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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
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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
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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
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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
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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
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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
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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)
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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.
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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.
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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
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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.
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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
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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.
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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.
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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
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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)
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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
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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
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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
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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,
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22 All rights reserved by IQNC
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.
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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
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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
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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
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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
State Private Total State Private Total State Private Total
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
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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
Source: EMIS (Education Management System) Directorate General of Islamic Education Ministry of Religion,
2018
No
School
Levels
and types
2015/2016 2016/2017 2017/2018
State Private Total State Private Total State Private Total
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
Source: EMIS (Education Management System) Directorate General of Islamic Education Ministry of Religion,
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:
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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
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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).
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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
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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
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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
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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
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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
NO Name of Courses/Training IQF Ministrial Decree
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
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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
NO Name of Courses/Training IQF Ministrial Decree
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
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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
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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
NO Name of Courses/Training IQF Ministrial Decree
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
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NO Name of Courses/Training IQF Ministrial Decree
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
NO Name of Courses/Training IQF Ministrial Decree
147 Export Import VI No. 131, 2014
NO Name of Courses/Training IQF Ministrial Decree
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
Source: Book of Information on Training and Productivity
of the Ministry of Manpower, September 2018
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
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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)
Source: Book of Information on Training and Productivity
of the Ministry of Manpower, September 2018
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
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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
Source: Book of Information on Training and Productivity
of the Ministry of Manpower, September 2018
Table 17. Data on Competency Assessors 2006-2018
Source: Book of Information on Training and Productivity
of the Ministry of Manpower, September 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
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Table 18. Certification Issuance
Source: Book of Information on Training and Productivity
of the Ministry of Manpower, September 2018
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.
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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;
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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.
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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.
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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.
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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.
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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
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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.
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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.
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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.
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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
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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
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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).
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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
B. Coordinating Ministry for Economic Affairs
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
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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.
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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
B. Coordinating Ministry for Economic Affairs
1) Ministry of Agrarian Affairs and Spatial Planning
2) State Ministry for State-Owned Enterprises
3) Ministry of Finance
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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
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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
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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
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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;
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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
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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.
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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.
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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.
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