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resource development among its national development plans. The “Professional HumanResource Development Project (III)” (conclusion of an LA in March 2006), the inheritorof this project, is being implemented as an ODA yen-loan project to provide governmentpersonnel opportunities to study abroad and in Indonesia. In that project, the governmentalso continues its program of providing government personnel opportunities to study orundergo training in Indonesia. Given the fact that the individual issues related todecentralization and deregulation have begun to take form, the relevance of this project,which aimed to improve the quality of government personnel by providing them withopportunities to study or undergo short-term training abroad (mainly in Japan) and inIndonesia, continues to be recognized. This is backed up by the comments of respondentsof the beneficiary surveys of the three executing agencies that were conducted as part ofthe evaluation of this project.While many new colleges and universities have been built as Indonesia’s highereducation institutions and training facilities mostly in regional communities, they are stillnot developed enough to meet the new challenges such as the decentralization facingIndonesia today. On the other hand, thanks to the reform of higher education, a number ofinstitutions in Indonesia have developed into high quality colleges and universities. It canbe said that this project, which provided human resource development that combinedstudy and training abroad and in Indonesia, responded to the country’s needs and suitedthe actual conditions.The Asian economic crisis that erupted in the second half of 1997, that is, when thisproject was being implemented, had dire consequences for the Indonesian economy,resulting in the toppling of the Suharto regime that had ruled the country for nearly 30years. The economic crisis caused great damage to the Indonesian economy including aprecipitous drop in the value of the rupiah, a debt servicing crisis, inflation, andunemployment. However, the government took steps to recover from the damage byimproving its ability to govern by, among other things, promoting democratization,wiping out the structure of corruption, and after 2001, transferring to local governments aconsiderable amount of power in making decisions regarding administrative and fiscalmatters. After this project was launched, and as the government came under increasingpressure to deal with the variety of political and economic issues that came to the surfaceas a result of such drastic changes, the importance of developing human resources withextensive knowledge and expertise to be able to contribute to the efforts that were beingmade to deal with such issues gained increasing recognition.2.2 Efficiency （Rating : B）2.2.1 Outputs5

2.2.1.1 Past records of study abroad and trainingUnder this project, a total of 848 students, nearly double the number originally planned(448), were sent abroad or to some area of Indonesia to acquire a college degree. Thenumber of students that were actually sent abroad (524) exceeded the number originallyplanned (308) by about 70%. As is shown in Tables 1 and 2, for all three executingagencies — BAPPENAS, the MOF, and BPPT— the number of students actually sentabroad exceeded the number originally planned. The main reason is that the cost ofsending one student to Japan turned out to be lower than expected. The excess funds wereused to send additional students to study abroad.The number of students who actually studied abroad/in Indonesia for a degreeexceeded the number originally planned (30 40) in the case of undergraduate programs,and (299 700) in the case of master’s programs. Although they were not included in theoriginal plan, BAPPENAS sent 287 of its most promising local administrative officers toareas within Indonesia. For doctoral programs, both BAPPENAS and the MOF dispatchedmore students than they originally planned. In the case of BPPT, the agency discontinuedsending students to areas within Indonesia and instead sent them to Japan within itsbudget by applying the funds made available by the discontinuance. Consequently, as awhole, the total number of students the agency sent for a doctoral program turned out tobe fewer than the number the agency originally planned (119 108), the number ofstudents the agency sent abroad exceeded the number it originally planned to send.Additionally, with the exception of students who were sent to countries other than Japanbecause the courses they wanted to major in were not available in Japan (12 to Australia,6 to the U.S., and 4 to the U.K.) 6 , all the students dispatched to Japan enrolled inJapanese universities and higher education institutions.Table 1: Original Plan of Study Abroad / Training ProgramsBAPPENASMOFOverseas (all in Japan)Degree M.A/7835071M.S.Ph.D.7B.A./672514B.S.M.A/48In IndonesiaDegree ObjectiveNo. .D.B.A./B.S.M.A/003,4000000TotalDegree ObjectiveTotalDegreeno. 14B.S.M.A/Training3,750486As for the destination of overseas students, in the discussion leading up to the conclusion of the loanagreement, as a general rule, Japan was the country where students studied. However, if their needs couldnot be met in Japan, as an exception, they were allowed to study elsewhere. The actual courses that they tookincluded aeronautical engineering, material science, health physics, and information technology. There wasone student dispatched by the MOF and 21 students dispatched by BPPT.625

ble 2: Study Abroad (including Indonesia) / Training 130 4040 1490 2952,130 /BSMA/MSPh.D.000392392012102000143 (1)142 (1)165140 (5)39 (5)1165162390 (16)88 (16)240 (5)39 (5)1700 (1)696 (1)4108 (16)103 (16)5Note: The actual numbers are based on data obtained from the executing agencies at the time of ex-post evaluation.Of the students dispatched by BPPT to Japan, 3 earned bachelor’s degrees, 8 earned master’s degrees, and 4 earneddoctoral degrees with scholarships they obtained from other institutions being sent to study in Japan.Most of the students in doctoral programs who were sent from BAPPENAS majored ineconomics or business administration. Those who enrolled in master’s programs mainlymajored in fields such as international relations, international development, developmentplanning, and development studies. In the case of students who were sent from the MOF,most of the students in doctoral programs majored in economics or businessadministration, while those enrolled in master’s programs majored mainly strativesciences,internationaldevelopment, or international relations), public policy, or the like. Whether on the7Training0No Degree0Total No. of StudentsDegreeObtained0No. of .D.BA/BSMA./MSPh.D.Degree ObtainedTrainingTrainingDegree Obtained00TotalNo DegreeMOFIn MSPh.D.1210BA/B00SMA/131 (1) 130 (1)MSPh.D.65BA/B40 (5)39 (5)SMA/140138MSPh.D. 90 (16) 88 (16)BA/40 (5)39 (5)BSMA/376 (1) 373 (1)MSPh.D. 108 (16) 103 (16)No DegreeNo. of StudentsDegreeObtainedOverseas(in parentheses, other than Japan)Degree Obtained2,412002,412

graduate or undergraduate level, the bulk of the students sent from BPPT majored inengineering technology or in some other scientific fields (Table 3). Although comparisonscannot be made because the number of students that the three executing agencies plannedwere not selected in terms of their majors, it can be said that the majors these studentsactually took corresponded to the areas of expertise associated with each of the threeexecuting agencies that dispatched them.Table 3: Number of Students Who Studied in Japan by otal2733128388916172818502On the other hand, the actual number of trainees (282 abroad, 2,130 in Indonesia) wasfewer than the number originally planned (389 abroad, 3,400 in Indonesia). The numberof personnel who received training in Indonesia decreased significantly becauseBAPPPENAS, the agency in charge of all domestic training programs, changed the planso that most of the training cost (for 2,800 trainees) would be covered by money drawnfrom the government budget and by money borrowed from the World Bank. However, toaddress the issue of decentralization, which was implemented in earnest while this projectwas being implemented, BAPPENAS subsequently expanded the number of participantsin its training program. As a result, from BAPPENAS two thirds of the planned number ofpersonnel actually participated in the training programs in Indonesia. In addition,short-term training abroad was curtailed by all three executing agencies. Indeed, exceptfor the BAPPENAS component, there were no personnel sent abroad for short-termtraining. The reason is that the program did not clearly indicate a favorable cost-to-benefitratio, so that in the middle of the project, the training program was basically shifted todomestic training. Consequently, the number of personnel who actually participated in thetraining program was about 30% less than was originally planned.8

2.2.1.2 Consulting servicesApproximately 10% more hours of consulting services (1,114.5 M/M) were providedthan was originally planned (999 M/M). The main reason is that the one-year extension ofthe period for implementing the project (which will be discussed later) forced acorresponding extension in the number of hours of consulting services that were provided.Table 4 shows the details of the consulting services provided.Table 4: Comparison of Consulting Services at the Time of Planning andActual Services ProvidedTORType ofconsultantAt the of time ofplanning M/M(Employmentexecuting agencyM/M)135M/MOFUTET: 90M/MBPPT: 35M/MActual M/M(Employment executingagency M/M)Operation of trainingInternationalTraining coordinationand financial control ofstudy abroad programLocal522M/MOFUTET: 180M/MMOF: 174M/MBPPT: 168M/M636.5M/MOFUTET: 176.5M/MMOF: 92M/MBPPT: 368M/MStudy abroad supportservice (procedure fordispatching [accepting]students, payment oftuition, allowance,etc.) (EEO)TotalLocal342M/M (EEO)BAPPENAS: 162 M/MMOF: 96 M/MBPPT: 84 M/M388M/M(EEO)BAPPENAS: 186 M/MMOF: 100 M/MBPPT: 102 M/M999 M/M1114.5 M/MInternationalLocal135 M/M864 M/M90M/MOFUTET: 90M/MExplanation and reasons forthe changeSince a local consultantperformed the services onbehalf of BPPT, there is norecord of consulting servicesactually provided by BPPTIn the middle of the project,the MOF canceled the contractit had with a local consultant,after which it implemented itsown coordination andsupervision carried out mainlyby MOF staff members withcounseling experience.Since BPPT strengthened itscoordination service and hadto employ an IT consultant,which was not in the originalplan, M/M increased.Extension of the periodaccompanying the extension ofthe time for implementing theproject.90 M/M1024.5 M/MIn this project, which was implemented by three executing agencies, coordination ofproject implementation was carried out by the coordinating agency OFUTET establishedwithin BAPPENAS. In addition, consultants were hired within the MOF and BPPT toadvise on their respective operations. Moreover, along with the BPPT, a number ofindependent corporations participated in the BPPT component, including the IndonesianNational Nuclear Energy Agency (BATAN), the Indonesian Institute of Sciences (LIPI),and the Central Bureau of Statistics (BPS). Therefore, it was deemed necessary to provide9

far more consulting services than originally planned or to provide IT consulting servicesthat were not included in the original plan. Thus, to reinforce the coordination andsupervision services, in the case of local consultants within BPPT, more than double theamount of time had to be devoted than was planned to provide the required consultingservices.Additionally, in this project, a consultant (EEO) was hired, among other things, to helpstudents decide where they should study and to monitor their activities while in Japan.Because the project period was extended, the term of the contract with EEO was alsoextended.2.2.2 Project periodThe project period at the time of planning was supposed to be from December 1995 toOctober 2003, but actually the project lasted from December 1995 to October 2004 (13%longer than the initial plan). The reasons for the delay are as follows. For BPPT until1998 and for BAPPENAS and for the MOF until 2000, all three executing agenciesachieved their numerical goals for sending students to study abroad or in Indonesia. Afterthat, in response to the progress that had been made in front loading and cutting back onexpenses, the agencies reviewed the budget and the implementation plan and decided toincrease the number of personnel to be dispatched abroad. As a result, the period forproviding consulting services was extended, which in turn delayed the completion of theproject for 12 months from the original plan.2.2.3 Project costThe total cost of the project was significantly reduced. The actual cost was 6.917billion yen against 10.034 billion yen of the original cost, for a reduction of about 30%.As for the ODA yen-loan portion, the actual cost was 6.776 billion yen against 8.5 billionyen of the original cost, which was a reduction of about 20%. There were two reasons forthis. First, the cost involved in overseas study (mostly in Japan) and in training wasreduced (5,614 million yen 5,177 million yen). In terms of cost per student, this meant areduction of 15% to 45%. The reduction was made possible because, despite the fact thatat the time of appraisal most students were expected to attend private universities, whichcharge more tuition than do national and public universities, nearly 70% of the studentsattended national and public universities, and because there was no significant rise inoverseas prices during the project period.The second reason for the reduction is that, with the economic crisis of 1997 as thewatershed event, the Indonesian rupiah lost more than a third of its value, thus drasticallyreducing the cost of the domestic currency against the yen and, combined with the10

reduction of the project cost, the loan amount was scaled down by about 20% from theamount allocated in the original plan.2.3 Effectiveness （Rating: A）2.3.1 Number of participants earning a degree 7Considerably more students earned degrees than were originally expected (Table 5). Atotal of 838 students earned degrees (515 earned theirs abroad) as opposed to 448 who, atthe time of appraisal, were expected to earn degrees (308 were expected to earn theirsabroad). For all three executing agencies, the number of students who earned degrees faroutnumbered the goal set at the time of planning. Only 9 students who studied abroadfailed to earn degrees, and only 1 who studied in Indonesia failed to earn a degree. So therate of degree acquisition was extremely high. The reason is twofold: (i) in Japaneseuniversities, especially in the master’s programs, students rarely withdraw before earningtheir degrees due to failure in their academic performance. Thus the number of studentsearning their degrees under this project is not particularly high; and (ii) the threeexecuting agencies require candidates for study in Japan and other countries to go througha rigorous selection process (BAPPENAS selected only 1 out of 6 candidates, MOFA 1out of 14, and BPPT 1 out of 10), which means that the elite among government personnelin Indonesia were selected to study abroad.Table 5: Number of Students Earning a DegreeBAPPENASMOFBPPTTotalNo. ofStud.117137270524OverseasDegree .5%26598.1%51598.3%Training28200282In IndonesiaDegree ObjectiveNo. 00%252496%32432399.7%Training2,130002,1302.3.2 Personnel affairs for students after they return homeDeveloping countries are often faced with the problem of a brain drain whereby badlyneeded human resources decide not to return home to their posts but to stay in the countrythey were sent to study. In this project, at least in the BAPPENAS and MOF components,there were no such examples. The one doctoral student dispatched by the MOF shown inTable 6 did not return home to his post because he died before completing his course. Ifthis case were excluded, the return rate would be 100%.7Meanwhile, those who participated in short-term training programs presumably did not aim for a degree;instead all completed the training course.11

Most of the participants in the BAPPENAS and the MOF were personnel with collegedegree when the project started. So when they returned home after completing theirgraduate courses (either master’s or doctorate) in a foreign country or in Indonesia, theyresumed working at the posts they held before they were dispatched and advancedthrough the position classification scheme for college graduates. Incidentally, there havebeen reports that at the MOF those with degrees have an advantage in their careerdevelopment.Even in the case of participants from BPPT, since most of those who were sent to studyabroad and in Indonesia were hired as high school graduates, 8 when they returned home,although the degree would assist them to earn points for promotion, they still resumedwork at the same rank they held when they were dispatched and advanced through theposition classification scheme for high school graduates. In other words, as is the casewith personnel of BAPPENAS and the MOF with college degrees, even if personnel ofBPPT with high school diplomas earned doctorates, under this project, there would be agap in the position classification scheme between these two groups of participants afterthey returned home. Furthermore, there were many cases where, upon returning home,participants in this project were assigned to areas of expertise in which they had noprevious experience. Also, there were reports that the agencies that dispatched thepersonnel abroad under this project failed to provide an environment where thosereturning participants could continue engaging in their graduate level research activities.In many cases, these negative factors combined to force participants to quit their posts orcontinue to remain at their posts only in appearance while actually doing work other thanthat which their positions required them to do.However, in BAPPENAS, the MOF, and BPPT alike, it is possible for personnel to bepromoted, say, to a managerial position under a system of promotion other than theposition classification scheme based on their educational backgrounds at the time theywere hired by these agencies. Thus it is possible for graduates of the project to raise theirskills and expertise and improve their job performance by studying abroad and inIndonesia, which in turn will contribute to their career development.Meanwhile, students studying with public funds are required to work at their agenciesfor a period of twice the time they spend studying plus one year. There is a rule whichstates that if they fail to meet this requirement, they will be forced to pay a penalty. Up tonow, there have been only a few cases of violation of this rule, although the actual amountof penalty paid has not been reported.8At that time, BPPT adopted a human resource development strategy whereby BPPT hired pro

the extensive knowledge and techni cal expertise required to play a key role in government agencies by providing government personnel with opportunities to study4 or undergo short-term training abroad (mainly in Japan) and in Indonesia, thereby contributing to the economic growth of Indonesia. 2 Source: World Bank's EdStats (web edition)