THE WORLD BANK

For more information, please contact Megha Kapoor (mkapoor1@worldbank.org).

Education UnitWorld Bank OfficeIndonesia Stock Exchange BuildingTower 2, 12th FloorJl. Jenderal Sudirman Kav. 52 - 53Phone: (021) 5299 3000Fax: (021) 5299 3111Website: www.worldbank.org/id/education

THE WORLD BANK

For more information, please contact Megha Kapoor (mkapoor1@worldbank.org).

Education UnitWorld Bank OfficeIndonesia Stock Exchange BuildingTower 2, 12th FloorJl. Jenderal Sudirman Kav. 52 - 53Phone: (021) 5299 3000Fax: (021) 5299 3111Website: www.worldbank.org/id/education

Education

in General

This booklet highlights the World Bank’s portfolio of activities that supports the government of Indonesia in the Human Development Sector, which encompasses health and education. The World Bank’s Human Development sector work covers almost the entire human life cycle — from maternal and neo-natal, health insurance, early childhood education, school health and nutrition, basic education, to teacher reform, secondary education and youth skills, higher education, medical and health professional education and lifelong learning.

Indonesia Human Development Sector Profile 2010-2011:Strengthening Health and Education Institutions in IndonesiaDecember 2010, 32 pages

http://go.worldbank.org/5RE0W79AR0

Profil Sektor Pembangunan Manusia Indonesia 2010-2011:Memperkuat Institusi Kesehatan dan Pendidikan di IndonesiaDecember 2010, 32 pages

http://go.worldbank.org/4D3Z0SZR60

Publication Catalog2

KABARPENDIDIKAN

EDISI 5FEBRUARI 2012

Bagaimana sistem pendidikan dapat mendorong kreativitas? Dapatkah kita belajar menjadi seorang wirausahawan? Bagaimana saya bisa menjadi seorang yang lebih kreatif? Apakah pengambilan risiko mengarah kepada pemecahan masalah? Apakah itu merupakan sebuah kreativitas?

Itulah beberapa pertanyaan yang diajukan oleh peserta yang menghadiri Konferensi bertemakan ‘Menumbuhkan Inspirasi dalam Pendidikan : Kreativitas dan Kewirausahaan’ yang diadakan di Jakarta pada tanggal 6-8 Desember, 2011. Konferensi, dimana Kementerian Pendidikan dan Kebudayaan menjadi tuan rumah dan didukung oleh Basic Education Capacity Trust Fund (BEC-TF), memberikan kesempatan untuk menyerap ide-ide baru mengenai cara mengembangkan kreativitas dan kewirausahaan bagi 350 peserta dari lebih dari 20 negara. Menurut Prof. Dr. Djoko Santoso, Kementrian Pendidikan dan Kebudayaan, “Kita harus memberikan orientasi ulang terhadap cita-cita para lulusan dan mengubah sikap mereka dari pencari kerja menjadi pencipta kerja dan wirausahawan.” Berdasarkan tema ini Ketua Eksekutif

Pembangunan kewirausahaan sudah merupakan fokus kegiatan penyerapan lapangan kerja bagi pemerintah dan swasta. Meskipun Indonesia mempunyai potensi untuk menciptakan pekerjaan dan mengurangi kemiskinan, kewirausahaan di Indonesia berkembang secara sangat tidak terstruktur, seringkali karena mendesaknya kebutuhan dimana masyarakat kekurangan kesempatan kerja di sektor formal.

Sejak tahun 2000, ILO sudah menawarkan beragam program pelatihan dan pendidikan kewirausahaan. Generate Your Business (GYB) ditargetkan untuk para peserta yang tidak mempunyai ide usaha, sedangkan Start Your Business (SYB) menjadi kegiatan efektif ketika para peserta sudah mempunyai ide usaha. Know About Business (KAB) dimaksudkan untuk meningkatkan keterampilan kewirausahaan para siswa, memperluas wawasan mereka sesudah mereka lulus dari sekolah umum atau sekolah kejuruan. Get Ahead secara luas digunakan di tempat dimana tingkat pencapaian pendidikan bagi perempuan pedesaan masih rendah.

Melalui Proyek Pelatihan Pendidikan dan Keterampilan (EAST: Education and Skills Training) di enam provinsi (Aceh, Papua, Papua Barat, Sulawesi Selatan, Nusa Tenggara Timur, dan Maluku) selama empat tahun terakhir, ILO memberikan pelatihan SYB untuk lebih dari 9.000 anak muda yang tidak melanjutkan sekolah serta pelatihan keterampilan orientasi pasar bagi lebih dari 5.000 anak muda yang tidak melanjutkan sekolah mengenai keterampilan ‘keterampilan masuk pasar kerja dan membuka usaha’. Program yang berbiaya murah ini mempunyai pengaruh yang signifikan, dengan tingkat pengusaha pemula (start-up) 40.2%; 59%nya adalah perempuan. Faktor-faktor kunci kesuksesan bagi pelatihan tersebut adalah: (1) dukungan pasca-pelatihan; (2) pemilihan peserta; (3) modul yang diadaptasi bagi kelompok target dan (4) jaminan pelatihan dan pelatih. Pada tahun 2010, pelatih SYB ILO membentuk Asosiasi SIYB Indonesia (untuk informasi lebih lanjut, kunjungi http://indo siyb.wordpress.com/).

“Kami ingin menjadi produksi musik skala besar yang pertama di Indonesia, dengan perangkat, pencahayaan, desain suara, menyanyi langsung (live) – yang belum pernah disaksikan sebelumnya.” Mira Lesmana menjelaskan visinya mengenai menumbuhkan sebuah industri kreatif baru di Indonesia, dengan membawakan film pemenang hadiah 2009 “Laskar Pelangi” menjadi adegan panggung hidup di Jakarta. Dengan mengambil latar belakang di Pulau Belitung, di pesisir Sumatera, pada tahun 1970, “Laskar Pelangi” mengisahkan sebuah ceritera mengenai seorang guru yang pantang menyerah dan upayanya yang tak

Komisi Nasional untuk UNESCO Indonesia, Prof. Dr. Arief Rachman menambahkan, “Kreativitas dan Kewirausahaan adalah dua keterampilan dasar yang akan sangat dibutuhkan pada abad 21.” Hubert Gijzen, Direktur, UNESCO Jakarta memberikan tantangan kepada konferensi: “Keadaan yang tidak menentu dan kompleksitas dari kejadian dan kondisi saat ini membutuhkan strategi dan pendekatan yang lebih inovatif dan berani. Ini menuntut pemikiran kreatif dan inovatif serta keberanian mengimplementasikan ide-ide cemerlang.”

Halaman berikut ini memberikan beberapa topik utama dari sesi konferensi, dan berbagi informasi mengenai inisiatif yang sedang berkembang di Indonesia. Jelas meskipun konferensi selama 3 hari mungkin tidak cukup untuk menjawab pertanyaan-pertanyaan paragraf pertama disini, mengikuti seminar seperti ini merupakan sebuah langkah awal, dan dapat membuka mata bagi banyak kemungkinan dan cara mengembangkan kreativitas dan kewirausahaan mulai dari masa anak usia dini.

kenal lelah untuk memperjuangkan hak pendidikan bagi sepuluh muridnya di sekolah pedesaan yang jauh. Cerita inspiratif ini didasarkan pada sebuah novel dengan nama yang sama, serta Pulau Belitung mengalami peningkatan pesat dalam pariwisata semenjak penayangan film tersebut (dari 5.000 pengunjung tahun 2007 menjadi 28.000 pada tahun 2011). Perjalanan kreatif ini merupakan perjalanan panjang, menarik dan penuh dengan tantangan. Mira harus mencari dana, mitra dan mempromosikan filmnya.

Dia berharap agar kebijakan pemerintah bisa lebih mendukung penciptaan industri kreatif, dengan jumlah sekolah seni, sinema dan teater yang lebih banyak, begitu juga dengan potongan pajak dan insentif. Meskipun demikian “Laskar Pelangi” meraih sukses besar dengan menarik 4.6 juta penonton film dan pendapatan kotor sebesar 8 juta dolar US. Pertunjukan musikal di teater baru saja menyelesaikan putaran kedua di Jakarta dengan ribuan pengunjung.

Konferensi Internasional UNESCO-APEID di JakartaILO dan Kewirausahaan di Indonesia

Mira Lesmana mengenai Industri Kreatif Indonesia

Dalam edisi ini:

Konferensi Internasional UNESCO-APEID di Jakarta

Mira Lesmana mengenai Industri Kreatif Indonesia

Pendidikan untuk Kewirausahaan dan Globalisasi

Gerakan China untuk Mendukung Kreativitas dan Kewirausahaan

Dimana Posisi Indonesia?

Pelatihan Kewirausahaan bagi Siswa dan Industri Kecil dan Menengah GIZ

Pendidikan Seni Meningkatkan Kapasitas Kreatif

ILO dan Kewirausahaan di Indonesia

Forum untuk Berbagi Pengetahuan dan Dialog Kebijakan: Konferensi Internasional UNESCO-APEID.

WORLD BANK INDONESIAIndonesia Stock Exchange Building

Menara 2, Lantai 12

Jl. Jenderal Sudirman Kav 52-53

Jakarta 12190

www. worldbank.org/id/education

www. dit-plp.go.id/bec

Tel: (62) 21. 52993000

Fax :(62) 21. 529931111

Email: stown@worldbank.org

KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN

KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN

Konferensi Internasional UNESCO-APEIDKonferensi Internasional UNESCO-APEID merupakan kegiatan unggulan yang diorganisir oleh the Asia Pasific Programme of Educational Innovation for Development (APEID) di Biro Regional Pendidikan Asia Pasific UNESCO di Bangkok, Thailand. Tujuan dari konferensi ini adalah menegaskan misi utama APEID untuk memberi kontribusi pada pembangunan manusia yang berkelanjutan melalui desain dan pelaksanaan program pendidikan berfokus pada inovasi pendidikan.

Karena menyadari prioritas yang diberikan bagi kreativitas dan pendidikan kewirausahaan di Indonesia, UNESCO bekerja sama dengan Kementerian Pendidikan dan Kebudayaan serta Bank Dunia melalui Basic Education Capacity Trust Fund (didanai oleh Uni Eropa dan Pemerintah Kerajaan Belanda) di Jakarta mengorganisir konferensi tersebut. Kemitraan ini penting untuk menarik para pembicara terkemuka yang berbagi pengalaman dalam mengkaitkan teori dengan praktik. Sekitar 350 peserta dari 20 negara yang terdiri dari para pembuat kebijakan, pendidik, akademisi, periset, perwakilan dari dunia swasta dan mahasiswa, mempelajari konsep kreativitas dan kewirausahaan, dan menpertanyakan kegagalan sistem pendidikan mereka dalam mendorong kreativitas dan spirit kewirausahaan bagi anak-anak, pemuda dan

Dua tahun yang lalu, Wardah, mendaftarkan diri dalam kursus pelatihan melalui proyek ILO EAST di Sulawesi Selatan, dan dia melanjutkan kursus tersebut dalam program pelatihan SYB. Sesudah menyelesaikan pelatihan, dan melalui bantuan dari para pelatih SYB, dia menginvestasikan uang yang diterima sebagai pengawas pemilu di kabupaten Sinjai untuk membeli alat perlengkapan serta pembayaran sewa warung di pasar tradisional Mamajang. Dia mencapai titik impas dalam dua bulan, dan usaha berlangsung baik dengan toko yang lebih besar. Sekarang dia sudah membeli sebuah sepeda motor, dan sudah mendaftarkan diri di universitas.

Dicetak pada kertas daur ulang

Konferensi Internasional UNESCO-APEID ke-15, Menumbuhkan Inspirasi dalam Pendidikan : Kreativitas dan Kewirausahaan, yang dikelola bersama Bank Dunia dan Kementerian Pendidikan dan Kebudayaan di Indonesia, mengadakan diskusi mengenai kreativitas dan kewirausahaan dan memperkuat kaitannya dengan pendidikan dan tempat kerja. http:/www.unescobkk.org/education/apeid/apeid international-conference.

orang dewasa.

UNESCO mengidentifikasi tema untuk konferensi tahun depan dengan para mitra potensial, dimana salah satu sarannya adalah Back to Learning, sebagai tindak lanjut temuan utama dalam Forum Kebijakan Global (the Global Policy Forum on Learning) di Hong Kong pada bulan Juli 2011. Dengan tekanan yang semakin besar bagi pendidikan untuk bisa memenuhi semua jenis permintaan, banyak kesempatan terbuka untuk berdiskusi bagaimana pendidikan dapat menemukan kembali fokus dimana belajar diperlakukan sebagai bisnis inti. Informasi lebih jauh mengenai konferensi yang akan datang dapat diperoleh pertengahan tahun 2012.

Untuk informasi lebih lanjut, kunjungi www.unescobkk.org/education/apeid/apeid-international conference/ atau email apeidconf@unesco.org. Presentasi, makalah, dan foto dari konferensi APEID ke-15 dapat diakses online pada situs tersebut.

Molly Lee dari UNESCO

dan Mae Chu Chang

dari Bank Dunia pada

konferensi di Jakarta.

Forum untuk Berbagi Pengetahuan dan Dialog Kebijakan :

Menumbuhkan Inspirasi dalam Pendidikan: Kreativitas dan Kewirausahaan

Pembicara sidang pleno pada Konferensi Internasional UNESCO-APEID (dari kiri ke kanan): Ananta Gondomana, Molly Lee dan Mira Lesmana.

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Gender Mainstreaming(Education Update Issue 3)July 2011, 4 pages

http://go.worldbank.org/MS4090MAN0

Pengarusutamaan Gender(Kabar Pendidikan Edisi 3)July 2011, 4 pages

http://go.worldbank.org/RB2ZMKEVW0

Creativity and EntrepreneurshipEducation Update Issue 5January 2012, 4 pages

http://go.worldbank.org/XWYB8KFCI0

Kreativitas dan KewirausahaanKabar Pendidikan Edisi 5January 2012, 4 pages

http://go.worldbank.org/ZGU13WFD20

WAPIK - Wahana Aplikasi Pendidikan dan Informasi yang BaikSitus Praktik yang Baik dalam PendidikanOctober 2011

http://wapikweb.org

Education Unit 3

Education in General

BANGKITNYA INDONESIA. Prioritas Kebijakan untuk Tahun 2010 dan Selanjutnya

Pesan PokokIndonesia telah membuat kemajuan besar dalam memberikan akses pendidikan dasar, termasuk bagi penduduknya yang paling miskin. Agar berhasil dalam proses peralihannya menjadi negara berpenghasilan menengah dengan daya saing yang tinggi, penduduknya harus memiliki pendidikan dan keterampilan teknis untuk mempercepat laju pertumbuhan ekonomi, mengurangi kemiskinan dan memperkuat peran Indonesia dalam ekonomi global. Berdasarkan sasaran tersebut maka dibutuhkan upaya-upaya baru.

1. Reformasi yang efektif untuk meningkatkan pendidikan dasar sembilan tahun mensyaratkan sekolah dan daerah untuk bertanggung jawab atas pemberian layanan pendidikan yang berkualitas. Untuk menjamin akuntabilitas dibutuhkan:

♦ Keharusan menggunakan instrumen penilaian untuk secara terus-menerus memantau kemajuan individu siswa.

♦ Keharusan menggunakan Buku Rapor oleh daerah dan sekolah untuk meningkatkan kesadaran masyarakat akan pemberian layanan.

♦ Sekolah mendapat kewenangan dan anggaran untuk merekrut dan memberhentikan guru kontrak. ♦ Penilaian rutin kinerja guru di dalam kelas oleh kepala sekolah dan pengawas sekolah dan penggunaan

“supervisi klinis terhadap efektivitas pembelajaran di dalam kelas” untuk meningkatkan kualitas pembelajaran.

Pemerintah pusat harus menyediakan sarana bagi sekolah dan pemerintah daerah untuk menilai dan memberikan umpan balik mengenai kinerja siswa dan guru, melakukan reformasi formula susunan pegawai di tingkat sekolah, menyediakan dana untuk para guru melalui dana bantuan yang sebanding dengan jumlah siswa atau jumlah anak usia sekolah; mendukung pembelajaran kelas-rangkap oleh satu guru (multi-grade teaching) dan memberikan peluang bagi para guru untuk memperoleh sertifi kasi untuk lebih dari satu mata pelajaran.

2. Melakukan investasi dalam pengembangan sistem pendidikan tingkat menengah atas dan pendidikan tinggi yang berkualitas tinggi sehingga dapat menghasilkan angkatan kerja terampil, termasuk para guru.

♦ Pembagian jalur pendidikan umum dan kejuruan harus ditunda hingga tahun kedua atau ketiga sekolah menengah atas agar para siswa dapat membangun dasar teori yang kokoh.

♦ Penggunaan voucher sekolah untuk membiayai pendidikan dapat meningkatkan jumlah murid sekolah menengah atas di daerah-daerah berpenghasilan rendah; mendorong kompetisi antar sekolah; dan merangsang pertumbuhan sekolah-sekolah swasta.

♦ Pendanaan pemerintah untuk pendidikan tinggi harus ditingkatkan sehingga dapat mengatasi rendahnya tingkat partisipasi anak-anak Indonesia yang paling miskin. Bantuan dana langsung kepada siswa miskin yang berprestasi merupakan upaya yang lebih adil, mendorong persaingan antar lembaga dan secara khusus memberikan insentif bagi lembaga swasta untuk meningkatkan kualitas.

♦ Sumber-sumber pendanaan pemerintah untuk penelitian pada lembaga pendidikan tinggi dapat diperoleh dari berbagai sumber termasuk departemen kesehatan, kementerian riset dan teknologi, serta departemen lain yang berkepentingan di dalam sistem.

♦ Kurikulum dan program pendidikan tinggi keguruan harus ditingkatkan secara menyeluruh untuk mengidentifi kasi, mempertahankan dan menyiapkan lulusan universitas berkaliber atas sebagai pendidik generasi berikutnya

Mendaki Tangga PendidikanPub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

INDONESIA RISING. Policy Priorities for 2010 and Beyond

Key MessagesIndonesia has made great strides in providing access to basic education, including to its poorest citizens. To make a successful transition to a competitive middle-income country its citizens must have the education and technical skills to accelerate economic growth, reduce poverty and strengthen Indonesia’s role in the global economy. With these goals in mind new initiatives are required.

1. Eff ective reform to improve nine-year basic education will require that schools and districts be held publicly accountable for the delivery of quality education services. Ensuring accountability will require:

♦ Mandatory use of assessment instruments to continuously monitor the individual student’s progress. ♦ Mandatory use of Report Cards by districts and schools to increase public awareness of service delivery. ♦ Th at power and budget be given to schools to hire and fi re contractual teachers. ♦ Regular assessments of teacher performance in the classroom by head teachers and school inspectors, and

use of “classroom eff ectiveness clinics” to improve the quality of teaching.

Th e central government needs to provide schools and districts the tools to assess and provide feedback about student and teacher performance, reform the school-level staffi ng formula, fi nance teachers through block grants that are proportional to the enrollment or school-age population; promote multi-grade teaching and allow teachers to be certifi ed in multiple subjects.

2. Invest in the creation of a high quality senior secondary and tertiary level education system capable of graduating a skilled workforce, including teachers.

♦ Division of general and vocational streams should be postponed to the second or third year of senior secondary school to allow all students to build a solid cognitive foundation.

♦ Th e use of school vouchers to off set the cost of education can increase senior secondary participation in impoverished areas, foster competition between schools, and stimulate private schools to grow.

♦ Public funding for tertiary education must increase in a manner that addresses the extremely low enrollment of Indonesia’s poorest children. Direct fi nancial aid to poorer, high performing students is more equitable, encourages competition between institutions, and particularly provides incentives to private institutions to improve quality.

♦ Public funding sources for research at tertiary institutions can be diversifi ed to include the ministries of health, science and technology, and others with a stake in the system.

♦ Higher education teacher training programs and curricula must be comprehensively improved in order to identify, retain and prepare high-caliber university graduates to serve as the next generation of educators.

Climbing the Education LadderPub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Climbing the Education Ladder (Indonesia Rising: Policy Priorities for 2010 and beyond)January 2010, 6-page brief

http://documents.worldbank.org/curated/en/2010/01/12012773/climbing-education-ladder

Mendaki Tangga Pendidikan(Bangkitnya Indonesia: Prioritas Kebijakan untuk 2010 & selanjutnya)January 2010, 6 pages Brief

http://documents.worldbank.org/curated/en/2010/01/12012813/climbing-education-ladder-mendaki-tangga-pendidikan

EARLY CHILDHOOD

EDUCATION

DEVELOPMENT (eced)

Early Childhood Education and Development in Indonesia:Strong Foundations, Later Success – A PreviewNovember 2012, 20 pages

http://documents.worldbank.org/curated/en/2012/11/16988013/early-childhood-education-development-indonesia-strong-foundations-later-success-preview

Pendidikan dan Pengembangan Anak Usia Dini di Indonesia:Landasan Kokoh, Hari Esok Cerah - Laporan AwalNovember 2012, 20 pages

http://documents.worldbank.org/curated/en/2012/11/16988015/early-childhood-education-development-indonesia-strong-foundations-later-success-preview-pendidikan-dan-pengembangan-anak-usia-dini-di-indonesia-landasan-kokoh-hari-esok-cerah-laporan-awal

Education Unit 5

The Indonesian Early Childhood Education and Development (ECED) ProjectFindings and Policy Recomendations (Policy Brief)October 2012, 6 pages

http://documents.worldbank.org/curated/en/2012/10/16960151/indonesia-early-childhood-education-development-eced-project-findings-policy-recommendations

Proyek Pendidikan dan Pengembangan Anak Usia Dini (PPAUD) IndonesiaTemuan dan Rekomendasi Kebijakan (Naskah Kebijakan)October 2012, 6 pages

http://documents.worldbank.org/curated/en/2012/10/16960396/indonesia-early-childhood-education-development-eced-project-findings-policy-recommendations-proyek-pendidikan-dan-pengembangan-anak-usia-dini-ppaud-indonesia-temuan-dan-rekomendasi-kebijakan

Early Chidhood Education Development (ECED)

Early Childhood Education and Development in Indonesia: Conference EditionJanuary 2013, 136 pages

Assessing international evidence about the importance of the early years of a child’s life, this book describes early childhood education and development (ECED) policies and services in Indonesia’s poor villages and explores how development patterns among children are linked to family characteristics and ECED services available to them.

For more information please contact: Megha Kapoor (mkapoor1@worldbank.org)

KEMENTERIAN PENDIDIKAN DAN KEBUDAYAANREPUBLIK INDONESIA

THE WORLD BANKBEC TFBASIC EDUCATION CAPACITY-TRUST FUND

Early Childhood Education and Development in Poor Villages of IndonesiaConference Edition

Publication Catalog6

The Right Start in Life(Education Update Issue 6)March 2012, 4 pages

http://go.worldbank.org/FTHZYP0TQ0

Mengawali Kehidupan dengan Lebih Baik(Kabar Pendidikan Edisi 6)March 2012, 4 pages

http://go.worldbank.org/EUMYR20VQ0

Early Childhood Education and Development in Indonesia:An Investment for a Better LifeJune 2006, 75 pages

http://go.worldbank.org/I3DV9ZO1Z0

A Snapshot of Early Childhood Development in Indonesia(Knowledge Brief)December 2010, 4 pages

http://go.worldbank.org/S09Z22N910

Potret Perkembangan Anak Usia Dini di Indonesia(Informasi Singkat)December 2010, 4 pages

http://go.worldbank.org/YPRW3DPJ10

basic

education

As part of a broad decentralization of governance responsibilities to districts, the Indonesian government adopted school-based management (SBM) principles through regulations in 2003. To further encourage more school autonomy, a grant program to schools, the School Operational Assistance program (Bantuan Operasional Sekolah or BOS), was established in 2005. Because of the limited scope of past research on the implementation and effects of SBM in Indonesia during its nine years of implementation, the Ministry of Education and Culture and the development partners expressed the need to undertake a study that aims to (1) provide a nationwide quantitative and qualitative status report on the implementation of SBM, (2) identify factors associated with successful practices of SBM, and (3) assess the effects of SBM on student achievement. The study was carried out in 2010 and 2011, and this summary provides a succinct account of the status of SBM implementation in Indonesia. It is based on face-to-face surveys of principals, teachers, school committee members, and parents in 400 elementary schools; surveys of district staff in 54 districts; and case studies in a subsample of 40 schools. The findings will be of interest not only to the government of Indonesia and development partners, but also to education administrators, principals, teachers, and all those in Indonesia and elsewhere who are implementing or thinking about implementing some form of school-based management

Implementation of School-Based Management in IndonesiaSummaryDecember 2012, 36 pages

http://documents.worldbank.org/curated/en/2012/12/17172431/indonesia-implementation-school-based-management-indonesia

Publication Catalog8

The BOSDA Improvement Program Enhancing Equity and Performance through Local School Grants(Policy Brief)June 2012, 6 pages

http://documents.worldbank.org/curated/en/2012/05/16366403/bosda-improvement-program-enhancing-equity-performance-through-local-school-grants

Program Pengembangan BOSDA Meningkatkan Keadilan dan Kinerja Melalui Bantuan Operasional Sekolah DaerahJune 2012, 6 pages

http://documents.worldbank.org/curated/en/2012/05/16388246/bosda-improvement-program-enhancing-equity-performance-through-local-school-grants-program-pengembangan-bosda-meningkatkan-keadilan-dan-kinerja-melalui-bantuan-operasional-sekolah-daerah

Assessing the Impact of Information Campaigns on Raising Parental Awareness of the BOS Program(Policy Brief)June 2012, 6 pages

http://documents.worldbank.org/curated/en/2012/06/16537456/assessing-impact-information-campaigns-raising-parental-awareness-bos-program

Mengkaji Dampak Kampanye Informasi pada Meningkatnya Kesadaran Orang Tua terhadap Program BOSJune 2012, 6 pages

http://documents.worldbank.org/curated/en/2012/06/16537459/assessing-impact-information-campaigns-raising-parental-awareness-bos-program-mengkaji-dampak-kampanye-informasi-pada-meningkatnya-kesadaran-orang-tua-terhadap-program-bos

Education Unit 9

Panduan Umum Program BEC-TFMeningkatkan Tata Kelola Pendidikan Dasar di IndonesiaJanuary 2012, 78 pages

http://wapikweb.org/bec/publications/detail/panduan-umum-program-bec-tf

Panduan Penggunaan Hibah Daerah(L-BEC Grant)January 2012, 122 pages

http://wapikweb.org/bec/publications/detail/panduan-penggunaan-hibah-daerah

Basic Education

Panduan Pengembangan BOS Daerah (BOSDA) Berbasis FormulaJanuary 2012, 32 pages

http://wapikweb.org/bec/publications/detail/panduan-pengembangan-bosda-berbasis-formula

Program Pengembangan BOS Daerah (BOSDA)Alokasi yang Lebih Berkeadilan dan Berbasis KinerjaJanuary 2012, 4 pages

http://wapikweb.org/bec/publications/detail/program-pengembangan-bosda-bos-daerah

Publication Catalog10

Making BOS Effective under Decentralization (Policy Brief)December 2011, 6 pages

http://go.worldbank.org/PSEMX4WCX0

Membuat BOS Efektif di masa Desentralisasi(Naskah Kebijakan)December 2010, 6 pages

http://go.worldbank.org/ONA3AKFY30

School-based management, school decisionmaking and education outcomes in Indonesian primary schools(Working Paper)September 2011, 37 pages

http://documents.worldbank.org/curated/en/2011/09/15118122/school-based-management-school-decision-making-education-outcomes-indonesian-primary-schools

Making School Based Management Work(Education Update Issue 4)October 2011, 4 pages

http://go.worldbank.org/LQUA1I97M0

Menjadikan Manajemen Berbasis Sekolah Efektif(Kabar Pendidikan Edisi 4)October 2011, 4 pages

http://go.worldbank.org/G3B96TD7M0

Education Unit 11

Basic Education

Improving Educational Quality Through Enhancing Community ParticipationResults from a Randomized Field Experiment in Indonesia(Working Paper)September 2011, 50 pages

http://documents.worldbank.org/curated/en/2011/09/15034996/improving-educational-qualitythrough-enhancing-community-participation-resultsrandomized-field-experiment-indonesia

Kabar BEC-TF Edisi 3September 2011, 4 pages

http://documents.worldbank.org/curated/en/2011/09/16187131/indonesia-basic-education-capacity-trustfund-bec-tf-third-edition-meningkatkan-tata-kelola-pendidikan-dasar-di-indonesia-edisi-3

Enhancing School-Based Mangament in Indonesia(Policy Brief)March 2011, 4 pages

http://go.worldbank.org/RZ35BTX4O0

Meningkatkan Manajemen Berbasis Sekolah di Indonesia(Naskah Kebijakan)March 2011, 4 pages

http://go.worldbank.org/UXNWEOX090

Publication Catalog12

Measuring Student Learning Acheivement in MadrasahFindings from the study Quality Education in Madrasah (Brief)February 2011, 4 pages

http://go.worldbank.org/TSALK4ZHE0

Mengukur Prestasi Belajar Siswa di Madrasah Temuan Kajian Mutu Pendidikan di Madrasah (Naskah)February 2011, 4 pages

http://go.worldbank.org/ER4DQBZBM0

Quality Education MadrasahMain StudyFebruary 2011, 172 pages

http://go.worldbank.org/MSYSGTDKW0

Mutu Pendidikan MadrasahKajian UtamaFebruary 2011, 178 pages

http://go.worldbank.org/L51234C870

Education Unit 13

Basic Education

Local Governance Capacity Assessment Report Governance Matters to Education OutcomesDecember 2010, 82 pages

http://go.worldbank.org/3A4NCHBGD0

Laporan Asesmen Kapasitas Tata Kelola Pemerintah DaerahTata Kelola Penting untuk Hasil Pendidikan

December 2010, 78 pages

http://go.worldbank.org/GSR0O5RVV0

Local Governance Capacity Assessment Report AnnexDecember 2010, 210 pages

http://go.worldbank.org/REU7M6WKO0

Laporan Asesmen Kapasitas Tata Kelola Pemerintah DaerahLampiran Laporan DaerahDecember 2010, 206 pages

http://go.worldbank.org/IC7066ZX40

Publication Catalog14

Mendukung Program Bantuan Operasional Sekolah (BOS)(Kabar Pendidikan Edisi 1)November 2010, 4 pages

http://go.worldbank.org/3ZQBGOL5F0

BEC Module(7 Modules)December 2010, 7 sets (including CD ROM)

http://wapikweb.org/bec/modules

Supporting BOS Program (Education Update Issue 1)November 2010, 4 pages

http://go.worldbank.org/X3IHWJCCB0

FAQs

December 2010

The BOS program is a key pillar of the Government’s Basic

Education policy. It is aimed at providing much needed funding

to support school operations to reduce the burden of fees

charged to parents, and thus increase access to basic education,

especially for the poor. A secondary objective is to use BOS

funds to improve the quality of education by adopting school

based management practices.

The BOS program has been successful in a number of ways since

its inception in 2005. First, BOS has made a vital contribution

to improving access to basic education for children from

the poorest households. In 2009, net enrollment rates (NERs)

for the poor at the primary school level had increased to

93.81%. At the junior secondary level, BOS helped raise the NER

of the poorest children from 52% in 2006, to 59% in 2009,

while also increasing their completion rates from 50% to 55%

over this period (SUSENAS surveys).

Second, BOS is a particularly important, stable and large

source of funding for schools in impoverished areas

where similar local government financing or BOS-Daerah

is low or ad hoc and parental contributions are scarce.

In the absence of BOS funds, enrollment and schooling

quality would likely have been lower such as in Maluku

where BOS funds provide on average over 50% of the

total school budget for resources critical for a good quality

education, such as textbooks and other learning materials.

2. How are schools using BOS?

An independent survey of the use of BOS funds in 2008 shows

that the majority of BOS funds are spent on teacher honoraria,

either directly or indirectly, regardless of the student teacher

ratio. The usage is similar for public and private schools at the

primary and junior secondary levels, although private schools

Third, BOS has been vital in spearheading the

implementation of school-based management practices in

Indonesia. Although parents made contributions to schools

before BOS, parents and the school administration were less

involved in planning fund use. Now, with BOS funds at their

disposal, both school administration and school committee

heads are collectively determining how these funds can best be

used to achieve locally identified targets for their particular

school, in terms of meeting specific learning needs of students

as well as providing needed inputs.

Fourth, by mandating community oversight of fund usage at the

school level, BOS has led to clearer accountability and

reduced the likelihood for the misuse of funds. These

findings are also reflected in the unqualified Financial

Development Comptroller (BPKP) audit report (2008, 2009) as

well as by an analysis of cases received by MoNE’s complaint

handling system (discussed in detail below).

Fifth, schools also have better financial management records

of BOS than other programs. A majority of schools are

getting their full allocation of BOS funds; others are also

receiving BOS funds but with discrepancies of greater than +/-

5% (partly due to changing enrollment numbers).

spend more on temporary teachers than public schools. Around

21 and 36 percent of BOS funds are spent on temporary teacher

honoraria at the primary level (public and private), while at the

junior secondary level, the percentage of BOS funds spent on

temporary teacher honoraria in public and private schools is

1. What has the BOS program achieved?

Bantuan Operasional SekolahSchool Operational Grant

Ratna Kesuma Ratna Kesuma

Frequently Asked QuestionsFor Policymakers

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

BOS Frequently Asked Questions for PolicymakersOctober 2010, 4 pages

http://go.worldbank.org/VTXDN4NAA0

BOS Daftar Pertanyaan dan Jawaban untuk Para Pembuat KebijakanOctober 2010, 4 pages

http://go.worldbank.org/413RIB8EB0

Education Unit 15

Basic Education

Basic Education Capacity Trust FundImproving Indonesia’s Basic Education GovernanceOctober 2010, 16 pages

http://wapikweb.org/bec/publications/detail/basic-education-capacity-trust-fund

Basic Education Capacity Trust FundMeningkatkan Tata Kelola Pendidikan Dasar di Indonesia (edisi revisi)April 2010 (revised edition), 16 pages

http://wapikweb.org/bec/publications/detail/basic-education-capacity-trust-fund

Kabar BEC Edisi 1 (Newsletter)September 2010, 4 pages

http://documents.worldbank.org/curated/en/2010/03/12819815/indonesia-basic-education-capacity-trust-fund-bec-tf-first-edition

Joy Miller Del RossoRina Arlianti

OKtOber 2009

Investasi untuk Kesehatan dan Gizi Sekolah di Indonesia

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

OctOber 2009

Investing in School Health and Nutrition in Indonesia Joy Miller Del RossoRina Arlianti

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Pub

lic D

iscl

osur

e A

utho

rized

Investing in School Health and Nutrition in IndonesiaOctober 2009, 48 pages

http://go.worldbank.org/0T7Y6V45K0

Investasi untuk Kesehatan dan Gizi Sekolah di Indonesia(Education Update Issue 3)October 2009, 48 pages

http://go.worldbank.org/Z9DSSK1T20

Publication Catalog16

School Health Nutrition(Policy Brief)October 2009, 4 pages

http://go.worldbank.org/YNNRCG6YP0

Kesehatan dan Gizi Sekolah(Naskah Kebijakan)October 2009, 4 pages

http://go.worldbank.org/7HNLJ5QTF0

Teacher

Reform

This document previews a forthcoming World Bank book to be published in early 2013, entitled Teacher Reform in Indonesia: the role of politics and evidence based policymaking. The book tells the story of Indonesia’s efforts to reform and enhance the quality of one of the largest and most complex education systems in the world. This book will examine the following questions: 1) What was the pre-reform status of Indonesia’s education system and its teachers, the triggers for the reform, the

main components of the reform (as embodied in the 2005 teacher and lecturer law and subsequent regulations designed to implement it), and the political economy context in which the law originated and has been implemented?

2) What were the pre- and post-reform structures, strategies, and processes of the Indonesian teacher management and development system?

3) What was the impact of these efforts both on teacher status, motivation, subject knowledge, and pedagogical skills and on student outcomes? And

4) What have been the implications of the reform for the efficiency of Indonesia’s education system both financial and in terms of teacher distribution and student-teacher ratios and what is still needed to ensure that the current reforms are, in fact, sustainable?

Teacher Reform in Indonesia The Role of Politics and Evidence-Based Policymaking - A Preview November 2012, 16 pages

http://documents.worldbank.org/curated/en/2012/11 /17018137/teacher-reform-indonesia-role-politics-evidence-based-policymaking

Publication Catalog18

Teacher Certification in IndonesiaA Doubling of Pay, or a Way to Improve Learning?(Policy Brief)October 2012, 6 pages

http://documents.worldbank.org/curated/en/2012/10/16843129/teacher-certificationindonesia-doubling-pay-or-way-improve-learning

Sertifikasi Guru di IndonesiaPeningkatan Pendapatan atau Cara untuk Meningkatkan Pembelahajaran?October 2012, 6 pages

http://documents.worldbank.org/curated/en/2012/10/16843118/teacher-certification-indonesiadoubling-pay-or-way-improve-learning-sertifikasi-guru-diindonesia-peningkatan-pendapatan-atau-cara-untuk-meningkat-kan-pembelajaran

Making Better Use of TeachersStrengthening Teacher Management to Improve the Efficiency and Equity of Public Spending – Policy BriefNovember 2012, 6 pages

http://documents.worldbank.org/curated/en/2012/11/17036945/making-better-use-teachers-strengthening-teacher-management-improve-efficiency-equity-public-spending

Teacher Reform in Indonesia: The Role of Politics and Evidence in Policy MakingConference EditionJanuary 2013

The book features an analysis of the teacher reform in Indonesia which entailed a doubling of the teacher salary upon certification. It provides a description of the political economy context in which the reform was developed and implemented, an analysis of the impact of the reform on teacher knowledge, skills and student outcomes; including a randomized control trial over time with data representative of approximately 50 percent of the country’s primary and junior secondary schools and a time-on-task analysis of a representative sample of classroom teaching practices linked to the TIMSS results and financial implications.

For more information please contact: MeghaKapoor (mkapoor1@worldbank.org)

Education Unit 19

Transforming Indonesia’s Teaching Force Volume IExecutive summaryApril 2010, 36 pages

http://go.worldbank.org/LYZOIAHZN0

Mentransformasi Tenaga Pendidikan Indonesia Vol.IRingkasan EksekutifJanuary 2011, 38 pages

http://go.worldbank.org/2DC840E9C0

Mentransformasi Tenaga Pendidikan Indonesia Vol. II Dari Pendidikan Prajabatan hingga ke Masa Purnabakti: Membangun dan Mempertahankan Angkatan Kerja yang Berkualitas Tinggi, Efisien, dan TermotivasiJanuary 2011, 124 pages

http://go.worldbank.org/G87JJ8LST0

Teacher Reform

Teachers and Transformative Education Policy in Indonesia(Education Update Issue 2)March 2011, 6 pages

http://go.worldbank.org/5CKO3UE240

Guru dan Kebijakan Pendidikan Transformatif di Indonesia(Kabar Pendidikan Edisi 2)March 2011, 6 pages

http://go.worldbank.org/HQIMOC8PG0

Transforming Indonesia’s Teaching Force Vol. IIFrom Pre-service Training to Retirement: Producing and Maintaining a High-quality, Efficient, and Motivated WorkforceApril 2010, 120 pages

http://go.worldbank.org/QWWOAO1R0

Publication Catalog20

Teacher Early Retirement and Transfer Schemes(Brief)October 2010, 4 pages

http://go.worldbank.org/OVFCKQCWK0

Skema Transfer dan Pensiun Dini Guru(Informasi Singkat)October 2010, 4 pages

http://go.worldbank.org/RF68GFCWC0

Investing in Multi-grade Teaching in Indonesia (Policy Brief)November 2010, 4 pages

http://go.worldbank.org/S5D5ST7VM0

Pengembangan Pengajaran Kelas Rangkap di Indonesia(Naskah Kebijakan)November 2010, 4 pages

http://go.worldbank.org/GKVNR1L5F0

Education Unit 21

Inside Indonesia’s Mathematics ClassroomsA TIMSS Video Study of Teaching Practices and Student Achievement (Policy Brief)October 2010, 4 pages

http://go.worldbank.org/UEVPT37YC0

Di Dalam Ruang Kelas Matematika di Indonesia Studi Video TIMS tentang praktik Mengajar dan Capaian Siswa (Naskah Kebijakan)October 2010, 4 pages

http://go.worldbank.org/JIFUIH87Y0

Teacher Reform

Inside Indonesia’s Mathematics ClassroomsA TIMSS Video Study of Teaching Practices and Student AchievementOctober 2010, 108 pages

http://go.worldbank.org/5VSARANUQ0

Transforming Indonesia’s Teaching Force(Policy Brief)April 2010, 4 pages

http://go.worldbank.org/ERGMTU8Y70

Mentransformasi Tenaga Pendidikan Indonesia(Naskah Kebijakan)April 2010, 4 pages

Publication Catalog22

Teacher Employment and Deployment in Indonesia Opportunities for equity, efficiency, and quality improvement2008, 83 pages

http://go.worldbank.org/M5A4CWNVB0

The Economics of Teacher Supply in Indonesia(Working Paper)June 2009, 31 pages

http://documents.worldbank.org/curated/en/2009/06/10710896/economics-teacher-supplyindonesia

ICT

in Education

Research conducted by the World Bank has demonstrated that the Internet can connect the Ministry of Education and Culture (MoEC) and schools throughout the archipelago. Up to 95 percent of schools are currently within affordable reach of at least low-speed Internet connectivity, enabling email, messaging, and downloads of limited size. Use of Information and Communication Technologies (ICT) can lead to improved information management at the national, district, and institutional levels, which will also benefit educators and students. Increased communication and information sharing can help improve low-performing schools, while digital curriculum resources and distance education can help low-capacity educators. All of the ingredients are in place to make this happen in Indonesia.

The Imperative for Connected Schools in Indonesia(Policy Brief)January 2012, 4 pages

http://go.worldbank.org/IQDIF1JNG0

Publication Catalog24

Pentingnya Konektivitas untuk Seluruh Sekolah di Indonesia(Naskah Kebijakan)January 2012, 4 pages

http://go.worldbank.org/67TDIEJPJ0

Kabar BEC-TF Edisi 4(TRIMS Story)March 2012, 6 pages

http://documents.worldbank.org/curated/en/2012/03/16255082/basic educationcapacity- trust-fund

Penguatan EMIS dengan TRIMS Lesson Learned dari Berbagai Kabupaten dan KotaJanuary 2012, 4 pages

http://wapikweb.org/bec/publications/detail/trims-tool-forreporting-and-information-management-by-schools

Education Unit 25

ICT in Education Strategy and Implementation Plan for Education in PapuaOctober 2010, 100 pages

http://go.worldbank.org/0F11KMOSX0

TIK Dalam Strategi dan Rencana Pelaksanaan Pendidikan di Papua October 2010, 108 pages

http://go.worldbank.org/QGVGR1OTJ0

ICT in Education

Education Unit 26

Secondary

Education

& Skills

With the globalized economy, well-educated youth will be critical to Indonesia’s competitiveness in the future. Demand for skilled workers will increase with skill-oriented technological change. In addition, a large pool of skills also facilitates knowledge spillover and attracts technology imports. In the past decades, significant changes of Indonesia’s labor market have already taken place. Non-agricultural jobs increased significantly, and skilled labor in non-agricultural sector is on higher demand. In the meantime, higher level professional and managerial jobs have also increased. In contrast, unskilled, agricultural, and administrative workers are on lower demand. Overall, the earnings differentials between people with different education levels are significant. The marginal returns to higher levels of education - senior secondary or tertiary level - are increasing. How to educate the youth and turn them into productive labor force and future leaders is closely linked to the country’s future. This sector report assesses Indonesia’s senior secondary school system from three angles:

1) How well does the senior secondary education prepare the Indonesian youth for transition? What are the outcomes? Is there equitable access?

2) How are the senior secondary schools in Indonesia prepared for delivering their promises? Do they have adequate resources and inputs?

3) How is the system prepared? Are there effective quality assurance mechanisms? Is the system financing arrangement adequate? The report ends with policy recommendations.

Preparing Indonesian Youth for Transition Issues and Policy Agenda for Senior Secondary EducationDecember 2012, 76 pages

http://documents.worldbank.org/curated/en/2012/12 /17137408/indonesia-preparing-indonesian-youth-transition-issues-policy-agenda-senior-secondary-education

Education Unit 27

Education, Training and Labor Market Outcome for Youth in Indonesia(Policy Brief)October 2010, 4 pages

http://go.worldbank.org/FLLGZ3VJK0

Hasil Pendidikan, Pelatihan dan Bursa Kerja bagi Kaum Muda di Indonesia(Naskah Kebijakan)October 2010, 4 pages

http://go.worldbank.org/WHR7MDVI10

Education, Training and Labor Market Outcomes for Youth in IndonesiaOctober 2010, 48 pages

http://go.worldbank.org/1OEP93YWO0

Secondary Education & Skills

The Value of Vocational Education High School Type and Labor Market Outcomes in Indonesia (Working Paper)September 2009, 42 pages

http://documents.worldbank.org/curated/en/2009/09/11022645/value-vocational-education-highschool-type-labor-market-outcomes-indonesia

Publication Catalog28

Vocational Schooling, Labor Market Outcomes, and College Entry(Working Paper)January 2009, 27 pages

http://documents.worldbank.org/curated/en/2009/01/10164014/vocational-schooling-labor-marketoutcomes-college-entry

Financing

Indonesia has made a clear commitment to education - passing a constitutional mandate to allocate at least 20 percent of the total government budget to education. This 20 percent rule has resulted in a rapid increase in the education budget, but has also complicated budget management. The biggest payoff for this increase in spending has been in terms of access and equity, but access to senior secondary and tertiary education still remains extremely low for the poor. Learning outcomes are also still poor and show some worrisome trends in math and science. Meanwhile, the share of top performers is extremely low. Part of these trends is explained by patters in spending: most of the additional resources went to basic education, for teachers salaries and teacher certification. The increase in spending on teachers salaries was driven both by increases in the total number of teachers and by “regularizing” contract teachers to civil servant status. It is unlikely that the observed patterns of spending will translate into increase quality of education. Indonesia needs to alter its education spending patterns to ensure that resources produce improved outcomes and spending better means ensuring resources are allocated more effectively to produce better outcomes with regard to access and learning. This report highlights the broad areas for improvement in education financing, focusing on increasing efficiency, equity and performance.

For more information please contact: Megha Kapoor (mkapoor1@worldbank.org)

Spending More or Spending Better: Improving Education Financing in IndonesiaConference EditionJanuary 2013, 118 pages

Publication Catalog30

Investing in Indonesia’s Education at the District LevelAn Analysis of Regional Public Expenditure and Financial ManagementFebruary 2009, 65 pages

http://go.worldbank.org/P2V8FKA2M0

Investasi Dalam Pendidikan Pada Tingkat Kabupaten/Kota di IndonesiaSebuah Kajian Pengeluaran Publik dan Pengelolaan Keuangan Pada Tingkat DaerahFebruary 2009, 65 pages

http://go.worldbank.org/R1Z8VLNPC0

Scholarship Programs in IndonesiaPast, present and futureOctober 2009, 35 pages

http://documents.worldbank.org/curated/en/2009/10/12106395/programs-indonesia-past-present-future

Indonesia: Higher Education Financing(Policy Brief)October 2010, 4 pages

http://go.worldbank.org/KOUV8PVB30

Indonesia: Pembiayaan Pendidikan Tinggi(Naskah Kebijakan)October 2010, 4 pages

http://go.worldbank.org/GCLY1XVCD0

Education Unit 31

Financing

Investing in Indonesia’s EducationAllocation, Equity, and Efficiency of Public Expenditures (Vol. 1 Of 2)Executive Summary (Indonesia)January 2007, 4 pages

http://go.worldbank.org/TTF3U1OAO0

Investing in Indonesia’s EducationAllocation, Equity, and Efficiency of Public Expenditures (Vol. 2 of 2)Main Report (English)January 2007, 61 pages

http://go.worldbank.org/53VYKAOE90

Practical Guidelines for Preparing a Public Expenditure Review for Education at the District LevelPedoman Praktis untuk Menyusun Kajian Pengeluaran Publik untuk Pendidikan di Tingkat Kabupaten2009, 48 pages

Publication Catalog32