Pengesahan UU BHP

PENJELASANPOKSI X FRAKSI PKS DPR RI ATAS PENGESAHAN

RANCANGAN UNDANG-UNDANG TENTANG

BADAN HUKUM PENDIDIKAN (RUU BHP)

Memperhatikan timbulnya respon dan reaksi masyarakat yang beragam dalam mensikapi pengesahan Rancangan Undang-Undang tentang Badan Hukum Pendidikan (RUU BHP) pada hari Rabu 17 Desember 2008, maka Poksi X Fraksi PKS DPR RI memandang perlu untuk membuat penjelasan terkait dengan RUU BHP tersebut.

Ada dua poin mendasar yang perlu difahami dari muatan RUU BHP ini, yakni BHP adalah badan NIRLABA yang PROFESIONAL.

BHP dikatakan nirlaba, karena terdapat ketentuan-ketentuan sebagai berikut:

1. BHP tidak boleh mengambil keuntungan (laba) dari penyelenggaraan pendidikan
2. BHP membantu kalangan tidak mampu untuk melanjutkan pendidikan dari tingkat SD/MI, SMP/MTs, dan Perguruan Tinggi.
3. BHP menanggung seluruh biaya pendidikan dasar tingkat SD/MI dan SMP/MTS yang diselenggarakan oleh pemerintah. Sedangkan untuk pendidikan menengah dan pendidikan tinggi BHP menyediakan 20 persen pendidikan gratis.
4. BHP wajib menjaring dan menerima Warga Negara Indonesia yang memiliki potensi akademik tinggi dan kurang mampu secara ekonomi paling sedikit 20% (dua puluh persen) dari jumlah keseluruhan peserta didik yang baru.
5. BHP wajib mengalokasikan beasiswa atau bantuan biaya pendidikan bagi peserta didik Warga Negara Indonesia yang kurang mampu secara ekonomi dan/atau peserta didik yang memiliki potensi akademik tinggi paling sedikit 20% (dua puluh persen) dari jumlah seluruh peserta didik.
6. BHP tidak boleh memungut dana berlebihan dari masyarakat, maksimal 1/3 (satu pertiga) biaya operasional.
7. Seluruh biaya investasi, infrastruktur, alat, beasiswa, dan bantuan biaya pendidikan untuk pendidikan SD/MI, SMA/SMK/MA dan Perguruan Tinggi ditanggung pemerintah.
8. Ada sangsi administratif bagi BHP yang mengambil pungutan dari masyarakat lebih dari yang dibatasi, berupa berupa teguran lisan, teguran tertulis, penghentian pelayanan dari Pemerintah atau pemerintah daerah, penghentian hibah, hingga pencabutan izin.
9. BHP menjamin keberlangsungan pendidikan peserta didik dengan menyediakan anggaran untuk membantu pembiayaan pendidikannya, dalam bentuk: beasiswa, bantuan biaya pendidikan, kredit mahasiswa, dan/atau pemberian pekerjaan kepada mahasiswa.
10. Keuntungan dan seluruh sisa hasil usaha dari kegiatan BHP, harus ditanamkan kembali ke dalam badan hukum pendidikan untuk meningkatkan kapasitas dan/atau mutu layanan
11. Kekayaan dan pendapatan BHP digunakan secara langsung atau tidak langsung untuk: 1) kepentingan peserta didik dalam proses pembelajaran, 2) pelaksanaan pendidikan, penelitian, dan pengabdian kepada masyarakat dalam hal badan hukum pendidikan memiliki satuan pendidikan tinggi, 3) peningkatan pelayanan pendidikan, dan 4) penggunaan lain sesuai dengan ketentuan peraturan perundang-undangan.
12. Peserta didik hanya membayar sesuai dengan kemampuannya dalam pembiayaan.
13. Ada sangsi dengan pidana penjara paling lama 5 (lima) tahun dan dapat ditambah dengan denda paling banyak Rp500.000.000,00 (lima ratus juta rupiah) bagi yang menyalahgunakan kekayaan dan pendapatan BHP.
    

BHP dikatakan profesional, karena adanya ketentuan-ketentuan sebagai berikut:

1. BHP diwajibkan memenuhi organ-organ yang di dalamnya terdiri atas unsur-unsur: organ representasi pemangku kepentingan, organ pengelola pendidikan, organ audit bidang non-akademik, dan organ representasi pendidik.
2. Dalam BHP dijelaskan secara rinci mengenai fungsi, tugas, peran dan struktur masing-masing organ tersebut.
3. Organ BHP terdiri dari semua stake holder pendidikan, termasuk orang tua murid yang punya kewenangan dalam mengambil keputusan.
4. BHP memberikan peluang otonomi pengelolaan pendidikan formal dengan menerapkan manajemen berbasis sekolah/madrasah pada pendidikan dasar dan menengah, serta otonomi perguruan tinggi pada pendidikan tinggi.
5. BHP mengatur adanya akuntabilitas publik bagi yang menyelenggarakan pendidikan dasar dan menengah dan pendidikan tinggi, yang terdiri atas akuntabilitas akademik dan akuntabilitas non-akademik.
6. Akuntabilitas publik BHP pendidikan tinggi disesuaikan dengan kapasitas sarana dan prasarana, pendidik dan tenaga kependidikan, pelayanan, serta sumber daya pendidikan lainnya.
7. Pengawasan badan hukum pendidikan dilakukan melalui sistem laporan tahunan.
8. Laporan badan hukum pendidikan meliputi laporan bidang akademik dan laporan bidang non-akademik.
9. Laporan bidang akademik meliputi laporan penyelenggaraan pendidikan, penelitian, dan pengabdian kepada masyarakat.
10. Laporan bidang non-akademik meliputi laporan manajemen dan laporan keuangan.
11. Laporan keuangan tahunan badan hukum pendidikan yang menyelenggarakan pendidikan tinggi, harus diumumkan kepada publik melalui surat kabar berbahasa Indonesia yang beredar secara nasional dan papan pengumuman.
12. Laporan keuangan tahunan badan hukum pendidikan yang menyelenggarakan pendidikan dasar dan menengah dilakukan oleh akuntan publik atau tim audit yang ditunjuk oleh badan hukum pendidikan.
13. Laporan keuangan tahunan badan hukum pendidikan yang menyelenggarakan pendidikan tinggi, diaudit oleh akuntan publik.
14. Dalam hal badan hukum pendidikan memperoleh hibah dari Pemerintah dan/atau pemerintah daerah, Badan Pemeriksa Keuangan, Inspektorat Jenderal Departemen terkait, atau badan pengawasan daerah sesuai dengan kewenangan masing-masing melakukan audit terhadap laporan keuangan tahunan, terbatas pada bagian penerimaan dan penggunaan hibah tersebut.
15. BHP mengatur sumber daya manusia badan hukum pendidikan yang terdiri atas pendidik dan tenaga kependidikan, yang dapat berstatus pegawai negeri sipil yang dipekerjakan atau pegawai badan hukum pendidikan.

How independent is independent?

How independent is independent?
By Mike Baker

An "independent" regulator to "maintain confidence in the exams and qualification system" will be created by the new Children, Skills and Learning Bill, outlined in the Queen's Speech this week.

But just how independent will the new qualifications watchdog, Ofqual, prove to be?

The interim body, which is already shadowing the Ofqual role until the bill is passed by Parliament, has given a few warning barks so far. But the real test is yet to come.

There has been plenty of high-sounding rhetoric about the new body reporting to Parliament rather than to ministers. But, when the crunch comes, will government really take the risk of creating a regulator it cannot control?

After the problems with the national curriculum tests, and widespread concerns about the standard of qualifications, Ofqual's task will not be just to "maintain" confidence.

Instead it will face the much bigger task of trying to restore the badly broken trust in the standards of GCSEs, A-levels and other public exams.

Just consider some of the genuinely independent evidence that has come from elsewhere.

'Illusory'

The CEM Centre at the University of Durham, which has conducted extensive research on exam standards, argues that official statistics "overstate the actual improvement in educational performance".

It also claims that some subjects, such as science, are more severely graded than others.

Or consider the words of Professor Peter Williams, chair of the Advisory Committee on Mathematics and Education, who said that "over 20 or 30 years, I don't think there is any doubt whatsoever that absolute A-level standards have fallen".

And, most recently, the Royal Society of Chemistry has suggested an erosion of standards in science examinations, saying record-breaking exam results are "illusory".

By contrast, the current Qualifications and Curriculum Authority has rarely led the public debate, or conducted or commissioned research, on exam standards over time.

So when the Shadow Schools Secretary, Michael Gove, stated recently that "examinations, like the pounds in our pockets, are no longer worth what they were" we have, in truth, no sure way of knowing whether he is right or wrong.

Most people agree that the government was right to recognise that the QCA is no longer perceived as an independent watchdog of standards.

Crown appointment

It was, in effect, being asked to mark its own work. Moreover it answered directly to government, which has a vested interest in believing that school standards are rising steadily.

So the proposals in the new bill to split the regulatory function of the QCA from its advisory and development functions have been welcomed by many in the education system.

The aim is that Ofqual should be quite separate from the other new body, the re-named Qualifications and Curriculum Development Agency, whose job will be simply to advise ministers and to deliver exams.

But the real test will be just how separate Ofqual will be, not from the QCDA, but from government.

One way to ensure genuine independence would be for ministers to give up the right to appoint the head of Ofqual.

The current proposal is for the chief executive to be appointed by the secretary of state.

The secretary of state will also appoint all of the non-executive board, except for the chair who will be a Crown appointment. This hardly seems the way to demonstrate a genuinely arms-length relationship.

Transparent

There is an alternative approach that would do more to inspire confidence in Ofqual's independence.

This would involve the entire board of Ofqual being appointed by the Crown, not by the secretary of state.

It should then be for the board itself to choose the chief executive through an open and transparent competitive process.

Another way forward would be for the Secretary of State to propose several candidates to head Ofqual but for the final selection process to be run by the House of Commons Schools Select Committee, which has cross-party membership.

That would reinforce the idea that Ofqual is answerable to Parliament, not to ministers.

Stakes are high

In recent evidence to the select committee Schools Minister Jim Knight suggested its members would get the chance to interview the ministerial nominee, but he did not say they would have the final say over who gets the job.

Despite this the select committee chairman, Barry Sheerman MP, says that if it decided the nominee was "unfit for the post the government would have a difficult job pressing ahead with it".

However, he too has concerns about the way Ofqual has been designed: "There is some question in my mind about how independent Ofqual will be", he says, adding that "they will have to prove that they are - and it'll be the select committee's job to check on them".

The stakes are high. This is not just about whether ministers or Parliament get to appoint the head of the new exams watchdog.

It is, ultimately, about whether Ofqual will be able to tackle the huge job of restoring public confidence in exam standards.

To achieve that, the greater its distance from government the better it will be.

Minister checks on science exams

Minister checks on science exams

By Gary Eason
BBC News website education editor

A government minister has said he is calling in copies of GCSE and A-level science exam papers to satisfy himself they are not being "dumbed down".

Science Minister Lord Drayson said it was vital that the brightest and best pupils were stretched by education.

He made the remarks as the Engineering and Physical Sciences Research Council announced a £250m investment in 44 new centres to train 2,000 PhD students.

They will work on pressing issues such as climate change and energy supply.

The idea is to build up networks of expertise that can meet what are perceived to be some of the biggest challenges facing the country.

Lord Drayson, who chairs a government committee on science and innovation, said: "Science is fundamental to this country.

"As we go into this global downturn the importance of maintaining our investment in science has never been greater."

Some 17 of the new centres will provide industrial training.

The minister - who has a PhD in robotics - said the way his own training had included business applications had changed his life.

It had opened his eyes from being "a techie" to someone who had gone straight out of university and become an entrepreneur.

He hoped others going through the new centres would be similarly inspired to start their own companies.

'Determined'

Asked about the quality of school science, Lord Drayson said: "In coming into this job one of the things I asked my private office to do was to get me a set of last year's GCSE papers. They are also in the process of getting last year's A-level papers."

He had also "dusted down" the A-level and O-level papers that he took in the 1970s.

He said it was important to "make absolutely sure that the educational process to develop the brightest and the best... provides them with what they need too.

"As a science minister I'm determined to make sure that happens."

He added: "No dumbing down on my watch."

A spokesman for the Department of Innovation, Universities and Skills said Lord Drayson was fulfilling his wide-ranging remit to take an interest in all things to do with science.

Nevertheless, what happens in schools is the responsibility of the separate Department for Children, Schools and Families.

Part of what prompted his intervention was the Royal Society of Chemistry's recent claim that standards in science exams had been eroded and that the system was failing a generation.

In an online petition to Downing Street, the society says record-breaking exam results are "illusory".

Its chief executive, Dr Richard Pike, said: "We are very pleased with Lord Drayson's promise of action yesterday to ensure no dumbing down in science exam standards, and his support of the need to stretch our brightest and best.

"Should he make good on his word and compare the current exams with those of his own education, he will surely concur with the RSC's own evidence and the 4,800 signatories of our petition to the Prime Minister."

UK universities' fortunes diverge

Universities in Scotland, Wales and Northern Ireland are losing ground to those in England, a report says.

The report, published by the vice-chancellors' group Universities UK, said that since devolution English universities had grown more quickly.

With different funding systems, they had more money and more students than their counterparts elsewhere, it said.

English universities had benefited most from research funding and the inflow of overseas students, it also concluded.

The report warns that these trends will accelerate if the government allows higher variable fees after it reviews the system next year.

Research funding

It says: "It is too early to say why changes in cross-border flows of students are occurring and whether contrasting policies on fees are a factor - they clearly complicate students' decisions about where to study.

"Attempts to widen participation have not shown significant increases. The overall increase in international students has particularly favoured England, especially the south-east."

And it adds: "The longstanding complexities of research funding deepen with devolution. It is clear however that England's share of research money is increasing at the expense of the other territories."

The report calls on ministers from each of the four nations to communicate better with each other, and says there should be a more equitable formula for funding universities across the UK.

The president of Universities UK, Prof Rick Trainor, said: "Devolution has had an impact on public policy in almost every sector, and higher education is no exception.

"Although there have not been extreme variations in higher education policy across the devolved administrations, devolution has still led to a range of anomalies, discrepancies and complexities for the sector.

"For students, such complexities have made decisions about where to study much harder than formerly."

Anggaran Pendidikan

Prioritas Anggaran Pendidikan 20 Persen

Mendiknas Bambang Sudibyo mengatakan, prioritas penggunaan anggaran sebanyak 20 persen dari APBN...

Jakarta, Senin (24 November 2008)--Menteri Pendidikan Nasional (Mendiknas) Bambang Sudibyo mengatakan, prioritas penggunaan anggaran sebanyak 20 persen dari APBN bidang pendidikan adalah untuk meningkatkan kesejahteraan guru dan dosen, menuntaskan wajib belajar 9 tahun dengan kualitas yang lebih baik, murah, dan terjangkau, akses mutu dan relevansi pendidikan menengah dan pendidikan tinggi yang lebih baik, serta mutu dan relevansi penelitian yang lebih baik.

"Kemudian para peraih medali pada olimpiade matematika sain dan teknologi tingkat internasional mendapatkan jaminan melanjutkan pendidikan di manapun dengan beasiswa pemerintah. Ini arahan bapak presiden . Lalu pendidikan nonformal yang lebih baik dan penguatan tata kelola," kata Mendiknas pada Rapat Teknis Bidang Pendidikan Asosiasi Pemerintah Kabupaten Seluruh Indonesia (APKASI) di Hotel Sahid, Rabu (5/11/2008).

Pada acara yang dihadiri para bupati dan para kepala dinas pendidikan dari seluruh Indonesia ini, Mendiknas menyampaikan fokus rencana kerja pemerintah (RKP) 2009. Mendiknas menjelaskan, penuntasan program wajib belajar pendidikan sembilan tahun akan dikhususkan bagi daerah yang kinerja pendidikannya masih tertinggal. Pada tingkat nasional, kata Mendiknas, target wajib belajar yang diukur dengan angka partisipasi kasar tingkat SMP/MTs sudah tercapai yakni 95 persen. "Beberapa provinsi sudah bisa memenuhi dan hampir separuh dari kabupaten kota juga sudah memenuhi, tetapi masih cukup banyak kabupaten yang belum bisa memenuhi 95 persen meskipun pada tingkat provinsinya sudah tuntas," katanya.

Lebih lanjut Mendiknas menjelaskan, terobosan kebijakan pendidikan yang bersifat masal dan mendasar diantaranya adalah program Bantuan Operasional Sekolah (BOS) serta peningkatan kompetensi, kualifikasi, dan sertifikasi guru. "Pemerintah Pusat setiap tahunnya mengalokasikan anggaran yang cukup besar untuk membantu para guru itu mendapatkan S1-nya," katanya.

Program selanjutnya, kata Mendiknas, adalah penerapan teknologi informasi dan komunikasi (TIK) untuk e-pembelajaran dan e-administrasi. Menurut Mendiknas, pendidikan yang berbasis komputer dan internet ini sudah dimulai terutama pada pendidikan menengah. "SMK sudah tinggal sedikit yang tidak punya laboratorium komputer, sedangkan SMA kurang lebih baru separuh," ujarnya.

Pemerintah, lanjut Mendiknas, juga akan melakukan pembangunan prasarana dan sarana pendidikan seperti laboratorium, ruang-ruang kelas baru, perpustakaaan, dan melakukan reformasi perbukuan. Selain itu, pemerintah, kata Mendiknas, akan melakukan pendekatan mutu relevansi dan daya saing pendidikan dengan pendekatan komprehensif, serta penguatan tata kelola dan perluasan pendidikan nonformal untuk mengemban layanan pada peserta didik yang tidak terjangkau pendidikan formal.

Sementara, terkait program BOS, Mendiknas menyampaikan pada 2009 program BOS tunai dan BOS buku akan dijadikan satu. Unit cost-nya juga akan dinaikkan sebanyak 50 persen. Mendiknas menyebutkan, unit cost BOS tingkat sekolah dasar (SD) untuk wilayah kabupaten sebanyak Rp.397.000,00, sedangkan untuk kota sebanyak Rp.400.000,00 per orang per tahun. Kemudian, kata Mendiknas, untuk tingkat sekolah menengah pertama (SMP), setelah dinaikkan sebanyak 50 persen dan digabung adalah sebanyak Rp.570.000,00 untuk kabupaten dan Rp.575.000,00 untuk kota per orang per tahun.

Di samping itu, lanjut Mendiknas, program bantuan operasional menejemen mutu (BOMM) untuk tingkat sekolah menengah yang dulu dihitung per sekolah sekarang di hitung per orang seperti BOS. Untuk sekolah menengah atas (SMA) sebanyak Rp.90.000,00 per orang per tahun, sedangkan untuk sekolah menengah kejuruan (SMK) sebanyak Rp.120.000,00 per orang per tahun. "Anggarannya masih disamakan antara kabupaten dan kota," ujarnya.