1 Punang Amaripuja Muhammadiyah University of Yogyakarta [email protected] Higher Education Quality Assurance in Indonesia Muhammadiyah University.

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Punang AmaripujaMuhammadiyah University of Yogyakarta

[email protected]

Higher Education Quality Assurance in Indonesia

Muham

madiy

ah U

niv

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f Yogyaka

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General Context

• Enormous population base (+/- 220 M)• Scattered through 16.000 islands

– Limited physical infrastructure in outer islands

– Low access to communication lines

• Java centric– Human capital– Knowledge base

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Education in General

• Pre-Elementary: 1-2 years, optional• Elementary: 6 years (compulsary)• Junior High: 3 years (compulsary)• High School: 3 years

– General– Vocational

• Higher Education:– General (Universities, 4 yrs)– Vocational (Academies, Polytechnics, 2-3 yrs)

• Others:– Informal– Non Formal

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Current Issues in Education

• Ammended Constitution orders 20% of National Budget for Education (not including salaries, etc.), while current budget is only 11% outruled by Constitutional Court

• Certification of Teachers and Lecturers with up to 3x current salaries

• Some state universities converted to State Owned Education Corporations

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Some Facts on Education

Institutions Students Teachers

Kindergarten 47,937 1,985,749 254,531

Primary School 1,089 29,092,130 1,490,948

Junior Secondary

32,966 9,586,753 749,571

Senior Secondary

17,329 6,175,528 480,564

Higher Education

2,589 4,001,191 208,181

(Directorate General of Higher Education, 2005)

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aNUMBER OF TEACHERS

BASED ON EDUCATION IN 2007

GRADUATE OF

EMPLOYMENT STATUS

TOTAL %GOV’MT PRIVATE

HIGH SCHOOL

288,680 268,813 557,493 24.82%

Diploma 1 34,565 20,792 55,357 2.46%

Diploma 2 532,608 125,270 657,878 29.29%

Diploma 3 85,550 52,214 137,764 6.13%

Bachelor 459,360 368,937 828,297 36.88%

Masters 7,379 1,743 9,122 0.41%

Ph.D 13 28 41 0.002%

TOTAL 1,408,155 837,797 2,245,952 100.00%

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S-3Sp

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7

6S-2

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4 D-4

S-13

D-32D-2

1 D-1Indonesian tertiary educations qualifications framework

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Number of HE Students

Description Quantity

Population aged 19-24 24,901,100

Total HE Students 3,550,485

Public Univ Students 937,510

Private Univ Students 2,099,383

Departemental Univ 51,539

Islamic Univ 462,053

Gross Enrollment 14.26%

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aGovernment Support for Private Universities

• Competitive Research Grants

• Competitive Departmental & University Level Grants

• Competitive University Unit level Grants

• The grants are competed between public and private universities

• Some private university lecturers (and teachers) become government officials

• Both public and private univ lecturers are licensed and promoted through the Ministry of Education

• Certification of public and private university lecturers

• Domestic Scholarships

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Ministry of Education Strategic Plan

VisionA Smart and Competitive Indonesia

MissionEstablish and education system that could

develop a smart and competitive Indonesia which is just, qualified, and relevant with

the needs of the local and global community Strategic Policy

• Equity and Extension of Access • Quality, Relevance, and

Competitiveness• Governance, Accountability, and Public

Image

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Targets of the DGHE

2005 -2010Capacity building and modernization

2010 - 2015Services Improvement

2015 - 2020Regional Competitiveness

2020 - 2025International Competitiveness

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Indonesian Higher Education Vision Indonesian Higher Education Vision 2010 2010

On 1 April 2003 the DGHE has proclaimed On 1 April 2003 the DGHE has proclaimed HELTS HELTS 2003 - 20102003 - 2010 (the (the Higher Education Long Term Higher Education Long Term

Strategy 2003 – 2010)Strategy 2003 – 2010)

Which incorporates the Indonesian Higher Which incorporates the Indonesian Higher Education Vision:Education Vision:

In order to contribute to the nation’s In order to contribute to the nation’s competitiveness, the national higher education competitiveness, the national higher education

has to be organizationally healthy, and the same has to be organizationally healthy, and the same requirement also applies to institutions. A requirement also applies to institutions. A

structural adjustment in the existing system is, structural adjustment in the existing system is, however, needed to meet this challenge. The however, needed to meet this challenge. The

structural adjustment aims, by the year of 2010, structural adjustment aims, by the year of 2010, of having a healthy higher education system, of having a healthy higher education system,

effectively coordinated and demonstrated by the effectively coordinated and demonstrated by the following features : following features :

• QualityQuality• Access and EquityAccess and Equity

• AutonomyAutonomy

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aStrategic IssuesStrategic Issues

in the in the HELTS 2003 - 2010HELTS 2003 - 2010

One of the One of the strategic issuesstrategic issues described in the described in the HELTS 2003 – 2010 HELTS 2003 – 2010 point E is point E is Quality Quality

Assurance Assurance as stated belowas stated below ::

In healthy organizations, continuous quality In healthy organizations, continuous quality improvement should become its primary improvement should become its primary

concern. Quality assurance should be concern. Quality assurance should be internally driven, institutionalized within each internally driven, institutionalized within each organization’s standard procedure, and could organization’s standard procedure, and could also involve external parties. However, since also involve external parties. However, since quality is also a concern of all stakeholders, quality is also a concern of all stakeholders,

quality improvement should aim at producing quality improvement should aim at producing quality outputs and outcomes as part of public quality outputs and outcomes as part of public

accountability.accountability.

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The New ParadigmThe New Paradigm

Autonomy

Assurance/Evaluasi

AccreditationAccountability

Quality

The purpose of evaluation is not to prove but to improve.

(Stufflebeam et al., Educational Evaluation and Design Making, 1997)

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aThe Definition of

Higher Education Quality Assurance

Higher Education Quality Assurance is the process of defining and fulfillment of

Higher Education Quality Management Standards in a consistent and sustainable

manner in order to satisfy all its stakeholders (students, parents, industry,

government, lecturers, supporting staff, and other relevant parties)

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Mechanism for identifyingMechanism for identifyingHE Quality StandardsHE Quality Standards

StakeholderStakeholderNeedsNeeds

VisionVision

StandardsStandards

• Recruitment

• Probation period

• Permanent staff status

• Work performance appraisal

• Mutations, Promotions, Demotions

• Work schedules

• Overtime and paid leave

• Compensations and Rewards

• Social security and welfare

• Development and trainings

• Work health and safety

• Discipline

• Field work compensation

• Work separations

This example assumes that all HE Institutions are Educational Legal Bodies

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HE Quality Assurance Structure

Self Self EvaluationEvaluation Program EvaluationProgram Evaluation

(Self Evaluated)(Self Evaluated)

InternalInternalQuality AssuranceQuality Assurance

ExternalExternalQuality AssuranceQuality Assurance

Higher EducationHigher Education

EPSEPSBEDBED

IQAIQA

Accredi-Accredi-tationtation

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aSustainable Higher EducationSustainable Higher Education

Quality Assurance ActivitiesQuality Assurance Activities

ACTIVITYACTIVITY GOALGOAL STATUSSTATUS INSTITUTIONINSTITUTION

ACREDITATIONACREDITATION

SELF EVALUATEDSELF EVALUATEDPROGRAM EVALUATIONPROGRAM EVALUATION

(EPSBED)(EPSBED)

INTERNALINTERNALQUALITY ASSURANCEQUALITY ASSURANCE

External HE External HE Quality ControlQuality Control

and Audit and Audit

CompulsaryCompulsaryExtension ofExtension ofOperational PermitOperational Permit

InternalInternalimprovementimprovementof HE Qualityof HE Quality

FacultativeFacultative(optional)(optional)

HE National HE National Acreditation BoardAcreditation Board

BAN – PT BAN – PT and / or othersand / or others

Directorate GeneralDirectorate Generalof Higher Educationof Higher Education

Self InnitiatedSelf Innitiated HE InstitutionHE Institution

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aOverview ofHE Quality Assurance

8 Minimal Standard

(NED)

Other standards(above the National Education Standard)

Compul-sary

Internally Driven(HELTS)

1. Content 2. Process 3. Graduate Competence 4. Academic staff 5. Infrastructure 6. Operations 7. Financial 8. Academic Appraisal

1. Community services2. Information Systems3. Alliances & Cooperations4. Student affairs5. Academic atmosphere6. Financial resources7. Others (Inst. based)

HE Quality Assurance

A Smart and Competitive

Indonesia

T.Frame

2015 2020 2025

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Standards Improvement StrategyStandards Improvement StrategyH

igh

er

Ed

ucati

on

2006 2007 2008 2009 2010 2015

Surpass NES, AUN Quality

Label,Acquire

AUN Standard

ASSISTANCE

ASSISTANCE

INDEPENDENCY

2020 2025

Acquire AUN Standard

100 best in Asia / World

AcquireInternasional

Standard100 best in Asia / World

REGIONAL INTERNASIONAL

INTERNAL QUALITY ASSURANCE

EXTERNAL QUALITY ASSURANCE / ACCREDITATION (HE-NAB)

LAW OBEDIENCY

100

NASIONAL

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Quality Assurance ProcessQuality Assurance Processa. The HE Institution defines its a. The HE Institution defines its visionvision and and

missionmission

b. Every program defines its b. Every program defines its visionvision and and missionmission based on the institution’s vision and missionbased on the institution’s vision and mission

c. The program’s vision is broken down into a set c. The program’s vision is broken down into a set of quality standardsof quality standards

d. The HE Institution sets the organization and d. The HE Institution sets the organization and mechanism of quality assurancemechanism of quality assurance

e. The HE Institution implements quality e. The HE Institution implements quality assurance through quality control assurance through quality control managementmanagement

f. The HE Institution evaluates and revises its f. The HE Institution evaluates and revises its quality standard through ongoing quality standard through ongoing benchmarkingbenchmarking

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Self Evaluated Items (LRAISE)

Leadership

RelevanceEnvironmental sensitivity

Graduate quality

Industry acceptance

Academic AtmosphereLecturer – student, lecturer – lecturer,

& student - student interactions

SOP Discipline

Internal Management &

OrganizationDecision making processes

Budget priorities

Internal and external evaluations

SustainabilityAssure institutional existance

Assure quality level

Resources

Efficiency and ProductivityLength of study, length of thesis, etc.

Ability to produce good output

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Self Evaluation Report

Summary

I. Self Evaluation Process

II. Background

a. Department & Program History

b. Long Term Development Plans

c. External Environment

III. Academis Program Evaluation

a. Education

b. Research

c. Community Services

d. Quality Assurance Programs

IV. Management of Resources

a. Financial Management

b. Human Resources Management

c. Physical Facilities Management

1. Infrastructure (Buildings)

2. Laboratories

3. Libraries

d. Data and Information Management

V. Departmental Performance Indicators

a. Primary Performance Indicators

b. Supporting Performance Indicators

VI. Identified Problems

VII. Alternative Solutions

VIII. Appendix

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NATIONAL ACCREDITATION SYSTEM (Current)

Ministry of Education

HE-National Accreditation Board

HE Institution A HE Institution B

P 1 P 3 P 4P 2 P W P X P Y P Z

ACCREDITATION

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NATIONAL ACCREDITATION SYSTEM (Alternate)

Ministry of Education

HE-NAB

HE Institution A HE Institution B

ASSOCATION OF HEI

Program Accreditation

ACCREDITATION

P 1 P 3 P 4P 2 P W P X P Y P Z

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Goals of Accreditation

Protect the communityAssist Quality Assurance of HE InstitutionsPublic Accountability of HEIStandardization of academic credit to allow student

mobilizationBasis for accreditation / licenseConsideration for grantsConsideration for employee recruitment International recognition of certificate / competence Input for meta-evaluation of HE quality

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Scope of Accreditation

• Quality Control : – System and mechanism to assess

comlpiance with performance indicators

• Quality Audit: – Appraisal of internal Quality Control

mechanisms

• Quality Assessment: – System efficiency and effectiveness

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aWho is responsible for HE Quality?

• HE Institutions

• Association of HEI (self regulation)

• Directorate General of HE

• HE National Accreditation Board

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Functions of the HE-NAB

• Prepare organization• Formulate technical policy• Setup appraisal criteria• Collect data• Operate appraisals• Determine accreditation• Publish accreditation certificates• Announce accreditation results• Give recommendation for supervision• Assist self evaluation of HE Institutions• Periodic reports to the Ministry of Education

Kepmendikbud 187/U/1998

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TYPE OF INSTIT-UTIONS

LEVEL OF ACCREDITATION

ACCRE-DITED

D-3 STUDY PROGR

AMS

NUMBER OF D-3

STUDY PROGR

AMS

ACCREDITED D-3 FROM TOTAL

D-3 STUDY

PROGRAMS

A B C D

State Univer-sities

1210.6%

5851.4 %

3934.5 %

43.5 %

11316.2 %

46417.0 %

24.4 %

Private Univer-sities

438.9 %

20943.5 %

21845.3 %

112.3 %

48189.4

%

201373.9 %

23.9 %

Institute for

Religious

Studies

00 %

00 %

00 %

00 %

00 %

441.6 % 0 %

ServiceInstitute

s

00 %

750.0 %

750.0 %

00 %

142.6 %

2047.5 % 6.9 %

TOTAL559.0 %

27445.1 %

26443.4 %

152.5%

608 272522.3

%

Accreditation results of Diploma (D-3) programs (25 Aug 2004)

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TYPE OF INSTIT-UTIONS

LEVEL OF ACCREDITATION

ACCRE-DITED

S-1 STUDY

PROGRAMS

NUMBER OF S-1

STUDY PROGRA

MS

ACCREDITED S-1 FROM

TOTAL S-1 STUDY PROGRA

MSA B C DState

Univer-sities

30723.0

%

69752.1

%

31723.7

%

161.2 %

133725.7 %

180525.2 % 74.1 %

Private Univer-sities

266 8.0 %

1537

46.3 %

1364

41.1 %

1524.6 %

331963.3 %

424661.6 % 78.2 %

Institute for

Religious

Studies

469.3%

25050..6 %

15731.8

%

418.3 %

4948.4 %

80712.7 % 61.2 %

ServiceInstitute

s

38.3 %

1455.6

%

1033.3

%

02.8 %

270.6 %

370.6 % 73.3 %

TOTAL62212.0

%

2498

48.3 %

1848

35.7 %

2094.0 %

5177 689575.1

%

Accreditation results of S-1 programs (25 Aug 2004)

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TYPE OF

INSTIT-UTIONS

LEVEL OF ACCREDITATION

ACCRE-DITED

S-2 STUDY PROGR

AMS

NUMBER OF S-2

STUDY PROGR

AMS

ACCREDITED S-2 FROM TOTAL

S-2 STUDY

PROGRAMSA B C D

State Universi

ties

1527.8 %

2648.1 %

1324.1 %

00 %

5457.4 %

37869 %

14.3 %

Private Univer-sities

37.5 %

1435.0 %

1845.0 %

512.5 %

40445.1

%

13625 %

29.4 %

Institute for

Religious

Studies

00 %

00 %

00 %

00 %

00 %

377 % 0 %

ServiceInstitute

s

00 %

00 %

00 %

00 %

00 %

0 0 %

TOTAL1819.1 %

4042.6 %

3133.0%

55.3 %

94 55117.1

%

Accreditation results of S-2 programs (Jan 2003 - Aug 2004)

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aKOPERTIS (Coordinator of Private HE Institutions)

• There are 12 regional offices covering all provinces

• Their functions include:– Implement supporting policies towards private HE

institutions in its jurisdiction– Support implementation of the three HE services– Support resources to private HE institutions– Technical guidance and support to private HE

institutions

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aHE SystemProblems and Constraints

• Immature system• Wide variety in stage of

development of institutions and programs

• Wide variety of quality within programs in different institutions

• Wide variety of quality between programs within institutions

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aHE Quality AssuranceProblems and Constraints

• Lack synchronization between internal HEI system and data and external requirements (Self Evaluation, NAB, Competitive Grants)

• Limited awareness of HEI senior officials towards the impotance of accurate and complete data collection

• Limited data utilization in the decision making process

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aAccreditation Problems & Constraints

• Huge number of programs• Limited number of experts• Limited number of reviewers• Limited funding

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PROBLEMS IN COMPILATION OF SELF EVAL, NAB, AND QA DATA

1. Data spread out over several units and levels

2. Different data codification and stratification in each unit and HEI

3. Different content and format between Self Eval, NAB, and HE-QA data

4 Limited use of data in planning of HEI5 Underutilization of existing units for data

collection6 Underutilization of Self Evaluation data for

planning in HEI

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References

• Badan Akreditasi Nasional Perguruan Tinggi, DGHE of MOE, Akreditasi Dalam Uu Sistem Pendidikan Nasional (Uu No. 20/2003)

• DGHE-MOE, Kebijakan Nasional Sistim Penjaminan Mutu Perguruan Tinggi (Spm-pt), “Sub Tema: Sinkronisasi Sistim Penjaminan Mutu Internal (Spm-pt), Epsbed Dan Penjaminan Mutu Eksternal (Akreditasi)

• Gunawan, J. Pedoman Penjaminan Mutu (Quality Assurance) Pendidikan Tinggi

• M. K. Tadjudin, Capacity Building In Quality Assurance And Accreditation In Higher Education In The Asia Pacific Region

• Rapat Kerja Wilayah Pimpinan Perguruan Tinggi Swasta Rapat Kerja Wilayah Pimpinan Perguruan Tinggi Swasta (Pts) (2006), (Pts) (2006), Kebijakan Nasional Spm-pt Untuk Sinkronisasi Sistem Penjaminan Mutu Internal (Spmpt), Penjaminan Mutu Eksternal (Akreditasi) Dan Perijinan (Epsbed)