Decentralized Basic Education 1: Management and Governance
Managing public education assets: the development and dissemination of DBE1’s Asset Management System
March 2011 This report is one of a series of special reports produced by Research Triangle Institute (RTI), Implementing Partner for the USAID-funded USAID funded Improved Quality of Decentralized Basic Education (IQDBE) program in Indonesia
Table of Contents Page TABLE OF CONTENTS ......................................................................................................................................I INTRODUCTION ................................................................................................................................................ 1 THE DEVELOPMENT OF DBE1’S ASSET MANAGEMENT SYSTEM .................................................... 3 THE DEVELOPMENT OF DBE1’S PREVENTIVE MAINTENANCE PROGRAM .................................. 6 DISSEMINATION ............................................................................................................................................... 8 THE FUTURE .................................................................................................................................................... 11 APPENDIX 1 : IMPROVING THE CAPACITY OF ELEMENTARY SCHOOLS/MADRASAH AND DISTRICT EDUCATION OFFICES IN THE MANAGEMENT OF ASSETS ........................................... 12 APPENDIX 2 : CONDITION OF ASSETS FOR PUBLIC SLB IN WEST JAVA ...................................... 15 APPENDIX 3 : ABBREVIATIONS, ACRONYMS AND GLOSSARY ........................................................ 18
Introduction This brief report describes the development and dissemination of DBE1’s asset management system.1 This includes a description of collaboration with GOI and other stakeholders and of the extent and result of dissemination to date. The report provides an overview of the DBE1 Asset Management System program, followed by a description of the development of the system, the development of preventive maintenance program, dissemination and conclusions. To illustrate the program and its outputs, a PowerPoint presentation on the program is included as an appendix. The regional autonomy laws of 2004 required the center to hand over assets to the districts, but the district governments seriously lack the capacity to manage assets. Education assets consist of facilities and infrastructure at schools, and sub-district and district offices. At the district there are two offices responsible for education assets; the Education Office (Dinas Pendidikan) and the Office for Procurement, Financial Recording and District Assets (Dinas Pendapatan, Pencatatan Keuangan dan Asset Daerah or DPPKAD). The management of assets in the education sector presents a complex set of problems that need to be addressed nation-wide because many schools and districts have been faulted by BPK, the state auditor, and most have not yet been audited for fear that they will also receive an audit disclaimer. Such disclaimers reflect badly on a districts’ performance. Up until now this issue has not been addressed properly by either the GOI or by the donor community. The issue is further complicated in that asset management is based on requirements set forth in regulations by two ministries: the Ministries of National Education (MONE) and Home Affairs (MOHA). The former sets the standards - and requirements - for facilities (desks, chairs, lab, books, teaching aids, etc.) and infrastructure (land and buildings). The latter sets the rules for recording, coding, and asset inventory. Neither school principals nor Education Office officials have the background for managing these. Furthermore, manuals, guidelines and training materials to enable schools and districts to comply with the regulations do not exist. For some time DBE1 planned to develop a program for improving the management of assets within schools and district education systems. Work commenced on the Asset Management program in 2009. The program was originally conceived as a preventive maintenance program. However, it soon became apparent that district governments
1
This report is submitted in fulfillment of Deliverable 26 under the contract modification for DBE1 (U.S. Agency for International Development (USAID) Contract Number 497-M-00-05-00029-00. Modification 16, November 2010): Deliverable 26 is to “Report on extent and result of dissemination of Asset management program including description of collaboration with GOI and other stakeholders.”
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lacked the basic data on the assets they possessed. The first step in a preventive maintenance program is a thorough audit of the condition of one’s assets. As a result, the DBE1 asset management program now consists of two components: 1. a computerized system for inventorying assets, which is an information system known as Sistem Informasi Manajemen Aset (SIMA), that can be used as a basis for strategic planning, budgeting and policy development to improve district level management and governance of education, and 2. a training program for school and district level administrators on preventive maintenance. While the two components can be implemented independently as stand-alone interventions, they are mutually supportive. Ideally the SIMA is implemented as a complementary data system describing school conditions for the more comprehensive SIPPK (Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota) which forms the basis for district strategic planning (renstra) and budgeting in the education sector. The SIMA helps schools and the Education Office to identify facilities which are seriously damaged and in need of repair. The second component, training in preventive maintenance, is then provided to Dinas officials, school principals, selected teachers and community members. It enables the verification of school reports so that districts and their schools can properly plan for preventive maintenance. The overall system is based on the regulations from the two ministries mentioned above: the MOHA regulation, Permendagri 17/2007 on Administration of District Owned Assets, and the MONE regulation, Permendiknas 24/2007 on National Education Standards for School Assets and Infrastructure. In early 2010 DBE1 met with the Head of the Education Infrastructures Section of MONE’s Directorate of Kindergarten and Elementary Schools, and the Head of the Sub-Directorate of Regional Income and Investment, Directorate General of Regional Finance Administration Development, MOHA. Both agreed that assistance from USAID/DBE1 in this matter would be greatly appreciated and promised their full cooperation in developing and rolling out the program. As a pilot, DBE1 has funded the implementation of the asset management system, SIMA, and follow-up training in preventive maintenance in DBE1 target schools and madrasah in two sub-districts in six districts (one in each target province). The system can be applied in its current form to junior- and senior-secondary schools (SMP/MTs and SMA/MA) and has been adapted to special schools (SLB). It cannot be applied to technical high schools (SMK) as these require a different range of facilities and equipment. It has since been disseminated to a number of additional districts and schools as described below.
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The development of DBE1’s Asset Management System Following preliminary development in 2009, the system was initially piloted in the Central Java district of Purworejo. In January 2010, responding to a request from the district government in Purworejo, DBE1 began providing assistance to improve the management of assets under the responsibility of the District Education Office (Dinas Pendidikan), particularly the district’s state schools. In order to do this, DBE1 put together a team of specialists who worked with the Dinas Pendapatan, Pengelolaan, Kekayaan dan Aset Daerah (DPPKAD), which is responsible for monitoring the use of all assets in the public system. The first step was to set up the system. We began by studying the rather rigid manual administration system imposed by MOHA and the government’s auditing division, Badan Pemeriksa Keuangan (BPK). Its main weakness is in the data collection, as no funds are provided to enable direct data collection or verification in schools by DPPKAD. Instead the system relies on forms sent to schools to complete and return. As a result, the data is generally poor quality and incomplete, making the system ineffective as a support for administration, let alone as a support for a preventive maintenance program. In fact the BPK provides districts with an electronic database system to help them implement the MOHA approach. Supplied at a cost of Rp 1 miliar (Rp1,000,000,000), for district wide implementation, the system is called SIMDA BMD (Sistem Informasi Daerah, Barang Milik Daerah, or District Information System – District Owned Asset Sub-System). The system is closely tied to the district financing system (SIMDA Keuangan) and is designed to track assets from the point at which these are procured. However, this is problematic, as there is huge tracking backlog for assets procured before the system was purchased. Many districts have bought into this system, and most of them still face the problem of incomplete and invalid data. As a result most of these districts still receive a ‘disclaimer’ status after audit by BPK. In most cases, this status is received due to significant unaccounted Education Office assets. Thus it was decided that the system developed by DBE1 will take a different approach. SIMA will provide assistance in the form of a tool to enable the Education Office to conduct a census of its assets. As also required by the MOHA regulation, a census of assets is conducted every five years. SIMA provides electronic instruments for schools to collect data and information on their assets. The instrument enables the school and education office to generate various reports: 1. reports required by the MOHA regulation (there are four components: assets per type, assets in a location, assets inventory book, and assets inventory recapitulation);
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2. a system for recording the standard of facilities and equipment against the benchmark of national education standards (SNP), and 3. a system for detailing the condition of school buildings and infrastructure (e.g. the condition of the roof, flooring, electricity installation and so on). This system provides the basic information required for designing a preventive maintenance program. The process is as follows: 1. The District or provincial Education Office officials are given training to introduce the system and to enable them to conduct the census. 2. Supported by DBE1, the officials visit target schools to train school principals on how to conduct a ‘self inventory’. 3. The data is then aggregated at the district level by the Education Office team. 4. Where school data is incomplete or questionable, further visits and mentoring are provided at school level to obtain complete and accurate data. 5. Once the data is cleaned and entered into the system, the results can be formatted for presentation to decision-makers and stakeholders. Typically, the Kepala Dinas presents the results to the Bupati and other stakeholders in a forum or ‘audience’. 6. Further assistance is then provided depending on need and demand to support the preparation of policy and plans, based on this input. The main question for districts is: What do we need to do for our schools to achieve national standards? This new asset management system was initially implemented by DBE1 in two subdistricts in Purworejo, originally in the 20 DBE1 partner-schools and then in all 72 schools in the two partner sub-districts. The decision to expand the program with DBE1 funding to these schools in Purworejo was made to enable the data to be properly aggregated at sub-district level to better test the system. In the second half of 2010, DBE1’s SIMA was subsequently rolled out with DBE1 funding to two subdistricts in each of the following districts: Soppeng in South Sulawesi, Nganjuk in East Java, Karawang in West Java, Tebing Tinggi in North Sumatra and Aceh Besar in Aceh. As Nganjuk, East Java had fully implemented the BPK system the experience in this district was somewhat different to that in others. However, due to the poor quality of data in the BPK system, it was agreed to pilot the DBE1 SIMA. Subsequently, in December 2010, the Education Office conducted a workshop to introduce the DBE1 Asset Management program to all sub-districts (in attendance were the Heads of UPTD, two principals and two school supervisors from each sub-district). The focus was on identification of damaged infrastructure. At the same time, DBE1 employed a short-term technical assistant to develop and pilot a training module in preventive maintenance for district officials, sub-district
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officials and school principals. This was piloted in Purworejo in the April-June period in 2010 following on from the initial application of the SIMA. The training program focuses on simple principles, such as it is very cost effective to fix a leaky roof before the damage spreads. Based on the output of the Asset Management system, it is a simple matter to identify maintenance issues when they are still minor and schedule these for preventive maintenance. This training program is intended to be delivered as a follow up to the implementation of the computerized asset management system. It has now been implemented in the same districts: Soppeng, Nganjuk, Purworejo, Karawang, Tebing Tinggi and Aceh Besar. Full reports on the condition of schools in each of these locations have been provided to the districts and include detailed analysis accompanied by photographs to illustrate problems and recommendations for repair and preventive maintenance. These reports are also available from DBE1. This program is described in the following section. Typical maintenance problems
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The development of DBE1’s Preventive Maintenance program Work on this component commenced mid-2009. DBE1 hired a short-term specialist in this area who had been working with the project on the reconstruction of schools after the earthquake in Yogyakarta and Central Java. The manuals and software drafted in 2009 were finalized in early 2010 and a set of four manuals was published in July 2010. Prior to this, initial testing took place in Purworejo, Central Java in the first quarter of 2010. Comprehensive reports on the condition of each school were prepared following the school visits conducted by the technical team to verify the schools’ reports on their condition, based on their own assessment. The principals were reportedly pleased to see the visual results of their school asset profiles in the forms of tables, charts, and graphs. Full scale training took place in Purworejo in early April. DBE1 then completed the roll out to 74 SD/MI in two sub-districts by late April. At that time, the Head of the District Education Office in Purworejo and the World Bank decided that in June they will disseminate to the remaining 473 SD/MI using BEC/TF grants. As described in the following section on dissemination, the program was subsequently implemented with district funds as the BEC funds had not yet been disbursed. In Purworejo, 72 primary schools located in two sub-districts, Gebang and Bener, were given assistance in asset management. After aggregating the data, it was found that 12 elementary schools had infrastructure with minor damage. Further verification was necessary to determine whether the data filled out on the e-form reflected the genuine condition of damage. Aside from this, school visits were also required to determine the cause of initial damage to the building component. Causes of damage to building components can be described as follows: 1. Lack of maintenance 2. Ignorance / lack of understanding amongst school stakeholders (principal, teacher, student and school committee) 3. Technical construction procedures 4. The physical condition of building components (structural and non structural) 5. The tender process (procurement of goods / services) in the context of the Regional Autonomy There are currently no technical staff within the District Education Office who specialize in the monitoring of school infrastructure condition and who have the ability to provide technical guidance to schools or their stakeholders. As a result these problems have had a big impact on the condition of school infrastructure. When the verification was conducted, many early symptoms of damage were identified in all schools, in the form of structural and non-structural damage to several components of the building. Schools generally underestimated the level of damage and maintenance required in their reports. These defects were detailed in a table in the 6
Decentralized Education Management and Governance: Deliverable 26 Report. March 2011
report provided to the district, and illustrated with a comprehensive set of photographs. The use of photographs is important in that it better communicates the issues and condition of assets, not only to school personnel but also to community members. An important emerging issue is the need for special attention to electrical installations in schools. In many schools it was found that electrical wiring and fittings were in bad repair. Coupled with common leakages from plumbing and roofing, the risk is great. Risks include fire, electrocution and damage to equipment, particularly new and sensitive electronic equipment such as computers. In response to this, a specialist has been hired to develop a manual on preventive maintenance for electrical installations in schools. This new material will be trialed in special schools in West Java in the near future. Given the lack of expertise within the district education system, both at district and at school level, it was felt that local technical secondary schools (SMK) might be able to provide assistance to implement preventive maintenance assessments and programs. However, so far this avenue has not proved to be successful. Consequently it may be that school communities offer the best resource. Most schools have tradespersons within their community: carpenters, builders, electricians, plumbers and so forth. This issue remains open as the program is developed and disseminated. Following the initial pilot in Purworejo, the preventive maintenance program was rolled out to Aceh Tengah, Tebing Tinggi, Karawang, Nganjuk and Soppeng. Provincial Coordinators and DBE1 specialists participated in field testing in Purworejo so they were prepared to roll out the program in their respective provinces.
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Dissemination Following the initial pilot, dissemination has begun to occur rapidly, initially in Purworejo, and Soppeng districts. A provincial level program was also conducted in West Java. The program has also been disseminated in Subang in West Java and Wonogiri in Central Java. Commencing July 2010, the district government in Purworejo disseminated the program to all schools and sub-districts (a further 16) within the district. District funds allocated to support the BEC program were used (as the BEC funds had yet to be disbursed) and data collection was completed for the entire system of state schools (excluding madrasah and private schools) in 2010. Responding to a similar request, commencing September 2010 the new system was disseminated in the South Sulawesi district of Soppeng. Here the district funded the activity from their annual budget (APBD) and assistance was provided by a former DBE1 provincial specialist hired directly by the district. This took place in late 2010 and early 2011. More recently, in mid-February 2011work commenced on implementing the system in Subang District in West Java. Meanwhile in West Java, the province expressed interest in the system. Initially DBE1 requested the support of the province to ‘mandate’ the use of the asset management system in districts. However, as a first step, the province requested support to implement the system in their own network of special schools. In response, DBE1 provided training to a group of provincial officials who implemented a modified Asset Management system in the special schools (sekolah luar biasa) which fall under the responsibility of the provincial office. The system was modified only slightly to accommodate the different national education standards (SNP) which apply to special schools than do to regular schools. For example, special rooms and facilities are required for children with special needs such as blindness, deafness, physical disability and so on. The Asset Management System was implemented initially in 15 of the province’s 30 state-owned special schools (located in 15 districts). In early March 2011 the output of this work, in the form of a PowerPoint presentation, was delivered by the provincial team to deliver to stakeholders. Among the positive outcomes of this work are the following: 1. The Provincial Education Office reported that it appreciates the strong collaboration with USAID through the DBE program. The information system is expected to help the provincial office to develop a policy for providing funds for the maintenance of special schools (SLB). The Dinas reported that for many years they have been ‘blind-folded; when allocating funds to SLB for school maintenance and repairs. 2. The Education Office will require each SLB to develop its own SIMA and update it annually. Requests for funds must be based on SIMA. 3. The Education Office recognizes the need to take immediate actions to work on the land status of 54 percent of SLB. These schools are built in non8
Decentralized Education Management and Governance: Deliverable 26 Report. March 2011
government land which could legally be removed by the land owner at any time. 4. The DBE1-trained Provincial SIMA facilitators have now trained a further ten facilitators in Sumedang District to develop SIMA in 900 schools. Funds have been allocated by the district of Sumedang. 5. The Education Office has requested further assistance from DBE1 on personnel management. Meanwhile, the provincial team plans to assist the 14 state SLB in the remaining districts to implement the Asset Management System using Provincial Education Office funds. The province is also interested in acting as a service provider to disseminate the asset management system to districts within the province. The 15 facilitators are expected to become service providers to disseminate good practices to 300 SLBS (private-owned) in the province; as well as to interested districts in other DBE target provinces However, according to the report of DBE1 specialists, of the fifteen persons trained only about ten are likely to be ready to take on this role independently. Recently, taking on the role of service provider, Provincial SIMA Facilitators conducted training for 26 participants from Subang and Sukabumi. In this case, the training was for public school asset management. The participants were school level administrators responsible for general asset management. As this is the first occasion on which the Provincial SIMA Facilitators in West Java have attempted to deliver TOT, they were supported by DBE1. Debriefings were provided after the completion of each of the two days of the training to help the facilitators to evaluate their performance, to ensure quality and continual improvement. Following the training, DBE1 assisted the Provincial Facilitators to provide mentoring (pendampingan) in the schools and to implement the training at school level. Consultations continued via email and telephone. Once the training is completed for the district’s 973 schools, the Head of the Education Office in Subang plans to present the results to the Bupati during regular working meetings with the heads of agencies. Further to this, in Subang District, the Dinas Pendapatan, Pengelolaan, Kekayaan dan Aset Daerah (DPPKAD), which is responsible for all public assets, requested that DBE1 and the Education Office train them on SIMA. Their aim is to use SIMA in other local government offices (SKPD). Plans are also underway to implement the training for preventive maintenance, including electrical installations, in the special schools in West Java. This is expected to take place in the near future. In Central Java, the Asset Management system has been disseminated in Wonogiri, in January 2011 with funding from the BEC-TF project. The training was attended by 92 schools (69 junior and 23 primary schools), the head and staff of the UPTD in the 25 sub-districts, and District Education Office staff responsible for the management of
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goods and services. The participants were divided into two groups for the training, each lasting for two days. Participants were reportedly very motivated in completing the data input. This is because the software asset management (SIMA) is seen as very helpful to schools in recording their assets. Up until now, the participants continue to consult with the DBE team to input data into the e-form.
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The future There is potential for the Asset Management System (SIMA) to be revised and further improved. At this point it provides a ‘snapshot’ of the condition and extent of assets within a district education system. It could be improved by adding a ‘logging’ system, to track movement of assets, including purchasing and disposal. Alternatively the system could provide two ‘snapshots’ with a six-month interval, to enable a more comprehensive picture of a district’s education assets. While there is a current system, known as ‘Daftar Mutasi Barang’ (‘Item Movement List’) this is a manual system which requires upgrading to be effective and to capture what is newly acquired and what is missing from a district’s education assets. Based on the data from this sample, no state schools meet the national education standards (SNP) with respect to assets. Given the national policy shift towards benchmarking schools and the education system against minimum service standards (SPM) as opposed to the earlier and generally higher national education standards (SNP), it may also be useful to include SMP benchmarking within the DBE1 Asset Management System. This could be done relatively simply and using the same data sets. Manuals for the existing Asset Management System have now been completed and uploaded to the website for dissemination purposes.
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Appendix 1 : Improving the Capacity of Elementary Schools/Madrasah and District Education Offices in the Management of Assets
1
2
Mengapa? • Dinas Pendidikan tidak mempunyai informasi yang lengkap tentang profil sarpras di tingkat sekolah • Hasil audit BPK selama beberapa tahun: DISCLAIMER • Adanya Standar Nasional Pendidikan bidang Sarpras (Permendiknas No. 24/2007) • Adanya Permendagri No 17/2007 tentang Pengelolaan Barang Milik Daerah
Peningkatan Kapasitas SD/MI, UPTD dan Dinas Pendidikan Bidang Manajemen Sarana Prasarana
KEMENTERIAN KOORDINATOR BIDANG KESEJAHTERAAN RAKYAT REPUBLIK INDONESIA
3
4
E-Form Sarpras Sekolah
Pendekatan • Menggunakan data dari SD/MI • Tools: 1. E-form : Kepala sekolah mengisi langsung secara elektronik 2. School Asset Report: keluaran tingkat sekolah 3. Excel Pivoting : keluaran tingkat UPTD/Dinas 4. Panduan : Pemeliharaan dan Perawatan Sarpras Sekolah Bersama Masyarakat
6
Penggunaan Informasi SD/MI Hasil Utama: Hasil Utama: Informasi tentang Hasil Utama: Informasi tentang Hasil Utama: Sarpras: Informasi tentang Sarpras: Informasi tentang 1. Sarpras: Fisik: ketersediaan, 1. Sarpras: Fisik: kebutuhan 1. Fisik: ketersediaan, ketersediaan, kebut 1. Fisik: status 2. Kepemilikan: kebutuhan uhan ketersediaan, kebut danKepemilikan: nilai 2. status 2. Kepemilikan: status uhan 3. Kondisi: baik, rusak dan nilai danKepemilikan: nilai 2. status ringan, rusakbaik, rusak 3. Kondisi: 3. Kondisi: baik, rusak danrusak nilai sedang, berat ringan, rusak ringan, rusakbaik, rusak 3. Kondisi: 4. Pemeliharaan sedang, rusak berat sedang, rusak berat ringan, rusak bersama 4. Pemeliharaan 4. Pemeliharaan sedang, rusak berat masyarakat bersama bersama 4. Pemeliharaan masyarakat masyarakat bersama masyarakat
5
12
UPTD
Dinas Pendidikan
Profil Sarpras semua sekolah di kecamatan
Profil Sarpras semua sekolah di kabupaten
Penatausahaan BMD DP2KAD
Laporan Pencatatan BMD dan Nilai Aset
Keluaran • Dokumen Penatausahaan BMD (Permendagri No. 17/2007 tentang Pedoman Teknis Pengelolaan BMD): – Kartu Inventaris Barang (KIB A/B/C/D/E) – Kartu Inventaris Ruang – Buku Induk Inventaris
• Pemetaan Pemenuhan SNP Sarana Prasarana (Permendiknas No. 24/2007 tentang Standar Sarana dan Prasarana untuk SD/MI, SMP/MTs dan SMA/MA)
FOKUS DI SEKOLAH/MADRASAH
Decentralized Education Management and Governance: Deliverable 26 Report. March 2011
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8
Kecukupan Lahan untuk Sekolah 25 M2/murid
20.51 20
17.84
15
Standar SNP 12.7 m2 / murid
13.13
12.50
10 7.33
HASIL DI 6 KABUPATEN-KOTA
7.03
5 0 Aceh Tengah
9
Karawang
Nganjuk
Purworejo
Soppeng
Tebing Tinggi
10
Kondisi Bangunan SD/MI
Lahan SD/MI Negeri: Milik siapa? 100%
100%
8%
13%
90%
90%
Rusak Berat
7%
5%
6%
9%
15%
15%
71%
71%
5%
80%
70%
67%
70%
4%
Rusak Sedang
14%
Rusak Ringan
8%
20%
80%
33%
17%
60% 50%
100%
100%
60%
100%
77%
87%
40%
50%
30%
40%
20%
30%
89% 33%
10%
Soppeng
Aceh Tengah Tebing Tinggi Milik Daerah
Milik Desa
Nganjuk
Karawang
Milik Pusat
81% 61%
Kondisi Baik
20%
9%
0%
61%
10%
Purworejo
0%
Lainnya
Aceh Tengah
11
Karawang
Purworejo
Soppeng
Nganjuk
Tebing Tinggi
12
Ketersediaan Ruang Kelas dan Ruang Guru
Luas Ruang Guru menurut SNP Sesuai SNP
Tebing Tinggi
Ruang Kelas Ruang Guru
97%
Soppeng
84% 96%
Dibawah SNP
15%
85%
38%
Purworejo
74%
63%
60%
40%
96%
Nganjuk
Nganjuk
80%
31%
69%
93%
Soppeng
Aceh Tengah
Tebing Tinggi
65%
Purworejo
Karawang
100%
Karawang
84%
42%
58%
87% 74%
13
Aceh Tengah
53%
47%
14
Kondisi Sarana Ruang Kelas
Kekurangan Sarana Ruang Guru 2000 Kebutuhan Menurut SNP dan SPM
1800
16% Rusak Ringan
1600 1400 1200
Tidak Layak 59 83
1000
6% Rusak Sedang 73% Baik
5% Rusak Berat
800 600 400
1.155 Layak pakai
200
77
1042
416
0
kursi guru
Decentralized Education Management and Governance: Deliverable 26 Report. March 2011
lemari
meja guru
13
15
16
Tanggapan Pemangku Kepentingan
Buku di Perpustakaan
• Sekolah:
buku teks siswa 61%
– Pertama kali mempunyai pencatatan sarpras – Pertama kali mengetahui gap antara sarpras yang ada dengan tuntutan SNP
• Dinas Pendidikan:
buku panduan guru 1%
– 6 Dinas Pendidikan menghadapi masalah audit BPK karena tidak lengkapnya pencatatan BMD – Alokasi dana rehabilitasi terkonsentrasi hanya pada sekolah dimana dinas memiliki data
buku pengayaan 13% buku referensi 25%
17
18
Perkembangan Terakhir • Selesai: 233 SD dan 20 MI di 14 UPTD, dan 6 Kab/Kota • Waktu: Rata-rata 8 hari per SD/MI • Biaya : Rp 500-800 ribu per SD/MI • 2011: 10 Kab/Kota akan diseminasi dengan dana APBD
2011: Peningkatan Kapasitas • Analisis Sarpras sekolah dalam pemenuhan SPM (Permendiknas No. 15/2010) • Format pendataan dan analisis untuk Sekolah Luar Biasa (Permendiknas No. 33/2008) Sekarang tengah dikembangkan bersama Dinas Provinsi Jawa Barat
19
TERIMA KASIH
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Decentralized Education Management and Governance: Deliverable 26 Report. March 2011
Appendix 2 : Condition of Assets for Public SLB in West Java 1
2
Latar Belakang Target WTP Propinsi jabar 2011 Asset Tanah yang masih bermasalah : 4032 bidang, luas 1.700 hektare, sertifikat 975 (24%). Pendataan aset belum optimal yang menyebabkan tidak seimbangnya neraca keuangan dan neraca asset.
GAMBARAN KONDISI ASSET SLBN NEGERI PROPINSI JAWA BARAT
3
4
Tujuan
SISTEM INFORMASI MANAJEMEN ASSET
Mengejar target WTP 2011 sesuai dengan visi Gubernur JABAR. Menemukan/menginventarisasi masalah-masalah asset di lapangan (SLBN) sehingga dapat di temukan solusi terbaik. Menertibkan pelaporan Barang Milik Daerah sehingga terjadi keseimbangan antara pembelanjaan dengan asset dinas di lapangan. AGREGATOR
E-FORM SEKOLAH
5
6
DASAR HUKUM PENGEMBANGAN APLIKASI 1. 2.
3.
4.
5.
PP RI No. 6 Tahun 2006 tentang Pengelolaan BMN/D PP RI No. 38 Tahun 2008 tentang Perubahan atas PP RI No. 6 tahun 2006 tentang Pengelolaan BMN Permendagri No. 17 tahun 2007 tentang Pedoman Teknis Pengelolaan BMD bahwa untuk setiap 5 th sekali Pemda wajib melaksanakan sensus barang daerah PP RI No. 19 tahun 2005 tentang Standar Pendidikan Nasional (SNP) Permendiknas No. 33 tahun 2008 tentang Standar Sarana dan Prasarana bidang PLB
Tahapan Kegiatan No
Kegiatan
PIC
Keterangan
1.
TOT 15 orang Fasilitator Asset SLB
DBE 1
SLBN Sumedang
2.
TOT Kepala Sekolah dan Pengurus Barang 15 SLBN
Tim Asset Disdik
SLBN Citeureup Cimahi
3.
Pendampingan Pengisian E-Form ke 15 SLBN
Tim Asset Disdik
Masing-masing SLB
4.
ToT Agregator untuk Fasilitator Asset Disdik jabar
DBE 1
SLBN CICENDO
5.
Pendampingan Agregasi dan Pembuatan Dokume Akhir
DBE 1 dan Tim Asset
Disdik Propinsi
5a.
Diseminasi Manajemen Asset untuk 14 SLB negeri
Tim Asset
Tim Asset Disdik
5.b
Diseminasi Agregasi untuk 14 SLB Negeri
Tim Asset
Tim Asset Disdik
6.
Uji Publik
Tim Asset
Decentralized Education Management and Governance: Deliverable 26 Report. March 2011
15
7
8 Menginformasikan
Pemangku Kepentingan
Satuan Pendidikan
Mengisi
School Asset Report Card E-Form Pendataan Aset Satuan Pendidikan
Dikumpulkan
HASIL INVENTARISASI ASSET
Dukungan Pemangku Kepentingan Pendidikan di Tingkat Propinsi Analisis SNP Sarpras
Bagian Asset
Pelaporan
DINAS Pendidikan
Penatausahaan BMD
9
10
Jumlah Sarpras dan Nilainya (Dinas Pendidikan Jawa Barat) JUMLAH SARANA DAN PRASARANA
Jumlah Sarpras dan Nilainya (SLB) Nilai (jutaan rupiah)
Jumlah Sarana dan Prasarana
KIB –A (Tanah)
77.748.060.750,00
KIB- B (Peralatan dan Mesin)
39.518.827.766,00
KIB- C (Gedung dan Bangunan)
76.968.422.846,93
Nilai (jutaan rupiah)
KIB –A (Tanah)
26984
KIB- B (Peralatan dan Mesin)
2939
KIB- D ( Jalan, Irigasi dan Jaringan)
970.300.122,60
KIB- C (Gedung dan Bangunan)
KIB- E (Aset Tetap lainnya)
604.826.098,00
KIB- D ( Jalan, Irigasi dan Jaringan)
KIB –F (Konstruksi dalam Pengerjaan)
867.361.532,00
KIB- E (Aset Tetap lainnya)
Total
275 41630
12
Detail Kepemilikan
Kepemilikan Lahan SLB
Kepemilikan
Provinsi 46,41%
Total (m2)
Lainnya
Non Propinsi 53,59%
876
Milik Desa
2815
Pusat
4035
Bukan Milik
4800
Daerah
48937,68
Provinsi Grand Total
13
53233,61 114697,29
14
KIB E
KIB B dan C PERALATAN DAN MESIN
23.483
3.122.830.913
a. Alat-alat Besar
6
3.050.000
b. Alat-alat Angkutan
8
10.800.000
c. Alat-alat Bengkel dan Rumah Tangga
514
87.781.000
d. Alat-alat Pertanian/Peternakan
115
75.232.000
8.665
2.042.555.038
152
124.953.875
43
53.975.000
13.980
724.484.000
-
-
GEDUNG DAN BANGUNAN
120
11.378.517.700
a. Bangunan Gedung
120
11.378.517.700
e. Alat-alat Kantor dan Rumah Tangga f. Alat-alat Studio dan Komunikasi g. Alat-alat Kedokteran h. Alat-alat Laboratorium i. Alat-alat Keamanan
16
24
Total
196.677.799.115,53
11
11409
ASET TETAP LAINNYA
Jumlah
Rupiah
a. Buku Perpustakaan
3.745
22.356.500
111
68.432.500
-
-
b. Barang Bercorak Kesenian/Kebudayaan c. Hewan, Ternak dan Tumbuhan
Decentralized Education Management and Governance: Deliverable 26 Report. March 2011
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16
Temuan
TERIMA KASIH
Asset Tanah SLBN, sebanyak 53,59 % tanah, masih bukan milik propinsi, sehingga sangat mungkin akan mengganggu proses pembelajaran. Ditemukan pengetahuan yang beragam tentang kode ring permendagri sehingga di perlukan adanya penguatan informasi tentang kode-kode ring permendagri Banyak Asset masih terkategori dalam kondisi baik, sehingga perlu dilakukan upaya perwatan dan pemeliharaan sehingga “life time” barang akan semakin lama.
Decentralized Education Management and Governance: Deliverable 26 Report. March 2011
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Appendix 3 : Abbreviations, Acronyms and Glossary Abbreviations & Acronyms ADD
Alokasi Dana Desa [Village Budget Allocation]
APBD
Anggaran Pendapatan dan Belanja Daerah [District Government Annual Budget]
APBN
Anggaran Pendapatan dan Belanja Negara [National Government Annual Budget]
AusAID
Australian Agency for International Development
BaKTI
Bursa Pengetahuan Kawasan Timur Indonesia [Eastern Indonesia Knowledge Exchange]
Balitbang
Badan Penelitian dan Pengembangan [Research and Development Body] Bappeda
Perencanaan Pembangunan Daerah [Regional Development Planning Agency]
Bappenas
Perencanaan Pembangunan Nasional [National Development Planning Agency]
BIA
BOS (Bantuan Operational Sekolah) Impact Analysis
BKPP
Badan Kepegawaian, Pendidikan, dan Pelatihan [Training, Development, and Personnel Body]
BOS
Bantuan Operational Sekolah [school block grants]
BOSP
Biaya Operasional Satuan Pendidikan [School Unit Cost]
BP
British Petroleum
BRR
Bureau for Reconstruction and Rehabilitation (Aceh and Nias)
BSNP
Badan Standar Nasional Pendidikan [National Education Standard Board]
CA
Capacity Assessment
CLCC
Creating Learning Communities for Children
CLGI
Center for Local Government Innovation
COP
Chief of Party
CSO
Civil Society Organization
DAU
Dana Alokasi Umum [general budget allocation from central government to local governments]
DBE
USAID Decentralized Basic Education Project
DBE1
Decentralized Basic Education Project Management and Governance
DBE2
Decentralized Basic Education Project Teaching and Learning
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Decentralized Education Management and Governance: Deliverable 26 Report. March 2011
DBE3
Decentralized Basic Education Project Improving Work and Life Skills
DEFA
District Education Finance Analysis
DPISS
District Planning Information Support System
DPRD
Dewan Perwakilan Rakyat Daerah [district parliament]
DSC
District Steering Committee
DTT
District Technical Team
EMIS
Education Management Information Systems
ESP
Environmental Services Program [USAID project]
GDA
Global Development Alliance
GDP
Gross Domestic Product
GGSP
Good Governance Sektor Pendidikan (Good Governance in The Education Sector)
GOI
Government of Indonesia
IAPBE
Indonesia-Australia Partnership in Basic Education [AusAID project]
ICT
Information and Communication Technology
ILO
International Labor Organization
Jardiknas
Jaringan pendidikan nasional – national education network
KADIN
Indonesian Chamber of Commerce
Kandepag
Kantor Departemen Agama [District Religious Affairs Office]
KKG
Kelompok Kerja Guru [teachers’ working group]
KKRPS
Kelompok Kerja RPS [school RPS team]
KTSP
Kurikulum Tingkat Satuan Pendidikan [School Unit Curriculum]
LG
Local government
LGSP
Local Governance Support Program [USAID project]
LOE
Level of Effort
LPMP
Lembaga Penjamin Mutu Pendidikan [Education Quality Assurance Body]
M&E
Monitoring and Evaluation
MAPENDA
Madrasah dan Pendidikan Agama [Religious and Madrasah Education]
MBE
Managing Basic Education [USAID project]
MBS
Manajemen Berbasis Sekolah (SBM=School Based Management)
MCA
Millennium Challenge Account
MDC
Madrasah Development Centers
MGMP
Musyawarah Guru Mata Pelajaran [Subject-based Teachers Association]
MI
Madrasah Ibtidaiyah [Islamic primary school]
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MIS
Madrasah Ibtidaiyah Swasta [private madrasah; MIN State Madrasah]
MOU
Memoranda of Understanding
MSS
Minimum Service Standards
MTs
Madrasah Tsanawiyah [Islamic junior secondary school]
Musrenbangdes Musyawarah Perencanaan Pembangunan Desa [Village Development Planning Forum] NFE
Non-formal education
NGO
Non Governmental Organization
NTT PEP
Nusa Tenggara Timur Primary Education Partnership
P4TK
Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan [Center for Educators and Education-Related Personnel Capacity Building]
PAG
Provincial Advisory Group
PAKEM
Pembelajaran Aktif, Kreatif, Efektif, dan Menyenangkan [AJEL: Active, Creative, Joyful, and Effective Learning]
PADATIWEB
Pangkalan Data dan Informasi berbasis WEB. MONE database system
PCR
Politeknik Caltex Riau, Pekanbaru
PDIP
Pusat Data dan Informasi Pendidikan [Education Data and Information Center]
PDMS
Project Data Management System
Permendiknas
Peraturan Menteri Pendidikan Nasional [Minister of National Education Regulation]
PKBM
Pusat Kegiatan Belajar Mengajar [Teaching and Learning Center]
PMP
Performance Monitoring Plan
PMTK
Peningkatan Mutu dan Tenaga Kependidikan [Quality Improvement of Education and Education Staff]
PPA
Public-private alliances
PSBG
Pusat Sumber Belajar Gugus [Cluster Learning Resource Center]
Ranperda
Rancangan Peraturan Daerah [Draft of District Regulations]
RAPBS
Rencana Anggaran, Pendapatan, dan Belanja Sekolah [School Budget Plan]
Rembuk Nasional
National meeting
Renstra
Rencana Strategis [Strategic Plan for Government District Operational Unit]
RKAS
Rencana Kegiatan dan Anggaran Sekolah [School Activities and Budget Plan]
20
Decentralized Education Management and Governance: Deliverable 26 Report. March 2011
RKS
Rencana Kerja Sekolah [School Work Plan]
RKT
Rencana Kerja Tahunan [Annual Work Plan]
RKTL
Rencana Kerja Tindak Lanjut [Future Action Plan]
RPJMD
Rencana Pengembangan Jangka Menengah Daerah [District Mid-Term Development Plan]
RPK
Rencana Pengembangan Kapasitas [Capacity Development Plan]
RPPK
Rencana Pengembangan Pendidikan Kabupaten/Kota [District Education Development Plan]
RPS
Rencana Pengembangan Sekolah [School Development Plan]
RTI
RTI International
SBM
School-based management (see MBS)
SD
Sekolah Dasar [primary school]
SIMNUPTK
Sistem Informasi Manajemen - Nomor Unik Pendidik dan Tenaga Kependidikan (Management Information System of Unique Number of Educator and Education Staff)
SIPPK
Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota [District Planning Information Support System]
SKPD
Satuan Kerja Perangkat Daerah [District Work Unit]
SMP
Sekolah Menengah Pertama [junior secondary school]
SNP
Standar Nasional Pendidikan [National Standards for Education]
SOAG
Strategic Objective Agreement [USAID and Menko Kesra]
SOTK
Struktur Organisasi dan Tata Kerja [Organizational and Work Structure]
SPM
Standard Pelayanan Minimum [Minimum Service Standard]
STTA
Short-Term Technical Assistance
SUCA
School Unit Cost Analysis
TraiNet
TraiNet Administrator & Training [USAID reporting system]
UPTD
Unit Pelaksana Teknis Dinas [Technical Implementation Unit]
USAID
United States Agency for International Development
WIB
Waktu Indonesia Barat [Western Indonesian Standard Time
YIPD
Yayasan Inovasi Pemerintahan Daerah [Foundation for Innovation in Local Government]
Glossary Badan Kepegawaian Daerah
District Personnel Board
Bupati
Head of a district
Departemen Agama
Ministry of Religious Affairs
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Departemen Keuangan
Department of Finance
Departemen Pendidikan Nasional
Ministry of National Education
Dewan Pendidikan
Education Board
Dewan Perwakilan Rakyat Daerah
District Parliament (DPRD)
Dinas
Provincial, district, or city office with sectoral responsibility
Dinas Pendidikan dan Kebudayaan (Dinas P&K)
Provincial or district educational office
Gramedia
An Indonesian publisher and book vendor
Gugus
School cluster
Kabupaten
District (administrative unit), also referred to as a regency
Kanwil Agama
Provincial Religious Affairs Office
Kecamatan
Sub-district
Kepala Dinas Pendidikan
Head of provincial or district education office
Kepala Sekolah
School principal
Komisi
Committee in national or local legislatures
Komite sekolah
School committee
Kota
City (administrative unit)
Madrasah Ibtidaiyah
Islamic primary school (MI; MIS Swasta; MIN Negeri)
Madrasah Tsanawiyah
Islamic junior secondary school (MT)
Madrasah Pendidikan dan Agama Department of Religious Affairs directorate for Islamic religious schools (Mapenda) Ma’rif
NU-based network of madrasah
Menko Kesra
Coordinating Ministry for People’s Welfare
Muhammadiyah
Mass Islamic Organization
Nahdlatul Ulama
Mass Islamic Organization
Pengawas
School inspector
Renstra Satuan Kerja Perangkat Daerah (Renstra SKPD)
Strategic Plan for local government work unit (e.g. District Education Development Plan)
Sekolah Dasar
primary school (SD)
Sekolah Menengah Pertama
junior secondary school (SMP)
Sekolah Unggulan
School of excellence (lighthouse or model school)
Surat Keputusan
Decree/defining conditions, outcomes of a decision
Wali Kota
Mayor
Widyaiswara
Trainer
Yayasan
22
Non-profit foundation
Decentralized Education Management and Governance: Deliverable 26 Report. March 2011
