Document of

The World Bank

IFOR OFFICIAL USE ONLY

MI CROFI CHE COPY ReportNo. 10217

Report No. 10217-IND Type: (PCR)ROMAIN, R./ X31740 / T-9011/ OEDD1

PROJECT COMPLETION REPORT

INDONESIA

SECOND TEACHER TRAINING PROJECT(LOAN 2101-IND)

DECEMBER 30. 1991

Population and Human Resources DivisionCountry Department IIIEast Asia and Pacific Regional Office

This document has a restrictcd distribution and may be used bv recipients only in the performance oftheir official duties. Its contents may not otherwise be disclosed without World Bank authorization.

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CURRENCY EQUIVALENTS

Currency: Rupiah

Rate of Exchange:Appraisal (March 1981) US$1.00=Rp 625January 31, 1983-September 11, 1986 US$1.00=Rp 970-1100September 12, 1986-November 7, 1990 US$1.00=Rp 1640-1858

0OVERNENNT OF INDONESIA

FISCAL YEAR

April 1 - March 31

ABBREVIATIONS

BAPPENAS - National Development Planning AgencyBPG - Regional Inservice Training CenterDGHE - Directorate General for Higher EducationDGPSE - Directorate General for Primary and Secondary EducationFKIP - Education Faculty of UniversitiesGOI - Government of IndonesiaIKIP - Secondary Teacher Training CollegesMOEC - Ministry of Education and CultureO&M - Operations and MaintenancePPPG - National Subject Matter CenterPUSDIKLAT - Center for Educational AdministrationREPELITA VI - Five-Year Development Plan (1994/95-1998/99)SAR - Staff Appraisal ReportSGO - Primary Sports Teacher Training SchoolSGPLB - Special Education Teacher Training CollegeSPG - General Primary Teacher Training SchoolTAMU - Technical Assistance Management Unit

FOR OFFICIAL USE ONLYTHE WORLD BANK

Washington. D C 20433U S A

Office of Dtecot-GeweralOpefiatons Evaluatiin

December 30, 1991

MEMORANDUM TO THE EXECUTIVE DIRECTORS AND THE PRESIDENT

SUBJECT: Project Completion Report on Indonesia SecondTeacher Training Project (Loan 2101-IND)_

Attached, for information, is a copy of a report entitled "ProjectCompletion Report on Indonesia Second Teacher Training Project (Loan 2101-IND)"prepared by the former Asia Regional Office with Part II of the reportcontributed by the Borrower. No audit of this project has been made by theOperations Evaluation Department at this time.

Attachment

This document has a restricted distribution and may be used by recipients only in the performanceof their official duties. Its contents may not otherwise be disclosed without World Bank authorization.

FOR OFFICIAL USE ONLY

PROJECT COMPLETION REPORT

INDONESIA

SECOND TEACHER TRAINING PROJECT(Loan 2101-IND)

Table of ContentsPage No.

Preface. i

Evaluation Summary .iii

PART I PROJECT REVIEW FROM BANK'S PERSPECTIVE

Project Identity ................ 1Background .... ..... .......................... 1Project Objectives and Description .................... 2Project Design and Organization. 3Project Im-lementation. . 4Project Results ....................................... 8 Strengths and Weaknesses: Lessons Learned .11Project Sustainability .13Bank Performance .14Borrower Performance .14Project Relationship .15Consulting Services .15Project Documentation and Data .15

PART II PROJECT REVIEW FROM BORPOWER'S PERSPECTIVE

Description and Analysis .16Lessons Learned ....................................... 20

PART III STATISTICAL INFORMATION

Table 1. Related Bank Loans and Credits .23Table 2. Project Timetable .24Table 3. Loan Disbursements ...... ............................. 25Table 4. Project Implementation ............................... 26Table 5. Project Costs .......... ..................... 28Table 6A. Project Financing . ............................... 29Table 6B. Allocation of Loan Proceeds ............................. 30Table 7. Project results - Number of Institutions Assisted and..

Additional Student Places Provided .................... 31Table 8. Staff Development - Overseas Fellowsh4p Program .32Table 9. Staff Development - In-country Training ............... 34Table 10. Specialist Services ................................... 35Table 11. Teaching Material Development .37Table 12. Project Studies . 38Table 13. Status of Covenants .39

This document has a restricted distribution and may be used by recipients only in the performanceof their officia! duties. Its contents may not otherwise be disclosed without World Bank authorization

Table of Contents (continued)

Table 14. Use of Bank Resources ................................. 40Table 15. Mission Data . ................................... 40

Annexes:

1. Sectoral Developments and Issues in Teacher Education2. Project Costs by Source of Finance and by Implementation Unit3. Project Primary Teacher Training Schools (SPGs and SGOs)4. Enrollments (1980/81-1989/90) and Graduates (1989/90) of Secondary

School Teacher Training Colleges (IKIPs/FKIPs) supported under theProject

5. Some Areas Needing Special Attention

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PROJECT COMPLETION REPORT

INDONESIA

SECOND TEACHER TRAINING PROJECT

(LOAN 2101-IND)

PREFACE

This is tne Project Completion Report (PCR) for the Second TeacherTraining Project in Indonesia, for which Loan 2101-IND in the amount of US$80.00million was approved on March 16, 1982. During the course of implementationUS$0.9 million was cancelled. The loan was closed on June 30, 1990, two yearsbehind schedule. The last disbursement was made on November 7, 1990.

Parts I and III were prepared by the Population and Human ResourcesDivision of Country Department V of the former Asia Regional Office, which alsoprepared the Preface, Evaluation Summary and Annexes. Part II is a summary ofa very comprehensive report prepared by the Borrower on project experience; theBorrower report in its entirety has been placed in the Bank's project files.

Bank staff work in preparing this PCR was based on the StaffAppraisal Report, the Loan Agreement, reports of supervision missions, Borrowerprogress reports and materials in the Bank's files relating to this project.

Following standard procedures, the Bank sent its draft PCR to theBcrrower for comment. The Borrower provided comments (which have beenincorporated as appropriate) and expressed its satisfaction with the draft

report.

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PROJECT COMPLETION REPORT

INDONESIA

SECOND TEACIIER TRAINTNG PROJECT (LOAN 2101-IND)

EVA.LUATI N gULMMARY

Objectives

Loan 2101-IND was the Bank's second investment for teacher education inIndonesia. The first investment (Ln. 1433-IND) financed the upgrading of primaryand secondary teachers and established Learning Resource Centers in 54 primary and15 secondary teacher training colleges. The second project was, building on theoutcome of the first project, designed to improve the coverage and equity of theteacher training system. The objective of the project was to support the GOI'slong-range plans to improve the quality and increase the capacity of the primaryand secondary general education systems through: (a) improving the quality ofprimary and secondary teacher education; (b) achieving a balance between demand andsupply of primary and secondary teachers; (c) improving the quality and quantity ofspecial education; (d) raising the quality of preservice and inservice teachertraining; and (e) improving and expanding the training of educationaladministrators (para. 3.1).

Implementation

Start-up difficulties, as reflected by the low disbursement rate (7% ofthe total loan) during the first three years, delayed the completion of the projectby two years. The factors responsible for the delay were primarily changes in GOIregulations and procedures, management problems and budgetary constraints. Someexamples are: the decentralization of development budget and civil works activitieswithout enacting necessary communication mechanisms during the initial years ofproject implementation; while decentralizing the budget, GOI regulations col,Linuedto require central authority approval for equipment procurement; the lack ofsufficient full time project implementation staff and their frequent turnover; andprotracted negotiations of a technical assistance contract. Insufficientcounterpart funding made it impossible for project staff to visit widely dispersedproject sites in 27 provinces. To facilitate monitoring and supervision, the loanagreement was amended to include a new category, "project management", financed100% by the loan. The implementation delay, however, was not excessive relative tothat of other projects in the education sector in the 1980's (paras. 5.1-5.8).

The level of institutional strengthening achieved was higher than thatenvisaged at appraisal due to a reallocation of funds from consultancies tofellowships and teaching material development and the declining value of the Rupiahagainst the US dollar, which enabled the project to undertake several follow-upquality improvement activities. However, a lack of coordination among trainingprograms and activities due to the absence of the planned Project CoordinatingCommittee and the Coordinating Secretariat limited the effectiveness of the projectaccomplishments of the subsector (para. 6.9).

ResultsAlthough qualitative improvements take longer than the project period to

manifest themselves, the project objectives of improving the quality of physicalfacilities and developing a stronger cadre of teacher educators and managers in theprimary and secondary teacher training institutions have largely been accomplished.

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Three national and two regional training centers have been strengthened, and theinfrastructure to produce a cadre of special education teachers and a center foreducational administration have been established. The quantitative achievements interms of staff development and of teaching material development exceeded theappraisal estimates: about 800 persons completed overseas training and over 5,000benefitted from in-country training, and over 600 materials on teaching/pedagogy inBahasa Indcnesia were developed (which is especially important since fewer than 100national pedagogical books existed previously). These achievements are expected tohave a positive impact on the quality of teaching. Although the project did notachieve a balance between supply and demand of primary teachers, it did act as acatalyst to bring about the recent policy changes in teacher education, which wereenacted to implement the new nine-year basic education policy. The policy changesled to the consolidation of teacher training activities under one authority andongoing national studies focusing on the primary teacher supply issues. As aresult of (a) a policy change to upgrade primary teacher training to the postsecondary level and (b) an unexpected surplus of primary teachers, the Governmentdecided to convert 31 of the 59 project primary teacher training institutionsinto senior secondary schools (paras. 6.1-6.9 and 8.2).

Sustainability

Significant efforts were undertaken to integrate the quality improvementactivities more fully into the MOEC's ongoing activities, thereby facilitatingtheir sustainability although the sustainability will be affected by refunctiona-lization of 31 primary teacher training institutions as senior secondary schools.Seminars and meetings with the key staff of the institutions and MOEC officialswere held to ensure their commitment. Increased budget allocations for O&M in therecent past have helped alleviate the systemic problem of shortage of recurrentfunds. With respect to the Center for Educational Administration, if the budgetallocation remains inadequate, its role should be redefined towards a self-financing and more responsive participatory management approach. In view of theongoing reorganization and analysis of the teacher education system, with Bankparticipation, it is expected that the dialogue between the GOI and the Bank willbe maintained, ensuring the sustainability of the project achievements(paras. 8.1-8.3).

Findings and Lessons

The major lessons learned for future projects are: (a) the need todevelop, during project preparation, clear understanding and agreement on theessential steps and criteria that will be used for the review and implementation ofpolicies as well as management arrangements; (b) the need for inclusion of amechanism for monitoring overseas fellowship programs; (c) the need to institu-tionalize a coordinating body on teacher education to maintain policy dialogueamong the relevant GOI agencies to ensure effective teacner ^ducation programs; (d)the need to identify, at appraisal, resource requirements to ensure sustainabilityof project investments; (e) the need for full-time key project management staffwith continuity for successful implementation; (f) the need for Bank supervision tofocus more on policy aspects of the project; (g) the need to review GOI procurementprocedures and practices, for both goods and services, to eliminate duplication ofreviews and shorten processing time; and (h) the need to increase Englishproficiency of teaching staff to enhance teacher trainer exposure to availableinternational knowledge and increase the utilization of imported library andreference books (para. 7.1).

PROJECT COMPLETION REPORT

INDONESIA

SECOND TEACHER TRAINING PROJECT

(LOAN 2101-IND)

PART I - PROJECT REVIEW FROM BANK'S PERSPECTIVE

1. Project Identity

Project Name Second Teacher Training ProjectLoan No. 2101-INDRVP Unit AS5PH, Asia RegionCountry IndonesiaSector EducationSubsector Teacher Training

2. Background

2.1 The rapid GDP growth experienced by Indonesia in the 1970s put severestrains on the country's limited skilled manpower which in turn had emerged as acritical constraint to further growth. While GOI achieved impressive progressduring the 1970s by increasing the primary enrollment rate to 94% and expandingsecondary enrollment from less than two million to nearly three million,Indonesia's secondary and higher education systems remained inadequate for itsdevelopment needs. In spite of the rapid expansion of primary enrollment, thesecondary enrollment ratio of 21% of the relevant age cohort remained fairlyconstant throughout the 1970s and higher education enrollment totalled only 2% ofthe age cohort 20-24, compared with 4% for other low income countries.

2.2 The rapid expansion in primary enrollment in the 1970s createddifficulties in maintaining qualified/trained teacher supplies in pace with theenrollment strides. The GOI recognized that provision of adequate physicalfacilities would go only part of the way toward qualitative improvement andfocussed its attention on improved teacher training, textbooks and instructionalmaterials. Thus, the Government determined to focus on qualitative improvements,especially of teacher upgrading and textbooks, in support of a more equitableeducation system and to alleviate manpower constraints.

2.3 At the time of appraisal, the formal system of education consisted ofsix years of primary school, three years each of lower and upper secondary andtwo to six years of post-secondary education. A parallel system of privateschools also existed at all types of schools and levels, especially at the seniorsecondary level. Responsibility for management of teacher education was dividedbetween two directorates general. Preservice training of primary school teacherswas conducted at primary teacher training institutions (three-year uppersecondary level, SPGs/SGOs) under the Directorate General for Primary andSecondary Education (DGPSE) and preservice training of secondary teachers at twotypes of institutions under the Directorate General for Higher Education (DGHE):secondary teacher training colleges (two to four-year post-secondary level,IKIPs) and education faculty of universities (FKIPs). Management of inservicetraining for both primary and secondary teachers was the responsibility of DGPSE.

2.4 The main t-eacher training issues identified at the time of appraisal(1981) were: (a) an imbalance between supply and demand for teachers and poorinternal efficiency of preservice teacher training; (b) the low quantity andquality of trairing for special education; (c) an inadequate system of inservicetraining; and (d) a lack of systematic training of administrators. Some of theproblems were related to thle structure of teacher training. For example,although the best resources for teacher training were located at the 10 IKIPs and20 FKiPs under DGHIE, these IKIPs/FKIPs were separate in organizational structurefrom SPCs under DGPSE thus making it difficult for SPG teachers to take advantageof these resources; andcl the inservice training centers were located nearIKIPs/FKIPs where the best resources' were available and were expected to receiveassistance from college staff, but a direct line relationship was precluded byorganizationa' structure.

2.5 Recognizing the issues, GOI, with Bank assistance under the ThirdEducation and First Teacher lraining Projects (Cl. 387-IND and Ln. 1433-IND) andsupported under the locally funded 7ducation Diploma Development Project in DGHE,had taken initial steps toward an improved structure--creating eight teachertraining catchment areas each with a leading institution. Simultaneously, GOIwas contemplating two important policy changes which would affect teachereducation: these were an extension of basic education to eight y3ars and raisingpreservice primarv teacher training requirements from the senior secondary schoollevel to a two-year post-secundary iEv;l.

2.6 The First Teacher Training Project (Ln. 1433-IND) was approved in 1977and completed in 1984, generally achieving the project objectives of improvingteacher training at both primary and secondary teacher training levels by: (a)upgrading about 7,000 teachers; (b) providing specialized Learning ResourceCenters in 54 primary and 15 secondary teacher training colleges; and (c)developing teacher training materials. The project's aim was to change theteacher-centered approach to student-centered instruction with greater studentinvolvement in the learning process, and to introduce new teaching methodology.However, the Learning Resource Centers were underutilized because of insufficientunderstanding and knowledge of the staff about the Centers. The project wasmanaged successfully by one implementation unit placed under the Directorate ofTeacher Training, DGPSE. Lessons learned /1 were: (a) short-term overseastraining can be cost-effective only if well organized; (b) the need for adequatelnguage training for prospective fellows; (c) staff of the Learning ResourceCenters should be provided with suitable training; and (d) continuity of Bankstaff during project implementation was necessary to improve disbursements andphysical progress. Results obtained during the first three years of the FirstProject led to a GOI request for further assistance to oover the teacher trainingsystem more fully. Sectoral developments and issues in the teacher educationsubsector are elaborated in Annex 1.

3. Project Objectives and Description

3.1 The objective of the project was to support the GOI's long-range plansto improve the quality and increase the capacity of the primary and secondarygeneral education systems. More specifically, the project aimed to assist GOI

LI World Bank, OED, PPAR, Indonesia: Fifth Education Project (Loan1433-IND), June 1986.

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in: (a) improving the quality of primary and secondary teacher education; (b)achieving a balance between demand and supply of primary and secondary teachers;(c) improvi.ng the quality and quantity of special education; (d) raising thequality of preservice and inservice teaclher train. -; and (e) improvinig andiexpanding the training of educational adiniilstr

3.2 The project components were: (a) prejservice of primary teacliers:improvement of 60 SPGs and 10 SGOs through replacemert., renovation and/oradditional facilities, provision of furniture, equipment and traterials,specialist services and a program for staff development. For equity reasons,about 50 of the 60 SPGs were to be located in provinces where the supply of newteachers fell short of demand; (b) preservice traininy of e.c ondary teachers:improvement and expansion of 11 IKIPs/FhKPs through provision of expanded andimproved physical facilities including library facilities, furniture andequipment; strengthening of staff development program; and specialist servicesfor teacher training, curriculum review, material development, collegemanagement, administration and plannirg; anid studies to overcome structural andmanagerial constraints to teacher education; (c) special education: improvementand expansion of four sperial education teacher training colleges (SGPLBs) andprovision of two new ones through construction, provision of furniture,equipment, a program for staff development and specialist services; (d) inservicetraining for primary and secondary teachers (i) improvement of three existingnational subject matter centers (PPPGs) and establishment of two new regionalinservice training centers (BPGs) including construction, furnishing andequipping of facilities; (ii) provision of staff training and technicalassistance, and preparation of a plan for the implementation of a nationalintegrated system of inservice training; (e) training in educationaladministration: improvement and expansion of a training unit for educationaladministration including construction, furniture, equipment, provision ofspecialist services and a program for staff development; and (f) projectevaluation and development of future projects: establishment of a monitoring andevaluation system to monitor project implementation and to evaluate the impact ofthe project.

4. Project Design and Organization

4.1 The project w~- the second investment in the teacher training subsectorand, building on the outcome of the first three years of the First TeacherTraining Project (Ln. 1433-IND), designed to improve the coverage and equity ofthe teacher training system. However, the project had a much broader scope(including 27 provinces) and complexity than the first proje-t.

4.2 Iroject design suffered from: the assumption that the impending teachereducation policies could be assessed and resolved during project implementation;the lack of direct Bank involvement in primary and general secondary educationthus limiting the Bank knowledge and understanding of teacher deploymentpractices in Indonesia; and limited sector work (Annex 1, paras. 7 and 8). Forexample, during project preparation, the problem of surplus primary teachertraining institutions as well as measures to rectify the situation were discussedwith GOI. The recommended measures were to change the surplus 59 SPGs into othertypes of schools, and to establish procedures for identification throughaccreditation of below standard and/or surplus private SPGs and prepare plans forclosure over the five years of the project. But, details for the implementationof the above measures were not prepared at appraisal. Consequently, such

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actions, initiated by the MOEC staff present during appraisal, lapsed when seniorofficials were changed, thus delaying the anticipated GOI action, which finallyoccurred in 1989/90, following national reviews largely influenced by theproject. In the meantime, the number of private SPGs increased rather thandecreased. These events, all in all, contributed to the surplus of primaryteachers. Also, the project was designed to take advantage of the regionalteacher training center scheme, which was established by the MOEC in 1980 forintegrating teacher training but was terminated later.

4.3 Taking into account the need for cohesion and coordination of teachertraining programs and activities involving several agencies, the project wasdesigned to be coordinated by a high-level Steering Council and a working-levelCoordinating Committee assisted by a Project Coordinating Secretariat, andday-to-day management by two project units: one (Element A) in DGPSE, responsiblefor primary teacher training, special education and training in educationaladministration; and the other (Element B) in DGHE, responsible for secondaryteacher training. A third unit (Element C) was added with Bank concurrence inthe second year of project implementation, under the Secretariat General of MOEC,to manage the educational administration training component. This structure wasparallel to the MOEC structure but quite different from the structure of the thenongoing first project (para. 2.6).

4.4 Although the Steering Council, Coordinating Commitcee and Secretariatwere established, they did not assume the planned responsibility, which resultedin the policy aspects and coordination of teacher education not being implementedas planned. Policy implementation suffered firstly from major changes inpersonnel in MOEC at the beginning of the project. These changes appear to haveresulted in reservations and disagreements on the management structure andconcept of the project among the new members. Secondly, the Bank did not makepersistent efforts to pursue this matter. Consequently, the project wasvirtually managed by the three PIUs from their narrow institutional perspectivewith coordination occurring only at the PIU level. This resulted in mismatch ofinputs and programs due to refunctionalization /2 of some of the project SPGsas senior secondary schools (para. 8.2). Toward the end of the project, however,the coordinating forum of teacher education was revitalized to tackle theemerging complex issues in teacher education (Annex 1, para. 12). In retrospect,the project impact on policy aspects of teacher education would have been greaterif proper coordination of various programs and activities on teacher educationinvolving a number of agencies had been carried out.

5. Project Implementation

5.1 The project encountered difficulties in start-up but in spite of thevarious constraints discussed below (paras. 5.4-5.8), was completed in June 1990with two one-year extensions of the original Closing Date of June 1988. Thestart-up difficulties are reflected in the low disbursement rate--7% of the totalloan or 32% of the appraisal estimate by the third year of project implementation(Part III, Table 3). The extensions of the Closing Date have permitted theproject to undertake many of the quality improvement activities mentioned below

/2 The term "refunctionalization" as used in this report refers to thechange in function of a school(s) from teacher education to secondaryeducation in accordance with the GOI decision.

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and to allow them to be more fully integrated into the MOEC's ongoing activities,thus facilitating their sustainability.

5.2 The implementation delays were not, however, excessive compared with theexperience of other projects in the education sector in the 1980s. It was, infact, during that period (1983-85) that project implementation of almost alleducation projects (particularly, disbursements) deteriorated to a level thatwarranted high level intervention from both the GOl and the Bank, and duringwhich severe budgetary cutbacks took place due to the sharp fall in oil prices.Under these circumstances, both the GOI and the Bank made major efforts toimprove physical progress and to increase implementation capacity, which led theGOI to establish project monitoring mechanisms in BAPPENAS, DGHE and DGPSE andhelped strengthen dialogue between the GOI and the Bank in the sector. Theefforts included, inter alia, appointment of full-time project managers,providing additional resources for project implementation and staff training,streamlining cumbersome procedures and guidelines, and financing projectmanagement and supervision from Bank loans. Subsequently, implementation ofeducation projects improved significantly.

5.3 In responding to the budgetary constraints and to facilitate projectimplementation, the Loan Agreement was amended to include a new category "projectmanagement" financed 100% by the Loan and to finance furniture from the Loan in1986 as well as to increase the percentage of Loan financing for civil works from40% to 55% in 1984 and from 55% to 80% in 1987.

5.4 The factors responsible for the delay of project implementation wereprimarily changes in GOI regulations and procedures, management problems andbudgetary constraints, which were generic across the sector (para. 5.2). Themajor issues were: (a) procedural changes in budget and procurement (due todecentralization); (b) lack of communication and budgetary mechanisms betweencentral and provincial governments; (c) lack of sufficient full-time projectmanagement staff and their frequent turnover; (d) insufficient GOI financing; and(e) protracted negotiations on a consultancy contract for management of technicalassistance.

5.5 The decentralization policy, which took effect in the second year ofproject implementation, transferred the construction responsibility to provincesand restricted construction contracts to regional contractors, who often havelimited experience. The decentralization required clearer communication channelsbetween central and local governments, which were lacking. It took almost twoyears to establish proper communication channels and reporting mechanisms betweenthe central and local governments. Also, decentralization of development budget(DIP) in 1985 made it necessary to enter contracts on a yearly basis. This meantthat in some cases, as many as four contracts had to be entered into forconstruction of one institution, often with different contractors, which made itdifficult to ensure quality control, and often caused unnecessary adjustments andserious delays in civil works (Part III, Table 4). Moreover, the quality ofcivil works varied from institution to institution but was not always as high asdesired. Subsequently, the procedures were modified to allow multi-year contractsfor civil works. The decentralized budget procedures made -t difficult forElements A and B to carry out equipment and book procurement exercises, whichwere centrally handled.

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5.6 The government's procurement procedures were simplified in 1988 byeliminating review and approval by the State Secretariat (SEKNEG) of awardrecommendations for equipment. However, contrary to expectation, the Office ofSecretariat General of MOEC assumed a role similar to that of SEKNEG and not onlyreviewed the award recommendations but re-evaluated the bids, taking anunacceptably long time (from six months to one year) which were more than twicethe length of time taken by the SEKNEG. The issue was, on many occasions,brought to the attention of the responsible officials of the MOEC by supervisionmissions, without much success. MOEC would need to review and improve thecurrent procurement practices.

5.7 Technical assistance (fellowships and specialist services) was designedoriginally to be managed by external agency(ies), and procurement of the serviceswas at an advanced stage in early 1983. However, after long deliberations amongthe parties involved (SEKNEG/MOEC/BAPPENAS), the GOI agreed with the Bank thatthe overseas fellowship program would be self-managed (MOEC) with the assistanceof specialists and specialist services by an external agency. A TechnicalAssistance Management Unit (TAMU) was established in May 1984 for this purpose.After protracted renegotiations with the selected agency (a USA university), thecontract was finally signed in September 1984, two years behind the originalplan. Various problems were encountered initially, largely because of incompleteplanning, vague articulation of tasks, the lack of readiness of the institutionsto fully collaborate in ensuing joint efforts, as well as the complexorganizational structure of the project. In order to overcome these problems,special efforts were made during the Bank supervision missions to clarify theambiguity and to reach clear understanding among consultants and project staff ofthe consultants' tasks and objectives. Nearly 80 long- and short-termspecialists for a total of 678 staff-months were used, compared with 856 staff-months planned at appraisal, for a variety of fields of teacher training,material development and project management and implementation (Part III, Table10). The reduction of the services was possible due largely to the fact thatMOEC assigned upgraded and better qualified trainers to work with the specialistsas counterparts, which facilitated the specialists' assignments. Correspondingsavings were used for staff and material development and support for projectmanagement and supervision. In spite of the difficulties and problems at theearlier stages, the fellowship and specialist services were effectivelycoordinated jointly by TAMU and the external agency and completed successfully,resulting in several substantive follow-up activities (paras. 6.7 and 6.9).

5.8 Project management. One of the major causes of the slow start was thelack of full-time staff assigned to the implementation of the project. OnlyElement B, /3 whose implementation was timely, was properly staffed. It wasnot until 1985, following repeated Bank emphasis, that Element A was given somefull-time consultant staff, after which project activities began in earnest.Element C, which was never adequately staffed, had problems throughout projectimplementation. It was only in 1987 that two full-time consultants were assignedto Element C. A lack of adequate and qualified staff caused major delays inproject implementation in Elements A and C. MOEC's policy of rotating key staffevery two to three years, and project implementation staff yearly, seriouslyhampered project implementation. Also, the management structure with three

/3 Implementation units were referred to as Element in this project.

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separate units for implementation of one project necessitated excess efforts forcoordination among themselves.

5.9 The monitoring and evaluation component suffered from the fact that theProject Coordinating Secretariat did not evaluate the overall project impact inrelation to its long-term `bjectives for the subsector (para. 4.4). Instead, theproject programs and activities were monitored and progress reports prepared, byeach project unit for its own activities. An evaluation of the project impactwas carried out by an external agency but was limited by the availability ofstatistical data. Also, an extensive assessment of specialist services has beenundertaken by the Specialist Coordinator for the Indonesia/SUNTY TechnicalAssistance Program, and the report prepared discusses in detail the problemsencountered and how the problems were resolved. The findings and recommendationsderived from the assessment will be valuable in management of future technicalassistance programs in Indonesia. Furthermore, a separate analysis of theproblems and utilization of the post-study re-entry of the fellowship returneeshas been carried out by TAMIU.

5.10 Studies. Of the four main original studies under the project, three(special education, inservice training and training in education administration)were completed (Part III, Table 12). MOEC follow-up to the studies are asfollows: (i) the conclusions of the study on special education were used as thebases of formulating the national strategy and led GOI to establish specialeducation programs in about 200 schools; (ii) the inservice training study led tothree methods--refresher/renewal, upgrading, and qualifying courses identifiedfor upgrading the unqualified and underqualified teachers. Experimentation withthese methods of instruction is being tried and expected to be used in thenational and regional training centers; and (iii) the findings andrecommendations of the study on training in education administration were used indrawing up the role and training program of the Center for EducationalAdministration. Tracer studies were also completed, consisting of two parts: thefirst dealing with the job entry experiences of the S1 program graduates and thesecond with the reentry and utilization of the overseas fellowship returnees.The first study showed the feasibility of tracing a large number of preservicetraining program graduates (68% of five IKIPs graduates in a three-year period)entering employment. The second looked at how overseas training could be made amore integral part of institutional development. The conclusions andrecommendations of the studies, if applied, could have an important trainingpolicy impact. With respect to a study on teacher education originally planned,since no consensus on the terms of reference could be reached among the GOIagencies involved, it was eventually agreed that this study would be undertakenunder the Higher Education Development Project (Ln. 2944-IND), which study iscurrently underway. In retrospect, the MOEC would have benefitted if this studyhad been carried out earlier.

5.11 Proiect costs changed substantially during implementation due to thedevaluations of the Rupiah currency--from Rp. 625/US dollar at appraisal in 1981to Rp. 1,858/US dollar in the last year of disbursement in 1990. The totalproject cost, as currently estimated, is US$120.7 million compared with anappraisal estimate of US$150.0 million. The total amount disbursed from the Bankloan is $79.1 million (after cancellation of US$0.4 million /4 in December 1985

/4 Due to misprocurement of physics equipment.

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and US$0.5 million in November 1990). The actual GOI financing of US$41.6million is significantly less than the US$70.0 million estimated at appraisal(Part III, Tables 5, 6 and Annex 2). The declining value of the Rupiah againstthe US dollar enabled several follow-up initiatives to be undertaken--such asinstitutional self-evaluation and peer validation programs for both primary andsecondary teachers, and development and production of teaching materials preparedby the fellowship returnees--all of which have made substantive contributions tothe quality of training and to institution building.

6. Project Results

6.1 Since qualitative improvements are nct only less visible but also takelonger than the project period to manifest themselves, the total project impactcannot be assessed at this time. However, physical and quantitative achievementswere substantial (Part III, Tables 7-11 and Annexes 3 and 4) and earlyindications of the impact on pedagogical/qualitative improvements in training arepositive. A report on the evaluation of the implementation of the project L5states that given the fact that the project institutions have reviewed theirmanagement and updated instructional documentation and there has generally been ahigh utilization of physical and material inputs, it could safely be assumed thatthere have been and will continue to be important improvements in the trainingquality of primary and secondary school teachers. Also, the analysis of thereentry and utilization of overseas training program returnees concluded that theoverseas training has had a positive impact on the returnees, their homeinstitutions and the academic communities (Part III, Table 8). It must be keptin mind, however, that because of government policy changes in teacher education/6 and generally weak TA management capability, the benefits of this project toprimary teacher training will be less than those to secondary teacher training.Although the project did not achieve the balance of primary teacher demand andsupply, it did act as a catalyst in bringing about the recent policy changes inteacher education, which were enacted to implement the extended basic educationpolicy. The policy changes led to the consolidation of teacher trainingactivities under one authority and ongoing national studies focusing on theprimary teacher supply issues. Specific results are discussed below.

6.2 Staff development: The project provided overseas fellowships for 815fellows and in-country training for more than 5,000 staff to develop a strongercadre of teachers and managers in the primary and secondary and special educationteacher training institutions, national and regional inservice training centers,and the center for educational administration to improve the teaching quality.

/ The Institute for Education and Community Development, The Evaluation ofthe Implementation & Impact of the Second Teacher Training Project,March 1989.

/6 The major changes were: (a) raising qualifications for primary teachersfrom senior secondary years to post-secondary two-year (D2) program; (b)shifting the responsibility for management of primary teacher educationfrom DGPSE to DGHE; and (c) retaining 123 public SPGs/SGOs for the newD2 program and refunctionalizing the remaining 135, including 31 SPGssupported under the project, as senior secondary schools (Annex 1, para.10).

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This exceeded the appraisal estimates by about 60% for overseas training and 280%for in-country training (Part III, Tables 8 and 9).

6.3 The large overseas fellowship program (71 PhD, 250 MAs and 494 short-term study) was successfully completed with only nine fellows failing to completethe programs for various reasons (death, illness or failure) and six fellowsstill studying. Predeparture language training, closer monitoring, andcounseling and guidance provided by the specialists during the study, appear tohave contributed to the high success rate. About 91% of the fellows (743 out of815) returned to their respective home institutions; about four percent wereassigned to positions within MOEC relevant to their studies; and only about fivepercent took employment outside MOEC, with specific assignments unknown (PartIII, Table 8). Overall, this is a very encouraging result, since benefit to thesponsoring sector is one of the main concerns of both the GOI and the Bankregarding overseas training. Refresher Programs (overseas short-courses for 235fellows) which were developed specifically for experienced and qualified facultymembers resulted in developing and updating course text, instructors' manuals andinstructional materials. This was an innovative and important feature of theprogram since fewer than 100 national pedagogical books existed previously. Thissuccessful component has greatly increased the staff qualification levels of theteacher training institutions. It is vital to ensure that the skills theparticipants have built up are fully utilized, both in planning the future ofteacher education in Indonesia, and in enhancing its quality. The use offindings and recommendations derived from the assessment of the returned fellowsundertaken under the project is an additional contribution to planning futureoverseas fellowship program and enhancing its effectiveness.

6.4 Special education. The national strategy for special educationemphasized t-ained staff as the key requirement for overall success, andsupported the development and expansion of special education teacher trainingcolleges (SGPLBs) as the principal means of ensuring a continuing supply of welltrained staff. Two new SGPLBs were completed and are in operation, and fourSGPLBs were expanded, with a total enrollment of 4,100 compared with theappraisal estimate of 2,400. SGPLBs were also strengthened through overseas (sixPhD, 36 MAs and 21 short-term study) and in-country training for management andteaching staff, improved curriculum and teaching materials, collaboration withforeign agencies in several countries, as well as coordination of variousnational councils on handicapped and other associations in the country. Overseasmasters programs on special education were specially designed, for instance,involving two universities in two different countries, to maximize the benefitsof the program. This was an innovative activity being the first Bank support forspecial education. The infrastructure to produce a cadre of special educationteachers has been established and the project made an important contribution tothe GOI's program.

6.5 Inservice training: The facilities of three national subject mattertraining centers (PPPGs for mathematics, language, and social studies andPancasila) were upgraded and two regional inservice training centers (BPG) wereconstructed, with a total capacity of over 700. The PPPGs are importantresources for inservice teacher education, but are not staffed with appropriateexpertise and suffer from insufficient budgets. For example, the PPPG formathematics has only 15 subject matter specialists out of the total of 109 staffwith the remainder of 69 administrative and 25 support staff, which are notsufficient to serve the nation as a subject matter center. The BPGs are less

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developed and have not, thus far, made significant contributions. The roles ofPPPGs and BPGs and their interaction with the Curriculum Development Center,teacher training institutions and teachers at the school level would need to bereviewed to fit the new organization of teacher education. While more than 5,000teaching, administrative and management staff in teacher training, includingthose from the Resource Learning Centers, benefitted from inservice trainingunder the project (Part III, Table 9), the training activities were largelyundertaken by respective institutions without overall coordination, thus reducingthe effectiveness of training of the subsector. Integration and coordination ofinservice training remain an issue and depend on policy adjustments.

6.6 Educational materials development was undertaken by both Elements A andB, includinig: updating of curricula for primary and secondary teacher trainingand for inservice training; development of learning packages for primary teachertraining; and development of up-to-date pedagogical teaching materials forsecondary teacher training by fellowship returnees, specialist consultants andcounterpart staff. This component resulted in the production of over 600 suchmaterials (Part III, Table 11). It was revealed during implementation thatutilization of imported library and reference books was generally low,particularly for primary teacher training institutions, largely because of thelack of English proficiency of the teaching staff. Therefore, Element Aundertook development of instructional materials called 'Learning Packages' infive subjects for primary teacher training, which was initiated under the firstproject. After a series of try outs and revisions by a group of key teachers,the packages were distributed to 269 teacher training institutions and 81agencies concerned with teacher education, and introduced students to activelearning methods. Also, monthly newsletters were initiated to assist with thetransfer of new educational concepts. The development of teaching materials,teachers' manuals and guides has been the largest input in teacher educationliterature ever produced in Indonesia. This major input has led to thedevelopment of peer review teams at the institutions, resulting in additionalbooks being written and printed through private publishers. The importantteacher training improvements achieved during this project should be reinforcedand not discarded during the ongoing integration of all preservice teachertraining activities.

6.7 Another important achievement was the graduate school developmentsupport program, which consisted of three tasks: staff instruction, review anddevelopment of programs, and initiation of a national degree program to upgradelecturers. This was done by assigning expatriate specialists to the institutions(three specialists per graduate school). The counterpart scheme using bothnational and international consultants has been successfully completed and hasled DGHE to develop similar upgrading schemes for its staff to improve theinstructional level at the IKIPs. The training was piloted in three IKIPssuccessfully and materials made available to the other institutions. Suchtraining activities, including peer group reviews, institutional development,operation of libraries (IKIPs), operation and use of resource centers (SPGs) andsubject discussions/seminars (teaching process), are believed to have enhancedthe teacher interaction with other teachers as well as with students and resultedin improved instructional approaches, but require budgetary supports to besustained.

6.8 Training in Educational Administration: Due largely to the lack offull-time key management staff, and the delay in completion of the physical

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facilities and in defining the role of the Center for Educational Administration(PUSDIKLAT), this training suffered from insufficienTt budgetary allocations, and(also, was not able to take fuller advantage of the overseas traininig pi-ogram(Part III, Table 8). Utilization of the Center for management training of MOECofficials has been low, about 30% of the facilities and 50% of staff resources.The low utilization is partly due to policy chaniges; namely, all itnservicemanagement training of MOEC officials which was originally planned to be carriedout by the Center, has been decentralized, and now trairning of local officialswill be given by respective provincial training centers. Utilization isexpected, however, to increase significantly when MOEC management trainingprograms currently being organized under the Secondarv Education 11 Project (Ln.3158-IND), are in progress. The role of the Center shou-ld be thoroughly reviewedby MOEC, assisted by other concerned government authorities, to ensure effectiveutilization of the Ceniter.

6.9 Institution Building: The large number of teaching and management staffwhose qualifications were raised and whose knowledge and skills were upgradedthrough overseas and in-country training, as well as improved and updatedfacilities, materials and equipment, have made important contributions tostrengthening the institutional capacitv. Institutional self-study and peervalidation resulted in new institutional profiles and the definition of goals.The analysis of the SPGs identified the services and strengths available in eachinstitution. In IKIPs, the emphasis was placed on self evaluation and planning,and inclusion of peer review (a prerequisite for professional growth and qualityimprovements). This has led the IKIP rectors to establish permanent peer reviewgroups. The support program for IKIP computers developed the computer capacityfor administrative and academic purposes within the nine IKIPs and one FKIP.These achievements are expected to make a significant contribution in institutionbuilding. Although each institution individually was strengthened, it isnevertheless apparent that a lack of coordination among the many programs andactivities held down the increase in effectiveness of the subsector.

7. Strengths and Weaknesses: Lessons Learned

7.1 Most of the lessons drawn from the project have been or are beingincorporated in subsequent education projects. The most salient ones are:

(a) Project preparation and appraisal. It is essential that the Bank and GOIagencies involved (i.e., DGPSE, DGHE and provincial authorities, etc.)reach clear understanding and agreement on the objectives and key projectconcepts and on the essential steps and criteria that will be used for thereview and implementation of policies as well as management arrangements.It is also important to set feasible objectives and establish measurablemonitoring indicators in project design.

(b) Overseas training. A large overseas fellowship program was successfullycompleted. It is essential to include in future projects an appropriatemechanism for selection, monitoring progress, re-entry and utilization offellowship participants, in order to maximize the benefits of overseastraining. It is also important for MOEC to establish and institutionalizeprocedures for an overall staff development program to achieve an ultimategoal of institution building.

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(c) Coordination of training programs. A major weakness of the project wasthe lack of coordination among the various MOEC units involved. Qualityimprovement in training is not only a slow process but requires cohesionand coordination of related programs and ongoing resource support as wellas concerted efforts by all involved. It is therefore essential for GOIto institutionalize a coordinating body on teacher education to maintaincontinuous policy dialogue among the relevant GOI agencies to ensureeffective teacher education programs. In view of its new integratedmanagement policy, MOEC needs to fully assess its present institutionaland administrative structures which separate units, both physically andadministratively, working on similar activities, i.e. preservice andinservice teacher training and curriculunm development.

(d) Resource requirements. A study should be carried to determine requiredresources (financial, pedagogical and human resources) and how these wouldbe funded to sustain the qualitative improvements achieved under theproject. For future projects, the resource requirements for O&M followingcompletion of project investments should be identified at projectappraisal.

(e) Project management. Another important lesson is that inadequate staffingof project management units leads to delays and inefficiency, and preventsthe country from obtaining maximum and timely benefits from itsinvestments. Full time project management is required for effectiveproject implementation and successful completion. It is essential forMOEC to review its policy of appointment of project directors and staff(rotation policy of every 2-3 years) to improve efficiency of futureprojects. Also, the experienced staff should be retained rather thanhaving new staff for every operation, since it takes one to two years fornew staff to familiarize themselves with the project. The establishmentof TAMU was a promising step in building a domestic project managementcapability. It will be beneficial for MOEC to take full advantage ofacquired experience for effective implementation of future projects.

(f) Bank supervision. Bank supervision concentrated on physical and qualityaspects of the project in response to the start-up delay. Banksupervision for policy oriented projects should be given highersupervision coefficients so that its focus can be better balanced amongphysical, qualitative and policy aspects of the project. To ensureeffective dialogue, it is also important to maintain staff continuity atleast until the project gets off the ground and implementation isproceeding satisfactorily.

(g) Procurement procedures for equipment. MOEC should review the currentprocurement practices and shorten the processing time by eliminatingduplication of reviews and reorganizing procurement committees with rightauthority. MOEC should prepare a document clearly outlining these stepsfor the benefit of its staff and of donor agencies.

(h) Consultant services. The MOEC's multiple steps and lengthy reviewprocess for the employment of consultants, particularly international,need to be streamlined and clear steps outlined for everyone's benefit.It is necessary to use proper mix of national and internationalconsultants to benefit from internal knowledge while expanding national

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knowledge through fully experienced international consultants. MOEC needsto review the policy of having key development and supervision work doneby national consultants--such work should be done by properly compensatedstaff for sustainability reasons.

(i) Library and reference books. Due to the unavailability of nationalteacher training materials in Indonesia, every project institution wasprovided with a large supply of English reference and library books. But,its utilization has generally been low, particularly at SPGs/SGOs, largelydue to the lack of English proficiency of the teaching staff. Measuresshould be employed in future projects to increase English proficiency ofteaching staff to enhance teacher trainers' exposure to availableinternational knowledge and increase its utilization.

7.2 The project achievements, in particular, the teacher training qualityimprovements should be reinforced during the ongoing reorganization of teachereducation and the outputs should be fully utilized to enhance the quality of thenew teacher training system in Indonesia. Some areas which require specialattention in future projects are re-emphasized in Annex 5.

8. Project Sustainability

8.1 During implementation, significant efforts were undertaken to integratethe quality improvement activities more fully into the MOEC's ongoing activities,thereby facilitating their sustainability: IKIP Bandung has assumed the softwaremaintenance and development responsibility for the IKIP computer program;permanent peer review groups have been established to sustain the achievementsderived from the institutional self-study and peer validation programs and theupgrading schemes for the graduate school development support program. Also,seminars and meetings with the key staff of the institutions and MOEC officialswere held to ensure their commitment, as well as technical training on operationsand maintenance. Increased budget allocations for O&M since 1987/88 have helpedalleviate the systemic problem of shortage of recurrent funds. In view of theongoing reorganization and analysis of the teacher education system, with Bankparticipation, it is expected that the dialogue between the GOI and the Bank willbe maintained, ensuring the sustainability of the project achievements.

8.2 As a result of the recent policy changes, 31 of the 59 SPGs supportedunder the project were refunctionalized as senior secondary schools (Annex 1,para. 10 and Annex 3). An explicit aim of the project was the development ofprimary teacher training institutions in the more sparsely settled areas wherethe supply of new primary school teachers fell short of demand. Therefore, onlyeight of the 59 project SPGs were in provincial capitals, as compared with 51 insmaller cities and towns. All the eight project-assisted SPGs located inprovincial capitals have been retained as teacher training institutions for thenew D2 program; whereas 31 of the 51 located in the smaller cities and towns havebeen refunctionalized as secondary schools. The major issues currently facingprimary teacher training are, inter alia, teacher distribution and teacher supplyand needs (Annex 1, para. 9), and these shifts appear to make it more difficultfor the Government to achieve the balance between demand and supply of primaryteachers in the more sparsely settled and isolated areas. It is thereforerecommended that GOI revisit this issue upon completion of the primary teachereducation study which is currently underway. It is also recommended that theequipment and materials (such as micro teaching and audio visual equipment and

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library and reference books and materials on pedagogy which are of little use forgeneral secondary schools) supplied to the SPGs which became senior secondaryschools be transferred to the institutions retained for the new D2 program forprimary teacher training to maximize their utilization.

8.3 It has been recognized that the budgetary allocation to PUSDIKLAT hasbeen inadequate. If the budget is not increased sufficiently to run the courses,the role of PUSDIKLAT should be redefined to fit management patterns like thoseof similar management institutes in Thailand and Malaysia /7. The role of theCenter should be thoroughly reviewed by the MOEC, assisted by other concernedgovernment authorities, so that the large investment (over US$6.0 million) can beused effectively and give the country a high return for its investment.

9. Bank Performance

9.1 The project, designed as a continuation of ongoing teacher trainingactivities, focused on qualitative aspects of the teacher training programs

(teacher upgrading, course reviews, supply of additional materials), on theequitability of the response to general teacner training needs, and initiated theBank's first input in special education. Initial estimates were that all thepolicy aspects of the project could, as agreed, be implemented. However, inretrospect, these estimates proved unrealistic. While the Bank staff contributedto the project achievements through supportive working relationships andprofessional advice, both administrative and sectoral constraints limited thepolicy aspects and coordination of teacher training programs (para. 4.4). Morestaff continuity and intensive supervision /8 at the beginning of projectimplementation might have influenced MOEC to more actively support theCoordinating Committee and the Secretariat leading to teacher trainingcoordination. Because of the initial implementation delays (para. 5.1), thesupervision missions concentrated on the physical and qualitative aspects ofprograms and activities. The missions' detailed aide-memoirs were effectiveinstruments for accelerating actions, but placed tremendous pressures on the

staff because of the limited t'me allocated for the tasks. Upon learning thatthe 31 SPGs supported under the project were refunctionalized as senior secondaryschools, the Bank advised MOEC of its concern regarding the possible implications(para. 8.2).

10 Borrower Performance

10.1 The lack of sufficient full time project implementation staff and their

frequent turnover, particularly for Elements A and C, have significantlyconstrained project implementation. Project staff performed very well underdifficult circumstances in terms of completing the project, following up on majorissues raised, time spent on supervision despite inadequate staff and funds andwidely dispersed project sites, reporting, maintaining financial records, and

monitoring project implementation progress. TAMU with a strong leadership andstaff continuity, managed well the technical assistance component for the entire

/7 Partially on a commercial basis with recipients paying for a service.

/_8 Only one supervision mission took place in the third year of projectimplementation, when the project was still encountering start-upproblems. Subsequently, supervision was intensified.

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project. A major weakness was the lack of support provided for the ProjectCoordinating Committee and the Secretariat, which resulted in a lack ofsystematic coordination of training programs and activities. Many of theproblems and difficulties encountered dul-ing the project as well as currentlyfacing teacher education might have been reduced if the Project CoordinatingCommittee and the Secretariat had assumed their responsibility as planned and allproject units had been adequately staffed full-time and with continuity.

11 Proiect Relationship

11.1 The project relationships between the Bank and Borrower were good andsupportive with a high degree of professionalism on both sides. The PIUsmaintained satisfactory relationships with the respective project institutionsand good relationships among IKIPs have been developed.

12 Consulting Services

12.1 Civil works were executed by regional contractors, and architecturalservices were provided by local firms. Except for some unavoidable delays and afew problems in some of mote remote schools, the work was performedsatisfactorily. In retrospect, if rnulti-year contracts had been allowed, thedelays in civil works would have been reduced and the problems associated withhaving multiple contractors working on one school would have been avoided (para.5.5). Equipment suppliers performed generally well with the exception of a groupof local agents who have been reluctant to carry out repairs and maintenance.The difficulty of equipment repair, especially in the remote locations, is across-sectoral problem and one that requires more attention at the projectpreparation stage.

13. Project Documentation and Data

13.1 The SAR and the Loan Agreement were the main reference for the Bank andBorrower during implementation. They were generally found adequate.

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PART II - PROJECT REVIEW FROM BORROWER'S PERSPECTIVE

The Government supplied the Bank with a comprehensive Project CompletionReport in July 1990, prepared by a GOI team consisting of the threeImplementation Units, which addresses the project's achievements in detailsupported by extensive tables and data /1. Part II is the Executive Summaryprepared by the Borrower and included in its Completion Report.

1. Description and Analysis

I.] The Second Indonesia-IBRD Teacher Training Project (also known as theSecond Teacher Training Project) was a continuation and expansion of the FirstIndonesia-IBRD Teacher Training Project or the First Teacher Training Project.Therefore, its background and context as well as its objectives andimplementation strategies could be better understood if reference to certainfeatures of the First Teacher Training Project is made. Even though it addressedthe issue3 of quality improvement for both the primary and secondary teachertraining, and was therefore jointly sponsored by the Directorates General ofPrimary and Secondary as well as Higher Education (DGPSE and DGHE) together withthe Office of Education1. and Cultural Research and Development (BalitbangDikbud), the First Teacher Training Project was managed by a unitaryimplementation unit located at DGPSE insuring fairly smooth coordination inapproaches in addressing policy and substantive issues. Furthermore, at leastfor secondary teachers, the coordination of policies and programs aimed at theimprovement of the teacher supply system (recruitment, preservice education,appointment and placement, and inservice care), which are by organizationalstructure under the jurisdiction of different agencies both within as well asoutside of the Ministry of Education and Culture (MOEC) consistent with theprinciple of the division of labor governing ministerial structures, was greatlyenhanced by the central and regional coordination scheme providing for effectivedialogues among the producers, employers and administrators of teachers which wasestablished under the locally funded Education Diploma Program DevelopmentProject located within DGHE.

1.2 Building upon the experiences and results gained in the First TeacherTraining Project, the Second Teacher Training Project was charged with a greatlyexpanded set of objectives. As was stated in the Staff Appraisal Report, incoordination with the (then) on-going First Teacher Training Project (Project V)and with the (then) proposed Second Textbook Project (Project X) it was tosupport the government's long-range plans to improve the quality and increase thecapacity of the primary and secondary general education systems. To this end, itwas to assist the government to: (a) improve the quality of primary and secondaryteacher education; (b) achieve a balance between demand and supply of primary andsecondary teachers; (c) improve the quality and quantity of special education;(d) raise the quality of preservice and inservice training; and (e) improve andexpand the training of educational administrators. In other words, the statedobjectives refer to improvement efforts which fairly well cover the entireteacher supply system and, obviously, their attainment required the concertedefforts of all of those relevant agencies.

/1l The Completion Report of GOI is available in project files.

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1.3 To attain the objectives described in para. 1.2, assistance consistingof construction of new and improvement of existing facilities, procurement ofeducational equipment and books, staff development through domestic and overseas

training, and the services of expatriate consultants were envisaged. The overallquantitative improvement goal was to increase the capacity of 93 institutions bya total of 19,510 student seats affecting roughly one fourth of the number of

public teacher training institutions in Indonesia. The institutions slated to

receive the major inputs from the Second Teacher Training Project were: (a)primary preservice teacher training institutions which consisted of 60 general

teacher training schools (SPGs)--another 60 had already benefitted from similarinputs through the First Teacher Training Project--and 10 sports teacher trainingschools (SGOs); (b) six special education teacher training schools (SGPLBs); (c)inservice teacher training institutions which included three national teacher

education development centers (PPPGs) :.nd two regional teacher education centers(BPGs); (d) 11 preservice secondary teacher training colleges (nine IKIPs and twoFKIPs); and (e) the unit for educational administration (UEA) which later became

the Center for Educational Personnel Training (Pusat Pendidikan dan Latihan,Pusdiklat) located at the Secretariat General. To augment and guide the efforts

to improve the quality of teacher training and to identify more appropriate andrealistic dimensions of the quantitative concerns, an ambitious agenda ofresearch was also proposed. With two one-year extensions the project wasconcluded on June 30, 1990.

1.4 In retrospect, significantly omitted in the SAR was the majorcontribution of the Education Diploma Development Project indicated in para. 1.1above. While the two World Bank supported teacher training projects dealt with

improvement of instrumental inputs, the fully locally funded diploma programproject provided substantial recurrent costs in the forms of fellowships, staffsalary supplement, and other operational costs as well as certain supports for

the Bureau of Personnel which substantially speeded up the process of appointmentand placement of its graduates, thus rounding up the necessary supports for mostof the important components of the teacher supply system. Therefore, twoimportant notes need to be brought up at this point. The first is that theobjectives implied much more than simply the provision of certain facilities andservices meeting certain pre-set specifications commonly stated in terms of

reference and contracts to be verified against formal written receipts andendorsed statements within the confines of the Project. Secondly, because theendeavors were expected to self-generate the desired institutional processes, theactivities should be launched from appropriate structural context--they shouldsolidly rest on individual structural authority policies which, at the same time,were also viewed from the broader inter-agency coordinated policy framework.

1.5 However, unlike the First Teacher Training Project which was managed by aunitary implementation unit, the Second Teacher Training Project was split intotwo implementation units i.e. Element A dealing with primary teacher educationwhich was housed within DGPSE and Element B dealing with secondary teacher

education which was located within DGHE. A third and small portion was latercarved out from Element A and placed at the Pusdiklat of the Secretariat General,called Element C. In order to maintain the desired policy coordination and

program synchronization which had been reasonably successfully attained throughthe complementary efforts of the First Teacher Training Project and the EducationDiploma Program Development Project stated above, a Project Steering Councilconsisting of relevant echelon I officials and a Project Coordinating Committee

consisting of relevant echelon II officials were proposed by the Staff Appraisal

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Report, and later, mandated by the Loan Agreement. A Project CoordlnatingSecretariat was to be estabilished in order to provide the necessary staff worksrequired for etfective and efficient coordinated decision making processes.Furthermore, the two major components of the technical assistance activity i.e.specialist services and overseas training were partially configured on theassumption of the functioningK of the regional centers established under the saidcoordinating forum.

1.6 Unfortunately, despite all of the optimism which had even infected theauthors of the SAR as wel] as the signatories of the Loan Agreement, thecoordiniating forum did icot materialize anid the regional center scheme ceased toexist with thO abolishment of the O)GIIE Education Diploma Program DevelopmentProject. The crucial outfit of the Project Coordinating Secretariat wasvirtually never established. Someone was appointed Executive Secretary, however,wilth the absence of any semblance of coordinating activities requiring hisservice, he decicted to resign withinl a short period of time. For a number ofyears, subsequent evtents seemed to have invariably suggested that through eitherconscious acts or benign neglect, the policy coordination mechanism wasprogressively eroded and it eventtually met a quiet death, leaving behind each ofthe agencies viewing their tasks only strictly from their respective discreteinstitutional perspectives.

1./ The government's decision to self-manage technical assistance for thethree Elements of the Project w,iich brought together the administration oftechnical assistance activities through the Technical Assistance Management Unit(TAMU) located within Element B did not rectify the fragmentation of projectactiviti½s because the TAMU essentially provided logistical supports, notsubstantive and policy coordination, of the technical assistance activities,while the coordinating superstructure of the TAMU envisaged in its charter ofestablishment which would have provided for such a coordination scheme neverbecame active. Responsibility for substantive planning as well as follow-upactivities within the technical assistance area fully rested within therespective project implementation units. In other words, TAMU was also operatingin a structural vacuum.

1.8 Another precious opportunity which at the same time also represented amost urgent need for policy coordination would have been the decision tointegrate elementary and secondary teacher training as a consequence of theraising of the required formal qualification of elementary teachers to the D-IIlevel. Even though steps in that direction have been taken, including that whichculminated in the issuance of the MOEC decree No. 0461/U/1990 dated July 28, 1990on the coordinating forum for the teacher supply system, their decisiveness aswell as their expeditiousness did not seem to adequately measure up to thechallenge of the immense tasks and therefore still left a lot to be desired. Inthe last couple of years DGHE attempted to reactivate the regional centers byproviding funds for their activities, however, the absence of a centralcoordinating forum has been markedly limiting their maximum potentialcontribution to the functioning of the teacher supply system. Therefore, a lotremains to be done in order for the teacher supply system to benefit from thecoordinating mechanism provided by the said ministerial decree.

1.9 The provision for physical. facility targets were basically met, e;enthough there were some problems of poor match between facilities and programsbecause of certain policy decisions. For Element A, a number of institutions

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which had received substantial inputs through both the first and second WorldBank supported teacher training projects were refunctionalized into other kindsof secondary schools. For Element B the poor match resu]ted from programcancellation and abortion due to budget cutbacks. Perhaps because of its limitedsize and central location, the discharge of this category of project tasks atElement C did not encounter such a problem. Additionally, another set of issuesneeds to be brought up concerning the provision of physical facilities i.e. thoseof utilization and operation and maintenance (O&M). While the introduction ofthe O&M item in the budgetary scheme in the last couple of years should alleviatemost if not all of the severe O&M problems faced by institutions receivingmassive investment in educational equipment, the issue of utilization seems to beelusive. In other words, effective means need to be devised so that theinstructors explicitly include the utilization of the various equipment and booksinto their daily teaching-learning scenarios.

1.10 Despite the two-year delay in order to work out an acceptable scheme tocarry out the government's directive of technical assistance programself-management, the execution of the drastically scaled down contract for theprocurement of specialist services managed to exceed its targets. The resourcesallocated to provide 577 months of specialist services in 36 areas actuallyprovided 682 months in 42 areas, consisting of 574 months of expatriate and 108months of domestic specialist services, including full-time senior projectmanagement staff for Elements A and C. Also acquired but difficult to quantifywere the services of 14 non-IKIP senior academicians who participated in theintensive program reviews conducted at the three graduate schools, thusinitiating an important and unprecedented dialogue between the IKIPs and the restof the academic community in the country. All these were accomplished as theProject matured and the two parties to the contract focussed their attention moreon the substance of project goals than on the letter of the specialist servicesterms of reference.

1.11 Consisting of short-term and long-term fellowships which includedtailor-made as well as "on-the-shelf" programs, the fellowships component also,by and large, exceeded its initial targets (against 259, 207 and 31 participantstargeted, 282, 480 and 53 returnees made a total of 815 returnees successfullycompleting their programs, for Elements A, B and C, respectively). Judicialplacement based on thorough familiarity with the resources and personal contactswith key personnel of the major potential host institutions as well ascomprehensive in-program supports especially for the majority of participants whoexperienced language and initial academic adjustment difficulties seemed to haveplayed a decisive role in the reasonably high degree of success of the programs.U7nfortunately, as was already indicated in para. 1.9, the refunctionalization ofcertain SPGs/SGOs and the cutbacks of certain regional Pusdiklat trainingprograms had hindered full utilization of a number of fellowships programreturnees. Earnest efforts have recently been launched to recruit the Element Areturnees to fill the needs for the newly established D-II level elementaryteacher training programs.

1.12 The technical assistance follow-up activity programs had brought abouttwo major groups of project outcomes i.e. in the forms of hard products andinstitutional processes considered important for continued development.Obviously, production of course text and materials fell into the first category;overall senior SPG/SGO teachers at Element A produced 230 titles, RefresherProgram graduates of Element B authored 264 titles and overseas training program

- 20 -

returnees of Element C prepared 51 titles, all constituting significantcontributions to locally prepared materials. Finally, the report on the currentstatus of special education teacher training prepared by a mixed team ofexpatriate specialists and two recent doctoral overseas training programreturnees for Element A and the repo) s on the first employment experience of Slprogram graduates and the re-entry and utilization of overseas training returneesprepared by Element B are the intellectual products of the project.

1.13 For Element B, outcomes in the second category consisted of proceduresfor the automation of academic administration which were now in place in the 10participating secondary teacher training institutions for further systematicimprovement as well as that to accredit preservice training programs throughinstitutional self-study and peer validation which were successfully tested. Alsocapitalizing upon the experiences gained through similar activities of the FirstTeacher Training Project, Element A likewise undertook preservice programpeer-validated activities, however, limited resources had prevented them fromfully field testing the procedure. While the willingness as well as the abilityto hold dialogues in the various forms of peer review at both the individual (inthe process of materials development) and the institutional (during programreview and validation) levels at both the primary and secondary teacher traininginstitutions as well as through coordinative and consultative meetings in themanagement of the various programmed activities constituted other lesser tangiblebut equally important outcomes of the Project. Finally, the redefined goals andmissions of the IKIP graduate schools which at the same time reaffirmed theirniche within the academic community in the country were also to be included inthis last category of Project outcomes.

2. Lessons Learned

2.1 A number of lessons were learned which could be productively broughtto bear in similar reform efforts in the future. As was indicated earlier,viewed as discrete individual activities, despite some problems, manyaccomplishments were attained. However, systemically, there have been manyreasons for grave concerns. Policy decisions made by certain central as well asregional authorities which were perfectly appropriate when viewed from thediscrete institutional perspectives, had entailed serious adverse effects, e.g.poor match between project inputs and program needs in terms of facilities aswell as trained personnel, which consequently jeopardized the required concertedefforts to provide the education system with adequate manpower which is equitablydistributed throughout the country. ln other words, certain decisions andactions which were perfectly falling within each of the respective agency'srightful jurisdiction could have devastating domino effects because of failure toappreciate the systemic nature of the teacher supply system.

2.2 Another lesson which was learned was that "knowledge-intensive"endeavors such as the ones represented by this project require substantiveleadership. Equipped with the necessary knowledge base as well as the vision ofthe desired future direction of the development of teacher training, it ischaracterized by the sensitivity to recognize opportunities for developmentinitiatives as directives were promulgated and action programs were launched bothoutside as well as inside the project spheres, and the capability to capitalizeupon those opportunities in order to be able to make the necessary "mid-coursecorrections" toward the attainment of the overall reform goals. In other words,

- 21 -

project leadership should appropriately blend academic and administrativeauthorities in the management of project activities.

2.3 Contextually, the said undertakings could only be successfully carriedout if they enjoyed national level commitment, housed in an appropriateinstitutional set up, and carried out by individuals--from top decision makers to"foot soldier" levels--who shared the same perception and were equipped with thenecessary knowledge and skills to meet the challenge of teacher education reformrequired by the education system. In other words, a comprehensive approachcombining the "top-down" and "bottom-up" strategies which simultaneouslyaddressed the ideas, the authority structure and the resources, as well as thekey personnel of the various agencies involved in the complex set of endeavors isrequired. It also means that, no matter how massive the size of the set ofinputs included in a single project, they could not bring about a nation-widereform alone. Therefore, continued systematic efforts were required to convinceand induce the relevant agencies to--whenever necessary--go out of their way toplay their complementary parts in order to strengthen the coordination mechanismof the teacher supply system.

2.4 Due to its enormous size and complex nature as well as the fact of itsnaving to deal with an extensive array of internal and external agencies, thiskind of project also require full-time commitment from their key and supportstaff. Therefore, the staffing policy, which provides for alnually rotated,part-time assignments of civil servants who are allowed to carry out projecttasks only after office hours, seriously hindered the project from its fullfruition. The difference that the provision of full time domestic seniormanagement consultants for Elements A and C had made in the smooth and effectivedischarge of programmed tasks during the last years of the Project was anunequivocal testimony on this matter.

2.5 As an experiment in technical assistance self-management, theoperation of the TAMU also offered valuable lessons, notably in substantivedirection and logistical supports. After national priorities were set at theministerial and higher levels, the desired direction of the development of thesubstantive area of teacher training vis-a-vis that of education in general wasarticulated and acted upon at the TAMU especially for Element B activitiesbecause it was only within this project unit that substantive and administrativeauthorities blended. Programmatic mid-course corrections in order to betterserve the overall reform goals were made possible. As regards logisticalsupports, two kinds of services seemed to have made an important difference inprogram successes. The first was the expeditiousness of the preparatoryprocesses from application documents to the departing of the participants, whilethe second was--with the full cooperation of the host institution key staff--thecomprehensive in-program supports provided to the participants. Indeed, notinfrequently the TAMU leadership had to make themselves available forinternational telephone calls well into the evenings in order to intervene forthe solution of personal as well as academic problems. In other words, academicdirection and accessibility seemed to be among the most important features thatshould be present in any such endeavor. Therefore, efficient procedures ofadministration of overseas training and specialist services could, and should, bebuilt into a permanent structural outfit at the directorate general if notministerial level, while substantive leadership should be established accordingto the unique needs of particular areas of development initiatives.

- 22 -

2.6 With the integration of elementary pre-service teacher training intoDGHE, the need for the provision of massive inputs for the required reform inorder to meet the immense challenges faced by the education system would be evenmore acute: nine-year basic education which should be made available to anincreasingly larger and larger number of pupils distributed throughout the vastterritory of the country, the anticipation of the society of the future, and thesurvival of the nation in the industrial and information age. A word of cautionis in order. Appreciating the systemic nature of the teacher supply mechanism,unless a viable coordinating forum is formally established so that it is notsusceptible to key official turnovers, the sad history of fragmented initiativeswith disastrous consequences would repeat itself. Professional educationalservices required to develop intelligent citizenship would still be just topicsof discussions, not real benefits equitably enjoyed by the daughters and sons ofthe nation.

2.7 Finally, quality instruction requires more than simply the provisionof physical facilities and the advance training of instructors. Besidesufficient resources in the forms of facilities and knowledge and skills, it alsorequires a vision of direction which would induce and guide the development ofrich teaching-learning scenarios indicated in para. 1.9 in order to convey thenecessary educational messages. Referring to the idea of "Student-ActiveLearning" developed through the First Teacher Training Project, the in-countrytraining programs launched by both Elements A and B had endeavored to deal withthe message, however, much more remains to be done. In short, the reform effortsshould strike a balance between the provision of physical facilities and theinculcation of the knowledge base and skills as well as the "needs" to utilizethe said equipment and books. The improvement of the "vehicle" needs to besecurely linked to the nature of the "cargo" to be conveyed.

2 3

PART III - STATISTICAL INFORMATION

A. Related Bank Loans and/or Credits

Table 1: IDA Credit and IBRD Loans Relevant to the Project

Loan/Credit Year ofTitle Purpose Approval Status

Cr. 387-IND To help improve primary and 1973 CompletedFirst Textbook Project secondary education through in Dec.

provision of textbooks and 1981in-service teacher training

Ln. 1433-IND To expand physical infra- 1977 CompletedFirst Teacher Training structure for pre- and in- in JuneProject service teacher training & 1984

to develop teacher trainingmaterials.

Ln. 2102-IND To establish and develop a 1982 CompletedSecond Textbook permanent institution for in JuneProject textbook development, 1988

production and nation-widedistribution, strengthen theCurriculum Development Center,and to print textbooks forprimary and secondary schools.

Ln. 2472-IND To improve the quality of 1984 CompletedSecondary Education general secondary education in Sept.and Management through in-service teacher 1990Training Project training, provision of

science equipment, develop-ment of a more effectivenational school examinationsystem, and strengthenmanagement and planning skillsat senior levels in theeducation sector.

Ln. 2940-IND To improve accounting prac- 1988 On-goingAccountancy Dev. tices in both the public andProject private sectors, and the

quality of accounting edu-cation and to prepare forfuture demand for accountancymanpower.

…-- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- 94 _

Table 1: IDA Credit and IBRD Loans Relevant to the Project (continued)

Loan/Credit Year ofTitle Purpose Approval Status

Ln. 2944-IND To improve sectoral planning, 1988 On-goingHigher Education institutional management inDev. Project higher education, and educat-

ional quality and efficiency

Ln. 3158-IND Second To improve secondary education 1990 On-goingSecondary Education quality, equity and managementand Management through in-service teacherTraining Project and supervisor training,

upgrading the MnEC's MIS andrelated studies

Ln. 3311-IND To support GOI's higher educ. 1991 On-goingSecond Higher Educ. development program to improveDev. Project quality and efficiency in

education and research,

B. Project Timetable

Table 2: Planned, Revised and Actual Dates of Project Timetable

Date Date DateItem Planned Revised Actual

- Identification 11/79- Preparation/Preappraisal 05-07/80- Appraisal Mission 03/81 03-04/81- Loan Negotiations 11/81 01/18/82 01/18/82- Board Approval 01/82 03/16/82 03/16/82- Loan Signature 04/05/82 04/05/82- Loan Effectiveness 05/24/82 05/24/82- Project Completion 06/30/87 06/30/90- Closing Date 06/30/88 06/30/89 06/30/90- Last Disbursement - - 11/07/90

- 25 -

C. Loan Disbursements

Table 3: Cumulative Estimated and Actual Disbursements(US$ million)

Bank FY 1983 1984 1985 1986 1987 1988 1989 1990 1991

Appraisal 2.0 7.0 17.0 39.0 62.0 80.0 - - -

estimateActual 0.2 0.6 5.4 19.8 38.7 54.5 68.8 77.1 79.1

Actual as % of 12 8 32 51 62 68 86 96 99estimate

Actual as % of 0 1 7 25 48 68 86 96 99total loan

Date of finaldisbursement 11/07/90

Comments:

Difficulties the project encountered in starting upimplementation are reflected in the disbursement performance. Only 7s of

the total loan (or 32% of the appraisal estimate) was disbursed during the

first three years of the project. Procedural changes due todecentralization of construction work and development budgets requiredcloser communication and coordination between the central and local

governments, which was lacking. It took almost two years to resolve these

matters, which were not expected at the time of appraisal. This wascompounded by severe budget cuts and insufficient staffing of the

implementation units. In effect, project implementation started full scale

at the end of the third year and subsequently improved significantly. In1985, US$408,575 was cancelled due to misprocurement of equipment. The

Loan Account was closed on November 7, 1990, with a cancellation of theundisbursed balance of US$460,061.

- :6 -

D. Project Implementation

Table 4: Planned and Actual Completion of Components

Appraisal Estimate ActualVaria-

Project Component No. of Planned No. of sionInsti- Completion Insti- Completion (No.oftutions (year) tutions (year) years)

Civil Works:Element A:Primary teacher training 9 1984 9 1986 2schools 31 1985 34 1987 2

20 1986 16 1988 2

Primary sports teacher 5 1984 3 1985 1training schools 5 1985 4 1986 1-2

3 1987 2

Special education teacher 3 1984 2 1986 2training colleges 2 1985 2 1987 2

1 1986 2 1988 2

Nat'l subject matter centers 3 1984 2 1986 21 1987 3

Regional inservice teacher 2 1985 2 1988 3training centers

Element B:Secondary teacher training 5 1984 8 1985 0-1colleges 6 1985 2 1986 1

1 1988 3Element C: Center forEducational Administration 1 1984 1 1989 5

Equipment/Books:Element A Phase I 1985 Phase I 1986 2

Phase II 1986 Phase II 1988 2Phase III - Phase III 1990 4

Element B Phase I 1985 Phase I 1985 0Phase II 1986 Phase II 1988 2Phase III - Phase III 1990 4

Element C Phase I 1985 Phase I 1990 5

Technical Assistance: /a1988 1990 2

La Details of technical assistance and studies are provided in Tables 8, 10 & 12.

Source: PIUs, Second Teacher Training Project, MOEC

- 297

Comments for project implementation:

1. As discussed in Part I, the project encountered variousdifficulties, and was completed in June 1990 two years behind schedule.The factors responsible for the delay were primarily: (a) proceduralchanges in budget and procurement; b) lack of communication and budgetarymechanisms between central and provincial governments; (c) lack offull-time key project implementation staff and their frequent turnover;(d) insufficient counterpart funds;and (e) protracted negotiations on aconsultantancy contract for technical assistance management.

2. One important factor contributed to the implementation delaywas frequent turnover of key project management staff as illustratedbelow:

Project Superior and Key PIU Staff Turnovers1982 - 1990

Element Element ElementPosition A B C /a

1. Superior 3 1 32. Director(s) 1 1 1 & 33. Assistant Director 1 2 14. Treasurer(s) 2 0 3 & 15. Architect 0 0 06. Procurement Officer 1 2 17. Education Officer 0 1 18. Secretary 4 1 1

/a This smallest unit was managed separately by source of funds, and twodirectors and two treasurers were assigned; one for management ofthe loan funds and the other for the rupiah funds. This arrangementwas one of the major causes of the delay of implementation for thisunit.

- 28 -

E. Project Costs and Financing

Table 5: Project Costs

-- Rp. billion -------- ---------- US$ million ---------

Category Appr Actual % Change Appr. Actual X Change

Esti- at comp- (over and Esti- at comp- (over and

mate letion under (-)) mate letion under (-))

Civil works /2 46.53 72 64 56% 73.50 57.29 -22%

Furniture, books and 25.85 49.00 90% 42.30 30.84 -27%

equipment /3

Technical assistance:

Fellowships & training 9.93 34.58 248% 16 20 22.95 42%

Specialists 7.59 10.60 40% 12.20 7.13 -42%

Eval. & studies 3.80 2.82 -26% 5.80 1.87 -68X

Project management, monitoring 0.00 1.11 - 0.00 0.65

and supervision

Total Cost 93.70 170.74 82% 150.00 120.73 -20%

/1 Estimated costs at completion.

12 Includes Rp. 22.74 billion financed by GOI for additional construction work of IKIPs.

/3 Includes costs of materials development.

Corment s:

The cost underrun of 20% (US$29.3 million) was primarily attributable to the

devaluations of the Rupiah currency which took place during the project period. The Rupiah

was drastically devaluated from Rp. 625/US dollar at appraisal in 1981 to Rp. 1,858/US dollar

in 1990, the last year of disbursement. In terms of the Rupiah currency, however, the project

cost exceeded the appraisal estimate by 82% because of the declining value of the Rupiah

against the US dollar.

_ ?9 _

Table 6A: Project Financing

Planned(Ln. 2101-IND) Revised FinalAgreement (in 1986) (in 1990)

Source (US$'000) % (US$'000) % (US$'000) %

IBRDExpenditure Categories

(1) Civil works 27,700 27,700 20,129

(2) Equipment, materials 26,000 25,700 27,240and furniture

(3) Technical assistance 22,100 25,200 31,113

(4) Project management 0 991 649monitoring andsupervision

(5) Unallocated 4,200 0 0

Total IBRD 80,000 53% 79,591 64% 79,131 66%

Government70,000 47% 44,200 36% 41,600 34%

TOTAL 150,000 100% 123,791 100% 120,731 100%

Comments:

The loan agreement was amended to increase the percentage to befinanced from the loan for civil works from 40% to 55% in 1984 and againfrom 55% to 80% in 1987. In 1986 the loan agreement was further amendedto include a new financing category "project management, monitoring andsupervision" to be financed 100% by the loan, and to finance furniturefrom the loan, to alleviate the severe budgetary constraints facing theMOEC, thus improving project implementation.

- 30 -

Table 6B: Allocation of Loan Proceeds(in US dollars)

Revised FinalCategory Original (in 1986) (in 1990)

(1) Civil works 27,700,000 27,700,000 20,129,327.97

(2) Equipment, materials 26,000,000 25,700,000 27,240,331.54and furniture

(3) Technical assistance 22,100,000 25,200,000 31,113,122.81

(4) Project management 0.00 991,425 648,581.56

monitoring andsupervision

(5) Unallocated 4,200,000 0 0.00

Cancelled as of 12/13/1985 /a 408,575 408,575.00

Undisbursed balance cancelled 460,061.12

effective 11/07/1990

TOTAL 80,000,000 80,000,000 80,000,000.00

/a Due to misprocurement of equipment.

31 -

F. Proiect Results

Table 7: Nuimber of Institutions Assisted and Niumber of Additional Student Places Provided

Appraisal estlmates Actual at completion la

No. of Number of student places Number of student

insti- -------------------------- No. of places or enrol-

tutlons insti- lments (1989/90)

to be Existing To be ttutions -------------------

Component assisted 1980/81 added Total assisted Added Total

Primary preservice teacher training:

General teacher training schools (SPG) 60 27,000 360 27,360 59 2,773 29,773

Sports teacher training schools (SGO) 10 3,600 1,200 4,800 10 2,799 6,399

Secondary preservice teacher 11 58,200 16,000 74,200 11 16,000 74,200

traintng colleges (IKIP/FKIP)

Special education teachers colleges 6 1,000 1,400 2,400 6 3,131 4,131

(SGPLB)

Inservice teacher training:

National subject matter centers 3 450 0 450 3 0 450

Regional training centers 2 0 300 300 2 270 270

Education administration center (PUSDIKLAT) 1 0 250 250 1 250 250

Total 93 90,250 19,510 109,760 92 25,223 115,473

Sources: PIUs, Second Teacher Training Project, MOEC

/a Data for primary teacher training is 1986/87 enrollments, which is the latest available with full

enrollments because no new entrants were enrolled during 1988-90 due to the Government's decision to

raise the level of training from senlor secondary to post-secondary level as well as to

refunctionalize some of the instltutions as senior secondary schools. Data for secondary teacher

training represent the student places added under the project only.

Cormments: Enrollments at completion of the project met or exceeded the appraisal targets for all

components except for the regional training centers. For primary teacher training, it exceeded because

most SPGs enrolled more than the level set for each type of schools (Annex 3). However, the recent

policy changes in teacher education resulted in the refunctionalization of 31 of the 59 project SPGs as

senior secondary schools (Annex 1, para. 10). Accordingly, the net project provision for general primary

teacher training as of May 1991, after the conversion of 31 project SPGs to secondary schools, is 28

institutions, with an enrollment of about 14,300, for the new D2 program for primary teacher training.

Further review of the former SPGs/SGOs retained for the new D2 program is being undertaken by DGHE based

on the ongoing teacher training analysis. As for secondary teacher training, 16,000 student places were

added as planned at appraisal. However, the total enrollment in 1989/90 was over 87,000, exceeding the

appraisal estimates by about 18% (Annex 4), largely because, in responding to the shortage of teachers,

GOI made investments with its own funds for expansion of the facilities in parallel with the project.

With the proliferation of private teacher training institutions during the early 1980s, these factors

contributed to an oversupply of primary and senior secondary school teachers, the latter particularly in

the humanities. However, junior secondary teachers are still in short of supply, particularly science

and math teachers in isolated areas. The Government is aware of this problem and is taking steps towards

rectifying the situation in conjunction with the reorganization of the teacher training system to improve

the quality and management of the system. With regard to the national subject matter centers, as

indicated in appraisal estimates, the main goal was to supply these centers with required facilities to

operate ongoing programs more effectively and better respond to quality needs.

- 3) -

Table 8: Staff Development - Overseas Fellowship Program

Status of Returnees lb

Returned

Actual to home Employed

at Insti- within

Appraisal Revised Comple- tutions MOEC Other

Institutions/Level of Studies Estimate (TAMU /a) tion (a) (b) (c)

-------------------------------------- ------------------ Number of fellows- -----------------------

Element A - (Primary Preservice/Speclal

Education/Inservice Training):

Doctoral level 8 11 6 0 5 1

Master's level 105 105 126 111 13 2

Short-term 91 143 150 136 4 10

Subtotal 204 259 282 247 22 13

Element B - (Secondary Preservice):

Doctoral level 100 54 63 63 0 0

Master's level 144 80 114 114 0 0

Short-term (Sandwich) 22 52 58 58 0 0

Refresher A 0 11 53 53 0 0

Refresher B 0 0 39 39 0 0

Refresher C 0 0 143 143 0 0

B A A K (Administration) 0 10 10 10 0 0

Subtotal 266 207 480 480 0 0

Element C - (Education Admin. TraLning):

Doctoral level 3 3 2 0 0 2

Master's level 8 8 10 0 2 8

Short-term 23 20 41 16 6 19

Subtotal 34 31 53 16 8 29

PIU Staff

Study tours Id 12 0 0 0 0 0

Total: Docetoral level 111 68 71 63 5 3

Master's level 257 193 250 225 15 10

Short-term study 148 236 494 455 10 29

TOTAL 516 497 815 /c 743 Ic 30 42

As a X of Total Returnees 100X 91X 4X 5X

Sources: PIUs, Second Teacher Training Project, MOEC

La The program was revised at the time the Technlcal Assistance Management Unit (TAMU) was establishedin 1984 to self-manage the overseas fellowship program.

lb (a) represent those fellows returned to respective home institutions as planned: (b) represent those

who did not return to their home institutions but utilizing the newly acquired knowledge and skills

within MOECi and (c) represent the returnees who are employed outside MOEC, with specific assignments

unknown,

Ic Includes 6 fellovs who are still pursuing PhD programs funded under other Bank-assisted project.

Id The Government did not approve the study tours planned for PIU staff.

- 33 -

Comments for Overseas Fellowshio Program:

1. Thc overseas fellowship program was revised in 1984, reflecting the specific needs of the

lnstitutions and the availabillty of qualified candidates. At completion, the overall overseas

fellowships far exceeded both the appralsal and revised estimates by about 58% and 64%, respectively.

Only nine fellows did not complete their studles for various reasons (death, il.ness, failure) and slx

fellows were still pursuing PhD programs. The high success rate appears to be attributable to

predeparture language training, and close monitoring, counseling and guidance provided during their

study. However, degree programs, both at the doctoral and masters levels, were below the appraisal

estimates by 36X and 3%, respectively, although they exceeded the revised estimates. This reflects the

limited availability of qualified candidates for degree programs and the fact that appraisal estimates

were unrealistic.

2. This successful component has greatly increased the staff qualification levels of the teacher

training institu,ions. The participants in overseas training programs, particularly those from the SPGs

and other primary teacher educatLon institutions, constitute the only substantial group of

professionals employed within the MOEC who are both experienced primary teacher educators and holders

of higher-level degrees. It is therefore vital to ensure that the skills they have built up at home

and abroad are fully utilized, both in planning the future of primary teacher eduction ln Indonesia,

and in enhancing its quality.

3. Refresher programs (overseas 3 to 6 months) were developed specifically to provide

opportunities for experienced and qualified faculty members and managers of IKIP/FRIPs to extend their

knowledge base, curriculum design and instructional methodologies. The program participants were

required to write course text and instructors' manuals and develop or update course outlines and

instructional materials to upgrade the content of courses they will teach In Indonesia upon completion

of the program. These programs have resulted in producing over 250 such materials, which have been

printed and distributed to all IKIPs end concerned agencies after discussions and revlew by colleagues

and superiors (Part III, Table 11). This was an innovative and important feature of the program since

fewer than 100 national pedagogical books existed previously.

4. A study /1 on the reentry and utilization of overseas training program returnees supported

under the project was carried out in 1989. The findings of the study indicate, inter alia, that: (i)

in genoral the returnees did not have serious problems in the process of social readjustment; (ii)

returnees have, in general, been extensively utilized by their home institutions; and (LL1) the overseas

training has had a positive impact on the returnees, their home institutions and the academic

communlties. The advantages of the training for the academic communities are in contribution of ldeas

ln teaching-learning processes, curriculum and development of theorLees. The findings and

recommendations of the study would be an important lnstrument for better planning, programmlng and

implementation of future overseas training programs and for enhancing utilization of the returnees and

maxLmLzing their impact on institution bullding.

,1 A study on The Reentry and Utilizatlon of Overseas Trainina Program Returnees was carried out by

Element B. the Second Teacher TraLning Project, MOEC ln 1989, encompassing 90 degree program

returnees sponsored under the project, 114 superiors, 273 colleagues and 455 students at eight

Institutes of Teacher Training and EducatLon (IKIPs).

- 34 -

Table 9: Staff Development - In-country Training

No. of

Partici-

Appraisal estimates Results pants

About 1,400 staff in total were estimated to

be provided with training,

Primary Preservice Teacher Training Following the in-country training developed

Training to promote effective use of under the first project with modifications,

project assistance, and an integrated cluster training in teaching-learning processes

regional training & special education covering education, science, math, language and

social sciences was provided with expert

assistance to:

SPGISGO/SGPLB teachers 1,153

SGO teachers on physical ed. 613

SGPLB teachers on special ed. (deaf,blind, 413

mentally retarded, physically handicapped

& emotionally disturbed).

Secondary Preservice Teacher Training Training in teaching-learning processes

Inservice training for Secondary Teacher was provided to staff from 44 IKIPslFKIPs in

Training College staff on subject matters 14 subject areas. 1, 100

Training in automation of academic administ-

ration was provided to staff from 44 IKIPslFKIPs:

Dept heads and secretaries 1,386

Academic administration staff 510

Training in library management Was provided to 179

staff from 10 IRIPs, 20 public univ., 32 private

higher education institutions & 2 Bali regional

government agedncies.

TOTAL 5,354

Comments:

The total number of staff benefitting from in-country training was almost four times mwre than

estimated at appraisal. The duration of the courses ranged from 56 to 70 hours. Multi-staged cluster

training for SPG/SGO/SGPLB teachers and managers focussed on the management of teaching-learning

processes. At national workshops for key teachers in various fields of training, the respective

institutions and government agencies were also represented, which is essential to enhance the

effectiveness of the workshops. In addition, technical training in computer skills and system management

was given to the computer unit staff, and training in laboratory equipment operation and maintenance was

given to laboratory staff lncluding staff from the Learning Resource Centers. Training on laboratory

operatione and maintennce encouraged teachers to use the new teaching equipment in the classroom. This

successful component has greatly increased the staff qualification levels of the IRIP and SPG/SGO/SGPLB

institutions. It also helped enhance utilization and effectiveness of the Learning Resource Centers vhich

were established under the First Teacher Training Project (Part I, par-. 2.6).

- 35 -

Table 10: Specialists Servlces

Appraisal Actual at

estimates Revlsed completion

No. of No. of No. of

specia- Staff- specia- Staff- specia- Staff-

Component & areas of specialization lists months lists months lists months

ELEMENT A

Primary Preservice (SPG/SGO)

Administration of teacher training 8 288

Language and social studies ed. 2 36 2 32

Language education - - 1 7

Math. and natural science education 2 36 2 35

Education administration 2 36 1 19

Physical and health education 2 36 1 15

Research and development 1 18 1 18

Soecial Education (SGPLB)

Special education z-6 ) 72 5 25 4 17

Special education planning 2-5 )

Special education administration 1 5 - -

Special education research - - 5 14

Staff development 1 5 - -

In-service Tralnina (BPG/PPPG)

Teacher training & naterials dev. 1-3 36 - - - -

National strategy & curr. development 1 12 2 26

Materials dev: math. sci L language 3 36 2 14

Special consultant in social studies - - 1 9

Project management - - 1 24

Architect - - 1 24

Total for Element A 13-22 396 20 245 24 253

ELEMENT B

Secondary Preservice (IKIP)

Teacher training, curriculum dev. 14-20 288

& materials development

College management including 16 120

library management

IKIP Jakarta:

Sports & health education 4 20 3 15

Language educatlon 4 20 3 14

Social science education 2 10 6 32

Education technology 2 10 3 15

Teat and measurement - - 1 14

Qualitative research - - 1 8

TTC Bandung:

Science education 4 20 2 10

Research methodology 4 20 4 20

Guidance and counseling 2 10 1 5

Language education 2 10 2 10

Out-of-school education 2 10 3 25

General education - - 1 14

Policy studies - - 1 14

…-----------------------------------------------------------------------__---__-----------------------

- 36 -

Table 10: Specialists Services (continued)

Appraisal Actual at

estimates Revised completion

No. of No. of No. of

specia- Staff- specia- Staff- specia- Staff-

Cocponent & areas of specialization lists months lists months lists months

ELEMENT B (cont'd)

TTC Malang:

Science education 4 20 2 10

Mathematics education 4 20 1 5

Research methodology - - 1 3

Business education 4 20 1 5

Educational technology 2 10 3 20

Curriculum and instruction - - 1 14

Educational administration - - 1 12

Counselor education - - 1 14

Central PIU:

Sp. consultant on academic admin. - - 1 19

Sp. consul, on books & periodicals - - 1 2

Library management 3 15 1 5

Academic administration 3 15 5 34

Total for Element B 30-36 408 46 230 50 339

ELEMENT C

Administrator Trainina

Educational administration trng 2 48 - - -

Training C org. development 1 12 1 12

Training research S evaluation 1 12 - -

Management and operations - - 2 24

Total for Element C 2 48 2 24 3 36

Proiect Coordinatina Secretariat

Educ. evaluation L proj. management 1 24 - - 0 0

TechnlcaL Assistance Management Unit (TAMU)

Specialist coordinator 1 42 1 45

Research & evaluation 2 36 1 9

Total for TAMU 0 0 3 78 2 54

TOTAL 46-61 876 71 577 79 682

Sources: PIUs, Second Teacher Training Project, MOEC

Comments: The total staff-month of specialist services utilized was less than the appraisal estimate by

about 22Z. The variance was attributable mostly to the fact that the MOEC decided to defer arrival of

specialists until upgraded and better qualified trainers had returned from overseas training to work with

specialists as counterparts, thus reducing the length of service required from the specialists. Thls

arrangement worked well and resulted in better transfer of knowledge and skills and production of a large

number of teaching materials which were lacking (Part III, Table 11). Subsequently, part of the

provisions of specialist services for subject matters was substituted for overseas training in concurrence

with Bank missions.

- 3 7 -

Table 11: Teaching Material Development

No.of final

Materials developed products

The specialists prepared various papers, handbooks, course materials, instructional 70

manuals and other materials in addition to mid-term and final reports on their

assignments, covering various aspects of the project: primary and secondary teacher

education, physical education, science, math, teachig-learning processes, special

education, course development, curriculum development and instruction planning, etc.

(ref. Appendix 4.12 of PCR prepared by PIUs, MOEC).

Element A Instructional materials (called 'Learning Packages') and ourse materials were

prepared by senior SPG teachers and Directorate of Teacher Training staff. The 230

Learning Packages cover five subjects: Bahasa Indonesia, mathematics, science, social

scLence and pedagogy. Each package consisted of 4 books, including study guLde, teacher's

manual, materials and media, and student worksheets, covering six semesters of SPG

curriculum (120 volumes).

Element B As part of the Refresher Training (overseas) Program, development of teaching

books and materials endeavored to improve course contents and teaching-learning processes.

Books and course materials were written by the overseas fellowship returnees in the

following areas:

Education: curriculum, educational foundations, educational administration

religion and edu, edu. statistics, research & evaluation, guidance & counseling, 149

teaching-learning processes, and educ. technology

Sciences: math/statistics, physics, chemistry, biology, technology and industry,

computer science 43

Social Science/Humanities: economics & management, history, social studies,

linguistics, coamunication & organization, ecology, sports & health, philosophy & art 64

Academic manuscripts were produced collaboratively by the specialists and thier 7

counterparts.

Element C

Instructional materials 51

TOTAL 614

Source: PIUs, Second Teacher Training Project, MOEC

Comments: Quantitative targets were not specified in the SAR, but special efforts were made in

teaching material development with the assistance of consultant specialists, resulting in the

production of over 600 titles. 'Learning Packages' for primary teacher training went through a

series of try outs and revisions with a group of key teachers and distributed to 269 SPGs and 81

agencies concerned with teacher education. Cluster training programs for primary teachers introduced

new primary education concepts and how to use the newly developed materials effectively in primary

schools. This activity had been initiated during the first project and continued under the second

project. The materials developed are the result of many years of work and are now having, according

to the MOEC officials, a very positive impact on the quality of primary school teaching. Teaching

materials for secondary teacher training were printed after discussions and reviews by colleagues and

superiors and distributed to all IKIPs and concerned agencies.

- 38 -

Table 12: Project Studies

Topica planned at appraisal Status & Impact at Completion

(a) Pre-service teacher training: In spite of the efforts by both the Project and the Bank to carry out

to reviev ways to overcome the study under the project, it was eventually agreed that this would

structural and managerial be carried out under the Higher Education Development Project (Ln.2944-

constraints IND) largely because of disagreement among the involved GOI agencies on

the objective and scope of the study. A study is currently underway.

Tracer studies were completed, consisting of two parts:

Part I: Teacher Selection & Placement: Indonesia's

Practice & Policies - completed in 1988. The objective of the study

was to determine how the teaher supply system was working by tracing

the new S-1 program graduates of five IKIPs in the years 1982-84 who

entered employment in the public sector. Its principal recommenda-

tions included, inter alia, an establishment in MOEC of an advisory

group on recruitment, selection, & assignment of educational personneli

reducing the length of time it takes to complete individual hiring

processes: and reducing the disparity of teacher distribution. This

approach is being considered to be used in tracing the graduates of

Yogyakarta and Padang technical teacher preservice programs.

Part II: The Reentry and Utilization of Overseas

Program Returnees - completed in 1989. This Part looked at how

overseas training could be made a more integral part of lnstitutional

development. The conclusions and recommendations, if applied, could

have an important training policy impact.

(b) In-service teacher training Completed. Three methods of instructions, i.e., refresher/renewal,

upgrading and qualifylng courses for the unqualified, identified under

the study are being experimented and are expected to be used in the

national and regional training centers.

(c) Special education Completed. The conclusions of the study were used as the bases of

formulating the national strategy and led the GOI to establish special

education programs in about 200 schools.

(d) Educational administation Completed. The findings and recommendatlons of the study were used in

training drawing up the role and training program of the Center for Education

Administration (PUSDIKLAT).

---- ----- -- ----------- --- -- -- -- -- ----------- ----- ----- ----- __---- ------ __--- --- ------ -- ----------

- 39 -

G. Status of Lexal Covenants

Table 13: Compliance with Loan Covenants

Covenants Description of Covenants Status

Art.3.01(b) Establish and maintain (i) a Steering Council, (lI) a Project Complied with except for (Li) &

Coordinating Committee: (iii) a Project Coordinating Secre- (ILI) which were established but

tariat and (iv) three Project Units. did not assume the planned respon-

sibilities. A TA Management Unit

was also established in 1984 to

self-manage the overseas fellow-

ship programs. (Part I, para. 4.4)

Art.3.01(c) Undertake studies to Improve the organlzation, operation Three of the four studies completed.

and coordlnation of integrated primary and secondary teacher A teacher training study is being

training in Part A.3 of the Project. carried out under the Higher Educ.

Dev.Project. (Part I, para. 5.10)

Art. 3.02 Employ consultants and experts whose qualification, experi- In compliance

ence, timing and terms and conditions of employment satis-

factory to the Bank.

Art. 3.05 Take such actions as shall be necessary to acquire as and In compliance

when needed all such land and rights, and furnish to the

Bank evidence that such land and rights In respect of land

are available and satisfactory.

Art. 3.06 By December 31, 1983, prepare the national special education In compliance

strategy and furnish a copy to the Bank for Its review.

Art. 3.07 By December 31, 1983, prepare the plar. for a national In compliance

integrated system of inservice training.

Art. 3.08 Ensure that the scope & methods of project monitoring & evalu- Partly complied with.

ation shall be carried out in a manner satisfactory to Bank. (Part I, para. 5.9)

Art. 3.09 Select candidates for the fellowships, study programs & short In compliance

training courses included in the Project in accordance with

procedures, criteria and timetables acceptable to the Bank.

Art. 3.10 Ensure that provisions satisfactory to the Bank shall be made Partly complied with. Some project

for the proper installatlon, use and maintenance of equipment institutes suffered from the lack

procured for the purpose of the Project. of funds for equip. maintenance.

Art.4.02(b) Furnish the Bank with certified copies the accounts for all In compliance

components a-adited by independent auditors, and separate SOE

audits, not later than six months after the end of each fiscal

year, until one year after the Closing Date.

- 40 -

H. Use of Bank Resources

Table 14: Staff Inputs by Stage of Project Cycle (staff-weeks)

Activity FY78 FY79 FY80 FY81 FY82 FY83 FY84 FY85 FY86 FY87 FY88 FY89 FY90 FY91 Total

Preappraisal 0.1 1.9 66.9 36.3 105.2

Appraisal 37.6 22.2 59.8

Negotiations 11.3 11.3

Supervision 1.6 12.4 15.1 19.2 19.0 15.1 13.7 9.3 7.7 3.0 116.1

PCR 1.1 4.8 5.9

Total 0.1 1.9 66.9 73.9 35.1 12.4 15.1 19.2 19.0 15.1 13.7 9.3 8.8 7.8 298.3

Table 15: Mission Data

Perfor-

Staff- mance

Month/ No. of weeks Specialization rating Type of

Stage of Project Cycle Year Persons in Field represented Status /a Problems

Identification 11/79 3 9.8 Educator(2),Architect

Preparation/ 05-07/80 5 22.6 Educators(3)

preappraisal Architects (2)

Appraisal 03-04/81 6 17.3 Educators (3)

Architects (2)

Admin. Asst.

Supervision I /b 08/82 1 1.6 Gen educator 2 Management/Tech.

Supervision II /b 10/82 2 0.7 Gen educator,Architec 2 Management

Supervision III /b 02/83 2 2.1 Gen educator 2 Management

Supervision IV lb 11/83 2 1.4 Gen educator, 2 Management

Architect

Supervision V 07/84 3 1.1 Gen educator, 2 Financial

Architect & local

Architect

Supervision VI 05/85 2 2.3 Gen educator, 2 Management

Local architect

Supervision VII 11(85 2 2.0 Gen educator, 2 Management

Architect

Supervision VIII 07/86 1 0.9 Gen educator 2 Management

Supervision IX 11/86 1 3.7 Gen educator 1 Management

Supervision X 06/87 2 1.7 Gen educator, 1 Management

Opn assistant

Supervision XI 11/87 1 2.4 Gen educator 1 Management

Supervision XII 03/88 1 2.4 Gen educator 1 Management

Supervision XIII 03/89 1 1.6 Gen educator 1 Management

Supervision XIV 06/89 2 2.0 Opn assistant, 1 Management

Local architect

Supervision XV 03/90 1 2.6 Gen educator 1 Management

/a 1 = problem free or minor problems; 2 - moderate problem.

/b These were combined missions for the supervision of the First (Ln. 1433-IND) and the Second (Ln. 2101-IND)

Projects.

ANNEX 1Page 1 of 5

INDONESIA

SECOND TEACHER TRAINING PROJECT (LOAN 2101-IND)

Sectoral Developments and Issues in Teacher Education

1. The rapid GDP growth experienced by Indonesia in the 1970s put severestrains on the country's limited skilled manpower which in turn had emerged as acritical constraint to further growth. GOI achieved impressive sectoral progressduring the 1970s-1980s by creating over five millon new primary student placesunder the INPRES school construction program, reaching near universal primaryenrollment and expanding junior secondary enrollment from less than two millionto over six million (53% of age group) and senior secondary from less than onemillion to over four million and higher education program from one percent tothree percent. In spite of the rapid expansion, Indonesia's senior secondary andhigher education systems remained inadequate for its development needs with thesenior secondary enrollment ratio reaching 37% of the relevant age cohort duringthe 1980s and higher education enrollment for the age cohort 20-24 still lowerthan the average of other low income countries, four percent.

2. The rapid expansion in primary enrollment in the 1970s createddifficulties in maintaining qualified/trained teacher supplies in pace with theenrollment strides. The GOI recognized that provision of adequate physicalfacilities would go only part of the way toward qualitative improvement andfocussed its attention on improved teacher training, textbooks and instructionalmaterials. Thus, the Government determined to focus on qualitative improvements,especially of teacher upgrading and textbooks, in support of a more equitableeducation system and to alleviate manpower constraints.

3. At the time of appraisal, the formal system of education consisted of sixyears of primary school, three years each of lower and upper secondary and two tosix years of post-secondary education. The senior secondary level includedgeneral academic (54%), technical, commercial, home economics, agricultural,primary teacher training schools (SPG) and primary sports teacher trainingschools (SGO). A parallel system of private schools also existed at all types ofschools and levels, especially at the senior secondary level. Responsibility formanagement of teacher education was divided between two directorates general.Preservice training of primary school teachers was conducted at primary teachertraining institutions (three-year upper secondary level) under the DirectorateGeneral for Primary and Secondary Education (DGPSE) and preservice training ofsecondary teachers at two types of institutions under the Directorate General forHigher Education (DGHE): secondary teacher training colleges (two to four-yearpost-secondary level, IKIPs) and education faculty of universities (FKIPs).Management of inservice training for both primary and secondary teachers was theresponsibility of DGPSE.

4. The main teacher training issues identified at the time of appraisal(1981) were: (a) an imbalance between supply and demand for teachers and poor

ANNEX 1Page 2 of 5

internal efficiency of preservice teacher training; (b) the low quantity andquality of training for special education; (c) an inadequate system of inservicetraining; and (d) a lack of systematic training of administrators. Some of theproblems were related to the structure of teacher training. For example,although the best resources for teacher training were located at the 10 IKIPs and20 FKIPs under DGHE, these IKIPs/FKIPs were separate in organizational structurefrom SPGs under DGPSE thus making it difficult for SPG teachers to take advantageof these resources; and the inservice training centers were located nearIKIPs/FKIPs where the best resources were available and were expected to receiveassistatnce from college staff, but a direct line relationship was precluded byorganizational structure.

5. Recognizing the issues, GOI, with Bank assistance under the ThirdEducation and First Teacher Training Projects (Cr. 387-IND and Ln. 1433-IND) andsupported under the locally funded Education Diploma Development Project in DGHE,had taken initial steps toward an improved structure--creating eight teachertraining catchment areas each with a leading institution. Simultaneously, GOIwas contemplating two important policy changes which would affect teachereducation: these were an extension of basic education to eight years and raisingpreservice primary teacher training requirements from the senior secondary schoollevel to a two-year post-secondary level.

6. The First Teacher Training Project (Ln. 1433-IND) was approved in 1977and completed in 1984, generally achieving the project objectives of improvingteacher training at both primary and secondary teacher training levels by: (a)upgrading about 7,000 teachers; (b) providing specialized Learning ResourceCenters in 54 primary and 15 secondary teacher training colleges; and (c)developing teacher training materials. The project's aim was to change theteacher-centered approach to student-centered instruction with greater studentinvolvement in the learning process, and to introduce new teaching methodology.However, the Learning Resource Centers were underutilized because of insufficientunderstanding and knowledge of the staff about the Centers. The project wasmanaged successfully by one implementation unit placed under the Directorate ofTeacher Training, DGPSE. Lessons learned Ll were: (a) short-term overseastraining can be cost-effective only if well organized; (b) the need for adequatelanguage training for prospective fellows; (c) staff of the Learning ResourceCenters should be provided with suitable training; and (d) continuity of Bankstaff during project implementation was necessary to improve disbursements andphysical progress. Results obtained during the first three years of the FirstProject led to a GOI request for further assistance to cover the teacher trainingsystem more fully.

7. The Bank started its direct involvement in general secondary education inIndonesia in 1983 with a sector study Z2, followed by two projects, the first

/1l World Bank, OED, PPAR, Indonesia: Fifth Education Project (Loan1433-IND), June 1986.

/2 World Bank, General Secondary Education in Indonesia: Issues andPrograms for Action, Report No. 4954-IND, July 1984.

ANNEX 1Page 3 of 5

and second Secondary Education and Management Training Projects in 1984 and 1990,respecti-vly (Lns. 2472-IND and 3158-lND). The main issues the study identifiedwere grouped into five broad categories: the quality of output; equity; outputcapacity; financing; and administration. Principel sources of the low quality oflearning were: lack of quality-producing resources; low level of budgetaryprovisions for education; teachers' employment conditions; and the schoolexamination system. To address these issues, the first project covered the firstthree years of a ten-year program of activities, including teacher improvement,improved provision of science equipment, strengthening of examinations,assessment of management training needs, preinvestment studies and projectevaluation activities. The first project was completed in 1990. It is too earlyto assess the project outcomes but initial reviews appear to indicate positivetrends at the secondary level. The second project continues to support: teacherupgrading to raise the quality of the teaching of English, mathematics andscience, and initiating teacher training activities in social sciences; provisionof science equipment; qualitative improvement of examinations; and strengtheningof management and planning activities.

8. Although indirect assistance was provided through two textbook and twoteacher training projects (Cr. 387 and Lns. 2102, 1433 and 2101-IND), it was onlyin the late 1980s that the Bank started its direct involvement in primaryeducation with a basic education study. This was partly a reflection of GOI'spreference for developing primary education exclusively with national resourcesand partly because surplus funds from oil revenues were made available forprimary school buildings. Nevertheless, the late direct involvement in thesubsector necessarily limited previous Bank knowledge and understanding of thesystem, and of issues in primary education. The principal recommendations of thestudy /3 were to: (a) improve teacher competence and motivation by raising thelevel of preservice education, and by the provision of classroom-based primaryteacher inservice training and regular pedagogical supervision, professionalopportunities for advancement, and professional support to teachers bystrengthened supervisors; (b) increase budgets for educational materials whichare vital for improving the quality of basic education; and (c) rationalize thedual management of primary education. The study has led to a GOI request for theproposed Primary Education Quality Improvement Project, which is now underpreparation, and which should assist GOI in formulating comprehensive subsectoralpolicies for primary education while introducing quality improvements in selectedprovinces.

9. In the late 1980s, it became apparent that primary school intakes hadbeen on a plateau for most of the decade and the average teacher attrition rateduring the 1980s was less than one percent /4. The primary enrollment plateaucould, based on further analysis, represent positive developments such as reduced

L3 World Bank, Indonesia: Basic Education Study, Report No. 7841-IND,December 1989.

A4 World Bank, Indonesia: Strengthening the Quality of Teacher Education,draft technical paper, June 1989.

- 44 -

ANNEX 1Page 4 of 5

repeaters and dropouts, reduced overage students and low population growth. Thelow teacher attrition rate reflects the youth of the primary teaching force, dueto a large numbar of young teaching staff employed during the primary schoolexpansion program which took place in the 1970s and early 1980s. Because of thelow teacher attrition and continued high teacher outputs, an overall nationalsurplus of trained primary teachers has resulted, although significant disparityof teacher distribution airung districts and subdistricts remains. The unexpectedproliferation of private SPGs during early 1980s also contributed to the excessprimary teacher supply capacity. Thus, the problems of primary teacher provisionin Indonesia are essentially problems of oversupply and distribution, of qualityand relevance of methodology. 'Pockets of teacher shortages' exist alongside'pockets of oversupply' in many areas, primarily in expanding urban rather thanrural areas, due partly to substantial population movements, bringing manyworkers from the rural areas to the cities and new industrial zones, and partlyto poor management /5. In the aggregate, there is a plentiful supply ofteachers, but many of them are teaching in the wrong places L6.

10. In 1989 the Minister of Education and Culture announced the GOI'scommitment to achieving universal lower secondary school enrollment by the end ofRepelita VI (1994/95-1998/99), and Education Law No. 2, 1989, introduced for all7-15 year olds an extended nine-year basic education, comprising the first cycleof six years of primary and the second cycle of three years of lower secondary.Subsequently, GOI announced policy changes in teacher education to improve thequality of education as well as to implement the extended basic education withoutsacrificing quality. The major changes were: (a) raising qualifications forprimary teachers from senior secondary years to post-secondary two-year (D2)program; (b) shifting the responsibility for management of primary teachereducation from DGPSE to DGHE; and (c) retaining 123 public institutions (formerSPGs/SGOs) for the new D2 program for primary teachers and refunctionalizing L7the remaining 135 public SPGs/SGOs (including 31 SPGs supported under theproject) as senior secondary schools. Ongoing teacher training analysis hasresulted in further review of the former SPGs/SGOs retained for the new D2program.

11. The aggregate capacity of the IKIPs/FKIPs to produce new graduatesappears to meet the overall needs of the secondary school (junior and senior)system for new teachers, although the disparity of supply and needs betweenjunior and senior secondary teachers is significant. While there is a surplus ofsenior secondary teachers, junior secondary teachers, by contrast, are in shortof supply in science and math areas (see footnote 4). It is therefore important

/5 It is difficult for a centrally managed system to respond to changeswithout analysis of teacher outputs and needs.

/6 T. Somerset and D. Nielsen, Indonesia: the Primary Teacher EducationStudy, Draft Report, April 1991.

/7 The term "refunctionalization" as used in this report refers to thechange in function of a school(s) from teacher education to secondaryeducation in accordance with the GOI decision.

- 45 -

ANNEX 1Page 5 of 5

for MOEC to review the structure and programs of TKIPs/FKIPs as well as theirlinkages to higher education under the new teacher education system to respond tothe changing demands for new teachers. It is also important to ensure thatqualified persons with knowledge and experience are involved with teachertraining since, except for a key group of trainer educators recently upgradedunder the project, the faculty members appear to be underqualified, weak insubject matter knowledge and lacking the school teaching experience needed tounderstand and improve teacher training quality. Therefore, the emerging issuesin secondary teacher training are primarily: (a) problems of balancing, ratherthan increasing, the present supply of teachers to meet the changing needs insubject areas and type of programs; (b) improving the quality of the presentsupply of teachers; and (c) management and organization of the integrated teachertraining system.

12. The challenges facing teacher training remain large and complex and needfurther analysis before additional decisions with long term institutionalconsequences and major financial implications are made. However, some issues, inparticular, matching teacher outputs and needs, the content of the new D2 coursefor primary teachers (to fit nine-year basic education program) and managementand organization of teacher education, require immediate attention and action.In this endeavor, GOI revitalized a coordinating advisory committee on teachertraining, supply and deployment, which has been carrying out a thorough review ofteacher education focusing on three main sets of issues: the distribution ofprimary teachers, primary teacher needs, and the content and management of thenew D-2 preservice program for primary teachers. A forthcoming teacherdevelopment project is expected to assist GOI in improving these areas. Theorganizational/institutional issues of teacher education under the new systemwould need to be reviewed and addressed as a matter of priority. In sum, GOI hasbeen or is in the process of taking major steps towards its goal of qualityimprovements.

- 46 -

ANNEX 2

Page 1 of 2

INDONESIA

SECOND TEACHER TRAINING PROJECT (LOAN 2101-IND)

Proiect Costs by Source of Finance and Implementation Unit

COST

GOI financed IBRD financed TOTAL

Category (Rp.million)(USS '000) (Rp.million)(US$ '000) (Rp.million)(USS '000)

Element A

Civil works 11,160 9,300 17,947 11,896 29,107 21,196

Furniture,books,equipment 2,720 1,600 25,418 16,371 28,138 17,971

Technical asslstance 0 0 1,647 969 1,647 969

(In-rountry training)

Project management 0 0 802 460 802 460

Total for Element A 13,880 10,900 45,814 29,696 59,694 40,596

Element B

Civil works 7,247 6,321 6,333 5,523 13,580 11,844

Additional IKIP constr. 22,740 20,100 0 0 22,740 20,100

Furniturelbooks/equipment 863 549 14,021 8,919 14,884 9,468

Material development 0 0 2,318 1,288 2,318 1,288

Inland handling 88 52 0 0 88 52

Technical Assistance:

Fellowships 403 271 28,370 19,092 28,773 19,363

BAAK in-country trainig 0 0 403 244 403 244

In-country training 2,462 1,539 0 0 2,462 1,539

Supr.Prog for IKIP comput. 0 0 759 511 759 511

Library development 0 0 157 95 157 95

Specialists 0 0 10,599 7,133 10,599 7,133

Evaluation & studies:

TAM4U proj.opn 470 317 794 534 1,265 851

Grad.schol Dev support prog. 0 0 601 405 601 405

Inst Selfatudy/peer valid. 0 0 428 267 428 267

External proj.evaluation. 0 0 434 292 434 292

Tracer study 0 0 92 55 92 55

Project Management 0 00 0 0 0

Total for Element B 34,273 29,147 65,310 44,359 99,583 73,507

______ - - -- - - - - -- - -- -- - - -- -- - - - -- - - -

- 47 -

ANNEX 2

Page 2 of 2

Prolect Costs by Source of Finance and Implementation Unit

COSTS

GOI financed IBRD financed TOTAL

Category (Rp.million)(USS '000) (Rp.million)(USS '000) (Rp.million)(US$ '000)

Element C

Civil works 2,512 1,447 4,695 2,704 7,207 4,152

Furniture/books/equipment:

Books 0 0 1,025 603 1,025 603

Furniture 158 87 1,040 573 1,199 661

Equipment 21 12 1,330 783 1,351 795

TechnLcal Assistance 0 0 379 228 379 228

(local training)

Project Management 0 0 310 188 310 188

Total for Element C 2,691 1,547 8,781 5,080 11,472 6,627

Summarv of Costs of Elements A. B and C

COSTS

GOI financed IBRD financed TOTAL

Category (Rp.million)(USS '000) (Rp.million)(US$ '000) (Rp.million)(US$ '000)

Civil Works 43,660 37,168 28,975 20,123 72,635 57,291

Furniture,books,equipment 3,849 2,300 45,154 28,538 49,003 30,838

Technical assistance:

Fellowships 403 271 28,370 19,092 28,773 19,363

In-country training 2,462 1,539 3,346 2,048 5,807 3,5e6

Specialist se-vtces 0 0 10,599 7,133 10,599 7,133

Evaluation and studies 470 317 2,349 1,554 2,819 1,871

Project management 0 0 1,113 649 1,113 649

TOTAL A, B & C 50,844 41,594 119,905 79,136 170,749 120,730

Source: PIUs, Second Teacher Training Project, MOEC and Loan Department, IBRD

NOTE: In the conversion of currencies, the averages of exchange rates prevailing at the time of

actual payments for each cstegory were used.

- 48 -

ANNEX 3Page 1 of 2

INDONESIA

SECOND TEACHER TRAINING PROJECT (LOAN 2101-IND)

PRIMARY TEACHER TRAINING SCHOOLS (SPGs and SGOs) SUPPORTED UNDER THE PROJECT

Appraisalestimates Actual at Matching------------ completion Enrollment enroll-

Standard ----------- Type --------------------------- ment CurrentTypesize in TypeSize in of Increase/ goal Status

No. Location /a sq. m /a sq. m input 81/82 86/87 /b decrease(-) ( X ) O/V /c

I. General Primary Teacher Training Schools (SPGs):

1. SPG Lubuk Alung D 1406 D 1406 New site 396 o36 240 265 02. SPG Padang II B 3026 D 1406 New site 399 936 537 390 V3. SPG Painan D 1406 D 1406 New site 321 473 152 197 04. SPG Solok C 1900 C 1900 New site 388 519 131 108 V5. SPG Tambun C 1900 C 1900 New site 817 930 113 194 06. SPG Lubang Buaya C 1900 C 1900 Expansion 576 830 254 173 V7. SPG Kebon Jeruk B 3026 B 3026 Expansion 725 836 111 87 V8. SPG Bandengan Utara C 1900 Dropped because it was realized existing needs are being met -9. SPG Hallmun D 1406 C 2006 Expanslon 550 722 172 150 V10. SPG Sinjai C 1900 D 1406 New slte 388 427 39 178 011. SPG Watansopeng D 1406 D 1406 New site 310 418 108 17'4 V12. SPG Pattalasang C 1900 C 784 Expansion 239 358 119 75 013. SPG Majene C 1900 D 1406 New site 491 464 -27 193 V14. SPG Palopo C 1900 D 1406 New site 539 784 245 327 V15. SPG Ciamis B 3026 C 1900 New site 998 904 -94 188 016. SPG Bogem D 1406 D 1400 New slte 512 468 -44 195 017. SPG Kalianda C 1900 C 1900 New site 538 168 -370 35 V18. SPG Manna D 1406 D 1406 New site 234 356 122 148 019. SPG Kolaka D 1406 D 1406 New site 107 332 225 138 020. SPG Raha C 1900 D 1406 New site 104 319 215 133 021. SPG Limboto C 1900 C 1900 New site 363 707 344 147 022. SPG Kotamubago C 1900 C 1900 New site 339 544 205 113 V23. SPG Tahuna D 1406 D 1406 New site 361 366 5 153 V24. SPG Bondowoso D 1406 D 1406 New slte 532 434 -98 181 025. SPG Luwuk D 1406 D 1406 New site 300 443 143 185 026. SPG Buol D 1406 D 1406 New slte 278 367 89 153 027. SPG Mempawah D 1406 D 1406 New site 344 373 29 155 028. SPG Sintang D 1406 D 1406 New site 329 361 32 150 V29. SPG Sanggau D 1406 D 1406 New slte 269 351 82 146 030. SPG Ketapang D 1406 D 1406 New site 298 432 134 180 031. SPG Buntok D 1406 D 1406 New site 241 262 21 109 V32. SPG Sampit D 1406 D 1406 New site 213 336 123 140 V33. SPG Kuala Kapuas D 1406 D 1406 New site 259 454 195 189 034. SPG Banjarnegara D 1406 D 1406 Expansion 689 571 -118 238 035. SPG Kebumen B 3026 B 3026 New site 547 534 -13 56 V36. SPG Wonoglri D 1406 C 1900 New site 770 537 -233 112 037. SPG Brebes B 3026 B 3026 New site 798 724 -74 75 V38. SPG Blora C 1900 C 1900 New site 662 636 -26 133 039. SPG Nganjuk B 3026 C 1900 New site 782 467 -315 97 040. SPG Wonosobo C 1900 D 1406 New site 336 298 -38 124 041. SPG Magelang B 3026 B 3026 New site 414 492 78 51 042. SPG Demak C 1900 C 1900 New site 447 468 21 9a 043. SPG Pacitan D 1406 D 1406 New site 613 441 -172 184 044. SPG Rembang B 3026 B 3026 New site 487 583 96 61 V45. SPG Cilacap D 1406 D 1406 New site 478 450 -28 188 V46. SPG Surabaya II A 4118 A 4118 Expansion 460 437 -23 30 V47. SPG Sukoharjo C 1900 D 1406 New slte 645 676 31 282 048. SPG Slawi C 1900 D 1406 New site 798 676 -122 282 V49. SPG Klungkung C 1900 C 1900 New site 630 543 -87 113 050. SPG Sengkang B 3026 D 1406 Expansion 534 540 6 225 051. SPG Tanjung Pinang C 1900 C 1900 New site 410 666 256 139 V52. SPG Sungai Penuh D 1406 D 1406 New sLte 464 613 149 255 053. SPG Pangkal Pinang C 1900 C 1900 New site 414 487 73 101 V54. SPG Jeneponto C 1900 D 1401 New site 217 295 78 123 V55. SPG Bangkalan D 1406 D 1406 New site 481 426 -55 178 0----------------------------------------------------------------------- __----__-----------------------__------

- 49 -

ANNEX 3Page 2 of 2

Appraisalestimates Actual at Matching------------ completion Er.rollment enroll-

Standard ------------ Type --------------------------- mentTypesize in Type Size of Increase goal Status

No. Name of school /a sq. m /a Sq. M input 81/82 86/87 /b Decrease(-) ( X ) O/V /c

56. SPG Takengon D 1406 D 1406 New site 279 442 163 184 V57. SPG Tual (Ambon) C 1900 D 1406 New site 210 368 158 153 V58. SPG Selong D 1406 D 1406 New site 521 482 -39 201 V59. SPG Amuntai D 1406 D 1406 New site 347 251 -96 105 V60. SPG Dilli D 1406 D 1406 Expansion 266 360 94 150 V

TOTAL: Type A 1 4118 1 4118 Refunctionaliz 0 = 31Type B 9 27234 5 15130 Retained for V = 28Type C 22 61800 16 28891 Teacher TrainingType D 28 39368 37 52516

Total 60 112,520 59 100,655 26,457 29,773 3,316

II. Primary Sports Teacher Training Schools (SGOs):

1. SGO Bogor 2214 2214 New site 247 576 329 V2. SGO Wates 2281 2281 New site 306 602 296 V3. SGO Tegal 1510 1510 New site 259 544 285 V4, SGO Malang 2281 2281 New site 264 591 327 V5. SGO Padang 2281 2283 New site 384 1106 722 V6. SGO Pontianak 1069 1069 New site 377 509 132 V7. SGO Palangkaraya 1252 1252 Expansion 303 669 366 V8. SGO Gorontalo 1662 1662 Expansion 573 528 -43 V9. SGO Poso 1001 1001 Expansion 271 565 294 V10. SGO Ujung Pandang 754 754 Expansion 359 709 350 V

----------------------------------------------------------------------- __----

TOTAL 16,305 16,305 3,341 6,399 3,058 V = 10

Source: Element A, Second Teacher Training Project, MOEC

la Enrollment by type of primary teacher training schools and number of needed facilities (SAR Table 3.3)

Type of primary teacher training school

A B C D Total

School enrollment 1440 960 480 240 -Number of schools 1 9 22 28 60

Number of facilities:Classrooms 27 15 9 5Science laboratory 3 2 1 1Observation/demonst. 2 2 1 1Workshops 3 2 1 1Library 1 1 1 1Administration 1 1 1 1Staffroom 1 1 1 1

lb The latest enrollment data available for primary teacher tralning is 1986/87 because no newentrants were enrolled during 1988-90 due to the Government's decision to raise the level oftraining from senior secondary to post-secondary level.

/c 0 - Refunctionalized as senior secondary schools.V - Retained for the new D2 pre-service program.

…-- - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - -

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ANNEX 4Page 1 of 3

INDONESIA

SECOND TEACHER TRAINING PROJECT

SECONDARY TEACHER TRAINING COLLEGES CIKIP/FKIPs)

ENROLLMENTS (1980181-1989/90)

Appraisal 1986/87 1997/88 1988/89 1989/90Targets ----------------- ----------------- ----------------- -----------------

Institution (1988/89) So Si so Si SO Si So Si

1. IKIP Medan 8,000 5,225 5,675 3,698 5,392 3,316 4,588 2,841 5,671

2. IKIP Padang 8,300 4,734 6,325 4,332 6,073 3,983 6,175 2,606 6,160

3. IKIP Jakarta 7,000 3,397 7,259 2,895 7,222 2,218 7,238 1,381 7,729

4. IKIP Bandung 11,000 4,709 8,778 4,260 7,861 3,918 7,824 3,675 7,726

5. IKIP Semarang 6,400 4,796 4,847 4,721 4,807 4,027 4,776 3,419 4,884

6. IKIP Yogyakarta 10,000 3,397 9,987 3,653 9,620 3,472 9,323 2,834 9,389

7. IRIP Surabaya 6,800 4,279 5,813 3,694 6,281 3,505 6,605 3,072 6,464

8. IKIP Malang 6,500 3,151 5,259 3,023 5,492 2,666 5,786 2,287 5,873

9. IKIP Ujung Pandang 8,200 3,469 7,397 3,640 7,132 3,506 6,744 3,136 6,247

10. FKIP Univ. Udayana /a 1,000 1,276 11,729 1,510 12,083 1,519 13,473 1,308 13,223

11. FKIP Univ.SLliwangi 1,000 - 489 159 343 305 287 254 449

TOTAL 74,200 38,433 73,558 35,585 72,306 32,435 72,819 26,813 73,815

TOTAL (SO+Sl) /b 74,200 98,991 94,891 92,254 87,628

Source: Element B, Second Teacher Training Project, MOEC

/a Bali TTC was originally planned to be established with an enrollment of 1,000, but partlybecause the regional trainLag center scheme ceased and partly there was disagreement betweenthe central and local governments, University of Udayana was expanded instead. Therefore, theenrollment figure (1980/81) of University of Udayana was not included in the SAR figures.Accordingly, the enrollments (13,000) of University of Udayana should be excluded from thecurrent enrollments of the 11 project colleges when comparing it with the SAR estimates.

L These totals exclude the enrollment figures of Unlversity of Udayana (13,000).

NOTE: S1 - 4-year degree program.SO - Non-degree program (these programs are gradually being reduced.)

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ANNEX 4

Page 2 of 3

INDONESIA

SECOND TEACHER TRAINING PROJECT

GRADUATES OF SO AND Si PROGRAMS BY PROGRAMS OF STUDY (1989/90)

Program Progran

Institution so Si Institution So Si

1. IRIP Medan 236 513 7. IKIP Surabaya 294 593

FIP 0 62 FIP 2 86

FPBS 71 39 FPBS 12 88

FPIPS 85 197 FPIPS 157 208

FPMIPA 29 86 FPMIPA 57 88

FPTK 24 57 FPTK 61 101

FPOK 27 72 FPOK 5 22

2. IRIP Padang 470 476 8. IKIP Malang 160 526

FIP 15 62 PIP 1 107

FPBS 98 48 FPBS 15 58

FPIPS 158 105 FPIPS 48 206

FPMIPA 137 57 FPMIPA 82 124

FPTK 24 148 FPTR 14 31

FPOK 38 56 FPOK

3. IKIP Jakarta 1,141 1,145 9. IKIP Ujung Pandang 1,207 1,294

FIP 18 274 FIP 90 231

FPBS 258 179 FPBS 314 190

FPIPS 344 324 FPIPS 288 363

FPMIPA 180 106 FPMIPA 256 181

FPTK 274 170 FPTK 131 202

FPOK 67 92 FPO0t 128 127

4. IKIP Bandung 1,683 1,368 10. FKIP Univ. Udayana 421 578

FIP 53 268

FPBS 480 271 11. FKIP Univ. Silivangi 121 145

FPIPS 364 405

FPMIPA 448 207

FPTK 221 105 ------------------------------------------

FPOK 117 112

5. IKIP Semarang 1,823 982

FIP 19 97 TOTAL:

FPBS 421 140 PIP 298 1,333

FPIPS 451 284 FPBS 2,058 1,179

PPMIPA 378 161 FPIPS 2,190 2,272

FPTK 430 151 FPMIPA 1,870 1,205

FPOR 124 149 FPTK 1,230 1,118

FPOR 625 707

6. IKIP Yogyakarta 1,257 917

PIP 100 146 FRIPs 542 723

FPBS 389 166

FPIPS 295 180 Giand Total 8,813 8,537

FPMIPA 303 195 -------- --------

FPTK 51 153

PPOK 119 77

--------------------------------------------------------------------- ______--__----------__________

Source: Element B, Second Tencher Training Project, MOEC

- 52 -

ANNEX 4

Page 3 of 3

The faculties and their departments:

Abbreviation Faculty Subject Areas

FIP Faculty of Education Nonformal/out-of-school education, Special education,

Guidance and counseling, Early childhood education,

Curriculum and instructional technology, Educational

administration, Psychology and sociology of education

FPBS Faculty of Language and Arts Indonesian language education, English language

Education education, Foreign language education, Regional

language education, Painting and creative ar:s education,

Drama and music education

FPMIPA Faculty of Mathematics and Mathematics education, Physics education, Chemistry

Science Education education, Biology education

FPIPS Faculty of Social Science Pancasila moral education, Geography education, History

Education education, Business education

FPTK Faculty of Technical Studies Mechanical engineering education, Electrical engineering

education, Chemical engineering education, Civil

engineering education, Automotive mechanics education,

Home economics education

FPOK Faculty of Sports and Health Sports education, Health and recreation, Coaching

Education

ANNEX 5

INDONESIA

SECOND TEACHER TRAINING PROJECT

Some Areas Needing Special Attention

In view of the ongoing reorganization of teacher education inIndonesia, it is recommended that special attention be given in future projectsto the following:

(a) A large number of teacher educators, managers and administrators ofprimary and secondary teacher training, whose qualifications have beenraised and upgraded through overseas and inservice training, shouldplay a significant role in planning and developing teacher trainingactivities not only at the central but also at regional and sub-regional levels.

(b) A number of teaching-learning materials, course and instructionalmaterials developed under the project should be used rather thanundertaking new reviews. This is particularly important sinceavailability of pedagogical books and materials in Bahasa Indonesia isvery limited. Also, measures should be taken to increase the Englishproficiency of teaching staff to enable them to utilize the importedreference and library books provided to project institutions.

(c) Various inservice training programs for teaching-learning processes forboth primary and secondary teacher training, initiated under the FristTeacher Training Project and continued under this project, should bereinforced in the new system. The PPPGs are important resources forinservice teacher education while BPGs have not, thus far, madesignificant contributions. The roles of PPPGs and BPGs, and theirinteraction with the Curriculum Development Center, Teacher TrainingInstitutions and teachers at the school level should be reviewed andredefined to fit the new organization of teacher education and tobetter respond to integrated quality education needs.

(d) It is important for MOEC to review the structure and programs ofIKIPs/FKIPs in order to better respond to the changing demands for newsecondary (junior and senior) teachers and ensure that only personswith the requisite knowledge and experience are involved in teachertraining. /l

/1 It is important for teacher educators to have, in addition to academicqualifications, teaching experience to be effective in improving teachingquality. Therefore, MOEC may wish to review the policy and methods ofappointment of teacher educators, drawing upon key and experiencedteachers, to ensure that teaching experience becomes part of the selectionprocess and simultaneously to provide present teacher trainers withopportunities to gain actual teaching experience.