The broad goals of the Project are to contribute to (i) poverty reduction by addressing inequity in human development through improved provision and completion of the nine-year basic education for poverty-affected children; and (ii) implementation of regional autonomy by supporting decentralized management of basic education. The immediate objectives are to: (i) improve poor children's participation in and completion of nine-year basic education; (ii) develop the capacity of districts to plan, manage, finance and deliver basic education services, improve community participation in developing basic education; and (iii) demonstrate the effectiveness of proposed and demand-based block grant mechanisms to support initiatives of the school, community and district for basic education improvement.
students benefiting from new or improved educational facilities
The results data reported above are limited to ADB's core sectors, as defined under Strategy 2020 and tracked through indicators in the ADB Results Framework. For definitions of results indicators, please see the ADB Results Framework Indicators Definition.
|Project Name||Decentralized Basic Education|
|Project Type / Modality of Assistance||Loan
|Source of Funding / Amount||
|Strategic Agendas||Inclusive economic growth
|Drivers of Change||Gender Equity and Mainstreaming
Governance and capacity development
|Sector / Subsector||
Education / Education sector development - Pre-primary and primary - social protection initiatives - Secondary - social protection initiatives
|Gender Equity and Mainstreaming||Effective gender mainstreaming|
|Description||The broad goals of the Project are to contribute to (i) poverty reduction by addressing inequity in human development through improved provision and completion of the nine-year basic education for poverty-affected children; and (ii) implementation of regional autonomy by supporting decentralized management of basic education. The immediate objectives are to: (i) improve poor children's participation in and completion of nine-year basic education; (ii) develop the capacity of districts to plan, manage, finance and deliver basic education services, improve community participation in developing basic education; and (iii) demonstrate the effectiveness of proposed and demand-based block grant mechanisms to support initiatives of the school, community and district for basic education improvement.|
|Project Rationale and Linkage to Country/Regional Strategy||
The Development Plan of the Government (PROPENAS) and the ADB country operational strategy prioritize poverty reduction and regional equity. Achieving and sustaining these goals require equitable provision of quality basic education to set a foundation (i) to reduce existing gaps in human development across the country, and (ii) to improve balanced availability of trainable human resources to support social and economic development. The project will contribute to these strategic goals, through (i) focused investment in basic education targeted to poverty affected areas, schools, and children, and (ii) improved management and governance of basic education through decentralization and measures for transparency and accountability of the basic education system to communities and civil society.
CSP 2001-2003 and CSP 2006-2009
|Impact||Support to the National Development Plan goal to achieve universal nine-year basic education that serves the needs of the poor and marginalized people and is responsive to local needs|
|Description of Outcome||
*Improved poor children's participation, transition completion, and performance in nine year basic education in Bali, DKI Jakarta, and NusaTengarra Barat (NTB).
**School-based management (SBM) implemented
***Decentralized basic education management support to districts in Bali, NTB, and DKI Jakarta
|Progress Toward Outcome|
|Description of Project Outputs|
|Status of Implementation Progress (Outputs, Activities, and Issues)|
|Summary of Environmental and Social Aspects|
|Stakeholder Communication, Participation, and Consultation|
|During Project Design|
|During Project Implementation|
The Project will finance three packages of consultants: (i) Package A: Mentoring Services for School Based Management, (ii) District Capacity Building and Implementation Support, and (iii) Package C: Independent Monitoring and Evaluation. Package A will comprise one international consultant (30 person months), 13 domestic consultants (684 person months) and about 85 domestic community worker-type mentors to work directly with schools and communities. Package B will comprise one international consultant (24 person-months) and 46 domestic consultants (1,680 person-months). Package C will comprise one international consultant (48 person-month) and 16 domestic consultants (560 person-months).
The consultants will be selected and engaged in accordance with the ADB's Guidelines on Use pf Consults and other arrangements acceptable for ADB for engagement of domestic consultants. Advance procurement action has been allowed for the recruitment of consultants.
The Project will support rehabilitation of school facilities not meeting the minimum conditions of learning. It is estimated that the loan will cover rehabilitation of approximately 1400 primary and junior secondary schools. Civil works for school rehabilitation and school furniture (both labor and materials) will be procured locally by beneficiary schools and communities through procedures acceptable to ADB, based on the procedures already working under on-going ADB financed projects.
The Project will procure a small amount office equipment for project implementation units (CFU, PPMU, and DPMMU), such as computers for administration and data processing/management, and vehicles. Each package is estimated to cost less than $50,000 and will procured under Direct Purchase procedures showing evidence of limited local tender to obtain the most competitive prices. As each district has slightly different requirements, and districts enter into project implementation in phases, equipment will be packaged and procured in accordance with ADB's Guidelines for Procurement under ADB loans.
The Project will finance purchase of textbooks and other teaching/learning materials through the SDF school improvement category. Actual requirements will be determined by each school, but will not exceed $6,000. Schools will select and purchase textbooks and materials, using Direct Purchase procedures showing evidence of limited local tender to obtain the most competitive prices.
|Responsible ADB Officer||Hirosato, Yasushi|
|Responsible ADB Department||Southeast Asia Department|
|Responsible ADB Division||Human and Social Development Division, SERD|
Ministry of Education, Culture, Research and Technology
Mr Dedi Karyana
Directorate General of Management of Primary and Secondary Education, Directorate of Junior Secondary Education, JL Jenderal Sudirman Bldg. E, Senayan Jakarta 10270, Jakarta, Indonesia Ministry of Religious Affairs
Jl. Lap. Banteng Barat 3-4
Lt. VII Km.C.702
|Concept Clearance||08 Mar 2001|
|Fact Finding||06 Nov 2000 to 30 Mar 2001|
|MRM||21 May 2001|
|Approval||29 Nov 2001|
|Last Review Mission||-|
|PDS Creation Date||05 Dec 2006|
|Last PDS Update||20 Oct 2010|
|Approval||Signing Date||Effectivity Date||Closing|
|29 Nov 2001||20 Feb 2002||20 May 2002||31 Dec 2008||-||30 Jun 2009|
|Financing Plan||Loan Utilization|
|Total (Amount in US$ million)||Date||ADB||Others||Net Percentage|
|Project Cost||100.00||Cumulative Contract Awards|
|ADB||100.00||29 Nov 2001||112.07||0.00||100%|
|Cofinancing||0.00||29 Nov 2001||112.07||0.00||100%|
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Safeguard Documents See also: Safeguards
Safeguard documents provided at the time of project/facility approval may also be found in the list of linked documents provided with the Report and Recommendation of the President.
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Evaluation Documents See also: Independent Evaluation
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Indonesia: Reaching The Unreached Through The Decentralized Basic Education Project - 2010The Decentralized Basic Education Project (DBEP) implemented by the Ministry of National Education (MoNE) with the Ministry of Religious Affairs (MORA) is demonstrating how focusing in the poorest areas improves the quality of education and investing in post-primary education for girls with targeted special measures can be effective in increasing enrolments and keeping girls from poor and marginalized communities in school.
Back to BasicsWhile decentralization puts pressure for education on schools and communities; an ADB project encourages Indonesian parents to send their children to school.
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