Executive Summary
PROPORTIONAL TEACHER
DISTRIBUTION GOVERNANCE
3
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 in the health sector.
In the area of Proportional Teacher Distribution (PTD), KINERJA supported local
governments to distribute teachers proportionally, leading to an equitable and quality
education service at the local level. KINERJA also encourages drafting policies at the
district level to enable PTD program adoption and expansion to other schools.
The PTD practices implemented by KINERJA and local governments considered a
relatively new approach, in which it simultaneously intervenes both supply and demand
sides. A module that outlines training, mentoring, and an implementation procedure is
helpful for local governments and other stakeholders to carry out these practices.
This module intends to help local governments to introduce and apply PTD program in their
particular areas using the KINERJA approach. To further assist local governments in the process
and technical aspects of adopting such approaches, this module provides a list of KINERJA
partner organizations and districts in implementing the PTD program.
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TABLE OF CONTENTS
Table of Contents
PREFACE ... 3
TABLE OF CONTENTS ... 4
EXECUTIVE SUMMARY ... 6
Recommendations for District Heads ... 7
Recommendations to Intermediary Organizations ... 8
Recommendations for Training Providers ... 8
CHAPTER 1 ... 10
KINERJA APPROACH ... 10
KINERJA Project General Approach ... 10
Education Governance Principles ... 11
Proportional Teacher Distribution (PTD) Governance Principles ... 11
CHAPTER 2 ... 13
KINERJA’S EXPERIENCES
in PTD ... 13
Local Conditions ... 13
Implementation Process ... 15
1.
Commitment of the District Heads, Local Legislative Council (DPRD),
and Stakeholders ... 15
2.
Working Arrangement ... 15
3. The Role of Each Stakeholder ... 16
4.
Implementing Work Plan ... 16
5.
Transformation Process and Benefits from Work Method ... 17
CHAPTER 3 ... 18
OVERCOMING CHALLENGES AND ACHIEVING SUCCESS ... 18
Challenges ... 18
5
1.
Examples of PTD Achievements in Luwu Utara ... 18
2.
Program Leverage ... 20
CHAPTER 4 ... 21
RECOMMENDATIONS FOR REPLICATION ... 21
Recommendations for Replication in Other Districts ... 21
Recommendations for Intermediary Organizations ... 22
6
EXECUTIVE SUMMARY
KINERJA Objectives and Achievements
KINERJA Program Objectives
KINERJA aims to support local governments in improving the governance of public service
delivery in Indonesia. While KINERJA only works in six out of five hundred districts and
cities across Indonesia, 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
interested in adopting KINERJA’s approaches in their areas. This USAID-KINERJA
Lessons Learned document outlines the principles, lessons, and recommendations to guide
other districts to facilitate PTD program using KINERJA’s approaches.
KINERJA was established in October 2010 with a five-year implementation period until
February 2015. This program was funded by USAID and implemented by RTI
International with five partner organizations: The Asia Foundation, Social Impact,
SMERU Research Institute, Universitas Gadjah Mada, and Kemitraan.
KINERJA aims to improve public service delivery by focusing in three sectors: primary
education, health, and business-enabling environment. In the education sector, it centers on
three packages including Proportional Teacher distribution (PTD), Educational Unit
Operational Cost Analysis (BOSP), and School Based Management (SBM). The BOSP
package targets governance at the local government level, while the SBM package focuses
on improving school services through results-based planning, school’s self-evaluations, and complaint survey results. These three packages are implemented using transparency,
accountability, participatory, and responsiveness principles.
In the health sector, KINERJA focuses on maternal and child health (MCH), particularly on
safe delivery and immediate and exclusive breastfeeding (I&EBF). The health packages
include increasing puskesmas accountability by engaging multi-stakeholder forum (MSF) in participatory planning and budgeting, conducting complaint surveys, establishing service
charters between citizens and government for service improvement, and improving
puskesmas management to ensure the delivery of high-quality public services. In Papua, the health package focuses on strengthening of health sector governance on MCH, HIV/AIDS,
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In the business-enabling environment sector, Kinerja focuses on improving business
licensing services under One-Stop Shops (OSS) by creating evidence-based policies,
improving dialogues between government and the private sector, and strengthening
community oversight. Good practices in business-enabling environment include the
establishment of OSS offices at the district level, in-depth participatory studies, facilitation of
dialogues between government and private sectors, and technical assistance in drafting new
regulations.
KINERJA Program Locations
KINERJA works in 24 districts in 5 provinces:
1. Aceh: Aceh Singkil, Aceh Tenggara, Bener Meriah, Kota Banda Aceh and Simeulue
2. East Java: Bondowoso, Jember, Kota Probolinggo, Probolinggo, and Tulungagung
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, Kota Jayapura, and Mimika.
PTD Program Achievements
The following are achievements as of 2015:
Five KINERJA partner districts have completed PTD calculation in a transparent and participatory manner by engaging multi-stakeholder forums.
Luwu Utara has redistributed 51 principals, 128 elementary teachers, and 37 high school teachers according to PTD calculation results.
Barru has transferred 326 teachers to the underserved schools. The district is reviewing its plan to redistribute 40 other teachers.
Barru keens on maximizing the benefit of the program by implementing transfers throughout its school, including senior high schools.
Sambas has reassigned 18 elementary school teachers.
In Bondowoso, 98 teachers have been redistributed under the PTD program.
Recommendations for District Heads
Jointly implemented by KINERJA, local governments and MSFs, the PTD Program has
produced good results and transformations. KINERJA has identified specific
recommendations for district heads:
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district education offices (DEO) is necessary to successfully implement the PTD
program;
b. Policies should be oriented toward public services;
c. Engage communities or multi-stakeholder forums in the implementation of PTD
governance;
d. Empower existing organizational staffs and structures instead of establishing new
organizational units;
e. Coordinate with other relevant local government institutions;
f. Establish KINERJA program performance indicators to measure program
achievements; and
g. Adopt KINERJA’s approaches and materials.
Recommendations to Intermediary Organizations
KINERJA intermediary organizations (IOs) have provided significant assistance to local
governments and multi-stakeholder forums in PTD implementation. KINERJA has idenfitied the
following recommendations for IOs to continue their role:
a. Apply good governance aspects in all supporting and mentoring activities by engaging
communities or multi-stakeholder forum;
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 activities in the program; and
d. Utilize modules developed by KINERJA to strengthen internal capacity as well as strengthening the capacity of local governments and multi-stakeholder forums.
Recommendations for Training Providers
Training providers may be educational institutions such as universities, private or government
training centers that provide training for civil servant (PNS). Such institutions play a strategic role
in empowering stakeholders in the PTD program. Education and training centers are
recommended to:
a. Include KINERJA’s approaches in their curricula, such as the governance principle of engaging community as public service users.
b. Focus on improving technical skills in addition to increasing knowledge and understanding. Training providers can achieve this by providing post-training
capacity building activities, such as continuous mentoring, until training participants
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CHAPTER 1
KINERJA APPROACH
KINERJA Project General Approach
KINERJA aims to strengthen both supply and demand sides for better public services in
health, basic education and business-enabling environment, and collaborates with local
governments to address gaps in public service delivery in these three sectors.
Through better incentives, broader innovations, and replications, local governments in
Indonesia are expected to provide inexpensive 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 community, civil society organizations, 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 analyzing operational costs and
available funds, such as analysis of local budget and teacher distribution gap.
2. Establish MSFs to foster partnerships between local governments and community in
participatory planning and budgeting.
3. Engage communities to monitor public service delivery using complaint handling
mechanism and service charters.
4. Provide local government public information official (PPID), local media, and citizen
journalists better access to public information so that they can encourage demand for better
public service delivery.
KINERJA interventions include three components:
1. Strengthen service users;
2. Improve existing innovative practices and support local governments to test and
adopt promising education service delivery approaches;
3. Expand successful innovations nationally and support organizations in Indonesia to
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By working in both supply and demand side constraints, KINERJA applies principles of
transparency, accountability, participatory and responsiveness throughout the program
implementation.
Education Governance Principles
In the education sector, KINERJA implements 3 program packages including Educational Unit
Operational Cost Analysis (BOSP), Proportional Teacher Distribution (PTD), and School-Based
Management (SBM) programs in 17 districts in four provinces (Aceh, East Java, West Kalimantan,
and South Sulawesi). The education programs are carried out based on the following principles:
• Engagement of relevant agencies. It is important for DEOs to collaborate with local government institutions such as Bappeda, Organization and Procedural Unit, Finance Unit,
Legal Unit, and DPRD to implement the education programs.
• 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 government and communities can monitor program implementation
through MSFs.
In addition, KINERJA also leverages mass media, including alternative media and citizen
journalists to create opportunities for greater community 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, governments retained the right to distribute teachers, but the
government of Luwu Utara now engages the community and MSF to implement PTD by
considering the supply side constraints and standard teaching hours. From the community
perspective, proportional teacher distribution can be achieved.
Proportional Teacher Distribution (PTD) Governance Principles
In addition to the education governance principles described above, PTD is implemented
according to the following principles:
1. PTD is calculated based on school needs, rather than personal preferences or
demands of principals or teachers. It should also accommodate the aspirations of
students, parents and the community.
2. PTD calculation should use valid and up-to-date data. For this reason, education
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3. PTD should focus on improving public service delivery, meeting MSS, and achieving high
quality education.
4. PTD program should be based on local regulations (district head regulation) to ensure
sustainability.
5. School fund allocation should be monitored to ensure a well-targeted and
continuously improved PTD program.
6. Local government must respond to and manage any public complaints regarding insufficient teachers.
7. Annual evaluation of the program will help local governments calculate
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CHAPTER 2
KINERJA
’S
EXPERIENCESIN PTD
Local Conditions
The geographical characteristic of Indonesia contributes to uneven teacher distribution in
the country. Many areas in the country are remote and difficult to reach, teachers are
reluctant to work in these areas for a long period of time. Transportation and facilities,
especially housing and basic goods, are very limited. As a result, teachers tend to
concentrate in more accessible areas with better amenities. In addition, uneven teacher
distribution in urban areas may be caused by political preferences rather than school
needs, in deploying or restructuring teachers.
In terms of teacher distribution, lower ratio of teacher and student, especially in primary
school, does not automatically tells that all schools already have the required number of
teachers. In fact, many schools still lack of teacher, especially in the remote, border and
disadvantaged areas. Most of the districts/cities have no effective teacher management
system to enable a thorough analysis about undersupply or oversupply of teachers in
every education unit. Education office tends to pay more attention to lack of teacher
instead of oversupply.
I ple e tatio of p opo tio al tea he dist i utio is highly i po ta t i
accordance with a Joint 5 Ministries Regulation on teacher restructuring and
distribution. In addition to that, teacher distribution is also related to
a ti ipatio of the pla to i ple e t
Cu i ulu
14
Uneven teacher distribution produces two major negative consequences. First, schools with a
lack of teachers suffer from empty classes and inadequate supervision during school hours,
unmet teaching plans, and ultimately decreased student competency. Second, an oversupply of
teachers results in teachers unable to fulfill the minimum teaching hours (24 hours per week)
because they have to share classrooms with other teachers, stunting their career development
due to inability to qualify for certifications and promotions.
In addition, an increased number of teachers leads to lower student-teacher ratio which
suggests more effective teaching process and better student performance. In this case, two
aspects need further examination; the recruitment of new teachers and teacher distribution.
In the decentralization era, local government is responsible for recruiting teachers while the
central government determines the quota for public civil servant (PNS) teachers. The quota
for PNS teacher at every level continues to increase, especially in primary schools. For some
schools, the increase is due to the teacher’s change of status from short-term contract teacher to PNS teacher. While logically the number of short-term contract teachers should
decrease, but in fact many short-term contract teachers are hired directly by the local
government or by schools in rural and remote areas due to teacher shortages.
Decentralization of teacher management to the local government has not improved the local
government’s capacity to manage teachers, especially in its ability to analyze school needs. This is demonstrated by the oversupply of teachers in primary schools (as seen from ratio of
teachers and classes), and certain subject teachers in junior high and senior high schools,
from number of classes and teacher's work load. In fact, the number of primary school children
has continuously decreased.
It is clear that an oversupply of teachers leads to inefficiencies and waste of resources.
Districts typically allocate 30% to 40% of local budget for the education sector, and 80% to
85% of that is used to pay teacher's salary or benefits.
All this time, there still some gaps in the delivery of education service. As
such, one of the objectives of development in the district of Barru is to
restructure, to even, and to distribute education service. Thus, teachers will
not only concentrated in urban areas, remotes areas also have to receive the
same high-
uality tea he s
H. Abustan Andi Bintang, Head of Education Office of Barru District,
South Sulawesi
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Implementation Process
1. Commitment of the District Heads, Local Legislative Council (DPRD),
and Stakeholders
KINERJA’s partner districts launched the PTD initiative through intensive discussions with KINERJA and agreed to implement the program by signing a memorandum of
understanding (MOU) between the 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 could
be approved by DPRD.
In addition, discussions are held with community and CSO leaders. Community
engagement encourages a PTD implementation process that is participatory, transparent
and accountable. Kinerja’s experiences demonstrate that the program can be successful with a strong commitment from the policymakers, particularly District Head and head of
DEO and other relevant institutions including DPRD.
The commitment is followed by the issuance of districts head regulation and technical
guidelines on PTD in Luwu Utara, Luwu, Barru, and Aceh Singkil as well as integration of
funding allocation in the District Government Annual Budget (APBD) and in DEO including
the Work Plan (Renja), Work Plan and Budget (RKA), and Budget Implementation
Document (DPA).
2.
Working Arrangement
At the district level, KINERJA initiated the program by recruiting specialists in public
services called Local Public Service Specialists (LPSS), who stationed in each partner
district. Their main assignment was to coordinate the program together with the local
government, MSF, KINERJA consultants and IOs. In addition, LPSS were also
responsible for ensuring program implementation quality.
The following are three areas of KINERJA interventions:
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2. Improving existing innovation practices and supporting local government to test
and adopt promising education service delivery approach
3. Expanding successful innovation at national level and supporting organizations
across Indonesia to provide and disseminate better service to the local government.
By working both in supply and demand sides, KINERJA applies transparency, accountability,
participatory and responsiveness in the implementation of its program.
3. The Role of Each Stakeholder
In education sector, Kinerja implements Educational Unit Operational Cost Analysis (BOSP),
PTD, and School-based Management programs in 17 districts/cities in four provinces
(Aceh, East Java, West Kalimantan, and South Sulawesi). Education sector program is
implemented according to the general principles as follows:
• Involvement of relevant stakeholders. Education sector programs are not merely implemented by the Education Office, but also involve several local government
institutions such as Bappeda, Organization and Procedural Unit, Finance Unit, Legal
Unit, and Regional Personnel Bureau. Therefore, in the implementation of education
sector program, involvement of such institutions is highly important.
• Involvement of multi-stakeholder forum. From the user side, community
involvement is needed because it has responsibility to participate in the provision of
education service as mandated by applicable rules and regulation. Education
program can be delivered in transparent and accountable manners with the
involvement of community,
• Sustainability. All education programs should be sustainable. This can be achieved if community benefits from such education program and its
implementation must be continuously monitored, not only by the local government
but also community through multi-stakeholder forum.
Apart from that, KINERJA also approaches mass media, including alternative media
(citizen journalist) to create opportunity for community participation.
4.
Implementing Work Plan
The PTD program is carried out in the following stages:
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standards on education.
• Gap analysis. Schools with an under or oversupply of teachers are targeted to perform the gap analysis.
• Technical recommendations. The technical recommendations provide guidance to local government to redistribute teachers according to the analytical results of teacher distribution.
• Public test and trial. The result of PTD calculation and recommendations are discussed with several parties, including the community and DPRD, so that they may
understand and be able to provide inputs for policy-making and implementation of
PTD.
• Regulation. Upon all stakeholders understand and agree on the calculation results and PTD recommendations, the district head then issues regulations on PTD and
subsequently the technical guidelines for implementation.
• Planning and budgeting. The calculation results and recommendations are integrated into local planning and budgeting, both at district and SKPD levels, in
this case integration will take place at DEO planning and budgeting cycles (Renja,
RKA, DPA).
• Implementation. According to the designated planning and budgeting plans, teacher distribution is carried out in a transparent manner in line with the technical guidelines.
• Reporting, monitoring, and evaluation. To guarantee that teacher distribution is implemented according to the regulation, regular reporting and monitoring and
evaluation are conducted so that provision of teacher distribution can be improved.
5.
Transformation Process and Benefits from Work Method
There are three direct impacts resulted from Kinerja’s PTD implementation:
• Increased capacity of local governments to respond to teacher distribution gap.
• Increased community engagement in PTD program implementation. MSFs in KINERJA partners areas have demonstrated significant involvement at each stage of program
implementation.
• Improved school capacity to implement teaching activities to gradually achieve public service delivery standards, minimum service standards and education national standards.
Experiences from Luwu Utara district show that the PTD program continues after KINERJA
mentoring period has ended. This is likely due to the strong commitment from local
government, DPRD and multi-stakeholder forum that actively support and supervise the
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CHAPTER 3
OVERCOMING CHALLENGES AND
ACHIEVING SUCCESS
Challenges
KINERJA’s experiences demonstrate several challenges in PTD implementation:
• Local plans and budgets may need to be revised as a result of differences between PTD calculations, technical recommendations and proposed plans and budgets.
• Limited budget and competing priorities may delay PTD program implementation.
• Low capacity of PTD program officers may hinder the calculation process, drafting technical recommendation, and integrating into planning and budgeting. These
challenges can be overcome by capacity workshops and intensive mentoring.
• Many IO staff lack capacity to provide mentoring to local governments and multi-stakeholder forums. KINERJA resolved this challenge by providing additional
technical assistance to strengthen the capacity of IOs.
• Local government officials turnovers may lead to commitment changes of the newly appointed officials. This challenge can be adderssed by thorough explanation of the
program so that new officials are better informed and can support the program.
Program Achievements
1.
Examples of PTD Achievements in Luwu Utara
Luwu Utara, South Sulawesi, has a serious problem of unequal education services in its
schools due to uneven teacher distribution in urban and rural schools. Despite the
student-teacher ratio in Indonesia is lower than many developed countries, recruitment and
deployment of teacher are mainly influenced by political factors rather than school needs.
Schools with teacher shortage often seek short-term solutions by recruiting short-term teachers
directly, without paying sufficient attention to their teaching capacity or competency. The data
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primary school is only 47.76%. Furthermore, this analysis revealed uneven distribution of
certain class and subject teachers, only 33.62% of primary schools have PNS PE teachers and
only 46.5% have sufficient PNS religious teachers. This led to a gap on quality of education
across schools and sub-districts.
To address the challenge of uneven teacher distribution, the local government of Luwu Utara,
with support from LPKIPI, conducted a comprehensive update and validation of teacher data
and an in-depth analysis of the data.
Using the analysis, government officials and community members formed a multi-stakeholder
forum to advocate for the issuance of new regulation to ensure that the PTD is included in the
planning cycle and effectively implemented. Through a series of intensive discussion and
negotiation between government representatives and the community, a regulation was
established on 23 October 2013.
The MSF is tasked to monitor the implementation of this district head regulation and they
reported that 129 primary school teachers have been reassigned to schools in need. Luwu
Utara, as a pilot of bureaucratic reform, developed specific measures to strengthen a
transparent process and encourage community participation. To complement these
activities, local organization Fakta facilitated regular discussion forum called ‘Warung
Demokrasi’ (Democracy Cafes) involving national newspaper journalists, election committee members, teacher association leaders, local radio station owners, short-term
teachers, and members of other civil society organizations. While sipping coffee and
enjoying snacks, the participants discussed issues related to teacher distribution and
education issues in general. The events are aired live on a local radio station to increase
access of information to the people living in remote areas, to contribute to the discussion
about these issues, and finally to increase public awareness, especially those with
influence, to support change.
a.
Program Strategy
The following outlines the strategies to successfully implement the PTD program:
1. Disseminate information and share best practices on teacher distribution, introduce PTD
management, build the same understanding and commitment among stakeholders.
2. Provide training on managing the teacher and education worker database, SIM-NUPTK, and
Padati Web.
3. Process teacher and education worker database, SIM-NUPTK, and Padati Web.
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5. Monitor and provide guidance on policy recommendations.
6. Present recommendations to the district head and education stakeholders
7. Advocate for budget replication.
8. Pilot implementation of teacher distribution.
9. Conduct monitoring and evaluation.
10. Empower MSF and citizen journalists to monitor program implementation.
b.
PTD program results
The following is a summary of concrete outcomes that contributed to the success of this initiative:
• Valid and up-to-date data on teacher distribution;
• Analysis on teacher distribution across sub-districts in the partner districts;
• PTD Technical recommendations;
• PTD Work plan;
• Incentive scheme for teachers assigned to remote areas;
• Head District Regulation;
• Technical guidelines on PTD implementation;
• PTD implementation according to technical recommendations.
2.
Program Leverage
Six local governments have implemented the PTD program using KINERJA approach and
have produced good results. Successful outcomes not only include the issuance of policy on
PTD, but also active community involvement in every stage of the program, from initiation,
planning to implementation. Such involvement demonstrates transparency and public
accountability, as mandated by law and regulations.
The success of PTD program may leverage other program, not only in education sector but
also in other sectors and institutions including the improvement of teacher qualification and
competency, construction and renovation of school buildings, and procurement of teaching
facilities. The KINERJA approach is also appropriate and beneficial for other sectors such as
health, public works, and demography if both local governments and the community are
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CHAPTER 4
RECOMMENDATIONS FOR
REPLICATION
While KINERJA’s PTD program has only worked in six out of hundreds of districts throughout Indonesia, it has demonstrated success and produced a set of good practices
that can be adopted by other local governments. Therefore, KINERJA encourages other
districts to replicate and adopt KINERJA’s approaches to PTD program implementation. The following are recommendations for other districts, including education and training
centers for public civil servant (PNS) and intermediary organizations.
Recommendations for Replication in Other Districts
Based on KINERJA experiences, KINERJA has identified several recommendations
for other local governments that plan to replicate KINERJA’s method and approaches to the PTD program.
a. District Heads, DPRD, and DEOs must demonstrate a strong commitment to t the
PTD program. Such commitment is demonstrated through the issuance of formal
policies, regulations and technical guidelines, and program integration into the local
planning and budgeting cycles.
b. Each policy must be focused on improved public service delivery. As mandated by
law, the main function of local government is to facilitate activities and services that
benefit the community and promote social welfare.
c. Engage the community and multi-stakeholder forum in the implementation of PTD
program.
d. Empower existing staffs and organization structures without forming new organization units.
The program does not require a new structure or new employees within the local
government organization, in fact existing staff within the current organization structure has
the capacity to implement the program if they are sufficiently trained.
e. Coordinate with relevant local governments agencies. PTD needs the support from
other institutions, especially Bappeda, District Personnel Board (BKD), and Finance
Division. In addition, DPRD must be involved because they have the authority to
approve programs and budgets.
f. Determine KINERJA program performance indicators and success measurement. These
are important to identify program outcomes and achievements so that the program can
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g. Adopt KINERJA’s approaches and utilize materials developed by KINERJA including modules in training, mentoring, and program implementation.
Recommendations for Intermediary Organizations
Recommendations for IOs who support local government in replicating the PTD program
include:
a. Always apply good governance aspects in strengthening and supporting
activities by engaging communities and multi-stakeholders forum,
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,
Utilize modules developed by KINERJA to strengthen internal capacity as well
as strengthening local governments and multi-stakeholders forum.
Recommendations for Education and Training Centers
Educational and training institutions at various governmental levels play a strategic role in
developing state reform because they periodically conduct trainings 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. Training providers can achieve this by providing post-training capacity
building activities until training participants can successfully implement the goals set
out in the training.
c. Adopt modules developed by KINERJA. Education and Training Institutions may have
their own modules but it is recommended that they also utilize KINERJA modules,
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IMPLEMENTED BY RTI INTERNATIONAL AND PARTNERS
