R9: The first meeting of the steering committee for the Grand The extent to the Grand Design will be adopted as a road Design should be convened at the earliest convenience to map for the implementation of the 2015-2019 is unknown (see *** MoRA identify priorities and forms of further technical assistance that §4.4.5). may accelerate implementation of the Grand Design. MDC development strategies lack an equity component. The R10: The merits of introducing a variable-funding mechanism to capacity of MDCs varies significantly between provinces, as improve MDC capacity should be considered under existing ** MoRA does the cost of providing support to Madrasah (see §4.4.5). financing plans for MDCs. EOPO 3 evaluation indicated an inconclusive relationship R11: The efficacy and size of block grants as a stimulus for quality between block grants and quality improvement, but a more improvement should be assessed. Block grants earmarked for ** MoRA conclusive relationship between training and quality training programs are an option that should be investigated. improvement (see §4.4.2). Service delivery mechanisms for private Madrasah have an R12: The suitability and performance of Madrasah Working Groups impact when they are fit for the purpose (i.e. mentors). There (KKM) in facilitating MoRA’s Madrasah Upgrading Program ** MoRA are concerns that cluster-based professional organisations (e.g. should be evaluated. KKM) do not meet this description (see §4.4.3). R13: The findings of the social inclusion pilot program should be The madrasah sector appears to be amenable to the assessed in order to better understand how the Islamic incorporation of social inclusion strategies in education policy * MoRA education section might take a lead in social inclusion and programs. strategies.
The extent to the Grand Design will be adopted as a road map for the implementation of the 2015-2019 is unknown (see §4.4.5). R9: The first meeting of the steering committee for the Grand Design should be convened at the earliest convenience to identify priorities and forms of further technical assistance that may accelerate implementation of the Grand Design. *** MoRA MDC development strategies lack an equity component. The capacity of MDCs varies significantly between provinces, as does the cost of providing support to Madrasah (see §4.4.5). R10: The merits of introducing a variable-funding mechanism to improve MDC capacity should be considered under existing financing plans for MDCs. ** MoRA EOPO 3 evaluation indicated an inconclusive relationship between block grants and quality improvement, but a more conclusive relationship between training and quality improvement (see §4.4.2). R11: The efficacy and size of block grants as a stimulus for quality improvement should be assessed. Block grants earmarked for training programs are an option that should be investigated. ** MoRA Service delivery mechanisms for private Madrasah have an impact when they are fit for the purpose (i.e. mentors). There are concerns that cluster-based professional organisations (e.g. KKM) do not meet this description (see §4.4.3). R12: The suitability and performance of Madrasah Working Groups (KKM) in facilitating MoRA’s Madrasah Upgrading Program should be evaluated. ** MoRA The madrasah sector appears to be amenable to the incorporation of social inclusion strategies in education policy and programs. R13: The findings of the social inclusion pilot program should be assessed in order to better understand how the Islamic education section might take a lead in social inclusion strategies. * MoRA