Managing public education assets: the development and ...prioritaspendidikan.org/file/Microsoft_Word_-_Deliverable_26_-_2011... · program and its outputs, a PowerPoint presentation

Decentralized Basic Education 1: Management and

Governance

Managing

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

Quality of Decentralized Basic Education (IQDBE) program in Indonesia


public education



Management System


Triangle Institute (RTI), Implementing Partner for the USAID-funded Improved



public education




funded Improved


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

Decentralized Education Management and Governance: Deliverable 26 Report. March 2011 1

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.”


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.


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);


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 sub-

districts 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 sub-

districts 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


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


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


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.


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 non-


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


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.


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.


Appendix 1 : Improving the Capacity of

Elementary Schools/Madrasah and District

Education Offices in the Management of

Assets

1

2

3

4

5

6

Peningkatan Kapasitas

SD/MI, UPTD dan Dinas Pendidikan

Bidang Manajemen Sarana Prasarana

KEMENTERIAN KOORDINATOR

BIDANG KESEJAHTERAAN RAKYAT

REPUBLIK INDONESIA

Mengapa?

• Dinas Pendidikan tidak mempunyai informasiyang lengkap tentang profil sarpras di tingkatsekolah

• Hasil audit BPK selama beberapa tahun: DISCLAIMER

• Adanya Standar Nasional Pendidikan bidangSarpras (Permendiknas No. 24/2007)

• Adanya Permendagri No 17/2007 tentangPengelolaan Barang Milik Daerah

Pendekatan

• Menggunakan data dari SD/MI

• Tools:

1. E-form : Kepala sekolah mengisilangsung secara elektronik

2. School Asset Report: keluarantingkat sekolah

3. Excel Pivoting : keluaran tingkatUPTD/Dinas

4. Panduan : Pemeliharaan danPerawatan Sarpras SekolahBersama Masyarakat

E-Form Sarpras Sekolah

Penggunaan InformasiSD/MI UPTD Dinas Pendidikan

DP2KAD

Hasil Utama:

Informasi tentang

Sarpras:

1. Fisik: ketersediaan,

kebutuhan

2. Kepemilikan: status

dan nilai

3. Kondisi: baik, rusak

ringan, rusak

sedang, rusak berat

4. Pemeliharaan

bersama

masyarakat

Hasil Utama:

Informasi tentang

Sarpras:

1. Fisik:

ketersediaan, kebut

uhan


dan nilai


ringan, rusak

sedang, rusak berat

4. Pemeliharaan

bersama

masyarakat

Hasil Utama:

Informasi tentang

Sarpras:

1. Fisik: ketersediaan,

kebutuhan


dan nilai


ringan, rusak

sedang, rusak berat

4. Pemeliharaan

bersama

masyarakat

Hasil Utama:

Informasi tentang

Sarpras:

1. Fisik:

ketersediaan, kebut

uhan


dan nilai


ringan, rusak

sedang, rusak berat

4. Pemeliharaan

bersama

masyarakat

Profil Sarpras semua

sekolah di

kecamatan

Penatausahaan BMD

Profil Sarpras semua

sekolah di

kabupaten

Laporan Pencatatan

BMD dan Nilai Aset

FOKUS DI SEKOLAH/MADRASAH

Keluaran

• Dokumen Penatausahaan BMD (Permendagri No. 17/2007 tentang PedomanTeknis 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 StandarSarana dan Prasarana untuk SD/MI, SMP/MTs danSMA/MA)


7

8

9

10

11

12

13

14

HASIL DI 6 KABUPATEN-KOTA

20.51

7.33

12.50 13.13

17.84

7.03

0

5

10

15

20

25

Aceh

Tengah

Karawang Nganjuk Purworejo Soppeng Tebing

Tinggi

Kecukupan Lahan untuk Sekolah

M2/murid

Standar SNP

12.7 m2 / murid

Lahan SD/MI Negeri: Milik siapa?

100% 100% 100%

33%

9%

67%

77% 87%

13%8%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Soppeng Aceh Tengah Tebing Tinggi Nganjuk Karawang Purworejo

Milik Daerah Milik Desa Milik Pusat Lainnya

Kondisi Bangunan SD/MI

61%71% 71%

89%

61%

81%

17%

15% 15%

8%

33%

14%6% 9%

5% 4%

20%

7% 5%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Aceh Tengah Karawang Purworejo Soppeng Nganjuk Tebing Tinggi

Kondisi Baik

Rusak Ringan

Rusak SedangRusak

Berat

74%

84%

80%

74%

84%

65%

87%

93%

96%

96%

97%

100%

Aceh Tengah

Soppeng

Nganjuk

Karawang

Purworejo

Tebing Tinggi

Ketersediaan Ruang Kelas dan

Ruang Guru

Ruang Kelas

Ruang Guru

Luas Ruang Guru menurut SNP

53%

42%

31%

60%

38%

15%

47%

58%

69%

40%

63%

85%

Aceh Tengah

Karawang

Nganjuk

Purworejo

Soppeng

Tebing Tinggi

Sesuai SNP Dibawah SNP

Kondisi Sarana Ruang Kelas

73% Baik

16% Rusak Ringan

6% Rusak Sedang

5% Rusak Berat

Kekurangan Sarana Ruang Guru

1.155

Layak

pakai

416

1042

Tidak Layak

59

77

83

0

200

400

600

800

1000

1200

1400

1600

1800

2000

kursi guru lemari meja guru

Kebutuhan

Menurut SNP

dan SPM


15

16

17

18

19

Buku di Perpustakaan

buku panduan

guru

1%

buku pengayaan

13%

buku referensi

25%

buku teks siswa

61%

Tanggapan Pemangku Kepentingan

• Sekolah:

– Pertama kali mempunyai pencatatan sarpras

– Pertama kali mengetahui gap antara sarpras yang

ada dengan tuntutan SNP

• Dinas Pendidikan:

– 6 Dinas Pendidikan menghadapi masalah audit

BPK karena tidak lengkapnya pencatatan BMD

– Alokasi dana rehabilitasi terkonsentrasi hanya

pada sekolah dimana dinas memiliki data

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

TERIMA KASIH


Appendix 2 : Condition of Assets for Public SLB in

West Java

1

2

3

4

5

6

GAMBARAN KONDISI ASSET

SLBN NEGERI

PROPINSI JAWA BARAT

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.

Tujuan

� 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.

SISTEM INFORMASI MANAJEMEN ASSET

E-FORM SEKOLAHAGREGATOR

DASAR HUKUM

PENGEMBANGAN APLIKASI

1. PP RI No. 6 Tahun 2006 tentang Pengelolaan BMN/D

2. PP RI No. 38 Tahun 2008 tentang Perubahan atas PP RI No. 6 tahun 2006 tentang Pengelolaan BMN

3. Permendagri No. 17 tahun 2007 tentang PedomanTeknis Pengelolaan BMD bahwa untuk setiap 5 th sekaliPemda wajib melaksanakan sensus barang daerah

4. PP RI No. 19 tahun 2005 tentang Standar PendidikanNasional (SNP)

5. Permendiknas No. 33 tahun 2008 tentang StandarSarana 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 AssetDisdik

SLBN Citeureup Cimahi

3. Pendampingan Pengisian E-Form ke 15 SLBN

Tim AssetDisdik

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


7

8

9

10

11

12

13

14

Analisis SNPSarpras

PemangkuKepentingan

School AssetReport Card

SatuanPendidikan

Mengisi

E-Form

Pendataan AsetSatuan

Pendidikan

MenginformasikanDikumpulkan

DINASPendidikanPenatausahaan

BMD

Bagian Asset

Pelaporan

PemangkuKepentingan

Pendidikan

di Tingkat

Propinsi

Dukungan

HASIL INVENTARISASI ASSET

Jumlah Sarpras dan Nilainya(Dinas Pendidikan Jawa Barat)

JUMLAH SARANA DAN PRASARANA Nilai (jutaan rupiah)

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

KIB- D ( Jalan, Irigasi dan Jaringan) 970.300.122,60

KIB- E (Aset Tetap lainnya)

KIB –F (Konstruksi dalam Pengerjaan)

604.826.098,00

867.361.532,00

Total 196.677.799.115,53

Jumlah Sarpras dan Nilainya (SLB)

Jumlah Sarana dan Prasarana Nilai (jutaan

rupiah)

KIB –A (Tanah) 26984

KIB- B (Peralatan dan Mesin) 2939

KIB- C (Gedung dan Bangunan) 11409

KIB- D ( Jalan, Irigasi dan Jaringan) 24

KIB- E (Aset Tetap lainnya) 275

Total 41630

Kepemilikan Lahan SLB

Non Propinsi53,59%

Provinsi46,41%

Kepemilikan Total (m2)

Lainnya 876

Milik Desa 2815

Pusat 4035

Bukan Milik 4800

Daerah 48937,68

Provinsi 53233,61

Grand Total 114697,29

Detail Kepemilikan

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

e. Alat-alat Kantor dan Rumah Tangga 8.665 2.042.555.038

f. Alat-alat Studio dan Komunikasi 152 124.953.875

g. Alat-alat Kedokteran 43 53.975.000

h. Alat-alat Laboratorium 13.980 724.484.000

i. Alat-alat Keamanan - -

GEDUNG DAN BANGUNAN 120 11.378.517.700

a. Bangunan Gedung 120 11.378.517.700

KIB E

ASET TETAP LAINNYA Jumlah Rupiah

a. Buku Perpustakaan 3.745 22.356.500

b. Barang Bercorak Kesenian/Kebudayaan

111 68.432.500

c. Hewan, Ternak dan Tumbuhan

- -


15

16

Temuan

� 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.

TERIMA KASIH


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

Balitbang

Bursa Pengetahuan Kawasan Timur Indonesia [Eastern Indonesia

Knowledge Exchange]

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

COP

Center for Local Government Innovation

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


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

MGMP

Madrasah Development Centers

Musyawarah Guru Mata Pelajaran [Subject-based Teachers Association]

MI Madrasah Ibtidaiyah [Islamic primary school]


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

NGO

Non-formal education

Non Governmental Organization

NTT PEP

P4TK

Nusa Tenggara Timur Primary Education Partnership

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

Ranperda

Pusat Sumber Belajar Gugus [Cluster Learning Resource Center]

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]


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

SMP

Satuan Kerja Perangkat Daerah [District Work Unit]

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

YIPD

Waktu Indonesia Barat [Western Indonesian Standard Time

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


Departemen Keuangan Department of Finance

Departemen Pendidikan Nasional Ministry of National Education

Dewan Pendidikan

Dewan Perwakilan Rakyat

Daerah

Education Board

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

Gugus

An Indonesian publisher and book vendor

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

Menko Kesra

NU-based network of madrasah

Coordinating Ministry for People’s Welfare

Muhammadiyah

Nahdlatul Ulama

Pengawas

Mass Islamic Organization

Mass Islamic Organization

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

Surat Keputusan

School of excellence (lighthouse or model school)

Decree/defining conditions, outcomes of a decision

Wali Kota Mayor

Widyaiswara Trainer

Yayasan Non-profit foundation

Documents

Managing public education assets: the development and ...prioritaspendidikan.org/file/Microsoft_Word_-_Deliverable_26_-_2011... · program and its outputs, a PowerPoint presentation