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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.”
Decentralized Education Management and Governance: Deliverable 26 Report. March 2011
1
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.
2
Decentralized Education Management and Governance: Deliverable 26 Report. March 2011
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);
Decentralized Education Management and Governance: Deliverable 26 Report. March 2011
3
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
4
Decentralized Education Management and Governance: Deliverable 26 Report. March 2011
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
Decentralized Education Management and Governance: Deliverable 26 Report. March 2011
5
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.
Decentralized Education Management and Governance: Deliverable 26 Report. March 2011
7
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
Decentralized Education Management and Governance: Deliverable 26 Report. March 2011
9
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.
10
Decentralized Education Management and Governance: Deliverable 26 Report. March 2011
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.
Decentralized Education Management and Governance: Deliverable 26 Report. March 2011
11
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
7
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
14
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
15
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
17
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
18
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]
Decentralized Education Management and Governance: Deliverable 26 Report. March 2011
19
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
Decentralized Education Management and Governance: Deliverable 26 Report. March 2011
21
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
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