Mid-Term Review Report of Japanese ODA Loan Project for FY2012
External Evaluator: Naomi Murayama (OPMAC Corporation)
Field Study: October 2012
Project Name: Indonesia “ICT Utilization Project for Educational Quality Enhancement in Yogyakarta Province” (L/A No. IP-542)[Project Description]
Loan Amount / Disbursement Amount: 2,911 million yen / 881 million yen (as of July 2012)
Loan Agreement Signing Date
: March 2007
Original Date of Project Completion: December 2012
Project Completion Date after review: December 2013
Loan Expiry Date
: July 2015
Executing Agency: Ministry of Communication and Information Technology (KOMINFO)
Operation and Maintenance Organization :1) During Implementation of the Project : KOMINFO and Yogyakarta Special Region (DIY) Government Education Agency (Dikpora)2) After Project Completion: DIY Government, Kabupaten/ Kota (Operation and maintenance of Network environment)
and individual schools (ICT equipment at school computer labs)[Project Objective]
The objective of the Project is to prepare IT and network facilities, develop e-learning system, and provide necessary goods and assistance for school
activities in elementary and junior high schools in Yogyakarta Special Region (DIY) in order to enhance educational quality as a model utilizing ICT in the
education sector in Indonesia. The roll-out of the model to other provinces will contribute to improvement of educational quality throughout Indonesia.
Main Consultant
Main Contractor 1: PT. NUSATARA SECOM INFOTECH (Indonesia)/PT. DUTA ASTAKONA GIRINDA (Indonesia)/
PASCO CORPORATION (Japan) JV: Local contractors

1

The names and nationalities of consultants and contractors are entered only when they have been made public in JICA’s annual statistical report “List of Names of Major Companies
and their Contract Amount of Japanese ODA Loan” (these are names for which the contract amount is not less than 1 billion Japanese Yen for contractors and not less than 100 million
Japanese Yen for consultants). Where names have not been entered in JICA’s annual statistical report, they are described only as “local contractors/consultants” or “Japanesecontractors/consultants”. These names can be provided by JICA.

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Relevance

Mid-Term Review results and Ex-Post Evaluation results
estimated at the time of Mid-Term Review (2012)

Ex-Ante Evaluation (2007)(1) Relevance to development policy(1) Relevance to development policy
1) Indonesia’s National Medium Term Development Plan (Rencana 1) Indonesia’s National Medium Term Development Plan (RPJMN:
2010-2014)
Pembangunan Jangka Menengah Nasional: RPJM: 2004-2009)“Education” is the second priority out of 11 National Priorities
PRJM (2004-2009) places importance on improving the quality oflisted in RPJMN: 2010-2014. During the term of PRJM: 2004-2009,
basic education.
education indicators have been improved. However, PRJMN:
2010-2014 stated the need to increase the quality of basic education
through strengthening and expanding the use of ICT in educational
sector and so on.
2) The national education strategy plan (RENSTRA: 2005-2009)
RENSTRA also states that increasing access to high-quality
education is essential for the development of the country, andearmarks (1) increasing educational opportunities, (2) improving thequality of education, and (3) improving governance andaccountability, as three pillars of the strategy. In RENSTRA,
information and communications technology (ICT) is also referred toas playing a role in effective learning at the stage of basic education.
The Ministry of Communication and Information Technology is also
currently promoting a “one school, one computer lab program” topromote the use of ICT at schools. (Target: 50,000 schools)

2) The national education strategy plan (RENSTRA: 2010-2014)
Based on the belief that increasing access to high-quality
education is necessary for national development, RENSTRA:
2010-2014 stipulated 13 strategic pillars, such as “Quality
Improvement for the Educational Workforce, Education Institutions
and the Graduates” and Strengthening and Expanding the Use of ICT
in the Educational Sector”.
KOMINFO played a central role in the “one school, one computerlab program” until 2005. However, the Ministry of National
Education (MONE: current Ministry of Education and Culture) has
been implementing the program since 2006 as it is strongly related toeducation (schools). RENSTRA: 2010-2014 also promoted
strengthening and expanding the use of ICT but only around 8-9% of
300,000 schools in Indonesia have introduced ICT facilities. The
program is not necessarily proceeding as planned.

3) Yogyakarta Province
3) Yogyakarta Province“Education Quality Enhancement Program in Yogyakarta Special
DIY government prepared an “Education Quality Enhancement
Program in Yogyakarta Special Territory Province 2005-2009”. The Territory Province 2005-2009” was originally prepared as a proposal

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Mid-Term Review results and Ex-Post Evaluation results
estimated at the time of Mid-Term Review (2012)

Ex-Ante Evaluation (2007)
retraining of teachers, development of infrastructure for science andtechnology education, and education using ICT are the threemainstays in efforts to correct the disparity among schools and to
improve the quality of education through the utilization of ICT.

of the Project. Therefore, it has not been updated. The current DIY
education policy focuses on “education based on culture”. An
ordinance in line with RENSTRA (regional regulation on education
management and institutions based on culture: Perda 05/2011) wasestablished and education policy was conducted in accordance withthe ordinance. Pedra 05/2011 does not mention ICT clearly but the
Project is in line with Perda 05/2011.
This Project is highly relevant to RPJMN, RENSTRA: 2010-2014,and DIY education policy, therefore the relevance was high at thetime of mid-term review.

(2) Relevance to development needs
1) Situation and problems of the basic education sector in Indonesia:(2) Relevance to development needs
1) Situation and problems of the basic education sector in Indonesia:

NER: Net Enrolment Rate (%)
Ratio of teachers with adequate
qualifications (%)
Source: JICA

Primary
education
94 (2004)
46.1(2000)

Secondaryeducation
56.4 (2000)
66.5 (2000)

NER: Net Enrolment Rate (%)
Ratio of teachers with adequate
qualifications (%)
Source: RENSTRA: 2010-2014

Primary
education
95.2 (2009)24.6 (2009)

Secondaryeducation
73.3 (2009)73.4 (2009)· Textbooks and teaching materials are also lacking in both quality · At schools where education using PCs was conducted before
and quantity.
project commencement, commercially available CD-ROM· According to the Program for International Student Assessment
teaching material was used. For the use of CD-ROMs, schools(PISA) undertaken in 2003 by the OECD with 15-year oldneeded to buy one CD-ROM for one PC, thus cost became a large
students at the time they completed basic education, Indonesia
burden. In addition, teachers could not monitor their students’ranked in the lowest group in all four subject areas.
progress because each student studied using the CD-ROM
Therefore, improving access to basic education by making primary
individually. On the other hand, ICT teaching material developed
education universal and by improving the rate of enrolment inby the Project can be shared among schools through IDC at nosecondary education, along with improving the overall quality ofcharge. Therefore schools do not need to pay the cost of ICT
education, are important issues in the area of basic education.
materials and the problem on the quantity (amount of teachingmaterials) is solved. Moreover, the software developed by the

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Mid-Term Review results and Ex-Post Evaluation results
estimated at the time of Mid-Term Review (2012)

Ex-Ante Evaluation (2007)

Project is designed so that students’ progress can be monitored by
the teachers. Therefore, teachers can know each student’s
weaknesses and supplement their weak points by handouts if
necessary. In addition, as the ICT materials include music,
animated images and games in the contents, it is easier to gain
students’ interests than it was with traditional paper-basedteaching materials. Therefore, all teachers, students and parents
highly appreciate the ICT teaching materials developed by the
Project.
· According to the Program for International Student Assessment(PISA) undertaken in 2009 by the OECD, Indonesia ranked 57 outof 65 countries (39 out of 40 countries in the 2003 PISA) in thereading comprehension test, 61 out of 65 countries (38 out of 40
countries in the 2003 PISA) in mathematical literacy, and 60 outof 65 countries (38 out of 40 countries in 2003 PISA) in scientific
literacy. At this moment, Indonesia still ranks in the lowest groupby international standards. Improving the overall quality ofeducation, along with improving access to basic education bymaking primary education universal and by improving the rate ofenrolment in secondary education are still important issues.
Effectiveness(1) Quantitative Effects
Operation and Effect Indicators

Indicator
Ratio of schools with IDC access (%)
Number of teaching staff who haveundergone training(1) Quantitative Effects
Operation and Effect Indicators
For reorganizing the Operation and Effect Indicators, please referto the closing paragraph, “Indicators for Ex-post Evaluation”.
Baseline(2005)

Target(2012)

1,080

29
3,000

4

Indicator
Number of teaching staff who haveundergone training

Mid-Term Review(2012)
2,170(elementary &junior high schools)

Target(2014)
3,130(New target)

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Mid-Term Review results and Ex-Post Evaluation results
estimated at the time of Mid-Term Review (2012)

Ex-Ante Evaluation (2007)
Number of students per PC in anelementary school
Number of students per PC in a junior highschoolNumber of subjects utilizing ICT
Ratio of schools which have computer labs(%)
Net enrolment rate at elementary schoollevel (%)
Net enrolment rate at junior high schoollevel (%)
Source: JICA
Note: IDC: Internet Data Center

147

29

21

11

2
7

6
29

96.09

100
(target schools)
100(target schools)

76.42

Number of students per PC in an18
15
elementary school(New target)
Number of students per PC in a
19
11junior high school
Number of original ICT teaching352
500
materials that teachers have(elementary: 215 (elementary: 300
developed based on available ICT
Junior high: 137) Junior high: 200)
teaching materials(New indicator)
Source: Answers to the questionnaire
Note: New targets were set for the indicators which had already achieved thetargets or could have higher goals. In addition, a new indicator was added tomeasure the project effect properly. At the time of the ex-ante evaluation, thetarget year was the year of project completion. However, it should be one year
after project completion as it takes time for the effects to be seen in the case of
education projects. On the other hand, the target year is usually two years after
project completion. However, the external reviewer confirmed that it would set
one year after project completion as it would be difficult to collect data at thetime of the ex-post evaluation if the target year were two years after projectcompletion.

· Some of the indicators have been already achieved. Despite thedelay at the time of project commencement, the effects haveappeared steadily.
(2) Qualitative Effects
1) Improvement of education quality
It is suggested that the improvement of education quality as aproject impact is evaluated as it needs government policy andteachers’ efforts etc. which are beyond the project scope, andbecause effectiveness does not appear in the short term. (For more
information, please refer to the closing paragraph, “Indicators for
Ex-post Evaluation”.)(2) Qualitative Effects
1) Improvement of education quality

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estimated at the time of Mid-Term Review (2012)

Ex-Ante Evaluation (2007)

2) Improvement of school management and administration· In the Project, a block grant (subsidy) from the DIY Government
to schools is allocated to “improve school management andadministration”. The allocation is once per school, and it will bedone before the procurement and installation of equipment.
Schools use the block grant for preparation for the Project in ways
such as the procurement of desks and chairs for the ICT rooms.
The main objective of the grant is to improve school management
and administration and if proposals prepared by schools are inaccordance with the criteria of Indonesia, there is no problem inmaking a selection of schools to which the block grant can beallocated. In order to apply for the block grant, each school
submits a proposal to Dikpora DIY through a bottom-up-approach(BUA). Dikpora examines the proposals and allocates the block
grant to schools which meet the criteria.
· Training is provided by the DIY Government, and is named BUAManagement Training. The training includes accounting reportingwith case studies for block grant reporting and school
administration data processing. Furthermore, a consultant (PF:Professional Facilitator) assists schools in preparing proposals forthe block grant.
· Although the effectiveness of BUA Management Training cannot
be quantified easily, the effectiveness of the training andassistance of PF has begun to be evident. For example, schools
have acquired the ability to analyze their advantages andweaknesses through SWOT analysis in order to prepare their
proposals. Also, schools that had never generated accounting
reports evidenced documents acquired the ability to prepare a
proposal and accounting reports which meet the requirements.

2) Improvement of school management and administration

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Mid-Term Review results and Ex-Post Evaluation results
estimated at the time of Mid-Term Review (2012)

Ex-Ante Evaluation (2007)(3) Impact(3) Impact
In the Mid-Term Review (hereinafter, “MTR”), two impact
1) Number of provinces in which education quality improvement
indicators which were set at the time of appraisal are re-examinedprojects utilizing ICT have been implemented
and following were reviewed: 1) the setting of quantitative indicators
as follows on the improvement of education quality, and 2) the
2) Differences in the average scores on graduation exams in
replacement of some of the outcome indicators which are not directly
elementary and junior high schools
related to the Project within the impact indicators.
1) Improvement of education quality
Indicator
Difference in the average scores on
graduation exams in elementary schools
Difference in the average scores on
graduation exams in junior high schools
Source: Answers to the questionnaire

Mid-Term
Review(2012)
7.39
7.34

Target(2014)
7.60(target schools)
7.50(target schools)2) Impact Indicators
Indicator
Ratio of schools with IDC access(%)
Ratio of schools which havecomputer labs (%)
Number of subjects utilizing ICT
Number of provinces in which
education quality improvement
projects utilizing ICT have been
implemented

7

Mid-Term Review(2012)
SD/MI: 69(1385/2017)
SMP/ MTs: 78(396/507)
SD/MI: 54(1085/2017)
SMP/ MTs: 73(371/507)
4
Note 1)

Target (2014)
SD/MI: 74
SMP/ MTs: 87
SD/MI: 56
SMP/ MTs: 78
6
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Mid-Term Review results and Ex-Post Evaluation results
estimated at the time of Mid-Term Review (2012)

Ex-Ante Evaluation (2007)

Net enrolment rate at elementary
97.53
97.87
school level (%)(target schools)(target schools)
Net enrolment rate at junior high
81.08
81.75
school level (%)(target schools)(target schools)
Source: Answers to the questionnaire
Note 1: At the time of MTR, although KOMINFO was making efforts to
propagate the Roll-Out-Plan prepared by the Project in 14 provinces at the e-Gov
Forum held on November 2011, there was no case where other provinces had
already adopt this model. For instance, when KOMINFO promoted ICT teachingmaterials in Malan, the Government of Malan Province expressed their strong
interest. However, this has not yet led to their adopting the model. They can use
the software at no charge but do not have sufficient hardware. On the other hand,
BAPPENAS stated that it was not a problem of hardware but a lack ofcommitment towards the Project (i.e. lack of strong will to prepare the necessary
fund.) According to JICA`s document, KOMINFO, in cooperation with MONE,
would make a survey to regions that are targeted for replication besides thedissemination of information. Therefore, it is expected that some provinces will
adopt the project model and implement e-education through their own efforts. At
the time of MTR, KOMINFO was planning to carry out a survey for the
implementation of the project model in other provinces.
Note 2: SD= elementary school, MI= Islamic elementary school, SMP= juniorhigh school and MTs= Islamic junior high school.

3) Ripple effects to schools and regions other than the project targets· The target schools have “Open School” plans whereby non-target
schools can use computer rooms at target schools to provide
opportunities to access ICT teaching materials. However, at manytarget schools, the teachers are occupied with their own activities,
such as information exchange on development of teachingmaterials among teaching staff. Therefore, the Project had not yet
reached the stage where target schools share their knowledge toother schools at the time of MTR.
· As noted above on the extension of the model to other provinces.

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Mid-Term Review results and Ex-Post Evaluation results
estimated at the time of Mid-Term Review (2012)

Ex-Ante Evaluation (2007)(4) Other items influencing effectiveness(4) Other items influencing effectiveness1) Project Implementation structure, technical and financial aspects 1) Project Implementation structure, technical and financial aspectsof the Executing Agency
of Executing Agency· In contrast to the assumption at the time of appraisal, assets such
· Executing Agency: DG ICT Application of KOMINFO
as ICT equipment procured by the Project were registered under· The project implementation unit in the KOMINFO is a directorate
the central government by Indonesian law during projectof e-Government.
implementation and thus the phased cost-sharing of O&M from· Technical Capacity of the Executing Agency:
the central government to DIY Government was not implemented.
KOMINFO implemented a “one school one computer lab”
On the other hand, the procedures of asset transfer are usuallyprogram in 43 locations in 2005 and 50 locations in 2006. There
complicated and take time. (According to KOMINFO, it usuallywas no particular problem with implementing the Project.
takes 2 to 3 years. Depending on the project, it can take more than
To cooperate with the Ministry of National Education and DIY,
8 years for the transfer procedure to be completed after project
KOMINFO will conclude agreements with these two organizations
completion. In Indonesia, there are some cases where the O&M
regarding the educational aspects.
budget is not allocated due to incomplete asset transfer when the· Financial Capacity of the Executing Agency:
executing agency is not the operation and maintenance agency.
KOMINFO and DIY will share the remaining portion of the(e.g. Small Ports Development Project in Eastern Indonesia)
project costs.
· On the other hand, under the Project, each target school has beeneffectively allocated a part of BOS/ BOSDA (school management
subsidy from the central government or provincial government)
for the O&M costs for ICT equipment or, in the case of someschools, there is a plan to prepare a budget by using the BOS/
BOSDA from the next year so that O&M is sufficiently
implemented. Moreover, it is possible for school committees tocollect contributions, if any, and this fund can be applied to the
O&M costs (there have been a lot of examples of this in the past).
Problems with the financial aspects, therefore, are not expected at
this moment.
2) Cooperation with NGOs, universities etc.
There are no plans to cooperate with NGOs or local universities.

92) Cooperation with NGOs, universities etc.
Due to a strengthening of human resources skills / competence,

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Mid-Term Review results and Ex-Post Evaluation results
estimated at the time of Mid-Term Review (2012)

Ex-Ante Evaluation (2007)

Dikpora DIY is in cooperation with the State University of
Yogyakarta (UNY) for ICT utilization for learning, and with theMulti Media Training Center (MMTC) KOMINFO for multimedia
technology.
3) Cooperation with Japanese grant aid and/or technical cooperation 3) Cooperation with Japanese grant aid and/or technical cooperation
The Project adopts the REDIP model (school-based management
The experience of the JICA Regional Educational Developmentwith community participation in order to follow needs precisely) for
and Improvement Program (REDIP) is to be utilized.
the application of BUA. However, the Project has basically been
implemented with the involvement of the community according to
the traditional ways of DIY.
4) Cooperation with other donors
There is no particular cooperation with other donors

4) Cooperation with other donors
There are no plans to cooperate with other donors.

5) Effect on the natural environment5) Effect on the natural environment
There had been no particular negative effect on the natural
Category C in accordance with JBIC Guidelines for Confirmation
environment at the time of MTR.
of Environmental and Social Considerations (2003)
6) Land Acquisition
There are no plans to acquire land.

6) Land Acquisition
Antennas have been installed in government-owned land or within
the sites of target schools. At the time of MTR, there had been noland acquisition.

7) Operation and maintenance (O&M) structure and the technical andfinancial aspects of the executing agency· During project implementation: DG of ICT Applications,
KOMINFO and Dikpora, DIY· After project completion:
to be transferred to the DIY
Government, Kabupaten/ Kota (O&M of Network environment)7) Operation and maintenance (O&M) structure and the technical andfinancial aspects of the executing agency[Institutional aspects of O&M]
At the time of MTR, there had been no change with the following
plan:· During project implementation: DG of ICT Applications,

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Mid-Term Review results and Ex-Post Evaluation results
estimated at the time of Mid-Term Review (2012)

Ex-Ante Evaluation (2007)
and each school (ICT equipment at school computer lab)
PC Technicians are responsible for O/M activity at each school.
The cost of O&M is covered by the school and school committeewith the support of Dikpora of Kabupaten/Kota (School Budget/
subsidies) or DIY.
· The O&M structure has already started among schools which
already have computer labs. The system for fostering ownershiphas been developed including O&M activities to be one of thecriteria for school selection.

KOMINFO and Dikpora, DIY· After project completion: to be transferred to DIY Government,
Kabupaten/ Kota (O&M of Network environment) and eachschool (ICT equipment at school computer lab)
However, assets are not usually transferred smoothly, as
mentioned above. In order to avoid the worst case scenario,
KOMINFO has started to discuss with the Ministry of Finance(MOF) a simplified manner of asset transfer at the time of projectcompletion of this project.
O&M responsibility and costs are as follows:· PC software (license fee): none (open source)· IT connection fee: none (connection through radio with ISM/
unlicensed band)· IDC operation and maintenance (staffing and administration)(a) IDC to Dikpora Kabupaten/Kota: Dikpora DIY(b) Dikpora Kabupaten/Kota to school: Dikpora Kabupaten/Kota· IDC operation and maintenance (helpdesk operation, hardware
maintenance): Dikpora DIY· School Antenna: school· Trunk Antenna: Dikpora DIY· Electricity for PC: school
In the institutional aspects of O&M, the school lab coordinator ateach school in cooperation with PF and DIY helpdesks (“Education
Communication Technology Center”, BTKP, as a continuing effortof the DIY Government) implements O&M activities. At the time of
MTR, skill transfer is gradually being engaged from PF to thehelpdesk. The school lab coordinators and teachers rely on assistancefrom the helpdesk and there has been no problem in this point. In

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Mid-Term Review results and Ex-Post Evaluation results
estimated at the time of Mid-Term Review (2012)

Ex-Ante Evaluation (2007)

cases where teachers are also the school lab coordinators,
dissemination among teachers of the training results of ICT
equipment maintenance, ICT utilization and teaching material
development has not been actively achieved. However, these are rarecases at this moment. Interviews with teachers show that this can be
attributed to lack of incentive. Dikpora and consultants of the Project
think that basically teachers should be dedicated to teaching andDikpora continues a dialogue with schools that have problems withschool lab coordinators in order that they can solve the problem. Thisis a potential issue that might affect effectiveness and sustainabilityof the Project in the future.
[Financial aspects of O&M]
As mentioned above, each school allocates a part of BOS/ BOSDA
to the O&M cost of ICT equipment. Schools that have just finishedinstalling the equipment plan to allocate a budget for the O&M costsof equipment from the next fiscal year. Moreover, it is possible that
school committees will collect contributions, if any, and that the fundcan be applied to the O&M cost. Therefore, no problems on thefinancial aspects are expected at this moment.
[Technical aspects of O&M]
· The training on O&M has been implemented. In the training, amanual on usage and troubleshooting is distributed.
· In many cases, troubles are solved by PF, the helpdesks andschool lab coordinators.
· In the case of equipment fault, schools use the service of suppliers
due as warranty is still valid at the time of MTR.
· Although teachers in some schools have some difficulties in using
the ICT teaching materials because they have never used

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Mid-Term Review results and Ex-Post Evaluation results
estimated at the time of Mid-Term Review (2012)

Ex-Ante Evaluation (2007)

computers, study meetings on PC utilization and the developmentof teaching materials are held with other teachers. Basically thisproblem might be only attributable to lack of adaptation to PCs.
The problem will be solved with time.
· Some schools have the technical difficulty that some PCs cannot
be logged in when every student tries to log in at the computer at
the same time.
[Good practices] Number of visited schools during the field study: 10· Activities such as study meetings on PC utilization and thedevelopment of teaching materials together with other teachers
can be seen at some schools.
· There is a school which has had a competition within the school inorder to motivate teachers for material development.
· There is a school which tries to update the contents of its ICT
teaching materials at least once a month as school policy.
· Despite the fact that only a few months have passed since thecommencement of ICT equipment use, teachers have alreadydeveloped teaching materials in subjects other than mathematics
and science at some schools.
Efficiency(1) Project Outputs
Of the bellow, the Japanese ODA Loan portion is only theunderlined part.
1) Construction works(a) ICT Equipment Developmenta) ICT equipment for schools· For 500 target schools
Of which: 300 elementary schools; 200 junior high schools

13(1) Project Outputs
Of the bellow, the Japanese ODA Loan portion is only theunderlined part.
1) Construction works(a) ICT Equipment Developmenta) ICT equipment for schools:· There is no change.
Of package 1 to 3, the ICT equipment for packages 1 and 2 had

Item

Mid-Term Review results and Ex-Post Evaluation results
estimated at the time of Mid-Term Review (2012)

Ex-Ante Evaluation (2007)(per school: 20 PCs for students and one PC for a teacher, PC
related equipment (projectors etc.), network facilities (IDC, which
contracted with an internet provider, plays the role of gateway toconnect with each school;. Wi-Max systems will be employed),school antenna installation and trunk antenna etc. for one
computer lab.)

been installed. (500 schools (200 elementary schools and 150
junior high schools) have been already selected. At 350 schools,
ICT equipment has been installed.) At this moment, package 3 isunder the bidding process. Pre-Qualification (PQ) for package 3
was advertised three months ago. However, KOMINFO judgedthat an antenna study was necessary before the bidding process for
package 3 and the bidding process was interrupted. (In the end, theantenna study was not conducted). Now it has been re-advertised.

b) ICT equipment for project offices in KOMINFO and DIYb) ICT equipment for project offices in KOMINFO and DIY· Installation of PCs and related equipment for project · There is no major change.
administrationc) ICT equipment for IDCc) ICT equipment for IDC· Gateway antenna (for Wi-Max), relay extender antenna, server, · A new server was installed and the related equipment wasrouter etc.
procured additionally as the existing server was not able to handle
all the school traffic.
· As the Wi-Max system assumed in the Special Assistance for
Project Formation (SAPROF) was restricted by the Indonesian
government, it could not be brought in. Therefore, it wasnecessary to change the available system so that the number ofrelay extender antennas was increased. (The number of relay
extender antennas: SAPROF: 4 to actual: 11)d) Upgrading of schools’ electric power capacityd) Upgrading of schools’ electric power capacity· Upgrading of electric power receiving facilities and amperage at · There is no major change.
target schoolse) ICT operation and maintenancee) ICT operation and maintenance· Daily O&M for installed equipment is in place.

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Mid-Term Review results and Ex-Post Evaluation results
estimated at the time of Mid-Term Review (2012)

Ex-Ante Evaluation (2007)(b) Education Quality Enhancement (EQE) Activities (block grant)(b) Education Quality Enhancement (EQE) Activities (block grant)· Providing block grants for EQE activities based on a bottom up · As mentioned above, the block grant for school management andadministration is allocated based on proposals submitted byapproach (based on proposals prepared by school committees,schools via BUA. So far, 110 schools in 2010 (60 elementarycomposed of parents and communities, and schools) at 500 target
schools and 50 junior high schools) were selected and the blockschools.
grant was allocated to these schools in December 2010 and March
2011. In addition, 240 schools in 2011 (140 elementary schools
and 100 junior high schools) were selected and the block grant
was allocated to these schools in June 2011.
(c) Training for Teachers and School Management and(c) Training for Teachers and School Management andAdministration
Administration· Training for teachers: computer skills, information processing a) ICT utilization training- Training for ICT literacy (Linux)
skills and utilization of ICT in education; and- Training for school lab maintenance· Training for school management and administration staff: school- Teaching material development training
administration in accounting reporting and facilitation skills.
b) BUA management training- Financial reporting (with a case study for black grant reportingand school administration data processing)(d) ICT Teaching Materials Development(d) ICT Teaching Materials Development· Purchase of e-education materials for math and science and · There is no change.
· Teaching materials have been steadily developed as mentioned indevelopment of original teaching materials by teachers
the section on Operation and Effect Indicators.
· Regarding equipment, despite the fact that there are about 30
students per class depending on the school, 21 PCs (including one
computer for a teacher) are distributed to each school across theboard. Therefore, sometimes two students jointly use one PC andone student can use one PC in the same class. Some teachers
pointed out that this brought a sense of unfairness among students.

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Mid-Term Review results and Ex-Post Evaluation results
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Ex-Ante Evaluation (2007)(e) IDC System Development(e) IDC System Development
Education data base system development in DIY, Help-desk
There is no change.
system development, E-learning system development, Web-site
system development and Network system development
2) Consulting services(a) Detailed design, assistance for bid processing, construction
supervision, etc.
(b) Assistance for preparation of proposals by each school(c) Preparation of training guidelines and their instruction(d) Assistance for Teaching Materials Development(e) Planning the implementation of overseas training (in Kyoto
Prefecture)(f) Assistance for improvement of exam questions(g) Assistance for preparation of Roll Out Plan

2) Consulting services· General work management aspect (including assistance forpreparation of Roll Out Plan)· Infrastructure development aspects· Assistance for development of teaching materials· Assistance for improvement of examination materials· Assistance for training (ICT utilization, BUA management andoverseas training)· Reporting etc.
Man-month of consulting services (M/M) is modified as follows:(Original contract: No.1/JICA/ EGOV/KOMINFO/VIII/2009 to
Amendment: No.6/JICA/EGOV/KOMINFO/II/2012, February
28,2012)International: 33M/M (original: 3)→3 M/M
National:196M/M (original: 281)→ 301 M/M
Regarding the international consultant, a simple error was
modified. As for other parts, M/M for some staff was increasedslightly and a member of administration staff was added since theoriginal workload was not realistic.

(2) Project Inputs
1) Project Cost
Total cost
Japanese ODA Loan portion(2) Project Inputs
1) Project Cost
4,376 million yen
2,911 million yen

100%
66.5%

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Total cost
Japanese ODA Loan portion

1,188.7 million yen
962 million yen

100%
80.9%

Item

Mid-Term Review results and Ex-Post Evaluation results
estimated at the time of Mid-Term Review (2012)

Ex-Ante Evaluation (2007)
KOMINFODIY

558 million yen
907 million yen

12.8%
20.7%

KOMINFODIY

118.7 million yen
108 million yen

10.0%
9.1%

· O&M cost is not included in the above due to difficulties incalculating exactly using a part of BOS/BOSDA. It is thought thatthe actual O&M cost for the Indonesian side is larger than in theabove figures.
· The disbursement rate of the proceeds of the Japanese ODA loan
is only around 30% and this is low. The major reason for the low
rate is thought of as being the appreciation of the Japanese yen.
The disbursement rate is expected to remain at the rate of 50%
even if it is paid for undisbursed items for which JICA has alreadyfinished its review and concurrence, the procurement of remaining
packages and an extension of consulting services until projectcompletion.
2) Implementation Schedule
From April 2007 to December 2012 (68 months)

2) Implementation Schedule
April 2007 to December 2013 (schedule) (80 months: to bedelayed for 12 months)[Main reasons for delay of the Project]· Time needed to select the consultant.
· Procurement of equipment delayed.
Both the above are attributed to delays in procedures in Indonesia.
Especially the first package of equipment procurement took
additional time due to a review of the plan.
As the Project has made up for the delay through the past
implementing process, it might no longer be necessary to extend theplanned final disbursement date although project completion will bedelayed for one year.

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Item

Mid-Term Review results and Ex-Post Evaluation results
estimated at the time of Mid-Term Review (2012)

Ex-Ante Evaluation (2007)(3) Internal Rate of Return(3) Internal Rate of Return
Calculation of profitability is not considered appropriate for
Due to the nature of the project, a quantitative analysis of theeducation projects and therefore no calculation will be done.
internal rate of return was not possible.
To JICA:· Information on laws and regulations that can affect the Project should be obtained and understood at the project preparation stage.
Recommendations
Regarding this project, it should have been understood at the SAPROF or appraisal stage that the Wi-Max system is regulated by law, andthat asset transfer is necessary in Indonesia in cases where the executing agency during project implementation and the O&M
organizations after project completion are different. The change in communication methods led to delay in the procurement ofequipment at the beginning of the Project. It seems unlikely that the asset transfer problem directly affects O&M at this moment.
· The project should ensure a flexible response at the implementation stage. As equipment will soon age, particularly in ICT projects, thenecessity for a flexible response was recognized at the time of appraisal of the Project. In accordance with this recognition, JICA
Indonesia Office has permitted flexible changes to the executing agency at the implementation stage so that there has been progress inmaking up delays and in the modification of the scope from the beginning of the project. This Project is a good practice in project
supervision and implementation.
Lessons
learned andTo the Indonesian side:· It is desirable that the procedures of procurement and asset transfer become as simple as possible. In the Project, KOMINFO seeks to finda simpler way of asset transfer by early discussion with MOF. It is better to attain agreement among the related organizations by the timeof project completion to ensure a good practice in simple procedures by continuing discussions with the parties concerned.
· The school lab coordinator problem should be solved by project completion. Teachers should be devoted to teaching including teachingmaterial development. Although budget constraints might be one of the causes of the problem, one option to solve the problem would be
for several schools to share one full-time coordinator who can provide training on PC maintenance and teaching materials development.
PC maintenance will be necessary even after project completion and so the school lab coordinator should not be employed on a temporalbasis but as a full-time member of staff. In addition, another idea is to encourage teachers’ willingness to develop teaching materials by
granting an award for good materials and by holding competitions.
· Regarding the project objective, “improvement of education quality”, after reconfirming the definition of “improvement of education
quality” among the parties concerned, the parties should reconsider what should be aimed for in the project period and what theappropriate evaluation indicators are for the aim by reference to the suggested indicators in this MTR. At the time of MTR, a large amount

18

Item

Mid-Term Review results and Ex-Post Evaluation results
estimated at the time of Mid-Term Review (2012)

Ex-Ante Evaluation (2007)of the loan remains. Therefore, it is possible to utilize the remaining amount within the reconfirmed project objectives. However, if the
project scope is to be expanded, it is necessary that an appropriate plan of project scope and period be completed before the planned final
disbursement date.
Indicators for
the Ex-post
Evaluation

Indicators assumed at the Ex-Ante Evaluation(1) Ratio of schools with IDC access (%)(2) Number of staff who have undergone training(3) Number of students per PC in elementary school(4) Number of students per PC in junior high school(5) Number of subjects utilizing ICT(6) Ratio of schools which have computer labs and use PCs during
class(7) Net enrolment rate at elementary school (%)(8) Net enrolment rate at junior high school (%)

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It is suggested that the evaluation indicators are reorganized orclarified as mentioned in the section of effectiveness and impact due
to the mixing of several levels’ indicators. The basic concepts are as
follows:
1) Outcome indicators should be limited within items strongly
related to the Project objectives and outputs.
(Relevant indicators: a) number of staff who have undergone
training, b) number of students per PC in elementary school, c)
number of students per PC in junior high school, and d) amount of
ICT teaching materials that teachers have developed themselves
based on available ICT teaching materials)
2) It should be an impact indicator that items should be evaluated atprovincial level.
(Relevant indicators: a) ratio of schools with IDC access, b) ratioof schools which have computer labs and use PCs during class.
Reason: both results must be 100% if they are set as direct
outcomes of the Project.)3) At the time of the ex-ante evaluation, the target year was the yearof project completion. However, this should be one year after the
project completion as time is needed for effects to be seen in thecase of education projects. The target year is usually two years
after the project completion. However, the external reviewer
confirmed it would set one year after the project completion as it
could be difficult to collect data at the time of the ex-post
evaluation if the target year was two years after project

Item

Mid-Term Review results and Ex-Post Evaluation results
estimated at the time of Mid-Term Review (2012)

Ex-Ante Evaluation (2007)

completion.
4) The indicators should be limited within available data.

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