more dynamic for achieving students’ and communities’ needs;

7. Public and parents involvement can enhance transparency and accountability of education

management at once;

8. Decision making and resources use at school level enlarge collaboration among schools,

parents and communities.

As the central government policy, the SBM is not new for education world in Ambon. Several

schools have implemented it supported by the government and non‐government organizations,

including JICA.

Support from JICA was given through a project named “Rebuilding Community for Integration”

commenced in June 2006 to December 2007, where POB (Education for Brotherhood) is one of

the program components. Through the program, JICA has concretely supported the local

government of Ambon in realizing their commitment to rebuild administration of education and

human resources development system, which were collapsed due to conflict. Along with that,

JICA facilitated the process towards the SBM by building local capacity in terms of school

management to minimize gap between communities and schools.


As a result, target schools (junior high schools) were facilitated both in aspect of technical and

financial to develop and implement the POB plan, which was in line with the School Development

Plan (RPS). The plan consists of three components namely improvement of favorable learning

environment (POB 1); innovations of teaching‐learning process (POB 2); and integration of local

contents into the teaching‐learning process (POB 3).

Though it was implemented in a short period (18 months), the POB program has been

significantly contributed to development of collaboration spirit among the communities, schools

(teachers and students) and other education stakeholders. Various intra and inter school (and

communities) activities, including the one that was implemented among religion‐based

community groups has been able to encourage the growth of awareness from all parties to the

importance of transparency and accountability in school management. In line with that, the POB

program has been used as a media for introducing local wisdom and tradition through integration

of local contents in the implementation.

The results achieved from the POB program have encouraged the local government along with

JICA to continue the technical cooperation for the SBM/ POB program with wider coverage area.

1.2. Understanding the SBM/ POB

The SBM and POB are two different components, which were combined in this project. The SBM,

as a part of decentralization process in education sector, is a strategy for improving education

quality through delegation of authorities in making decision on management of resources and

budget owned by a school from the higher education institutions.

The SBM can be understood in a simple way as a strategy to manage school potentials where

headmaster shares the authority to other actors including teachers, parents, other community

members and the students as well. As the consequence, the management shall be done in a

transparent and accountable manner. Such management way will in turn strengthen sense of

ownership and responsibility from the stakeholders to education. A school that applies the SBM

will experience significant changes as shown in the following Table 1.


Table 1: Dimensions of Education Management Change Models

Old Pattern to New Pattern

Sub‐ordination

Centralized decision making

Rigid

Bureaucratic approach

Centralized

Directed

Over‐regulated

Controlling

Directing

Avoiding risk

Using all budget

Smart individual

Personalized information

Delegation

Structured organization

Autonomy

Participaotry decision making

Flexible

Professional approach

Decentralized

Self‐motivation

Deregulated

Influencing

Facilitating

Managing risk

Using budget efficiently

Smart teamwork

Shared information

Empowerment

Flat organization

Source: ‘School‐based Management’ Page 8 Ministry of Education (2006)

Education for Brotherhood (POB) is defined by the local government as an integrated education

approach where school and community build cooperation for quality education, which facilitates

building of peace and social cohesion in Maluku and integration of local wisdom and culture into

the teaching‐learning process.

The POB concept was initiated by the Major of Ambon municipality (Mr. M.J. Papilaya) as the

government commitment for promoting peace through education. This is reasonable considering

that the local needs after conflict among communities for rebuilding social collaboration among

them, in which education activities at schools could be used as a medium for satisfying the needs.

The SBM/ POB is an approach where schools and communities collaborate for improving

education quality, which in turn will contribute to the establishment of social solidarity and peace

in Ambon, Maluku.

1.3. Aim and Objective

The SBM/ POB are aiming at improving secondary education quality where schools and

communities collaborate for realization of peaceful and productive social order.

This program shall support facilitation process of school development planning and its

implementation which further continued by monitoring and evaluation to ensure that education

in school became more touching to the needs of students and communities.

Specifically, the SBM/ POB have the following objectives:

1. To empower schools for planning and managing their existing resources for implementation

of RKS (school activity plan) in a transparent and accountable manner;


2. To ensure public participation in preparation of RPS (school development plan) participatorily

through realistic and simple measures but comprehensive in sustainable process;

3. To strenghten coherence of the RKS, national education goal and local (provincial and district

government) education goals for improvement of education quality and participation rate

through extenstion of technical and administrative supports by the Ministry of Education to

each school;

4. To encourage mutual trust and collaborative relationship among the stakeholders (head

master, teachers, parents, community members, UPTD (technical implementing unit under

education office), education office, and so on.) in collaboration towards achievement of the

“School Education Goal”; and

5. To integrate local wisdom and culture values into the School Development Plan through their

activities.

1.4. Impact and Expected Outputs

After implementing all components in SBM/ POB cycle completely in several stages, it was

expected that education quality in each school would be enhanced towards the national, regional

and school education goals. The quality here includes many aspects among others academic

achievement, development of talents and interests, such as arts and sports, attitude and social

skill and their readiness to face the future.

School will enhance internal efficiency, reducing school drop‐out rate and receiving school‐age

children who cannot be accommodated in other schools. Parents and communities will

collaborate in the process of school management and pay full attention and support to the

preservation of the school functions and quality. Curriculum, which includes local contents, is

expected to contribute to the strentghening of social cohesion and solidarity in anticipation of

social conflict in school surrounding communities. Thereby, school will be more productive to

meet students’, parents’ and public expectation for achievement of the national education goal.

1.5. Main principles in implementation: Participatory, Transparent and Accountable

School Team Leader, in this case the Headmaster, is responsible for making the school activities

transparent and accountable for all stakeholders, not only to the School Team Members, but also

to the public at large. This is a participatory management.

For this reason, the School Team Leader shall be:

Honest;

Able to facilitate school self evaluation and gap analysis on SPM achievement;

Open discussion with stakeholders;

Following process of decision making democratically;

Reporting program activities and financial matters to the School Team Members and

showing it to the public; and

Accepting suggestions from auditor, TIK or school supervisors and education consultant for


document revision when irregularity was found.

The transparency and accountability can be realized by providing information to communities on

schools development plan and implementation. This can be done by means of providing SBM/

POB corner or bulletin board following the consent of School RPJM, RENOP and RAPBS.

On the corner or board, the school team will display school development plan, activity report and

financial report according to the SBM/ POB formats

as information to public.

In the previous CEP‐POB program, all target schools

designed their corner/ board to provide information

to public as ddescribed above. Figure 7 shows

atmosphere at POB corner.

In addition, documents on school development plans

(RPJMS, RENOP, RAPBS), financial report and activity

report shall be put on the place that are easy to

access by the school team members so that they will

not hesitate to check it whoever the stakeholders.

Figure 9: POB corner of a school that can be accessed by public (documentation by CEP-POB 2008)


Part 2 Implementing Organization

2.1. Implementing Organizaiton Structure

Implementation of SBM/ POB shall involve all existing stakeholders including the government,

school and public at all levels, starting from education unit, subdistrict and district. In each level,

implementing teams are formed. At school, subdistrict and district level, there are school team,

subdistrict education development team and district implementation team respectively.

Implementing organization structure is shown in the following Figure 1.

Figure 1: Organization Structure SBM/ POB

Organization structure of SBM/ POB of AmbonMiinistry of Edu.

& Cult.Provincial Education, Youth and

Sport Office

Block Grant Prog.

Block Grant Prog.

School Team

SMPN/S MTs N/S Islamic Boarding School

SMP for Disabled Persons

Teachers Forum

TP2K

Municipal Govt.

Municipal Implementing

TeamMinistry of Religion

SchoolCommunity

Education Office

: Funding

: Reporting

: Coordination

: Funding & Facilitation

: Collaboration

* Collaboration between communities and schools is SBM/POB basis

Consultant


Figure 2: Structure of School Team

Team

Internal Auditor

Secretary Treasurer

Members

Leader Headmaster

Each actor in the above organization structure has individual role as described in the box 1 below.

2.2. School Team (TiS)

The key success of SBM/ POB implementation at school level depends on how headmaster,

teachers’ board, administration staff and school committee collaborate as a team named as

School Team.

The said school team is not a ‘new organization’ formed in school. Perhaps, school has also

working teams for certain programs, e.g., block grant team, SSN team, curriculum development

team and OSIS (internal student organization) advisory board. In principle, TiS is becoming

umbrella organization for all existing teams.

TiS is aiming at unifying all existing components at school including small organizations and

working teams so that the components can cooperate each other in good coordination and

collaboration with democratic principle for a good school management. Democratic principle

requires TiS to prioritize mutual concensus in running its management cycle.

Main role of TiS is to manage all potentials/ resources including fund sources owned by the school

in participatory, transparent and accountable manner.

TiS structure is as shown in the following figure 2.

- Leader is a headmaster;

- Internal Auditor shall be chosen from students’ parents representative in the school committee, not from the school;

- Treasurer shall be the school treasurer since he/ she shall manage the school finance including probably fund specially received by the team;

- Secretary and members shall be chosen from the school committee; and

- As for the members, school may form them into sections as the school needs and furnished by

School team Organizing and managing resources

Community Supporting as partner/ collaborator

Consultant Preparing study and plan on capacity development

Education office & Ministryof religion affairs

Designing concept and facilitating technical matters

Municipal government Formulating regulations and providing budget

Ministry of education and culture affairs/ Ministry of religion affairs

Providing budget and its regulations

Box 1: Role of each actor


Leader: Play a role as school manager; Facilitating all the members evenly to participate in preparing RKS, implementation, monitoring,

and preparing report in a democratic manner; Be responsible for planning, implementation and monitoring of activities including financial

administration; Taking measures for ensuring the preservation of good teamwork; Taking initiative in revising mid-year working plan; and Ensuring the transparency in decision making and management of school activities. Secretary: Assisting the leader’s works in each stage of management cycle; Be responsible for finalizing RKT and RKAS as a result of agreement and financial estimates; Preparing minutes of each meeting; and Be responsible for finalizing activity report as required and submitting it to the leader. Treasurer: Dealing with financial management of school activities based on the team leader’s request; Preparing budget for school activities; Be responsible for each financial transaction in the school account; Be responsible for each cash withdrawal made by the school; Collecting and securing financial evidences of each school expenditure; Keeping the school bank book and recording cahs and type of assistance; Withdrawing and depositing tax, and reporting it timely to the tax service office; Filling general ledger, cash ledger, bank ledger and tax ledger; and Preparing financial report as stipulated and submitting it to the team leader.

Internal Auditor: Auditing all bank transactions made in the school bank account; and Auditing all transactions for expenditures by the school.

those who come from the school committee. The sections might be formed based on existing working or program teams in the school.

(Role of each component in the TiS structure is shown in the box 2)

School Committee

Ministerial Decree No. 044/U/2002 on Education Council and School Committee has set forth the

membership and management board of the school committee that requires school to

accommodate representation of students’ parents, community leaders, private sector, education

observer, NGOs, alumni, teachers and students in the school committee. Therefore, schools with

limited membership to students’ parents only shall extend their membership for accommodating

representatives from other stakeholders, at least from community leaders, education observers

and students.

It is recommended that the proportion of parents and the community is more than 40% of all

team members.

Box 2: Expected role and responsibility from TiS

2.3. Subdistrict Education Development Team (TP2K)

In addition to school‐based, the SBM/ POB program will also facilitate sub‐district‐based activities.

Therefore, TP2K will be established in each subdistrict. The establishment is fully depending on

the existing education stakeholders at subdistrict level and it is expected to be facilitated by the

head of UPTD. The establishment process can follow the process as described in the following

Figure 3.


The team membership consists of school headmasters in subdistrict, head of UPTD, subdistrict

government representatives, subdistrict community leaders and education observers.

The team structure is as shown in the Figure 4. The team leader is head of UPTD. Other

components of the structures will be determined and agreed amicably by the competent

elements. Role of each component in the structure is described in the following box 3.

Establishment Process of TP2K

Socialization at sub‐district level

Several contacts + one coordinator for TP2K

establishment

Establishment team meeting

List of TP2K candidate members

Approach to identified individuals

Team meeting with candidate team member

TP2K

Approval by Head of Education Office Decision Letter

Workshop for starting works

Facilitated by TIK

Meeting with important output Output

Notes:

Figure 4: Organization Structure of TP2K

Secretary Treasurer

Members

Head of UPTD

Headmaster representati

ve

Subdistrictgovt. re

presentative

Social figures

Education observers

Leader Internal Auditor

Teachers representati

ve

Parents representati

ve

TP2K

Figure 3: Establishment process of TP2K


The scope of work shall cover all junior high schools (state and private‐owned schools) including

MTs (Islamic junior high school), SMP LB (junior high school for the disabled people), Salafiah

Islamic boarding school and education stakeholders in the subdistrict.

TP2K has the following main roles:

1. Developing subdistrict education development plan along with all relevant stakeholders;

2. Encouraging collaboration among schools at subdistrict level;

3. Raising fund (if necessary);

4. Checking and evaluating program activities; and

5. Preparing reports and submitting it to relevant parties.

Program activities expected to be developed by the team include:

1. Headmasters working group activities (KKKS) and Subject teachers discussion (MGMP);

2. Interaction among schools at subdistrict level; and

3. Interaction between schools and communities.

As for the MKKS and MGMP, its implementation will be more optimal at subdistrict level (UPTD).

Substance of program activities to be developed by the team is expected not limited to

coordination and administration issues but it must be extended to headmasters and subject

teachers’ profession and competence development.

The team shall be able to involve teachers and headmasters from Islamic junior high schools for

even distribution and effectiveness of Education for Brotherhood development.

The team is expected to be functioned as intermediator of schools and communities in subdistrict.

This role is very important considering that public involvement in education is the key approach in

SBM/ POB.

Therefore, head of UPTD who also served as the team leader shall play active role in utilizing

various existing resources in the communities as efficient as possible for education development

in subdistrict.

Box 3: Expected roles and responsibility of TP2K


2.4. Municipal Implementing Team (TIK)

Municipal Implementing Team (TIK) is established at municipal level with membership of top

officers and staff from Municipal Education Office of Ambon, Ministry of Religion Affairs and

Consultant for Education Management Development.

Structure of the team, as shown in Figure 5, consists of team leader and two working groups (WG)

namely WG for Technical Matters and WG for Research and Development. The team can be led by

a top officer from the Municipal Education Office of Ambon.

Leader

Responsible for planning program activities; Responsible for monitoring program activities; Taking initiatives and leadership for implementation of program activities; Responsible for financial matters; and Ensuring transparency in decision making and management of program activities. Secretary Undertaking administrative works of the program activities under the team laeder’s direction; Coordinating preparation of proposal and funding of program activities; Taking notes of meeting; and Preparing necessary report and submitting it to TIK (municipal implementing team). Treasurer Managing budget for program activities based on guideline; Preparing budget for program activities; Responisble for cash transaction (receipts and expenditures) of the team; Collecting and keeping financial evidences of each team’s expenditure; Keeping account book of the team; Keeping records of cash and non-cash contributions obtained by the team; and Preparing financial report and submitting it to the team leader. Members (Sections) Actively taking part in the team’s program activities based on respective job-description to be

developed by the team itself; Undertaking the team’s program activities; and Encouraging public participation to support quality improvement efforts of secondary education

(junior high schools) in subdistrict. Auditor Internal Auditing all transactions made in the bank account of the team; Auditing all cash receipts and expenditures made by the team; Auditing all non-cash contributions received by the team; and Approving the annual financial report prepared by the team.


1. Use participatory approach; 2. Encourage participation from all parties in program planning and implementation; 3. Provide technical assistance (consultation), don’t just collecting data; 4. Direct schools and TP2K to improvement in sustainable manner; and 5. Facilitate them as the schools’ (and TP2K) needs and desires, and not facilitator’s needs

and desires.

WG for Technical Matters

This WG is responsible for technical aspect such as provision of technical considerations for

planning and implementation of program activities and report preparation, not only

supervising and examining the schools’ performance.

Membership of this WG consists of officers who are responsible for operation of education

at junior high school level and their supervisors.

Practically, the WG is responsible for:

- Facilitating workshop and training for TiS and TP2K;

- Facilitating and assisting TiS and TP2K in implementation stages of SBM/ POB; and

- Monitoring and evaluating the implementation of RPS and RP2K;

In principle, this WG will play a role of facilitator and assistant for TiS and TP2K. In

undertaking the role, the following points as shown in the box shall be paid attention.

Role of Supervisor

Supervisor is the key figure for the WG. Supervisor’s role and functions (see Table 1) includes

role components and duties directly correlated to the SBM/ POB programs. The SBM/ POB

does not assigned extra role to the supervisor since school management supervision shall

focus on school management and extension of school role as a medium for strengthening

social cohesion, which is the core of the SBM/ POB programs. Based on its role and functions,

the supervisor shall undertake at least the following three main points:

Figure 5. Organization Structure of TIK

TIK

Education Office

Ministry of Religion Consultant

Leader

WG for Technical Matters

WG for R&D

Secretary Treasurer


1. Improving development of education quality, headmaster performance, teachers

performance and all school staff’s performance;

2. Evaluating and monitoring school program implementation along with its development;

and

3. Assessing process and outputs of school development programs collaboratively with

school stakeholders.

WG for Research and Development is working for the following 3 (three) main roles:

o Studying and analyzing implementation of each development policy;

o Facilitating capacity development of TiS and TP2K through school’s supervisor; and

o Facilitating collaboration and coordination among relevant institutions to municipal

basic education management.

RolesAcademic Supervision

(Technical Aspect/ Teaching-Learning)Managerial Supervision

(School Administration and Management)

Inspecting

Implementation of subject curriculum

Processes of teaching-learning/ laboratory works/ field study

Extra-curricular activities

Use of media, visual aids and learning sources

Students’ learning progress

Learning environment

Implementation of subject curriculum

Implementation of school administration

Headmaster and administration staff performance

Implementation progress of education at school

Collaboration of school and community

Advising

Teachers on effective teaching-learning/ guidance

Teachers for improving competence

Teachers for implementing assessment of learning process and output

Teachers for implementing research of class action

Teachers for improving personal, social and pedagogiccompetence

Headmaster on education management

Headmaster for implementing education innovations

Headmaster for improving professional capacity

Administration staff for implementing school administration works

Headmaster and administration staff on school prosperity

Monitoring

Teaching-learning resilience

Implementation of subject examination

Quality standard of students’ learning results

Teachers professional development

Provision and utilization of learning sources

Implementation of curriculum

School administration

School management

School progress/ advance

School human resources development

Implementation of school examination

Implementation of new students recruitment

Coordinating

Implementation of teaching-learning innovations

Provision of learning sources

Teachers capacity improvement activities

Improvement of school human resources quality

Implementation of innovation at school

School accreditation

Education resources

Reporting

Teachers’ performance in conducting teaching-learning

Students’ learning progress

Implementation of academic supervisory role

Headmaster performance

Administration staff performance

Education quality standard

Education innovations

Table 2: Supervisor roles and functions


Part 3 Implementation

3.1 Implementation Cycle

Overall implementation of the SBM/ POB programs shall follow the typical management cycle

including planning, implementation, monitoring and evaluation. The cycle is as shown in the

following chart.

TiS and TP2K is expected to be able to conduct each step properly. The TIK will provide assistance

and strengthening efforts as necessary.

Implementation of the SBM in a year following the above cycle can be scheduled as shown in the

following Table 2. Each implementing team at school, subdistrict and municipal level can identify

what kind of activities to be implemented for one year or one cycle. Preparatory stage is only

conducted in the first implementation year.

Planning

Preparation of strategic plan, RENOP, budgeting plan, and so on.

Implementation

Realization of RENOP as scheduled.

Monitoring

Joint monitoring of implementation using pre-determined indicators.

Evaluation

‐ Achievement analysis (based on monitoring results);

‐ Feedback for the next stages.

SBM/ POB Implementation Cycle


3.2. SBM/ POB Implementation Schedule

Period StepsActivities

School Team TP2K TIK

Mar-May Preparation)*

Organizing school team Establishment of TP2K EstablishmentTOT on guidelineSocialization to school and sub-district govt.

May-June

Development of RPS/Sub-district Education

Development Plan)**

Workshop for planning

Working meeting

Training on financial matters

- Workshop for planning

- Working meeting

- Training on financial matters

Baseline survey for collecting initial data and

information before running the MBS/POB

program

June-JulyRENOP

Assessment

Operational plan assessment

Activity and financial plan assessment

July-May Activity Implementation

Implementing activities

(4 times of budget provision)

Implementation of activities Assistance to School Team and TP2K

July-May Monitoring & EvaluationSelf evaluation Self evaluation

Monitoring and assistance(Community will also monitor and give support as needed)

July-MayReporting

Preparation of activity report

Preparation of financial report

Preparation of activity report

Preparation of financial report

Assistance of TIS and TP2K in preparing report

June-July Year’s Final Evaluation

Self evaluation (final) by

School Team/ TPK

Self evaluation (final) by School

Team/ TPK

- Final survey for collecting initial data and

information after SBM/POB implementation

- Workshop on Lessons Learned

June-July FeedbackEnd of Year’s Workshop (Analysis and Reflections): Preparation for the next cycle; facilitated by TIK

Table 3: Implementation Schedule

)*: This stage is only done in the first year before SBM/POB implementation.

)**: RPS includes strategic plan (RKAS‐1) and RENOP (RKAS‐2)


3.3. Implementation at School and Subdistrict Level

Implementation at school and subdistrict level is following the SBM/ POB implementation cycle as

described above. This part provides guidance for TiS and TP2K on how to conduct two important

stages of the cycle, namely PLANNING and MONITORING, plus guidance for preparing REPORT and

how to implement the principles of TRANSPARENCY AND ACCOUNTABILITY in school management

and development.

A. Planning

The stage of planning includes 2 (two) parts, namely (i) participatory planning; and (ii) preparation

of RKS.

Participatory planning is a stage of extracting basic information through formulation of school’s

vision and goal, analysis of school’s condition, gap analysis, making of solutions and resources

analysis. The stage of participatory planning is different or separated from and conducted before

preparation of RKS.

The school team (and TP2K) can follow the participatory planning steps as described in Figure 6

(stages 1‐5). Detailed explanation on these stages is presented on the Book 2 (module on

participatory planning).

Preparation of RKS is continued activity of the participatory planning stages. By using existing

information from stage 1 to 5, the team remains to fill available RKS form sheet (see Attachment

of Book 2).

Participatory planning is implemented in a forum or working meeting coordinated by the School

Team. Parties involved in the working meeting are all school’s components (headmaster, teachers,

students, and general administration staff), school committee, parents and relevant stakeholders.

Meanwhiel, preparation of RKS can be done by the core team consisting of TiS or those who were

appointed through the Headmaster’s Decision Letter.

The prepared RKS shall be a result of deliberation meeting and consensus of all concerned parties,

so that the TiS and TP2K can build a participatory and democratic preparation process.

Notes for TP2K:

In principle, RPS development pattern is similar to the RP2K development pattern. Therefore, this

guideline only use the RPS to explain planning stages and further TP2K will use the same pattern

for planning at subdistrict level by considering the RPS and schools in the subdistrict working area.


Detailed explanation on the participatory planning stages and workflow (process) and RKS

preparation is shown in the Book 2 containing participatory planning module. However, it is

necessary to provide general overview on the aforesaid stages or module in the Book.

Step 1: Setting of School Ideal Goal (See Book 2, Module 1)

Discussion for setting up the “School Ideal Goal” is initiated by defining what “Ideal School” is? The

Ideal School is a picture of good and standard school.


The picture can be based on input, process and output. This can be a form of a picture on ideal

condition of adequate teaching and learning facilities, easiness in access to education, studying

environment, quality of graduates, productivity and etc. It is expected that the team can direct

their view to social aspect, such as “ideal school is a school that produces builders who have good

societal capacity, and so on.

It is definitely that every one has their own imagination. The team shall be able to end the stages

with several ideal schools in their list as a result of consensus.

Based on the picture of such ideal school (condition), the process was continued by formulating

what is the school’s vision (in the coming four years), namely the team’s view on school condition

expected in the coming four years.

The following points are key notes for formulating the school’s vision:

- Realistic and achievable/ realizable;

- Containing key words describing ideal condition such as competence or competent, qualified, and so on;

- Comprehensive. Not only covering academic aspect such as academic achievement of school graduates but also social aspect such as social capacity of students expected or school capacity in building collaboration with communities as ideal inputs (or processes), and so on.

It is expected that school can have a vision that also accommodates POB (education for brotherhood) values, so that school can develop POB‐based activities at the end.

Step 2: Analysis of School Condition

Analysis of school condition includes analysis on existing issues in school and continued by analysis

of targets as solution for the existing issues and finally formulating action plans to achieve the

stipulated goals.

2.1. Problem analysis

We can make a study by using i) problem tree analysis, ii) analysis of school self‐evaluation on all

indicators of national standards for education, iii) gap analysis of fulfilling SPM (minimum service

standard) on education.

1. Problem tree analysis (See Book 2 – Module 2)

Problem analysis is an important part of planning process for examining direct and indirect

impacts of existing problems.

School activities would be designed for solving or minimizing the causes of existing problems.

POB values: - Tolerance - Understanding and respecting the difference - Mutual trust - Sense of togetherness


The activities would be effective when problem tree analysis is done correctly and seriously.

2. Analysis of School Self Evaluation

School Self Evaluation is a process of self evaluation on internal matters involving stakeholders

to perceive school performance based on SPM and SNP indicators, in which the results are

used for preparing the RKS/M.

The self evaluation shall be done by headmaster supported by the school supervisor along

with the TIS/ TPS consisting of representatives from teachers, school committee, parents,

supervisor and other representatives from community groups which are considered as

appropriate persons to be involved.

The TIS/M shall collect evidence and information from various sources to evaluate the school

performance based on indicators formulated in the instrument. Through the self evaluation, a

school can measure impacts of the performance on students learning. A school can also

examine effects and follow‐up action of learning service improvement provided for fulfilling

students learning needs. This activity involves all school’s staff (teachers and administration

staff) to obtain information and opinions from all school stakeholders.

The self evaluation shall be done correctly and honestly so that precise analysis on current

condition can be obtained as a picture of the school performance to be used for planning

sustainable quality improvement. This is expected to give benefits for the school which

eventually will improve students’ quality.

3. Gap Analysis of SPM Fulfillment

Gap analysis is a school action to compare between SPM requirement and real condition. The

analysis will definitely provide recommendations covering quantity or volume of necessary

items. When unit price has been acquired, education unit can calculate the required budget.

The gap analysis is made for each SPM indicator.

Sample: Format of School Self Evaluation

1. Contents Standards

1.1 Curriculum is appropriate and relevant Components

1.1.1. Curriculum development at Education Unit Level prepared by BNSP

Indicators

Physical evidences Summary of indicator description based on physical evidences

Development stages

Stage 4 Stage 3 Stage 2 Stage 1

Our school curriculum

has been prepared

and developed

according to BSNP

guideline and used as


has been prepared

and developed

according to BSNP

guideline.


has been prepared

following the

guideline prepared by

BSNP but still needs


has not fully following

the guideline prepared

by BSNP


a reference for

development of other

schools’ curriculum

which have same

features

improvements

Recommendations:

Explanation:

1. Physical evidences

Physical evidences describe school condition on relevant assessed indicators. Therefore,

various information sources which can be used as physical evidences are utilized. Collection of

physical evidence shall be accurate.

2. Description of indicators

Column for summary of indicator description shall be based on the physical evidences on the

school self evaluation instrument is a brief description on real condition of the school

according to indicator in each component referring to the SPM and SNP.

Description of indicators which describes real and specific condition for each indicator will

enable a school preparing recommendations for improvements and at once determining the

school development plan based on recommendations and school priorities.

3. Development stages

Look at the instrument on each indicator of each component and standard. To fill the

instrument, TIS/ TPS members shall refer to the Ministerial or Government Regulations

relevant to the SPM and SNP. Description of indicators based on physical evidences became a

reference for them to determine the status of school development stages.

Stage‐1 means that the SPM has not been fulfilled. In this stage, a school has many

weaknesses in performance and requires lots of improvements.

Stage‐2 means that the SPM has been fulfilled. In this stage, there are some strengths and

weaknesses in performance, but still need lots of improvements.

Stage‐3 means that the SNP has been fulfilled. In this stage, a school performance is good but

still need improvements.

Stage‐4 means that the SNP has been surpassed. In this stage, a school performance is very

good, goes beyond the stipulated standard.

The development stages might be different on different indicators.

4. Recommendations

Providing recommendations shall be based on the physical evidences, description and

development stages for each indicator. Recommendations shall not only focus on weak

indicators but is also provided for each indicator which has met with the national standard, so


that the recommendations can be categorized as recommended improvement and

development.

Format sample of gap analysis

No Indicators Identified gaps Recommendations

1 Each school (SD) provides text books

(in which the appropriateness has

been established by the

government) for the following

subjects, Bahasa (Indonesian),

Mathematics, Natural Science and

Social Science with a ratio of one set

for each student.

2 Each school (SMP) provides text

books (in which the appropriateness

has been established by the

government) for all subjects with a

ratio of one set for each student.

3 Each school (SD) provides one set of

visual aid for Natural Science and

materials consisting of artificial

human skeleton, human body

model, globe, sample of optical

tools, and natural science kit for

basic experiment and natural science

posters/ charts.

4 Each SD and SMP has 150 and 250

enrichment book titles and 15 and

30 reference books, respectively.

5 Each teacher is stay at work for 37.5

hours a week in educational unit

(SD/ SMP), which includes preparing

teaching and learning plan,

evaluating teaching and learning

results, guiding or training students,

and undertaking additional duties.

6 Each educational unit undertakes

teaching and learning process for 34

weeks a year with the following class

activity:

a) Grade 1‐2: 18 hours a week

b) Grade 3: 24 hours a week

c) Grade 4‐6: 30 hours a week

d) Grade 7‐9: 30 hours a week


7 Each education unit develops school

curriculum (KTSP) according to the

stipulations issued by the Board for

National Standard on Education.

8 Each teacher prepares Teaching and

Learning Plan (RPP) prepared based

on syllabus for each subject owned;

9 Each teacher teaches using RPP

10 Each teacher develops and applies

evaluation program for improvement

of students’ learning capacity.

11 Headmaster undertakes class

supervision and gives feedback to

twice in each semester.

12 Each education unit (SD, SMP)

involves community in preparation

of RKS/ RKT.

13 Each teacher submits evaluation

report on subject and evaluation

results for each student to

headmaster in the end of each

semester in the form of students’

achievement report.

14 Headmaster submits report on final

examination result (UAS) for each

semester in grade improvement test

(UKK) and final test (US/UN) to

students’ parents and submits it

recapitulation to education office of

Ambon city or to branch office of the

Ministry of Religion Affairs every end

of semester.

15 All primary education units

undertake a program called

“traditional fashion and local

language day” one day in a week.

16 Each education unit applies School‐

based Management principles.

Explanation on how to fill the gap analysis form sheet;

1. The identified gap shall be filled with that of existing on SPM indicators with school real

condition.


2. Recommendation for overcoming the existing gaps by filling number, volume, price and

implementation time/ period.

2.2. Target Analysis (See Book 2 ‐ Module 2)

In this stage, we only need to reverse the problem tree that is finding the opposite condition of all

items mentioned in the problem tree.

- Core problem is converted into core goal

- Roots of the problem are used as measures to achieve goal (solution)


Step 3: Setting of Priority Targets and Its Weight (See Book 2 – Module 3)

Previous steps: problem analysis‐target/goal‐activity plan have identified various needs of school.

The next step is arranging all the school needs by priority and quantitatively setting how to achieve

improvement target. The following table provides the arrangement of the needs.

Table 4: Priority Setting

Priority Targets1 Target Value2

1.

2.

3.

4.

5.

And so on

After completing the priority targets, note each priority in the list. Your task is to give a value for each

target.

For example, if the main priority is for improving number of quality teachers, how high is your target?

Do you expect 100% of teachers having specific qualifications? 95%, 85% or 75%? If textbook

availabilty is your main priority, do you expect one book for each student? Or other ratios? This is

called setting of standard. This is your way to change scale points quantitatively and then you can

measure whether you have achieved the target. The value of target shall be consistent with the

general vision set by a school, e.g., five years.

For setting the value, a school shall refer to the minimum criteria as set in the National Standard on

Education. It means that a school shall be able to set target value exceeding the minimum criteria.

The followings are some examples of activities. (It shall be noted that this is only one of the examples

to find solutions so you shall not follow the same activities).

Examples of component activities: Curriculum and Teaching‐Learning Process

Workshop for preparation of school curriculum;

School activity to stimulate/ motivate students desires and creativity and to encourage higher

achievement motivation;

Teachers’ activities for improving teaching‐learning process in a class such as preparing teaching‐

learning plan, open class and teachers forum;

Development of visual aids/ props;

Provision of text books, supporting books such as dictionaries, maps, CD and DVD for languages;

Provision of teaching materials/ media and budget for equipment maintenance, such as laboratory

equipments, CD Player, etc.

Training on use of teaching tools; and

1 This column lists activities ordered by priority. 2 This column sets target values of each activity (it shall refer the National Standard).

Activities (events) to encourage students to study such as a contest, writing observation/ research

outputs, field visit, project works, etc.

Examples of component activities: POB‐based activities

Music, dance, art festival in collaboration with communities;

Undertaking cross‐religion activities and preservation of PELA3;

Arranging a POB song/ hymne;

Writing village’s history by students;

Writing and collecting poetries that have brotherhood meanings;

Discussion forum on POB values among students; and

Mutual visit among schools with different backgrounds.

Examples of component activities: Human resources

Development of teachers’ proficiency/ skill for other subjects;

Development of teachers’ and general administration staff professionalism;

Class action plan;

Lessons study; and

Training on POB for teachers.

Examples of component activities: School management

School committee’s activities to improve parents’ motivation, awareness and involvement in home

visit and open class for them;

Activities to strengthen relationship of students’ parents and surrounding communities; and

Activities to improve participation rate, and to minimize drop out rate, etc.

Examples of component activities: School and class environment

Minor rehabilitation of school building can be considered if the improvement supports students’

concentration in receiving lessons.

Purchase of furniture such as desks, tables, chairs, cabinets, boards, etc.

Minor rehabilitation of class rooms; and

Repair or construction of new toilets.

Examples of component activities: Arousing awareness and voices from parents and communities

Home visit by teachers and team members;

Awareness campaign for surrounding communities;

Students’ visit to surrounding communities;

Publication of school’s brochure/ newsletter; and

School‐based income improvement activities.

3 Pela is a system of social relationship known in the Moluccan communities, in the form of a relationship agreement between one village and other villages usually located in another island, and sometimes embraces other religions in the Moluccas. Usually one village has one or two kinds of Pela. The system is estimated to have been known prior to the arrival of Europeans to the Moluccas, and was used to strengthen defenses against the Europeans at the time.

Examples of component activities: Leading parents and communities to school

Periodic meetings of students’ parents and teachers;

A program for parents to improve students’ learning time at home;

Involving local experts for preparation of school curriculum; and

Utilization of school resources by communities.

Step 4: Gap Analysis (See Book 2 – Module 4)

What is done in the gap analysis is to compare the target (ideal condition) with the current condition.

The results will be used for developing a mid‐term plan and to be used for setting targets year by year.

Analysis is made with the assistance of Table 5 below.

Gap shall be indicated by data such as unit or frequency and implemented in a measurable manner

such as how many textbooks, how many units, how many times, how often, how many persons and

etc.

Step 5: Setting of Alternative Solutions (See Book 2 – Module 5)

This step is directing the team more to what programs should be implemented to cover any existing

gap in order to achieve each ideal goal or priority.

Step 6: Resources Analysis (See Book 2 – Module 6)

The school team analyzes and estimates resources availability (including fund sources) owned by a

school for implementing various activities. Other than the fund sources, some schools still require

support/ assistance from parents in the form money, workers or even building materials for example

to construct or renovate school building.

The school team shall be sharp in perceiving influence of the issue on free school. The issue shall not

hinder the parents’ (community) support to school. Therefore, a systematic and appropriate

socialization shall be continuosly conducted.

Step 7: Action Plan – Preparation of RKS (Use RKS format)

Results of analysis and study obtained from the previous stages and steps (Step 1‐5) are further

inputted into the planning format.

The school team may design development of relevant components with the 8 national standards

formulated into 26 components and 62 indicators. Each standard consists of a number of

components referring to respective national standard as a basis for a school in obtaining information

on its qualitative performance as described below.

1. Standard on contents which includes development of school curriculum and its supporting

documents and provides students’ personal development needs;

2. Standard on teaching and learning process which includes teachers preparedness, class

management, teaching method, media use, implementation of creative teaching‐learning and as

well as supervision and evaluation of learning process;

3. Standard on graduates’ competence which includes students learning progress, personality

development, skills, religion and culture values;

4. Standard on teachers and administration staff which includes number of teachers and

administration staff, headmaster and workers; qualification and four competences (pedagogic,

professional, personality and social);

5. Standard on facilities and infrastructures which includes number and dimension of rooms,

provision of equipments and learning sources including textbooks, and building maintenance;

6. Standard on management which includes data collection consisting of program planning and

implementation, management of academic and non‐academic activities, and support for

development of teachers and administration staff;

7. Standard on education financing which includes financial planning according to standard, school

efforts to obtain financing support and guarantee of access equality for students; and

8. Standard on education assessment which includes assessment system (preparation of

assessment plan, assessment criteria, implantation of assessment and assessment forms),

assessment impact and parents involvement in improving students learning achievement.

This planning stage will be finished with the availability of RPS (school development plan) which its

structure is as shown in the Box 6 below.

B. Implementation

Implementation of school programs which have been provided into the RKS (school activity plan) shall

be also done in participatory manner. Headmaster shall divide roles and responsibilities for program

management to all school components in particular to the teachers and administration staff. Always

involve the communities in every activity.

C. Monitoring (See Book 2 – Module 7 for Planning of Monitoring)

What is referred to monitoring here is school internal monitoring (school team). Logically, one who is

responsible for this is the school manager namely headmaster (who also the TiS leader). Hence,

headmaster shall be aware of and mastering all of the RKS contents.

Usually, monitoring is undertaken in the stage of implementation. But in the SbM/ POB, monitoring

shall at once develop its monitoring instruments. As simple as any, monitoring shall be planned. For

planning monitoring activities, format as shown in the Module 7 can be used; the format can be

worked out simply after activity schedule on the RKS has been prepared. So, the format is prepared

when preparation of RKS is in progress.

As a simple reference for developing monitoring instruments, the following points are presented as

monitoring items.

[Planning process]

Is/ when was discussion and analysis done democratically?

Is/ when was problem analysis done appropriately?

Is mid‐term school development plan reflects local needs?

Is component of the mid‐term school development plan balanced?

Are the activities directly supporting to the realization of mid‐term goal?

Are the planned activities encouraging students to learn or contributing to students learning

environment?

[School activity – implementation stage]

Are the activities carried out in accordance with the plan?

Are the activities consistent with the objective?

Are the activities based on the participants?

What positive impacts do you observe on activity I of the contents, strategy, technology,

participants, etc?

What should be improved in the activities?

[Reporting]

Is the report includes all necessary documents?

Is activity report describes analysis of each activity?

Are all calculations included in the table of financial report?

Are the contents of financial report available for the school team members as well as parents and

communities?

D. Evaluation

Evaluation is done in the end of school management cycle to measure impacts of the SBM/ POB

program. The evaluation can be dobe by using the following indicators.

[Management]

Coordination of activity implementation

Completeness of report

Transparency and accountability

Repeated assessment to the students needs

Changes of headmaster leadership and behavior

Communication with parents and communities

[Access and accomplishment]

Drop out rate or actual number of school drop out

Repeating rate or number of actual repeaters

Passing rate or actual number of failures

APK and APM in subdistrict (?)

[Students Achievement]

Result of National Examination (UN)

UN passing rate

Change of students portfolio (as a trend)

New challenges

[Teaching Pressure]

Changes in teachers’ attitude

Changes in teaching method and approach

Sufficient number of subject teachers and advisers

[Parents and Public Awareness]

Level of satisfaction to school achievements

Changes in support to school

It is really recommended that the above indicators are evaluated by the school team members at the

evaluation time. Result of annual evaluation shall be reported to the TIK as well as to the parents and

communities.

Part 4

Valuable Lessons from the CEP‐POB

Identifying POB‐based activities

CEP‐POB program undertaken since 2006 to 2008 and concentrated in subdistrict Baguala Lama,

consists of 3 main components so‐called POB1, POB2 and POB3. There are many activities developed

at school and subdistrict level, containing “brotherhood life values” as the spirit of the POB or POB‐

based activities.

Values that can form framework for identifying and reviewing the POB‐based activities, which

includes:

- Tolerance

- Understanding and respecting the difference

- Mutual trust

- Sense of togetherness

Some examples of POB‐based activities activities at school and subdistrict level

A. School Level (facilitated by TIS)

1. Collaboration between school and community in which mutual trust between communities and

schools (headmasters) are built, understanding of school issues and limitations (where

communities are involved in finding solutions) and togetherness. Those are observed through

the following activities:

a. Public involvement in school development, starting from planning: communities are involved

in preparation of RPS by all schools.

b. Teaching at schools voluntarily (experience from SMP LKMD Laha)

This school has a program on skill for making ingke plate4, basket and bubu (fish trap) but

they don’t have capable teacher.

Subsequently, the TIS invited the expert from communities. Two housewives who are skillful

in making ingke plate and basket, and an old man who is skillful in making fish trap came to

the school. He taught students at the schools for a couple of days voluntarily. With no

payment, they have contributed to educate children in their village. This gave them a certain

pride, worth more than anything.

The works or products made by the students then sold to students’ parents during the

presentation of students’ achievement report and exhibition organized by the TP2K. The

proceeds (money) of the handicrafts made by the students were deposited into the school

treasury.

c. Masohi at school (experience from SMP LKMD Tawiri)

The school has a program to construct a volleyball court and to install window panes on six

class rooms but no budget available for that. The school was also difficult to get budget from

the communities (students’ parents) considering their economic condition.

4 Ingke plate is a plate made of ribs of coconut/palm leaves, woven like a dinner plate and processed till smooth.

As the solution, the TIS took initiative to carry out masohi (mutual cooperation activities).

Approaches and meetings with students’ parents and other community members including

church management were done. Finally, the implementation day of mutual cooperation was

agreed.

In the agreed day, youth from the church organization constructed a volleyball court, and

some carpenters installed the window panes on each class room, while some housewives

served tea for them. Public participation is pretty good in supporting their children’s

education even though it was not in the form of money.

d. Greening of school environment (experience from SMPN 21 Ambon, Taeno)

Though it is located in a mountainous area, the school environment is highly barren.

Therefore, the TIS initiated a greening program around the school environment, which was

then agreed by students’ parents and youth living around the school. Seedlings (fruit crops)

were obtained fom JICA Project Team as stimulant fund for the greening program. The youth

and parents were very enthusiastic to the program as they took the seedlings on their

shoulder, dug up holes and planted the seedlings, while OSIS (internal students’ organization)

was given a responsibility to raise and maintain the crops by the TIS.

2. Building tolerance among religions and harmonious life

a. Mutual begging of pardon and Christmas all together (experience from SMP Angkasa Laha &

some SMPs in subdistrict Teluk Ambon Baguala)

The schools have joint program activities for religious holidays. During Eid al‐Fitr, they

conducted a mutual begging of pardon all together. Similarly, during Christmas day, they

celebrated it all together. Both holidays were not only involvedteachers and students with

different religions but also the students’ parents.

b. Cleaning up worship places (experience from SMP Angkasa Laha & some SMPs in subdistrict

Teluk Ambon Baguala)

On certain days, Moslem and Christian students were all together invited to clean up the

church and mosque. A harmonious life among the students, teachers and parents with

different religions was beautifully taken place without any constraints. As a matter of fact,

this is a cultural heritage of the Moluccans which was fading due to the conflict of religions.

c. Brotherhood schooling (SMP Hang Tuah Ambon, Halong)

This activity was initiated by a program planned by the TIS of SMP Hang Tuah, Halong for

visiting existing tombs of historic figures in Ambon. One of them is a tomb that has not been

widely known namely a tomb of Moluccan humanist (J. Syaranamual) located in village

Mamala.

As the first activity, the headmaster personally contacted with the village head to inform the

plan on students visit to the tomb. As it were, the tomb is located inside the area of SMP

Muhammadiyah in Mamala. Automatically, the preparatory works and actual visit created

collaboration among teachers from both schools which are located in different communities.

The students and teachers visit to the tomb was then created joint agreement for building

fraternal relationship between SMP Muhammadiyah in Mamala of subdistrict Leihitu and

SMP Hang Tuah in Halong of subdistrict Baguala. The two schools agreed to visit each other

and exchange information on education in the future.

d. Collective study among schools with different religions

SMP PGRI 1 in subvillage Toisapu has a program for collactive learning among schools. At this

school, all the students and teachers are Christians. They build a collaboration with Islamic

Boarding School of Al Khairat in Kota Jawa, Rumah Tiga.

The students from the former school, accompanied by their teachers, came to the latter

school for studying together with their students. The atmosphere was so good and melted,

and there was nothing uncomfortable about learning. The students from different schools

and religions interacted with each other in a familiar atmosphere. Similarly, their teachers

exchanged information on education at their respective school.

3. Utilizing existing objects around the school as learning media (SMPN 15, Wayame)

This school has no laboratory for conducting practice or experiment for their students. One of

the TIS program was making of laboratory equipments using raw materials taken from the school

surroundings. This task was assigned to the students groups by class. The results were really

good since on of the group can make an aquarium, one group can identify different kinds of

shells which were then attached on a cardboard, the other groups made a scale from local

materials, and some other works. When the students were given the trust to do something, they

will do it based on the existing experiences around their environment.

4. Introducing local skills and knowledge to students

a. Pilot garden (experience from SMP Advent, Wayame)

Most of the teachers at this school are coming from North Sulawesi, where farming culture

influenced them in choosing a school program. The TIS made a program for pilot garden in

particular pulses and cabbage. Both plants are actually unpopular for the local farming

culture. However, by introduction of planting and raising method of both plants to the

students, they were actually able to do it well. Though this was only a pilot project for them,

an introduction to new things will be able to open their understanding on agricultural sector.

b. Training on weaving skill (SMPN 16 Ambon, Nania)

This school has traditional weaving tools, but it was not used since they don’t have instructor

for training their students. By the TIS initiative, a program for training on traditional weaving

skill was prepared inviting instructor from the community. Though this program has not been

succeeded to make them skillful in weaving fabrics, considering that it may take longer time

for that, an introduction to such skill has provided them a good opportunity to learn.

c. Training on making of sago‐based cakes and cookies (SMP 12, Passo)

One of the programs prepared by this school was training on making of various kinds of cakes

and cookies made of sago flour as substitution of wheat flour. The rationale of the program is

that sago flour is available in large quantity in this area. Therefore, the students need to learn

that sago flour is not only for family food but it can be also produced for marketing.

For conducting this training program, the TIS invited instructor from the community. The

students were trained to make several kinds of cakes and cookies. The result of training is

relatively good. The products were then sold to students’ parents during presentation of

students’ achievement report. The parents were proud of their kids for having such skill. The

proceeds of products were deposited into the school treasury.

5. Preservation of local culture

Internal contest of traditional games and arts (SMPN 7 Ambon, Poka, SMPN 8 Ambon, Hutumuri,

SMPN 12 Ambon, Halong)

Realizing that advances in computer technology, particularly for gaming facilities, have an impact

on the way of children’s play while various traditional games have not been recognized anymore,

as well as the traditional arts (dances), the TIS of several schools conducted two programs at

once namely a contest of traditional games and traditional dances, respectively. The interesting

thing is that the teachers were still mastered various kinds of the traditional games and dances.

The contests were held among grades where the preparatory works were coordinated by each

grade teacher. The students were soo enthusiastic joining the contest proving that the

inheritance of traditional arts and bultures could be done through the school.

6. Transparency and accountability

These two things are not activities, but concepts applied by all target schools through creation of

a POB corner at schools. The POB corner is the kind of board for school bulletin used by the TIS

to show their proposed activities, budget and report on each school activity.

Application of the concepts has helped in building trust from the communities to headmaster

leadership in particular and the TIS performance more broadly. The trust was then becoming a

means of preventing suspicion to each other and even preventing conflict between school and

communities. Some schools continuosly applied the principles and utilized the POB corner until

now. With that, public participation was still fine in supporting schools’ needs and activities.

B. Subdistrict Level facilitated by TPK (now TP2K)

1. Arts Performance and Students’ Works Show among Schools

Almost all schools in the working area of TP2K of Teluk Ambon Baguala have conducted art

and culture program and specialty handicraft. However, they hardly know each other on

what has been created by each school. Therefore, the TP2K designed a program for Arts

Performance and Students’ Works Show.

Organizing a performance and a show at once was not an easy job, it also requires relatively

large amount of budget. But with the hardwork by the TP2K supported by the schools,

parents and school committees, the events were successfully done. The building called Baileo

Oikomene used as the venue was full of spectators, mainly students’ parents who want to

eyewitness their children acting on the stage.

The top officers from the municipal government and education office were also attended to

watch the performances. On that occasion, some school also displayed their students’ works.

Many of those works were sold during the event.

2. KIR (scientific works) Contest and English Debate among schools

Each school can only nominate one team for one activity. While some schools were not able

to nominate their team due to facing national final examination (UAN), participation of other

students and team assisting teachers made the contest in scientific and collective situation.

Even though the two events were competitive, it took place fairly and equally without any

interruption or protest from both assisting teachers and the participants.

3. MGMP dan Lesson Study

Subject Teachers Meeting (MGMP) becomes a primary program of the TP2K. The MGMP

Forum was not only used for discussing difficulties faced by teachers in teaching‐learning

process, but also for other activities such as training on preparation of teaching handbook

and workshop on school curriculum.

One of the interesting and challenging activities is a lesson study for five subjects, namely

local content on culture, social science, bahasa (Indonesian), natural science and state

principles and citizenship education. This was the first activity conducted in Ambon.

This activity was designed by subject where teachers were also grouped by subject. This

activity was held by turn from one school to another. Host school served as teacher and the

others as observers for giving reflections. Seriousness of the participants was not only seen in

the teaching‐learning process but also during the reflection where all of them gave their

comments. Moreover, according to Prof. Saito Eisuke (expert for lesson study from Japan)

who was attending some activities, judged that one of the lesson study activities presenting

local content of culture in SMPN 15 Ambon has resulted in incredible enrichment of students’

knowledge.

Documents

Unofficial Translation (Original in Indonesian) - JICA · Unofficial Translation (Original in Indonesian) ... POB corner or bulletin board following the consent of School RPJM, RENOP