Executive Summary
Educational Unit Operational Cost
Analysis (BOSP) Governance
PREFACE
Local government service delivery units are mandated to improve public service delivery by Indonesian laws
and regulations including Public Service Law No. 25/2009 and the Ministry for State Administrative Reform
Decree No. 63/KEP/M.PAN/7/2003 on the General Guidelines of Public Service Delivery.
With support from USAID, the KINERJA program has provided technical support to 20 partner districts in four
provinces in Indonesia (Aceh, East Java, West Kalimantan, and South Sulawesi) to improve the quality of
public service delivery since October 2010. The program focuses on strengthening the supply and demand
sides in primary education, health, and business-enabling environment. In its third year of implementation, the
KINERJA program added four districts in Papua province working specifically on the health sector.
In implementing the Educational Unit Operational Cost Analysis (BOSP) program, KINERJA has encouraged
local governments to provide sufficient funding for schools in order to achieve public service standards (PSS),
Minimum Service Standards (MSS) and national education standards (NES). In almost all districts, schools do
not receive sufficient financial support from the national government’s School Operational Assistance Program
(BOS) to address financial gaps. KINERJA supports policies that ensure the process of calculating school
funding gaps is transparent, accountable and fair and encouraged other districts to adopt these policies.
Implemented by Kinerja and partner local governments, BOSP is considered a relatively new practice that
incorporates interventions for both supply and demand aspects in education governance. A module that
outlines training, mentoring, and implementation procedures is helpful for local governments and other
stakeholders to carry out these practices.
We hope that this module will be useful for local governments to introduce and adopt KINERJA’s approaches to
BOSP in their jurisdictions. To further assist local governments in the process and technical aspects of adopting
such approaches, this module provides a list of organizations that have supported KINERJA and its partner
districts in implementing BOSP.
TABLE OF CONTENTS
PREFACE 1
TABLE OF CONTENTS 2
EXECUTIVE SUMMARY 3
KINERJA Objectives and Achievements 3
Recommendations for District Heads 5
Recommendations for Potential IOs 5
Recommendations for Training Providers 6
CHAPTER 1 KINERJA’S APPROACHES 7
KINERJA Project General Approaches 7
Educational Governance Principles 8
BOSP Governance Principles 9
CHAPTER 2 KINERJA’S EXPERIENCE WITH BOSP GOVERNANCE 10
Local Conditions 10
How KINERJA launched the Initiative 11
Working Process 12
CHAPTER 3 OVERCOMING CHALLENGES AND ACHIEVING SUCCESS 15
Challenges 15
Program Success 15
CHAPTER 4 RECOMMENDATIONS FOR REPLICATION 19
Recommendations for replication in other districts 19
Recommendations for IOs 20
Recommendations for Training Providers 20
EXECUTIVE SUMMARY
KINERJA’s Objectives and
Achievements
1. KINERJA Program Objectives
KINERJA aims to help local governments to improve governance in public service delivery in Indonesia. While
KINERJA only works in six out of hundreds of regions across the country, KINERJA hopes that the program
will serve as a model of good practices and local governments in other areas will adopt the KINERJA approach in implementing their program. Therefore, this document is intended for decision makers who are
interested to adopt KINERJA’s approaches in their areas. This USAID-Kinerja Lessons Learned document
outlines the principles, lessons, and recommendations to guide other districts to facilitate BOSP programs using
KINERJA’s approaches.
KINERJA intends to improve public service delivery by focusing in three sectors: education, health and
business-enabling environment. In the education sector, it centers on three packages that include proportional
teacher distribution (PTD), educational unit operational cost analysis (BOSP), and school based management
(SBM). The first two packages are intended for District Technical Working Unit (SKPD)-level governance. The
SBM package focuses on improving school services through results-based planning, school’s self -evaluations, and complaint survey results. The three packages are implemented using the principles of transparency, accountability and responsiveness.
In the health sector, KINERJA focuses on maternal and child health (MCH), particularly in safe delivery and
immediate and exclusive breastfeeding. These activities are part of the health package that includes improving
accountability of puskesmas by engaging multi-stakeholder forums in participatory planning and budgeting,
conducting complaint surveys, establishing service charters between citizens and the government, and
improving puskesmas management to ensure the delivery of high-quality public services. In Papua, the health
package focuses on health system strengthening for MCH, HIV/AIDS, and Tuberculosis (TB).
In the business-enabling environment (BEE) sector, KINERJA supports improving business-licensing services
under One-Stop Shops (OSS) by creating evidence-based policies, improving public-private dialogues and
strengthening community oversight. Good practices in the business-enabling environment sector include the
formation of OSS offices at the district level, in-depth participatory studies, facilitation of public-private dialogues
2. KINERJA Program Locations
KINERJA works in 24 districts across 5 provinces in the country:
1. Aceh: Aceh Singkil, Aceh Tenggara, Bener Meriah, Simeulue, and Kota Banda Aceh.
2. East Java: Bondowoso, Jember, Probolinggo. Tulungagung, and Kota Probolinggo.
3. South Sulawesi: Barru, Bulukumba, Luwu, Luwu Utara, and Kota Makassar.
4. West Kalimantan: Bengkayang, Kota Singkawang, Melawi, Sambas, and Sekadau.
5. Papua: Jayapura, Jayawijaya, Mimika, and Kota Jayapura.
Three of the districts chose to receive assistance from KINERJA to develop BOSP. They are Bulukumba, Kota
Banda Aceh, and Simeulue.
3. BOSP Program Success
This year, KINERJA together with intermediary organizations (IOs) and MSFs encouraged local governments to
use a formula that considers school size to determine school fund allocations, with the following results:
• Three KINERJA districts completed BOSP analysis in a transparent and participatory manner by
engaging multi-stakeholder forums.
• Bulukumba allocated local school operational assistance (BOSDA) funds according to BOSP analysis
results from 2012 to 2014.
• Simeulue has started providing a matching fund since 2011. While it could not fully close the existing
gaps in school financing, the local government is committed to cover all the required financing for
elementary and junior high schools by 2014.
We know that the district does not have a large budget. So, BOSP has provided
guidance though we should admit that we still have some gaps to close. At least,
what we have achieved is great
”
“The BOSP P
rogram is important through which we can be sure of how much each
school needs.
This enables us to plan how to meet their needs so that they can be fully covered by
BOS grants.”
Zulfata
, Head of HR Development Planning, Bappeda of Simeulue, Aceh
• Similar to Simeulue, Kota Banda Aceh also has started providing a matching fund since 2011.
Recommendations for District Heads
Implemented by local governments and MSF, with support from Kinerja, the BOSP program produced good
results and changes as described above. KINERJA has identified recommendations for district heads,
particularly those with limited budgets and/or gaps between developed and underdeveloped schools, that they
take lessons from KINERJA’s experience by conducting BOSP analysis and integrating results into their
budgets.
Recommendations for local governments include: (a) A strong commitment from district heads, local legislative
councils (DPRD) and District Educational Offices (DEO) is necessary to successfully implement the BOSP
program; (b) policies should be oriented toward public services; (c) engage communities or multi-stakeholder
forums in the implementation of BOSP governance; (d) empower existing organizational staffs and structures
instead of establishing new organizational units; (e) coordinate with other relevant local government agencies; (f)
establish KINERJA’s program performance indicators and success measurements; and (g) adopt KINERJA’s
approaches and materials.
Recommendations for Intermediary Organizations
KINERJA intermediary organizations (IOs) have provided significant assistance to local governments
and multi-stakeholder forums in BOSP implementation. Kinerja has identified recommendations for IOs
to continue their role, including: (a) Apply governance aspects into supporting and strengthening
activities by engaging communities or multi-stakeholder forums; (b) Focus on results and the quality of
outcomes, rather than only meeting activities schedules or participants quota; (c) Serve as advisors to
provide motivation and encouragement rather than simply carrying out tasks in the program, and (d)
Utilize modules developed by KINERJA to strengthen internal capacity and the capacity of local
Recommendations for Training Providers
Training providers may be educational institutions such as universities, dedicated private institutions and
government education and training centers that provide periodic training for civil servants (PNS). It is
recommended that these institutions should (a) include KINERJA’s approaches in their curricula, such as the
governance principle of engaging communities as public service users; (b) focus on improving technical skills in
CHAPTER 1
KINERJA APPROACHES
KINERJA Project General Approach
KINERJA aims to strengthen both supply and demand sides for better public services in health, education
and business enabling environment and works with local governments to address gaps in public service
delivery in these three sectors.
Through better incentives, broader innovations and more types of replication, local governments in the
country are expected to provide less expensive and better services that are also more responsive to the
needs and demands of citizens/service users.
A key aspect of Kinerja’s approach is to engage communities, civil society organizations (CSOs) and local
media to promote better public services and to provide technical assistance to build up local governments’
capacity to meet the needs of the community. The KINERJA program is implemented and supported by
intermediary organizations (IOs) who also receive capacity building training from KINERJA. Strategies
to improve local government and community’s capacities include:
1. Support the implementation of evidence-based policies by conducting rigorous analysis, such as Local
Budgets analysis and Educational Unit Operational Cost Assistance (BOSP) analysis;
2. Establish MSFs to foster partnerships between local governments and the community in participatory
planning and budgeting;
3. Engage communities in monitor public service delivery using complaint handling mechanisms and
service charters; and
4. Provide local government public information official (PPID), local media and citizen journalists with better
KINERJA interventions include three components:
1. Improve education and health services and strengthen service users;
2. Increase existing innovative practices and support local governments to test and adopt promising
approaches to educational service provision;
3. Expand successful innovations nationally and support organizations in Indonesia to provide and replicate
improved services to other local governments.
By working on both the supply and demand side constraints, KINERJA applies principles of transparency,
accountability, participatory and responsiveness throughout the program implementation.
Education Governance Principles
KINERJA believes that education is the foundation of Indonesia’s future. Kinerja supports four educational
pillars: (a) funding; (b) teacher availability; (c) effective teacher management; and (d) improved education
standards.
In the education sector, KINERJA implements BOSP, PTD, and SBM programs in 17 districts across four
provinces (Aceh, East Java, West Kalimantan and South Sulawesi). The educational programs are
implemented based on the following principles:
• Engagement of relevant agencies. Education programs should not only be implemented by DEOs, but also involve other local agencies such as Bappeda, Organizational and Management Unit, Finance Unit,
Legal Unit and DPRD. The engagement of these agencies is crucial during the implementation period. • Engagement of multi-stakeholder forums. On the demand (user) side, community engagement is
essential because communities are obligated to participate in education delivery as mandated by
legislation. Community participation also ensures that education programs are implemented with
transparency and accountability.
• Sustainability. Education programs can be sustainable if there are clear benefits for citizens, and local governments and communities can monitor the program implementation through multi-stakeholder
BOSP Governance Principles
In addition to the education governance principles described above, BOSP governance is based on the
following principles:
1. The allocation of funds to schools should be monitored to ensure that the BOSP program implementation
is appropriate and that it is continuously refined and improved over time.
2. BOSP calculations should be based on school needs rather than the demands of principals or teachers,
and should accommodate the aspirations of students, parents and communities.
3. BOSP calculations should use valid and up-to-date data. For this purpose, good data management within
the DEO and the school is a key requirement.
4. Highlight achievements of PSS, MSS and NES so that school funding is more directed at improving public
services, achieving minimum service standards and attaining higher quality education.
5. BOSP program should be based on local regulations (District Head Regulations) to ensure sustainability.
6. Local governments must respond to and manage public complaints. Complaints regarding the schools’
finances may be used as a mechanism to improve allocation of funds.
7. Program sustainability will not only close annual gaps but also increase school funding in order to
CHAPTER 2
KINERJA’S EXPERIENCE
WITH BOSP GOVERNANCE
Local Conditions
Many districts have launched free education programs without knowing the exact amount of funds needed per
school to implement such programs and activities in order to achieve the minimum service standards as
mandated by law. Consequently about 70% of schools have failed to achieve minimum standards.
For schools with insufficient operational funding, statements
and promises of free schooling complicate schools’ efforts to
seek financial support from other sources. People perceive
that the government (national or local) has already covered all
the financial needs of the schools.
In reality, this is not the case. For example, the Provincial
Government of South Sulawesi launched a free education
program by allocating Rp 48,000 per elementary school student
per year. In fact, this amount did not cover school operational
costs as the BOSP analysis showed that a total operational cost
of Rp 837,000 per student per year is needed. After deducting
BOS grants (Rp 580.000), the provincial government must still
pay a deficit of Rp 209,222. Thus, BOSP analysis is very
How KINERJA launched the initiative
1. Commitment of District Heads, Local Legislative Councils (DPRD) and
Stakeholders
KINERJA’s partner districts launched BOSP initiatives through intensive discussions with KINERJA. Some
partner districts recognized the importance of more systematic BOSP calculations and agreed to cooperate by
signing a memorandum of understanding (MOU) between district heads and KINERJA.
Discussions are also conducted with DPRD, in particular with the commissions responsible for education and
budget. These discussions are crucial to reach consensus between the executive and legislative branches so
that the program and budget would be approved and DPRD and the BOSP calculations are included in the
District Government Annual Budget (APBD).
In addition, discussions are also conducted with community and CSO leaders. Community engagement
encourages an implementation process that is transparent and accountable.
KINERJA’s experience shows that the program could be successfully implemented if there was a strong
commitment from policymakers, particularly the District Head, DEO Head and other related agencies including
DPRD and communities.
This commitment is demonstrated by the issuance of a District Head Regulation on School Operational
Assistance (or Educational Financial Support/Dana Penunjang Pendidikan in Kota Banda Aceh and
Simeulue) and technical guidelines and fund allocations integrated into APBD and DEO level Work Plans
(Renja), Work and Budget Plans (RKA), and Budget Execution Documents (DPA). The academic paper of
Banda Aceh Mayor’s Regulation is attached hereto.
2. Work Arrangements
At the district level, KINERJA initiates its programs by recruiting a number of Local Public Service
Specialists (LPSS). Their main task is to coordinate the programs with local governments, multi-stakeholder
IOs implement the BOSP Program by providing workshops and technical assistance to local governments
and MSFs. For the purpose of the program, KINERJA has been working with two IOs:
• Lembaga Pelatihan dan Konsultasi Inovasi Pendidikan (LPKIPI) in Bulukumba, South Sulawesi.
• GERAK in Kota Banda Aceh and Simeulue, Aceh.
IOs always work in coordination with their local government counterparts through a technical team consists of
members from Bappeda, DEOs, Organizational Department, Finance Department, DPRD and
non-governmental organizations. The technical teams are officially established under a District Head Decree.
3. Work Plan Preparation
Upon issuance of a District Head Decree, the technical team drafts a work plan and a timeline detailing each
stage of implementation. The work plan should conform to or follow the local planning and budgeting timeline.
Program process
1. The role of stakeholders
In principle, all stakeholders work together in the BOSP implementation throughout the process, but each
serves a specific role. IOs are responsible for organizing BOSP analysis training workshops and providing
technical assistance in these calculations. The technical teams are responsible for conducting BOSP
calculations and submitting technical recommendations to the decision makers. District Heads play a role in
reviewing the technical recommendations and issuing technical guidelines. The DEO and the DPRD are
instrumental in disbursing funds to schools according to the analysis, technical recommendations based on
the District Head Regulations and technical guidelines.
In addition to being a part of the technical team that carries out the calculation process and drafts technical
Such oversight includes regular monitoring and complaint handling mechanisms, and an analysis and a
report to policy makers.
2. Work plan implementation
BOSP is implemented in the following stages:
● BOSP Calculation. Calculations are based on schools’ operational needs with respect to learning activities to achieve minimum service standards (MSS) and national education standards (NES).
● Gap Analysis. The gap analysis demonstrates school operational fund shortages based on the difference between operational costs and school operational assistance (BOS) received from the
central government.
● Technical recommendations. Technical recommendations propose that the local government fills the school operational funding gap through appropriate budgeting and allocating additional funds to
schools. In addition, it proposes mechanisms for allocating funds including monitoring and
evaluation.
● Public test. The results of BOSP calculations and recommendations are discussed with various
stakeholders including the community and DPRD. By doing so, stakeholders can understand and provide
input on the Educational Unit Operational Cost Analysis (BOSDA) implementation.
● Regulations. After all stakeholders understand and agree on the BOSP calculations and recommendations, the District Head issues a regulation on BOSDA and technical guidelines for
implementation.
● Planning and budgeting. For the purpose of implementation, the calculations and recommendations are included in local planning and budgeting both at the district level and at the district technical working
unit (SKPD) level, in this case calculations and recommendations are integrated into DEO planning and
budgeting cycles (Renja, RKA, DPA).
● Implementation. In line with the results of such planning and budgeting, the operational funds are distributed to schools in a manner that is transparent and in accordance with the technical
guidelines.
● Reporting, monitoring, and evaluation. To ensure that the fund distribution to schools is conducted according to the regulation, regular accountability reports to monitor program achievements.
Monitoring and evaluations are conducted on a regular basis to improve the distribution and
3. Changes and Benefits Resulting from Work Plan Implementation
There are at least three immediate changes resulting from the BOSP implementation through the
KINERJA approach:
● Improved capacity of local governments to respond to schools’ needs for funding, and improved
skills in calculating and closing the gaps in school operational funding.
● Increased community engagement in BOSP implementation. MSFs in Bulukumba and Kota
Banda Aceh have exhibited significant participation and played an active role in each stage of the
program.
● Improved financial capacity of schools in implementing their activities, particularly learning to
gradually achieve public service standards (PSS), MSS and NES.
Bulukumba’s experience shows that the BOSP program continues even beyond the end of KINERJA’s
assistance. This occurs as a result of the strong commitment from local government and DPRD with active
CHAPTER 3
OVERCOMING
CHALLENGES AND
ACHIEVING SUCCESS
Challenges
KINERJA’s experience demonstrates several challenges in BOSP implementation:
● Sometimes the program requires difficult changes to existing local plans when BOSP calculations and
technical recommendations are inconsistent with local planning and budgeting.
● Limited budgets and competing priorities in other sectors may delay the BOSP program
implementation.
● Low capacity of BOSP program staff may also delay the process to conduct calculations, draft technical
recommendations, and integrate into planning and budgeting. This challenge can be addressed gradually
through intensive training and technical assistance.
● Low capacity of IO staff may hinder its efforts to provide technical assistance to local governments and
MSFs during the early stages of program implementation. KINERJA may resolve this challenge by
providing appropriate technical guidance to IOs.
● Government staff turnovers lead to a commitment changes from the new officials. This challenge can be
addressed through thorough explanation of the program so that the new officers are informed and can support the
program implementation.
Program Success
1. Successful example of BOSP in Bulukumba
The BOSP Program in Bulukumba provides a successful example of the KINERJA approach. The district was
facing a serious problem with poor-quality educational services at schools, in part attributed to limited
operational funds that prevented schools from achieving the service standards. The local government must
cover the shortages because the BOS Program assistance from the National Government Annual Budget
a) Efforts to address shortages of School Operational Assistance
To address the shortages of school operational assistance, the government of Bulukumba in cooperation with
IOs Forum Pendidikan Bulukumba and LPKIPI calculated annual school operational costs per student. Using the
findings from LPKIPI’s analysis, the MSF made up of government officials and community members led an
advocacy campaign to issue a District Head Regulation ensuring that the BOSP Program would be implemented
effectively.
Through a series of intensive discussions and negotiations between representatives from the government and
the community, the regulation was enacted and served as local government’s response to school operational
funding shortages. The MSF is responsible for monitoring the implementation of the regulation and members
have reported that the regulation has been in effect for 3 years.
b) The KINERJA Approach
The KINERJA approach addresses both supply side (local governments) and demand side (students, parents)
constraints. On the supply side, KINERJA strengthens the local government in terms of:
● Paying greater attention to the impacts of school operational funding shortages in order to
achieve high quality educational services;
● Improving the capacity of local government to calculate school’s operational costs to gradually
meet service standards.
● Effectively incorporating the school’s operational funding policy throughout the cycle of local
planning and budgeting.
On the demand side, KINERJA strengthens citizens, particularly students’ parents, to:
● Understand their rights to high quality education services
● Actively participate in decision-making and developing local policies that may affect the community
● Partake in monitoring and hold local governments accountable for the effective and sustainable
In addition, KINERJA also leverages the mass media, including alternative mass media (citizen journalists)
to create more opportunities for public participation. This approach responds to the need for urgent
action and to highlight the “common virtue”, which is the objective of local government policy. In the past, the government retained the right to determine and allocate school funds, but the government of
Bulukumba now engages the community to participate in the decision-making process.
c) Program Strategies
The strategies to introduce successful implementation of BOSP are detailed chronologically below:
1) Strengthening of civil society organizations
The government of Bulukumba strengthened civil society organizations by engaging them in analysis,
planning, monitoring and evaluation of the BOSP program. In addition, the government collaborated with
civil society organizations during democracy cafe dialogues and their joint efforts were highlighted by the
print media.
2) Establishing and strengthening of MSF
The local government, with acknowledgement and support from MSF Forum Pendidikan Bulukumba,
engaged community members, village construction workers, education council members and journalists.
The forum also campaigned for BOSP governance policy.
3) Establishing technical teams
Bulukumba established a technical team to engage with relevant SKPDs, including DEO, Bappeda, the
Education and Training Department, the Local Revenue, Finance and Asset Office, the Legal Department,
the Organizational Department, and Forum Pendidikan Bulukumba in calculating, analyzing and verifying
school operational costs and drafting District Head Regulation and Technical Guidelines.
4) Policy advocacy by the technical team
Bulukumba DEO in cooperation with the MSF disseminated the District Head Regulation through
discussions and articles in local newspapers.
5) Monitoring and evaluation of policy implementation by MSF
Following the issuance of the District Head Regulation, the MSF and citizen journalists monitored actual
d) BOSP Program outcomes
Concrete outcomes contributing to the successful initiative are summarized below:
● District Head Regulation No.19 Year 2013 on BOSP Calculation
● Applying procedures for operational fund allocations to schools
● Establishing a technical team and an implementation team by the local government
● Establishing a Multi-Stakeholder Forum (Forum Pendidikan Bulukumba)
● Fund allocations to schools for operational funding
2. Program Leverage
The BOSP Program introduced by KINERJA and implemented by three local governments has produced
good results. The success is clearly demonstrated by the sufficient allocations of operational funds to
schools to improve public services and also in active community engagement in each step of the process
from initiation, planning to implementation. Such community engagement encourages transparency and
public accountability, as mandated by law.
The successful BOSP Program may leverage other programs, not only in the education sector but also in
other sectors and agencies. Other education programs can adopt this approach, such as teacher
appointment and distribution, construction and renovation of school buildings, and procurement of learning
facilities. The KINERJA approach is also appropriate and beneficial for other sectors such as health, public
works and demography. Such programs can be implemented only if local governments and communities are
CHAPTER 4
RECOMMENDATIONS FOR REPLICATION
While KINERJA’s BOSP Program has only worked in three out of hundreds of districts in the country, it has
demonstrated success and produced a set of good practices that can be adopted by other local governments.
KINERJA hopes that other districts may see the benefits of accurate BOSP calculations and adopt the
KINERJA approach to their own BOSP initiatives. The following are recommendations to other districts, including
education and training centers for civil servants, and intermediary organizations.
Recommendations for Replication in Other Districts
Kinerja identified some recommendations to District Governments who are interested to replicate KINERJA’s
methods and approaches to the BOSP program.
a. District Heads, DPRD and DEOs must be highly committed to the BOSP program. The commitment is
demonstrated by the issuance of formal policies such as District Head regulations and technical
guidelines, and program integration into planning and budgeting cycle.
b. Each policy must be focused on improved public service delivery. As mandated by law, the main
function of local governments is to facilitate activities and services that benefit the community and
promote social welfare.
c. Engage the community or MSFs in BOSP governance. As local governments’ activities and
programs are designed for public benefits, the community should be involved in policy-making,
planning and implementation.
d. Empower existing staff and organizational structure without creating new organizational units. The program
does not require new structure within local government organizations or new staff, exiting staff within the
current organization structure has the capability to implement the program if they are sufficiently trained.
e. Coordinate with relevant local government agencies. In its implementation, the BOSP program requires the
participation of other institutions, particularly Bappeda and Finance Department. In addition, DPRD should be
f. Establish KINERJA’s program performance indicators and success measurements. These are
important to identify outcomes so that program can be improved over time.
g. Adopt KINERJA’s approach and use materials already developed by KINERJA. Such materials
include training modules on technical assistance and program implementation.
Recommendations for IOs
Recommendations for IOs who support local governments to replicate the BOSP program include:
a. Always apply good governance aspects in strengthening and supporting activities by engaging
communities or multi-stakeholder forums;
b. Focus on results and the quality of outcomes, rather than only meeting activities schedules or
participants quota;
c. Serve as advisors to provide motivation and encouragement rather than simply carrying out tasks
in the program;
d. Utilize modules developed by KINERJA to strengthen internal capacity and the capacity of local
governments and multi-stakeholder forums.
Recommendations for Training Providers
Training providers may include educational institutions such as universities, dedicated private institutions and
government Education and Training Centers (Diklat), which provide periodic training for civil servants (PNS).
KINERJA has identified the following recommendations for these institutions:
a) Include KINERJA’s approaches in their curricula, such as the governance principle of engaging
communities as public service users,
b) Focus on improving technical skills in addition to increasing knowledge and understanding,
c) Adopt modules developed by KINERJA.Training centers may have their own modules but it is
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