Meeting Franchise Makassar - 7 Januari 2026

Introduction to Stela Maris

Overview of Stela Maris and Key Personnel

• The speaker introduces themselves as a finance person from Stela Maris, accompanied by Bulani, the head of business management overseeing branches.

• Stela Maris operates as an educational operator with centralized standards from headquarters, separating investor roles from daily school operations.

Clarification on Organizational Structure

• A question arises about the relationship between Stela Maris and a hospital organization, clarifying that "Stela Maris" is a general name affiliated with Catholicism.

• The term "Stella Maris" translates to "Star of the Sea," symbolized by a lighthouse guiding those in need.

Ownership and Independence

Brand Registration and Ownership

• While "Stella Maris" is a general name not owned by any institution, the brand "Stella Maris School" is registered and can be patented.

• Stella Maris School is privately owned without affiliation to any specific church or institution, emphasizing independence.

Mission and Values

• The choice of the name reflects a desire to implement Christian values within education while maintaining independence from religious institutions.

Franchising Opportunities

Inquiry About Franchising Mechanisms

• Discussion on seeking stable franchising opportunities for easier implementation in schools; details will be provided in presentation slides.

Role as an Operator

• The speaker mentions their experience in finance technology and education technology sectors, indicating readiness for collaboration.

Company Structure and Future Plans

Holding Company Model

• The company operates as a holding entity with various businesses underneath it, including plans for expansion into education.

Educational Ventures

• Previous ventures included support for vocational training (bimble), indicating diverse interests within the educational sector.

Strategic Considerations

Perception Challenges

• There are concerns regarding how Stella Maris may be perceived due to its association with Christianity; this requires careful consideration before decisions are made.

Vision Alignment

• Emphasis on maintaining universal values while aligning with Christian principles across different denominations.

Core Values of Education at Stella Maris

Educational Philosophy

• The vision includes fostering gratitude among students and staff while promoting collaboration, excellence, and passion within the educational environment.

Understanding Christian Values in Education

The Role of Teachers and Respect

• Emphasizes the need for teachers to have a calling, aiming for excellence in their work while respecting diversity and differences among individuals.

• Highlights the importance of integrity and communication within educational settings, particularly in relation to Christian values that promote openness to all religions.

Spiritual Welfare in Learning

• Discusses the concept of spiritual welfare, which varies according to students' beliefs, teaching them gratitude and prayer as part of their relationship with creation.

• Mentions that educators from various faith backgrounds are encouraged to support students according to their respective religions.

Defining Christian Values

• Clarifies that "Christian Value" does not equate to biblical teachings but rather encompasses caring, compassion, and conscience as core principles.

• Introduces the idea of instilling an entrepreneurial character (EnterPlanarCharacter) in children, focusing on decision-making skills, independence, risk-taking with responsibility.

Organizational Structure of Schools

• Describes the transition of school headquarters due to growth needs and operational challenges faced by staff.

• Explains that schools must operate under a foundation (Yayasan), although management can be conducted by a company (PT).

Financial Management and Non-Profit Status

• Notes that foundations are non-profit entities; however, they can collaborate with businesses for operational efficiency while maintaining tax-exempt status for four years if funds are reinvested.

• Discusses strategies for attracting funding from foundations through partnerships with companies while ensuring compliance with legal requirements regarding permits and operations.

Overview of Educational Programs at Ganeserplong

Structure and Levels of Education

• The school offers programs starting from early childhood education (ages 2-3 years) up to secondary education, accommodating children as young as 1.5 years who wish to learn.

• Each educational level has multiple classes; for example, there are three classes per grade in primary education, with a maximum of 24 students per class.

• The institution provides education up to high school (SMA), indicating that it does not extend into higher education.

Historical Context and Expansion

• Established in 1995, the school has been operational for nearly 30 years and has expanded its reach into Java and Sumatra.

• The main office is located in Tanggerang, with additional branches in BSD, Jambi, Pond Tiana, and Karamachi.

Unique Program Offerings

• The school tailors its programs based on market needs; for instance, it operates within a superblock apartment complex which requires specific educational services.

• A variety of services are available for toddlers and infants, including baby clubs where parents or guardians accompany their children.

Social Impact and Business Model

• The school's mission emphasizes social impact over profit; it aims to fulfill community needs while maintaining financial sustainability.

• Revenue generation is steady but not aggressive; the business model focuses on long-term stability rather than rapid growth.

Operational Standards and Requirements

• Schools must adhere to safety regulations regarding location—avoiding areas prone to flooding or near waste disposal sites—and ensuring accessibility for transportation.

• Essential infrastructure includes reliable electricity supply and internet connectivity to support modern educational practices.

Partnership Dynamics

• Collaboration with partners involves sharing monthly reports while allowing the operator significant autonomy under established guidelines.

• Data management is streamlined; daily operations do not require extensive reporting from partners but focus on overall support throughout the academic year.

Curriculum Licensing and School Autonomy in Indonesia

Overview of Curriculum Requirements

• The curriculum for new schools in Indonesia must align with national standards, although there is flexibility to adapt based on market needs and the vision of school founders.

• Schools are required to use a national curriculum as a foundation but can create variations. For instance, if a founder desires an international school model, they can apply for licenses after meeting specific criteria.

Transitioning to International Standards

• Schools like Stella Maris aim to blend their curriculum with international standards while adhering to national regulations. This includes integrating teaching models and language choices.

• The blending process considers minimum operational requirements set by the national curriculum while allowing schools autonomy in their educational approach.

Accreditation Process

• Each school operates as an independent entity regarding accreditation; thus, having multiple campuses does not automatically confer shared accreditation status.

• Schools must undergo individual assessments for accreditation, meaning that one school's high rating does not guarantee similar ratings for others under the same management.

Training and Resource Standardization

• New schools aiming for international recognition can leverage training resources from established institutions that already have operational licenses.

• Transitioning into an international school framework typically takes 5–6 years, contingent upon achieving national accreditation first.

Licensing Challenges

• There is often a distinction between holding an official license from foreign institutions (like Cambridge) and obtaining necessary local approvals from Indonesian authorities.

• While collaboration with foreign educational bodies is permitted, securing local licensing remains a separate challenge that requires time and compliance with government regulations.

Financial Management Support

• Comprehensive support extends beyond academic aspects to include financial management such as budgeting, procurement, and cash flow oversight.

• Partners play crucial roles in financial operations within schools, ensuring proper release of funds and adherence to budgetary constraints while providing necessary data management support.

Recruitment and Contractual Processes in Education

Recruitment and Interview Process

• Discussion on recruitment processes, including the creation of work contracts. The speaker mentions that if the headmaster wishes to participate in key interviews, it is permitted.

Role of Investors and Partnerships

• Explanation of the roles of investors and partners in educational operations. The model presented indicates a division between school operators and partners, highlighting potential funding needs.

Project Timeline and Feasibility Studies

• Overview of typical timelines for project phases, emphasizing flexibility based on conditions. The speaker notes that initial discussions focus on finding the best fit for collaboration.

Information Gathering and Questions

• Encouragement for participants to compile questions after receiving initial information. A follow-up email will be provided for further inquiries.

Feasibility Study Insights

• Mention of a one to two-month period for thorough consideration before moving forward with feasibility studies. This includes assessing market needs against proposed programs.

Understanding Market Viability

Detailed Projections

• Emphasis on projections being more detailed during feasibility studies, allowing stakeholders to understand capital requirements and market demand alignment with offerings.

Documentation Process

• Clarification that documentation from feasibility studies will be submitted to Pak Indra, noting that not all projects may be deemed viable based on findings.

Recommendations Based on Findings

• Discussion about recommendations stemming from study results; some projects may not proceed if they do not align well with market demands or operational capabilities.

Preparation Timelines for Educational Institutions

Pre-School vs Formal Schooling Requirements

• Differentiation between pre-school (informal education requiring six months preparation) versus formal schooling (requiring one full year before starting).

Legal Considerations in Education

• Explanation regarding legal definitions under Indonesian law concerning pre-schools as informal institutions without strict annual learning requirements compared to formal schools which must adhere fully.

School Expansion Plans

Planning School Levels

• Inquiry into Pak Indra's plans regarding school levels ranging from early childhood education through university level, discussing space requirements accordingly.

Space Requirements for Universities

• Details about space specifications necessary for establishing universities, indicating minimum area requirements based on program offerings like IPA (science) and EPS (social sciences).

This structured summary captures key insights from the transcript while providing timestamps linked directly to relevant sections for easy reference.

Higher Education Structure and Profit Sharing Models

Overview of Higher Education Levels

• The hierarchy of higher education institutions includes six levels, with universities at the top, followed by institutes that may offer specific programs such as IPA or IPS.

• When planning to establish a university, it is crucial to determine the type of university desired and assess land availability for construction.

Educational System Comparison

• The educational structure is likened to primary and secondary education (TK, SD, SMP, SMA), where universities represent the highest level akin to SMA, followed by institutes.

Profit Sharing Model Discussion

• A proposed profit-sharing model involves an initial franchise fee paid upfront for a set period, with management fees explained in detail by Pak Francesfi.

• The franchise fee is set at 450 million for six years, alongside a monthly royalty fee of 10% from tuition fees (SPP), excluding other income sources like extracurricular activities.

Additional Revenue Streams

• Schools can generate additional income through various channels such as clubs, canteens operated by vendors, and student stores selling uniforms and books.

• All revenue generated from these additional activities goes directly to investors without any deductions for management fees.

Management Control and Future Communication

• While schools maintain control over operational aspects like vendor selection and pricing in canteens, they do not charge management fees for these areas.

• Participants are encouraged to send further questions via email for clarification. Presentations will be shared for review before feedback is provided.