Post on 04-Jul-2020
STRATEGIC PLANNING OF EDUCATION
DEVELOPMENT: QUALITY ASSURANCE
OF HIGHER EDUCATION
Amich Alhumami, Ph.DDirector of Higher Education, Science and Technology, and CultureMinistry of National Development Planning/National Planning Agency (BAPPENAS)
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INTRODUCTION
Globalization makes interaction between natinon more intensive
with support of science and technology advantage
New paradigm in globalization era is based on knowledge-based economy & innovation-driven
economy
Introduction
The needs of good quality of secondary and higher education become very centralistic and decisive.
Hence, Higher Education Institutions have very important role to develop quality of Human Resources and to improve nation’s competitiveness.
Higher Education Institutions can generate excellent graduates with comprehensive knowledge, technology mastery, and good technical skills
Mastering technology with strong knowledge
basis
Promoting efficient institutional affairs
Law of Rep. Indonesia No.12/2012 – Higher Education Article 5: Aims of Higher Education
4 Aims of Higher
Education
Developcollege
students’ potential
Generate Graduates
who mastery science and technology
Generate science and technology
from research works
Promote community
services
College students with good personal attitude, health, knowledgable, competent, creative, independent, skilled, and cultured.
To promote nation’s competitiveness
Applying the value of humanities so it can be beneficial to improve nation’s progress,
civilization’s progress and the welfare of humanity.
Research work is useful in advancing public welfare and enrich the life of
nation.
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New Paradigm About Strategic Position of Higher
Education Institutions in DevelopmentFunctions and Roles of Universities in Law No.12 Year 2012 on Higher Education, Article 58:
(1) Student and community learning facilities;(2) The educational platform of the future leaders of the nation;(3) Science and Technology Development Center(4) Center for policy review and moral strength to seek and discover the truth(5) National civilization development center
The strategic role of higher education at the global, national and regional levels is expected to fill the TRI DHARMA Higher Education: Education, Research, and Community Service
Knowledge-driven economic growth places higher education in a very important and strategic position
Education Agent
Research Agent
Agent of cultural
transformation &
science and technology
Agent of Social and Economic
Development
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CURRENT CONDITION AND
CHALLANGES ON
DEVELOPMENT OF HIGHER
EDUCATION
Quality and Competitiveness of Higher Education (1)
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Sumber:https://banpt.or.id/ - Diakses: 5 Mei 2018
1.589 HEIaccredited
3.044 HEInot yet accredited
A 4,4%70 HEI
B 35,1%558 HEI
C 60,5%961 HEI
1.589 of
4.633 HEI are accredited
Accreditation Status of Higher Education Institution (HEI)
Accreditation Status of Study Programs
19.8411 of 27.194 listed study program are accredited, neverthless the rest of 7.353 are not yet accredited.
A 15,2%
3.008 B 54,6%
10.831 C 30,3%
6.002
Source: https://banpt.or.id/ - Accesed on Mei 5th 2018
accredited Not yet accredited
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Indonesia’s HEI in Top University Ranking Quality of HEI Lecturers
Source: https://forlap.ristekdikti.go.id – Accesed on 22th February 2018
HEIQS 2016 QS 2017 QS 2018
World Rank
Asia Rank
World Rank
Asia Rank
World Rank
Asia Rank
UI 292 79 292 67 277 54
ITB 359 122 359 86 331 65
UGM 391 137 391 105 391 85
IPB 701-750 201-250 701-750 191 701-750 147
UNAIR 751-800 147 751-800 190 751-800 171
Source: https://www.topuniversities.com/university-rankings
Quality and Competitiveness of Higher Education (2)
Private HEI
Public HEI
Private HEI
Public HEI
Mo
RT
HE
Mo
RA
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Disconnection of Higher Education
Job Provider
Company as user of research
Research Institution
Licensed Penetration Testerand other Training Provider
Lower education level
Description
Between HEI and Job Provider (user/beneficier of expertise)
Between HEI and company (user of research’s result)
Between HEI and Research Institution (provider of reseach)
Between inter-HEI itself and; Between HEI and training provider (horizontal disconnection in allexperts provider)
Between higher education and lower education level (school age) (vertical disconnection in all experts provider)
HEI Cause of Disconnection Disconnected Actors
Source: Putting Higher Education to Work, WB 2012
Low Capacity
Less Information
Less Incentive
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• Only to pursue the assessment process, but not yet optimal in its utilization
• The instrument has not been able to measure the quality performance of HEIand the actual study programs
Limited time and resources
Prioritizing the quantity of lecturers and students, as well as learning support infrastructure Input-based
Acreditation Approach
Verification of all data and
information is difficult to
conduct
Potential to create moral
hazard in assessment acreditation
process
Acreditation result have not been
able to reflect the differences in the quality of HEI and
study programs
Current Accreditation Assessment System
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Demand of Skilled Labor in Labor Force Market
Demand of skilled-labor has increase and the requirement of those skills always changing over times, but those related sectors are not always can fulfil it...
The development and changes of requested skills Labor Force Market
Lack of match between economic and human
resource planning
Need to take benefit from demographic bonus
Population of old age: job opportunity & potency-shifting
(outsourcing)
Decline of development productivity
Possibility to fall into ‘middle-income
trap’
Competencies mismatch
Under-demand of graduates in some areas
Lack of information & opportunity for graduates in needed labor
force market
Some job opportunities are need higher skills & competency
Needs of acceleration and expansion of economic development by
establishing diverse centre economic-growth
Lack of synergy between regional,
national government, and ministries
Failing Demand (problems with supplier & supporting environment; supply-driven vs. demand-driven)
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PORTRAIT OF QUALITY
PERFORMANCE AND
RELEVANCES OF HIGHER
EDUCATION INSTITUTION AND
STUDY PROGRAM – C ase Study :
Result of ITB Tracer Study
Case Study: ITB’s Tracer Study
– ITB Career Center
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The level of absorption of
graduates in the labormarket
Suitability of work / business fields of
alumni with fields of study
Suitability of competencies or skills
between those formed by universities
and those needed
others
The level of cooperation between
universities and industry and the business world
The Parameter
Link & Match between the Work of Graduates and Their Study Program (1)
(ITB Tracer Study 2013-2017)
Link & Match between the Work of Graduates and Their Study Program
College Students’ Generation:
2013: 20062014: 20072015: 20082016: 20092017: 2010
Averagely, link & match between job of ITB’s graduates and their study program for the last five years are up to 70%
▪ According to study programs, the graduates of Clinical Pharmacy has the highest match with the their jobs. The graduates of Science & Pharmaceutical Enginering following behind.
▪ The graduates of Chemistry and Meteorology are increase in terms of their job-matching. It might indicate that the graduates are work in more-related study background for the last three years.
▪ In contrary, the graduates of Oceanography and Astronomy are decrease in terms of their job-matching.
100-80 %
Informathics Engineering 93%
Science & Pharmaceutical Engineering 90%
Clinical Pharmacy 88%
Civil Engineering 88%
Visual Communication Design 88%
Interior Design 88%
Machinery Engineering 85%
Urban & Regional Planning 84%
Petroleum Engineering 83%
Metallurgy Engineering 83%
Architecture 80%
79-60 %
Management of Industrial Engineering 79%
Aeronotics & Astronotics 78%
Management 76%
System & Information Technology 76%
Fine Arts 75%
Telecommunication Engineering 74%
Microbiology 72%
Crafting 71%
Materials Engineering 71%
Chemistry 71%
Physics 71%
Geodesy & Geomathics Engineering 68%
Electrical Power Engineering 65%
Chemical Engineering 65%
Industrial Engineering 64%
Physical Engineering 63%
Product Design 60%
Enviromental Engineering 60%
59-40 %
Mathematics 58%
Mining Engineering 57%
Electrical Engineering 56%
Biological Engineering 56%
Meteorology 53%
Geological Engineering 52%
Marine Engineering 50%
Biology 45%
Oceanography 44%
<40 %
Geophysics Engineering 25%
Astronomy 14%
Link & Match between the Work of Graduates and Their Study Program (2)
(ITB Tracer Study 2013-2017)
Business-Industry Evaluation toward ITB Graduates (2017)
Score: > 4.5
Willingness to learn 4.72
Ethics 4.65
Trustworthy 4.65
Responsibility 4.63
Adaptation 4.62
Computer skills 4.6
Motivation 4.6
Dicipline 4.6
Iniciative 4.57
Emotional Quotient (EQ) 4.55
Working Underpressure 4.54
Communication 4.52
Team-work 4.52
Score: 4 - 4.5
Work-hard 4.48
Health 4.34
Foreign Language 4.31
Loyalty 4.31
Knowledge applied 4.26
Insight 4.06
Individual work 4.05
Leadership 4.05
Score: 3.5 - 4
Grade 3.77
Graduates availability 3.75
Education-Skills 3.74
Work experiences 3.65
Skills Certification 3.55
Willingness to occupied 3.51
< 3.5
Shift-work time 3.14
Occupation 2.78
Level of Business-Industry ConcernGrade
Skills Certification
Job Experiences
Education-Skills
Insight
Knowledge Applied
Computer Skills
Adaptation
Communication
Emotional Quotient (EQ)
Ethics
Iniciative
Individual WorkTeam-workWorking Underpressure
Willingness to Work
Motivation
Leadership
Loyalty
Responsibility
Hard-work
Trustworthy
Dicipline
Occupation
Willingness to occupied
Graduates Availability
Health
Shift-Work Time
Foreign Language
Concern
Satisfication
ITB Graduates Competency VS University Contribution (2017)
Critical Thinking
Research Skills
Learning
Communication
Working Underpressure
Time Management
Independent Work
Working with teamProblem SolvingNegotiation
Analysis
Tolerance
Adaptation
Loyality & Integrity
Working with people fromdifferent culture & background
Leadership
Responsibility
Iniciative
Project Management / Program
Presenting the Idea
Writing the Report
Lifelong LearningKnowledge of Study
Knowledge out of Study
General Knowledge
Internet Skills
Computer Ability
Competencies of ITB Graduates
Contribution of ITB
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IMPROVEMENT AND QUALITY
ASSURANCE OF EDUCATION IN
PLANNING AND BUDGETING
EDUCATION DEVELOPMENT AS A NATIONAL PRIORITY IN THE GOVERNMENT
WORK PLAN (RKP) 2017 & 2018: Integrated Planning
Slide - 19
Improved Access, Quality, Relevance and
Competitiveness of Education
Provision of qualified
teachers and lecturers and
equitable placement Improvemen
t and Quality Assurance of
Education
Development of quality learning
Increased religious
education and character education
Provision of effective
educational assistance
Increased availability of
quality facilities and
infrastructure
Strengthening institutions of
higher education
Increasing the capacity of science and technology,
innovation and competitiveness of higher educ.
Increased relevance of
education
Improving Access and Quality of Education: ECED, Primary Education, Secondary Education, including Tertiary Education
Almost all Priority Programs in national priorities Education reflects efforts to encourage the improvement of the quality of education
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Priority Activities in the Provision of Quality Teachers & Lecturers and
Quality Learning Development Programs
Provision of qualified
teachers and lecturers and
equitable placement
Revitalization of Indonesian
Institute of Teacher’s Education
Increasing the
professionalism of
teachers and lecturers
Distribution and
equalization of teachers
and lecturers
Improving the welfare of teachers
and lecturers
Improving academic
capacity of lecturers
Development of quality learning
Reliable curriculum
Comprehensive and
credible assessment
system
Professional and
competent teacher
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Targets and direction of development policies for higher education
in the 2018 Government Work Plan
TARGETSACHIEVEM
ENT IN2014
TARGETS
2015 2016 2017 2018 2019
PRIORITY OBJECTIVES OF NATIONAL DEVELOPMENT - HIGHER EDUCATION
a. College study programs are at least accredited B
50,4% (2013)
55,9% 58,8% 61,8% 64,8% 68,4%
b. Higher education gross enrollment ratio between 20% of the poorest population and 20% of the richest population
0,07 (2012)
0,08 0,16 0,18 0,22 0,24
c. Increased graduates of vocational education and training who have certificationcompetence
d. Increased environmental integrity from basic education to higher education (not cheating, free from buying and selling diplomas, fake certificates, plagiarism)
e. Availability of curriculum and learning processes that are in line with needs
POLICY DIRECTION OF NATIONAL DEVELOPMENT PRIORITY
Higher Education
1. Increasing the distribution of quality higher education services, and increasing the relevance and competitiveness of higher education
2. Increasing the capacity of higher education as a center of science and technology, as well as a center for developing innovation in promoting development
TARGETS
SASARAN
2017 (achieved)
2018
2019 (RPJMN
Final Target)
FIELD DEVELOPMENT GOALS – HIGHER EDUCATION
a. Gross Enrollment Rate of Higher Education
33,37% 34,84% 36,73%
b. The percentage of lecturers with minimum education qualifications (atleast Master Degree)
79,8% 83,8% 87,4%
c. Number of scientific publications in reputable international journals
13.687 15.740 18.101
POLICY DIRECTION OF FIELD DEVELOPMENT
Higher Education
1. Improve the quality of learning, among others, through strengthening quality assurance, developing curriculum that provides 21st century skills, implementing an effective and efficient national curriculum, and strengthening a credible and comprehensive education assessment system;
2. Increase equitable access, quality and relevance of higher education;
3. Increasing the competitiveness of higher education by encouraging the capacity building of universities as a center of science and technology, as well as driving the application of technological innovations in various fields of development
Example 1: Institutional Development Activities for Higher Education, Directorate
General of Institution of Science & Technology and Higher Education, in the 2018
Budget Allocation
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No. Output, ex. Component/ Sub-Component The 2018 Budget Allocation
1. Colleges that are built into the World Top 500
a. Strengthening World Class Universities:• Workshop on World University Ranking• Participation in international conference university ranking• Socialization of WCU in Kopertis• Coordination and administration activities• Monitoring and evaluation of activity performance
Total Rp 2,34 billion• Rp 206,57 million• Rp 452,16 million• Rp 33,89 million• Rp 1,24 billion• Rp 405,82 million
2. Higher education institutions that improve their quality
a. Increased university accreditationb. Institutional quality developmentc. Increased institutional cooperation between universities (domestically
and abroad)d. Providing assistance for public and private higher educatione. Higher education institutions that receive institutional assistance /
centers for excellence in higher education f. Publication and promotion of universities
Total Rp 130,1 billion• Rp 3,2 billion• Rp 4,8 billion• Rp 5,0 billion
• Rp 100,1 billion• Rp 15,97 billion
• Rp 1,0 billion
3. Accredited institutions / study programs (BAN-PT)
a. Accreditation of higher education institutionb. Accreditation of study programsc. Development and cooperation → coordination, meeting, etc
Total Rp 130,0 billion• Rp 24,7 billion• Rp 68,1 billion• Rp 37,2 billion
Example 2: Activities to Improve Learning Quality, Directorate General
of Learning & Student Affairs in the 2018 Budget Allocation
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No. Output, ex. Component/ Sub-Component The 2018 Budget Allocation
1. Universities apply national standards of higher education a. Facilitation of higher education implements SNDIKTI
b. Preparation of plans, guidelines and instruments --> Coordination and preparation - special education and vocational education
c. Workshop / dissemination / seminar / training on the implementation of SNDIKTI in academic fields --> Training related to academic / special education / vocational education innovation
d. Program evaluation --> Preparation of reports - learning of special education and vocational education
Total Rp 4,27 billion• Rp 1,07 billion• Rp 326,3 million
• Rp 2,4 billion
• Rp 439 million
2. Lecturers attend training on learning oriented Indonesian national qualification framework (KKNI)
a. Workshop / dissemination / seminar / training Total Rp 2,15 billion
3. Indonesian Institute of Teacher’s Education apply national standards of higher education (SNDIKTI) and national standards for teacher education (SNPG)
a. Development of academic Lesson Study (LS)b. Capacity building and quality of LPTK learningc. Restructuring the education system --> Development of
innovative learning, Development of creative learning, Socialization of Teacher Education Standards
Total Rp 31,2 billion• Rp 2,4 billion• Rp 25,2 billion• Rp 3,6 billion
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RPJMN 2015-2019: POLICY
DIRECTION OF EDUCATION
DEVELOPMENT
RPJMN 2015-2019: HIGHER EDUCATION
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RELEVANCECompliance with the development needs:
industry and labor market
QUALITYAcademic Achievement according to scientific
fields developed
ACCESS
In the RPJMN 2015-2019
(Education Sector), it is
emphasized that the
development of higher education
is oriented towards efforts to
improve four essential things
COMPETITIVENESS
1
2
3
4
Expansion and equity
Capacity to compete reflected in institutional and individual performance - (lecturers,
researchers and graduates)
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Policy Direction and Strategies for Increasing Access, Quality,
Relevance, and Competitiveness of Higher Education
in the RPJMN 2015-2019 (1)
Increasing the capacity of universities according to the increasing number of
secondary school graduates
Increased effectiveness of affirmative policy -
e.g. Bidik Misi Scholarship and ADIK Scholarship
Provision of scholarships, especially for the poor and the provision of
quality long distance higher education
Provision of operational costs to improve the effectiveness of higher
education
Increased Equitable Access to Higher Education
1 2
43
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Quality Improvement in Higher Education
Improving the quality of lecturers and researchers
through Master and Doctoral Degree programs
Increasing research budget and designing incentive
systems to support innovative research activities
Increasing the number and strengthening of BAN PT
assessors; LAM formation for professional study programs;
and LPUK for testing the competence of higher education
graduates
Quality assurance for the implementation of educational programs through LPTK reform
Enforcement of regulations related to quality assurance in
the administration of tertiary education institutions →through increasing the
effectiveness of the process of accreditation of higher
education institutions and study programs
Increased distribution of the quality of inter-regional
tertiary institutions through accelerating the accreditation of higher education programs
outside Java
1 2
4 5 6
3
Policy Direction and Strategies for Increasing Access, Quality,
Relevance, and Competitiveness of Higher Education
in the RPJMN 2015-2019 (2)
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Increasing Relevance of Higher Education
Development of innovative majors according to
development & industry needs, accompanied by improvement
of graduate competencies based on fields of study that are in line with the needs of
the labor market
Increased skills of certified college graduates to shorten the waiting period for work
Strengthening the cooperation between higher education and
industry for research and development activities
Assessment of proposals for opening new study programs in
public and private higher education more selectively,
according to the needs of the labor market
Protection of study programswith disciplines that are rarely
interested
Development of entrepreneurship education
and training integrated in courses, by establishing
cooperation with industry
1 2
4 5 6
3
Policy Direction and Strategies for Increasing Access, Quality,
Relevance, and Competitiveness of Higher Education
in the RPJMN 2015-2019 (3)
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Facilitation of tertiary education institutions becomes
autonomous university (PTN-BH) in order to strengthen institutions
and improve governance
Strengthening of higher education institutions by building centers of
excellence in certain fields of study as embodiments of mission
differentiation, based on institutional capacity
Reviewing the budgeting approach so that universities are
more dynamic and creative in developing academic and
scientific research programs
Develop innovative funding schemes by developing three-
party partnerships: government, universities and
industry
Increased Equity in Higher Education Competitiveness
1 2
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Policy Direction and Strategies for Increasing Access, Quality,
Relevance, and Competitiveness of Higher Education
in the RPJMN 2015-2019 (4)
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REORIENTATION QUALITY ASSURANCE OF HIGHER EDUCATION
Quality Assurance of Higher Education
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“... maintain and improve the quality of higher education in continuous (continuous improvement), which is run by universities internally”
Provision of scholarship
programs for lectures
Organizing research collaboration
programs, visiting professors, student
exchanges, joint laboratories, and
others
Fulfillment and utilization of
university infrastructure
The Quality Assurance System includes the following :
Buildings, lecture halls, laboratories, libraries, and other academic facilities
Scholarships for Degree (S2, S3) and
Non-degree
Efforts to encourage lecturerproductivity in internationalpublications and participationin international conferences
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Reorientation
Strategy
Approaches for assessment and
accreditation instruments must
be output / outcome based
Building internal and
external quality culture
Indicators in the accreditation
assessment must reflect the real
quality of higher education
The input remains
important, but also needs to see how the
quality is
Reorientation Strategy Focus on the quality of the process (learning, research, community service) and the impact of higher education, namely the quality of graduates of higher education, scientific publications, and innovation products
The university's internal efforts to improve quality on an ongoing basis, as well as a form of public accountability
Input includes lecturers and education personnel, students, curriculum, infrastructure, and
funding support
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THANK YOU