Terms of Reference ACDP – 036 Topic:

Education Policy Research in Aceh Province

Source of Support:

The Education Sector Analytical and Capacity Development Partnership (ACDP)

Method of Selection:

IDC – QCBS

Duration of Assignment:

10 Months (October 2013 – July 2014)

Implementing Partners:

Ministry of Education & Culture, Provincial Coordinating Team for Aceh Education Development

Contracting Organization:

Asian Development Bank

Introduction 1. ACDP Support to Education Policy Research in Aceh Province consists of three policy studies: A. Improving the Quality and Relevance of Senior Secondary Vocational Education in Aceh B. Improving Teacher Workforce Planning and Management in Aceh C. Evaluation of the Use of Special Autonomy and Oil and Gas Funds for Education in Aceh 2. The provincial Coordinating Team for Aceh Education Development (TK-PPA) is responsible for overseeing the policy studies. The TK-PPA was established in January 2010 under Governor of Aceh Decree and is the Aceh Government’s ‘think tank’ for education policy research and formulation. Members comprise provincial executive and legislators, education leadership, academia, planners, implementers and civil society organisations. The TK-PPA is responsible for formulation of education policy reforms, including the development of Aceh education strategic plans, and is also responsible for coordinating external assistance to the sector. Implementation Arrangements 3. The policy studies will be undertaken over a period of 10 months with an expected start in October 2013. The specific timeframe for each study is outlined in the detailed TOR below. The key outputs will be delivered in 7-8 months to allow sufficient time for finalization of all outputs to a high quality (in both Bahasa Indonesian and English) within 10 months, including consultations, review and communications activities. 4. A consultancy team will be contracted to assist the TK-PPA with implementing the three studies. The consultancy team will comprise an Overall Team Leader and Research Coordinator to supervise and coordinate teams for each of the three policy studies. In addition, a

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Communications Specialist and a professional Translator will provide services across the three studies. The required profiles of all consultants are outlined in Annex 1. 5. The teams will report to the TK-PPA Working Group on Education Research and Evaluation. Specific management and reporting arrangements for each policy study are outlined in sections A-C below. 6. Consultants will be based in Banda Aceh, and will undertake field work in Aceh province as necessary. Some consultants may be required to undertake visits to Jakarta for consultations with MoEC, other ministries as necessary, and ACDP. A minimum of 75% of consultants working time must be spent in Aceh province. 7. In addition to various stakeholder consultations to be undertaken in Aceh (outlined in sections A-C below), all three studies will be presented at a National Workshop/Seminar to MoEC and other stakeholders, in Jakarta during the final month of the assignment. Coordination and Management 8. The detailed scope of work (and the deliverable outputs) for each of the three policy studies are specified in sections A–C below. 9. Coordination of the implementation and finalization of the three studies through integrated processes, and to a consistently high quality standard is essential. The Overall Team Leader is responsible for this. The scope of work for the Overall Team Leader is as follows: 

      

Ensure timely delivery of all specified outputs for all three policy studies, yet taking into account the responsibility of the Study Team Leader of each study to produce the required outputs under each study Supervise the work of all consultants Manage the inputs of the Communications Specialist and Translator across the three studies Faciliate effective high-level consultations with the TK-PPA and other relevant stakeholders, including use of the three studies in policy/strategic planning processes Provide technical quality assurance and inputs to all three studies Identify synergies and ensure effective use of related technical analysis across the three studies, e.g. use of data and financing analysis, and other common technical aspects Lead the preparation and implementation of workshop/seminar/FGD to support the three studies in cooperation with Study Team Leader of each study Lead the preparation and implementation of National Workshop/Seminar and produce a final report on the National Workshop/Seminar.

10. The Study Team Leader of each study is responsible to lead each study in accordance with TOR requirement. He/she should closely coordinate with the overall Team Leader to ensure timely delivery, quality outputs and incorporation of EA’s input. 2

11. The Communications Specialist is responsible for a) producing communications plans for each study (as part of each study inception report), b) supervising the implementation of communications plans, and c) providing recommendations/options for follow-up communications activities as part of the final report on the National Workshop/ Seminar. 12. The Professional Translator is responsible for producing timely and high quality translations (Bahasa Indonesia/English) for all deliverable outputs, and for providing ongoing translation services to support the technical work of the consultants.

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A. Improving the Quality and Relevance of Senior Secondary Vocational Education in Aceh I. 1.

II.

Development Objectives The development objectives of the study are to contribute towards achieving medium to long term socio-economic goals in Aceh by informing the development of effective policies and strategies for the provision of vocational senior secondary education which produces graduates whose skills better match the needs of the labour market. Strategic Background

2. With the increasing importance of knowledge-based economic development, a well-educated and skilled pool of human resources plays a key role in supporting sustainable economic growth. In particular, the need for technical and vocational skills is increasing, and changing quickly, as a result of international competition, fast changing technologies and globalization. If countries are to meet these challenges, improving the skills and productivity of the labour force will be critical. A study on the evolution of the economies of some industrialized countries found that economic growth is strongly influenced by development in technology (technology-driven) and dependent on the quality of human resources (human capitaldependent)1. Within this context it is increasingly important that countries plan and facilitate vocational education development specific to, and in support of, its economic development context and strategy, and its labour market demand. 3.

Consistent with these global trends, the demand for high quality technical and vocational skills is increasing in Indonesia as it has developed into a middle-income country and as it continues to experience strong economic growth. Overall, there has been a significant shift in employment from the agriculture to the manufacturing and service sectors over the last 30 years. In order to maintain growth, create employment, diversify economic activity and strengthen links with global markets, the Government’s Master Plan for the Acceleration and Expansion of Economic Development of Indonesia (MP3EI) 2011-25, gives high priority to the improvement of skills development.

4.

Vocational education and training in Indonesia has seen significant expansion over the past decade, particularly in vocational senior secondary schools (SMK). This rapid growth is in large part a reflection of the priority that the Government has given to this sub-sector as a key element in economic development. The Long-Term Education Development Plan 2005-2025, sets out policies to expand access and improve the quality and relevance of secondary vocational education. The Strategic Plans of the Ministry of Education & Culture (MoEC) 200509 and 2010-14 have prioritised expansion of access to vocational secondary education. This includes plans to significantly reverse the ratio of vocational senior secondary school (SMK) enrolment to general senior secondary school (SMA) enrolment from around 30:70 in 2004 to

1

Seng, L. S. 2007, Vocational Technical Education and Economic Development – The Singapore Experience, ITE Paper No 9, 2007, http://www.ite.edu.sg/

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70:30 by the end of 2014. The current SMK/SMA ratio is 43:572. Whilst the target of 70:30 will not be achieved (and may be subject to review for the next five year plans) the overriding trend is for increased participation in vocational senior secondary education. The MoEC Strategic Plan 2010-14 also prioritises quality improvements and increasing relevance, through improvement of facilities and infrastructure, planning according to local needs, and the introduction of entrepreneurship development training. Targets are set for 90% SMK accreditation and ISO 9001 certification for at least 2,000 schools. 5. However, this significant growth has tended to be supply-driven rather than demand-driven, and this has created challenges in trying to ensure a better match between those who graduate from vocational training and the demands of the labor market. Studies on the economics of education have suggested that vocational senior secondary education has been less costeffective than general senior secondary education, in preparing the workforce3. Nevertheless, Indonesian employers perceive vocational senior secondary education as significantly stronger than the general stream over a range of important variables as shown in the following chart4. Figure 1: Major Strengths of Vocational and General Secondary Schools as Perceived by Employers 100 share of firms identifying variable as strength (%)

81 80

87 86

92 82 79

86

81

75

81

80 80 77

66 53

60

44

43 33 32 30

40 20 0 vocational secondary school cycle length quality of facilities curriculum-specific coverage cost

general secondary school

quality of teaching curriculum balance relevance to labor-market needs

teachers' skills curriculum general coverage links with industry

6. Within this context, the Medium Term Development Plan (Plan) 2012-2017 of Aceh also prioritises improvement of the quality and relevance of vocational senior secondary education to better serve the needs of the labour market, as a key economic development strategy5. Banda Aceh has been defined as one of the 12 economic centers in the Sumatra corridor under the MP3EI. There are over 40 projects under MP3EI in Northern Sumatra and Riau Zones 2

Official MoEC statistics for 2011/12 school year (including MA – Islamic general senior secondary schools). For example, Chen, D. The Economics of Teacher Supply in Indonesia. World Bank, Jakarta, 2009. 4 Skills for the Labour Market in Indonesia. World Bank, 2011. 5 Aceh Medium Term Development Plan 2012 -2017. 3

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planned to be implemented during 2013 – 2017, with a total investment of around Rp. 170 trillion. This regional economic development indicates significant potential for employment creation. It will be important that senior secondary vocational education development strategy responds to the employment opportunities emerging both locally and regionally. 7. The composition of senior secondary vocational programs by district in Aceh, are mostly in accordance with the economic potential of those districts, as shown in table 1 below. Table 1: Economic Potential of the Region and Current SMK Study Programs Region Potential6 Current SMK Study Programs Banda Aceh, Tourism, industry, Technology and engineering, business and management, Sabang and Aceh agriculture, and catering, make up and styling, fashion design, tourism, Besar fishery ITC, health Pidie and Pidie Agriculture, Agribusiness and agro-industry, ITC, technology and Jaya plantation, industry, engineering, business and management, health, fisheries, fisheries, and mining catering services, make up and styling, fashion design Lhokseumawe, Industry, agriculture, Agribusiness and agro-industry, ITC, technology and Bireun and Aceh mining, and fisheries engineering, business and management, health, fisheries, Utara agriculture, plantation, catering services, make up and styling, fashion design, tourism, chemicals. Aceh Timur and Plantation, Agribusiness of fisheries, agriculture and plantation, Aceh Tamiang agriculture, industry, agro-industry, ITC, health, technology and engineering, fisheries, mining shipping, business and management, catering, make up and styling, fashion design Aceh Tengah, Plantation, tourism, Technology and engineering, business and management, Bener Meriah farming, mining, and ITC, tourism, catering, make up and styling, fashion agriculture design, agribusiness of plantation and agriculture, fisheries Aceh Tenggara Plantation, tourism, Business and management, ITC, catering services, make and Gayo Lues and agriculture up and styling, fashion design, agribusiness of plantation and farming, technology and engineering Aceh Jaya, Aceh Plantation, Mining, ITC, business and marketing, catering, make up Barat and Nagan agriculture, fisheries, and styling, fashion design, technology and engineering, Raya mining agribusiness of plantation, fisheries, agriculture, tourism. Aceh Selatan and Plantation, ITC, business and management, mining, agribusiness of Abdya agriculture, fisheries, plantation, fisheries, agriculture, technology and mining, tourism engineering Subulussalam, Plantation, fisheries, Business and management, ITC, technology and Singkil and tourism engineering, agribusiness of plantation, fisheries, agriculture, shipping Simeulu Fisheries, plantation, Agribusiness of plantation, fisheries, agriculture, fashion and tourism design, technology and engineering, business and marketing

6

Draft Regional Spatial Plan, Aceh 2010-2027.

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8. However, a key constraint is that the senior secondary education sector in Aceh is characterized by limited provision of vocational education relative to general education. Relative participation in vocational senior secondary education in Aceh is the lowest of all provinces in the country as is shown in the following chart. Figure 2: Enrolment Rates for General and Vocational Senior Secondary Education (2009/10)7

9. This is reflected in the limited number of vocational senior secondary schools in Aceh. Only 18% of all senior secondary schools in Aceh are vocational schools as shown in Figure 3 below. A key strategic consideration is therefore expanding the provision of senior secondary vocational education. Figure 3: Composition of SMA, MA and SMK across Regions in Aceh, 20108.

SMA 100% 80%

10 26

40

61

60% 40% 20%

MA

SMK 62

131

47

19 32

92

197

113

68

158

400

Aceh bagian timur

Total Aceh

0% Banda Aceh, Aceh bagian Aceh bagian Aceh Besar & barat & selatan tengah Sabang

Region

7 8

MoEC Education Statistics 2010. TKPPA – SEDIA AusAID, Education Progress Report 2010.

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10. In addition to concerns over limited access, compliance with the national education standards for vocational education is a major challenge in Aceh and this has considerable implications for both quality and relevance. An evaluation undertaken in 20109 found low performance against a number of areas including, a) limited school management capacity, b) low competence of teachers, despite training, with sub-optimal recruitment being a key factor, c) lack of basic facilities, and d) limited partnerships with industry and business. 11. The education sector in Aceh is well financed. A local regulation (consistent with national law) stipulates that provincial and district/city governments allocate at least 20% of their budgets to education. In addition, at least 30% of the Government of Aceh's revenue from the additional oil and gas fund is allocated to finance education. In 2011, the total direct expenditure on secondary education in Aceh was about Rp. 199 billion from various sources including Special Autonomy and Oil & Gas funding. Figure 4: Funding for Direct Costs for SMA and SMK in Aceh, 2011

100% 80%

Rp. 14,41M

Rp. 38,85M

Rp. 28,60M

Rp. 104,56M

60% 40% 20%

SMK SMA/MA

0%

Provinsi Otsus dan Migas Sources of Funding

12. As the Figure 4 shows, the ratio of allocation of these funds was approximately 70% general senior secondary education and 30% vocational education. Funding for vocational education therefore exceeds its relative share of senior secondary enrolment although it is acknowledged that vocational education requires a high cost investment. 13. Around 94% of these funds are allocated directly to secondary schools. It is important to consider the composition and quality of expenditures. Two-thirds is used for physical development (school buildings, laboratories, libraries) as well as supporting facilities (fences, halls, prayer rooms, houses for principals/teachers). Funding allocated to inputs for quality improvement, such as teacher professional development, and improving curriculum and relevance, is very limited at around 3.1% and 4.6% respectively (see Figure 5).

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Evaluation of 8 SMK’s receiving support from German Development Cooperation.

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Figure 5: Composition of Direct Funding for SMK in Aceh, 201110.

Teacher Quality 3.1%

Teaching & Learning Materials 19.6%

School Management 3.6% Other 3.2% Curriculum & Relevance 4.6% Furniture 2.7%

Infrastructure 47.2%

Support Facilities 16.1%

14. Within the above context, a high priority of the Government of Aceh is to develop evidence based policies and strategies to address both access and quality improvement, and to more effectively match the skills of graduates to the needs of the labour market as an important part of Aceh’s medium and long term economic development. III.

Results

15. The purpose of this study on the Quality and Relevance of Senior Secondary Vocational Education in Aceh is to (a) produce a comprehensive, evidence based, situational analysis and evaluation of the provision of SMK in Aceh, and (b) to develop options for formulating policies and strategies for expanding access, improving quality, increasing relevance to the needs of the labour market, and strengthening the management of SMK, in Aceh. 16. The intended results are therefore more effective policies, strategies and programs for vocational secondary education development. This will contribute to improved relevance to labour market demand and will thus contribute to increased economic growth in Aceh in the medium to long term. IV.

Scope of Work

A.

Technical Focus

17. The study will provide comprehensive analysis and policy/strategic options focusing on the following four broad areas:

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Analysis of Budget Report, DPKKA 2011.

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   

Relevance and Responsiveness of Senior Secondary Vocational Education to the Labour Market Governance, Planning, Management and Financing of Senior Secondary Vocational Education Access to Senior Secondary Vocational Education Quality of Senior Secondary Vocational Education

18. Analysis of the Relevance and Responsiveness of Senior Secondary Vocational Education to the Labour Market provides the fundamental basis for developing effective policy, strategies and programmes. The analysis will address the areas/issues outlined below. This is not an exhaustive list. 



 

Economic development context and labour market in Aceh province and the surrounding regions, including economic sectors, the composition and size of industries/business, and potential for growth Demand for SMK graduates, including the match between skills provision (skills/competencies, subject areas/courses/programs) and skills demand from the labour market, highlighting skills gaps Cooperation/linkages between Senior Secondary Vocational Education schools and business/industry, including exploration of good practice/innovation Analysis of recent SMK alumni including job search/applications, employment outcomes/ status, application of skills etc

19. Analysis of the Governance, Planning, Management and Financing of Senior Secondary Vocational Education will address the areas/issues outlined below. This is not an exhaustive list.   

    

Legislative and regulatory framework for SMK. Provincial and district Government ‘policy’ and strategic plans Provincial and district financing, including:  Allocative efficiency and quality of public expenditure  financial performance  financing modalities  user fees  public/private provision/cost sharing  resource mobilization including production units, public/private partnerships Provincial and district Government organisational capacity Provincial and district Government information management systems Public information and awareness raising Coordination between departments/agencies Stakeholder consultation processes

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20. Analysis of Access to Senior Secondary Vocational Education will address the areas/ issues outlined below. This is not an exhaustive list.  

Mapping and analysis of current SMK provision and participation rates, disaggregated by location, programs, gender, and other relevant variables Analysis of supply and demand side constraints to SMK participation

21. Analysis of the Quality of Senior Secondary Vocational Education will address the areas/ issues outlined below. This is not an exhaustive list. This analysis will be informed by the findings on the relevance/responsiveness of SMK to the labour market (paragraph 17).  



Performance against SMK education standards, implementation of quality assurance systems, SMK accreditation, and supervision SMK school management systems and capacity, including:  School development planning  Financial planning and management  Principals competency and professional development  School committees and community participation SMK Teaching and Learning processes including;  Relevance and implementation of the curriculum  Teacher qualifications and competencies  Teacher recruitment and professional development  Relevance and availability of teaching and learning materials, equipment  Quality of infrastructure and facilities

22. Analysis should take into account relevant international, regional and national good practice and lessons where appropriate. B.

Study Approach and Methodology

23. Bidders will propose a comprehensive research approach incorporating a variety of quantitative and qualitative methodologies to address the technical focus outlined above. It is envisaged that research will include, but not be restricted to the following:  



Literature review and analysis of key documents including regulations, plans, budgets, statistics, existing research/studies etc. Analysis of SMK planning and management practice and capacity through visits and interviews with provincial and district education offices, and other relevant Government agencies. Comprehensive mapping and statistical analysis of key data from all SMK’s through use of survey questionnaires and provincial/district management information systems.

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



 



In-depth analysis through field visits to at least 40 SMK’s (across all 23 districts, and covering all vocational program areas11), including interviews, classroom observations and focus group discussions with school principals, teachers, students and parents/ community. Good practice case studies for at least 6 SMKs (across several districts in Aceh and covering all program areas), exploring innovation and good practice in the area of cooperation with industry/business. Tracer study of recent SMK alumni from the 40+ SMK’s visited, through questionnaires, telephone, interviews with school management and group discussions with alumni. Analysis of the needs and perceptions of industry and business communities through interviews and site visits to industries/businesses, and with industry/business associations. Analysis of the perceptions of Tertiary Education Institutions (particularly Vocational Tertiary Institutions) as regards the quality of SMK graduates and preferences in admissions of graduates.

24. Local researchers (from Aceh province) may be proposed to assist with undertaking data collection as required. In addition, provision for selective provincial/district education office participation in field research should be proposed for the purpose of strengthening ownership and building capacity. These aspects will be detailed and justified in the Research Plan developed during inception and included in the Inception Report. C.

Scope and Timeframe

25. The study will be undertaken over a period of eight months, from October 2013. The indicative timeframe for the study is as follows: Activity Start up Consultations and workshop on the design methodology and research plan/scheduling Submission of Inception Report Data collection and field research Submission of Draft Study Report Workshop on the Draft Study Report Submission of Draft Final Report, Position Paper and Policy Brief Workshop on Strategic Options and Position Paper to executive and legislative Submission of Final Reports

Timing October 2013 October 2013 End-October 2013 November 2013 to February 2014 Mid-March 2014 End-March 2014 Mid-April 2014 End-April 2014 End-May 2014

26. The study will be implemented by a consultancy team comprising the following personnel: 11

Technology and Engineering; Health; Information and Communication Technology; Arts, Crafts and Tourism; Agribusiness and Agro-industry; Business and Management.

12

Team Members Study Team Leader (TVET Expert) TVET Management and Quality Assurance expert Finance Expert Labour Market Expert Statistician/Data Analyst Total

Person Months 7 7 4 5 6 30

27. Required consultancy profiles are provided in Annex 1. Deliverable Outputs

V.

28. The outputs will be as follows:

VI.

i.

Inception Report, outlining the approach, research methodology and plan, data collection instruments, communications plan, and brief report on the initial workshop to develop the research.

ii.

Study Report. The report will address the areas outlined in section IV/A, including analysis and strategic options. The report will include an executive summary, maximum 10 pages.

iii.

Position Paper. The paper will provide a summary of key strategic options to inform policy/ strategy development.

iv.

Policy Brief. Maximum 6 pages.

v.

Report of Final Consultation Workshop. Maximum 20 pages. Management and Reporting Arrangements

29. The study will be guided and monitored by the Coordination Team of Education Development in Aceh (TKPPA) Working Group 4. In addition, coordination is also necessary with the Subdivision Head of Secondary Education of Aceh Province, Subdivision Head of Secondary Education (or equivalent) of Education Office in each district, and the Head of SMK. 30. TKPPA will assign technical staff to assist with coordinating the study, to monitor progress, and to provide guidance on persons to be met, planning workshops, and accessing data. TKPPA will be involved in the site visits and technical meetings of the consultant team. 31. Members of the consultancy team may be required to attend meetings in Jakarta to report on progress to the ACDP Program Manager (Balitbang, MoEC) and the ACDP Secretariat. 13

32. Twenty (20) hard copies (and soft copies, via email) of each of the output documents will be delivered to the TK-PPA and (20) to the Program Manager of ACDP. 33. The ACDP Program Manager, in consultation with the TKPPA, is responsible for approving the final studies/reports. Consultation, Socialisation and Dissemination

VII.

34. Extensive consultations will be undertaken to develop the study. During the process of the study, the following stakeholders in Aceh should be consulted:                  

Province/District Education Office Provincial Education Council (MPD) Province/district Regional Education Assembly Regional Office of the Ministry of Religious Affairs of the Province and District/City Provincial/District Regional Development Planning Body (Bappeda) Provincial/District Manpower/Labor Office House of Representatives of Aceh (education commission) Local parliaments Central Board of Statistics, Aceh School Principles SMK Teachers School committees/parents/communities Province/district Chambers of Commerce Representatives of business and industry in Aceh Career Development Centre (CDC) of Syiah Kuala University GIZ Professional Certification Institute (LSP) Coordinating Body for Professional Certification (BKSP)

35. Other stakeholders will be consulted as necessary, for example, universities providing training for SMK teachers, and NGOs working in the field of education/vocational education. 36. Workshops will be held at the province to discuss technical reports, findings and to solicit feedback. The results of the workshop will be used as input for drafting the various reports. The TKPPA will plan the participants to invite, to be agreed by the ACDP Secretariat. In addition, all three studies will be presented to MoEC and other stakeholders, at a consultation workshop in Jakarta during the final month of the assignment. 37. The Strategic Options and Position Papers will also be presented to the Government of Aceh and Aceh House of Representatives.

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38. The final report will be widely distributed to stakeholders. The ACDP Program Manager in consultation with TKPPA, will plan dissemination of the study. Dissemination may be in the form of policy briefs, through the ACDP website, publishing in the ACDP journal and presentations at ACDP conferences/ seminars. 39. The team will be required to provide information to the ACDP Secretariat, and assist with planning, in respect to ACDP communications and visibility activities, as required. 40. Depending on the outcome of the study and the advice of policy makers, it may be appropriate for ACDP to support follow up activities related to the study.

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B. Strengthening Teacher Workforce Planning and Management in Aceh I.

Development Objectives

1. The development objectives of the study are to contribute towards achieving medium to long term socio-economic goals in Aceh by informing the development of policies and plans for more equitable and efficient distribution of teachers in Aceh province. II.

Strategic Background

2. The teacher workforce in Indonesia is very large, with over 3.7 million teachers currently employed in schools and madrasahs throughout the country (kindergarten to senior secondary level)12. This workforce includes a variety of teachers in terms of employment status, ranging from teachers with civil servant status (PNS) to teachers working on a contract basis (with national or district-level governments) to teachers working on a contract basis with schools or foundations providing private education. A relatively large proportion of teachers, over onethird, are non-civil servants. 3. Student-teacher ratios (STR) are often used to measure the quality and efficiency of education systems. A high STR can be an indicator of poor quality as students have limited attention from teachers. A low STR can be an indicator of inefficiency as it represents an oversupply of teachers and is likely to result in a significant financial burden on the education system, particularly as teacher salaries typically comprise a high proportion of the education budget. International comparisons of STR’s are shown in Figure 1 below. Figure 1: Student/Teacher Ratio (STR) – International Comparison13

12 13

Indonesia Educational Statistics in Brief 2010/2011, Ministry of Education & Culture, 2011 Spending more or spending better: Improving education financing in Indonesia. World Bank, Jakarta, 2013.

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4. Indonesia has one of the lowest student-teacher ratios in the world. STR’s have been relatively low for some time, but have further decreased over the period 2000 to 2010 as teacher numbers have continued to increase disproportionately to increases in student enrolments. Indonesia’s STR’s are below global averages, and well below countries of similar development status, and below international benchmarks associated with good education quality14. 5. The STR at primary level dropped from 22:1 in 2000 to 16:1 in 2010. The reduction is caused by an increase of approximately 600,000 primary teachers over 10 years compared to an increase of around 1.6 million primary students; in other words, one additional teacher was hired for each three additional students. Similar trends are observed at secondary levels although less pronounced. Indonesia STR’s 2000-10 are shown below. Figure 2: Indonesia Student/Teacher Ratios (All levels, 2000 – 2010)15

6. The large number of small schools in Indonesia is a significant contributory factor to low STR’s. At primary level, approximately one third of schools have less than 120 students. Current regulations (staffing norms) require primary schools to have a minimum of 8 teachers (a class teachers for each grade, a sports and a religious education teacher). This inevitably results in low STR’s, and nearly one fifth of primary schools have STR’s of 10. Whilst the prevalence of small schools is typically high in areas of low population density, some of the most densely populated areas (e.g. East Java) have large numbers of small schools and low STR’s16. 7. Significant differences in STR’s are observed across provinces, districts and within districts. Not surprisingly, given the inequitable distribution of teachers, there are significant variations 14

Making Better Use of Teachers: Strengthening Teacher Management to Improve the Efficiency and Equity of Public Spending. Policy Brief, World Bank, Jakarta, 2012. 15 Country Background Report on the Education Sector in Indonesia. ACDP, 2013. 16 Spending more or spending better: Improving education financing in Indonesia. World Bank, Jakarta, 2013.

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in teacher workloads. A study found 23% of primary teachers and 44% of junior secondary teachers having a workload less than the minimum of 18 hours/week17. Factors which contribute to this are the requirement for specialist teachers for sports and religion in primary schools, who will often not have a full workload, and secondary school teachers teaching only one subject which restricts flexibility in allocating staff. Significant mismatch between schools subject need and the area of specialisation of teachers is also common resulting in an oversupply or deficit of teachers in certain subjects (as is the case in Aceh, see points 11-12 below). 8. The fiscal implications of inefficiencies in teacher utilisation are a key issue for the education sector. A large share of education expenditure is allocated to teacher salaries and allowances. The increased rate of teacher hiring over recent years and the resultant oversupply is a key factor. In addition, the status of teachers has a significant impact, in particular the costs associated with the professional certification allowance (equal to basic salary), and the financial implications of civil servant and non-civil servant teachers. With planned increased conversion of contract teachers to civil servant status and accelerated certification, managing teacher supply and deployment will become increasingly critical. A number of studies have suggested that teacher costs will increase at an even quicker rate in coming years, to unsustainable levels. 9. In 2011 the Government issued a joint decree18 which provided guidelines to provinces for deployment and redistribution of government employed teachers. The decree aims to control civil servant teacher recruitment to improve distribution of teachers. The guidelines include staffing standards, the requirement to plan teacher redistribution and sanctions for local governments that fail to adhere to the decree. The effectiveness of the decree remains to be seen, not least because of the scale of teacher redistribution required and the considerable practical challenges in implementing transfers. 10. Within this context, the Government of Aceh recognizes the need to improve teacher utilization through more efficient recruitment and deployment of teachers. This will free-up significant funding which could be allocated to high priorities, in particular inputs for quality improvement. The Education Development Report of Aceh of 2011 indicates teacher surplus and deficits in every level of schooling. In total there are surplus of 10,871 primary school class teachers, 5,301 Islamic Education (PAI) teachers, and 539 sports teachers. The student teacher ratio for primary schools in Aceh is 10.1 (2011) and almost 65% of primary schools have a ratio of class teachers to classrooms of greater than 1 (see Figure 3).

17

Teacher Certification in Indonesia. MoNE/World Bank, 2009. Joint Decree of five ministries: Education and Culture, Home Affairs, Finance, Administrative and Bureaucratic Reform and National Planning. 18

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Figure 3: Ratios of class teachers to classrooms for primary schools in Aceh, 2009-201119 Year 2011 11.6%

23.5%

64.9%

2010

24.1%

63.7%

Rasio < 1 12.2%

Rasio = 1 Rasio > 1

2009

12.8%

0.0%

19.2%

20.0%

68.0%

40.0%

60.0%

80.0%

100.0%

11. Within this, there are significant disparities between districts/cities. For example, the surplus in Bireuen district is the largest, amounting to 1,571 teachers, while the surplus in Sabang City is 30 teachers. Figure 4 shows primary teacher surplus and deficits in district/cities in Aceh. This surplus of teachers and disproportional inter-district and inter-school distribution are critical issues affecting the efficiency of education funding. Figure 4: Primary Teachers (SD/MI) Surplus/Deficit by district/city in Aceh 2011

Guru Kelas = Class Teacher, Pendidikan Agama Islam = Islamic Education Teacher, Pendidikan Jasmani dan Kesehatan = Sports Teacher

12. At junior secondary level, there is a surplus of teachers in almost all subjects, except the arts and culture (-22 teachers), and counseling (BK) teachers (-1,172 teachers). Islamic Education 19

Source: Aceh Provincial Office of Education (2011).

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has the largest surplus (2,855), followed by Natural Science/IPA (2,341) and Mathematics (1,407), Social Science/IPS (1,344), English (1,206), Indonesian (1,106), Sports Education (924), Pancasila and Civic Education/PPKn (886), Local Content/Mulok (158) and ITC (133). Disparities in subject teacher surplus and deficit is shown in Figure 5. Figure 5: Junior Secondary (SMP/MTs) Selected Subject Teacher Surplus/Deficit by district/city in Aceh, 2011

Pendidikan Agama Islam = Islamic Education, Seni Budaya = Art and Culture, Bimbingan dan Penyuluhan = Counseling/BK

13. At senior secondary level, there is a surplus of teachers in most subjects, except the arts and culture (-21 teachers), local content/Mulok (-152), skills and foreign languages teachers (-186) and counseling teachers (BK) teachers (-736). Islamic Education has the largest surplus (1,349), followed by Biology (879), Economics (742), Physics (721), Chemistry (686), Mathematics (641), English (598), Civics/PPKn (457), History (455), Sports Education (409), Indonesian Language (384), Geography (341), Sociology (187), ITC/TIK (129) and Anthropology (48). Disparities in subject teacher surplus and deficit is shown in Figure 6.

20

Figure 6: Senior Secondary (SMA/MAN) Selected Subject Teacher Surplus/Deficit by district/city in Aceh, 201120

Pendidikan Agama Islam = Muslim Religious Teacher, TIK = ICT, Bimbingan & Penyuluhan = Counselling

III.

Results

14. The purpose of this study on Strengthening Teacher Workforce Planning and Management in Aceh is to a) produce a comprehensive, evidence based, situational analysis of teacher management and distribution in Aceh, b) to develop costed strategic options for increasing the efficiency of teacher deployment, and c) to develop systems and capacity for improved planning and management. 15. The intended results are therefore more effective policies, strategies and systems for planning and managing the teacher workforce. This will contribute to achieving greater equity in teacher utilisation and to improving the efficiency of education resource allocation. IV.

Scope of Work

A. Technical Focus 16. The study will address the areas/issues outlined below. a. Mapping and analysis of the teacher workforce at all levels21, and in all districts/cities in Aceh Province, including analysis of data by urban, semi-urban, rural, remote/ islands. Data to be analysed will include the following (not exhaustive): 20

Progress Report on Education in Aceh 2011. TK-PPA. Kindergarten (TK/RA), Primary (SD/SDLB/MI), Junior Secondary (SMP/SMPLB/MTs), and Senior Secondary (SMA/ SMALB/ MA/ SMK). 21

21

    

Age, gender Employment status (civil servant and non-civil servant categories) Training, qualifications and certification Subject area (for secondary levels) Student – teacher ratios

b. Related to the above, specific mapping and analysis of teacher deployment, in terms of surplus/deficit, against regulated staffing norms, by districts and covering all schools. Analysis of deficits/ surplus will include the following:  Levels, subjects  Urban, semi-urban, rural, remote, islands  Size of schools  Employment status (civil servant and non-civil servant categories)  Age profiles c. Related to the above, analysis of average teacher actual workloads against regulated norms (minimum working hours). Analysis will include the following:  Levels, subjects  Urban, semi-urban, rural, remote, islands  Size of schools  Employment status (civil servant and non-civil servant categories) d. Analysis of teacher supply factors, in particular, recruitment, posting, and pre-service teacher training. Analysis will include the following:  Teacher recruitment and posting policy, regulations, processes and practice  Mapping and analysis of pre-service teacher training institutions in Aceh, including plans and capacity for producing teachers by levels and subjects (including capacity gaps)  Mapping and analysis of any other routes into the teaching profession in Aceh e. Analysis of other aspects of teacher workforce management including the following (not exhaustive):  Teacher rotation, sharing teachers between schools  Teacher transfers  Incentives (e.g. housing, allowances for posting to remote areas)  Use of sanctions where postings/transfer requirements are not fulfilled f.

Analysis of strategies used for managing teacher oversupply, including innovations, for example:  Multigrade teaching in small schools  Teachers teaching more than one subject (major/minor) at secondary level  Merging small schools

22



Incentives for posting/transfers

g. Based on the above mapping and analysis, the study will develop a set of costed scenarios for planning and managing the teacher workforce in Aceh over the next ten year period (2014-23). The scenarios will provide projections of teacher demand according to various policy and implementation options, with associated financing implications. A ‘status quo’ scenario will be included representing a continuation of current trends/ practice. Alternative scenarios will outline efficiency gains through phased reductions in student – teacher ratios, thus outlining cost savings. The scenarios will incorporate the following factors (not exhaustive):    

Forecasting of teacher demand according to student population projections Relative costs of the mix employment status (civil-servant and non-civil servant categories) Teacher attrition rates (as a means of addressing workforce reductions over time) Pre-service teacher training outputs (graduates) by levels and subjects

h. Develop a set of strategic options for the training, recruitment, management and deployment of teachers based on the projections and associated financing scenarios developed. Options will be outlined by districts/cities and aggregated at provincial level. Options will incorporate innovative strategies (e.g. those outlined in point f. above). i.

Development of instruments/systems, and capacity building, for forecasting and planning teacher workforce needs, recruitment, deployment and financing.

j.

Recommendations for any necessary organisational and regulatory reforms required to implement the above strategic options.

17. The analysis and strategic options will draw upon ‘good’ practice and lessons learned from other regions/provinces in Indonesia and internationally, as appropriate. B. Study Approach and Methodology 18. Bidders will propose a comprehensive study approach incorporating a variety of quantitative and qualitative methodologies to address the technical focus outlined above. It is envisaged that this will include, but not be restricted to the following.  

Literature review and analysis of key documents including regulations, plans, budgets, statistics, existing analytical work etc. Comprehensive mapping and quantitative analysis of key data from provincial/district management information systems, Institute for Education Quality Assurance (LPMP), and teacher training institutions, and through use of survey questionnaires if necessary.

23



  

Qualitative analysis of teacher workforce planning and management practice and systems, through visits and interviews with provincial and district education offices, planning offices (Bappeda), and other relevant Government agencies, schools, communities, LPMP, teacher training institutions and other relevant stakeholders. This analysis will cover the following:  1 district/city in the West-South area  1 district/city in the Centre-South East area  1 district/city in the East area  1 district/city in the Provincial City area  1 district/city in an island area Brief case studies/ examples exploring innovation and good practice in teacher planning and management. Simulation modeling of teacher projections and financing based on policy/strategic options developed. Instrument/systems development and capacity building.

19. Local researchers (from Aceh province) may be proposed to assist with undertaking data collection as required. Provision for selective provincial/district education office participation in the study should be proposed for the purpose of strengthening ownership and building capacity. These aspects will be detailed and justified in the Study Plan developed during inception and included in the Inception Report. C. Scope and Timeframe 20. The study will be undertaken over a period of seven months, from October 2013. The indicative timeframe for the study is as follows. Activity Start up Consultations and workshop on the design methodology and study plan/scheduling Submission of Inception Report Data collection and field work Submission of Draft Study Report Capacity Building Workshops Workshop on the Draft Study Report Submission of Draft Final Report, Finalisation of Tools, and Policy Brief Workshop on Strategic Options to executive and legislative Submission of Final Reports

Timing October 2013 October 2013 End-October 2013 November-January 2014 Mid-February 2014 January -February 2014 End-February 2014 Mid-March 2014 End-March 2014 End-April 2014

21. The study will be implemented by a consultancy team comprising the following personnel.

24

Personnel/Team Study Team Leader (Education Policy & Planning Expert) Education Planning Expert Educational Finance Expert Education Management Expert Statistician/Data Analyst Total

Person Months 6 6 6 6 6 30

22. Required consultancy profiles are provided in Annex 1. V.

Deliverable Outputs

23. The outputs will be as follows: i.

Inception Report, outlining the approach, study methodology and plan, data collection instruments, communications plan, and brief report on the initial workshop.

ii.

Study Report. The report will address the areas outlined in section IV/A, including analysis and strategic options. The report will include an executive summary, maximum 10 pages.

iii.

Simulation and Planning Instruments/Tools, and Capacity Building Workshops. This will include electronic ‘instruments’, a written guide/manual, and delivery of workshops (with a brief report of the workshops).

iv.

Policy Brief. Maximum 6 pages.

v.

Report of Final Consultation Workshop. Maximum 20 pages.

VI. Management and Reporting Arrangements 24. The study will be guided and monitored by the Coordination Team of Education Development in Aceh (TKPPA) Working Group 4. In addition, coordination is also necessary with the Head of Education Officie of Aceh Province, Regional Education Assembly, and LPMP. 25. TK-PPA will assign technical staff to assist with coordinating the study, to monitor progress, and to provide guidance on persons to be met, planning workshops, and accessing data. TKPPA will be involved in the site visits and technical meetings of the consultant team. 26. Members of the consultancy team may be required to attend meetings in Jakarta to report on progress to the ACDP Program Manager (Balitbang, MoEC) and the ACDP Secretariat.

25

27. Twenty (20) hard copies (and soft copies, via email) of each of the output documents will be delivered to the TK-PPA and (20) to the Program Manager of ACDP. 28. The ACDP Program Manager, in consultation with the TKPPA, is responsible for approving the final studies/reports. VII. Consultation, Socialization and Dissemination 29. Extensive consultations will be undertaken to develop the study. During the process of the study, the following stakeholders in Aceh should be consulted.              

Province and District Education Offices Provincial and District Education Councils (MPDs) Regional Office of the Ministry of Religious Affairs of the Province and District/City Institute for Education Quality Assurance (LPMP) Institutes for Teacher Education Province and district Regional Education Assemblies Province and district Regional Development Planning Boards (Bappeda) Education commissions of the House of Representatives of Aceh Province and districts Central Board of Statistics, Aceh School Principals Teachers, selected by level and subject Indonesian Teacher Association (PGRI), and other teacher associations School committees/parents/communities Donor supported programs including (Logica2-AusAID, SEDIA-AusAID, Prioritas-USAID, UNICEF, and PECCAP – World Bank)

30. Other stakeholders will be consulted as necessary, for example, provincial universities and NGOs working in the field of education. 31. Workshops will be held at the province to discuss technical reports, findings and to solicit feedback. The results of the workshop will be used as input for drafting the various reports. The TKPPA will plan the participants to invite, to be agreed by the ACDP Secretariat. In addition, all three studies will be presented to MoEC and other stakeholders, at a consultation workshop in Jakarta during the final month of the assignment. 32. The Strategic Options Paper will also be presented to the Government of Aceh and Aceh House of Representatives. 33. The final report will be widely distributed to stakeholders. The ACDP Program Manager in consultation with TKPPA, will plan dissemination of the study. Dissemination may be in the form of policy briefs, through the ACDP website, publishing in the ACDP journal and presentations at ACDP conferences/ seminars. 26

34. The team will be required to provide information to the ACDP Secretariat, and assist with planning, in respect to ACDP communications and visibility activities, as required. 35. Depending on the outcome of the study and the advice of policy makers, it may be appropriate for ACDP to support follow up activities related to the study.

27

C. Evaluation of the Use of Special Autonomy and Oil and Gas Funds for Education in Aceh I.

Development Objectives

1. The development objectives of the study are to contribute towards achieving medium to long term socio-economic goals in Aceh by improving the allocation and utilization of Special Autonomy and Oil and Gas funds for education, thus contributing to the achievement of education sector objectives in Aceh province. II.

Strategic Background

2. Special autonomy in Aceh has devolved greater responsibility to the provincial government in respect to the education sector. Law Number 11/2006 on Aceh Governance (UUPA) stipulates that 20% of the total Special Autonomy funds (Otsus) and 30% of the additional shared revenues from oil and gas (TDBH Migas), must be allocated to education. Graphs 1 and 2 show the split between province and districts and how much is allocated to education from the two sources of revenues as regulated in provincial bylaws Number 2/2008 and Number 5/2008.

120%

Graph 1 Province-District Split of Otsus Fund

Graph 2 Allocation of TDBH Migas funding

100%

12%

80% 60%

60%

40% 20%

70% 40%

12% 8%

32%

Prov-District Split of total Otsus fund

Education funding

Other sectors funding

Districs

60%

12%

48%

Province

40%

8%

32%

0%

18%

48%

Provincial portion of education funding District portion of education funding Other funding

3. Largely as a result of Special Autonomy and Oil and Gas funds, Aceh is among the richest provinces in the country as measured by per capita fiscal resources, and is among the highest spenders on education (significantly more than the national average)22. In 2010, the total budget for education in Aceh was Rp 5.846 billion. 4. Currently the Otsus and TDBH Migas funds are administered by the provincial government rather than being part of the district revenues. The national Government Regulation No. 38/2007, which stipulates the division of government responsibilities between central, 22

Aceh Provincial Human Development Report, UNDP 2010.

28

provincial, and district/city governments, does not fully apply to Aceh, given its special autonomy status. 5. Within this context, five years after the start of Otsus, a high priority is to review the implementation Otsus and TDBH Migas funds for education. Has the additional funding contributed to improved education service delivery and outcomes? Are the management and financing arrangements, including the division of responsibilities between the provincial and district levels of government, effective and efficient? III.

Results

6. The purpose of this Evaluation of the Use of Special Autonomy and Oil and Gas Funds for Education in Aceh is to (a) produce a comprehensive, evidence based, evaluation of the regulation, management, allocation and use of the Otsus and TDBH Migas funds, and (b) to develop strategic options for strengthening their use in order to contribute to producing improved education outcomes. 7. The intended results are therefore more effective and efficient use of Special Autonomy and Oil and Gas Funds for education. This will contribute to improving education sector performance including meeting priority goals and targets. IV.

Scope of Work

A. Technical Focus 8. The study will provide comprehensive analysis and policy/strategic options focusing on the two following broad areas: 

Education Public Expenditure Analysis in Aceh – this will aim to answer the question – Are Otsus/Migas education funds being allocated and spent on the ‘right’ things?



Education Governance, Planning and Financing Arrangements in Aceh – this will aim to answer the question – Do Otsus/Migas fund regulations/systems facilitate effective and efficient education budget allocation and execution?

9. Education Public Expenditure Analysis. Evaluation of the use of Otsus/Migas funds cannot be undertaken in isolation – it must be undertaken as part of evaluation of all education financing. The specific use of Otsus/Migas funds will therefore be evaluated within this context. Similarly, policy/strategic options will focus on how Otsus/ Migas funds can be more effectively prioritised and allocated within the overall education resource envelope. Analysis will cover the period from pre-Otsus/ Migas funding, 2007, through 2012.

29

10. The study will use a public expenditure review approach. Quantitative analysis will cover a range of typical data and issues including (but not restricted to), a) sources and volume of education sector funding (including private), b) budget allocations/execution by province and districts, c) inter-governmental financing arrangements/fund channeling mechanisms (including specific use/earmarking of Otsus/Migas funds), d) sub-sectoral composition of education sector expenditures, including unit costs/level, e) recurrent v capital/investment expenditures, and f) financing of key inputs for service delivery, e.g. personnel v non-personal recurrent. 11. Using this analysis, the study will then focus on the key question of whether education public expenditure is being used effectively and efficiently, including evaluation of the following key issues:   

To what extent are education public expenditure allocations aligned to strategic priorities, e.g. equity, quality improvement etc, and specific priority programs? To what extent are education public expenditures cost-effective and efficient? To what extent has education public expenditure translated into the achievement of results and education outcomes? How could public expenditure be allocated to better achieve education outcomes?

12. To further illuminate and enrich the analysis, the study will undertake comparison of key aspects of the above analysis with available national level education public expenditure analysis. 13. The above analysis will enable specific evaluation of the use of Otsus/Migas funds within the overall education financing picture, in particular focusing on where Otsus/ Migas funds can be most effectively and efficiently allocated. 14. Education Governance, Planning and Financing Arrangements. Similarly, evaluation of the governance, planning and financing arrangements for Otsus/Migas funds, and development of policy/ strategic options, will be undertaken within the context of the wider education governance, planning and financing. Key questions will include:  

The extent to which Otsus/Migas funds have been planned, allocated and managed in accordance with regulations, at both provincial and district levels. The extent to which Otsus/Migas regulations/systems (and actual practice, if different) facilitates effective and efficient education decision-making, resource allocation, programing, budgeting, implementation and monitoring/ reporting, in respect to:  Mandates and responsibilities of the province, districts and educational institutions within the principles of decentralization  The achievement of education results and outcomes (i.e. drawing on the public expenditure analysis above)

30

15. From this analysis, the study will develop specific options for any necessary revisions/changes to Otsus/ Migas governance, including regulatory reforms, and planning, management, financing and monitoring/reporting systems/arrangements. B. Study Approach and Methodology 16. Bidders will propose a comprehensive study approach incorporating a variety of quantitative and qualitative methodologies to address the technical focus outlined above. It is envisaged that this will include, but not be restricted to, the following:  

 



Review and analysis of key documents including regulations, plans, budgets, finance data, education statistics, analytical work etc. Specifically, the public expenditure analysis will substantially draw upon existing data collected and analytical work undertaken, which is envisaged will minimize the need for primary data collection and significant aspects of data analysis. This will include use of recent education financing analysis conducted for all 23 districts (with support from DBE23) and education public expenditure analysis supported by PECAPP24. Analysis of key sector performance indicator time series data from 2007 to 2012 (for analysis of achievement of education results/outcomes). Interviews and group discussions with provincial level decision-makers and planners from parliament and key ministries regarding education strategic planning, prioritization, budget allocation and financing (for both Otsus/Migas funds, and other financing) Field visits to 8 districts in Aceh to supplement provincial level analysis, including data collection, interviews and focus group discussions with district decision-makers and planners, educational institutions and other stakeholders. Selection will be based on the following geographical areas:  west -south coastal areas of Aceh: West Aceh and Aceh Singkil  east-north coastal areas of Aceh: Aceh Besar and East Aceh  centre-southeast areas of Aceh: Gayo Lues and Southeast Aceh  island areas of Aceh: Sabang and Simeulue

17. Local researchers (from Aceh province) may be proposed to assist with undertaking data collection as required. Provision for selective provincial/district education office participation in the study should be proposed for the purpose of strengthening ownership and building capacity. These aspects will be detailed and justified in the Study Plan developed during inception and included in the Inception Report. C. Scope and Timeframe 18. The study will be undertaken in over a period of seven months, from October 2013. The indicative timeframe for the study is as follows: 23 24

Decentralized Basic Education Program supported by USAID. Public Expenditure Analysis and Capacity Strengthening Program supported by the World Bank.

31

Activity Start up Consultations and workshop on the design methodology and study plan/scheduling Submission of Inception Report Data collection and field work Submission of Draft Study Report Workshop on the Draft Study Report Submission of Draft Final Report and Policy Brief Workshop on Strategic Options to executive and legislative Submission of Final Reports

Timing October 2013 October 2013 End-October 2013 November 2013 - January 2014 Mid-February 2014 End-February 2014 Mid-March 2014 End-March 2014 End-April 2014

19. The study will be implemented by a consultancy team comprising the following personnel: Team Members Study Team Leader and Education Planning & Financing Expert Education Governance and Management Expert Education Sector Performance Monitoring Expert Education Finance Expert Statistician/Data Analyst Total

Person Months 6 4 4 4 4 22

20. Required consultancy profiles are provided in Annex 1. V.

Deliverable Outputs

21. The outputs will be as follows

VI.

i.

Inception Report, outlining the approach, study methodology and plan, data collection instruments, communications plan, and brief report on the initial workshop.

ii.

Study Report. The report will address the areas outlined in section IV/A, including analysis and strategic options. The report will include an executive summary, maximum 10 pages.

iii.

Policy Brief. Maximum 6 pages.

iv.

Report of Final Consultation Workshop. Maximum 20 pages.

Management and Reporting Arrangements

32

22. The study will be guided and monitored by the Coordination Team of Education Development in Aceh (TKPPA) Working Group 4. In addition, coordination is also necessary with the Head of Education Office of Aceh Province, Head of Bappeda Aceh, Head of MoRA Education Office Aceh, MPD of Aceh Province, MPDs of selected Districts, and the Finance Office of Aceh Government. 23. TK-PPA and the above offices will assign technical staff to assist with coordinating the study, to monitor progress, and to provide guidance on persons to be met, planning workshops, and accessing data. TKPPA will be involved in the site visits and technical meetings of the consultant team. 24. Members of the consultancy team may be required to attend meetings in Jakarta to report on progress to the ACDP Program Manager (Balitbang, MoEC) and the ACDP Secretariat. 25. Twenty (20) hard copies (and soft copies, via email) of each of the output documents will be delivered to the TK-PPA and (20) to the Program Manager of ACDP. 26. The ACDP Program Manager, in consultation with the TKPPA and MPD of Aceh, is responsible for approving the final studies/reports. VII.

Consultations, Socialization and Dissemination

27. Extensive consultations will be undertaken to develop the study. During the process of the study, the following stakeholders in Aceh should be consulted.             

Province and District/City Education Offices Provincial and District/City Education Councils (MPDs) Province and District/City Office of the Ministry of Religious Affairs Institute for Education Quality Assurance (LPMP) Province and district Regional Education Assemblies Province and district Regional Development Planning Boards (Bappeda) Province and district offices of finance Budget Team of Aceh Government (TAPA) Provincial coordination team for oil-gas and special autonomy funds Education commissions of the House of Representatives of Aceh Province and districts Central Board of Statistics, Aceh Selected School Principals Donor supported programs including (Logica2-AusAID, SEDIA-AusAID, Prioritas-USAID, UNICEF, and PECCAP – World Bank)

28. Other stakeholders will be consulted as necessary, for example, NGOs working in the field of education.

33

29. Workshops will be held at the province to discuss technical reports, findings and to solicit feedback. The results of the workshop will be used as input for drafting the various reports. The TKPPA will plan the participants to invite, to be agreed by the ACDP Secretariat. In addition, all three studies will be presented to MoEC and other stakeholders, at a consultation workshop in Jakarta during the final month of the assignment. 30. The Strategic Options Paper will also be presented to the Government of Aceh and Aceh House of Representatives. 31. The final report, approved by the Program Manager ACDP, will be widely distributed to stakeholders. The TKPPA can propose the distribution of the report to other relevant parties. 32. The ACDP final report will be widely distributed to stakeholders. The ACDP Program Manager in consultation with TKPPA, will plan dissemination of the study. Dissemination may be in the form of policy briefs, through the ACDP website, publishing in the ACDP journal and presentations at ACDP conferences/ seminars. 33. The teams will be required to provide information to the ACDP Secretariat, and assist with planning, in respect to ACDP communications and visibility activities, as required. 34. Depending on the outcome of the study and the advice of policy makers, it may be appropriate for ACDP to support follow up activities related to the study.

34

Annex 1: Required Consultancy Profile 1. A total of 18 consultants will undertake the work, 13 national and 5 international. 2. The consultants will have the qualifications, skills and experience outlined in the tables below. Overall Team Leader and Research Coordinator (international, 8 person months)  At least a Masters Degree in education or other relevant area;  At least 10 years relevant experience ;  Experience as a Team Leader in education development consultancy assignments;  Experience in managing education research/studies and in facilitating policy dialogue and development processes;  Excellent report writing skills including completion of complex studies combining research inputs from multiple sources; and  Experience of the education sector in Indonesia, and in Aceh, is desirable. Communications Specialist (national, 6 person months)  At least a Masters degree in Communications, Public Relations, or other relevant area;  At least 5 years experience in the management of media communications;  Fluency in English and Bahasa Indonesia;  Excellent writing and communication skills with a track record of professional work;  Experience managing communications projects and events; and  Experience of development projects is desirable. Professional Translator (national, 5 person months)  At least an Undergraduate degree (masters degree desirable) in relevant area; and  At least 5 years experience of high quality Bahasa Indonesia – English translation, including specific experience of translating education sector terminology.

Improving the Quality and Relevance of Senior Secondary Vocational Education in Aceh. Study Team Leader and TVET Expert (international, 7 person months)  At least a Masters Degree in education or other relevant area;  At least 10 years relevant experience;  Experience as a Team Leader in development consultancy assignments;  Substantial specific experience of technical/vocational education, including policy, strategy, planning and financing;  Experience in designing and managing education research;  Excellent report writing skills including completion of complex studies combining research inputs from multiple sources; and  Experience of the Indonesian education system is desirable. Labour Market Expert (international, 5 person months)  At least a Masters degrees in economics or other relevant area;  At least 10 years relevant experience;  Knowledge and experience of labour market analysis in Indonesia, related to education 35

and training;  Knowledge and experience of economic and social policy, and condition in Indonesia, including labour policy;  Experience in conducting complex empirical research on labour market needs;  Experiencing in gender analysis would be an advantage;  Excellent report writing skills. TVET Management and Quality Assurance Expert (national, 7 person months)  At least a Masters Degree in education or other relevant area;  At least 10 years relevant experience;  Knowledge and experience of the Indonesian general and technical vocational education and training system and policies, including:  laws/regulations and standards  curriculum, and teaching and learning materials  quality assurance system  assessment and teacher development  Fluent in English both spoken and written; and  Excellent report writing skills Statistics/Data Analyst (national, 6 person months)  At least a Masters degrees in statistics or relevant area;  At least 10 years relevant experience;  Knowledge and experience of Indonesian education data and statistics;  Experience in survey design, data processing, analysis and presentation (including working with statistical computer software);  Good English language skills, both spoken and written; and  Excellent report writing skills. Finance Expert (national, 4 person months)  At least a Masters degrees in finance or relevant area;  At least 10 years relevant experience;  Knowledge and experience of the Indonesian education system;  Knowledge and experience of Indonesian public finance management regulations and systems;  Knowledge and experience in decentralized education planning, financing, budgeting and public expenditure analysis, in Indonesia;  Fluent in English both spoken and written; and  Excellent report writing skills. 3. At least one of the three national consultants will have significant experience and knowledge of working in Aceh province. Strengthening Teacher Workforce Planning and Management in Aceh. Study Team Leader and Education Policy & Planning Expert (international, 6 person months)  At least a Masters Degree in education or other relevant area;  At least 10 years relevant experience;  Experience as a Team Leader in development consultancy assignments; 36



Significant knowledge and experience of education policy, strategy, planning and financing;  Experience of teacher planning and management;  Excellent report writing; and  Experience of the Indonesian education sector in Indonesia, and Aceh, is desirable. Education Planning Expert (national, 6 person months)  At least a Masters Degree in education or other relevant area;  At least 10 years relevant experience;  Knowledge and experience of the Indonesian school level policies and systems, including laws and regulations laws/regulations related to teacher planning and management  Fluent in English both spoken and written; and  Excellent report writing skills Education Management Expert (national, 6 person months)  At least a Masters Degree in education or other relevant area;  At least 10 years relevant experience;  Knowledge and experience of the Indonesian school level policies and systems, including laws and regulations laws/regulations related to teacher planning and management  Fluent in English both spoken and written; and  Excellent report writing skills Education Finance Expert (national, 6 person months)  At least a Masters degrees in finance or relevant area;  At least 10 years relevant experience;  Knowledge and experience of the Indonesian education system;  Knowledge and experience of Indonesian public finance management regulations and systems;  Knowledge and experience in decentralized education planning, financing, budgeting and public expenditure analysis, in Indonesia;  Knowledge and experience in developing cost simulation models, and producing financing scenarios based on policy variables and data;  Fluent in English both spoken and written; and  Excellent report writing skills. Statistics/Data Analyst (national, 6 person months)  At least a Masters degrees in statistics or relevant area;  At least 10 years relevant experience;  Knowledge and experience of Indonesian education data and statistics;  Experience in survey design, data processing, analysis and presentation (including working with statistical computer software);  Good English language skills, both spoken and written; and  Excellent report writing skills. 4. At least two of the four national consultants will have significant experience and knowledge of working in Aceh province.

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Evaluation of the Use of Special Autonomy and Oil and Gas Funds for Education in Aceh. Study Team Leader and Education Planning & Financing Expert (international, 6 person months)  At least a Masters Degree in education/finance or other relevant area;  At least 10 years relevant experience;  Experience as a Team Leader in development consultancy assignments;  Substantial experience of education sector development in Indonesia including education policy, strategic planning, performance monitoring, and evaluation;  Substantial experience of education sectorwide financing in Indonesia including public expenditure analysis;  Excellent report writing skills including completion of complex studies combining research inputs from multiple sources; and  Fluent in English both spoken and written Education Governance and Management Expert (national, 4 person months)  At least a Masters Degree in education or other relevant area;  At least 10 years relevant experience;  Substantial knowledge and experience of the Indonesian education system;  Substantial knowledge and experience of the Indonesian education laws/regulations, planning and management systems, within the context of decentralisation  Fluent in English both spoken and written; and  Excellent report writing skills Education Sector Performance Monitoring Expert (national, 4 person months)  At least a Masters Degree in education or other relevant area;  At least 10 years relevant experience;  Significant experience of education sector-wide performance monitoring and evaluation including use of M&E frameworks, education sector performance indicators, education data analysis and reporting;  Excellent report writing skills; and  Experience of the Indonesian education system is desirable (but not essential). Education Finance Expert (national, 4 person months)  At least a Masters degrees in finance or relevant area;  At least 10 years relevant experience;  Substantial experience of education sectorwide financing in Indonesia including evaluation of financing strategy, budget and expenditure review;  Knowledge and experience of Indonesian public finance management regulations and systems;  Knowledge and experience in decentralized education planning, financing, budgeting and public expenditure analysis, in Indonesia;  Fluent in English both spoken and written; and  Excellent report writing skills. Statistics/Data Analyst (national, 4 person months)  At least a Masters degrees in statistics or relevant area;  At least 10 years relevant experience; 38

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Knowledge and experience of Indonesian education data and statistics; Experience in survey design, data processing, analysis and presentation (including working with statistical computer software); Good English language skills, both spoken and written; and Excellent report writing skills.

5. At least two of the four national consultants will have significant experience and knowledge of working in Aceh province.

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