ASEAN Qualifications Reference Framework Referencing Report …kkni.kemdikbud.go.id/asset/pdf/INDONESIA_Referencing... · 2020. 6. 15. · Distribution of Job Training Centers based

IQF Referencing Document Version 01 – April 2019

1 All rights reserved by IQNC

ASEAN Qualifications Reference Framework

Referencing Report of Indonesia

Prepared by:

KEMENTERIAN RISET, TEKNOLOGI, DAN PENDIDIKAN TINGGI

KOMITE NASIONAL KUALIFIKASI INDONESIA

Jalan Jenderal Sudirman Pintu Satu, Senayan, Gedung D, Lantai 7

Jakarta 10270, Telepon (02157946100 (Hunting)

http://kkni.ristekdikti.go.id

Date of Submission: APRIL 4th

2019

Version 01



TABLE OF CONTENTS

List of Tables ........................................................................................................................................... 4

List of Figures .......................................................................................................................................... 5

List of Acronyms ...................................................................................................................................... 6

Glossaries……………………………………………………………………………………………………….....................................8

Cover Letter of IQF Referencing Report Submission…………………………………………………………………………10

INTRODUCTION .................................................................................................................................... 11

1.1 Document Status ………………………………………………………………………………………………………….11

1.2 Preparation of the Referencing Document…………………………………….………………………………11

1.3 Indonesian Qualifications Framework (IQF)…..……………………..……………………………………….13

1.4 Reference IQF to AQRF ……………………………………...…………………………………………………………19

1.5 Endorsement of Report…………………..…………………………………………………………………………….20

CRITERION 1…………………………………………………………………………………………………………………………………….21

1.1 Formal Learning………………..…………………………………………………………………………………………..22

1.1.1 Formal Learning Early Childhood Education Level ……………………………...…………22

1.1.2 Formal Learning Primary Education Level…………………………………………….………..25

1.1.3 Formal Learning Secondary Education Level……………………………..…………………..26

1.1.4 Formal Learning Higher Education Level …………………………..…………………………..28

1.2 NON Formal Learning…..…..…………………………………………………………………………………………..31

1.2.1 Non-Formal Learning Early Childhood Education………..…………………………………31

1.2.2 Non-Formal Learning Training and Short Courses………….………….…..…….………..32

1.3 Informal Learning………………………………………………………………………………………………………….41

CRITERION 2…………………………………………………………………………………………………………………………………….42

2.1 Institutions participating in the referencing process…………………..…………………………………53

2.2 Institutional responsibility in terms of qualifications…………………………………………………….55

2.3 Institutions participating in the implementation process……………………………….……………..56



CRITERION 3…………………………………………………………………………………………………………………………………….58

3.1 The National IQF Utilization Strategy …………………………………………………………………….……..58

3.2 The Inclusion Strategy of Indonesian Qualifications into the IQF……….………………………….61

3.2.1 The Inclusion Strategy of Formal-Learning Outcomes into the IQF…………….….61

3.2.2 The Inclusion Strategy of Non-Formal-Learning Outcomes into the IQF…….….62



LIST OF TABLES

No. Title Page

1 Table 1. Main Data of Early Childhood Education 2017/2018 24

2 Table 2. General description of the number of Early Childhood Education by

Province 24

3 Table 3. Data on Regular Primary Education in Indonesia 26

4 Table 4. Number of Madrasa in the Primary Education level 26

5 Table 5. Indonesia Upper Secondary Education Data 27

6 Table 6. Number of Madrasa in the Primary and Secondary Education level 27

7 Table 7. List of Indonesian School Overseas 27

8 Table 8. Number of Higher Education in Indonesia in 2018 28

9 Table 9. Number of Students per Gender and Type of College Origin 29

10 Table 10. Level Comparison of the Indonesian Higher Education Program to

ISCED 31

11 Table 11. Comparison of the two domains of training programs under the

Ministry of Education and Culture and the Ministry of Manpower 32

12 Table 12 List of Graduate Competency Standard (SKL) Courses and

Training under the Ministry of Education and Culture 34

13 Table 13. Number and capacity of the Job Training Centers 38

14 Table 14. Distribution of Job Training Centers based on Provincial Regions 38

15 Table 15. Data on the Number of Indonesian National Work Competency

Standards (SKKNI) 39

16 Table 16. Certification Bodies managed by the BNSP 40

17 Table 17. Data on Competency Assessors 2006-2018 40

18 Table 18. Certification Issuance 40

19 Table 19. Mapping between IQF and Higher Education Standard Domains

62



LIST OF FIGURES

No. Title Page

1

Figure 1. Four domains of IQF descriptors: Attitude and Values (as general

description), Work Ability (paragraph 1 at each levels), Authority and

Responsibilities (paragraph 3 at each levels), Mastery of knowledge (paragraph

2 at each levels)

17

2

Figure 2. The IQF level can be achieved through 4 (four) pathways i.e. formal

education with degree as the output, career advancement in the workplace,

self-learning, as well as advancing through professional certification

18

3 Figure 3. Illustration of the alignment of four domains of IQF with the two

domains of AQRF 19

4 Figure 4. The Illustration of Level Descriptions between IQF and AQRF 20

5 Figure 5. Education System in Indonesia 23

6 Figure 6. Types of Indonesian Higher Education based on the study program

outcome 30

7 Figure 7. Distribution of Course and Training Institution (LKP) Data in Educator

Main Data in 2018 33

8 Figure 8. Number of Competency Test Participants 2009-2018 34

9 Figure 9. IQNC scope of work and the relationship with related institutions or

agencies. 45

10 Figure 10. Basic structure of IQF organization 46

11 Figure 11. The four-domain description of IQF qualification into the National

Higher Education Standards domain 62

12 Figure 12. The Inclusion of worker qualifications in the salt industry into the IQF 64

13 Figure 13. The inclusion of HR qualifications into the IQF according to

occupations or related competency unit clusters. 64



LIST OF ACRONYMS

Bahasa Indonesia

BAN PAUD Badan Akreditasi Nasional Pendidikan Anak Usia Dini

BAN PNF Badan Akreditasi Nasional Pendidikan Nonformal

BAN PT Badan Akreditasi Nasional Perguruan Tinggi

BNSP Badan Nasional Sertifikasi Profesi

BSNP Badan Standar Nasional Pendidikan

KKNI Kerangka Kualifikasi Nasional Indonesia (IQF)

KNKI Komite Nasional Kualifikasi Indonesia

MA Madrasah Aliyah

MI Madrasah Ibtidaiyah

SD Sekolah Dasar

SLB Sekolah Luar Biasa

SMA Sekolah Menengah Atas

SMK Sekolah Menengah Kejuruan

SMP Sekolah Menengah Pertama



English Acronyms

AQRF ASEAN Qualifications Reference Framework

IPA Institute of Public Administration

MoA Ministry of Religious Affairs

MoEC Ministry of Education and Culture

MoRTHE Ministry of Research, Technology, and Higher Education

NAB-BSE National Accreditation Board for Basic and Secondary Education

NAB-HE National Accreditation Board for Higher Education

NAB-NFE National Accreditation Board for Non Formal Education

NPSA National Profession Standardization Agency (BNSP)

NESA National Education Standardization Agency (BSNP)



GLOSSARIES

1. Accreditation is an activity to evaluate the feasibility of a program in an education unit based

on predetermined criteria.

2. Educational evaluation is an activity of controlling, ensuring, and determining the quality of

education for various components of education in each path, level, and type of education as

a form of accountability for the implementation of education.

3. The path of education is a vehicle through which participants develop their own potential in

an educational process in accordance with the education goals.

4. Type of education is a group based on the specific purpose of education in an education unit.

5. Level of education is the stage of education that is determined based on the level of

development of students, goals to be achieved, and capabilities developed.

6. Curriculum is a set of plans and arrangements regarding the purpose, content, and material

of the lesson as well as the methods used as guidelines for implementing learning activities

to achieve certain educational goals.

7. Apprenticeship Training

8. Internship

9. Learning is the process of interaction of students with educators and learning resources in a

learning environment.

10. Educators are qualified educational staff as teachers, lecturers, counselors, tutors,

widyaiswara tutors, instructors, facilitators, and other designations in accordance with their

specialty, and participate in conducting education.

11. Community-based education is the implementation of education based on the

distinctiveness of religion, social, culture, aspirations, and potential of the community as an

embodiment of education from, by, and for the community.

12. Formal learning is a structured and tiered educational path consisting of primary education,

secondary education and higher education.

13. Informal learning is the path of family and environmental education. Early childhood

education is a coaching effort aimed at children from birth to the age of six years which is

carried out through the provision of educational stimuli to help growth as well as physical

and spiritual development so that children have readiness in entering further education.

14. Distance learning is education in which participants are separated from educators and their

learning uses various learning resources through communication technology, information,

and other media.



15. National education is education based on Pancasila and the 1945 Constitution of the

Republic of Indonesia which is rooted in religious values, Indonesian national culture and

responsiveness to the demands of changing times.

16. Non-formal learning is a pathway to education outside formal learning that can be carried

out in a structured and tiered manner.

17. Participants are community members who try to develop their own potential through the

learning process that is available on a particular path, level, and type of education.

18. Field Work Practices / Job Training / On the Job Training

19. The education unit is an education service group that organizes education in formal, non-

formal, and informal lines at every level and type of education.

20. The national education system is the aggregate educational component that is interrelated

in an integrated manner to achieve national education goals.

21. National education standards are the minimum criteria regarding the education system in all

jurisdictions of unitary state of the Republic of Indonesia.

22. Educational resources are everything that is used in the implementation of education which

includes education staff, the community, funds, facilities and infrastructure.

23. Educational personnel are members of the community who are devoted and appointed to

support the implementation of education.

24. Compulsory education is a minimum education program that must be followed by

Indonesian citizens on the responsibility of the Government and Regional Government.





1.1. Document Status

This script is the first draft of the referencing process of Indonesian Qualifications Framework (IQF)

to the ASEAN Qualifications Reference Framework (AQRF), with the referral of IQF – AQRF Version

01 documentation which has been submitted on April 8th

, 2019.

The process of drafting this referencing document is carried out by the KOMITE NASIONAL

KUALIFIKASI INDONESIA (KNKI) referred as the Indonesian Qualifications National Committee

(IQNC).

The drafting process begins on November 1, 2018, immediately after Ministry of Research,

Technology, and Higher Education of the Republic of Indonesia issued a decree No. 49 of 2018

concerning the IQNC promulgated on October 30, 2018. An explanation related to the IQNC is

presented in the second criteria

1.2. Preparation of the Referencing Document

The drafting of IQF referencing report to AQRF is carried out through a number of meetings with the

relevant stakeholders. The script was reviewed by various representatives, consisting of ministries

representatives, state institutions, and professional communities under the coordination of IQNC.

The stakeholders those have been involved in constructing the document either directly or

indirectly, are as follows:

A. Coordinating Ministry for Politics, Law and Security

1. Attorney General

2. Ministry of Domestic Affairs

3. Ministry of Law and Human Rights

4. Ministry of Communication and Information Technology

5. Ministry of Foreign Affairs

6. Ministry of Administrative and Bureaucratic Reform

7. Ministry of Defense

8. Indonesian National Police

9. Indonesian National Army

B. Coordinating Ministry for Economic Affairs

1. Ministry of Agrarian Affairs and Spatial Planning

2. Ministry of State-Owned Enterprises

3. Ministry of Manpower



4. Ministry of Finance

5. Ministry of Cooperatives, Small and Medium Enterprises

6. Ministry of Environment and Forestry

7. Ministry of Public Works and Housing

8. Ministry of Commerce

9. Ministry of Industry

10. Ministry of Agriculture

C. Coordinating Ministry for Human Development and Culture

1. Ministry of Religion

2. Ministry of Village, Acceleration Development Backward Regions, and Transmigration

3. Ministry of Health

4. Ministry of Woman Empowerment and Child Protection

5. Ministry of Youth and Sports Affairs

6. Ministry of Education and Culture

7. Ministry of Research, Technology and Higher Education

8. Ministry of Social Services

D. Coordinating Ministry for Maritime Affairs

1. Ministry of Energy and Mineral Resources

2. Ministry of Maritime Affairs and Fisheries

3. Ministry of Tourism

4. Ministry of Transportation

E. State Agency/Institution

1. National Accreditation Board of Higher Education

2. Non Formal Education Accreditation Board

3. State Intelligence Agency

4. Meteorology, Climatology and Geophysical Agency

5. National Profession Standardization Agency

6. Central Bureau of Statistics

7. National Cyber and Crypto Agency

8. National Education Standardization Agency

9. National Nuclear Energy Agency

10. State Administration Agency

F. Professional Society

1. Indonesian Chartered Accountants Association (Ikatan Akuntan Indonesia)

2. Indonesian Pharmacists Association (Ikatan Apoteker Indonesia)

3. Indonesian Architectures Association (Ikatan Arsitek Indonesia)

4. Indonesian Midwives Association (Ikatan Bidan Indonesia)

5. Indonesian Doctors Association (Ikatan Dokter Indonesia)

6. Indonesian Accreditation Agency (Badan Akreditas Nasional)

7. Indonesian National Nurses Association (Persatuan Perawat Nasional Indonesia)

8. Indonesian Engineers Association (Persatuan Insinyur Indonesia)

Explanations related to the roles of each institution are presented in the Criterion Two. The results

of the review and approval of the manuscript will be submitted when all the referencing criteria are

completed.



After completion of the referencing process, two international experts in qualifications framework

will be invited to conduct an independent review of this text.

1.3. Indonesian Qualifications Framework (IQF)

As one of the strategic steps to manifest the quality and identity of Indonesian people, the

Government of Indonesia has compiled the Indonesian Qualifications Framework (IQF) that has been

designated in the Republic of Indonesia Presidential Decree No. 8 year 2012.

The preparation of the IQF is one of the steps to realize the nation’s identity and quality of the

Indonesian in the human resources sector which is associated with a national education and training

system development program. Each level of IQF qualification represents learning outcomes of every

Indonesian, achieved through various learning pathways.

Legal Basis for the National Qualification Framework

The establishment of the IQF has two primary legal bases, i.e. Law No. 13 year 2003 concerning the

Labor under the Ministry of Manpower and Law No. 20 year 2003 concerning the National Education

System under the Ministry Education and Culture.

Government Regulation No. 31 year 2006 concerning the National Work Training System and

Government Regulation No. 23 year 2004 concerning the National Agency for Professional

Certification are derivation of the Law No. 13 year 2003. Besides that the IQF is also established to

fulfill the mandate of Law No. 20 year 2003 concerning the National Education System, article 4 (2)

with an multi-entry and multi-exit system which allows students to exit from one education pathway

and enter another pathways with certain recognition.

The IQF establishment is also compiled as one of the consequences of the approval and renewed the

UNESCO convention on the International Convention on Recognition of Studies, Diplomas and

Degrees in Higher Education in Asia and the Pacific, on December 16 - 1983 and on January 30 –

2008, respectively. The Convention has been authorized by Presidential Regulation No. 103 year

2007 at November 16 - 2007.

Some other legal grounds that used as references in the preparation of the IQF include: Law No. 18

Year 1999, Article 33 paragraph 2, concerning Construction Services which gives authority to the

Construction Services Community to play a role in providing education and training in the field of

construction services; Law No. 30 year 2004 concerning Notary Position; Law No. 36 year 2009

concerning Health which regulates the categories, types and qualifications of health workers; and

Law No. 14 year 2005 concerning Teachers and Lecturers, which regulates the qualifications and

competencies of lecturers and teachers. Besides that, there are regulations relating to aspects of

quality and employment qualifications issued by ministries or other government institutions,

including private companies and state-owned companies (BUMN). Most of these regulations are

applied in a limited manner within the respective government institutions, state-owned companies

or private companies. They regulate aspects concerning the determination of the level of

qualifications and work capabilities needed at each career level within the institution, as well as the

recognition of competences resulted from internal and external training institutions.

The IQF has a formal juridical position in the form of a Presidential Regulation, namely Presidential

Decree No. 8 year 2012, which is a description of higher regulations. The article 1 paragraph 1



explained that IQF is a framework that can compare, equalize, and integrate qualifications resulted

from education, job training, and work experience in order to provide appropriate work competency

recognition with work structures in various sectors.

Basic Concepts and Principles of IQF

At December 2018, with a population of more than 270 million, Indonesia manages more than

18,000 high schools and vocational schools and 4,255 universities with 22,306 study programs. At

present, about 7,5 million students enrolled in higher education institutions. Each graduate of formal

learning has a diploma that reflects certain qualifications. Nonetheless the enrollment rate at

university level is still low. About 70% young Indonesian participates in non-formal learning (courses

or training). At present, there are various 16,935 training institutions, catering 29.283 training

programs and courses.

Based on factual conditions where the ratio of formal schooling in Indonesia is still much smaller

than one's qualifications achieved through self-taught learning, courses, training and work

experience, the IQF is structured as a qualification framework that can accommodate all educational

outcomes, without exception, both formal learning, non-formal (training, courses), work experience,

and self-learning.

Furthermore, in the formal education system, the concept of the IQF reflects a unified system in

which learning outcomes for the types of academic, vocational and professional education are

considered the equal for the same level of qualifications. This is in line with Law No. 20 year 2003

concerning the National Education System which mandates an education system with a multi-entry,

multi-exit approach; so that one is allowed to take one type of education then proceed to a higher

level of education in another type of education. The type of education transfer program adopted by

the education system in Indonesia also reflects the concept of seamless pathways in the realm of

education and training.

In the qualification levelling system, the decree further states that the achievement of equal learning

outcomes of different types of education and training will yield the same qualification level. Based

on this provision, the IQF can be arranged more simply if compared to qualifications framework of

many countries, which either prioritize recognition of formal learning outcomes at higher

qualifications levels, or establish more than one sectorial qualifications frameworks.

In general, IQF is targeted to facilitate a mutual recognition system on various qualifications and has

the following characteristics:

1. The IQF must comprehensively and equitably accommodate the needs of all parties related

to the qualifications of the workforce and obtain broad public trust

2. The IQF must have a clear and measurable level of description and qualifications and

transparently can be understood by workforce’s producers and users, both at the national,

regional and international levels

3. IQF must be flexible in anticipating the development of science and technology, scientific

needs, expertise and skills in the workplace, and can be updated continuously, so as to

provide the widest opportunity for someone to reach the appropriate qualification level

through various pathways of education, training, and / or work experience, including moving

from one path to another.



4. IQF must be one of the drivers of quality improvement programs both from the workforce’s

producers and users, so that awareness of improving the quality of human resources can be

nationally realized.

5. The IQF must include the development of a quality assurance system that has the function of

monitoring and assessment of the agency or institution that is related to the processes of

equalizing certain learning outcomes with an appropriate level of IQF.

6. IQF must accountably provide opportunities for movement of workers from Indonesia to

other countries or vice versa.

7. The IQF must be a guide for new job seekers and experienced workers in an effort to

improve living standards or careers in their respective workplaces.

8. The IQF must improve the integration and coordination of existing quality assurance

institutions or quality improvement institutions, such as National Education Standardization

Agency (NESA), National Accreditation Board (NAB), National Profession Standardization

Agency (NPSA), Profession Certification Agency (PSA), Competency Certification Agency

(CCA) and others

Purpose of developing the IQF

The development of the IQF has general and specific objectives. General objectives include the

matters that can encourage integration between related sectors, while specific objectives cover the

strategic aspects of developing the framework and level of qualifications.

The general objectives of developing an IQF include:

1. To increase national commitment to produce quality and internationally competitive

Indonesian human resources.

2. To Increase the quality and accessibility of Indonesian human resources to national and

international labor markets.

3. To establish an accountable and transparent process of recognition and equalization of

qualifications towards learning outcomes obtained through formal, non-formal, informal,

training, and / or work experiences by the national and international society.

4. To increase the contribution of learning outcomes obtained through formal, non-formal,

informal, training, and / or work experience in the national economic growth.

5. To increase mobility of students and human resources between Indonesia and other

countries based on equality of qualifications.

Meanwhile, the specific objectives of developing IQF include:

1. To increase positive correlation between output, educational processes, and learning

outcomes.

2. To update learning outcomes that is relevant and recognized by users, so that in sustainable

manner it can form capacity and improve national competitiveness in the human resources

sector.

3. To develop rules and mechanisms for Past Learning Recognition.

4. To increase the mobility and accessibility of Indonesian human resources to national and

international labor markets.

5. To increase mobility and cooperation between all types formal and non-formal education

providers in Indonesia and in other countries to achieve mutual understanding, solidarity

and world peace.



Descriptions of Qualification in the IQF

The IQF consists of 9 (nine) levels qualifications, starting from Qualification Level 1 as the lowest

qualification and Qualification Level 9 as the highest qualification. Determination of Levels 1 through

9 is carried out through comprehensive mapping of labor conditions in Indonesia in terms of the

producer side (supply push) and the user side (demand pull) of the workforce. Explanation of each

level of qualification is also adjusted to consider the state of the country as a whole, including the

development of science, technology and art, the development of sectors supporting the economy

and people's welfare such as industry, agriculture, health, law, etc., as well as building aspects

national identity reflected in ‘Unity in Diversity’ (Bhinneka Tunggal Ika), namely the commitment to

continue to recognize the diversity of religion, ethnicity, culture, language and art as a distinctive

feature of the Indonesian nation.

The qualification levels in the IQF with Level 9 as the highest level does not necessarily mean that is

higher than the level of qualification applicable in Europe (8 levels) and Hong Kong (7 levels) or vice

versa lower than the level of qualifications applicable in Zealand New (10 levels). This precisely

defines that the types of qualifications in the IQF are designed to allow each level of qualification to

be in line with the shared needs of graduates and users, education/training/ courses in Indonesia at

this time, and graduate degrees for every education pathway that applies in Indonesia.

Each level of qualification in the IQF is arranged by 6 (six) main parameters, namely science,

knowledge, practical know-how, skills, affection, and competency. The six parameters contained in

each level are arranged in the form of descriptions called Qualification Descriptors. The definitions

of each parameter are explained as follows.

1. Science is described as a system based on scientific methodology to build knowledge

through the results of research in a body of knowledge. Continuous research that is used to

build a science must be supported by a record of data, observation, and analysis that is

measurable and aims to improve human understanding of natural and social symptoms.

2. Knowledge is described as mastery of theory and skills by someone in a particular field of

expertise or understanding of facts and information obtained by someone through

experience or education and training for certain purposes.

3. Practical know-how is described as mastery of theory and skills by someone in a particular

field of expertise or understanding of methodology and technical skills acquired by someone

through experience or education for certain purposes.

4. Skills are described as psychomotor abilities (including manual dexterity and use of

methods, materials, tools, and instruments) that are achieved through measurable training,

based on knowledge or practical knowledge (practical know-how) possessed someone so as

to be able to produce products or performance that can be assessed qualitatively or

quantitatively.

5. Affection is described as a person's sensitive attitude towards aspects around his life, both

those that are cultivated by the learning process and the environment of family life, society

at large or the working environment

6. Competency is described as an accumulation of a person's ability to carry out a measurable

job description through a structured assessment, including aspects of independence and

individual responsibility in the field of work.

The six parameters are categorized into four main domains, namely



1. Attitude and Values (parameter 5),

2. Mastery of knowledge (parameter 1,2,3),

3. Ability to work in his field of expertise (parameter4),

4. Authority and Responsibility (parameter 6).

The four domains are illustrated by the following Figure 1.

Figure 1. Four domains of IQF descriptors: Attitude and Values (as general description)

Work Ability (paragraph 1 at each levels), Authority and Responsibilities (paragraph 3 at each levels), Mastery

of knowledge (paragraph 2 at each levels)

The attitudes and values described in the IQF are applied on every level, while the other three

domains which are:

● Mastery of knowledge explains the scientific branch that is mastered and the person's

ability to demonstrate the level of mastery.

● Ability to work in his field of expertise explains the ability of a person who is in accordance

with the relevant field of work in terms of using appropriate methods / techniques and

achieving results with appropriate quality levels, and understanding the conditions or

standards of the process of carrying out the work.

● Authority and responsibility explain the scope of a person's responsibility and the minimum

authority that he has to carry out the work under his responsibility.

Internalization of attitudes and accumulation of the three qualification parameters are included in

each level of qualification and are achieved through a structured process of education and training

and through work experience. The full level achieved by each qualification level in the IQF is stated

by the term Learning Outcomes, which in English is equated with the term of Learning Outcomes, in

accordance with the EU Commission's definition in explaining the European Qualifications

Framework: ‘…statements of what an individual should know, understand and/or be able to do at the

end of a learning process’ (http://www.cedefop.europa.eu/en/events-and-projects/projects /learning-

outcomes)



Implementation and Implication of IQF

In its application, the qualification levels in the IQF are a neutral reference to equalize the learning

outcomes obtained through formal learning with the achievement of learning in non-formal learning

(courses and regular training), or learning outcomes which are obtained through job training, or

learning outcomes that comes through work experience (Perpres 08/2018 article 4).

Schematically, achieving each level or increasing to a higher level in the IQF can be done through 4

(four) pathways or a combination of the four. The mentioned pathways as illustrated in Figure 2

consist of pathways through formal education, career advancement in the workplace, self-learning,

as well as advancing through professional certification. The job training, regular training, short

courses are means of learning that can facilitate the advancement of job career, professional levels.

Figure 2. The IQF level can be achieved through 4 (four) pathways i.e. formal education

with degree as the output, career advancement in the workplace, self-learning, as well

as advancing through professional certification



With this approach, the IQF can be used as a reference by 4 (four) stakeholders who use their

respective approaches in increasing the qualifications level. The formal education sector, for

example, can utilized IQF as a reference in planning higher education systems in Indonesia so that it

can properly locate the graduates’ qualification levels and estimate their equality with career paths.

On the other hand, graduate users, such as industry associations or users in general, can also refer to

the IQF to estimate the qualifications held by job seekers and position them at the career level, and

provide appropriate remuneration. Likewise to the work experience which can be compared and

synchronized with the IQF qualification level. The same thing can also be done by professional

divisions in the jurisdiction of professional associations. Stakeholders from the broader community

group are also recognized as having certain qualification levels through mechanism of RPL or

Recognition of Current Competencies (RCC).

1.4. Reference IQF to AQRF

The most important factor of the IQF's referencing process to AQRF is to ensure that any

qualification produced by formal or non-formal learning is to receive a place in the framework of

national qualifications. Therefore, the education system in Indonesia must be able to be

comprehensively described and the learning outcomes produced by the system can be properly

translated into qualifications within the IQF.

The reference process for the description of the IQF is conducted using the Best Fit In method in the

description of AQRF by previously aligning the four domains of IQF with two AQRF domains, as

illustrated in Figure 3 below.

Figure 3. Illustration of the alignment of four domains of IQF with the two domains of AQRF

The domain of attitudes and values is not specifically stated in the AQRF domain because (i) this

domain of attitudes and values is an embodiment of Indonesian Nation identity which is specific to

Indonesia, and (ii) this domain is the foundation of both AQRF domains. The domain of Mastery of

knowledge and Ability to work in their fields of expertise are included in the Knowledge and

Comprehensions and Skills domain of AQRF, while the domain of Authority and Responsibility is

included in the Application and Responsibility domain.

The parallel level of IQF and AQRF can be stated in the illustration in Figure 4 below. The red arrow

indicates the weight of the IQF description while the blue arrow indicates the weight of the AQRF



description. The longer the red arrow, then on the level of similarity, the weight of the description of

the IQF is more dominant than the AQRF.

As can be seen from Figure 4, only two levels are equal between IQF and AQRF. Level six and seven

IQF are equivalent to level five and six AQRF. Level one AQRF does not match the level of IQF. Level

one and level two IQF are equivalent to level two AQRF, while level three and four of IQF are

equivalent to level three AQRF. Level five IQF is equivalent to level four AQRF with a description of

the IQF which is more dominant than the description of AQRF. Level eight and level nine IQF, each

equivalent to level seven and level eight AQRF, with a weight level of AQRF greater than the weight

of the qualification description of the IQF.

INDONESIAN

QUALIFICATION

FRAMEWORK

(IQF)

ASEAN

QUALIFICATIONS

REFERENCE

FRAMEWORK

Figure 4. The Illustration of Level Descriptions between IQF and AQRF

1.5. Endorsement of Report

This document is signed by the head of IQNC. Since it only contains partial report of referencing

process, the endorsement by the stakeholders involved in the referencing process will be carried out

after the whole process is completed.

9

7

6

5

4

3

2

1

8

7

6

5

4

3

2

1

8



Indonesian Education System

Every Indonesian citizens has the rights and opportunities to have education, without discrimination

of gender, ethnic, race, religion, social and economy background, unless for certain unit of particular

education. The objective of education in Indonesia is to facilitate a learning process and atmosphere

so that participants can actively develop their potential to have religious and noble character,

intelligence and skills that enable them to contribute in the society worldwide.

There are 49 ministries and institutions that carry out formal or non-formal learning (see: page 11),

but there are two main ministries that have the main tasks of education functions, namely:

1. Ministry of Education and Culture with the foundation of Law Number 20 year 2003

concerning the National Education System

2. Ministry of Research, Technology and Higher Education with the foundation of Law No. 12

year 2012 concerning Higher Education.

Institutions that administer formal learning must obtain operational licenses from the government.

The government is also authorized to close any formal learning institutions if the quality of

implementation does not meet national education standards or harms community. Institutions that

administer formal learning must carry out the quality assurance process internally and must also be

assessed by external quality assurance institutions that obtain authority from the Government.

The education system in Indonesia, as illustrated in Figure 5, consists of 3 (three) main pathways,

namely Formal learning, Non-formal learning, and Informal learning pathways.

Learning outcomes generated by these three education pathways can be juxtaposed in level one to

level nine of IQF, however, formal learning outcomes of Early Childhood Education, Primary School

(Sekolah Dasar / SD), Madrasyah Ibtidaiyah, Lower Secondary School (Sekolah Menengah Pertama /

SMP), and Madrasa Tsanawiyah, do not have any IQF level. This is a very important policy because

the Indonesian Government requires a minimum of formal schooling up to the age of 12 years and

will continue to be increased up to 15 years (graduating Madrasa Tsanawiyah or lower secondary

school). Thus, the IQF qualification level is valid starting at level 2 for upper secondary (Sekolah

Menengah Atas / SMA) graduates or Vocational Upper Secondary (Sekolah Menengah Kejuruan /

SMK).

Likewise with non-formal learning, there is no IQF level attached to learning outcomes gained by

participants under 15 years because Indonesia participates in the ratification of ILO Convention No.

138 concerning Minimum Age Limit for Children Allowed to Work through Law No. 20 Year 1999 and

ILO Convention No. 182 concerning Prohibition and Immediate Action for the Elimination of the

Worst Forms of Child Labor (WFCL) through Law No. 1 year 2000. In strengthening national

commitments, Indonesia Government has adopted the second substance of the ILO Convention,



concerning Child Labor and WFCL, in Law No. 23 year 2002 concerning Child Protection and Law No.

13 year 2003 concerning Employment.

For formal learning of Vocational Upper Secondary, Upper Secondary, Alwiyah Madrasa, Diploma 1,

Diploma 2, Diploma 3, Bachelor, Professional Bachelor, Professional, Master, Professional Master,

Doctor, and Professional Doctor, in addition to the IQF level, each level of education can be

compared with the average age of participants, as well as equality with the International Standard

Classification of Education (ISCED 2011), published by UNESCO.

The equality of qualifications between learning outcomes produced by the three education

pathways is also described systematically in Figure 5. In non-formal learning, there are Levels A, B, C

which are recognized as equals to primary, lower and upper secondary school graduates. For Islamic-

based education, there is Ulla which is equivalent to elementary school, Wulya who is in the middle

of junior high school and Ulya which is equivalent to Level C.

1.1 Formal Learning

Basically formal learning is part of national education which has the goal of forming a human as a

whole in accordance to one’s nature, namely a person who believes and fears God, has a noble

character, is democratic and upholds humanity values, masters knowledge, technology and art.

Provisions regarding formal learning pathways are in accordance with article 1 paragraph 11 of Law

No. 20 year 2003 on National Education System which is clarified by Government Regulation No. 17

year 2010 concerning Implementation of Education Management, Article 1 paragraph 6. The basis

for formal learning is also regulated through Government Regulation No. 66 year 2010 concerning

changes on Government Regulation No. 17 year 2010 specifically article 60 paragraph 1 which states

that the implementation of formal learning includes formal early childhood education in the form of

Early Childhood education and Raudhatul Athfal (RA), primary education (Examples are SD, MI, SMP,

MTs ), Secondary education (SMA, MA, Vocational, MAK), and higher education (diploma, bachelor,

master, specialist and doctoral)

Formal learning in Indonesia has characteristics of: a) more emphasis on intellectual development;

b) participants are homogeneous; c) the content of education is formally programmed; d)

structured, tiered and continuous; e) scheduled and relatively long education time; f) the way to

implement education is formal; g) education evaluation is conducted periodically and systematically;

h) graduation is characterized by the issuance of a diploma and awarding a degree.

1.1.1 Formal Learning Early Childhood Education Level

Early childhood education is a coaching effort aimed at children from birth to the age of six years

which is carried out through providing educational stimuli to help their growth as well as physical

and spiritual development so that children have readiness in entering further education and

readiness to live and contribute to community and the environment in the future.



Figure 5. Education System in Indonesia

Age of

Pupils IQF LEVEL Qualifications IN-FORMAL

0-3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

Post-secondary non-

tertiary 19Diploma 1 3

Short-cycle tertiary 20 Diploma 2 4

21 Diploma 3 5

22 6

23 Profession 7

24

25

26

27

Specialist

Sub-Specialist

Master & Applied

Master

Doctor & Applied Doctor

Early Childhood Education

Primary School, Madrasyah Ibtidaiyah

Lower Secondary School, Madrasah

Tsanawiyah

NON-FORMAL

8

9

FORMAL

Bachelor and Professional Bachelor

1

2

Analyst or

Technician

Expert

Early Childhood Education

O

p

e

r

a

t

o

r

A Level or Ulla

B Level or

Wulya

C Level or Ulya

Primary 1

0

INDONESIA EDUCATION SYSTEM

Vocational

Vocational

Upper

Secondary,

Madrasah

Alwiyah

ISCED

7

8

Upper secondary

Lower secondary

5

4

3

2

Early childhood

Master or equivalent

Doctoral or equivalent

Bachelor or equivalent

Tra

inin

g a

nd

Sh

ort

Co

urs

es

Wo

rk E

xp

eri

en

ces

Fa

mil

y E

du

cati

on

(Un

sch

oo

ling

or

ho

me

sch

oo

ling

,Au

tod

ida

ctic

ism

(Se

lf-

tea

chin

g),

Yo

uth

wo

rk,

etc

.)

6



The main target of this education phase is to build moral and social intelligences (understanding the

feelings of others and being able to control themselves, not acting evil, being able to listen to various

parties before giving judgment, accepting and respecting differences, being able to understand and

show love and respect for others) and to be able to understand the true and false meanings.

The implementation of Early Childhood Education (ECE) of formal learning pathways is generally in

the form of general early childhood (Taman Kanak-Kanak / TK) or Raudhatul Atfal (RA) on the basis

of Islamic religious education, and other forms of equality. The minimum standards for ECE

implementation are an integral part of the National Education Standards as mandated in

Government Regulation No. 19 year 2005 concerning National Education Standards and consist of

four groups, namely:

1. Standard level of achievement development;

2. Standards for educators and education personnel;

3. Standards of content, process and assessment;

4. Standards for facilities and infrastructure, management and financing.

Number of ECE institutions, type and program, as well as the distribution of ECE(PAUD) data by

province can be seen from the Table 1 and Table 2 respectively.

Table 1. Main Data of Early Childhood Education 2017/2018

Source: Center of Education data and statistics, Ministry of Education and Culture 2017/2018

No Variable PlayGroup Child Care

Center

Similar ECE

Unit Total

1 Institution

Sort by School Clusters 79.878 3.000 22.127 105.005

- core 49.836 1.689 12.933 64.458

- impact 9.898 403 1.967 12.268

- Not yet participating 20.144 908 7.227 28.279

2 Accreditation status

- Accredited 3.811 194 788 4.793

- Not Accredited 76.067 2.806 21.339 100.212

3 Building status

- Own building 30.666 1.506 5.316 37.488

- Rent 49.212 1.494 16.811 67.517

4 Participants 3.764.025 74.547 4.189.257 8.027.829

5 Educator 221.961 8.996 68.238 299.195

6 Manager 60.380 2.069 16.694 79.143

Table 2. General description of the number of Early Childhood Education by Province

Source: Center of Education data and statistics, Ministry of Education and Culture 2017/2018

No Province School Participant Principal + Teacher

State Private Total State Private Total State Private Total

1 DKI Jakarta 22 2.446 2.468 2.689 129.913 132.602 168 9.484 9.652

2 West Java 99 8.346 8.445 6.898 409.348 416.246 622 33.758 34.380

3 Banten 63 2.046 2.109 6.368 173.416 179.784 339 9.280 9.619

4 Central

Java

149 13.864 14.013 20.506 691.610 712.116 1.062 46.526 47.588

5 Yogyakarta 39 2.099 2.138 5.610 92.928 98.538 329 8.914 9.243

6 East Java 148 18.006 18.154 21.259 926.379 947.638 1.173 67.633 68.806



7 Aceh 221 2.067 2.288 15.393 96.772 112.165 1.415 9.590 11.005

8 North

Sumatra

181 2.248 2.429 16.570 183.090 199.660 893 8.062 8.955

9 West

Sumatra

83 2.255 2.338 8.865 84.774 93.739 500 7.139 7.639

10 Riau 82 2.067 2.149 8.699 99.065 107.764 660 7.981 8.641

11 Riau

islands

65 556 621 5.765 41.752 47.517 450 2.474 2.924

12 Jambi 79 1.141 1.220 8.061 37.077 45.138 524 3.849 4.373

13 South

Sumatra

137 1.691 1.828 12.124 68.587 80.711 814 7.143 7.957

14 Bangka

Belitung

98 250 348 9.609 23.000 32.609 644 1.308 1.952

15 Bengkulu 45 923 968 3.783 35.220 39.003 292 3.319 3.611

16 Lampung 106 2.721 2.827 6.319 118.138 124.457 599 10.720 11.319

17 West

Kalimantan

124 609 733 10.379 49.086 59.465 613 2.597 3.210

18 Central

Kalimantan

66 1.604 1.670 5.538 60.167 65.705 373 5.150 5.523

19 South

Kalimantan

83 2.231 2.404 10.227 94.772 104.999 699 9.505 10.204

20 East

Kalimantan

73 1.242 1.315 4.374 51.329 55.703 571 5.146 5.717

21 North

Kalimantan

18 145 163 1.678 12.051 13.729 168 712 880

22 North

Sulawesi

62 1.531 1.593 5.028 66.355 71.383 165 2.553 2.718

23 Gorontalo 71 693 764 9.081 21.786 30.867 217 1.847 2.064

24 Central

Sulawesi

63 1.901 1.964 7.173 81.306 88.479 345 5.923 6.268

25 South

Sulawesi

176 3.844 4.020 29.890 194.216 224.106 936 13.149 14.085

26 West

Sulawesi

76 686 762 2.884 19.718 22.602 325 1.896 2.221

27 Southeast

Sulawesi

105 1.677 1.782 10.082 91.679 101.761 533 5.019 5.552

28 Maluku 95 515 610 7.842 15.131 22.973 279 969 1.248

29 North

Maluku

70 469 539 4.655 19.450 24.105 226 1.108 1.334

30 Bali 68 1.500 1.568 10.623 76.747 87.370 538 5.543 6.081

31 West Nusa

Tenggara

144 1.554 1.698 17.075 101.381 118.456 1.054 6.646 7.700

32 East Nusa

Tenggara

192 1.318 1.510 14.152 73.518 87.670 786 3.076 3.862

33 Papua 66 525 591 5.414 37.105 42.519 178 1.837 2.015

34 West

Papua

38 314 352 2.135 12.095 14.230 100 650 756

Indonesia 3.207 85.174 88.381 316.848 4.288.961 4.605.809 18.596 310.506 329.102



1.1.2 Formal Learning Primary Education Level

Formal primary education is one level of education that underlies the level of secondary education.

This education comprises of 9 (nine) grade levels, namely 6 (six) general grade levels in basic primary

schools (Sekolah Dasar / SD), and followed by 3 (three) grade levels in upper primary schools or

primary secondary schools (Sekolah Menengah Pertama / SMP). In Islamic based education, the

basic primary and primary secondary education is termed as Madrasa Ibtidaiyah and Madrasa

Tsanawiyah, respectively.

Primary education standards compiled by the National Education Standards Agency are then set by

the Ministry of Education and Culture through Ministerial Decree No. 13 year 2005. The following is

a general overview of primary education in Indonesia in the 2017/2018 school year.

Table 3. Data on Regular Primary Education in Indonesia

Source: Center of Education data and statistics, Ministry of Education and Culture 2018

No

School

Levels &

Types

2015/2016 2016/2017 2017/2018


1 SLB 521 1.441 1.962 545 1.525 2.070 563 1.594 2.157

2 SD 132.381 15.155 147.536 132.022 15.481 147.503 131.974 16.270 148.244

3 SMP 22.475 14.548 37.023 22.803 14.960 37.763 23.227 15.733 38.960

Based on data from the Indonesia Republic Ministry of Religious Affairs, the number of madrasa

education institutions throughout Indonesia in 2016 was 49,337 institutions. Of this total, around

92.1% (45,451) are Private Madrasas, and around 7.9% (3,886) are State Madrasas. The table below

describes the number of Madrasas in Indonesia.

Table 4 . Number of Madrasa in the Primary Education level

Source: EMIS (Education Management System) Directorate General of Islamic Education Ministry of Religion,

2018

No School Levels & Types Madrasa Status Total

Institution Teacher Participants

State Private

1 Madrasa Ibtidaiyah 1.686 22.874 24.560 269.460 3.565.875

2 Madrasa Tsanawiyah 1.437 15.497 16.934 265.784 3.160.685

Total 3.123 38.371 41.494 535244 6.726.560

1.1.3. Formal Learning Secondary Education Level

Formal secondary education is designed to be carried out for 3 (three) or 4 (four) years. This

education consists of two pathways i.e. general and vocational secondary education. The general

secondary education includes upper secondary schools (Sekolah Menengah Atas / SMA) or Islamic-

based Aliyah Madrasas. The vocational upper secondary education (Sekolah Menengah Kejuruan /

SMK) or Islamic Vocational Madrasa Aliyah is specifically designed for generate specific work skills.

In general, the implementation of formal upper secondary education refers to the National

Standards for Education. To support the technical implementation in the field, such as anything

related to curriculum development, establishment and closing of educational units, etc., a number of



derivative regulations have been compiled by the ministries, especially the Ministry of Education and

Culture. Table 5 and table 6 show data on upper secondary education level in Indonesia.

Table 5. Indonesia Upper Secondary Education Data


2018

No

School

Levels

and types

2015/2016 2016/2017 2017/2018


1 SMA 6.355 6.334 12.689 6.567 6.577 13.144 6.763 6.763 13.495

1 SMK 3.320 9.339 12.659 3.434 9.802 13.236 3.519 10.191 13.710

Table 6 . Number of Madrasa in the Primary and Secondary Education level


2018

No Education level Madrasa Status

Institution Teacher Participant State Private

1 Madrasa Aliyah 3.123 38.371 41.494 535.244 6.726.560

2 Vocational Madrasa Aliyah 763 7.080 7.843 123.463 1.294.776

Total 3.886 45.451 49.337 658.707 8.021.336

One of the special feature in the implementation of formal learning in Vocational Upper Secondary

Schools and Vocational Aliyah Madrasa is the existence of specialized programs, namely a curricular

program provided to accommodate the choice of interests, talents and / or abilities of participants

with centralized orientation, expansion, deepening subjects, or vocational content. As a

consequence of the demand for competence for mastering specific skills in vocational upper

secondary education, graduates from Vocational Upper Secondary School / Vocational Madrasa

Aliyah School are required to have competency certifications that are in accordance with the skills

they master.

Each organizer of the Primary and Secondary Formal learning program must facilitate inclusive

education programs and the provision of special education for specific needs as required by Ministry

of National Education Decree No. 70 year 2009 and No. 72 year 2013 concerning Inclusive Education

for Participants Who Have Disabilities and Have Potential Intelligence and / or Special Talents.

Particularly in Inclusion Program, graduates must have at least life skills and competencies that are

in accordance with their specific needs. As for Special Service Education, this education is held in the

form of educational units and / or educational service programs for participants a) in remote or

under-developed areas, b) indigenous peoples, c) in areas exposed to natural disasters, d) in areas

exposed to social disasters and e) economically disadvantaged.

In addition to the number of schools as described previously, there are Indonesian education /

schools held abroad as listed in the following table:



Table 7. List of Indonesian School Overseas

No Name Address Country

1. S.I. Wassenaar Rijkstraatweg 679 2245 CB Wassenaar

Telp. 070-5178875 Netherlands

2. S.I. Moskow Novokuznetskaya, Ulitsa 12, Moskow Rusia

Telp. 7-095-2319549 Russia

3. S.I. Cairo 13 Babel Str. Dokki PO Box 1661 Cairo-Egypt Telp. 3372822 Egypt

4. S.I. Riyadh Prince Naif bin Abdul Aziz Hayy Ummul Hamam Gharby

PO Box 9434 Saudi Arabia Saudi Arabia

5. S.I. Jeddah c/o Konsulat Jenderal RI PO Box 10 Jeddah 21411 Saudi

Arabia Saudi Arabia

6. S.I. Yangoon 100-Lower Kyimyindine Road Ahlone, Yangoon, Myanmar

Telp. 20988 600-602 Myanmar

7. S.I. Bangkok Petchburi Road Bangkok

Telp. 253135-40 Thailand

8. S.I. Kuala Lumpur Lorong Tun Ismail 50480 Kuala Lumpur, Malaysia,

Telp. 603-292 7682 Malaysia

9. S.I. Kinabalu JL. Sulaman alamesra, Blok H Lot 47 Ground floor, Lorong

plaza Utama 1 Kota Kinabalu, Sabah Malaysia Malaysia

10. S.I. Singapura Siglap Road Singapura 455859

Telp. 4480722 Singapura Singapore

11. S.I. Tokyo 4-6-6, Meguro-Ku, Tokyo 153 Telp. 03-3719-1786, Jepang Japan

12. S.I. Damascus Al-Akrami Street No. 10 A

PO Box 3530, Damascus, Syria Syria

13. S.I. Davao Davao City Street, Davao, Filipina Philippines

1.1.4 Formal Learning - Higher Education Level

Higher education is a scientific institution that functions as a cultural center, a pillar of the nation,

and a driver of social change towards an advanced democratic community. The role of Higher

Education is a place of education for prospective national leaders; participant and community

learning hub; the center of development of knowledge and technology; the center of virtue and

moral strength to seek and find the truth.

Higher education can be carried out by institutions in the form of University, Institute, Polytechnic,

college or school, Academy, Community College, in accordance with the relevance of the programs

held. These institutions are held by the state or private sector. At the end of December 2018, there

were 436 state-owned and 4,263 private higher educations, so that the total number of higher

education in Indonesia had reached 4,708 institutions. A general description of higher education in

Indonesia is presented in the following tables.

Table 8. Number of Higher Education in Indonesia in 2018

Source: Higher Education Statistical Year book 2017

Type Status

Total State Private

University 81 503 584

Institute 64 155 219

College/School 85 2.450 2.535



Type Status

Total State Private

Polytechnic 122 157 279

Academy 78 984 1.064

Community College 6 14 20

Total 436 4.263 4.708

The total number of students per 2018 was recorded 7,555,839 or an average of only 1,604 students

per institution or 270 students per study program with about 57% of them, a sum of 4,287,037

people, in Private Higher Education.

Table 9. Number of Students per Gender and Type of College Origin

Source: Higher Education Statistical Year book 2017

Gender Higher Education Institutions

Total State Private

Female 1.437.962 1.621.914 3.059.876

Male 991.062 1.634.156 2.625.218

Total 3.268.802 4.287.037 7.555.839

The study programs held in all of these higher education institutions are recorded as much as 27,958

study programs and can be in the form of diploma education programs, undergraduate, master,

specialist and doctoral degrees. Study programs are organized based on the analysis of graduates'

needs or solid science and technology, to ensure a real contribution to the nation and country in a

sustainable manner. The development of study programs is in programs that grow from the needs of

the government, industry, the science development that has character of inter, multi, or

transdisciplinary with a more accountable licensing process in terms of program quality.

Each of the study programs must have specific body of knowledge and learning outcomes relevant

to the name of the study program. Currently 27,958 running study programs are categorized into

nomenclature of the name of the study program, which is regulated by series of ministries and

director general decrees.

The level of higher education in the Higher Education System in Indonesia is categorized into two

major groups (Figure 6). The first is a type of Humboldtian-based higher education namely higher

education that combines education and research and emphasizes the importance of building

analytical skills to discover scientific truth. In the Indonesian context, this type of higher education is

known as academic higher education programs, namely Bachelor, Masters, Applied (Professional)

Masters, Doctoral, and Applied (Professional) Doctoral programs. Meanwhile, other types of higher

education can be categorized as higher education which emphasizes more on developing

participants’ readiness to enter the workforce immediately and having specific sectors of work

(Diploma 1, Diploma 2, Diploma 3, Professional Bachelor, General Profession, Specialist, and Sub

Specialist programs).



Figure 6. Types of Indonesian Higher Education based on the study program outcome

Academic program education is designed to yield graduates with learning outcomes that competent

to solve problems in various types of occupations within a particular sector. The learning process

covers current as well as future scientific studies and is more oriented to the development of science

or its utilization. The learning process also includes a series of processes to establish higher order

thinking that are inherent throughout life, to mastery science and technology, to increase ability and

capacity to absorb new ideas critically, to reinforce character and morals (affection) of participants

as problem solvers and as lifelong learners. By targeting graduates who have the potential to fill

various fields of work in a sector or across sectors, the generic education curriculum can not be

constructed based on work competency directly. Graduates of this education cannot be faced with

the ability to fill specific jobs without first being given specific training or work orientation. Thus,

testing or certification of specific work competencies is not a graduation requirement.

Specific education is more oriented to the application science, engineering, technology in order to

support manufacturing products or provide services needed by consumers. Specific education

includes a series of processes of building, development, or reinforcing practical knowledge that are

directed primarily to built certain skills, to increase ability and capacity to absorb new ideas critically,

to reinforce character and morals (affection) of participants as problem solvers. Learning outcomes

from this education are graduates who are competent in certain fields of expertise to be able to

solve problems in a specific field of work. By targeting graduates who are able to fill specific jobs, the

curriculum in this type of education must be relevant to existing working conditions, thus the

education process must involve relevant stakeholders, and specific work competency tests or

certifications become graduation requirements.

The International Standard Classification of Education (ISCED) which classifies study program and

level of qualifications states that vocational education is not categorized in higher education, but in



the training system. Thus the naming of Diploma Three vocational education and Diploma Four

(Professional Bachelor) in the higher education system in Indonesia is equivalent to level 6 ISCED.

Diploma One and Diploma Two based on ISCED are not included in higher learning groups, so the

naming of vocational words can still be attached to this level of education. The equivalence of the

level of study programs held in Indonesia with the ISCED terminology to facilitate appropriate

international recognition is stated in Table 10.

Table 10. Level Comparison of the Indonesian Higher Education Program to ISCED

ISCED

Levels ISCED 2011 INDONESIA

IQF Level

0 Early childhood Early Childhood 0

1 Primary Primary 1

2 Lower secondary Lower Secondary 1

3 Upper secondary Upper Secondary/ Vocational Upper

Secondary 2

4 Post-secondary non-tertiary Diploma 1 3

5 Short-cycle tertiary Diploma 2 /(Associate Degree) 4

6 Bachelor or equivalent (3-5

Years)

D3/ Bachelor, D4/Professional Bachelor,

Bachelor Of Honours, General

Profession

5-7

7 Master or equivalent Master, Applied (Professional) Master,

Specialist 8

8 Doctoral or equivalent Doctor, Applied (Professional) Doctor,

Sub-specialist 9

Based on the study of the characteristics of learning outcomes and ISCED, vocational education is

only for Diploma 1 and Diploma 2, whilst education at Diploma 3 and Diploma 4 should be stated as

Bachelor or equivalent. The rest of programs have equivalency with ISCED levels.

1.2 NON Formal learning

Non-formal learning generally includes early education programs and community education

programs in the form of training and short courses. Non-formal learning as mandated by Law No. 20

year 2003 concerning the National Education System Article 26 is a substitute, is complementary to

formal learning in order to support lifelong programs. Non-formal learning services include life skills

education, early childhood education, youth education, and education for women's empowerment,

literacy education, skills education, short courses and job training, and other education appointed to

develop participants’ abilities. Institutionally, non-formal learning units consist of course institutions,

training institutions, study groups, community learning centers, and Islamic learning institution, and

similar education units.

1.2.1 NON Formal learning – Early Childhood Education

The implementation of ECE education is in the form of Child Care Centers (CCC) or Playgroup for

children aged 0 <2 years, 2 <4 years, 4 ≤ 6 years. EMIS (Education Management System) Directorate

General of Islamic Education Ministry of Religion, 2018 recorded that there are 27.999 day care

centers, occupied by 1.231.101 children and being cared by 118.196 teachers or instructors



1.2.2 NON Formal learning – Trainings and Short Courses

Training programs and short courses are educational pathways whose implementation is flexible in

order to meet the demands and relevancy of business and industrial current and future

developments. The training program has a strategic role and function in Indonesian education

system. The specific target of non-formal education is to enhance working ability or to equip

knowledge and skills of community members within the framework of life skills education.

Revitalization of training system carried out by the government is expected to improve the ability of

training centers to be able to respond the demand for competent human resources according to the

needs of the business and industry.

There are two ministries which are the leading sectors of the training program namely the Ministry

of Education and Culture and the Ministry of Manpower. The paradigm underlying the training

program in these two ministries is different but complement each other in synergy.

The training program under the Ministry of Education and Culture, with Course and Training

terminology, is part of the national education system prepared by the government for community in

general who want and need to improve life skills or obtain certain skills. In particular, courses and

training programs are held for people who need for self-development, professional development,

work, independent businesses, and / or continue their education to a higher level. Participants in

non-formal learning are the community in general with a minimum learning age of at least 5 years.

Meanwhile, training programs under guidance from Ministry of Manpower, with Job Training

terminology, are more specific with the main target being to improve the work skills of productive

workers. Job training according to Law No. 13 year 2003 concerning Manpower is held and directed

to equip, improve, and develop work competencies in order to improve ability, productivity, and

welfare. Thus, each job training must pay attention to the needs of the labor market and the

business needs. The implementation of job training is enforced by a quality assurance system

through Government Regulation No. 31 year 2006 concerning the National Job Training System

(NJTS). The competency quality assurance is regulated through Government Regulation No. 10 year

2018 concerning the National Profession Standardization Agency (BNSP). Both Government

Regulation No. 31 year 2006 and Government Regulation No. 10 year 2018 constitute an integrated

system.

Job training is carried out both for job seekers and those who have worked (in employment

relations), both for skilling, up-skilling and re-skilling needs. Job training is also open for persons with

disabilities while taking into account the type, level and ability of persons with disabilities concerned.

The minimum age to take part in job training at the job training institution is 15 years.

Comparison of the two domains of training programs under these two ministries can be seen in the

Table 11 below

Table 11. Comparison of the two domains of training programs under the Ministry of Education and Culture

and the Ministry of Manpower

No. Item NON FORMAL LEARNING

Course and Generic Training Job Training

1 Policy Direction Ministry of Education and Culture Ministry of Manpower

2 Licensing Ministry of Education and Culture Ministry of Manpower

3 Regulation Constitution Law No. 20 2003 about Constitution Law No. 13 2003 about



the National Education System employment

4 System Life Skills Education National Job Training

5 Organizing

Agency Course and Training Institution Job Training Institution

6 Graduation

Standards Graduate Competency Standard

Indonesian National Work

Competency Standards

7 Organizer National Education Standardization

Agency

National Profession Standardization

Agency

8 Certifier Minister of Education and Culture Chair of the National Profession

Standardization Agency

9

Graduate

Standard

Components

Competency Unit Competency Unit

Competency Element Competency Element

Graduation Indicator Performance Criteria

10 Certification Certificate of Competency Certificate of Competency and

Professional Certificate

11 Certificate

Publisher Competency Certification Agency Professional Certification Institution

12 Participants Public Work Force

13 Outcome Expertise in specific fields Job Skills

There are 29,283 courses organized by 16,935 institutions that possess National School Identification

Code (NSIC) (data as of August 4, 2018 - Source: infokursus.net), with distribution as follows:

Figure 7. Distribution of Course and Training Institution (LKP) Data in Educator Main Data in 2018

Source: Infokursus.net. Accessed on 4 Agustus 2018

The final evaluation of participants’ learning courses and training was conducted with competency

tests conducted by 37 Competencies Certification Agencies (CCA) that were spread in various

regions. There were 57219 participants in the course and training, with a graduation rate of 72%

(Figure 8)

304150 155

504

136245

68213

484603

112200

535444

295325

355

172

299

628

369436

405286

1375

406

2232

222

1412

2454

903

0

500

1000

1500

2000

2500

3000



Figure 8. Number of Competency Test Participants 2009-2018. Blue bar depicted number of

participants, red bar depicted participants those pass the competency tests.

Source: Infokursus.net. Accessed on 4 Agustus 2018.

From the various courses and training carried out, the new National Education Standardization

Agency of the Ministry of Education and Culture issued courses or training standards with an IQF

level, as seen in table 12 below.

Table 12 List of Graduates Competency Standard (SKL) Courses and Training

under the Ministry of Education and Culture

Source: Data from the Directorate of 2018 Course and Training Development

NO Name of Courses/Training IQF Ministrial Decree

1 Bridal Makeup I No. 131, 2014

2 Delivery I No. 131, 2014

3 Dried Flowers and Artificial Flowers I No. 131, 2014

4 Florist I No. 131, 2014

5 Welding I No. 5, 2016


6 Accounting Technician II No. 131, 2014

7 Animation II No. 5, 2016

8 Baby sitter II No. 131, 2014

9 Batik Making with Eco-Friendly Coloring II No. 27, 2017

10 Batik Making with Synthetic Coloring II No. 27, 2017

11 Brick Installation II No. 27, 2017

12 Bridal Makeup II No. 131, 2015

2009 2010 2011 2012 2013 2014 2015 2016 20172018

(nov)

Peserta 3.579 25.496 22.836 50.646 27.753 54.081 27.469 78.158 60.415 57.219

Lulusan 2.365 14.812 17.105 32.374 21.452 39.064 25.032 60.964 44.887 41.391

-

10.000

20.000

30.000

40.000

50.000

60.000

70.000

80.000

90.000



13 Construction Woodworking II No. 27, 2017

14 Dried Flowers and Artificial Flowers II No. 131, 2014

15 Driver II No. 131, 2014

16 Export Import II No. 131, 2014

17 Fashion II No. 131, 2014

18 Florist II No. 131, 2014

19 Food Business Services II No. 131, 2014

20 Game Development II Legal drafting

21 Graphic design II No. 5, 2016

22 Gymnastics II No. 131, 2014

23 Hair Beauty II No. 131, 2014

24 Hand Embroidery II No. 131, 2014

25 Hand-Drawn Spouted Pot Making II No. 27, 2017

26 Housekeeping II No. 131, 2014

27 Indonesian Modern Dance II Legal drafting

28 Machine Embroidery II No. 131, 2014

29 Machine Operation II Legal drafting

30 Massage Acupressure II Legal drafting

31 Motorcycle Mechanics II No. 131, 2014

32 Park Keeper II No. 27, 2017

33 Private Vehicle Driver II No. 131, 2014

34 Public Transport Driver II No. 131, 2014

35 Reflexology Treatment Massage II No. 131, 2014

36 Scaffolding II No. 27, 2017

37 Secretary II No. 131, 2014

38 Skin Beauty II No. 131, 2014

39 Spa II No. 131, 2014

40 Technical light vehicle II No. 5, 2016

41 Welding II No. 5, 2016


42 Cakes and Bread (Indonesian and Oriental Delights) III No. 5, 2016

43 Accounting Technician III No. 131, 2014

44 Acupuncture III No. 131, 2014

45 Air Conditioner repair III Legal drafting

46 Aircraft Cabin Crew III Legal drafting

47 Animation III No. 5, 2016

48 Arabic Language for Housekeepers III No. 31, 2012

49 Baby sitter III No. 131, 2014

50 Basic Electronics III No. 5, 2016

51 Batik Wax Making III No. 27, 2017

52 Brick Installation III No. 27, 2017

53 Cake Decoration and Chocolate III No. 5, 2019

54 Cakes and Bread (Bread / Bakery) III No. 5, 2018



55 Cakes and Bread (Continental Delights) III No. 5, 2017

56 Care Giver III No. 27, 2017

57 Cellphone technician III Legal drafting

58 Chinese Language for Housekeeping III No. 31, 2012

59 Computer Aided Design (CAD) III Legal drafting

60 Computer Engineering III No. 5, 2016

61 Computer Networks and Administrative Systems III No 5, 2016

62 Computer Office Applications III Legal drafting

63 Copper Stamp Tool Making III No. 27, 2017

64 Digital Marketing III Legal drafting

65 Dried Flowers and Artificial Flowers III No. 131, 2014

66 Early Childhood Education Educator III Legal drafting

67 Electronics Logic Controller Programming III Legal drafting

68 English Language for Health Workers III Legal drafting

69 Export Import III No. 131, 2014

70 Fashion III No. 131, 2015

71 Florist III No. 131, 2014

72 Food Business Services III No. 47, 2010

73 Game Development III Legal drafting

74 Graphic design III No. 5, 2016

75 Gymnastics III No. 131, 2014

76 Hair Beauty III No. 131, 2014

77 Hand Embroidery III No. 131, 2014

78 Heavy Equipment Mechanics III No. 27, 2017

79 Interior design III Legal drafting

80 Japanese Language III No. 131, 2014

81 Japanese Language for Hotels III No. 47, 2010

82 Journalism III Legal drafting

83 Land Operations III Legal drafting

84 Machine Embroidery III No. 131, 2014

85 Master of Ceremony III No. 131, 2014

86 Motorcycle Mechanics III Legal drafting

87 Park Construction Practitioner III No. 27, 2017

88 Photography III No. 5, 2016

89 Piano Pop and Jazz III No. 131, 2014

90 Piping III Legal drafting

91 Plumbing Installation III No. 27, 2017

92 Radio announcer III Legal drafting

93 Reflexology Treatment Massage III No. 131, 2014

94 Regional Taxes and Regional Levies III No. 131, 2014

95 Robotics III Legal drafting

96 Scaffolding III No. 27, 2017

97 Secretary III No. 131, 2014

98 Skin Beauty III No. 131, 2014



99 Spa III No. 131, 2014

100 Tax Deductions and Income Tax Collection III No. 131, 2014

101 Technical light vehicle III No. 5, 2016

102 Television broadcaster III No. 131, 2014

103 Traditional care for women and babies III Legal drafting

104 Traditional Chinese Doctor III Legal drafting

105 Traditional fitness masseuse III Legal drafting

106 Travel Guide III No. 27, 2017

107 TV Cameraman III No. 131, 2014

108 Video Editing III No. 131, 2014

109 Welding III No. 5, 2016


110 Multimedia IV Legal drafting

111 Accounting Technician IV No. 131, 2014

112 Animation IV No. 5, 2016

113 Cellphone technician IV Legal drafting

114 Digital Marketing IV Legal drafting

115 Dried Flowers and Artificial Flowers IV No. 131, 2014

116 Early Childhood Education Educator IV Legal drafting

117 Electronics Logic Controller Programming IV Legal drafting

118 Export Import IV No. 131, 2014

119 Food Business Services IV No. 47, 2010

120 Gymnastics IV No. 131, 2014

121 Hair Beauty IV No. 131, 2014

122 Income Tax Taxation IV No. 131, 2014

123 IT Security IV Legal drafting

124 Massage Acupressure IV Legal drafting

125 Master of Ceremony IV No. 131, 2014

126 Mobile Application Programming IV Legal drafting

127 Motorcycle Mechanics IV No. 131, 2014

128 Personal Income Tax Taxation IV No. 131, 2014

129 Reflexology Treatment Massage IV No. 131, 2014

130 Skin Beauty IV No. 131, 2014

131 Spa IV No. 131, 2014

132 Tax for non-luxury Goods IV No. 131, 2014

133 Technical light vehicle IV No. 5, 2016

134 Television Directing IV Legal drafting

135 Traditional dance IV Legal drafting

136 Traditional Indonesian Medicine Remedy IV Legal drafting

137 Web Design IV Legal drafting

138 Web Programming IV Legal drafting




139 Accounting Technician V No. 131, 2014

140 Customs and Excise V No. 131, 2014

141 Domestic Income Tax in Manufacturing Sector V No. 131, 2014

142 Domestic Income Tax in Services and Trade V No. 131, 2014

143 Export Import V No. 131, 2014

144 Food Business Services V No. 47, 2010

145 Income Tax Taxation V No. 131, 2014

146 Photography V No. 5, 2016


147 Export Import VI No. 131, 2014


148 Export Import VII No. 131, 2014

The following are data on the number and capacity of training institutions governed by Ministry of

Manpower. From Table 13, it can be seen that job training centers run by private sector

accommodate highest percentage of trainees.

Table 13. Number and capacity of the Job Training Centers

Source: Book of Information on Training and Productivity

of the Ministry of Manpower, September 2018

No Type of Training Centers Total Trainees/Year

1 Job Training Center (central and regional government) 303 286.048

2 Ministerial Training Institutions 89 176.105

3 Accredited Job Training Centers run by private sector 1.243 1.479.024

4 Accredited Job Training Centers at Overseas 419 2.203

5 Apprentice organizer in Industries 1.051 63.829

Total 3.105 2.007.209

From 303 Job Training Centers, central government and provinces manage as many as 19 and 284

centers, respectively, as stated in the following Table 14.

Table 14. Distribution of Job Training Centers based on Provincial Regions



NO Provincial Regions Central

Government

Province Total

1 Aceh 1 16 18

2 North Sumatera 1 15 17

3 Bengkulu 6 7

4 Jambi 6 6

5 Riau 5 5



6 West Sumatera 1 12 14

7 South Sumatera 13 14

8 Lampung 6 7

9 Bangka Belitung 2 3

10 Riau Islands 3 3

11 Jakarta 7 8

12 Banten 1 4 5

13 East Java 2 26 29

14 West Java 3 17 21

15 Central Java 2 31 34

16 Yogyakarta 5 6

17 West Kalimantan 7 8

18 South Kalimantan 10 11

19 Central Kalimantan 11 12

20 East Kalimantan 1 4 6

21 North Kalimantan 2 2

22 Gorontalo 5 5

23 South Sulawesi 2 15 18

24 South Sulawesi 1 5 7

25 Central Sulawesi 8 9

26 North Sulawesi 4 5

27 West Sulawesi 2 3

28 Bali 7 7

29 West Nusa Tenggara 1 6 8

30 East Nusa Tenggara 6 7

31 Maluku 1 3 4

32 North Maluku 1 1 2

33 Papua 12 13

34 West Papua 1 2 3

TOTAL 19 284 303

Total number of Indonesian National Work Competency Standards (Standar Kompetensi Kerja

Nasional Indonesia /SKKNI) is 738 with sector distribution as shown in the following table. Some of

these competency standards have been included in the IQF.

Table 15. Data on the Number of Indonesian National Work Competency Standards (SKKNI)



SECTOR SKKNI

01. Agriculture, Forestry and Fisheries 79

02. Mining and Excavation 46

03. Processing Industry 118

04. Procurement of Electricity, Gas 9

05. Procurement of Water and Waste Management 29

06. Construction 105

07. Wholesale and Retailer Trade, car and motocycle repair 10

08. Transportation and Warehousing 11

09. Provision of Accomodation and Food Beverages 7

10. Information and Communication 42

11. Financial and Insurance services 21



SECTOR SKKNI

12. Real Estate 1

13. Service Companies 167

14. Government Administration 3

15. Educational Services 9

16. Health Services and Social Activities 10

17. Other Services 71

Total 738

To ensure the achievement of targeted competencies, each training providers have to enroll their

trainees to the certification process to certification agencies. There are 1.281 professional

certification agencies managed by the National Profession Standardization Agency (Badan Nasional

Sertifikasi Profesi / BNSP). These professional certification agencies are open for public, and

categorized into the first, second, and third party. The third party is independent certification body,

whilst the first and second parties have less degree of independency. Table 16, 17, and 17 provide

overview on number of certification agencies, number of assessors, and number of certificate issued,

respectively.

Table 16. Certification Bodies managed by the BNSP



Table 17. Data on Competency Assessors 2006-2018



No Year Assessors

1 2006 1224

2 2007 2182

3 2008 4736

4 2009 7049

5 2010 10206

6 2011 12715

7 2012 15834

8 2013 19533

9 2014 22797

10 2015 33294

11 2016 44891

12 2017 57065

13 2018 63897

No Type of Professional Certification Agency Total

1 1st party LSP 968

2 2nd party LSP 70

3 3rd party LSP 243

Total 1.281



Table 18. Certification Issuance



No Year Total

1 2006 188.207

2 2007 389.613

3 2008 745.449

4 2009 1.103.519

5 2010 1.454.494

6 2011 1.740.567

7 2012 1.977.004

8 2013 2.178.972

9 2014 2.294.011

10 2015 2.527.919

11 2016 2.759.881

12 2017 3.231.970

13 2018 3.511.802

1.3 Informal Learning

Informal learning system is education carried out closed or extended family and is a very important

complement to formal learning and non-formal learning.

The purpose of this type of learning is to prepare children to be a steady, religious and moral person,

and to become a good member of community as well as to aspire to live a better life.

Informal learning has characteristics in which: a) emphasizes on character development; b)

participants are heterogeneous; c) the contents of education are not formally programmed; d) not

tiered; e) flexible learning time yet relatively long; f) the learning process is reasonable, flexible, and

responsive; g) evaluation of learning achievement is not systematically programed; h) The credential

is non-existent and also not important.

Informal learning emphasizes more meaningful learning processes. The results of informal learning

can be used as good modalities for continuation of formal or non-formal learning, because being

with community; individuals can get a custom of team work, tolerance, appreciation of others, etc.



Indonesian Qualifications National Committee (IQNC)

The Indonesian Qualifications Framework (IQF) was legally established by the issuance of

Presidential Regulation No. 8 Year 2012. It defines the standard qualification levels for education, job

training as well as work experience. The completeness of regulations and construction of the IQF

provides a solid foundation for structuring and conducting the education, as well as acknowledging

the accumulation of experience, therefore the competitiveness of the Indonesian workforce will be

strengthened nationally and internationally.

The IQNC is basically designed and prepared in accordance with the legal basis of Law No. 13 of 2003

concerning Labor (State Gazette of the Republic of Indonesia of 2003 No. 39, Supplement to the

State Gazette of the Republic of Indonesia No. 4279) and Law No. 20 of 2003 concerning the

National Education System (State Gazette of the Republic of Indonesia of 2003 No. 78, Supplement

to the State Gazette of the Republic of Indonesia No. 4301), with the result that the structure of the

IQNC is in synchronization with education system and employment system in Indonesia.

The implementation of IQF involves joint cooperation between many agencies in Indonesia and must

be carried out in a planned, systematic and organized manner. In 2018, IQNC was established by the

issuance of Minister of Research, Technology, and Higher Education Decree Number 49/2018. The

committee has a vision to become an institution that will foster trust and confidence in the quality

and integrity of qualifications, through cultivation of quality culture and implementing ethical

practices in all types of education. It was given two main missions, which are:

a) to harmonize and synchronize the process of mutual recognition between learning

achievements in the fields of education, training and work experience; and

b) to supervise the quality assurance of the implementation of Indonesian Qualifications

Framework (IQF).

To achieve the missions, IQNC will undertake specific programs, including:

1) to strengthen the implementation of policy and regulations concerning IQF, particularly in:

to provide the guidance and supervision on the implementation of the IQF;

to educate the public about policies, regulations, and guidelines for implementing the

IQF; and

to facilitate the communication and coordination among various sectors, both at

national and international levels for implementing the IQF

2) to promote and advocate the recognition of Indonesian human resource qualifications based

on the IQF in the global labor market, by:

conducting the harmonization and synchronization of mutual recognition between

various forms and types of qualifications given to Indonesian society;



conducting the harmonization and synchronization of mutual recognition between

various quality assurance systems in the process of granting qualifications; and

implementing the referencing process and/or pairing/alignment of IQF with the

qualification framework of other countries through bilaterally, regionally, as well as

multilaterally agreement.

Thus the process of IQF referencing to the AQRF is one of the activities carried out by IQNC. To be

able to implement this process, IQNC needs to communicate and coordinate the implementation of

the IQF among various national-level sectors to build harmonization and synchronization of mutual

recognition between various forms and types of qualifications given to the Indonesian society. This

process leads to the harmonization and synchronization of mutual recognition between various

quality assurance systems in the process of granting qualifications.

In terms of fulfilling the role of coordinating all stakeholders, IQNC membership will include

regulatory authorities and experts. The members shall understand and master the implementation

of the IQF in various sectors both nationally and internationally, as well as the quality assurance

system in education, training and work experience, also has a comprehensive and integrative insight

into Indonesian human resources development. The experts who sit in IQNC are from universities,

professional societies, workers' communities, and entrepreneurs.

From the regulatory authorities side, there are 49 (forty nine) Ministries and Institutions that provide

education and training outside private institutions. In terms of education, all of them are under

coordination of Coordinating Ministry for Human Development and Cultural Affairs. The following

7 (seven) ministries bellows are leading sector in formal and /or non-formal education:

1) Ministry of Research, Technology, and Higher Education

2) Ministry of Education and Culture

3) Ministry of Manpower

4) Ministry of Religious Affairs

5) Ministry of Health

6) Ministry of Industry

7) Ministry of Transportation

They derived all main policies as well as organize large amounts of training and education, thus

becoming main stakeholders of IQNC.

The three ministries below are the main users of human resources produces by the aforementioned

7 (seven) ministries, and play important role in relevancy, quality, remuneration, and supply-demand

map:

1) Ministry of Administrative Reform and Bureaucratic Reform that lead policies and regulation

of civil employment;

2) Ministry of Trade, even though it does not hold large amounts of education and training, is

also a member because it plays an important role in international service trading.

Thus those ministries are also positioned in IQNC management as policy makers.

Moreover, AQRF Committee from Indonesia and the experts representing the National Professional

Standardization Agency and the National Education Standardization Agency are also important

elements of IQNC membership, in terms of establishment of formal and /or non-formal education

standards as base for quality assurance.



Duties and Authority of IQNC

In the early stages of its formation, when the coordination, integration and consolidation of various

parties were still needed, IQNC is expected to carry out the following basic tasks:

1. Socializing the IQF to the community and the international community.

2. Conducting the preparation of detailed handbooks regarding guidelines, mechanisms, and stages

of the equality assessment of various labor sectors at national and international levels.

3. Developing an appropriate quality assurance system and monitor and evaluate the

implementation of IQF in various sectors, by working together with quality assurance institutions

within the Ministry of Education and Culture, the Ministry of Research, Technology, and Higher

Education, the Ministry of Manpower and Transmigration, as well as professional associations.

4. Providing guidance and recommendation for developing descriptors at every level of IQF

qualification in accordance with the development of workforce competencies or the

development of work qualifications in the international world.

5. Providing guidance and recommendation for the development of work qualification levels for

interested parties both from within and outside the country.

When the proper organization and system have been established in IQNC, the duties will be

increased to reach the main objectives of improving the quality and competitiveness of Indonesian

workers that can be achieved within the planned time. These responsibilities include:

1. The IQNC through its organizational structure (Figure 5) will periodically review and renewed IQF

implementation devices such as regulations, descriptors, guidelines, socialization mechanisms,

standard implementation documents, and other supporting aspects;

2. The IQNC shall also continuously reviewing the 9 (nine) descriptors of qualification levels

contained in the IQF by paying attention and anticipating the developments occurring in the field

of labor both at home and abroad;

3. As a center for services and information, the IQNC is tasked with:

Publishing guidelines that are deemed necessary for stakeholder, both in the form of

information about the mechanism for implementing the IQF, past experience

recognition schemes, credit transfers, or certification programs related to the IQF.

Provides input, consultation, guidance / assistance, then encourages and facilitates

the process of implementing the IQF in any institutions; and

Socializing the IQF as well as its implementation programs to all stakeholders,

particularly quality assurance, accreditation, and certification bodies.

4. To ensure the implementation of the IQF that is transparent, accountable, and obtains

recognition from the public at home and abroad, the IQNC must be able to establish

partnerships with National Accreditation Board (BAN), National Education Standardization

Agency (BSNP), National Profession Standardization Agency (BNSP) / Profession Certification

Agency (LSP), Competency Certification Agency (LSK), professional associations, industry

associations, and other agencies or institutions related to producers and users of Indonesian

labor. The partnership should lead to a mutual symbiotic coordination in executing sustainable

IQF-based quality assurance programs in their respective fields. Overall, quality assurance

activities executed by each institution or agency are expected to support the implementation of

IQF.

5. The IQNC must play an active role in assisting the development of the past learning recognition

(RPL) scheme, credit transfers, or the transfer of types of education in the education and training

sector. IQNC can provide assistance for institutions to develop RPL regulations and mechanisms

that are implemented internally in their respective institutions according to their specific

characteristics, yet remain in sync with the basic rules required by the IQF.



6. The IQNC needs to play an active role as well in providing mentoring teams for companies,

industries, business institutions, or government agencies in developing a career system or

payroll structure based on IQF.

7. In the case of recognition the qualifications of foreign workers who work in Indonesia into IQF

or, conversely support Indonesian workers who work abroad, the IQNC through the appropriate

channel will implement monitoring activities to ensure accountability of certificate issuance as

well as mutual recognition among national and international qualifications.

IQNC Scope of Work

In the early stages, IQNC had to develop various models or systems related to aspects of assessment

and recognition agreed upon by interested parties so that the implementation of the system or the

assessment process could be accepted by all stakeholders and wide community. In general, the IQNC

has a wide range of work and handling problems as illustrated in Figure 9.

Development of

national

standard for

education and

profession

Schools,

universities,

training

providers

International

Qualification

and

Assessment

Model

Credit

Transfer or

RPL Scheme

Development

National

Qualification

and

Assessment

Model

Information

and

Assistance

Center

Company and

professional

associations,

government

employees

International

qualification

agencies

Accreditation

and

certification

agencies,

individuals

and society at

large

National Accreditation Board,

National Board for Professional

Certification, National Board for

Education Standard

Figure 9. IQNC scope of work and the relationship with related institutions or agencies.

The Main Organizational Structure of IQNC

Organizational structure of IQNC IQF must guarantee the implementation of transparent and

accountable IQF, and guarantees continuous quality improvement. Schematically, IQNC's

organizational structure contains at least the sections listed in Figure 10. This organizational

structure will be developed further to facilitate future IQF implementation by IQNC.



Figure 10. Basic structure of IQF organization.

The IQNC development map has been specifically reviewed by the Ministry of Education and Culture

through one of the ACDP 024 studies entitled: "Support to the Development of the Indonesian

Qualifications Framework". IQNC is planned to change its status to the Indonesian Qualifications

Board (IQB), an independent institution whose scope of work reaches across sectors and ministries.

The principles, characteristics and scope of work of the Indonesian Qualifications Board (BKI) are as

follows:

Basic principles

In relation to qualifications frameworks, governance can refer to how an agency

promotes, manages and maintains the framework, including ensuring progressive

implementation across the various education and training sectors. It also refers to the

legislative or regulatory basis of the agency and its roles and responsibilities.

The governance operation of the IQB should meet the following requirements:

• transparency and accountability;

• integrity, including resolution of potential and actual conflicts of interest with

selflessness and objectivity in the public interest;

• due diligence;

• inclusive; and

• economy, efficiency and effectiveness.



National Current Context

Indonesia appears to have a heavily tracked system, especially between the skills and

training sector and the higher education sector, though vocational programs are

offered in both the education sectors under two ministries. The responsibility for

these two main sectors lies with the MoM, MoEC, MoRTHE, as well as other line

ministries (who provide education and training), plus a range of quality assurance

players across various sectors with very little current documentation to explain how

the strategies interconnect or indeed overlap.

The main quality assurance agency included in the higher education sector is BAN-PT,

which is currently responsible for program and institutional accreditation, whilst

BSNP is responsible for the development of quality standards for education providers.

BAN PNF is also as the main quality assurance agency included in non-formal

education. Under MoEC, the BAN PNF is responsible for the accreditation of course

and training institutions. In addition, there is LSK (Competency Certification Board)

provides assessment services and certification to completing students.

The Indonesia qualifications system, being heavily tracked and with the limited

coordination across ministries, does not facilitate student mobility between the

academic sector and the vocational skills sector, either horizontal or vertical

pathways.

In the case of Indonesia, the IQF outlines existing structures and provides additional

information to facilitate qualifications transparency. The IQF is promulgated in

Presidential Decree 8/2012.The Presidential Decree stipulatesa hierarchy of 9 levels

of learning outcomes aligned to 9 levels of qualifications to enable equivalencing of

qualifications and learning outcomes across formal education, non-formal, informal,

or work experiences. The Presidential Decree8/2012 on the IQF does not describe

qualifications types (either descriptors or volume measures). The Presidential Decree

currently is supported by a range of Ministerial regulations from the MoM, MoEC,

and MoRTHE that appear to cover the scope of what ‘makes up’ a qualifications

framework. It is less clear if ministerial regulations from the MoM cover the same

scope and depth of information. As such the IQF is currently not a cohesive and

transparent national qualifications framework; this will be the biggest challenge for

the IQB to develop the Presidential Decree or Government Regulation (PP) into a fully

integrated and cohesive NQF.

Scope of Responsibility

Strong governance arrangements, including a political mandate for the IQF Board, are

critical to the successful implementation of the IQF. In all known instances of

international examples, the responsible agency’s scope or focus is on the country’s

qualifications system and the relationship with the qualifications framework. There is

only one single agency; not to do so would provide for multiple agencies and multiple

focal points, which is potentially confusing to local and international stakeholders.

The roles and responsibilities of the IQB should be clearly defined and distinct from



the role of the various ministries and agencies in IQF implementation. The roles and

responsibilities of the IQB should include:

a) coordination and monitoring of IQF implementation across the sectors;

b) policy direction of the IQF;

c) being the single voice advocating and promoting the benefits and role of the

IQF at a national level and international level;

d) liaison with relevant international agencies;

e) provision of cross sectoral objective advice on the effectiveness of

Indonesia’s qualifications system; and

f) coordination and maintenance of agency quality standards, meta-evaluation

of the quality assurance agencies. A key role of the IQB is to hold all

ministries and agencies accountable for their performance. The IQB will

maintain a register of recognized quality assurance agencies.

The IQF addresses all three main sectors of education and training: schools,

vocational skills training, and higher education, and as such that the IQB should

represent all sectors, including non-formal and informal learning outside established

formalized education and training institutions. The IQB needs to be supported by a

strong Secretariat to undertake the operations and functions of the IQB.

Maintenance and monitoring of IQF

The Presidential Decree 8/2012 does not refer to the establishment of the IQB to

manage or monitor the implementation of the IQF. Reference is only made to

implementation of the IQF through ministries and other agencies. The international

research has shown that there should be one single agency appointed the remit of

managing and monitoring a national qualifications framework. Without this role

being undertaken by one entity in Indonesia, the successful and coordinated

implementation and the purported benefits of a qualifications framework is at risk.

Policy direction

Currently the only high level policy on the IQF is the Presidential Decree 8/2012, all

other regulations are at individual ministry level and relate to the specific ministry’s

implementation of the IQF. Without a single point of policy development for the IQF,

the interpretation of outcomes and qualifications across various ministries and

agencies will vary. In all known international instances there is only one policy

‘maker’ for the national qualifications framework although decisions and policy

development are undertaken in consultation with key stakeholders.

A national qualifications framework is generally made up of key features, such as

level descriptors; qualifications types, e.g. bachelor degree; qualification type

descriptors; and credit or volume measures. Frameworks also include supporting

policies related to implementation of the framework, e.g. agreed definitions;

certification; rules for design and construction of qualifications; (including the use of

a NQF logo1); pathways opportunities (such as recognition of prior learning); and

international referencing processes.

1An IQF logo could be utilised if and when qualifications and quality assurance arrangements meet the requirements of the

IQB’s policies.



Within Indonesia, definitions related to Indonesian qualification systems, if evident,

are in specific regulations related to relevant ministries and do not necessarily have

national scope or national commitment to a common understanding. The only high

level policy document at national level is that of the Presidential Decree 8/2012. This

Decree established the IQF and includes a limited number of definitions including

those related to:

national qualifications framework;

learning outcomes;

equalization;

qualification;

work experience;

competency certification;

competency certificate; and

profession.

It is imperative to come to an agreement (or a common understanding) on

terminology across the education and training sectors for further discussion and

implementation of the qualifications framework in Indonesia. It is proposed that the

IQB could take a prominent role in consulting with relevant ministries and providing

public documentation of agreed terms.

In Indonesia, the Presidential Decree 8/2012outlines the level descriptors but does

not provide any other advice in relation to qualifications. A review of regulations from

the MoEC indicates that in the other component parts of a framework are mostly

included for higher education. Whether similar documents are developed by the

ministry responsible for manpower is less clear. To promote transparency of the IQF

and to avoid a mix of qualification types and descriptors, definitions and application

of certification, the IQB should be responsible for developing overarching national

policy directly related to the IQF, including national policy on:

qualifications including component parts e.g., qualification types,

qualification types descriptors including the volume;

recognition of prior learning;

certification, including naming conventions and use of the IQF logo;2

international referencing activities; and

education and training definitions.

The relevant regulations documented by MoEC could be ’co-opted’ as IQB level

documents on agreement from MoM and other ministries, and it needs to be

published as one document. Relevant line ministries could still develop additional

specific requirements as long as they are not conflicting with the national policy.

Coordination

The Presidential Decree 8/2012 indicates that line ministries and relevant agencies

2 Limiting application to quality assured programs and providers (recognised by an accrediting agency); only used on

certificates/awards, excluding diploma supplements, statement of results, and marketing materials etc.



can implement the IQF as they see fit. The minister in charge of education affairs and

minister handling labor issues are assigned to develop any ‘further stipulations’.

However, the Decree does not:

make it clear if any stipulations are to be joint or individual, or whether both

ministries can issue varying stipulations on the same issue; and

indicate if other line ministries or agencies need to follow these stipulations.

There is no overarching body that monitors and provides objective information to the

President of how the IQF is being implemented across all education, skills, and

training sectors and whether the aims of the IQF will or are being met. There are

similar international models of peak agencies being a coordinating body, e.g. South

Africa where the South African Qualifications Authority is required to develop a

system of collaboration to guide the mutual relations of the Authority and the three

Quality Councils.

Therefore the IQB could take a coordination role by:

developing a system of collaboration across all education and training sectors

and quality agencies ministries and agencies;

facilitating meetings and building relationships between the three key

ministries and with other ministries and agencies;

facilitating development of high level IQF documents that are implemented

by all ministries and agencies;

informing ministries and agencies of implementation targets; and progress;

and

requiring data to be sent from each of the relevant ministries and agencies to

analyze and gain a better picture of implementation of the IQF in all

education and training sectors.

Advocating and promoting

Research across the six countries indicates that one of the key roles and

responsibilities of the agency is to disseminate and promote the NQF. For an NQF to

be successful in meeting its country’s goals and ambitions, a NQF needs to be well

understood by all stakeholders including:

employer and employer groups;

parents, potential students, students and graduates;

international agencies involved in cross border education provision and

student mobility;

international agencies responsible for manpower mobility; and

professional associations and licensing bodies.

The IQB could provide general and high level information regarding the IQF and link

with ministries in promoting the IQF in their circle of remit. As the focal point, the IQB

should be able to provide the necessary information regarding the IQF and its link

with the international standards. This function could be facilitated by a website that:

includes IQF level information and policies;

links to recognised peak quality assurance agencies; and

links to ministry websites dedicated to their implementation of the IQF.



The IQB also has a key role in linking other non-qualification recognition strategies

(e.g. licensing, professional association membership) to enhance the linkages

between the IQF and the system (but separate in terms of certification) to these

other outcomes. Without a centralised single agency, the information and promotion

of the IQF could result in conflicting information.

Liaison and focal point

Promoting and being a focal point for international relationships is acknowledged as a

key function of the single NQF agency. Indonesia, as one of the foundation ASEAN

member states, is involved with a number of international activities that are of

particular relevance to the IQB:

The UNESCO Regional Convention on the Recognition of Studies, Diplomas

and Degrees in Higher Education in Asia and the Pacific was established in

1983, to which Indonesia was a signatory. The new convention, the Asia-

Pacific Regional Convention on the Recognition of Qualifications in Higher

Education [2011], aims to ‘ensure that studies, diplomas, and degrees in

higher education are recognized as widely as possible, considering the great

diversity of educational systems in the Asia-Pacific region and the richness of

its cultural, social, political, religious, and economic backgrounds’ [UNESCO

2012].The Convention focuses on establishing basic principles for the

provision of information and the implementation of the convention. Article

IX.3.1 indicates that ‘a network of national information centers on academic

mobility and recognition shall be established and shall uphold and assist the

practical implementation of this Convention by the competent recognition

authorities’ [UNESCO 2012:10].

The basis for the ASEAN Qualifications Reference Framework (AQRF) is

derived from the ASEAN Charter signed by the ten ASEAN leaders in

Singapore on 20 November 2007, where aspirations to become a single entity

– an ASEAN Community – were reinforced. The AQRF has been approved and

will support other multilateral and bilateral arrangements within the

community including mutual recognition agreements [AQRF 2014:1]. The

proposed governance arrangements of the AQRF indicate that there will be a

regional committee which will liaise with one focal point in each ASEAN

country. The national focal point is expected to represent all education and

training sectors and promote the AQRF and NQF linkages. In addition, there is

to be one key focal point to coordinate the in country activities, including the

referencing activity (which includes establishing a national referencing panel).

Providing support in negotiating mutual recognition agreements, participating in

other international strategies, and being a focal point for international collaboration

and alignment activities should be a key responsibility of the IQB. One single focal

point promotes coordination of these strategies at the highest level, and is an

expectation at least by the AQRF.

Evaluation

In any qualifications system there are competing demands and allegiances. Ministries



implementing quality assurance arrangements and promoting their sector system are

sometimes reluctant to identify and report inefficiencies, duplication and issues of

implementation. Some countries have established an agency to advise senior

ministers on national issues or concerns regarding the country’s education and

training system, i.e. across all sectors. In Indonesia the education and training system

is disjointed, there are limited pathways (vertically and especially horizontally),

recognition of prior learning is limited, and there are a large number of quality

assurance agencies.

If the IQB is to take on this role, it will need to be able request data, reports and

information from relevant ministries, peak quality assurance agencies and bodies to

be able to piece together and provide cross-sectoral, objective advice as to future

directions and strategies to improve the education and training system of Indonesia.

It is proposed that the IQB could provide this advice to ensure that issues are raised

at the highest level regarding the qualifications system and the NQF and whether

they are meeting Indonesia’s aspirations and needs.

Quality assurance

Of the six countries reviewed, three agencies also had quality assurance roles,

especially of qualifications and of institutions. Given the varied number of quality

assurance agencies across all education and training sector in Indonesia, it is not

recommended for the IQB to take on a quality assurance role of achievement

standards and of institutional provision. However, confidence in the certification

process is a critical aspect of building confidence in IQF qualifications. In this respect

the IQB could take a role in assuring quality by holding the quality assurance agencies

accountable for their own performance and that of any of their subsidiary quality

assurance agencies’ or bodies ‘ performance.

A regulatory approach for the IQB would mean that it could:

approve and monitor quality assurance ministries and agencies, which would

mean auditing the agencies to ensure they meet documented criteria or

standards;

have the power to refuse membership and/or sanction quality assurance

agencies;

maintain a register of quality assurance ministries and agencies, that includes

any that have been sanctioned, that could be publicly viewed; and

create another layer of regulation that makes an already complex system

more complex.

However, a regulatory approach is only one way for instilling confidence in IQF

qualifications. The IQB could take an accountability approach by monitoring and

ensuring that the peak quality assurance ministries and agencies meet agreed quality

standards and comply with key performance targets and reporting requirements.

Quality assurance agencies meeting quality standards is a model used internationally



in country and across countries. In this quality assurance approach the IQB would:

develop quality standards for quality assurance agencies;3

require annual reporting (or additional reporting if requested) for the

purpose of monitoring and meta-evaluation or review;

maintain a register of quality assured agencies; and

report to the Office of the President (or as defined in the decree) on agency

compliance to the requirements.

It is recommended that the accountability approach is adopted in preference to a

regulatory approach, which will address:

governance arrangements and accountability requirements;

continuous improvement approach to quality requirements;

periodic external audit requirement against the quality standards; and

eligibility for membership to international agencies, e.g. INQAAHE4.

Any quality standards should reflect the benchmarking quality standards referenced

in the ASEAN Qualifications Reference Framework, given that any referencing process

of the IQF to the AQRF requires a benchmarking exercise of a country’s quality

assurance processes of its qualifications system. Currently there are three quality

assurance frameworks cited in the AQRF to which member states are to benchmark

the quality assurance of their qualifications system in the referencing process.

Unsatisfactory performance of peak quality assurance agencies could be addressed

through the IQB’s reporting requirements. Regardless of whether a regulatory or

accountability approach is applied, the scope of the IQB’s quality assurance activities

could be:

limited to peak quality assurance ministries and agencies;5 or

applied to all quality assurance ministries and agencies.

The IQB could take:

A blended approach requiring all agencies to comply with general reporting

requirements and also be subject to quality audits; or

Another alternative is a staged approach, which is moving from a regulatory

approach for all quality assurance ministries or agencies to overtime progress

to an accountability approach limited to peak ministries or agencies.

2.1 Institutions participating in the referencing process

There are 49 (forty nine) national bodies and 8 (eight) representative universities involved in the

referencing process. The list of these institutions is as follows:

3The quality standards would specify the requirement for peak quality assurance agencies to be subject to external

international quality assessment at least every five years. The quality standards would also include a requirement for the

peak agencies to quality assure any agencies/bodies it delegates or licences the responsibility of quality assurance of

qualifications, providers and/or provision of education, training and assessment services. 4 INQAAHE = International Network on Quality Assurance Agency in Higher Education

5Peak agencies are those at the top tier i.e. those that either take full responsibility for quality assurance (e.g. BAN-PT) or

delegate or license others to act on their behalf (e.g. BNSP which licenses Professional Certification Bodies).



A. Coordinating Ministry for Political, Legal and Security Affairs (abbreviated Kemenko Polhukam)

1. Attorney General’s Office

2. Ministry of Home Affairs

3. Ministry of Law and Human Rights

4. Ministry of Communication and Information Technology

5. Ministry of Foreign Affairs

6. Ministry of Administrative Reform and Bureaucratic Reform

7. Ministry of Defense

8. Indonesian National Police

9. Indonesian National Army


1. Ministry of Agrarian Affairs and Spatial Planning

2. State Ministry for State Owned Enterprises

3. Ministry of Manpower

4. Ministry of Finance

5. State Ministry for Cooperatives Small and Medium Enterprises

6. Ministry of Environment and Forestry

7. Ministry of Public Works and Housing

8. Ministry of Trade

9. Ministry of Industry

10. Ministry of Agriculture

C. Coordinating Ministry for Human Development and Cultural Affairs

1. Ministry of Religious Affairs

2. Ministry of Village, Acceleration Development Backward Regions and Transmigration

3. Ministry of Health

4. Ministry of Female Empowerment and Child Protection

5. State Ministry for Youth and Sports Affairs

6. Ministry of Education and Culture

7. Ministry of Research, Technology and Higher Education

8. Ministry of Social Services

D. Coordinating Ministry of Maritime Affairs

1. Ministry of Energy and Mineral Resources

2. Ministry of Maritime Affairs and Fisheries

3. Ministry of Tourism

4. Ministry of Transportation

E. National Agency/Institution

1. National Accreditation Board of Higher Education

2. Accreditation Board of Non Formal Education

3. State Intelligence Agency

4. Meteorology, Climatology and Geophysical Agency

5. National Profession Standardization Agency

6. Central Bureau of Statistics

7. National Cyber and Crypto Agency

8. National Education Standardization Agency

9. National Nuclear Energy Agency



10. State Administration Agency

F. Professional Community

1. Indonesian Chartered Accountants Association (Ikatan Akuntan Indonesia)

2. Indonesian Pharmacists Association (Ikatan Apoteker Indonesia)

3. Indonesian Architects Association

4. Indonesian Midwives Association (Ikatan Bidan Indonesia)

5. Indonesian Doctors Association

6. Indonesian Accreditation Agency

7. Indonesian National Nurses Association

8. Indonesian Engineers Association

G. State and Private Universities

1. Bogor Agricultural Institute

2. Bandung Institute of Technology

3. Gadjah Mada University

4. University of Indonesia

5. Parahyangan Catholic University

6. Bina Nusantara University

7. Atma Jaya Catholic University

8. Prasetya Mulia University

2.2 Institutional responsibility in terms of qualifications

The responsibilities and roles of the above institutions related to qualifications are described belows.

Ministry of Education and Culture and Ministry of Research, Technology and Higher Education are

bodies that have roles and responsibilities for:

(i) governing the processes through which nationally recognized qualifications are

designed and awarded;

(ii) quality assurance in relation to design and award of nationally recognized

qualifications;

(iii) managing and maintaining Indonesian Qualifications Framework and

(iv) Recognitions of foreign qualifications and providing information on national

qualifications.

Ministry of Manpower is the institution that supports the labor market relevance of education and

training; managing and maintaining Indonesian Qualifications Framework, and representatives of

those using qualifications, especially employers, learners, or graduates from all kinds of education

types.

Ministry of Health is the institution that is responsible for the recognition of foreign qualifications

and providing information on national qualifications related to the qualifications of health workers,

both skilled and professional workers in health with certain code of ethics.

Ministry of Administrative and Bureaucratic Reform is the institution that is responsible for

governing the processes through which nationally recognized qualifications are designed and

awarded at specific skilled and professional labors as Civil Employees.



Ministry of Trade is the representatives of those using qualifications and supporting the trade of

services.

Ministry of Industry is the body that supports the labor market in relevance to education and

training in industry and is also the representatives of those using qualifications.

National Accreditation Board of Higher Education, Accreditation Board of Non Formal Education,

National Education Standardization Agency, National Profession Standardization Agency, and

Independent Accreditation Institution are in charge of quality assurance in relation to design and

award of nationally recognized qualifications. National Education Standardization Agency and

National Profession Standardization Agency are involved in establishing the training and formal

education standards, respectively.

Indonesian Chartered Accountants Association, Indonesian Pharmacists Association, Indonesian

Architects Association, Indonesian Midwives Association, Indonesian Doctors Association,

Indonesian National Nurses Association, and Indonesian Engineers Association are representatives of

institutions awarding certain profession qualifications, i.e. Accountant, Pharmacists, Architect,

Midwife, Medical Doctors, Nurse, Engineers respectively.

Bogor Agricultural University, Institut Teknologi Bandung, Gadjah Mada University, University of

Indonesia, Parahyangan Catholic University, Bina Nusantara University, Atma Jaya Catholic

University, and Prasetya Mulia University are representatives of institutions awarding qualifications.

Many experts and lectures from Bogor Agricultural Institute, Bandung Institute of Technology,

Gadjah Mada University, and University of Indonesia were involved in formulating the description of

IQF.

2.3 Institutions participating in the implementation process

The list of institutions below supports the labor market relevance of education and training in their

specific ministries or institutions. They are catered specifically to higher education and training for

supporting their own ministries or institutions, thus they are involved in awarding qualifications

through various formal and non-formal educations. At the same time, they are the representatives

of institutions that use qualifications resulted by various higher education and training provided by

institutions from universities and various training centers.

A. Coordinating Ministry for Political, Legal and Security Affairs (abbreviated Kemenko Polhukam)

1) Attorney General

2) Ministry of Home Affairs

3) Ministry of Law and Human Rights

4) Ministry of Communication and Information Technology

5) Ministry of Foreign Affairs

6) Ministry of Defense

7) Indonesian National Police

8) Indonesian National Army


1) Ministry of Agrarian Affairs and Spatial Planning

2) State Ministry for State-Owned Enterprises

3) Ministry of Finance



4) State Ministry for Cooperatives, Small and Medium Enterprises

5) Ministry of Environment and Forestry

6) Ministry of Public Works and Housing

7) Ministry of Agriculture

C. Coordinating Ministry for Human Development and Cultural Affairs

1) Ministry of Religious Affairs

2) Ministry of Village, Accelerated Development Backward Regions and Transmigration

3) Ministry of Health

4) Ministry of Female Empowerment and Child Protection

5) State Ministry for Youth and Sports Affairs

6) Ministry of Social Services

D. Coordinating Ministry of Maritime Affairs

1) Ministry of Energy and Mineral Resources

2) Ministry of Maritime Affairs and Fisheries

3) Ministry of Tourism

4) Ministry of Transportation

E. Agency/National Institution

1) State Intelligence Agency

2) Meteorology, Climatology and Geophysical Agency

3) Central Bureau of Statistics

4) National Cyber and Crypto Agency

5) National Nuclear Energy Agency

6) State Administrative Agency



The inclusion processes of all Indonesian qualifications into the Indonesian Qualifications Framework

(IQF) were carried out based on the specific objective, i.e to have human capital and human

resources that could contribute significantly to the nation’s needs and nation’s competitiveness.

Thus, the quality of qualifications being awarded by the education institution is especially important

as basis for the qualifications being included in the IQF.

3.1 The National IQF Utilization Strategy

Strategic management and quality improvement of human resources, especially the national work

forces, shall be given a substantial focus for all stake holders, including the industry and business,

government and non-government institutions, educational institutions, families and broader

community. In a country with quite significant unemployment, there are unavoidable conditions

where workers and unemployed people do not have the adequate competencies let alone

compatible IQF qualifications.

Workers without IQF qualifications have unmeasurable quality and performance, thus may not

compatible with the requirements of the employers. This is a disadvantage for the workers

themselves, the employers, as well as for the government to strategically manage the national

workforce. Thus, the workforce needs to be prepared to achieve a certain IQF qualification level by

formal, informal, and non-formal education, including private and government in-house training. In

this case, the authorized parties including quality assurance institutions must be able to ensure that

the available educational/training/course institutions are credible and competent.

Overall, the IQF implementation strategy reflects the following concerns:

To become an integral part of the strategy for managing and improving the quality of

national human capital and human resources.

To become a guideline and reference for developing and improving the quality of education

at all pathways of learning (formal, non-formal, and informal).

To become a guideline for industry, business world, government institutions to plan and

develop career paths.

To become a guideline for professional associates to develop professional level development

To guide the workforce or a broad community to develop their qualifications themselves and

their careers.

The last part is very important, since industrial revolution 4.0 and society revolution 5.0 has

significantly produce dynamic system in education and ways to obtain qualifications.

In these ideal conditions, the IQF is a reference for all interested parties at both supply and demand

sides in development of human capital and human resources that could meet the nation’s needs and

boosting nation’s competitiveness. Furthermore, in the global era with international workers



mobility, the IQF must also be able to become a guideline for recognizing foreign workers’

qualifications in Indonesia and vice versa.

Of the aforementioned IQF utilization target, it is very important to position the IQF as the one and

only national qualification framework that able to accommodate all kind of human resources

qualifications. Therefore, it must be a neutral reference for the qualifications and able to facilitate

mutual recognition between the qualifications generated by various education channels, including

the formal education, non-formal education, self-learning, as well as working experience.

The drafting process of IQF begins with a study related to the benefits of a national qualification

framework in various countries which already defined and used it for the benefit of their human

resources development. Furthermore, a research was conducted on the concepts and principles of

developing a national qualification framework by prioritizing conformity with the conditions of the

nation and state of Indonesia.

Meanwhile, learning, discussion, and information exchange with qualification board in various

countries have also been accomplished including Australia, New Zealand, Germany, United Kingdom,

Hungary, Ireland, France, Japan and Thailand. One of the international collaborations undertaken by

the Government, represented by the Ministry of Education and Culture, Ministry of Religion, and

Ministry/Board of National Development Planning, with the Australian Agency for International

Development (AusAID), the European Union (EU), and the Asian Development Bank (ADB) through

the Analytical and Capacity Development Partnership (ACDP) has produced a comprehensive report

on support for the development of the Indonesian Qualification Framework (IQF). Based on studies

and analysis of various international experiences, the report recommends a road map for the

implementation of the Indonesian Qualification Framework (KKNI), development of the Past

Learning Recognition system (RPL), and the establishment of the Indonesian Qualification Board

(BKI).

Various study results that have been carried out intensively and comprehensively provide several

important foundations in the development of the IQF, such as follows:

1. The IQF provides equal qualifications between the one’s learning outcomes obtained from the

world of formal, non-formal and informal learning, or from work experience. This is in line with

the efforts to implement Article 4 paragraph (2) of Constitution No. 20 year 2003 concerning the

National Education System related to Open Learning System, namely education with flexible

place and time of cross-unit completion programs or types of education (multi entry-multi exit

system). Participants can study and work at the same time, or take additional educational

programs from different types and lines of education in a sustainable manner either through

face-to-face or long distance learning. Therefore, the qualification framework to be developed

must also include the Past Learning Recognition system so it can guarantee the flexibility of

career development or increase the qualification level.

2. The IQF provides appropriate qualification recognition for diploma or certificates of competency

holders who will work or continue their education to overseas, join the student-exchange

program, higher education students or cross-country experts. On the contrary, the IQF also

provides equal qualifications for overseas diploma or competency certificate holders who will

work, continue their studies, or undertake student-exchange programs, higher education

students or experts in Indonesia.

3. The IQF recognizes the equality of qualifications between learning outcomes of various scientific

fields at the higher education level, both for the type of academic education, vocational, or

profession with expertise development skills and careers performed in the world of work or



professional associations. In the realm of education, the IQF reflects the expected outcomes by

Article 12 paragraph (1) letter e and f of Constitution No. 20 year 2003 concerning the National

Education System, where each participant in each education unit has the right (e) to move to

education programs on other types and units of equivalent education; and (f) complete the

education program in regard to the each study speed and stay on track on the set deadline.

As a policy that has interconnected and broad implication in the community, the IQF has been

carefully developed with systematic stages, and involved the participation of all interested parties so

that the achieved results are collective agreements. In general, the development process of IQF was

as follows:

1. Analyzed the objectives, modules, methods, scope, procedures for compilation, and the impact

of the National Qualification Framework (NQF) of various countries, including ASEAN countries,

Hongkong, Ireland, Australia, New Zealand, Germany, United Kingdom, Hungary, Ireland, France,

and Japan.

2. Compiled and analyzed more than a hundred of learning outcomes resulted by formal

education, training, short courses, and work experiences.

The formal education level was begun with Vocational Upper Secondary Schools (SMK)

up to Doctoral levels in various scientific fields (Teacher Education, Mathematics and

Natural Sciences, Humanities, social science, engineering and technology, Health science

and professionals, Vocational, Agriculture, and Art).

The learning outcomes as result from formal learning at higher education level were

chosen 97 universities that had collaborated with overseas education, implemented

reliable Internal Quality Assurance System (SPMI), and had minimum B or very good

accreditation status.

The learning outcomes as result from formal learning of Vocational Upper Secondary

Schools (SMK) were chosen from 25 (twenty five) best SMK that had collaborated with

overseas education and implemented reliable Internal Quality Assurance System, and

accredited with minimum A or outstanding

The learning outcomes as result from non-formal learning (short courses, generic

trainings, and specific job trainings) were selected and compiled randomly from

accredited courses and training institutions, managed by Ministry of Education Culture

and Ministry of Manpower.

3. Developed generic descriptors consisting of description of moral ethics and values from all

learning outcomes based compiled and analyzed at point 3, that valid for all qualifications levels.

4. Developed levels of generic descriptors consisting of description of knowledge mastery, work

competencies, responsibility & accountability from all learning outcomes based compiled and

analyzed at point 3. From this specific process, the 9 (nine) levels of qualification descriptors

were derived.

5. Communicated, socialized, and took feedback concerning the preparation, generic descriptors,

and 9 (nine) levels of descriptors to all stakeholders involved in compilation and analyzes of

learning outcomes (process at point 3) with addition of:

central and regional government representatives under both Ministry of Education

and Culture as well as Ministry of Manpower;

professional associations;



scientific collegials;

Indonesian Chamber of Commerce & Industry (KADIN);

National Accreditation Board of Higher Education and Non-formal Education (BAN-

PT & BAN PNF);

National Education Standardization Agency (BSNP); and

National Profession Standardization Agency (BNSP).

6. Drafted a Presidential Regulation on the IQF, began in August 2009, and then successfully

completed the legalization through the issuance of Presidential Decree No. 8 of year 2012,

concerning the Indonesian Qualification Framework.

3.2 The Inclusion Strategy of Indonesian Qualifications into the IQF

Human resource qualifications can be achieved through formal, non-formal and informal learning

paths. Currently, formal and non-formal learning are conducted by state institutions and private

institutions, which are organized structurally under these three ministries:

(i) The Ministry of Education and Culture leads the formal Early Childhood Education

(PAUD), Primary and Lower Secondary Education, Upper Secondary Education (High

School and Vocational High School with minimum IQF level 2), and Community

Education in the form of courses and training (with minimum IQF level of 1 to 9)

(ii) The Ministry of Research, Technology and Higher Education leads the formal learning of

higher education level (with a minimum IQF level of 3 to 9); and

(iii) The Ministry of Manpower leads the non-formal learning in the form of courses and job

training (with a minimum IQF level of 1 to 9)

Meanwhile, anybody can take informal learning path on their own way, but the recognition system is

still under the policies of the said three ministries as well.

3.2.1 The Inclusion Strategy of Formal-Learning Outcomes into the IQF

Indonesia has been implementing the 12 years compulsory education policy, and will be increased to

15 years in the future. Therefore, no IQF level is attached or paired to the Early Childhood (PAUD),

Primary, and Lower Secondary education because the graduates are intended to continue their

education to the next level. For the formal learning path under the Ministry of Education and

Culture, the IQF level inclusion is concerned since the Upper Secondary School program, especially

Upper Secondary Vocational School which is intended for the community to start getting into the

workforce at an early age. The next IQF levels are attached to the higher education institutions,

which are organized by the Ministry of Research & Higher Education. In general, the equality of IQF

levels and formal education programs is shown in Figure 6 in page xx.

The inclusion was arranged through some studies and reviews as stated in the aformentioned

process of enacting IQF policy and regulations. To strengthen this inclusion, the Ministry of Research,

Technology and Higher Education derives the IQF description into the National Higher Education

Standards as outlined in Regulation of the Ministry of Research, Technology and Higher Education

No. 44 year 2015), as stated in the following Figure 11 and Table 19



Figure 11. The four-domain description of IQF into the National Higher Education Standards domain

Table 19. Mapping between IQF and Higher Education Standard Domains

IQF DOMAINS Higher Education Standard Domains

Attitude Moral & Ethiques strengthened with academic values

Knowledge Comprehension Knowledge Comprehension, strengthened with specific

body of knowledge

Work Competences Specic Skills for entering job market or becoming

entrepreneurs

Responsibility &

Accountability

General Skills for managing job or business, and as skills

needed for he or she can contribute to society globally.

3.2.2 The Inclusion Strategy of Non-Formal-Learning Outcomes into the IQF

Basically, the trainings and short courses aim to equip one's competence through the flexible

process of adding or completing certain competencies, using certain methods, in a certain time

duration, with clear and measurable results. They can be a supplement or complement accordingly

as follows:

Training and Course functions as a supplement, if it is done for the purpose of adding

someone's new competence to get a job or entrepreneurship.

Training and Course functions as a supplement, if it is done for the purpose of completing

previously competencies obtained through education or work experience (up-skilling).

Training and Course will function as a complement, if it is done for the purpose of adjusting

competencies (re-skilling) because of the demands of competencies that are different from

those previously had.



On the other hand, work experience is a person’s accumulation of the ability to do work in a

particular field and a certain period of time intensively with clear measurable results and

performance. Work experience is closely related to workplace/industry. Clearly measured results

and performance in the workplace/ industry are manifested in the form of work competencies.

Thus training, course and work experience put users/workplaces/industries as the main

base/reference. In the perspective of the user/workplace/industry, the fulfilment of work

competencies is accumulated in the form of job positions. This means that each job position contains

work competencies.

In each workplace/industry, job titles are arranged accordingly in order to have a hierarchy, starting

from the lowest to the highest position, both functional and structural. The existence of these

positions is manifested through organizational structures in the workplace/industry. In other words,

the job position in the organizational structure shows the level, position or rank. The compilation of

the position hierarchy is adjusted to the scope of duties and responsibilities. Therefore, the main

thing that must be done at each workplace industry is to identify work competencies situated in

each job position. This identification will produce a number of competencies in a workplace/

industry. This identification process is carried out by competency mapping.

Inclusion various competencies into IQF qualification level are implemented through the following

process:

1. Map various work competencies in a workplace/industry based on transparent categorization;

2. Identify all work positions in a similar workplace industry;

3. Analyze the competency requirements occurred in the job position based on the job

description/job position;

4. Analyze the position/level of each job position by comparing between job descriptions/jobs

(which have identified competencies) with a position and the IQF description. The results of the

analysis state the level of a position towards the IQF level;

5. Develop the training and course learning outcome standards compatible with the achieved IQF

description;

6. Hold training and competency tests with the target to achieve outcomes with similar

competencies or above the training and course learning outcome standards.

The following Figure 12 illustrates an example of the inclusion in the salt industry, where the

competency is mapped into the IQF. The training program is designed based on national

qualifications level 2, 3, 4 and 5 in the salt production sector. Likewise, related to work experience,

personnel associated with the job title are identified as having equality with national qualifications

level 2, 3, 4 and 5 in the salt production sector. Whether through training channels or work

experience pathways, equalization of the IQF qualification outcomes is carried out through

competency certification. The implementation of national qualifications in the salt production sector

is carried out by training institutions and certification agencies in the coordination of relevant sector

ministries.

Each level in the IQF requires balance mastery of knowledge, work ability, authority and extensive

profound of responsibility. Most likely, training and short courses would not capable to fulfill the

complete qualification description on a level.



Figure 12. The Inclusion of worker qualifications in the salt industry into the IQF

For example, in the formal education path, it takes three years to ascend qualification level 1 to level

2. The ascending order of qualifications from level 2 (Upper Secondary School/ Upper Secondary

Vocational School) to level 6 (Bachelor or Professional Bachelor) requires an average of four years.

The ascending order of general practitioner qualifications (IQF level 7) to become a specialist in the

medical field with a qualification level of 8, can require an average of three to four years. The

ascending order of Bachelor level to Doctorate with an increase of three qualification levels from 6

to 9, requires five years. Thus, training and course do not intended to fully meet the description of

an IQF level. It can be carried out to only meet certain occupational needs or competency unit

clusters according to the requirement as illustrated in Figure 13 below.

Figure 13. The inclusion of HR qualifications into the IQF according to occupations or related

competency unit clusters.

The IQF levels are also not attached to various courses or training which usually done for certain

hobbies, because it is not necessarily relate to the IQF level for working requirements. Among these

are language training, dance performing arts, music arts, flower arrangement arts, culinary arts,

martial arts and many more. This kind of courses or trainings can be attended by cross-age

participants, starting from the age of children. The expertise will be achieved faster with talent and

earlier entry of the participants. However, the instructors are obliged to have the IQF level

qualification standard.

Documents

ASEAN Qualifications Reference Framework Referencing Report …kkni.kemdikbud.go.id/asset/pdf/INDONESIA_Referencing... · 2020. 6. 15. · Distribution of Job Training Centers based