Damaged Schools Still Classical

Kompas, page 11

Efforts at improving the quality of education in the primary school level are not only constrained by non-physical aspects. The physical aspects, such as damage to school buildings or classrooms, are also still a classic problem. The incomplete repairs/improvements stem from inappropriate data gathering.  Director of Primary School Development, Directorate General of Primary and Secondary Education of the Ministry of Education and Culture Wowon Wirdayat said, currently a Primary School (SD) Governance System is being developed. One of the foci is data gathering of school conditions to the technical aspect to support rehabilitation.

Hence, when a school is damaged mildly, moderately, and severely, it could be known technically on the number of rooms, type of damage, as well as its financing calculations. According to Wowon, the school condition data collection in the Education Basic Data is further supplemented with technical information.  So far it was unavailable. This is what is being developed to collect data of the real conditions of 148,000 primary schools (SD).

Online documenting of SD conditions in the application of SD Governance System involved 611 vocational high schools (SMK) in the expertise of construction engineering. SMK teachers and students involved throughout Indonesia understand the building technical conditions, to making building drawing planning, as well as supervising/overseeing implementation of self-managed construction work of damaged schools. From data collection starting from schools in disadvantaged, frontier, and outermost (3T) regions, until this October, out of 7,254 verified SD, it is recorded that 10,868 classrooms are damaged. According to Wowon, in 2017, Kemdikbud obtained a budget of about Rp 1.3 trillion for SD repair.

Wowon regretted a number of city/regency administrations with no accurate data surrounding damaged schools. Neglect such as this in itself perpetuates the miss-targeted school repair project. He also highlighted the practice of brokering to obtain rehabilitation projects. If this were not stopped, the rehabilitation project in the end is only enjoyed by a handful of schools capable of making proposals with the support of brokers.



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