33409-013: Vocational Education Strengthening Project...monitoring and evaluation Ministry of...

Completion Report

Project Number: 33409-013 Loan Number: 2416 September 2015

Indonesia: Vocational Education Strengthening

Project This document is being disclosed to the public in accordance with ADB’s Public Communications Policy 2011.

CURRENCY EQUIVALENTS

Currency Unit – rupiah (Rp)

At Appraisal At Project Completion (29 February 2008) (30 November 2013)

Rp1.00 = $0.00011056 $0.0000851209 $1.00 = Rp9,045 Rp11,748

ABBREVIATIONS ADB – Asian Development Bank BAPPENAS – National Development Planning Agency DGSE

DTVE EMIS ICT M&E MOF MONE PMU PSC PTC SBP SSE TA TVE

– – – – – – – – – – – – – –

Directorate General of Secondary Education Directorate of Technical and Vocational Education Education Management Information System information and communications technology monitoring and evaluation Ministry of Finance Ministry of National Education project management unit project steering committee project technical committee school business plan senior secondary education technical assistance technical and vocational education

NOTES

(i) The fiscal year (FY) of the government of Indonesia ends on 31 December. FY before a calendar year denotes the year in which the fiscal year ends, e.g., FY2009 ends on 31 December 2009.

(ii) In this report, "$" refers to US dollars, unless otherwise stated.

Vice-President S. Groff, Operations 2 Director General J. Nugent, Southeast Asia Regional Department (SERD) Director S. Tabor, Indonesia Resident Mission (IRM), SERD Team leader S. Wiryono, Senior Project Officer (Education), IRM, SERD Team members S. Lee, Principal Social Development Specialist, PARD O. Suren, Senior Administration Officer, MNRM, EARD F.P.Anggriani Arifin, Project Analyst, IRM, SERD

S. Suzana, Senior Operation Assistant, IRM, SERD In preparing any country program or strategy, financing any project, or by making any designation of or reference to a particular territory or geographic area in this document, the Asian Development Bank does not intend to make any judgments as to the legal or other status of any territory or area.

CONTENTS

Page

BASIC DATA i

I. PROJECT DESCRIPTION 1

II. EVALUATION OF DESIGN AND IMPLEMENTATION 2

A. Relevance of Design and Formulation 2

B. Project Outputs 3

C. Project Costs 8

D. Disbursements 8

E. Project Schedule 8

F. Implementation Arrangements 8

G. Conditions and Covenants 9

H. Technical Assistance 9

I. Consultant Recruitment and Procurement 10

J. Performance of Consultants, Contractors, and Suppliers 11

K. Performance of the Borrower and the Executing Agency 11

L. Performance of the Asian Development Bank 11

III. EVALUATION OF PERFORMANCE 11

A. Relevance 11

B. Effectiveness in Achieving Outcome 12

C. Efficiency in Achieving Outcome and Outputs 13

D. Preliminary Assessment of Sustainability 13

E. Impact 13

IV. OVERALL ASSESSMENT AND RECOMMENDATIONS 14

A. Overall Assessment 14

B. Lessons 14

C. Recommendations 15

APPENDIXES

1. Design and Monitoring Framework 16 2. List of 90 Model Vocational Schools 22 3. List of 230 Alliance Schools 43 4. Key Output Indicators 51 5. Summary of Gender Equality Results and Achievements 53 6. Summary of Project Cost and Financing 64 7. Fund Channeling Mechanism 66 8. Project Implementation Schedule 67 9. Project Organization Structure 69 10. Loan Covenants 70 11. Technical Assistance Completion Report 73

BASIC DATA A. Loan Identification 1. Country 2. Loan Number 3. Project Title 4. Borrower 5. Executing Agency 6. Amount of Loan 7. Project Completion Report

Number

Indonesia 2416 Vocational Education Strengthening Project Republic of Indonesia Directorate General of Secondary Education, Ministry of Education and Culture

1

Original Loan amount: SDR 50,581,000 (equivalent to $80,000,000). Actual loan amount: SDR 49,323,506 (equivalent to $75,767,191) PCR: INO 1553

B. Loan Data 1. Appraisal – Date Started – Date Completed 2. Loan Negotiations – Date Started – Date Completed 3. Date of Board Approval 4. Date of Loan Agreement 5. Date of Loan Effectiveness – In Loan Agreement – Actual – Number of Extensions 6. Closing Date – In Loan Agreement – Actual – Number of Extensions 7. Terms of Loan – Interest Rate – Maturity (number of years) – Grace Period (number of years)

10 September 2007 25 September 2007 26 February 2008 26 February 2008 31 March 2008 26 May 2008 25 August 2008 9 July 2008 none 30 November 2013 30 November 2014 none Fixed, 1% per annum during the grace period; 1.5% per annum during the amortization period 32 8

1 During the project design, the EA’s official name was Directorate General for Management of Primary and Secondary Education (DGMPSE), and following the reorganization of the Ministry in 2009 the Directorate General was split up into the Directorate General for Basic Education and the Directorate General for Secondary Education.

ii

8. Disbursements a. Dates Initial Disbursement

29 January 2009

Final Disbursement

28 April 2014

Time Interval

64 months

Effective Date

9 July 2008

Original Closing Date

30 November 2013

Time Interval

66 months

b. Amount ($ million) as of 30 Nov 2014: ADB financing

Category

Original Allocation

Last Revised

Allocationa

Amount

Canceled

Net Amount

Available

Amount

Disbursed

Undisbursed

Balance

01. MIS Equipment (excl. of taxes)

1.74 1.67 0.00 1.67 1.67 0.00

02. Monitoring and Evaluation Surveys (excl. of taxes)

1.77 1.05 0.00 1.05 0.93 0.12

03. Model and Alliance VSs Development Program

61.64 64.70 0.00 64.70 63.85 0.85

04. Teacher Training (excl. of taxes)

7.02 6.49 0.00 6.49 6.49 0.00

05. Consulting Services (excl. of taxes)

2.24 1.31 0.00 1.30 1.09 0.21

06. Interest Charge 2.50 2.42 0.00 2.42 1.74 0.68

07. Unallocated 3.09 0.00 0.00 0.00 0.00 0.00

Total 80.00b 77.64 0.00 77.63 75.77 1.87

a The loan allocation was revised in July 2012 to use the savings of about SDR3,102,751 from categories 1, 2, 4, 5, and 7 to finance investments under Output 2: Enhanced Model and Alliance VSs Development through rehabilitation of additional 42,900 square meters of school facilities, construction of 15,500 square meters of new classrooms and labs, and procuring equipment identified as urgently needed. Reallocation of the loan proceeds was effective 1 August 2012.

b During the loan approval, $ equivalent of SDR 50,581,000 was $80 million. Due to fluctuation of exchange rates, the final value was approximately $77.61 million calculated using the conversion rate of 1SDR=1.467040$ as of 30 November 2014.

iii

b. Amount (SDR million) as of 30 Nov 2014: ADB financing

Category

Original Allocation

Last Revised

Allocationa

Amount

Canceled

Net Amount

Available

Amount

Disbursed

Undisbursed

Balance

01. MIS Equipment (excl. of taxes)

1.07 1.07 0.00 1.07 1.07 0.00

02. Monitoring and Evaluation Surveys (excl. of taxes)

0.69 0.65 0.00 0.65 0.61 0.04

03. Model and Alliance VSs Development Program

42.07 42.15 0.00 42.15 41.50 0.65

04. Teacher Training (excl. of taxes)

4.29 4.30 0.00 4.30 4.29 0.01

05. Consulting Services (excl. of taxes)

0.86 0.75 0.00 0.75 0.72 0.03

06. Interest Charge 1.59 1.59 0.00 1.59 1.13 0.46

07. Unallocated 0.00 0.00 0.00 0.00 0.00 0.00

Total 50.58b 50.51 0.00 50.51 49.32 1.19

c

c The undisbursed balance was cancelled on December 2014.

C. Project Data

1. Project Cost: $ 109.42 million (as of 30 Nov 2014)

Cost Appraisal Estimate Actual

Foreign Exchange Cost 80,00 75.77 Local Currency Cost 35,00 33.65 Total 115,00 109.42

iv

2. Financing Plan ($ million)

Cost Appraisal Estimate Actual

Implementation Costs Borrower Financed 35.00 33.65 ADB Financed 77.50 74.06 Other External Financing 0.00 0.00

Subtotal 112.50 107.71

IDC Costs Borrower Financed 0.00 0.00 ADB Financed 2.50 1.74 Other External Financing 0.00 0.00 Subtotal 2.50 1.74

Total 115.00 109.42

ADB = Asian Development Bank, IDC = interest during construction.

3. Cost Breakdown by Project Component ($ million)

Component Appraisal Estimate Actual

A. Base Costs a

1. Refocused Vocational School Management Using a Business Approach

6.77 6.70

2. Improved Quality of Teaching and Leaning 88.10 93.35 3. Strengthened School-Industry Linkages 5.00 1.74 4. Enhanced Entrepreneurship Focus 3.30 1.74 5. Project Management 4.88 4.15

Subtotal (A) 108.05 107.71 B. Contingencies

b

1. Physical Contingencies 0.98 0.00 2. Price Contingencies 3.45 0.00

Subtotal (B) 4.43 0.00 C. Interest Charges

c

2.52

1.74

Total 115.00 109.42 a Inclusive of taxes and duties.

b During the loan appraisal, physical contingencies were computed at 2%-5% of civil works and equipment costs.

Price contingencies included (i) local costs: 5% for 2008–2012, and (ii) foreign costs: 1.9% for 2008–2012. School business plan funds assumed 0% price contingency.

c For the Asian Development Fund loan, interest charges are computed at 1% per annum during project implementation.

v

4. Project Schedule

Item Appraisal Estimate Actual

Date of Contract with Consultants - School Business Plan (SBP) Specialist, individual Q2 2008 Q1 2009 - SBP Facilitators (firm) Q3 2008 Q3 2009 - Project Implementation Team Q1 2009 Q1 2010 - Monitoring & Evaluation Q2 2009 Q1 2011

Other Milestones

1. Refocused School Management Using a Business Approach

Q2 2008–Q1 2011 Q1 2009–Q4 2013

1.1 Training and mentoring of school managers in performance based planning and budgeting

Q2 2008–Q1 2009 Q2 2010–Q1 2011

1.1 (a) Develop SBP results based planning methodology and training for managers

Q2 2008 Q1 2009

1.1 (b) Disseminate results and train selected institutions or firms in developing SBP

Q3 2008 Q2 2009

1.1 (c) Facilitate the development of SBP at selected Model/Alliance VSs

Q4 2008–Q1 2009 Q3–Q4 2009

1.2 Establish School Management Systems and Improve School Administration

Q2 2008–Q1 2011 Q1 201–Q4 2013

1.3 Develop a Business Approach to School Management

Q2–Q3 2008 Q3–Q4 2009

1.4 Improve Internal Communication Systems and Establish Networks

Q2 2008–Q1 2010 Q1 2010–Q2 2011

2. Improved Quality of Teaching and Leaning Q2 2009–Q1 2012 Q2 2009–Q4 2012

2.1 (a) Prepare detailed civil works design and equipment specifications

Q2 2009 Q2 2010

2.1 (b) Procure and implement civil works and equipment

Q3 2009–Q1 2012 Q3 2010–Q4 2012

2.2 Develop New Learning Methodologies Q2–Q3 2009 Q2–Q3 2010

2.3 (a) Prepare a list of institutional materials and software for VSs

Q4 2008–Q1 2009 Q2–Q3 2010

2.3 (b) Procure and train on use of training aids, software, and materials

Q2 2009–Q1 2010 Q2 2010–Q4 2011

2.4 (a) Review existing curricula Q4 2008–Q1 2009 Q2–Q3 2010

2.4 (b) Develop methodologies and conduct training of trainers

Q2 2009–Q4 2011 Q2 2009–Q4 2011

3. Strengthened School-Industry Links Q2 2008–Q1 2013 Q1 2010–Q2 2013

3.1 Support partnerships between vocational schools and industry

Q2 2009–Q1 2013 Q1 2010–Q2 2013

Establish links between vocational schools and industry

Q2 2009–Q1 2010 Q1–Q4 2010

3.2 Support new courses to meet local industry needs Q4 2008–Q3 2010 Q4 2010–Q4 2013

vi

Conduct workshops with local industry experts Q1 2009,

2010, 2011, 2012

Q4 2010, Q3 2011, Q3 2012, Q1-2 2013

3.3 Examine opportunities for international benchmarking and trial selected international standards and benchmarks in cooperation with industry

Q3 2008–Q1 2012 Q1 2010–Q4 2012

4. Enhanced Entrepreneurship Focus Q2 2009–Q1 2013 Q2 2009–Q4 2013

4.1 (a) Develop system for student entrepreneurship assistance

Q4 2008–Q1 2009 Q2-3 2010

4.1 (b) Provide student assistance funds Q2 2009–Q1 2012 Q4 2010–Q4 2013

4.2 Make entrepreneurship education part of all students’ courses

Q2 2009–Q1 2013 Q4 2010–Q4 2013

4.3 Enhance production units Q2 2009–Q1 2013 Q2 2009–Q4 2013

5. Project Implementation Q2 2008–Q1 2013 Q3 2008–Q4 2013

5.1 Set up PMU and School Committee/school implementation team

Q2 2008 Q3 2008

5.2.Hiring of project implementation consultants, and technical experts to review and guide SBP funds

Q2 2008

Q3–Q4 2009

5.3 Develop project website Q4 2008–Q1 2009 Q1–Q2 2010

5.4 Develop project management information system Q3 2008 Q4 2010

5.5 Produce a manual for vocational schools based on project experience

Q3 2008–Q1 2009 Q3 2010–Q1 2011

5.6 Project Midterm Review Q4 2010 Q2 2011

5.7 Project Final Review Q1 2013 Q3 2013

5. Project Performance Report Ratings

Implementation Period

Ratings

Development Objectives

Implementation Progress

From 31 Mar 2008 to 31 Dec 2008 Satisfactory At Risk From 01 Jan 2009 to 31 Dec 2009 Satisfactory At Risk From 01 Jan 2010 to 31 Dec 2010 Satisfactory At Risk From 01 Jan 2011 to 31 Dec 2011 Satisfactory Satisfactory From 01 Jan 2012 to 31 Dec 2012 Satisfactory Satisfactory From 01 Jan 2013 to 31 Nov 2013 Satisfactory Satisfactory

vii

D. Data on Asian Development Bank Missions

Name of Mission

a

Date

No. of Persons

No. of Person-

Days

Specialization of Members

a

Loan Fact Finding Mission 4–22 June 2007 Appraisal Mission 10–25 Sep 2007

Loan Negotiations 26 Feb, 2008

Loan Inception Mission 28 Aug–05 Sep, 2008 3 18 a, e Special Loan Administration Mission 3–15 May, 2009 1 3 Loan Review Mission 14–23 Oct, 2009 3 20 a, b, e Loan Review Mission 21 Jun–01 Jul, 2010 2 22 a, b

Loan Review Mission 21 Feb–4 Mar, 2011 3 20 a, b, e Loan Review Mission 14 Oct–04 Nov, 2011 2 13 a, c

Loan Midterm Review Mission 21 May–05 July, 2012 4 13 a, c, d, p Loan Review Mission 05 Nov–05 Dec 2012 3 10 a, c, d Loan Review Mission 26 Aug–30 Sep, 2013 2 8 c Project Completion Review Mission 20 Jan–6 Feb 2015 2 15 a, d Note: a a = project officer, b = project analyst, c = social sector economist, d = gender consultant, e = education consultant

or specialist, p = procurement officer,

I. PROJECT DESCRIPTION

1. The rapid enrollment growth at primary and junior secondary education in Indonesia increased the demand for senior secondary education, which reached 50% gross enrollment rate in 2004–2005. Building on the Asian Development Bank's (ADB) earlier assistance to vocational education, the government requested ADB to support the Vocational Education Strengthening Project (INVEST). The Government recognized that expanding access to quality vocational education and improving its relevance to changing labor market demand were key to enhancing the competitiveness of the labor force in Indonesia, and sustaining the country’s pro-poor economic development during 2006–2009 when the project was designed. To ensure life skills and job opportunities for those who may not continue to higher education, it was essential to expand access to vocational schools and improve the quality and relevance of vocational programs according to industry standards. 2. ADB approved a loan of SDR 50.58 million for the project ($80 million at approval) on 31 March 2008. The loan agreement was signed on 26 May 2008, and the project became effective on 9 July 2008. The project closed on 30 November 2013. The project executing agency was the Directorate General of Secondary Education (DGSE) under the Ministry of Education and Culture (MOEC). The Director of Technical and Vocational Education (DTVE) under the DGSE was the project director. 3. The project impact intended to increase competitiveness and employment opportunities for vocational school graduates. The expected project’s outcome was improved quality and relevance, expanded access, and greater efficiency in senior secondary vocational education. The project included four outputs:

(i) Refocused vocational school management using a business approach. This output comprised training and mentoring of model schools on developing school business plans (SBPs); establishing an education management information system (EMIS) to improve school management; improving internal communication systems in model schools, and establishing networks to share innovation and best practices.

(ii) Improved quality of teaching–learning. This output constituted the major intervention under the project, through implementation of SBPs in 90 model schools and 230 alliance schools. The key activities involved improving the physical learning environment such as rehabilitation and/or construction of classrooms and laboratories, procurement of equipment, improving teaching skills and qualifications, and providing new teaching and learning materials.

(iii) Strengthened school–industry links. This output aimed to support strengthening partnerships between model schools and local industries. Key activities included assessment of curriculum, developing new courses to meet local industry needs, exploring opportunities for international benchmarking, and piloting selected international standards in cooperation with industries.

(iv) Enhanced entrepreneurial focus. The major activities under this output included providing assistance to students to start their own businesses, introducing entrepreneurship training into student courses, and improving or developing production units to introduce the world of work to students.

4. The project design and monitoring framework is in Appendix 1.

2

II. EVALUATION OF DESIGN AND IMPLEMENTATION

A. Relevance of Design and Formulation

5. The project design was consistent with the National Medium-Term Development Plan 2004–2009, 1 which identified improving access to and quality of education, together with poverty reduction and job creation, as two of the five priority areas. The Education Strategic Plan 2005–20092 further envisaged expanding senior secondary education through vocational education, as increasing the quality and relevance of senior secondary education and technical training will help ensure life skills and employment readiness among those who do not continue to higher education. The project was also consistent with the ADB country strategy and program (CSP) 2006-2009, 3 which focused on helping the country achieve pro-poor sustainable economic growth and social development. The CSP identified low competitiveness as a key constraint to growth and emphasized improving the competitiveness of the labor force through strengthened quality and relevance of secondary education as expected outcomes in the education sector. 6. As growth of the Indonesia economy slowed with declining global competitiveness and low productivity through the mid-2000s, the project’s intervention was needed to increase access to and quality of senior secondary education, especially the vocational stream. To enhance productivity of human resources and improve the application of technology, the project prioritized expanding enrollment, providing equitable access, improving efficiency, and enhancing the quality and relevance of the vocational education system. To achieve these goals, the project focused on establishing closer linkages with industry, and promoting business-oriented school management. To develop high-quality training in combination with broadened access, the project was designed to invest in a network of high-performing schools as model schools, while continuing to support other schools in their surrounding areas. Based on lessons from technical and vocational education in other Asian countries, the project emphasized the importance of school–industry links for the quality and success of vocational training. 7. The project design and its initial rationale remained relevant at the project’s completion time in 2013, as the government’s second national midterm development plan 2009–20144 was also aimed at pro-poor, pro-job, pro-growth, and pro-environment development with emphasis on education, along with infrastructure and environment. ADB’s country partnership strategy 2012–20145 also continued to help the government achieve its inclusive development goals by enhancing the skills base to improve productivity, employment, and investment with support to vocation education and technical training. 8. The project preparatory technical assistance (TA) 6 began in May 2004 and was completed in December 2005. The scope of the project preparatory TA originally covered an investment proposal for both the general and vocational education stream—for an estimated total investment amounting to $180 million. After a lengthy discussion involving interministerial agencies, the government decided to proceed with the vocational stream only, while the proposed project for general stream was cancelled.

1 BAPPENAS. 2005. National Medium-Term Development Plan (RPJMN) 2004–2009. Jakarta

2 MONE. 2015. Education Strategic Plan 2004-2009. Jakarta

3 ADB. 2006. Country Strategy and Program: Indonesia, 2006–2009. Manila.

4 BAPPENAS. 2010. National Medium-Term Development Plan (RPJMN) 2009–2014. Jakarta

5 ADB. 2012. Country Partnership Strategy 2012-2014.

6 ADB. 2006. Technical Assistance to Indonesia for the Second Senior Secondary Education. Manila (later to be

called Decentralized Senior Secondary Education).

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B. Project Outputs

9. One main feature of the project design was to create a national school cluster structure where 90 vocational schools became “models” in the local area, while 2–3 surrounding schools became “alliances,” which would be mentored by and benefit from model vocational schools. The 90 model schools were selected based on the following criteria: (i) broad district geographic representation, (ii) balance among different types of schools and programs, (iii) female enrollment share of 40%, (iv) enrollment of at least 600 students per school, (v) potential for school expansion and good employment opportunities, and (vi) strong local government commitment. The final 90 model vocational schools were chosen from 120 potential schools that were shortlisted as candidates of “international standard schools” under the government’s initiative.7 The alliance schools were selected in 2009 based on their geographic proximity to the model vocational schools and the cluster of field study. About 50% of the alliance schools were private schools. Altogether, 90 model and 230 alliance schools were located in 83 districts across 33 provinces. The distribution of 90 model schools by fields of study and female enrollment rate are in Table 1. The list of model vocational schools is in Appendix 2, and list of the alliance vocational schools is in Appendix 3.

Table 1. Distribution of 90 Model Vocational Schools by Trade and Estimates of Female Participation

Trade

Number of

Schools

%

2008

2013

Total enrollment

% Female

Total enrollment

% Female

Technical and Engineering 43 48 50,777 13.0 68,775 19.5 Business and Management 26 29 28,181 75.0 38,243 76.0 Hospitality and Restaurant 11 13 7,998 72.0 12,375 73.2 Agriculture 7 8 7,598 27.0 10,538 27.6 Art and Craft 3 2 757 13.9 2,078 42.8 Total 90 100 95,311 37.4 132,009 41.9

Source: PPTA Report and MOEC’s Statistics

1. Output 1: Refocused Management Using a Business Approach

10. The project carried out all activities specified under output 1, achieving performance targets for most of all seven indicators. For some indicators, delayed achievements were an issue. As a key feature of the project design, each of 90 model vocational schools developed a 5-year SBP based on consultations with local stakeholders including local government, industries, parents, and other civil society representatives. The SBP, which was based on an analysis of each school’s particular situation, identified priorities for each school to meet the project targets, and included overall budgets and implementation plans. The SBP included physical investment such as rehabilitation and construction of school building and utilities (civil work); procurement of furniture and teaching–learning equipment; and nonphysical investment such as human resource development (including teacher training), teaching–learning materials development, partnerships with industry, and entrepreneurial development.

7 While an initial criterion for the overall female share of enrollment was 40% in 90 model schools, the final list of the

schools averaged 37.4% for female share by considering all other required criteria.

4

11. To facilitate the development and preparation of SBPs for 90 model vocational schools, 6 vocational education development centers (VEDC) were recruited as facilitators, each of whom supported 14–16 schools depending on their location.8 For the final approval of SBPs, greater attention was paid to ensure SBPs prioritize project objectives that (i) support building stronger links with industry, (ii) improve employment outcomes or self-employment opportunities for students, and (iii) reflect the labor market needs of the schools’ community. All 90 model schools successfully developed SBPs using a uniform SBP framework, based on which block grants were disbursed in tranches through an annual budget, and achievement of project outputs was measured. 12. The project provided training on leadership and management to school principals, vice principals, school committees, and project staff from 90 model and 230 alliance vocational schools. Management and leadership training programs for school principals and vice principals were aimed at introducing a business and entrepreneurial approach to school management. Financial management and administration trainings were provided to schools’ treasury and project staff. The training programs were primarily organized by the project management unit (PMU) in 2009 and 2010. 13. The project also supported the introduction of computerized education management information systems (EMIS) and financial management information systems (FMIS) to systematically gather school- and student-related data for better planning and monitoring of the model and alliance vocational schools’ performance. The introduction of EMIS was expected to be done in 2010, but it was delayed until July–August 2013 due to the failure of the consulting firm to complete the EMIS development on time, which in the end was completed by individual consultants. The DGSE and most of model vocational schools are now using the new system, but the hardware capacity and internet connectivity issues of some vocational schools are hindering its effective use. The EMIS has been useful for producing systematic information on enrollment, teachers, and graduates’ employment status. However, its wide and effective use for planning and management purposes are yet to be evaluated across all model vocational schools due to delayed installation. 14. The project supported each model vocational school to pursue ISO certification. To meet this target, the project helped each school by providing staff with training and technical guidance in preparing documentation needed for ISO certification. During project implementation, the number of ISO-certified vocational schools increased from 8 schools in 2008 to 87 schools in 2012. Three schools were still in the process of certification in 2013. 15. Internal communication systems at model vocational schools were established with improved Internet connectivity and facilities under the project. Nearly half of 90 model schools achieved 100% internet connectivity for their classrooms by 2011. About 80% schools also began to use information and communication technology (ICT) for teaching–learning purposes, for teachers’ communication with students or parents, and for monitoring activities. Establishment of school websites, project coordination meetings, and exchange programs carried out under the project contributed to networking among model schools, leading to sharing good practices and innovative approaches, especially in teaching–learning techniques and entrepreneurial skills development.

8 The RRP originally envisaged recruiting 10 institutions and/or firms as facilitators through quality- and cost-based

selection, but during implementation it was agreed to select six VEDCs using single-source selection.

5

2. Output 2: Improved Quality of Teaching and Learning

16. As a major intervention, this output supported the SBP implementation in the 90 model schools by: (i) upgrading or constructing classroom, laboratories, and school facilities; (ii) upgrading equipment; (iii) purchasing new teaching and learning equipment (e.g., computers, learning aids, laboratory equipment, textbooks); and (iv) upgrading teachers’ technical and academic skills, entrepreneurial development, and partnership with industry. All activities under this output were completed successfully achieving specific targets in performance indicators. The block grants to 90 model vocational schools were released in tranches during 2010–2013 according to approved SBPs and annual plans. A total of $93.35 million ($63.5 million from loan proceeds) was disbursed to 90 model and 230 alliance schools.9 The block grants were used for: (i) civil works; (ii) equipment and furniture; and (iii) nonphysical activities with proportions of 58%, 27%, and 15%, respectively. 17. Most model vocational schools spent civil work funds for construction and rehabilitation of classrooms, laboratories, libraries, offices, and sanitation facilities. The total amount allocated to civil works per school ranged from Rp3.62 billion to Rp5.91 billion, with an average of Rp4.5 billion per school (equivalent to $402,000 to $657,000; with an average of $500,000). At project completion, 971 classrooms and 169 labs were newly constructed, and 923 classrooms and 178 labs were renovated. In addition, more than 90,000 square meters school facilities such as libraries, halls, office, toilets, and school corridors were rehabilitated (Table A.4.1 of Appendix 4). The newly constructed buildings were generally in good quality and met building codes and safety standards. Some shortcomings were found in a number of schools due to lack of proper maintenance plans, especially among those constructed during early implementation stage. The expanded facilities allowed model schools to increase enrollment or reduce previous double shifts in teaching. The improved facilities also attracted greater interest of local industry and community. 18. The project provided equipment for model vocational schools to include laboratory instrument, ICT equipment, furniture, and teaching and learning aids based on the approved SBP. Overall, the new equipment improved the teaching and learning process by increasing opportunities for practical training, enabled students to acquire skills training that was better aligned with industry standards, and helped teachers adopt a variety of new instructional techniques using modern teaching tools such as laptops and LCD projectors. 19. However, field visits to select schools during review and project completion missions observed that not all new equipment (especially those procured centrally) were being fully used or properly integrated into the teaching process. Some teachers also lacked sufficient skills in operating new, sophisticated equipment, preventing its use for practical hands-on training. For some schools with technical and engineering programs, safety signage and standards were not properly displayed for use of sophisticated or dangerous equipment, suggesting a lack of well-functioning operation and maintenance plans for training equipment. 20. Part of the block grants was also used to improve teaching–learning environments, such as developing new teaching methods, upgrading libraries with online tools, and providing teacher training. A variety of new teaching methods was adopted by model vocational schools, including those using ICT equipment, project-based learning, and peer tutorial learning. Libraries were supported to develop online learning systems; about half of model schools developed e-library but online learning was limited to only 36% of model schools. To improve

9 This total block grant also included budget for nonphysical activities under outputs 3 and 4.

6

the qualification and skills levels of teachers, the project provided funds for teacher training, including subject matter training, skills and/or competency assessment, class action research, and English training (TOEIC). These in-service teacher training programs were organized by each model school. Overall, 8,670 teachers and school’s administrative staff participated in the training programs, of which 4,123 (47.6%) were female. In addition, some schools provided tuitions and fees for teachers to pursue master’s degrees. A summary of training types and participants is presented in Table A.3 of Appendix 4.

3. Output 3: Strengthened School–Industry Links

21. The project allocated $5 million for this component to support: (i) strengthening partnerships between model schools and the industries; (ii) delivering courses for local industry workers; and (iii) exploring opportunities for international benchmarking and piloting selected international standards in cooperation with industries. Of the three specific performance indicators under this ouput, two were successfully achieved while one was partially achieved. By the project’s completion, all 90 model schools have established MOUs for partnership arrangements, which included a wide range of cooperation such as internship programs for students, regular job fairs, on-the-job skills training for teachers, technical competency skills exams, updating curricula and training programs, joint production and service centers, and small applied research projects. Almost all schools provided internship programs for students in industry settings and the majority of schools (about 80%) carried out a curriculum review in cooperation with relevant industries. In some schools with technical programs such as auto-mechanics, major industries like Honda, Toyota, Yamaha, and United Tractors provided equipment, advised the organization of practical skills training, and established exchange programs for teachers to experience actual industry settings. Industry personnel were engaged in most model vocational schools to assess student skills through competency tests. 22. The model vocational schools were expected to deliver training for existing workers in local industries. While about three-quarters of schools made plans to carry out such programs, only 10 schools delivered training on pilot basis. The training program was mostly limited to short courses like computer skills or production of simple foods for community members, or training of teachers from primary schools. The lack of available training equipment and facilities, inadequacy of experienced instructors, and inflexibility to manage revenues from training activities hindered the schools from offering skills training for local industries. 23. About 70% of model vocational schools conducted “benchmarking” programs by visiting schools, industries, and skills competitions overseas. In total 62 participants, consisting of principals, vice principals, and head of units or labs attended the programs, of which 43 were female. While at least 40 model schools were expected to enter arrangements with multinational or international companies for mutual skills recognition arrangements, only 25 model schools established such arrangements by the project’s completion. The project also produced a document on public–private partnerships, highlighting success stories and lessons from developing partnerships with industries, for instance, in setting up a production unit and teaching factory. 24. Although all model vocational schools have successfully established formal partnership with industries, the quality and intensity of school–industry engagement is still varied. The good performing schools were usually trusted by industries, and able to establish or expand effective partnerships. The less performing schools needed more efforts to convince the industries to develop effective and sustainable cooperation. The DGSE provided assistance to schools through annual exhibitions and national skills competitions. Overall, the utilization of funds under

7

this component was low (only $1.74 million out of total $5 million was disbursed) primarily due to two reasons: (i) training for community and existing workers were not materialized; and (ii) some of the industry-partnerships activities were covered under component 2.

4. Output 4: Enhanced Entrepreneurial Focus

25. The project allocated $3.3 million for this component to support: (i) introduction of student business, (ii) entrepreneurship education, and (iii) strengthening the production unit. About 80% of vocational schools used part of block grants to provide seed money for student-managed small business. Students who were interested in developing a small business prepared proposal for funding. The amount of grant available per group of students was in the range of $500–$700 to purchase equipment and materials. Some schools allocated about $2,000–$5,000 in total. The typical business units included a “mobile workshop,” a souvenier shop, and simple food production. A teacher was assigned to mentor the students’ businesses. Success in the student-managed business was limited, as business operations were usually interrupted during exams and school breaks. For this output, two performance targets were partially achieved, while one was fully achieved. 26. All model schools included basic entrepreneurship training in their curriculum, but only 14% schools offered advanced entrepreneurial courses. Most model vocational schools set up business units known as “teaching factories,” which provide various services like computer assembly, school stores, art performance, and hospitality services. Some schools also produce basic goods such as student’s uniforms, houseware equipment, bricks, bakery, mineral water, food products, and handicrafts. Interviews with school officials indicated that income from running production units was not substantial but mostly to cover associated expenses in running such production units. Yet, the school business units have been very useful in providing practical training for students. Many school principals indicated that new regulations issued by the government—which require all incomes from school’s business units to be deposited into local government treasury accounts, hinder the business units to grow optimally, since schools do not have the flexibility to operate and develop their business units. It was apparent that the leadership, especially principals and vice principals, played a significant role in taking initiatives and forging stronger demand-driven approaches in promoting entrepreneurship training and experience in running successful production units. 27. Gender Action Plan and Achievement. The project was categorized as effective gender mainstreaming (EGM) and included a gender action plan (GAP) to ensure that women and girls benefit equally from project interventions. The GAP consisted of 17 speicifc measures, of which 12 indicators were achieved or exceeded targets, and five partially achieved. At completion, the overall female enrollment rate was 41% (55,289 out of total 132,009), exceeding the original target of 37%. Female enrollment in traditionally male trades (e.g., construction, mechanical, automotive engineering) increased significantly from 6,601 students (13%) in 2008 to 13,380 students (20%) by 2013. In ICT-related programs such as computer networking, software engineering, and electronics technology, female enrollment increased to a significant extent in some schools, for example, from 25% among entrants in 2010–2012 to 40%–50% in 2014–2015. Overall, 43%–46% of graduates—males and females combined—obtained jobs within 6 months of graduation, and 8%–10% of graduates became self-employed. Although sex-disaggregated data is not available for all 90 model schools, the monitoring and evaluation (M&E) report indicates that females accounted for 50%–55% of all those finding a job upon graduation among schools providing the data. Detailed descriptions on GAP achievements and issues are in Appendix 5.

8

C. Project Costs

28. The total project cost was estimated at $115 million during appraisal, of which $80 million (equivalent to SDR 50.581 million) was to be financed by ADB loan and the remaining $35 million would be financed by the government. At project completion, the total loan amount available was estimated at $77.6 million due to the depreciation of the SDR against the US dollar. Overall, only $75.77 million of the loan (97.6%) was disbursed. The total cost for model and alliance vocational schools development (category 3) exceeded the original allocation by 5%, which was covered by reallocating funds from other cost categories that were not fully used (e.g., management information systems equipment, consulting services, and M&E surveys). The significant increase of costs under category 3 was used for SBP implementation expenses, particularly for teaching–learning quality improvement and improvement of school facilities. Total government financing at project completion was estimated at $33.65 million, which resulted in a total project cost of $109.42 million. The summary of project cost and financing is in Appendix 6. D. Disbursements

29. Disbursement of loan proceeds was slow during the first 2 years of implementation. Up to July 2011, when elapsed time was about 60%, total disbursement reached only 30% of the loan proceeds. This slow start was attributed to three major factors: (i) failure of the DGSE to put budget in the fiscal year (FY) 2008 since the project missed the FY budgeting cycle by the time of its effectiveness, (ii) the learning curve in project management, (iii) the lengthy procurement process under the centrally managed approach. Only six packages were contracted up to July 2011 out of 26 packages of equipment as originally planned. The fund channeling mechanism was relatively straightforward, where most (84%) of project funds were transferred directly from the imprest account into the vocational school’ accounts (Appendix 7). The loan proceeds were disbursed in accordance with Loan Disbursement Handbook (2007, as amended from time to time). E. Project Schedule

30. Despite slow progress in the first 2 years, the overall project implementation period remained the same, and the project’s physical activity was closed on 30 November 2013 as originally envisaged in the loan agreement. Due to slow progress in the early years, sequencing of some activities had to be adjusted. For example, training for subject matter teachers should have been held when the equipment was already available, but this was not the case since the delivery of equipment was behind initial schedule. The consultants’ mobilization at the PMU was also delayed due to slow recruitment processes, which unavoidably affected the schedule of other activities. The project implementation schedule is in Appendix 8. F. Implementation Arrangements

31. The DGSE under the MOEC was responsible for the overall coordination and management of the project. The DTVE, which acted as project director, supervised the PMU, which managed the day-to-day implementation and administration. The PMU consisted of a manager, a secretary, and 12 internal staff of DTVE. Four individual consultants were recruited to help the PMU in financial management, procurement, project management, and civil works. At the schools, the project was managed by the head of school committee, with the school principal as the secretary. The school committee was assisted by teachers in charge of planning,

9

implementation, and financial administration. The overall project organization is generally effective and efficient in performing project implementation activities. 32. A project steering committee (PSC) was established to provide policy guidance and cross-sectoral coordination. The PSC was chaired by the deputy minister for Human Resources and Cultural Affairs of BAPPENAS, whose members consisted of senior officers from MOEC, Ministry of Manpower (MOM), Ministry of Industry (MOT) and Chamber of Commerce. The PSC was supported by a technical committee led by the director for Religious Affairs and Education, BAPPENAS, and consisted of officers at echelons 2 and 3 of the same institutions as above. The PSC held meetings semiannually. There was no change in the organizational setting during project implementation. However, the involvement of MOT, MOM, and Chamber of Commerce in the PSC was minimal, since their representatives were frequently absent from the semiannual meetings. The project organization structure is presented in Appendix 9. The State Auditor (Badan Pemeriksa Keuangan) conducted annual audit and submitted annual project financial statement (APFS) timely to ADB. Overall, the project received “unqualified” status, despite findings of some weaknesse related to the utilization of funds at school level. G. Conditions and Covenants

33. The loan agreement included 18 covenants (Appendix 10). Two covenants were met with significant delays: (i) the project monitoring information system that should have been established within 12 months after loan effectiveness, but was met only after 48 months; and (ii) the establishment and functioning of a task force to handle complaints from the communities, which should have been established within 9 months after effectiveness date, but was established only 20 months after effectiveness. The covenants on timely disbursements of project funds were not fully met, since the project funds were sometime released only by June in the fiscal year due to delay in the approval of state annual budget (DIPA) and frequent budget revisions, which took sometime due to bureaucratic and political processes. In general, the loan covenants were relevant and feasible to implement, and no loan covenant was modified or suspended during project implementation. H. Technical Assistance

34. The project included a TA grant to help selected model vocational schools introduce skills upgrading and certification programs for workers, and to develop a coherent policy framework for sustainable upgrading programs in the vocational education system in line with industry needs. The total TA cost was $665,000, of which $500,000 was provided by ADB on a grant basis. The TA activities comprised (i) a desk study reviewing examples of international best practice in vocational skills upgrading,; (ii) a review of skills upgrading activities and development of a database in model vocational schools, (iii) an intensive review of best international practice in two other countries to gather ideas for implementing skills upgrading courses, (iv) an investigation of the feasibility to establish international links to develop joint cooperation for international certification and mutual recognition, (v) a series of practical trials in 10 model vocational schools, and (vi) preparation of recommendations for a sustainable skills upgrading program in vocational schools. 35. The TA started on 1 May 2010 and was originally scheduled to close by 30 April 2011, but it was extended to 15 June 2011. Three consultants10 were recruited to implement the TA.

10 The team of consultants consisted of (i) one international consultant for vocational and technical education for 6 person-months,

one national consultant for skills analysis/statistician for 8 person-months, and one national technical and vocational education and training specialist for1.5 person-months.

10

The TA was able to facilitate piloting of skills training at 10 selected model vocational schools, but the pilot training was not successfully scaled up due to some limitations within the vocational schools system. The TA was unable to execute study tours as planned. The TA concluded that model vocational schools were still not ready to implement quality training programs for workers according to industry standard. A report on the TA results is presented in Appendix 11. I. Consultant Recruitment and Procurement

36. The project administration manual included four types of consultancy services, namely: (i) two individual consultants to prepare SBP modules; (ii) firms or institutions to guide model vocational schools in developing SBP; (iii) a firm to support SBP implementation, which also include FMIS and PMIS; and (iv) a firm to conduct project M&E. An individual consultant was recruited on January 2009 for 6 months to prepare modules and guidelines for model vocational schools to prepare SBPs. Six VEDCs in Bandung, Cianjur, Jakarta, Malang, Medan, and Yogyakarta were recruited to facilitate the model vocational schools in preparing SBP. The DGSE considered that VEDCs were the most appropriate institutions to handle this task since they have adequate number of qualified experts, and have been familiar with the vocational education system. Since VEDCs are semigovernment training institutions, the DGSE argued that the recruitment should not be through consultant qualification selection (CQS), but through a single source selection (SSS) method. ADB approved the contract on August 2009 upon lengthy communications partly because of the justification in changing the recruitment method from CQS to SSS. It seems that the scarcity of SBP facilitators in the market was not identified during project design, so that the procurement plan did not take this factor into account. 37. The consulting firm to implement SBP was problematic since the recruitment process took longer than originally scheduled, and the consultant’s performance was poor. The recruitment was initiated in 2009, and the contract was awarded in January 2010. The firm, PT. Multi Area Conindo (PT MACON) started its services in February 2010. During inception phase, 9 out of 21 consultants were replaced due to unavailability or resignation, resulted in the delays in preparing inception report. The DGSE finally terminated the contract in July 2011, consequently, many of deliverables such as the PMIS and FMIS were incomplete, and the remaining work had to be completed by individual consultants. The contract for M&E consultant was awarded to PT Tesaputra Adiguna on May 2011, and the work began on June 2011. Following an inception report on July 2011, the firm conducted field surveys in Q4/2011, Q2 and Q4/2012 and Q2/2013. The M&E reports lacked clarity and consistency. 38. Civil works in all model vocational schools were managed by school committees, with the assistance of engineers locally hired. All schools completed the planned civil works by 2013. The DGSE provided guidelines for civil work and construction, and assigned a consultant to monitor its implementation. This “community construction” approach increased the school’s ownership while lowering costs of construction. Major equipment were procured centrally by the PMU through the national competitive bidding method. This centrally managed procurement method was found to be inefficient due to delayed delivery, higher average costs, and in many places the specifications of equipment did not match with school’s requirements. Because of this, the DGSE requested ADB to allow model vocational schools to procure simple equipment and furtuniture using the shopping method, with PMU guidance. In 2012 ADB approved these changes, and the remaining equipment budget was transferred to each of the model schools as part of block grants. The use of the shopping method to procure simple equipment was found to be more efficient, faster, and the purchased goods were more suitable to each school’s needs.

11

J. Performance of Consultants, Contractors, and Suppliers

39. The overall performance of consultants is rated partly satisfactory. Performance of individual consultants is satisfactory. Performance of SBP implementation consultant, PT MACON, is rated unsatisfactory due to unavailability of and frequent changes in staff, which resulted in the failure to perform the assigned tasks. The performance of M&E consultant is rated generally satisfactory. Most of suppliers is rated satisfactory, except one, PT Kawan Lama Sejahtera (Lot 10), which was unable to deliver goods on time as agreed in the contract. K. Performance of the Borrower and the Executing Agency

40. The performance of the borrower and the DGSE is rated satisfactory. The borrower was proactive and helpful in providing advice through consultative meetings. Counterpart funds were made available in the amount as requested, although some delays were experienced due to the budgeting system, which sometimes required revisions. The DGSE was proactive in meeting the agreed work plan and schedule. The PMU was initially weak at the beginning of project implementation due to lack of experienced staff, but the DGSE improved over time. It was noted that although the DGSE had executed other ADB-financed projects in the past, finding experienced staff to manage the project was challenging due to high staff turnover. Senior staff who had gained experiences from the earlier projects were promoted, and the project needed to find staff with more experience. L. Performance of the Asian Development Bank

41. The performance of ADB is rated satisfactory. During the first 2 years of project implementation (2008–2010) the DGSE often complained about communication problems with ADB headquarters, particularly when requesting no-objection for procurement of goods and services, including approval of terms of reference, bid documents, bid evaluation report, and contract awards. Formal communications through letters and emails were less effective as compared to face-to-face meetings, which could only be done during review missions. After the project was delegated to the Indonesia Resident Mission (IRM) in July 2011, the communication between ADB and the DGSE improved significantly, and issues were resolved faster. The project’s delegation to IRM was much appreciated by the government. 42. ADB conducted review missions twice a year. Overall, 10 missions were carried out during loan implementation with a total of 142 person days. In addition to formal review missions, since the project handover in July 2011 to IRM, ADB staff frequently attended meetings organized by the DGSE, including sterring committee meetings and coordination meetings with all model schools, which were organized at least twice a year. The DGSE appreciated ADB for spending time during missions to have more in-depth discussions with students, teachers, and other stakeholders.

III. EVALUATION OF PERFORMANCE

A. Relevance

43. The project is assessed relevant. The project was in line with the government’s policy to improve job opportunities for young people and to improve the competitiveness of the labor force. The growing economy following the reform created more opportunity for senior secondary education graduates to gain employment. Intervention to improve access and quality of

12

vocational education was considered high priority, as majority of vocational school students came from lower income backgrounds, and who were less likely to continue to higher education. Vocational education, however, was often considered not adequate in providing practical knowledge due to shortcomings in teachers’ capacities and the physical and nonphysical learning environments. 44. The project was consistent with the government’s priorities at appraisal. The National Medium-Term Development Plan 2004–2009 aimed at improving the competitiveness of the labor force with enhanced quality and access to education, especially senior education. The project remained aligned with priorities in the following Medium-Term Development Plan 2009-2014, which emphasized pro-poor, pro-job, pro-growth, and pro-environment strategies. The project was also consistent with ADB’s CSP 2006–2009 at appraisal, which identified limited skills base as a major constraint to growth, and continued to be relevant at completion with the CSP 2010–2012 that focused on the agenda of inclusive economic growth and income generation through skills development. The project was also aligned—both at appraisal and at completion—with ADB’s education sector strategy, which aims to support member countries in strengthening the quality of education and ensuring that technical and vocational training is responsive to labor market needs. 45. The project design, which adopted the SBP modality, was relevant to the government strategy in promoting a school-based management approach. By encouraging each school to develop its own business plans and implement them, greater roles and responsibility were given to school leaders and committees to manage project resources. This approach promoted accountability and ownership among school stakeholders. B. Effectiveness in Achieving Outcome

46. The project is rated effective in achieving the outcome targets. At the outcome level, four out of five major targets were achieved. The target to increase overall enrollment by 20% among 90 model schools was met. The enrollment intake grew steadily from 42,553 in 2009 to 48,061 in 2012, which increased overall enrollments of 90 vocational schools by 35%, from 95,311 in 2008 to 128,267 in 2012. Other outcome targets achieved demonstrate that the project was effective in enhancing the quality and relevance of vocational education through strengthening industry linkages. All 90 model schools involved industry personnel in curriculum development to align with industry standards and in students’ competency assessments. The final examination results in core subjects (i.e., Math, Indonesian, English) for students from model schools remained more or less equivalent to those from academic schools, although the trend has not been uniform across different subjects (Table A.5 of Appendix 4). The impacts of project initiatives on quality improvemens, such as teachers’ qualifications and adoption of new learning methods, are likely to be seen some time after full implementation. 47. One outcome target that was not achieved was formal arrangements among model vocational schools with multinational or international companies for international certification by 2011. The target was 40 schools, but only 25 model schools were able to establish such formal arrangements by 2012.11 Nonetheless, all vocational schools established other links with local or national industries through various internship or job placement opportunities. The project was effective in enhancing the quality and relevance of vocational school programs by closely linking

11

The model schools continued to establish formal arrangements with multinational and international companies to strengthen links with industries, although the precise number has not been monitoried through EMIS since 2012.

13

vocational school curricula and training standards to industry needs, as well as by improving physical and nonphysical learning environments. C. Efficiency in Achieving Outcome and Outputs

48. The project is rated efficient in achieving its outcome and outputs with 98% of the originally planned budget. All programs and activities were completed by the original completion date of November 2013, despite delayed start by nearly 1 year for major implementation activities. Tremendous challenges existed in implementing and monitoring project activities across 90 model schools in 33 provinces. Yet, the adoption of school-based management approach (SBP) and block grants, greatly facilitated timely undertaking of all planned activities by model vocational schools. DGSE’s management was quite efficient in supporting model vocational schools to efficiently manage project activities. ADB also provided efficient support to DGSE, for instance, in revising the arrangements of procurement of simple equipment, from central procurement to the school’s own management (e.g., shopping). This revision greatly helped the project to deliver necessary equipment to all 90 schools at lower costs and on time. D. Preliminary Assessment of Sustainability

49. The project’s initiatives to expand access to and improve the relevance of vocational education are likely to be sustainable. The project’s approach to adopt the schools’ SBP is considered effective in fostering strong ownership by schools, local communities, and local governments. In some provinces, local governments provided additional financing to further support schools’ activities under SBPs. The model–alliance school approach is considered to be an efficient and effective way of reaching out to a large number of vocational schools throughout the country. The government has adopted the model to be replicated to national scope within next 5-year plan. The steady increased of government’s budget for secondary vocational education during the last 5 years (approximately from $270 million in 2011, $450 million in 2013, and $650 million in 2015) provide a room to support operation and maintenance for school facilitities supported by the project. However, if the recurrent cost allocations for the operations and maintenance of project-supported infrastructure and services are not well-allocated, insufficient spending in these areas could weaken the sustainability of project benefits. E. Impact

50. The project’s impacts are rated moderate at project completion, based on available information against performance indicators in the design and monitoring framework. The project’s impacts on graduates’ competitiveness and employment opportunities is a bit too early to assess. Available information from 90 model schools indicate relatively stable graduate’s employment rates during the project period (2009–2012), despite substantial increases in the number of graduates (Table A.6 of Appendix 4). About 42%–45% of graduates found a job within 6 months after graduation, 25%–30% advanced to higher education (e.g., colleges, polytechnics, or university), and 7%–10% went into self-employment. A significant variation, however, existed among 90 model schools’ graduate employment rates: some achieved the rate of more than 60%, while some achieved a rate below 40%.12 Indeed, employement rate is not only affected by the quality of graduates (demand side) but also by external factors such as economic growth. The increasing numbers of graduates going into higher education and into

12

Twelve model schools achieved an employment rate above 60%, 13 schools achieved a rate between 50%–59%, 36 schools between 40%–49%, and the rest 29 schools below 40%.

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formal employment suggest improved compeititveness among model vocational school graduates vis-à-vis general school graduates. 51. The project contributed to institutional capacity of vocational education in improving quality and relevance. The improvement of both physical and nonphysical learning environments enhanced the image of vocational education, which ultimately attracted greater interests by young people as reflected by increasing its overall enrollment. Enhanced quality and relevance of vocational education also attracted industry to partner with schools.

IV. OVERALL ASSESSMENT AND RECOMMENDATIONS

A. Overall Assessment

52. The project is overall rated successful. Despite initial delays in the start of the project activities, the project was efficient in implementing all planned activities to achieve expected outputs and outcomes within the original timeframe and budget. The project’s design was relevant at appraisal and continued to be relevant at completion, as it was consistent with the government and ADB strategies for sustainable and inclusive development based on employment growth and improved quality of the labor force. The project is rated effective in improving the quality, access, relevance, and efficiency of vocational schools. The government’s continuing emphasis on improving the quality and relevance of vocational education to enhance school-industry links would make the gains achieved during the project sustainable.

B. Lessons

53. Given the range of physical, nonphysical, and capacity building activities throughout the project duration, the formulation of appropriate indicators measuring the project’s outcomes should have been more realistic in line with the sequencing of project implementation activities. Much of the quality impacts, such as improved exam scores and employment rates, were beginning to take effect only toward the end of project implementation, following the completion of upgrading physical facilities, improvement of teachers’ qualifications, and adoption of new teaching methods. 54. Given the complexity of the project activities that were implemented across 90 model and 230 alliance schools throughout the nation, the project design could have considered more efficient implementation arrangements in procuring equipment for all the schools. The initial arrangement of central procurement through NCB method turned out to be very time-consuming and less effective. More thorough due diligence for procurement arrangements would have facilitate smoother implementation of project activities at lower costs. 55. Since major project activities were managed by the schools themselves, a specific approach should have been designed to provide remedial support to relatively poor performing schools such as additional capacity development programs, especially in planning and management practices, monitoring and evaluation. 56. The delayed start of establishing EMIS across model vocational schools prevented the adequate gathering of data throughout the project duration. Although an M&E specialist was also recruited to independently monitor and evaluate project activities, the project performance management system and specific measures for key output and outcome indicators were not all adequately developed. This makes it difficult to fully assess the progress of some indicators or the quality of outputs achieved.

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C. Recommendations

1. Project Related

57. Future monitoring. The EMIS and PMIS, inluding the updated system, should be established in the beginning of project implementation as they are essential to monitor the project outcomes and sustainability such as employment status of vocational school graduates. The system is also important to understand the lessons from the project, which can help better design the future investment in vocational education. 58. Covenants. All of the 18 loan covenants were complied with, although some of them were only met in year 4, while they were required to be met in year 1. The loan covenants were generally feasible to implement, but some covenants might be too prescriptive and could have been waived. For example, the covenant that required the number of PMU staff should be at least 25 staff was not essential. 59. Further action or follow-up. To ensure improved civil works and equipment lead to enhancing the learning–teaching environment, appropriate operation and maintenance plans should be in place by each school and are monitored by appropriate government authorities. 60. Additional assistance. The expansion and improvement of vocational education is a top priority for the government in enhancing employability and productivity of the skilled workforce, while increasing the general human resource capacity of the young population. ADB should continue to assist the government in expanding quality vocational education, incorporating lessons from the project to upscale the intervention using the most efficient and effective modality. 61. Timing of the project performance evaluation report. Since the project closed in November 2013 and the project completion review was undertaken in late 2014–early 2015, the project performance evaluation report should be prepared in 2017 to allow sufficient time to assess the long-term impact on vocational graduates, institutions, and labor market outcomes.

2. General

62. The government has demonstrated a strong commitment to expanding and improving quality vocational education to meet a growing demand for education, as well as to generate quality jobs for sustained development. Equally, vocational schools themselves have shown great initiatives in forging partnerships with industries to improve learning, teaching, and labor market outcomes of graduates. The school-based management approach proved to be efficient in completing project activities. Efforts need to be made to improve school accountability for delivering graduates who find gainful employment, and at the same time, school-based managers need to have the resources and institutional degrees-of-freedom to mold programs and partnerships to the emerging needs of the workforce. ADB should continue to support the government by taking the lessons from the project and, together with the government, discuss and explore new approach and strategies to attain greater impacts to ongoing efforts in strengthening skills development programs.

16 Appendix 1

DESIGN AND MONITORING FRAMEWORK

Design Summary

Performance Indicators/Targets

at Appraisal

Achievements/ Assessments at Completion

Assumptions and Risks

Impact Increased competitiveness and employment opportunities for vocational school graduates

• Vocational school graduates entering skilled employment increased by 20% by 2015

• Vocational school graduates in productive self-employment increases from 22% to 30% by 2020

• MONE establishes formal arrangements with 10 multinational or international organizations for mutual recognition or international skills recognition by 2015

Updated data not available yet. Updated data not available yet. Of 90 vocational schools, 25 schools established such formal arrangements with MONE support, including participation at international skills Olympics.

Assumptions

• Substantial policy support and resources continue to be available for vocational education.

• Industry involvement will continue to grow. Risks

• Indonesia’s economic development does not support the employment of more skilled workers and skilled entrepreneurs.

• Vocational schools aim for enrollment growth rather than structural and management change to sustain innovations.

Outcome Improved quality and relevance, expanded access, and greater efficiency in senior secondary vocational education

• Model vocational school increase overall enrollment intake by 20% by 2012

• Forty model schools enter formal arrangements with multinational or international companies or organizations for international skills certification by 2011

• Final examination results for vocational school students in core subjects are equivalent to those from general school students

Overall enrollment in 90 model vocational schools increased from 95,311 in 2008 to 128,267 in 2013, reflecting an increase by 35%. Twenty-five model schools established formal arrangements with multinational or international companies for international skills certification at project end; targets were not met because the government discontinued its policy to support the “international standard school” program. The final exam results in 2012 for English were higher for vocational school students, while those in Math and Indonesian were higher

Assumptions

• Vocational school enrollment demand will be sufficient to meet growth targets

• New approaches to vocational school management and teaching and learning will be accepted

• Industry involvement will be effective

• International skills recognition will be feasible, affordable, and not involve large payments to international agencies

Risks

• Vocational school leadership will be conservative and not look for new approaches to management and program delivery

• MONE policies will

Appendix 1 17

Design Summary


at Appraisal



• Industry personnel are involved in course identification and development in all model vocational schools by 2012

• Fifty percent of model vocational schools use industry standards and personnel to assist with student competency assessment by 2012

for general school students. Between 2009 and 2012, the exam results for both vocational school and general school students improved, although the rate of increase was slightly greater for general school students than vocational school students in Math and Indonesian. Through MOUs or other channels, all models schools involved industry personnel to improve curriculum, develop new programs/courses, or set up “teaching factory”. All together 1,386 industries had been engaged by 90 model schools. All model vocational schools use industry personnel for students’ competency assessments, as required by the vocational education curriculum; assessments are carried out jointly by each school together with external assessors from industries.

impede expanded industry involvement

Outputs 1. Refocused

vocational school management using a business approach

• By end of 2008, model and alliance schools selected on basis of agreed criteria and competitive process

• By 2009, all model vocational

schools begin to implement agreed SBPs for 2008–2011 that match their individual capacities with national government objectives

Ninety model schools and 230 alliance schools were selected at the beginning of the project according to agreed criteria. All model VSs received support to finalize their SBPs by 2009, based on each school’s own situations, priorities, and capacities and aligned with objectives of the government; and SBP implementation began in

Assumptions

• All vocational schools have representative and functional school committees that are capable and participate in decision making concerning school development and financial management

• All SBPs have clearly articulated and verifiable targets and indicators of

18 Appendix 1

Design Summary


at Appraisal



• Each vocational school has

an FMIS, an EMIS, an updated website with school profile, good interconnectivity, ISO 9001:2000, and an HRD plan for school staff by mid 2010

• Each model vocational school files quarterly and annual reports to the PMU on the status of achievements according to specified formats

• Each model vocational school has a functioning job placement information office and database entries for employment status of graduates by end 2010

• Each vocational school SBP includes a 5-year growth strategy that is achievable under existing local conditions

• Each vocational school achieves its SBP targets for each year of the project

2009. All model schools established school profiles and HRD plan for school staff as required by SBPs; only 3 schools did not obtain ISO as of 2012. The establishments of EMIS and FMIS were delayed until 2013 due to issues in consultants’ recruitment. All 90 model schools submitted quarterly and annual progress reports, but mostly only to cover financial report and physical activities such as construction/rehabilitation All schools have an office for job placement information; a full functioning database for employment status of graduates was established only in 2013. SBP was required to include a 5-year growth strategy for each school. Achievement of annual SBP targets varied among schools, depending on school capacity. At the completion, most of model schools accomplished the expected outputs.

achievement Risks

• National, provincial, and local authorities do not give model VSs the independence or necessary skills training to develop their own plans.

2. Improved quality of teaching and learning in model and alliance schools

• All model vocational schools have completed agreed refurbishment and equipment upgrading program by mid-2012

• Al model vocational schools have introduced new teaching

All model schools completed most of construction and/or upgrading works and equipment by mid of 2013. All model schools introduced new teaching

Risks Vocational school may opt for innovations that are high in new technology but do not give sustainable results. Faculties and equipment upgrading may not be

Appendix 1 19

Design Summary


at Appraisal



methodologies such as group teaching, self-paced learning, and applied project work by end 2010

• Schools establish e-libraries

and use e-learning regularly as part of teaching strategies from 2010

• Teaching of academic

subjects, especially mathematics and science upgraded to national standard through: (i) Revised guidelines and

syllabus for mathematics and science circulated to schools by end-2008

(ii) Revised textbooks with practical examples in print and on web by mid-2009

• Technical skills of teachers

upgraded to industry standard by end-2011

• A system for the professional certification of vocational teachers developed by mid-2010

• A “what works” manual produced at project-end, edited by independent experts

methods by 2012, which included ICT applied teaching, e-learning, and role playing, in addition to group teaching and applied project work. As of 2012, half of 90 model schools implemented e-libraries and 36% established online learning systems. The guidelines, syllabi and modules were circulated to schools in 2010. Skills and qualifications of teachers were upgraded in various ways, including practical work experience in industry settings, attainment of higher qualifications or professional certificate. Other in-service or short-term training was also organized on topics such as skills assessment and quality assurance. Vocational teacher’s certification system was developed by the government. The document was published by highlighting success stories from select VSs.

supported by sufficient operating budgets for operation, maintenance, and supplies.

3. Strengthened school-industry linkages in model

• Each model vocational school enters at least one formal arrangement with a local

All model schools established MOUs with local industries for

Assumption Vocational schools will be able to form real links

20 Appendix 1

Design Summary


at Appraisal



VSs

industry to share knowledge and expertise by 2010

• Each model vocational school delivers two courses per year for skill improvement and retraining of workers from 2010

• Fifty percent of model

vocational schools enter agreements with local industry groups to implement skills assessment using local industry personnel by 2010

partnerships on such activities as internship programs, job fairs, curriculum development, production, and service centers. About 50% of schools delivered retraining programs for existing workers, which mostly involved computer skills training, simple food production, or training of teachers from primary schools. All model vocational schools entered agreements to use industry personnel for students’ competency assessments, as required by the vocational education curriculum; assessments are carried out jointly by each school together with external assessors from industries.

with industry not merely ceremonial links.

4. Enhanced entrepreneurship focus in model vocational schools

• By 2010 all model vocational schools deliver entrepreneurship training programs: (i) Introductory program to

80% of students and (ii) Advanced program to

40% of students

• Fifty percent of model vocational schools have designed and implemented assistance programs for student entrepreneurship start-up by 2010

• Income from existing production units increases by 20% or viable new units are established by mid-2012

One hundred percent of model schools offer introductory entrepreneurship programs; 14 % offered advanced programs. Sixty percent of schools provided assistance to students for entrepreneurship start-up activities, such as mini workshop, photocopy service, printing, bakery, and cookies. While production units were encouraged in model schools, income growth from production units was constrained

Risks Vocational school may lose money on unsuccessful ventures.

Appendix 1 21

Design Summary


at Appraisal



due to new local tax regulations on such income generated at schools.

EMIS: education management information system; FMIS: financial management information system; HRD: human resource development; ICT: information and communication technology; MONE: Ministry of National Education; MOU: memorandum of understanding; PMU: project management unit; SBP: school business plan. Source: Project’s EMIS and MONE’s Statistics

22

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LIST OF 90 MODEL VOCATIONAL SCHOOLS

NO. PROVINCE DISTRICT/CITY SCHOOL ADDRESS SKILL PROGRAM

1 Bali Kab. Gianyar 1 SMKN 3 Sukawati Kampus SMK, Batubulan 1. Non Classical Music Art

Sukawati, Gianyar Bali 2. Dance

[email protected] 3. Puppetry

4. Gamelan Orchestra

Kota Denpasar 2 SMKN 3 Denpasar Jl. Tirta Nodi 19 Denpasar, Bali 1. Hotel and Accommodation

[email protected] 2. Restaurant

smkn3-denpasar.sch.id 3. Fashion and Design

4. Skin Treatment

2 Babel Kota Pangkal Pinang 3

SMKN 2 Pkl Pinang Jl. Sumedang, Kel.Kejaksaan,

1. Technics of Concrete and Stone Construction

Pangkal Pinang 2. Technics of Building Drawing

[email protected] 3. Technics of Industrial Electronics

[email protected] 4. Technics of Machining

www.ict-pkpinang.com 5. Technics of Light Vehicle

6. Technics of Motorcycle

7 Technics of Computer and Networking

8. Multimedia

3 Banten Kota Serang 4 SMKN 1 Kota Serang Jl. KH. Fatah Hasan No. 88 1. Accounting

Serang 2. Office Administration

http://www.smkn1serang.sch.id/ 3. Marketing

[email protected] 4. Hotel and Accommodation

5. Multi Media

6. Technics of Computer and Networking

Kota Tangerang 5 SMKN 3 Tangerang Jl. Moch Yamin 1. Fashion and Design

www.smkn3-tng.sch.id 2. Restaurant

info@smkn3_tng.sch.id 3. Hotel and Accommodation

4. Hair Stylist

5. Skin Treatment


4 Bengkulu Kota Bengkulu 6 SMKN 3 Bengkulu Jl. Sawah Lebar 1. Technics of Computer and Networking

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Bengkulu 2. Television Program Broadcast and Production

[email protected] 3. Tour and Travel

4. Hotel and Accommodation

5. Restaurant

6. Patisserie

7. Skin Treatment

8. Hair Stylist

9. Fashion and Design

5 D.I. Yogya Kab. Sleman 7 SMKN 2 Depok Jl. Merican Catur Tunggal, Depok, 1. Technics of Building Drawing

Sleman Yogyakarta 2. Technics of Audio Video

[email protected] 3. Industrial Chemistry

mkn2depoksleman.sch.id 4. Analysis Chemistry

5. Technics of Industrial Automation

6. Technics of Machineries

7. Technics of Light Vehicle

8. Technics of Body Repair

9. Mining Geology

10. Technics of Gas and Oil Refinery


Kota D.I Yogyakarta 8 SMKN 2 Yogyakarta Jl. A.M Sangaji No. 47 Yogyakarta


info@smkn2_yk.sch.id 2. Technics of Building Drawing

www.smk2-yk.sch.id 3. Geometrics

4. Technics of Electrical Power Application

5. Technics of Audio Video


7. Technics of Machining

8. Multimedia


Kab. Bantul 9 SMKN 2 Kasihan Jl. PG Madukismo, Bugisan 1. Classical Music Art

Kasihan, Bantul

[email protected]

www.smmyk.sch.id

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6 Jateng Kab. Klaten 10 SMKN 1 Klaten Jl. DR. Wahidin Sudiro Husodo No. 22 1. Accounting

Klaten 2. Office Administration

smkn1klaten.sch.id/ 3. Marketing

[email protected] 4. Technics of Computer and Networking

5. Multimedia

Kota Semarang 11 SMKN 7 Semarang Jl. Simpang Lima Semarang 1. Technics of Building Drawing

Jawa Tengah 2. Technics of Concrete and Stone Construction

smkn7smg.sch.id 3. Technics of Electricity Power Transmission

[email protected] 4. Technics of Industrial Electronic


6. Technics of Mechatronics




Kota Semarang 12 SMKN 11 Semarang Jl. Cemara Raya Banyumanik 1. Graphic Preparation

Semarang 2. Graphic Production

smkn11smg.sch.id 3. Multimedia

[email protected] 4. Animation

Kab. Banjarnegera 13 SMKN 1 Bawang Jl. Raya Pucang No. 132 1. Accounting

Banjarnegara 2. Office Administration

www.smkn1bawang.sch.id/ 3. Marketing

[email protected] 4. Software Engineering



Kab. Banyumas 14 SMKN 1 Purwokerto Jl. DR. Suparno. No. 29 Purwokerto 1. Accounting

http://smkn1purwokerto.sch.id/ 2. Office Administration

[email protected] 3. Marketing

4. Multi Media


Kota Surakarta 15 SMKN 6 Jl. LU Adi Sucipto No. 38 Surakarta 1. Accounting

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25


Surakarta

http://smkn6solo.sch.id/ 2. Office Administration


4. Tour and Travel

5. Multimedia

Kab. Temanggung 16 SMKN 1 Temanggung

Jl. Kadar Maron PO Box 104 Temanggung 1. Agribusiness of Plantation Crops

Jateng 2. Technology of Agricultural Product Processing

http://www.stembatema.sch.id/ 3. Analysis Chemistry

[email protected]

Kota Pekalongan 17 SMKN 3 Pekalongan Jl. Perintis Kemerdekaan No. 30 1. Technics of Yarn Making

Pekalongan 2. Technics of Fabric Making

[email protected] 3. Technics of Textile Dyeing

http://smkn3pekalongan.sch.id 4. Design and Production of Textile Craft

5. Garment

6. Technics of Air Conditioning

Kab. Kebumen 18 SMKN 2 Kebumen Jl. Joko Sangkrip Km.1,


Kebumen 2. Technics of Audio-Video

http://smkn2kebumen.com/ 3. Technics of Electricity Power Plant/Generator



Kota Salatiga 19 SMKN 2 Salatiga Jl. Parikesit, Kel. Dukuh 1. Technics of Building Drawing

Kec. Sidomukti Salatiga 2. Technics of Wood Construction

smkn2salatiga.sch.id 3. Building Construction

[email protected] 4. Technics of Audio Video





Kab. Boyolali 20 SMKN 1 Mojosongo Jl. Tegal Wire, Mojosongo Boyolali 1. Agribusiness of Food Crop and Horticulture

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[email protected] 2. Agribusiness of Ruminants

[email protected] 3. Agribusiness of Poultry

http://smkn1-mjs.sch.id 4. Technic Machineries

7 DKI Jakarta Jakarta Timur 21 SMKN 26 Jakarta Jl. Balai Pustaka I Rawamangun, 1. Technics of Building Drawing

Jakarta Timur 2. Technics of Communication Electronics

www.smkn26jakarta.sch.id 3. Technics of Computer and Networking



Jakarta Selatan 22 SMKN 29 Jakarta Jl. Prof. Joko Sutono, SH No.1

1. Maintenance Repair of Aircraft Engine and Frame

Kebayoran Baru Jakarta Selatan 2. Electrical of Aircraft

www.smkn29jakarta.com 3. Electronics of Aircraft


5. Machining of Aircraft

Jakarta Pusat 23 SMKN 27 Jakarta Jl. DR. Sutomo No. 1 Pasar Baru 1. Fashion and Design

http://www.smkn27jkt.sch.id/ 2. Hotel and Accommodation


[email protected] 4. Patisserie

5. Skin Treatment

Jakarta Utara 24 SMKN 4 Jakarta Jl. Rorotan VI Cilincing


Jakarta Utara 2. Technics of Furniture

http://www.smkn4jkt.sch.id/ 3. Technics of Electrical Power Application


5. Technics of Industrial Electronic



8 Jambi Kota Jambi 25 SMKN 2 Jambi Jl. Gelatik Pasir Putih 1. Accounting

Jambi 2. Marketing

http://ww2.smkn2kotajambi.com 3. Office Administration


5. Multimedia

6. Graphic Preparations

9 Jabar Kota Bandung 26 SMKN 1 JL. Wastukancana No.3, Bandung 1. Accounting

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Bandung

Jawa Barat 2. Office Administration

http://smknegeri1bandung.com/ 3. Marketing

[email protected]

27 SMKN 10 Bandung Jl. Cijawura Hilir No. 339 1. Gamelan Orchestra

Bandung 2. Dance

[email protected] 3. Non Classical Music Art

www.smkn10bdg.com 4. Technics of Radio and Television Programs Broadcasting

5. Theatrical

Kota Cimahi 28 SMKN 1 Cimahi Jl. Mahar Martanegara No. 48 1. Technics of Industrial Automation

Cimahi 2. Technics of Air Conditioning

http://www.smkn1-cmi.sch.id 3. Control Process

[email protected] 4. Control Mechanics


6. Technics of Telecommunication Transmission

7.Technics of Computer and Networking

8. Technics of Radio and Television Programs Broadcasting

9. Software Engineering

Kab. Karawang 29 SMKN 1 Karawang Jl. Pangkal Perjuangan-By Pass 1. Technics of Building Drawing

Karawang 2. Technics of Electricity Power Transmission

http://smkn1karawang.net 3. Technics of Industrial Electronic


[email protected] 5. Technics of Welding



8. Techniques of Motorcycle


Kab. Garut 30 SMKN 1 Garut Jl. Suherman, PO BOX 103 1. Technics of Building Drawing

Kaler Tarogong Kaler Garut 2. Technics of Audio Video

http://www.smknegeri1garut.sch.id 3. Technics of Electrical Power Application

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[email protected] 4. Technics of Light Vehicle

[email protected] 5. Geological Mining

6. Multimedia

Kota Bogor 31 SMKN 3 Kota Bogor Jl. Raya Pajajaran No. 84 1. Hotel and Accommodation

Bogor 2. Restaurant

http://www.smkn3bogor.sch.id 3. Patisserie

[email protected] 4. Fashion and Design

[email protected] 5. Skin Treatment

6. Hair Stylist


Kab. Subang 32 SMKN 2 Subang Jl. Wera KM 5 Dangdeur Subang 1. Agribusiness of Crops Plantation

[email protected] 2. Agribusiness of Aquaculture

http://smkn-2sbg.sch.id/ 3. Agribusiness of Various Livestock

4. Agribusiness of Food Crop and Horticulture

5. Agricultural Machinery

6. Nautica of Fishing Vessels

7. Technics of Fishing Vessels

8. Nautica of Commercial Ships



11. Restaurant


13. Tour and Travel

Kab. Cirebon 33 SMKN 1 Mundu Jl. Kalijaga Mundu Pesisir No. 01 1. Nautica of Fishing Vessels

Cirebon 2. Technics of Fishing Vessels

www.smkn1_mundu.web.id 3. Fishing Process Technology

[email protected] 4. Fish Cultivation


Kota Cirebon 34 SMKN 1 Cirebon Jl. Perjuangan Kel. Sunyarangi 1.Technics of Wood Construction

Kec. Keambi 2. Technics of Concrete and Stone Construction

http://www.smkn1-cirebon.sch.id 3. Technics of Building Drawing

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[email protected] 4. Technics of Electricity Power Transmission






Kota Ciamis 35 SMKN 1 Ciamis Jl. Jend. Sudirman No. 269 1. Accounting

Ciamis 2. Office Administration

http://www.smkn1ciamis.sch.id/ 3. Marketing


5. Restaurant

6. Multimedia

10 Jatim Kota Surabaya 36 SMKN 2 Surabaya Jl. Tentara Genie Pelajar No. 26, 1. Technics of Wood Construction

Surabaya 2. Technics of Furniture


www.smkn2sby.page.hl 4. Technics of Electrical Power Application

http://www.smkn2sby.sch.id/ 5. Technics of Machining




9. Animation

Kota Surabaya 37 SMKN 5 Surabaya

Jl. Mayjen Prof. DR. Moetopo No. 167 - 169 1. Technics of Building Drawing

Surabaya 2. Technics of Audio Video

www.smkn5-sby.sch.id 3. Appliances

[email protected] 4. Technics of Electrical Power Application


6. Analysis Chemistry

7. Chemical for Industry

Kota Surabaya 38 SMKN 1 Surabaya Jl. SMEA No. 4 Wonokromo 1. Office Administration

Surabaya 2. Accounting

http://www.smkn1-sby.sch.id 3. Marketing

[email protected] 4. Multimedia

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5. Computer and Networking


7. Graphic Design

8. Television Program Broadcast and Production

Kota Malang 39 SMKN 4 Malang Jl. Tanimbar No. 22, Malang 1. Graphic Preparation

http://smkn4malang.sch.id/ 2. Graphic Production



5. Multimedia

6. Animation

Kab. Tuban 40 SMKN 2 Tuban Jalan Prof. Moh. Yamin,SH No.106 1. Office Administration

Tuban 2. Accounting


www.smkn2tuban.sch.id 4. Fashion and Design

5. Restaurant


Kota Madiun 41 SMKN 3 Madiun Jln. Mayjen Panjaitan 20 A, Madiun 1. Industrial Chemistry

[email protected] 2. Analysis Chemistry

Kab. Magetan 42 SMKN 1 Magetan Jln. Kartini No. 6 Magetan 1. Office Administration

http://smkn1magetan.sch.id/ 2 Accounting

smkn1_magetan.sch.id 3. Marketing

4. Hotel and Accommodation

5. Tour and Travel

6. Multimedia

Kab. Gresik 43 SMKN 1 Cerme Gresik Jl. Jurit Kec. Cerme Gresik 1. Technics of Electrical Power Application

http://smkn1cermegresik.sch.id/ 2. Air Conditioning




6. Restaurant

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7. Multimedia

Kab. Jember 44 SMKN 1 Sukorambi Jl. Brawijaya No. 55 Jember

1. Technology of Processing Agricultural Product

[email protected] 2. Agricultural Machinery

https://smkn1sukorambi.wordpress.com 3. Agribusiness of Various Livestock

[email protected] 4. Agribusiness of Food Crop and Horticulture

5. Fish Cultivation


7. Technics Computer and Networking

8. Multimedia

Kota Kediri 45 SMKN 1 Kediri Jl. Veteran No. 9 Kediri 1. Technics of Steel Construction

[email protected] 2. Technics of Drawing Building

www.smkn1kediri.sch.id 3. Technics of Audio Video





Kab. Pacitan 46 SMKN 1 Pacitan Jl. Letjend Suprapto No. 53 Pacitan 1. Design and Production of Wooden Craft

www.smkn1pacitan.sch.id 2. Design and Production of Textile Craft

[email protected] 3. Design and Production of Skin Craft



6. Multimedia


8. Animation

9. Tour and Travel

10. Light Vehicle

Kab. Jombang 47 SMKN 1 Jombang Jl. DR. Sutomo No. 15, Jombang 1. Multimedia


http://smkn1jombang.sch.id/ 3. Office Administration

4. Banking

5. Accounting

11 Kalbar Kota Singkawang 48 SMKN2 Singkawang Jl. Bambang Ismoyo No.17, 1. Accounting

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Singkawang 2. Marketing

http://smkn1singkawang.sch.id 3. Office Administration

[email protected]

Kota Pontianak 49 SMKN 4 Pontianak Jalan Komodor Yos Sudarso 1. Technics of Surveying and Mapping


smk4ptk.net 3. Technics of Electrical Power Application

4. Technics of Welding


12 Kalteng Kota Palangkaraya 50

SMKN1 Palangka Raya Jl. Tambun Bungai No.77,


Palangkaraya 2. Technics of Drawing Building

[email protected] 3. Technics of Surveying and Mapping

www.smkn1-palangkaraya.sch.id 4. Technics of Audio Video






13 Kaltim Kota Samarinda 51 SMKN 6 Samarinda Jl. Batu Cermin, Sempaja Utara, 1. Technics of Light Vehicle

Kota Samarinda 2. Mining Geology

http://smkn6-smd.sch.id/ 3. Technics of Ships Machine Installation


5. Technics of Heavy Equipment

Kota Tarakan 52 SMKN 2 Tarakan Jl. Akibalak No. 68 Tarakan 1. Technics of Building Drawing

Kalimantan Timur 2. Technics of Concrete and Stone Construction

http://www.smkn2tarakan.net/ 3. Technics of Electricity Power Transmission





8. Technics of Wood Construction

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Kota Balikpapan 53 SMKN 4 Balikpapan

Jl. Belibis RSS Damai 3, Kel. Gng Bahagia 1. Hotel and Accommodation

smkn4balikpapan.sch.id 2. Restaurant

[email protected] 3. Beauty


5. Hotel and Restaurant

14 Kalsel Kab. Tabalong 54 SMKN 1 Tanjung Jl. Ir. PHM Noor Pembataan 1. Office Administration

Tabalog 2. Accounting

http://smkn1selor.sch.id/ 3. Marketing



Kota Banjarmasin 55 SMKN 5 Banjarmasin Jl. Sutoyo S. No. 330 Banjarmasin 1. Technics of Wood Construction

http://smkn5bjm.sch.id 2. Technics of Building Drawing

[email protected]







9. Technics of Motor Cycles




15 NAD Kab. Aceh Tenggara 56 SMKN 1 Kutacane Jl. Louser No. 159 Babussalam 1. Accounting

Aceh Tenggara/Kutacane 2. Marketing

[email protected] 3. Office Administration

http://smkn1kutacane.com 4. Multimedia

16 Lampung Kota Bandar Lampung 57

SMKN 4 B.Lampung Jl. HOS Cokroaminoto 102 1. Accounting

Bandar Lampung 2. Office Administration

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http://smkn4-bdl.sch.id 4. Tour and Travel

Kota Metro 58 SMKN 2 Metro Jl. Yos Sudarso Metro 1. Technics of Air Conditioning

http://smknegeri2metro.sch.id/ 2. Technics of Light Vehicle


4. Agribusiness of Food Crop and Horticulture

5. Agribusiness of Poultry

6. Fish Cultivation



17 Maluku Kota Ambon 59 SMKN 3 Ambon Jl. Laksdya Leo Watimena 1. Technics of Building Drawing

Ambon 2. Technics of Wood Construction



5. Technics of Electricity Power Transmission


7. Nautica of Fishing Vessels

8. Technics of Fishing Vessels

18 Malut Kota Ternate 60 SMKN 2 Kota Ternate Jl. Batu Angus No. 1 Ternate Utara 1. Technics of Wood Construction

2. Geometric

[email protected] 3. Audio-Video Engineering

http://www.smkn2ternate.sch.id/ 4. Technics of Electrical Power Application


6. Technics of light Vehicle



19 NTB Kota Bima 61 SMKN 1 Bima Jl. Martadinata 35 Kel. Tanjung 1. Technics of Light Vehicle

Kota Bima 2. Technics of Motorcycle

[email protected] 3. Nautica of Fishing Vessels

www.smkn1kobi.ueuo.com 4. Technics of Computer and Networking

5. Fish Cultivation


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Kota Mataram 62 SMKN 3 Mataram Jl. Pendidikan No. 47 Mataram 1. Technics of Wood Construction

[email protected]


http://www.smkn3mataram.sch.id 3. Technics of Building Drawing

4. Geometric








20 NTT Kota Kupang 63 SMKN 3 Kupang Jalan Perintis Kemerdekaan, 1. Fashion and Design

Kota Baru 2. Hair Stylist


www.smkn3_kpg.net 4. Restaurant

Kab. Ende 64 SMKN 2 Ende Jl. Anggrek KM. 3 1. Technics of Wood Construction

ende 2. Technics of Concrete and Stone Construction

http://www.smkn2ende.sch.id 3. Technics of Building Drawing

[email protected] 4. Geometric







21 Papua Kota Jayapura 65 SMKN 3 Jayapura Jl. Raya Abe, Kota Raja 1. Technics of Wood Construction

[email protected]


http://www.smkn3-jayapura.sch.id 3. Technics of Building Drawing

4. Geometric


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11 Technics of Motorcycle


13. Mining Geology

22 Papua Brt Kab. Manokwari 66 SMKN 2 Manokwari Jl. Reremi Permai, Manokwari


[email protected] 2. Technics of Building Drawing








Kota Sorong 67 SMKN 3 Sorong Jl. Basuki Rakmat Km. 12 Sorong










23 Riau Kab. Indragiri Hulu 68 SMKN 1 Pasir Penyu Jl. Jend. Sudirman Air Molek, 1. Technics of Computer and Networking

PO BOX 38 Indragiri Hulu 2. Agribusiness of Crops Plantation

www.smknpasirpenyu.sch.id 3. Agribusiness of Freshwater Fish

www.smknpasirpenyu.net 4. Agribusiness of Poultry

[email protected] 5. Agribusiness of Food Crop and Horticulture


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Kota Riau 69 SMKN 2 Pekanbaru Jl. Pattimura No. 14 1. Technics of Wood Construction

Kec. Sail, Pekanbaru 2. Technics of Concrete and Stone Construction

www.smkn2pkru.net 3. Technics of Building Drawing










13. Mining Geology

14 Technics of Body Repair

15.Technics of Electrical Power Application

16. Technics of Industrial Automation

17. Industrial Chemistry


24 Kepri Kota Batam 70 SMKN 1 Batam Jl. Prof. Dr. Hamka No. 1 Batu Aji Batam 1. Technics of Machining


http://smkn1batam.sch.id/ 3. Technics of Industrial Automation



6. Technics of Mechatronic

25 Sulsel Kab. Tana Toraja 71 SMKN 1 Rantepao Jl. Tagari Rantepao 1. Accounting

[email protected] 2. Office Administration

3. Marketing


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Kota Palopo 72 SMKN 2 Palopo Jl. DR. Ratulangi Balandai, Palopo


http://www.smkn2-palopo.sch.id 2. Technics of Computer and Networking









Kota Makassar 73 SMKN 4 Makassar Jl. Bandang No. 140 Makassar 1. Office Administration

www.smkn4mks.sch.id 2. Accounting




6. Restaurant

26 Sulbar Kab. Polewali 74 SMKN 1 Polewali Jl. KH. Agussalim No. 1 1. Accounting

Polewali Mandar 2. Secretary

http://www.smkn1polewali.sch.id 3. Marketing

esemka 1 [email protected] 4. Multimedia

5. Tour and Travel

27 Sulteng Kab. Toli-Toli 75 SMKN 1 Toli-Toli Jl. Sultan Hasanuddin No. 40 1. Office Administration

Toli-Toli 2. Tour and Travel

[email protected] 3. Accounting

www.smkn1_tolitoli.net 4. Marketing


6. Nursing

7 Pharmacy

Kota Palu 76 SMKN 3 Palu Jl. Tanjung Santigi No. 19 1. Technics of Concrete and Stone Construction

Palu 2. Technics of Computer and Networking

http://www.smkn3-palu.sch.id 3. Technics of Building Drawing

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[email protected] 4. Technics of Wood Construction

[email protected] 5. Technics of Motorcycle


7. Technics of Industrial Electronics





28 Sultra Kota Kendari 77 SMKN 1 Kendari Jl. Jend. A. Yani No.17 1. Accounting

Kota Kendari 2. Marketing

http://www.smkn1kendari.sch.id/ 3. Office Administration

[email protected]

29 Sulut Kota Bitung 78 SMKN 2 Bitung Jl. Mr. A.A. Maramis, Kota Bitung


http://www.smkn2-btg.sch.id/ 2. Technics of Building Drawing





7 Technics of Body Repair



10. Technics of Computer and networking

Kota Manado 79 SMKN 1 Manado Jl. Pramuka No. 106 Kec. Gario, 1. Accounting

Kota Manado 2. Marketing

[email protected] 3. Secretary

www.smkn1mdo.sch.id/ expired 4. Tour and Travel

[email protected] 5. Technics of Computer Networking

6. Multimedia

1. Tour and Travel

30 Gorontalo Kota Gorontalo 80 SMKN 1 Gorontalo Jl. Ternate Kel. Tapa 2. Technics of Computer and Networking

Gorontalo 3. Software Engineering

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[email protected] 4. Multimedia

www.smkn1gorontalo.sch.id

31 Sumbar Kota Padang 81 SMKN 2 Padang Jl. Dr. Sutomo No.5, Padang 1. Accounting

www.smk2padang.sch.id 2. Office Administration

3. Marketing

4. Tour and Travel

5. Banking

6. Technics Computer and Networking


Kota Payakumbuh 82 SMKN 2 Payakumbuh Jl. Sukarno Hatta Anggrek I, 1. Technics of Light Vehicle

Payakumbuh 2. Technics of Body Repair


www.smkn2.payakumbuh.sch.id 4. Technics of Welding

[email protected],id 5. Technics of Building Drawing



8. Geometry



Kota Bukittinggi 83 SMKN 2 Bukittinggi Jl. Syech Jamil Jambek 1. Accounting

Bukittinggi 2. Secretary

www.smkn2bukittinggi.sch.id 3. Marketing


5. Restaurant

6. Tour and Travel

32 Sumsel Kota Palembang 84 SMKN 6 Palembang Jl. Mayor Ruslan, Palembang 1. Hotel and Accommodation

http://smkn6palembang.sch.id/ 2. Patisserie



5. Hair Stylist

6. Skin Treatment

App

end

ix 2

41


Kab. Lahat 85 SMKN 1 Lahat Jl. Bandar Agung Lahat 1. Technics of Wood Construction

http://smkn1lahat.sch.id/ 2. Technics of Concrete and Stone Construction





33 Sumut Kota Medan 86 SMKN 3 Medan Jln. STM No. 12 B Kp. Baru 1. Analysis Chemistry

Medan 2. Industrial Chemistry

[email protected]

www.smkn3medan.sch.id

87 SMKN 8 Medan Jl. DR. Mansyur/Jl.SMTK 1. Restaurant

Medan 2. Fashion and Design

[email protected] 3 Hotel and Accommodation

http://smkn8-medan.sch.id/ 4. Skin Treatment

Kab. Deli Serdang 88 SMKN1 Lubuk Pakam Jln. Galang Lubuk Pakam, 1. Technics of Light Vehicle

Kab. Deli Serdang 2. Technics of Machining

http://www.smkn1lubukpakam.sch.id 3. Technics of Heavy Equipment




7. Technics of Building Drawing

Kab. Pmtg Siantar 89 SMKN 3 Pmtg Siantar Jln. Raya Medan KM 10,5 P. Siantar 1. Hotel and Accommodation

Pematang Siantar 2. Restaurant


http://www.smkn3pematangsiantar.sch.id 4. Skin Treatment

5. Hair Stylist


Kota Toba Samosir 90 SMKN 1 Balige Jl. Tarutung No. 1 Balige


Toba Samosir 2. Technics of Building Drawing

www.smkn1blg.sch.id 3. Technics of Electricity Power Transmission

42

App

end

ix 2



5. Geometry


7 Technics of Motor Cycle




11. Technics of Metal Fabrication

Source: Directorate of Techncal and Vocational Education, MONE

App

end

ix 3

43

LIST OF 230 ALLIANCE SCHOOLS

PROVINCE DISTRICT/CITY

MODEL SCHOOL

ALLIANCE SHOOL SKILL PROGRAMS

1 Bali Kab. Gianyar 1 SMKN 3 Sukawati 1 SMK Negeri 1 Sukawati Art

2 SMK Tangeb Badung Art

Kota Denpasar 2 SMKN 3 Denpasar 3 SMK Negeri 5 Denpasar Tourism and Art

4 SMK Kertha Wisata Tourism

5 SMK PGRI 4 Denpasar Tourism

2 Bangka-Belitung Kota Pangkal Pinang 3 SMKN 2 Pkl Pinang 6 SMK Negeri 1 Koba Technology

7 SMK Yapentob Toboali Technology

3 Banten Kota Serang 4 SMKN 1 Kota Serang 8 SMK Negeri 3 Kota Serang Business and Management

9 SMK PGRI 3 Serang Business and Management

10 SMK Darunnajah Kab. Serang Technology

Kota Tangerang 5 SMKN 3 Tangerang 11 SMK Negeri 5 Tangerang Technology

12 SMK Gema Gewita Kota Tangerang Tourism

13 SMK Bandara Kota Tangerang Business and Management

4 Bengkulu Kota Bengkulu 6 SMKN 3 Bengkulu 14 SMK Negeri 4 Kota Bengkulu Technology

15 SMK Negeri 5 Kota Bengkulu Art

5 D.I. Yogya Kab. Sleman 7 SMKN 2 Depok 16 SMK Muhammadiyah Prambanan

Technology

17 SMK Negeri 1 Seyegan Technology

Kota D.I Yogyakarta 8 SMKN 2 Yogyakarta 18 SMK Negeri 3 Yogyakarta Technology

19 SMK Tamansiswa Yogyakarta Technology

20 SMK Muhammadiyah 1 Yogyakarta Business and Management

Kab. Bantul 9 SMKN 2 Kasihan 21 SMK Negeri 1 Kasihan Art

22 SMK Muhammadiyah 1 Bantul Technology

23 SMK Negeri 3 Kasihan Art

6 Jateng Kab. Klaten 10 SMKN 1 Klaten 24 SMK Negeri Jogonalan Business and Management

25 SMK Muhammadiyah 2 Klaten Business and Management

Kota Semarang 11 SMKN 7 Semarang 26 SMK Negeri 5 Kota Semarang Technology

27 SMK Texmaco Semarang Technology

28 SMK Palapa Ajibarang Semarang

Technology

Kota Semarang 12 SMKN 11 Semarang 29 SMK Negeri 1 Kota Semarang Technology

30 SMK Fransiskus Semarang Art

31 SMK Bhakti Nusantara Business and Management

44

Appendix

3


MODEL SCHOOL


Kab. Banjarnegera 13 SMKN 1 Bawang 32 SMK Cokroaminoto 1 Banjarnegara Technology

33 SMK Tamansiswa Banjarnegara Business and Management

34 SMK Negeri 2 Wonosobo Technology

Kab. Banyumas 14 SMKN 1 Purwokerto 35 SMK YPE Sumpiuh Banyumas Business and Management

36 SMK Wijayakusumah Jatilawang Business and Management

37 SMK Negeri 1 Cilacap Business and Management

Kota Surakarta 15 SMKN 6 Surakarta 38 SMK Batik Surakarta Business and Management

39 SMK Muhammadiyah 2 Surakarta Business and Management

40 SMK Negeri 7 Surakarta Health Care, Tourism, Technology

Kab. Temanggung 16 SMKN 1 Temanggung 41 SMK Negeri 1 Tembarak Technology

42 SMK Muhammadiyah 1 Temanggung Technology

43 SMK YP 17 I Parakan Business and Management

Kota Pekalongan 17 SMKN 3 Pekalongan 44 SMK Texmaco Pemalang Technology

45 SMK Negeri 1 Pekalongan Business and Management

46 SMK Syafi'I Akrom Pekalongan Technology

Kab. Kebumen 18 SMKN 2 Kebumen 47 SMK Nawa Bhakti Kebumen Technology

48 SMK Cipta Karya Prembun Technology

49 SMK Negeri 1 Karanganyar Business and Management

Kota Salatiga 19 SMKN 2 Salatiga 50 SMK Muhammadiyah Kota Salatiga

Technology

51 SMK Saraswati Kota Salatiga Technology

52 SMK Negeri 3 Kota Salatiga Technology

Kab. Boyolali 20 SMKN 1 Mojosongo 53 SMK Negeri 1 Klego Technology

54 SMK Muhammadiyah 4 Boyolali Technology

55 SMK Ganesha Tama Boyolali Technology

7 DKI Jakarta Jakarta Timur 21 SMKN 26 Jakarta 56 SMK Negeri 5 Jakarta Technology

57 SMK Kemala Bhayangkara Technology

58 SMK Malaka Jakarta Technology

Jakarta Selatan 22 SMKN 29 Jakarta 59 SMK Negeri 56 Jakarta Technology

60 SMK Penerbangan Binadhirgantara

Technology

61 SMK Penerbangan Kartika Aqasa Bhakti Technology

App

end

ix 3

45


MODEL SCHOOL


Jakarta Pusat 23 SMKN 27 Jakarta 62 SMK Negeri 37 Jakarta Tourism

63 SMK Jaya Wisata II Jakarta Timur Tourism

64 SMK Pandawa Budi Luhur Tourism

Jakarta Utara 24 SMKN 4 Jakarta 65 SMK Negeri 36 Jakarta Technology 66 SMK PGRI 11 Jakarta Technology

8 Jambi Kota Jambi 25 SMKN 2 Jambi 67 SMK PGRI 2 Jambi Business and Management

68 SMK Negeri 1 Jambi Business and Management

69 SMK Attaufik Jambi Business and Management

9 Jabar Kota Bandung 26 SMKN 1 Bandung 70 SMK Pasundan Bandung Business and Management

71 SMK Negeri 3 Bandung Business and Management

72 SMK Kencana Bandung Business and Management

27 SMKN 10 Bandung 73 SMk Negeri 14 Bandung Art

74 SMK Merdeka Bandung Technology

Kota Cimahi 28 SMKN 1 Cimahi 75 SMK Negeri 4 Padalarang Technology, Business and Management, Agriculture

76 SMK Teknik Industri Pertambangan Cimahi

Technology

Kab. Karawang 29 SMKN 1 Karawang 77 SMK Negeri Rengasdengklok Technology

78 SMK Bina Karya 2 Karawang Technology

79 SMK Texmaco Karawang Technology

Kab. Garut 30 SMKN 1 Tarogong Kaler 80

SMK Negeri Karangpalitan Garut Agriculture

81 SMK MYPS 1 Kota Tasikmalaya

Technology

82 SMK YPT Ciamis Technology

Kota Bogor 31 SMKN 3 Kota Bogor 83 SMK Pelita Ciampea Business and Management

84 SMK PGRI 2 Cibinong Tourism

85 SMK Negeri 2 Kota Depok Technology

Kab. Subang 32 SMKN 2 Subang 86 SMK Negeri 1 Subang Business and Management

87 SMK Al Mufti Technology 88 SMK Angkasa I Technology

Kab. Cirebon 33 SMKN 1 Mundu 89 SMK Delta Mundu Technology

90 SMK Negeri 1 Gebang Technology

Kota Cirebon 34 SMKN 1 Cirebon 91 SMK Negeri 2 Cirebon Tourism

92 SMK Gracika Cirebon Technology

Kota Ciamis 35 SMKN 1 Ciamis 93 SMK Hepweti Ciamis Business and Management

94 SMK Negeri Banjar Business and Management

46

Appendix

3


MODEL SCHOOL


95 SMK Putra Pangandaran Business and Management

36 SMKN 1 Surabaya 96 SMKN 4 Surabaya Business and Management

97 SMK Ketintang 1 Surabaya Business and Management

10 Jatim Kota Surabaya 37 SMKN 2 Surabaya 98 SMK Negeri 7 Surabaya Technology

99 SMK Wijaya Putra 2 Surabaya Technology

100 SMK Kartika 2 Surabaya Technology

38 SMKN 5 Surabaya 101 SMK Negeri 3 Surabaya Technology 102 SMK 45 Surabaya Technology 103 SMK Rajasa Surabaya Technology

Kota Malang 39 SMKN 4 Malang 104 SMK Nasional Malang Technology

105 SMK Negeri 11 Malang Technology

Kab. Tuban 40 SMKN 2 Tuban 106 SMK Abdi Negara Tuban Business and Management

107 SMK Negeri 1 Singgahan Tuban

Business and Management, Technology, Agriculture, Tourism

Kota Madiun 41 SMKN 3 Madiun 108 SMK Negeri 2 Madiun Business and Management

109 SMK YP 17 I Madiun Technology

110 SMK Kimia Mudda Madiun Technology

Kab. Magetan 42 SMKN 1 Magetan 111 SMK Negeri 2 Magetan Tourism

112 SMK Yosonegoro Technology

Kab. Gresik 43 SMKN 1 Cerme Gresik 113 SMK Al Azhar Menganti Technology 114 SMK Negeri Sedayu Agriculture

Kab. Jember 44 SMKN 1 Sukorambi 115 SMK Negeri 3 Jember Tourism

116 SMK Agriculture Sunan Ampel Agriculture

Kota Kediri 45 SMKN 1 Kediri 117 SMK Al Huda Kediri Technology

118 SMK PGRI 4 Kediri Technology

119 SMK Negeri 1 Nganjuk Technology

Kab. Pacitan 46 SMKN 1 Pacitan 120 SMK Negeri Ngadirojo Agriculture

121 SMK PGRI 1 Pacitan Business and Management

122 SMK Pembangunan Kikil Arjosari Technology, Tourism

Kab. Jombang 47 SMKN 1 Jombang 123 SMK Negeri 1 Mojoagung Business and Management

124 SMK Dwija Bhakti II Technology

11 Kalbar Kota Singkawang 48 SMKN2 Singkawang 125 SMK Negeri 1 Singkawang Technology

126 SMK Pratiwi Singkawang Business and Management

127 SMK SM Tsafoeddin Business and Management

Kota Pontianak 49 SMKN 4 Pontianak 128 SMK Negeri 2 Pontianak Technology

App

end

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47


MODEL SCHOOL


129 SMK Bina Utama Pontianak Technology

130 SMK PGRI Pontianak Technology

12 Kalteng Kota Palangkaraya 50 SMKN1 Palangkaraya 131 SMK Karsah Mulyah Palangkaraya

Technology

132 SMK Negeri 3 Kuala Kapuas Agriculture

13 Kaltim Kota Samarinda 51 SMKN 6 Samarinda 133 SMK Muhammadiyah 4 Samarinda Technology

134 SMK Negeri 14 Samarinda Business and Management

Kota Tarakan 52 SMKN 2 Tarakan 135 SMK Negeri 3 Tarakan Agriculture

136 SMK Nusantara Tarakan Technology

Kota Balikpapan 53 SMKN 4 Balikpapan 137 SMK Negeri 3 Balikpapan Business and Management

138 SMK Panca Dharma Balikpapan Tourism

14 Kalsel Kab. Tabalong 54 SMKN 1 Tanjung 139 SMK Negeri 1 Barabai Business and Management

140 SMK Tabalong Technology

Kota Banjarmasin 55 SMKN 5 Banjarmasin 141 SMK YPT Banjarmasin Technology

142 SMK Negeri 1 Gambut Technology

143 SMK Bhakti Bangsa Banjarmasin

Technology

15 NAD Kab. Aceh Tenggara 56 SMKN 1 Kutacane 144 SMK Negeri 2 Kutacana Tourism 145 SMK Ulang Kisat Tourism

16 Lampung Kota Bandar Lampung 57 SMKN 4 B.Lampung 146 SMK Trisakti Bandar Lampung Business and Management

147 SMK Swadipa Natar Business and Management

148 SMK Negeri 1 Kalianda Business and Management

Kota Metro 58 SMKN 2 Metro 149 SMK Assuniyah Agriculture

150 SMK Negeri 2 Kalianda Technology, Agriculture

151 SMK Gajah Metro Technology

17 Maluku Kota Ambon 59 SMKN 3 Maluku 152 SMK Negeri 4 Ambon Technology 153 SMK Alwatan Ambon Technology

18 Malut Kota Ternate 60 SMKN 2 Kota Ternate 154 SMK Pembangunan Kota Ternate

Technology

155 SMK Negeri 1 Jailolo Halmahera Barat

Technology

19 NTB Kota Bima 61 SMKN 1 Bima 156 SMK Negeri 3 Kota Bima Tourism, Art

157 SMK 45 Kota Bima Technology, Health Care

Kota Mataram 62 SMKN 3 Mataram 158 SMK Negeri 6 Mataram Technology

159 SMK Muhammadiyah Mataram Technology

48

Appendix

3


MODEL SCHOOL


160 SMK Bina Bangsa Mataram Technology

20 NTT Kota Kupang 63 SMKN 3 Kupang 161 SMK Mentari Kupang Tourism

162 SMK Kencana Sakti Kupang Tourism

163 SMK Negeri 2 Soe Tourism

Kab. Ende 64 SMKN 2 Ende 164 SMK Negeri 1 Ende Business and Management

165 SMK Yos Sudarso Business and Management

21 Papua Kota Jayapura 65 SMKN 3 Jayapura 166 SMK Negeri 6 Jayapura Technology

167 SMK Ampari Jayapura Technology

22 Papua Brt Kab. Manokwari 66 SMKN 2 Manokwari 168 SMK Negeri 1 Manokwari Business and Management

169 SMK Negeri 3 Manokwari Tourism

Kota Sorong 67 SMKN 3 Sorong 170 SMK Negeri 4 Sorong Technology

171 SMK Industri Sorong Technology

23 Riau Kab. Indragiri Hulu 68 SMKN 1 Pasirpenyu 172 SMK Negeri 1 Seberida Agriculture

173 SMK Agriculture Sialang Agriculture

174 SMK YPL Lirik Technology

Kota Riau 69 SMKN 2 Pekanbaru 175 SMK Negeri 5 Pekanbaru Technology

176 SMK Kansai Pekanbaru Technology, Business and Management

177 SMK Muhammadiyah Pekanbaru

Technology

24 Kepri Kota Batam 70 SMKN 1 Batam 178 SMK Al Jabar Technology

179 SMK Negeri 1 Karimun Technology

180 SMK Hang Nadim Batam Technology

25 Sulsel Kab. Tana Toraja 71 SMKN 1 Rantepao 181 SMK Negeri 1 Enrekang Technology, Business and Management

182 SMK Kristen Rantepao Technology

Kota Palopo 72 SMKN 2 Palopo 183 SMK Negeri 1 Palopo Business and Management

184 SMK Datok Suleman Palopo Technology

Kota Makassar 73 SMKN 4 Makassar 185 SMK Bajiminasa Makassar Business and Management

186 SMK Muhammadiyah 3 Makassar

Business and Management

187 SMK Negeri 7 Makassar Business and Management

26 Sulbar Kab. Polewali 74 SMKN 1 Polewali 188 SMK Negeri 1 Tinambung Technology, Business and Management

189 SMK YPLP Sumarorong Business and Management

190 SMK YPUP Wonomulyo Health Care, Technology

27 Sulteng Kab. Toli-Toli 75 SMKN 1 Toli-Toli 191 SMk Muhammadiyah Tolitoli Business and Management

192 SMK Alkalam Tolitoli Business and Management

App

end

ix 3

49


MODEL SCHOOL


193 SMK Negeri 2 Tolitoli Tourism

Kota Palu 76 SMKN 3 Palu 194 SMK Negeri 6 Palu Technology

195 SMK Muhammadiyah Palu Technology

196 SMK Bina Potensi Palu Technology

28 Sultra Kota Kendari 77 SMKN 1 Kendari 197 SMK Negeri 1 Baubau Business and Management

198 SMK Negeri 1 Kolaka Business and Management

29 Sulut Kota Bitung 78 SMKN 2 Bitung 199 SMK Negeri 1 Kristen Tomohon Technology 200 SMK Negeri 3 Tondano Technology

Kota Manado 79 SMKN 1 Manado 201 SMK Elfatah Manado Business and Management

202 SMK Negeri 4 Manado Business and Management, Technology, Health Care

30 Gorontalo Kota Gorontalo 80 SMKN 1 Gorontalo 203 SMK Gotong Royong Agriculture

204 SMK Negeri Suwawa Bone Bolango Technology

31 Sumbar Kota Padang 81 SMKN 2 Padang 205 SMk Negeri 4 Padang Art

206 SMK Kartika 1-2 Padang Business and Management

207 SMK Tridarma 2 Kosgoro Padang Business and Management

Kota Payakumbuh 82 SMKN 2 Payakumbuh 208 SMk Mitra Payakumbuh Technology

209 SMK Negeri 1 Lintau Technology

Kota Bukittinggi 83 SMKN 2 Bukittinggi 210 SMK Pembina Bangsa Bukittinggi Business and Management

211 SMK Gajah Tongga Bukittinggi Business and Management

212 SMK Negeri 1 Tanjung Ampalu Business and Management

32 Sumsel Kota Palembang 84 SMKN 6 Palembang 213 SMK Muhammadiyah 3 Palembang Tourism

214 SMKN 1 Sekayu, Muba Business and Management

Kab. Lahat 85 SMKN 1 Lahat 215 SMK Negeri 3 Lahat Technology

216 SMK Tiara Lahat Technology

33 Sumut Kota Medan 86 SMKN 3 Medan 217 SMK Dharma Analitika Health Care

218 SMK Negeri 5 Medan Technology

87 SMKN 8 Medan 219 SMK Negeri 10 Medan Tourism 220 SMK Pencawan Medan Tourism 221 SMK Sandhy Putra Medan Tourism

Kab. Deli Serdang 88 SMKN1 Lubuk Pakam 222 SMK Karya Serdang Technology 223 SMK Wirajaya Tanjung Morawa Technology 224 SMK AKP Galang Technology

Kab. Pmtg Siantar 89 SMKN 3 Pmtg Siantar 225 SMK Negeri Parbina Pematang Tourism

50

Appendix

3


MODEL SCHOOL


Siantar

226 SMK Negeri 1 Pematang Siantar Business and Management

227 SMK RK Bintang Timur Technology, Tourism

Kota Toba Samosir 90 SMKN 1 Balige 228 SMK PGRI 7 Balige Technology 229 SMK Trisakti Laguboti Technology

230 SMK Negeri 1 Laguboti Art

Source: Directorate of Technical and Vocational Education, MONE

Appendix 4 51

KEY OUTPUT INDICATORS

Table A.4.1. Newly Constructed and Rehabilitated Classrooms and School Facilities

Type of Facility New Construction Rehabilitation Total

Unit Area (M2) Unit Area (M

2) Unit Area (M

2)

Classroom 971 64,655 923 68,015 1,894 132,670

Laboratory 169 33,683 532 106,420 701 140,103

Support building/room a)

271 31,020 320 60,570 591 91,590

Total 1,411 129,358 1,775 235,005 3,186 364,363

a) include auditorium, principal and teachers' room, student center's room, school's store/canteen

M2 = square meter

Source: Project’s Monitoring and Evaluation Report

Table A.4.2. Summary of Training Programs for Teachers and Staff

Training Topic Total

participants Female

participants % Female

Teaching–Learning 5,452 2,678 49.1

Curriculum review 227 142 62.6

Project Administration 338 143 42.3

Partnership with Industry 141 73 51.8

Entrepreneurship 1,298 540 41.6

ICT 947 423 44.7

Overseas benchmarking 62 43 69.4

Others 205 81 39.5

Total 8,670 4,123 47.6

ICT = information and communications technology. Source: Project’s Monitorng and Evaluation Report

Table A.4.3. Number of Model Vocational Schools with ISO Certification

Description 2008 2009 2010 2011 2012

Number of VSs with ISO 9001: 2008 Certification*

5 19 59 81 87

Source: Project’s Monitorng and Evaluation Report

52 Appendix 4

Table A.4.4. Number of Certified Teachers (person)

Types of Certification 2009 2010 2011 2012

International 15 18 21 23

National 79 122 175 206

Total 94 140 196 229 Source: Project’s Monitorng and Evaluation Report

Table A.4.5. Student Enrollment in 90 Model Vocational Schools

Male Female Total Male Female Total Male Female Total

Technical 44,176 6,601 50,777 50,518 9,110 59,628 49,330 10,619 59,949

Business 7,045 21,136 28,181 7,388 27,133 34,521 10,075 28,138 38,213

Tourism 2,239 5,759 7,998 2,596 8,415 11,011 2,899 8,431 11,330

Agriculture 5,547 2,051 7,598 6,065 2,414 8,479 7,741 2,688 10,429

Arts 659 98 757 868 636 1,504 933 681 1,614

Total 59,666 35,645 95,311 67,435 47,708 115,143 70,978 50,557 121,535

Percent 62.60 37.40 58.57 41.43 58.40 41.60

Male Female Total Male Female Total Male Female Total

Technical 50,830 10,270 61,100 54,532 12,190 66,722 55,395 13,380 68,775

Business 8,441 28,707 37,148 8,740 27,839 36,579 9,195 29,048 38,243

Tourism 4,197 8,169 12,366 3,112 9,295 12,407 3,317 9,058 12,375

Agriculture 7,908 2,775 10,683 8,074 2,612 10,686 7,625 2,913 10,538

Arts 1,117 699 1,816 1,065 808 1,873 1,188 890 2,078

Total 72,493 50,620 123,113 75,523 52,744 128,267 76,720 55,289 132,009

Percent 58.88 41.12 58.88 41.12 58.12 41.88

Trade2011 2012 2013

Trade2008 2009 2010

Source: Project’s Monitorng and Evaluation Report and EMIS

Table A.4.6. Final Exam Scores for General and Vocational Schools

2009 2012

Math Indonesian English Math Indonesian English

Vocational School 7.52 6.93 7.5 7.86 7.38 7.68

General School 7.41 6.66 7.41 8.52 7.72 7.48

Difference 0.11 0.27 0.09 -0.66 -0.34 0.20


Table A.4.7. Rates of Employment for New VSs Graduate, 1988–2012

2009 2010 2011 2012 2013

Number of Graduates 30,739 34,428 36,425 38,988 41,831

Number of Employed 14,019 16,446 16,408 16,573 17,968

Per cent (%) 46 48 45 43 43

Entrepreneur 3,238 3,210 3,415 3,167 3,256

% 11 9 9 8 8


Appendix 5 53

SUMMARY OF GENDER EQUALITY RESULTS AND ACHIEVEMENTS A. Project Description 1. The project supported the government’s efforts to strengthen technical and vocational education to increase competitiveness and employment opportunities for vocational senior secondary school graduates. The project had four outputs to support the improvement of 90 selected vocational senior secondary schools as model schools with (i) refocused school management using a business approach; (ii) improved quality of teaching and learning; (iii) strengthened school-industry linkages; and (iv) enhanced entrepreneurship focus. The project was implemented during 2008–2012. The project was categorized as effective gender mainstreaming (EGM). B. Gender Analysis and Project Design Features 2. Gender issues. At the time of project design, the gender gap in overall senior secondary education was relatively small (48% of overall enrollment was female). Yet, female participation in vocational senior secondary schools was lower than male participation, especially in technical programs such as engineering: females accounted for 37% of enrollment in 90 model schools at the time of project design. Females were mostly concentrated in vocational senior secondary schools that offered business and management, hospitality and restaurant, and tourism programs. Females made up over 70% of students in business and management or hospitality and restaurant programs, whereas they accounted for only 13% in technical programs. Motivating females to enter into male-dominated programs is usually difficult, but the project design identified that new opportunities were becoming available for females in electronics, surveying, and information and communications technology (ICT) programs. 3. Gender strategy. A gender action plan (GAP) was designed to ensure that women and girls benefit equally from project interventions. In particular, key features of GAP were intended to ensure that increased access to quality vocational education is extended to female students as well as male students, including female’s enrollment in nontraditional skills areas; in-service training opportunities are equally available for female teachers; closer school–industry links benefit employment of female students; and school committees include female representation as well. During the midterm review mission, the original GAP was revised because (i) many activities did not include specific targets for monitoring, and (ii) several proposed activities focused on qualitative aspects—such as supporting vocational senior secondary schools to develop and market “added value” to industries or using the International Labour Organization game to build self confidence among female students in technical and nontechnical subjects— which were difficult to define and monitor across 90 vocational senior secondary schools. Given a relatively short period of implementing quality improvement in teachers’ qualifications or teaching methods development, the GAP was revised to exclude most of qualitative activities and instead to focus on the activities that could be monitored. The revised GAP with specific targets and achievements is shown in Table A5.1. C. Overall Assessment of Gender-Related Results and Achievements 4. Overall, GAP implementation is rated successful. Females equally benefited from the project, especially from increased access to improved vocational education, exceeding the 40% target for female share of the overall enrollment at project completion. Females also benefited from expanding technical programs such as ICT-related programs, increasing their share of

54 Appendix 5

enrollment from 13% to nearly 20% by 2013. Although precise data on employment outcomes among graduates are not available, enhanced quality and relevance of vocational education supported labor market entry among female graduates, as well as male graduates. Of 17 specific GAP features, 12 were achieved and 5 were partially achieved. The status of achievements for each of GAP features is presented in Table A5.1. 5. Participation, access to project resources, and practical benefits. With the commitment by each model vocational school and the project management unit, female enrollment increased during project implementation. While females made up 37% of the total enrollment at 90 model schools at project appraisal in 2008 (35,645 out of 95,311), the female share increased to 42% by 2013 (55,289 out of 132,009), exceeding the original target of 40%. Similarly, female teachers accounted for nearly half of all teachers in 90 model schools at project completion (4,509 females out of 9,659 total teachers), again exceeding the target of 37%. Female teachers also benefited from the project in teacher training programs, as they made up 48% of the teachers who were participating in training (4,123 females out of 8,670 teachers). As for improved facilities, the monitoring and evaluation report revealed that 85% of the model schools had separate toilet and/or sanitation facilities for male and female students and teachers. While each of 90 model schools was to develop a specific gender action plan as part of the school business plan (SBP), most of the schools integrated “no discrimination” provision in the SPBs instead of developing a separate GAP. Overall, it was observed that the model schools integrated girls and boys equally in all training, education, and promotion activities during project implementation, including job fairs, workshops, production units, and business incubators. 6. Data on enrollment trends across different programs indicate that female share in technical programs (i.e., technical, mechanical, engineering) also increased from 13% in 2008 (6,601 females out of 50,777) to 19.5% in 2013 (13,380 females out of 68,775). More detailed information on which specific programs were likely to enroll an increasing number of females is not available. However, interviews with school officials during the project completion mission suggest that improved equipment and workshop facilities in some technical programs were increasingly attracting female students, even though most schools did not have specific measures to proactively enroll females in technical programs. In particular, growing popularity of ICT-related programs such as computer networking, software engineering, and electronics attracted many females to vocational schools. The female share of enrollment in these programs increased to a significant extent in some schools, for example, from 25% among entrants in 2010–2012 to 40%–50% in 2014–2015.14 Programs such as masonry, electrical, machine, or automechanic technology still continued to be dominated by males with only a few females in many schools. 7. Because of delayed establishment of education management information system (EMIS) toward the end of project implementation, some key indicators were not readily available with sex-disaggregated data for all 90 model schools. This makes it difficult to accurately assess the status of some GAP targets at project completion. For example, data on the employment status of graduates were not available separately for males and females, while GAP expected at least

14

For selected schools where such detailed information was available, some statistics were as follows. For SMK in Cimahi, for instance, both software engineering and computer networking programs had a total enrollment of about 70 each per each class year; female enrollment in each program increased from 12–17 in the fourth year class to 33–40 among the first year class. For SMK 4 in Malang, female share in computer networking increased from 16 of 100 among third-year class to 28 of 110 among first-year class; for this school, increased numbers of females were also showin in graphic printing production, from 12 out of 254 among third-year class to 32 out of 265 among first-year class.

Appendix 5 55

45% of female graduates to obtain employment. Overall data indicate that 43%–46% of graduates—males and females combined—obtained a job within 6 months of graduation, and 8–10% of graduates became self-employed (Table A4.7). Interviews with school officials, along with general statistics, suggest that female employment rate was likely to be similar to male employment rate, although self-employment rate tends to be lower among females. Interviews with school officials during the project completion mission further indicated that the rate of employment tends to vary by the reputation of each school, particular program, and level of relationship with industries. It was also noted that about 10%–30% of graduates advanced to higher education, although the rate tends to vary by the program and one’s family background. Those students from accounting and marketing programs were more likely to advance to higher education than those from traditional male programs, while those students from lower family backgrounds were more likely to enter the labor force upon graduation than those from higher social family backgrounds. 8. Strategic changes in gender relations. Improved facilities and equipment, along with expansion of popular ICT-based technology programs and media-related programs, were an important motivating factor for females and parents alike to pursue vocational education and non-traditional programs, as illustrated by overall increases in female enrollment in model schools and their specialization in more technically oriented programs. Interviews with school officals also reveal that teachers do not have discriminatory views about capabilities of female and male students, often noting that female students work harder and achieve better outcomes. Male students expressed no issues in working side by side with female students in previously male-dominated programs. With an increasing mix of male and female students in traditionally male programs, attitudes among teachers and students—both males and females—toward gender stereotypes were also changing. 9. The improved quality of vocational education, particularly greater industry relevance of vocational and technical programs, indicated better employment opportunities following vocational education. Students’ experience in production units or teaching factories further provided an additional opportunity to gain practical knowledge and skills, which improved confidence among female students for their job propects. It also motivated many to pursue advanced study or careers in nontraditional areas like automotive or civil engineering. Although the number of female students in nontraditional vocational programs was increasing slowly, their engagement in nontraditional subject matters was likely to have a far reaching impact on their career outlooks, influencing the areas of advanced study in higher education and occupational choices. 10. Contibution of gender equality results to overall loan outcomes and effectiveness. The GAP was designed to ensure that female students and teachers equally benefit from project activities and also contribute to achieving project outcomes. To encourage greater female participation, school facilities were improved with separate toilet and sanitation facilities or other facilities: 85% of 90 model schools completed such improvement. This, along with other improved school facilities and enhanced school curricula, female enrollment has increased from 35,645 in 2008 to 55,289 in 2013 among 90 model schools. The increase of female share from 37% to 42% during this period contributed to the overall increase of enrollment from 95,311 in 2008 to 132,009 by 2013. The growth of female enrollment in traditionally male technical programs—from 13% to 20% in female share—also made an important contribution to overall enrollment increases. 11. Female teachers participated in training more or less equally, which involved training on subject matter, introduction of various new teaching methods, assessment and quality

56 Appendix 5

assurance training, and upgrading training in actual industry settings. This enhanced the quality and relevance of vocational education by closely aligning the school curricula to industry standards and by modernizing teaching methods with practical training and knowledge. Female students also actively participated in actual business practice training through production units or a teaching factory, contributing to improved entrepreneurship focus of vocational education. In addition, female students equally participated in internship or apprenticeship opportunities, both benefiting from improved school–industry links and further strengthening close linkages. This, in turn, improved the relevance of their vocational education to industry demands and helped their employment prospects. Despite the increased number of vocational school graduates, employment rates remained steady at 43% at project completion, both for females and males. Considering growing advancement to higher education among vocational school graduates, such steady employment rates suggest increased competitiveness among vocational school graduates. D. Lessons Learned and Recommendations

12. Factors for GAP success. The development of school business plans (SBPs) provided important opportunities for each of model school to incorporate views from various stakeholders, particularly those from parents and other local leaders, to better understand local labor market situations, and to promote the role of vocational education targeted at young females and males in local communities. With improved school facilities and learning environments, model schools could better attract females as well as males to pursue vocational education, resulting in significant increases in enrollments during the project duration. The GAP’s emphasis on creating separate facilities for females and males (e.g., toilets, changing rooms) also represented the modern aspects of learning environments for female students and teachers. As noted by many school officials and students, improved physical environments with modern equipment were an important motivating factor for female students to pursue vocational education and some of the traditionally male technical programs. In addition, enhancements in the quality and relevance of vocational education, illustrated by increased hands-on practical training with modern equipment, actual industry-setting training opportunities, and competency testing by industry personnel, provided greater confidence among females about their employment opportunities following vocational education.

13. Challenges in GAP implementation. While good lessons were generated from many model schools, including achievements in GAP features, it was not clear from the project’s M&E report or the Directorate General of Secondary Education completion report how other less-performing schools were supported to carry out key GAP activities. The project’s relative lack of specific support mechanisms for less performing schools in other project activities was likely to extend to GAP-related activities. Although SBPs incorporated GAP features and the project could achieve overall GAP targets, the lack of a dedicated gender specialist in the PMU throughout the project duration was likely to undermine potential opportunities to achieve greater gender-related outcomes of the project. The delayed establishment of EMIS across all model schools also limited the PMU’s capacity to closely monitor GAP progress and develop support mechanisms during project implementation, especially for less-peforming schools. From the demand side, industries in certain areas such as mining, fisheries, and maritime, still prefer males due to security reasons (i.e., working in isolated or remote areas), which hinders female participation in these programs.

14. Sustainability of GAP features. Since GAP features were implemented as part of SBPs, which were prepared by each school for its long-term development purposes, there was a high level of ownership for project activities by each school. Such strong ownership is likely to

Appendix 5 57

help the sustainability of many GAP-related activities, such as promotion of vocational education, particularly technical programs for females, equal opportunities for teacher training between female and male teachers, and the involvement of female and male students in entrepreneurship training, apprenticeships, job fairs, and so on. GAP achievements under the project, especially increased female enrollments in technical programs, also contributed to altering gender stereotypes and gender relations at the school level, which in turn is likely to further advance GAP related achievements in the future.

15. Recommendations. For future projects, it will be important to firmly establish monitoring mechanisms at the early stage of project implementation. This will help the PMU to closely monitor potential constraints for GAP implementation across schools with different capacities, ensure the collection of relevant data disaggregated by sex, and develop appropriate supporting mechanisms for less-performining schools. While school-based approaches through SBPs are crucial in building ownership and sustainability of project activities, it will be important for the PMU to ensure the provision of gender awareness training at the school level. In addition, career guidance programs can be emphasized at each school level, to provide close guidance to female as well as male students about varying career opportunities related to specialized programs and to advise on additional skills requirements that may be needed for different types of careers.

Table A5.1. Revised Gender Action Plan and Achievements

GAP Features and Targets Achievements Issues and

Challenges

General

• The 90 model vocational senior

secondary schools to be included in the project will have an overall female enrollment share of at least 37%.

• The alliance schools to be included in the project will have an overall female enrollment share of at least 37%.

• Each school business plan (SBP) will be gender inclusive. SBPs will include a gender action plan (GAP) and sex-disaggregated performance indicators based on the overall gender strategy for the project. Each gender plan will include specific actions to promote (i) increased female enrollment; (ii) construction of separate sanitation facilities for males and females; (iii) equal access

Female share of enrollment in 90 model schools increased from 37% in 2008 (35,645 out of 95,311) to 41% in 2012 (52,744 out of 128,266) and to 42% (55,289 out of 132,009) in 2013. (Achieved) For SY 2010-2011 and SY 2011-2012, 49,199 new female students enrolled in alliance schools out of 123,006 students, accounting for 40% of the new enrollees. (Achieved) All 90 model VSs developed SBPs at the beginning of the project, but no specific GAP was included in SBPs. Instead, SBPs integrated a provision that “all students have equal right to participate in all school activities such as work placements, apprenticeships, and production units or school-run businesses.” (Partially achieved – see below for specific achievements)

During the preparation of SBPs in 2009, most vocational senior secondary schools focused on the workplan to catch-up the budget cycle, and no gender specialist was assigned to provide technical guidelines on how to formulate GAP in each school.

58 Appendix 5

GAP Features and Targets Achievements Issues and Challenges

for female and male students to work placements, apprenticeships, and production units or school-run businesses; and (iv) equal access to female and male teachers for upgrading teaching skills.

Output 1: Refocused School Management Using a Business Approach

1.1 School managers trained in demand-oriented school business planning

• Provide male and female school

committee members with equal access to training opportunities to develop SBPs (at least 30% of participants are female)

• At least 30% of each school committee are women (each committee to have a minimum of 30% women)

• At least 10% of school committees receive gender training

• At least 50% of SMKs have

GAPs as part of the SBPs

SBP training was provided to principals and vice principals from each model vocational senior secondary schools, and to principals from each of alliance schools, but sex-disaggregated data of participants are not available. (Partially achieved) Of total 728 school committee members, 178 were women, accounting for 25% of the total. (Partially achieved) 7 out of 90 model vocational senior secondary schools participated in gender mainstreaming training (7.7%), which was provided by the National Commission for Women. (Partially achieved) No specific GAPs were included in SBPs, but general clause (see above) was integrated into SBPs. (Partially achieved)

The gender mainstreaming training was organized by the Commission; the project originally planned to adopt the training model, but it was not materialized.

Output 2: Improved Quality of Teaching and Learning

2.1. Facilities to increase efficiency improved, enrollment expanded, and hours of operation extended • Improve existing vocational

school facilities to encourage greater female participation and retention (e.g., improved separate sanitation, washing, and changing facilities for males and females)

• Monitor impact of improved

facilities and equipment on male and female students and staff and collect qualitative data from

Eighty-five percent of 90 model vocational senior secondary schools provide separate toilet/ sanitation facilities for boys and girls. One third of newly built toilets inspected during the field trips were designed well, which could also be used as changing rooms. (Achieved) M&E reports and reviews during project completion mission indicate that both female and male students have benefited greatly from improved facilities and

Appendix 5 59


at least 10% of schools

equipment, especially IT-related or media-related equipment which enhanced practical training aspects of learning at VSs for both males and females. (Achieved)

2.2 Teaching of academic and technical subjects improved • Design in-service training

programs for core academic subjects to attract female and male teachers

• At least 37% teachers in 90 SMKs are female

Almost all the teachers from model schools received some type of training, including in-service training. Training content was discussed by teachers; about 2-4 training programs for core academic subjects were organized by each of 90 model vocational senior secondary schools. (Achieved)

Out of total 9,659 teachers in 90 model vocational senior secondary schools, 4,509 (about 50%) were women at project completion. (Achieved)

M&E report indicated that 15,940 female teachers participated in training organized by the PMU and model vocational senior secondary schools. This means that on average each female teacher attended 3-4 trainings during project implementation.

2.3. New learning methodologies suitable to large institutions developed • At least 30% of teachers

receiving training are women

Of all the teachers who received training, 48% were female teachers (4,123 females out of total 8,670). Teacher training included subject matter training; skill and management training; short-term training on assessment, quality assurance and ISO; upgrading skills training in actual industry settings; and support for adanced qualifications. (Achieved)

2.4. New instructional materials and software provided

• Conduct analysis of representative sample of 10% vocational senior secondary schools materials for gender bias

All sample materials (about 30) did not display any gender bias, as most materials covered technical areas. (Achieved)

Output 3: Strengthened School-Industry Linkages Strengthened

3.1. Partnerships between schools and industry supported • Explore partnerships with

technical and service industries (e.g., mechanics and tourism) to achieve a gender balance in the development of partnerships. (at least 30% in work placements, apprenticeships

Model vocational senior secondary schools signed MOUs with various industries, although they were not specifically targeted for gender balance. However, all students—both male and female—were involved in industry practical training before graduation.

60 Appendix 5


are female)

• At least 18% females in courses

in which there is traditionally low participation (technical, engineering etc) at the project end.

• at least 45% of female graduates obtain employment

- Of those who were offered work placement or apprenticeship, females made up about 37% during 2009-2012. (Achieved)

For technical programs, females made up 18% of the total enrollment in 2012 (12,190 out of 66,722) and 19.5% in 2013 (13,380 out of 68,775), compared with 13% in 2008 (6,601 out of 50,777). (Achieved) For employment status among graduates, 45% of graduates in 2011 (16,408 out of 36,425) and 43% in 2012 (16,573 out of 38,988) were employed within 6 months of graduation. Although sex-disaggregated data are not available for employment rates for all 90 model schools, available data from several schools and interviews with school officials indicate that there was no significant difference in employment rates by gender. (Achieved)

Disaggregated data on overall employment are not available. Some schools visited kept employment data, but not yet integrated into the EMIS data.

Output 4: Enhanced Entrepreneurship Focus

4.1. Students assisted to start their own businesses • Creation of incubator or similar

initiatives will be open to all female, all male, or mixed female and male groups of interested students (at least 30% female students participate in group)

Available data from 37 schools show that 46% (about 2,500) of students participating in the school’s business units were female. (Achieved) (All 90 model schools created school businesses for students to practice their entrepreneurial skills but data were not available for all schools.)

EMIS = education management information system, GAP = gender action plan, ILO = International Labour Organization, MONE = Ministry of National Education, M&E = monitoring and evaluation, SBP = school business plan. Source: ADB and Project Monitoring and Evaluation Report

Appendix 5 61

A female student at SMKN 2 Depok, Sleman, Yogyakarta is practicing surveying using a theodolite. More and more female students are interested in selecting “hard subjects” such as engineering. Based on statistics, female enrollment in engineering increased from 13% in 2008 to 20% in 2013, and for agriculture increased slightly from 27% in 2008 to 28% in 2013. In other trades such as mining, shipping, and fisheries female enrollment remained low, as employers (industry) tend to prefer male when seeking new employees.

A male student at SMKN 27 Jakarta practices cooking in the school’s kitchen. The number of boys entering into food and beverage is increasing. Students’ perception, which perceives that cooking is a “female” job has changed. Many boys say that they want to become chefs and get a job in the hotel and restaurant field, or establish their own business. Students mentioned that they like to study cooking in the vocational school since the kitchen is clean and well equipped with modern equipment; and the teachers are experienced and qualified like professional chefs in hotels.

62 Appendix 5

A female student majoring in civil engineering, together with her colleagues work in a team to prepare a construction project at SMKN 2 Tarakan, North Kalimantan. Female students say that they have no hesitation in selecting major in civil work (construction) engineering, which is male dominated. They want to run business as building contractors once they have enough experience and capital.

Jobs for the girls Dita Ayu Fitri is a shy 16 year old automotive body student attending SMK 2 Payakumbuh, a vocational school providing civil engineering, construction, surveying, carpentry and automotive training. She is dressed in traditional Indonesian style veiled garb. There are 56 girls out of 1,400 students in total. Dita is one of 2 girls in a class of 30. Diya says that it took her a number of months to persuade her parents to allow her to enroll for her course, and it took them more than 6 months for them to get over the initial shock – and to contemplate the possibility that their daughter might one day be working in a vehicle automotive garage, surrounded by men. They had since resigned themselves to this possibility in the face of Dita’s determination and single mindedness. Why did she enroll in such a male-dominated trade? She knew she would definitely get a job after graduation, and that it would attract a higher wage. She had complete confidence that she would get a job after graduation and her school had a good reputation for excellent school-industry linkages. Her male teachers were very supportive of her and her female classmate, and her male classmates had made the adjustment to female presence in the classroom very well. They were friendly and supportive. Dita said that she did not really care whether anyone liked what she did, and all she was concerned about was finishing her course and getting a job. During the mission visit, she posed shyly next to a car she was working on and demonstrated how to plaster putty onto its frame. In another surveying class, there are 23 boys and 6 girls, and a 100% employment rate following graduation, for surveying students. There is an overall 80-90% employment rate in this SMK. Source: Interview with author

Appendix 5 63

Increasing the numbers of girls in the aviation industry Yesilina Syahrasifa and Galih Ayu are both 16 year old female technical aviation engineering students, interested in getting jobs in the aviation industry when they graduate. They describe themselves as being from the lower economic group in their communities. Yesilina’s father is a bus driver, whilst her mother is a homemaker. Their SMK (Negero 29) has 53 female students out of a total enrollment of 849, some 6% of the school. They are smartly dressed in pants and shirts, aviation style and appear confident and excited about their futures. Yesilina says that when she asked her traditional Muslim parents to allow her to attend the SMK, and to enroll in the technical training course, they were initially opposed to her request. The large majority of male students at the school were perceived as a problem. She then brought an older female student who had graduated from the same SMK, and was employed as an electrical technician, to talk to her parents. Her parents’ concerns were allayed and she was allowed to enroll. Two other female friends, also graduates from the same school, have recently been employed in the electrical industry. Their male classmates initially teased them but after a few months the boys treated them “normally”. About 60% of the curriculum is devoted to technical studies and 40% to core academic subjects. The technical trades are taught primarily by male teachers and the academic subjects by female teachers. Both Yesilina and Galih’s parents have rearranged household domestic duties at home to enable their daughters to spend extra time studying in the evenings. They get home from school at about 4.40 pm, they help in the household for a few hours, but are then able to study from 7pm onwards. They describe their male principal as being greatly supportive of girls in the school, and they have no concerns about being able to get jobs. Their school has a 70% employment rate following graduation. To their knowledge, female graduates are as equally employable as male graduates. Judging from the anecdotal evidence of Yesilina’s friends, this appears to be corroborated. Source: Interview with author

64 Appendix 6

SUMMARY OF PROJECT COST AND FINANCING Overall, the actual project cost (Table A6.1) was about 95% of the total estimate budget of the appraisal estimate. Budget for consulting services was significantly lower than the appraised estimate primarily due to the early termination of the school business plan implementation consultant team, which accounted for nearly 50% of the consulting budget. Instead of rebidding the new consultant team, the Directorate General for Secondary Education decided to recruit individual consultants for project management, and a management information systems specialist. The budget for monitoring and evaluation and surveys was also significantly lower than the appraisal estimate. This was due to the delay in recruiting the monitoring and evaluation consultant team, which started their services only in 2011. Savings from these two categories were reallocated to support the model and alliance vocational senior secondary schools, particularly to construct additional classrooms and school building and/or facilities, to rehabilitate existing buildings and/or facilities, and to procure teaching–learning equipment. The funds were transferred directly to the school committee’s account through block grant. The estimate of school block grants utilization for civil work is presented in Table A6.2, while for nonphysical activities is in Table A6.3.

Table A6.1: Project Cost and Financing

($'000) Appraisal Estimates Actual

Item ADB Govern-ment

Total ADB Govern-ment

Total

A. Base Cost

1. Management Information Systems Equipment

1,735 0 1,735 1,673.3 0 1,673.3

2. Management and Teacher Training

7,022 0 7,022 6,489.9 0 6,489.9

3. Consulting Services 2,328 0 2,328 1,091.2 0 1,091.24. Monitoring and Evaluation 1,765 0 1,765 928.8 0 928.85. Model and Alliance Vocational

Senior Secondary Schools 61,636 29,498 91,134 63,847.8 29,498.2 93,346.0

4. Project Management 0 4,153 4,153 0 4,153.0 4,153.0 Subtotal (A) 74,396 33,651 108,147 74,031.0 33,651.2 107,682.2 B. Contingencies

1. Physical 685 299 984 0 0 0 2. Price contingencies 2,400 1,050 3,450 0 0 0 Subtotal (B) 3,085 1,349 4,434 0 0 0 C. Interest Charges 2,519 0 2,519 1,736.0 0 1,736.0 Total 80,000 35,000 115,000 75.767.0 33,651.2 109,418.2

Source: Asian Development Bank estimates.

Appendix 6 65

Table A.6.2 Utilization of School Block Grants for Civil Works (Construction and Rehabilitation of School Building and Infrastructure) for 90 Vocational Senior

Secondary Schools (IDR):

Type of School Facility

2010 2011 2012 Total

IDR % IDR % IDR % IDR

Laboratory

62,429,292,912 15.5

29,058,258,720

7.2

23,267,591,079

5.8

114,755,142,711

Classroom

80,284,108,142 19.9

46,346,420,142

11.5

54,493,614,744

13.5

181,124,143,028

Supporting Room

43,913,574,933 10.9

28,751,094,515

7.1

17,835,405,800

4.4

90,500,075,248

Infrastructure

3,935,757,966 1.0

8,653,021,879

2.1

4,312,204,890

1.1

16,900,984,735

Total

190,562,733,953 47.3

112,808,795,256

28.0

99,908,816,513

24.8

403,280,345,722

IDR = Indonesian Rupiah Source: Project Monitoring and Evaluation Report Table A.6.3 Utilization of School Block Grants for Nonphysical Investment for 90 Vocational Senior

Secondary Schools (IDR)

Activities 2010 2011 2012 Total %

Total IDR % IDR % IDR % IDR

Teaching-Learning Materials

4,528,839,132

4.8

10,372,768,075

10.9

1,924,321,170

2.0

16,825,928,377 17.7

Partnership with Industry

4,575,554,042

4.8

9,544,662,200

10.1

144,216,275

0.2

14,264,432,517 15.0

Entrepreneurial Development

4,974,797,624

5.2

9,172,395,362

9.7

175,000,000

0.2

14,322,192,986 15.1

Curriculum Review and Improvement

6,029,566,333

6.4

10,263,496,940

10.8

35,038,250

0.0

16,328,101,523 17.2

Human Resource Development

4,901,305,784

5.2

24,091,148,367

25.4

4,132,732,242

4.4

33,125,186,393 34.9

Total

25,010,062,915 26.4

63,444,470,944

66.9

6,411,307,937

6.8

94,865,841,796 100.0

IDR = Indonesian Rupiah Source: Project’s Monitoring and Evaluation Report

66 Appendix 7

FUND CHANNELING MECHANISM

1(a). The model vocational school submits its school business plan (SBP) to the project management unit (PMU) as

budget user, or authorized budget user. The SBP is reviewed by the PMU an advisory expert panel. The PM may request the vocational school to revise the SBP to meet the requirements, after which a memorandum of understanding will be signed between the vocational school and the PMU.

1(b). The vocational school submits a payment request along with the necessary documents to the PMU. The document will be reviewed, and the vocational school may revise the document until acceptable to the PMU.

2. Upon approval of payment request, the PMU prepares a payment order, which is submitted to the director general, Treasury, in Jakarta.

3(a). Based on the payment order from the PMU, the director general, Treasury (Jakarta), issues an instruction for disbursement and sends it to Bank Indonesia.

3(b). Parallel to 3(a), the director general, Treasury (Jakarta) sends a copy of the instruction for disbursement to the PMU for their records.

3(c). Treasury (Jakarta), sends a copy of the payment order, instruction for disbursement, and supporting documents to the director general, Treasury, Ministry of Finance, for replenishment.

4. Upon receipt of instruction for disbursement from director general, Treasury (Jakarta), Bank Indonesia dispatches a “nota debet” to director general, Treasury (Jakarta) to inform them of the transfer to the account of the school committee, contractor, supplier, or treasurer of the PMU.

5. Funds are transferred from Bank Indonesia to the account of the school committee, contractor, supplier, or treasurer of the budget user or authorized budget user.

6. Bank Indonesia dispatches a copy of the bank statement of the imprest account to director general, Treasury. The bank statement will be used by the executing agency to begin the replenishment process.

7. Director general, Treasury sends a copy of the bank statement to the executing agency for information. 8. The executing agency, with supporting documents from the PMU, prepares a withdrawal application for the

Asian Development Bank (ADB). 9. Director General, Treasury, submits the withdrawal application to ADB for replenishment. 10. ADB replenishes the Bank Indonesia imprest account. 11. ADB dispatches a notice of disbursement to director general, Debt Management, Directorate of Evaluation,

Accounting, and Settlement, for their information and records. 12. Parallel to 9, director general, Treasury, Directorate of Cash Management, dispatches a copy of the withdrawal

application to director general, Debt Management, Directorate of Evaluation, Accounting, and Settlement for their information and records.

a A third party account can be an account for a consultant, contractor, supplier, school committee, or PMU treasurer.

Source: Asian Development Bank.

12

7

6

11 10

3b

5

4 3a

3c

8

1

2

Bank Indonesia, Impress Account ADB

Director General Debt Management Ministry of Finance

Director General Treasury Jakarta III Ministry of Finance

Director General Treasury

Ministry of Finance

Executing Agency

PMU

Third Party/ Treasurer

Accounta

9

Appendix

8

67

PROJECT IMPLEMENTATION SCHEDULE

Description 2008 2009 2010 2011 2012 2013

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

1 Refocus School Management using a Business Approach 1.1 Conduct training and mentoring of school managers in

performance-based planning and budgeting a. Develop SBP results-based planning methodology and

training for managers training for managers

b. Train selected institutions or firms on school business plan (SBP)

c. Facilitate the development of SBP at selected models–

alliances vocational schools

1.2 Establish school management systems and improve school

administration, including school education management information system for planning and monitoring

Develop and implement school management systems

Develop and implement school education management information system

1.3 Develop a business approach to school managers so that

managers can lead large and complex institutions

1.4 Improve internal communication systems and establish

networks to share innovation and best practice

2 Strengthen School–Industry Links 2.1 Support partnerships between vocational school and industry Establish linkages between vocational school and industry 2.2 Support new courses to meet local industry needs Conduct workshops with local industry experts

2.3 Examine opportunities for international benchmarking and trial Select international standards and benchmarks in cooperation with Industries

3 Enhance Entrepreneurship Focus 3.1 Provide assistance to students to start their own businesses a. Develop system for student entrepreneurship assistance b. Provide student assistance fund 3.2 Make entrepreneurship education part of all students’ courses Conduct entrepreneurship training for teachers

3.3 Enhance production units

68

Appendix

8

Description 2008 2009 2010 2011 2012 2013

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

4 Improve Quality of Teaching and Learning 4.1 Improve facilities for learning (equipment and works)

a. Prepare detailed civil works design and equipment specifications

b. Procure and implement civil works and equipment 4.2 Develop new learning methodologies suitable to large

institutions Develop learning methodologies 4.3 Provide new instructional materials and software a. Prepare a list of instructional materials and software for

vocational schools

b. Procure and train on use of training aids, software, and materials

4.4 Improve the teaching of academic and technical subjects a. Review existing curricula

b. Develop proposed methodologies and conduct training of trainers

5 Project Implementation

Set up project management unit and school committee/school implementation team

Identify and hire project implementation consultants, and technical experts to review and guide SBP funds

Develop project website Develop project management information system

Produce a manual for vocational school based on project experience

Midterm project review Final project review Continuous monitoring and evaluation

Source: Asian Development Bank

Appendix 9 69

Lines of Authority

Coordination Lines

Reporting Lines

Project Manager

Project Director

Secretary Treasurer

Finance and Administration

• Finance/Accounting • Procurement and Civil

Works • Internal Monitoring

and Evaluation

Technical Working Group and Consultants • Facilities • Vocational Training • Teaching Learning Development • Student Affairs

PMU

Steering Committee Chairperson: Deputy for Human Resources and Cultural Affairs, BAPPENAS. Secretary: Director of Education and Religious Affairs, BAPPENAS Members: BAPPENAS, MONE, MOF, Ministry of Manpower, Ministry of Industry and Chamber

of Commerce

Provincial Education Office

Provincial Coordinating Unit

District Education Office

Technical Committee Chairperson: Director of Education and Religious Affairs, BAPPENAS Members: BAPPENAS, MONE, MOF, Ministry of Manpower, Ministry of Industry and Chamber

of Commerce

Model Vicational School School Committee Implementation Unit

School Committee

Institution and Teaching Learning Improvement Unit

Training

School Facilities Improvement Unit

Work and Equipment

Procurement

Administration Unit

Finance MIS

BAPPENAS = National Development Planning Agency, MIS = management information system, MOF = Ministry of Finance,

MONE = Ministry of National Education, PMU = project monitoring unit, VS = vocational senior secondary school.

Source: Asian Development Bank.

Expert panel

PROJECT ORGANIZATION STRUCTURE

70 Appendix 10

LOAN COVENANTS

Covenant Reference in

Loan Agreement Status of

Compliance

As the Project Executing Agency DGMPSE shall be responsible for the overall implementation of the Project. DTVE shall be the Implementing Agency and shall provide implementation support to DGMPSE.

Sch. 5 para 1

Complied with.

A PSC has been established to provide guidance to the PMU on general policy directions, inter-sectoral coordination and strategic directions. The PSC is co-chaired by the Director General of DGMPSE, as Chair I and the Deputy of Human Resources and Cultural Affairs of BAPPENAS as Chair II. The membership consists of representatives from MONE, BAPPENAS, MOF, MOM, the Ministry of Industry and the Chamber of Commerce

Sch. 5 para 2

Complied with.

The PTC shall support the PSC to oversee Project implementation and shall consist of representatives from MOF, MONE, BAPPENAS, MOM and the Chamber of Commerce. The PTC shall be chaired by the Director of DTVE.

Sch. 5 para 3

Complied with.

The Director of DTVE has been appointed as the Project Director and is responsible for overseeing the overall project implementation and providing guidance to the PMU. The PMU is headed by a Project Manager and is responsible for (i) day-to-day Project implementation, (ii) planning and budgeting, (iii) procurement, (iv) disbursement, (v) monitoring and super-vision, (vi) overseeing Project implementation at school level, and (vii) submitting reports to the Borrower and ADB. The PMU shall have at least 25 staff, including technical, financial, monitoring and administrative staff, to be appointed from DTVE. The PMU shall have a technical working group that consists of full time DTVE staff that will work closely with the consultants on each Project Part.

Sch. 5 para 4

Complied with.

An advisory Expert Panel shall be established by the Project Director to conduct the initial evaluations of SBPs and the annual evaluations of Model and Alliance VSs performance. The Expert Panel shall consist of a core group of about 5 experts who are education and industry representatives, with an ad hoc pool of experts in specific vocational fields to be invited whenever deemed necessary. The members of the core group will be hired as consultants. The Expert Panel shall be chaired by one of the technical experts.

Sch. 5 para 5

Complied with.

The SC in each of the Model Schools shall be responsible for implementing the approved SBP. Each SC shall be headed by a Chairman with the School Principal acting as the Executive Secretary, who shall report to the PMU and shall be assisted by an implementation team.

Sch. 5 para 6

Complied with.

Appendix 10 71



Compliance

The Borrower shall provide counterpart funds for the Project implementation in a timely manner. DGMPSE shall make timely submission of annual budgetary appropriation request to MOF and MOF shall ensure prompt disbursement of appropriated funds during each year of Project implementation to DGMPSE.

Sch. 5 para 7

Complied with.

The Borrower shall ensure the smooth transfer of loan proceeds and counterpart funds from central level to the Model vocational school, in accordance with the flow of funds mechanism agreed between the Borrower and ADB.

Sch. 5 para 8

Complied with.

The Borrower shall select 90 vocational school as Model VSs which shall be entitled for school grant assistance under the Project in accordance with the eligibility criteria agreed between the Borrower and ADB. The selection process for the 90 Model VSs shall follow a 2-stage process: a) First, 120 VSs shall be selected out of 212 international

standard VSs based on an assessment of available data

and the SBPs prepared and submitted by each of the VSs;

b) Second, 90 VSs out of the 120 VSs shall be selected

based on their SBPs. The 90 SBPs that best demonstrate

how the VSs can contribute to the Borrower’s objectives

shall receive the school grant assistance;

Sch. 5 para 10

Complied with.

The criteria to be used for selecting the Model VSs shall ensure that there is (i) a broad district geographic representation, (ii) a balance among different types of schools and programs, (iii) female enrolment share of 40%, and (iv) potential for expansion and strong local government commitment.

Sch. 5 para 11

Complied with.

To ensure the smooth transfer of the school grants to each of the Model vocational school, immediately upon approval of the school grant, each Model vocational school shall establish a bank account at a local branch of a commercial bank acceptable to ADB.

Complied with.

Within [12] months after the Effective Date, the Project Executing Agency shall prepare a comprehensive, gender-disaggregated Project Management Information System designed for different levels of management, including central DGPMSE, the Provincial, and district level

Sch. 5 para 12

Complied with.

Within 9 months after the Effective Date, the Borrower shall cause DGMPSE to create a Project website to disclose information about various matters on the Project, including procurement related to the Project. With regard to procurement, the website shall include information on, among others, the list of participating bidders, name of the winning bidder, basic details on bidding procedures adopted, amount

Sch. 5 para 13

Complied with.

72 Appendix 10



Compliance

of contract awarded, and the list of goods/services procured. Within 9 months after the Effective Date, the Borrower shall cause DGMPSE to establish within the PMU a complaint and action task force (Task Force) to receive and resolve complaints/grievances or act upon reports from stakeholders on misuse of funds or other irregularities. The Task Force shall (a) review and address grievances of stakeholders of the Project, in relation to either the Project, any of the service providers, or any person responsible for carrying out any aspect of the Project; and (b) set the threshold criteria and procedures for handling such grievances, for proactively and constructively responding to them, and for providing the stakeholders with notice of such mechanism.

Sch. 5 para 14

Complied with.

Although no significant environmental impacts have been identified, the setting, design, construction and operation of school facility rehabilitation work undertaken under the Project shall be implemented in line with the Borrower’s environmental laws and regulations and ADB’s Environment Policy (2002).

Sch. 5 para 15

Complied with.

The Borrower and DGMPSE shall ensure that no block grant is approved if the rehabilitation or construction of new school facilities will involve involuntary resettlement according to ADB’s Policy on Involuntary Resettlement (1995). To be eligible for block grants each of the Participating Schools is required to confirm that no land acquisition or resettlement is required under the Project. Construction of new classrooms shall be added to existing schools on unoccupied land already owned by such Participating School.

Sch. 5 para 16 Complied with.

The Borrower shall cause DGMPSE to ensure that the construction of multi-storey buildings complies with the Borrower’s construction safety standards and is confirmed by a qualified engineer. The Participating Schools shall not be allowed to construct a new storey above existing classrooms without first obtaining confirmation from a qualified engineer that the existing classrooms and foundation is strong enough for the additional upper level.

Sch. 5 para 17

Complied with.

To ensure that women benefit equally from the Project, the Borrower and DTVE shall ensure that the Project shall be carried in accordance with ADB’s Policy on Gender and Development (1998) and the Gender Analysis and Strategy, as agreed between the Borrower and ADB.

Sch. 5 para 18

Complied with.

Source: Asian Development Bank

Appendix 11 73

TECHNICAL ASSISTANCE COMPLETION REPORT

Division: Indonesia Resident Mission, SERD

TA Number, Country, and Name:

TA 7072-INO: Enhance Continuing Skills Development

Amount Approved: 500,000

Executing Agency: Directorate General of Secondary Education, Ministry of Education and Culture

Source of Funding: ADB and Government of Indonesia

Revised Amount: NA Amount Undisbursed:

$95,809.00

Amount Utilized:

$404,191.00 TA Approval: 31 Mar 2008

TA Signing: 6 May 2008

Fielding of First Consultant: 1 May 2010

TA Completion Date Original: 31 Mar 2010

Actual: 30 Jun 2011

Account Closing Date Original: 31 Mar 2010

Actual: 30 Sep 2011

Description. A technical assistance (TA) grant was attached to the project, aimed at introducing and trialing skills upgrading and certification programs for workers at selected model schools, and developing a coherent policy framework for sustainable upgrading programs in the vocational school system. The TA was intended to support the project by strengthening the links of vocational schools with industry, particularly in developing and expanding skills upgrading opportunities for workers. The total TA cost was estimated at $665,000, of which $500,000 was provided by the Asian Development Bank (ADB) on a grant basis, and the balance of $165,000, in kind, was expected to be covered by the government. The ADB funds were envisaged to finance consultants’ remuneration, travel, per diem, and operational costs, workshops, study visits, pilot training, and miscellaneous expenses. Expected Impact, Outcome, and Outputs. The expected impact of the TA is better access for workers to opportunities for skills upgrading, allowing them to move up in their careers, reenter the workforce, or find skilled positions overseas. The expected outcome is wider opportunities for skills upgrading for workers delivered through vocational schools in collaboration with industry. The TA was expected to deliver three major outputs, namely: (i) a research report on concept and alternative arrangements for career centers within the vocational schools, (ii) incorporated course statistics and the Ministry of National Education’s education management information system (EMIS), and (iii) policy paper and manual on the provision of skills upgrading courses in vocational schools. Delivery of Inputs and Conduct of Activities. The TA implementation was originally scheduled over 2 years within the project life. The terms of reference included a team of consultants consisting of a vocational training and career upgrading specialist/team leader (international) for 6 person-months, intermittent; and a skills analysis and statistics specialist for 8 person-months, intermittent. An additional position, technical and vocational education and training (TVET) specialist (national) for 1.5 person-months, was added later through a contract variation. The team was recruited through a firm using quality-and-cost-based selection method, and began the work on 1 May 2010. The consultants were originally scheduled to complete the assignment on 30 April 2011, but due to delays of some activities it was extended to 15 June 2011.

A task force was established within the implementing agency – the Directorate of Technical and Vocational Education (DTVE), consisting of DTVE staff, consultants, and three vocational schools principals (SMK 4 Jakarta, SMK 3 Denpasar, and SMK 2 Subang). The task force was expected to play active roles in discussing the TA work plan and activities. However, the consultant reported some members, especially the three principals, were not so active and rarely attended meetings organized by the TA. Part of the reason for less participation was due to the lack of financial support such as transportation costs and allowance. The consultant expected such costs to be covered by the government’s counterpart budget, while the government did not allocate budget to support the activities. This was reported as constraint and resulted in the delays and disputes in preparing overseas study visit plan. On the other hand, the implementing agency perceived that the consultant was inflexible and too rigid. The TA report highlighted that ADB’s procedures to use the “provisional sum” budget hindered the TA activities, since the consulting firm had to pre-finance substantial

74 Appendix 11

amount of funds before getting reimbursement from ADB, which took some times due to the preparation of invoices by the firm and verification process by ADB. The TA final report suggested that the government’s obligation to provide adequate budget should have been clearly stated during the loan/TA negotiation. On these basis, the performance of the consultant, the EA and ADB is rated less than satisfactory. This is because the consultant was unable to establish effective communication with the EA which resulted in under achievements of outputs 2 and 3; the EA was unable to provide counterpart funds as expected, and ADB was less effective in handling communication gap between the EA and the consultant.

Evaluation of Outputs and Achievement of Outcome. The TA was unable to accomplish all tasks and expected outputs. Two national workshops, involving vocational schools, industry, entrepreneurs, and government stakeholders were completed. The first workshop was to prepare tentative models for skill upgrading program (short-term training) and entrepreneurial development. Following the workshop, the TA facilitated a piloting of skills training program in 10 selected vocational schools. The training program was attended by 300 participants (116 of them were female), with a total duration between 100–500 hours depending on the field of specialization. The second workshop was to present lessons and good practices on short-term skills training program delivered by pilot vocational schools. The result of piloting indicated that the short-term skill training program was not successful due to lack of capacity in conducting training needs assessment, lack of qualified trainers and equipment that met industry standards, and lack of flexibility in managing financial resources within the state budgeting system. The TA concluded that model vocational schools were still not ready to implement quality training programs to meet industry standard, given that project activities to upgrade school facilities and equipment and to improve other learning qualities at school were just starting out at the time. The overseas study tour for vocational school principals, with a total cost of $66,000 was not implemented due to the disagreement on the destination countries after lengthy discussions between the consultant and the implementing agency. The TA came up with some policy recommendations on skills upgrading, but there was no evidence that the implementing agency would adopt these as envisaged. Overall Assessment and Rating. The TA is rated unsuccessful, because it was unable to deliver outputs and activities as envisaged. The TA was able to pilot skill training in 10 vocational schools in various fields of expertise, but due to the vocational schools’ lack of capacity and facility in in meeting industry standards, the training model cannot be replicated to a larger scale. The TA objective—to provide training programs for industry people—was too premature given that efforts just began to upgrade the quality and relevance of vocational schools to meet industry standards.

Major Lessons. The TA objective should have been carefully considered given a sequence of activities that were to be implemented in improving the physical and learning environments of vocational schools to meet industry required standards of training. The TA should have been carried out at later stage of the project or following the implementation of major project activities. In addition, it is important to note that teamwork and communication among consultants and stakeholders in the implementing agency is critical for carrying out TA activities. Close supervision from ADB is needed in case there is any pertinent issue that cannot be resolved in the field. It would be best to delegate the project to the resident mission as soon as possible after a loan or TA become effective, to strengthen communication and close relationship among ADB and the executing agency.

Recommendations and Follow-Up Actions. As regard to the TA result, there is no follow-up action required. However, for designing future TA, it is necessary to carefully assess the underlying assumption that could affect the project implementation.

Prepared by: Sutarum Wiryono Designation: Senior Project Officer (Education)

In preparing any country program or strategy, financing any project, or by making any designation of or

reference to a particular territory or geographic area in this document, the Asian Development Bank does

not intend to make any judgments as to the legal or other status of any territory or area.

33409-013: Vocational Education Strengthening Project...monitoring and evaluation Ministry of...

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