Page 30

Challenges, Current Initiatives and Strategy – Education and Financial Management

If not addressed, these factors limit transparency and accountability, as well as the overall functioning of the education system in the province. They also increase levels of risk associated with initiatives planned by DIKPORA Papua, other education organizations, and those proposed by this ICT in Education Strategy. Burdensome Reporting. Monthly reporting by Papuan schools is far from complete; in schools that do report regularly, completing reports places burdens on school heads and other faculty that reduce their participation in management and teaching activities. In and near coastal centers, the burden of administrative reporting increases teacher workloads, removes teachers from classrooms, and removes head teachers from schools. In Kab. Merauke, head teachers in the Kurik and Tanah Miring kecamaten, one to two hours from the town of Merauke, complete reports using paper and pencil. Others use school computer facilities, if available, to develop their own reporting forms and then travel to Merauke to use public computer facilities (Warnet) to complete or to print reports. In all cases, head teachers must travel to Merauke to deliver reports. In many schools, reporting activities require both the head teacher and a second teacher serving as an assistant. Limited Participation in Reporting. School participation in monthly reporting varies greatly according to geography, but is inadequate in most instances. According to the Wamena office of education, approximately 30 percent of SDs in Kab. Jayawijaya complete their monthly reporting; this compares with 80 percent in Kab. Merauke. Although information is not available, in Kab. Yahukimo and other isolated areas reporting among SDs is likely lower than in Jayawijaya. Reporting failures by remote schools link to a larger complex of problems related to schools’ isolation and lack of communications. Among the most serious of these problems is teacher absenteeism, which results from the combination of schools’ isolation, teachers’ difficulties in receiving pay, and the general lack of leadership and oversight at the local level and other factors.


Inaccurate and Incomplete Data. As a result of the combination of burdensome reporting processes and limited participation, current data on schools in Papua is limited in terms of both accuracy and completeness. Gaps in basic information range from the numbers of schools in different district to student enrolment. More valuable information, such as the numbers of students held back in each school, is not tracked in any but the most accessible and developed district. Schools’ inability to receive accurate data about administration and budgeting at the DINAS level contributes to their lack of financial resources and, by extension, to a host of problems ranging from teacher absenteeism to lack of student uniforms. Since data management involves paper-based data entry and aggregation at both the school and DINAS levels, the probability of inaccurate data is increased. Poor-quality data creates challenges, in turn, for decision-makers and policy-makers. Inadequate Management of Financial Information. Financial management and reporting processes in the primary and secondary school systems are extremely limited. According to head teachers and teachers in various schools, lack of reporting and transparency results in funds transfers that are—or that may be—significantly less than the amounts allocated. SD 1 Tangma, for example, reports receiving BOS payments of only Rp. 1,000 per Class 1 student, graduating up to Rp. 6,000 for Class 6 students. Problems related to financial management result in stalled civil works, lack of learning resources in science labs and libraries and high levels of dissatisfaction among teachers, all stemming from limitations on the flow of resources to schools. Inadequate reporting without doubt contributes to failures of transparency and accountability, increasing the likelihood of corruption and undermining the commitment and participation of education staff from the district to the school levels. Lack of Capacity to Process Electronic Reports. Even in coastal centers such as Merauke and Biak, where significant numbers of schools complete reports on computers and have email access,

ICT in Education Strategy and Implementation Plan for Education in Papua

ICT in Education Strategy and Implementation Plan for Education in Papua  
ICT in Education Strategy and Implementation Plan for Education in Papua  

This information and communication technologies (ICT) in education strategy and implementation plan has four goals, to use information and c...