STRATEGIC PLANNING OF EDUCATION …spmi.ristekdikti.go.id/uploads/publications/Amich...5 New...

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


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


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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



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



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

43



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

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