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Indonesia - Third Barefoot Engineers Training Project (Inglês)

Ratings for the Third Barefoot Engineers Training Project for Indonesia were as follows: outcomes were moderately satisfactory, the risk to development outcome was substantial, the Bank performance was moderately satisfactory, and the Borrower performance was also moderately satisfactory. Some lessons learned included: investing in capacity building of high school graduates is a cost-effective means of improving socio-economic conditions in isolated areas. It is unrealistic to expect that graduates of a six-month course will be able to achieve the same outcomes as experienced facilitators. There should therefore be a mechanism in place that provides continued support to graduates through mentoring, refresher training and support by sub-national government agencies beyond the lifetime of an individual training project; ongoing twinning arrangements with the TPKs will be essential. The effectiveness of capacity building of high school graduates is greatly enhanced if it forms part of a long-term strategy to address facilitator shortages in isolated areas. If a government plans to support CDD programs in the long run it needs to establish a longer-term strategy to train and retrain facilitators on an annual basis. Facilitation remains of crucial importance to the success of community-based development projects, including BE-III. This observation does not only apply to the quality of facilitators at the sub-district level but also to facilitation at district and provincial level.


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    Conclusão da Implementação e Relatórios sobre Resultados

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    Leste Asiático e Pacífico,

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    Indonesia - Third Barefoot Engineers Training Project

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    joint management;technical assistance and advisory service;economic and financial analysis;social and environmental;ip disbursements archived;project design and implementation;small and medium enterprise;high school graduate;quality of infrastructure;quality at entry;outputs by components;Exchange Rates;awareness of gender;water supply system;net economic benefit;good financial management;central government budget;capacity building support;benefits of investment;limited job opportunities;segregation of duty;high school student;contract good;investment in capacity;quality of supervision;provincial government officials;alternative employment opportunity;youth training program;community level development;refresher training course;central government agency;tracer study;result indicator;long-term strategy;rural area;qualified technical;project costing;development partner;beneficiary survey;results framework;corrective action;class room;mitigation measure;remote area;disciplinary measure;Social Protection;disadvantaged regions;short notice;female participation;Technical Training;thematic area;community-based development;security concern;job opportunity;poverty alleviation;economic recovery;construction material;financial reporting;community empowerment;grant funding;promoting communities;safeguard policy;support cost;regional experience;fiduciary requirements;socio-economic development;oversight agency;high-quality training;social safeguard;gainful employment;grant recipient;Finance Unit;project finance;budget planning;evaluation study;baseline indicator;infrastructure spending;community mobilization;stakeholder workshop;consulting service;graduation rate;Consulting services;construction industry;modest increase;prior review;temporary unemployment;construction personnel;individual training;infrastructure grant;government plan;Safeguard Policies;suitable candidate;utilization rate;logistical problems;female trainee;counterpart funding;short-term training;selection criterion;geographical isolation;program consisting;short supply;skilled graduate;education level;academic background;external support;regular monitoring;evaluation design;financial commitment;grant funds;adequate compensation;potential conflicts;government commitment;stakeholder involvement;project risk;risk assessment;government involvement;small-scale infrastructure;subnational levels;residential course;grant financing;indigenous community;working condition;irrigation canal;financing commitment;indigenous communities;regular meetings;retention rates;provincial agency;Vocational Training;external partner;primary author;social analysis;social instability;transition arrangement;



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