Program Baseline Report West Nusa Tenggara December 2017 INOVASI - Innovation for Indonesia’s School Children Ratu Plaza Office Tower 19th Floor, Jl. Jend. Sudirman Kav 9, Jakarta Pusat, 10270 Indonesia Tel : (+6221) 720 6616 ext. 304 Fax : (+6221) 720 6616 http://www.inovasi.or.id Published in December 2017 Cover photo courtesy by Palladium The Innovation for Indonesia’s School Children (INOVASI) Program is a partnership between the governments of Australia and Indonesia. Working directly with Indonesia’s Ministry of Education and Culture, INOVASI is seeking to understand how student learning outcomes in literacy and numeracy can be improved in diverse primary schools and districts across Indonesia.INOVASI is working in a range of locations across Indonesia, and uses a distinctive locally focused approach to develop pilot activities and find out what does and doesn’t work to improve student learning outcomes. INOVASI is an Australia Indonesia Government Partnership – Managed by Palladium [email protected] www.inovasi.or.id www.facebook.com/InovasiPendidikanAIP Program Baseline Report West Nusa Tenggara ii Contents Abbreviations iv Tables v Figures 7 Chapter 1. Introduction 9 Chapter 2. Approach and Methods 10 Chapter 3. Education in West Nusa Tenggara 12 Chapter 4. Data Sources, Respondents and Data Collection 18 Respondents 18 Chapter 5. Baseline Conditions in West Nusa Tenggara 21 Approach to identifying problems and solutions 21 Stakeholders’ approaches to identifying problems 23 Stakeholders’ approaches to developing solutions 25 Educational service delivery policy, practice and plans at district level 26 The programs and plans that have been improved by districts in 2015–2016 26 Priority programs in the district plans in 2015–2016 27 Support needed from INOVASI 29 School planning and policymaking processes 31 Most common process in developing school policy 31 Teachers’ participation in school policymaking 31 Evidence used to support problem and solution identification 32 Awareness of the importance of learning outcomes 36 Learning for All 39 Learning as more problematic for certain groups of students 40 Groups of students identified as having learning difficulties 43 District programs and resources for certain groups of low-performing students 44 Chapter 6. Summary 46 Annex 1. INOVASI RESULTS FRAMEWORK 48 iii Abbreviations APBD Local government budget (Anggaran Pembangunan dan Belanja Daerah) Dapodik Core education d ata (Data Pokok Pendidikan) GER Gross enrolment ratio HDI Human development index INAP Indonesian National Assessment Program INOVASI Innovation for Indonesia’s School Children project KLU North Lombok District (Kabupaten Lombok Utara) KSB West Sumbawa District (Kabupaten Sumbawa Barat) LPMP Educational Quality Assurance Council (Lembaga Penjamin Mutu Pendidikan) MoEC Ministry of Education and Culture MoU Memorandum of understanding M&E Monitoring and evaluation NER Net enrolment ratio NTB West Nusa Tenggara (Nusa Tenggara Barat) SPM Minimum service standards (Standar Pelayanan Minimum) STR Student–teacher ratio UKG Teacher Competency Test (Uji Kompetensi Guru) USM School or religious school examinations (Ujian sekolah / Madrasah) iv Tables Table 1 District level education indicators in NTB 12 Table 2 Primary schools data at district level in NTB 13 Table 3 Number of students, net and gross enrolment rates of primary school students in 14 NTB Table 4 District and Provincial Baseline Survey Respondent by Occupation and District 18 Table 5 School and Community Baseline Survey Respondent by Occupation and Districts 19 Table 6 Survey Respondents by Gender 19 Table 7 Definition and Examples of Stakeholder Group 21 Table 8 INOVASI’s typology of types of problem identification and developing solutions 22 Table 9 Stakeholders’ approach to identifying problem 23 Table 10 Stakeholders’ approach to identifying problem - disaggregated by district 23 Table 11 Stakeholders approach to identify problem - disaggregated by stakeholder group 24 Table 12 Stakeholders approach to identify problem - disaggregated by occupation type 24 Table 13 Stakeholder’s approach in developing solutions 25 Table 14 Stakeholder’s approach in developing solutions - disaggregated by district 25 Table 15 Stakeholder’s approach in developing solutions - disaggregated by occupation 26 type Table 16 Plans and programs that have been improved by the districts in 2015 - 2016 27 Table 17 District priority programs (2016-2017) 28 Table 18 Support needed from INOVASI 29 Table 19 Support needed from INOVASI - disaggregated by district 30 Table 20 Number of teachers involved in school policy making - disaggregated involved in 31 school policy making - disaggregated by district Table 21 Number of stakeholders who are using data/ evidence to support problem and 32 solution identification Table 22 Number of stakeholders who are using data/ evidence to support problem and 33 solution identification based on school-community baseline - disaggregated by district Table 23 Number of stakeholders who are using data/ evidence to support problem and 33 solution identification based on school-community baseline - disaggregated by stakeholder group and occupation type v Tables Table 24 Sources of evidence used by stakeholders based on district-province baseline - 34 disaggregated by district Table 25 Sources of evidence used by stakeholders based on school-community baseline - 34 disaggregated by district Table 26 Sources of evidence used by stakeholders based on district-province baseline - 35 disaggregated by occupation type Table 27 Sources of evidence used by stakeholders based on school-community baseline - 35 disaggregated by occupation type Table 28 Aggregate top three main basic education issues 37 Table 29 Number of respondents that identify learning outcomes in literacy and numeracy as 37 one of the top three issues Table 30 Number of respondents that identify learning outcomes in literacy and numeracy as 37 one of the top three issues by district based on district-province baseline Table 31 Number of respondents that identify learning outcomes in literacy and numeracy as 38 one of the top three issues by district based on school-community baseline Table 32 Number of respondents that identify learning outcome in literacy and numeracy as one 38 of the top three issues by stakeholder group based on district-province baseline Table 33 Number of respondents that identify learning outcomes in literacy and numeracy 38 as one of the top three issues by stakeholder group based on school-community baseline Table 34 Number of respondents that identify learning outcomes in literacy and numeracy as 39 one of the top three issues by occupation based on district-province baseline Table 35 Number of respondents that identify learning outcome in literacy and numeracy as one 39 of the top three issues by occupation based on school-community baseline Table 36 Number of respondents that identify learning is seen as more of a problem for certain 40 groups of students Table 37 Number of respondents that identify learning is seen as more of a problem for certain 41 groups of students by district based on district-province baseline Table 38 Number of respondents that identify learning as more of a problem for certain groups 41 of students by district based on school-community baseline Table 39 Number of respondents that identify learning as more of a problem for certain groups 41 of students by stakeholder based on district-province baseline Table 40 Number of respondents that identify learning is seen as more of a problem for certain 42 groups of students by stakeholder based on school-community baseline 6 Program Baseline Report Tables Table 41 Number of respondents that identify learning as more of a problem for certain groups 42 of students by occupation based on district-province baseline Table 42 Number of respondents that identify learning as more of a problem for certain groups 42 of students by occupation based on school-community baseline Table 43 Groups of students who are identified as having more problems with learning in district- 43 province baseline Table 44 Groups of students who are identified as having more problems with learning in school- 43 community baseline Table 45 Programs and resources allocated by the districts to support certain groups of low- 44 performing students Table 46 Baseline Conditions in NTB 47 Figures Figure 1 Average Primary School Exit Examination Score, 2015 & 2016 14 Figure 2 Distribution of INAP scores for reading, mathematics and science across the 15 provinces in Indonesia Figure 3 Average INAP grade four scores for reading, mathematics and science in West Nusa 16 Tenggara Figure 4 Proportion of students scoring below 400 in the INAP grade four tests 17 7 West Nusa Tenggara 8 Program Baseline Report Chapter 1. Introduction Innovation for Indonesia’s School Children (INOVASI) is a program funded by the Australian Government in partnership with the Indonesian Ministry of Education and Culture (MoEC). INOVASI’s works to improve student learning outcomes in literacy and numeracy at the basic education level. INOVASI has three focus areas: 1. strengthening the quality of teaching and learning in the classroom; 2. improving the support provided to teachers; 3. enabling all children in the classroom to reach their potential in learning. The overall purpose of INOVASI is to support education stakeholders at all levels of the system in Indonesia (practitioners, intermediaries and decision makers) to be able to use context-specific approaches