CREDIT TRANSFER SYSTEM AND

POLICYIN INDONESIA

ILLAH SAILAHDIRECTOR  LEARNING AND STUDENT AFFAIRSDGHE‐MINISTRY OF NATIONAL EDUCATION‐REPUBIC OF INDONESIA

Topics:

1. Indonesia Vision on Quality, Relevance and Nation Competitiveness

2. The Policy on Quality, Relevance, and National Competitiveness

3. The Role of  credit transfer system in quality improvement

4. The Challenge of Credit Transfer System  

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Goals: ASEAN COMMUNITY 20153

Indonesian Indonesian HE schemeHE scheme

bridgingbridging

MoNE’s Mission 2010‐2014 (5K MISSION):M1. Increasing educational service’s availabilityM2. Increasing the affordability of educational services

M3. Increasing the quality and relevance of educational servicesM4. Increasing equity of educational service attainmentM5. Increasing assurances to access educational services

MoNE’s Vision 2010‐2014:

“Implementation Service Excellence of the National Education to Create Comprehensive Smart Indonesian Human Resources “

VISION, MISSION AND OBJECTIVES OF NATIONAL EDUCATION

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VISION 2005‐2025 SMART & COMPETITIVE OF INDONESIAN

PERIOD 2005‐2009 2010‐2014 2015‐2019 2020‐2024

THEME Capacity Building & 

Modernization

Strengthening Services

Regional Competitiveness

International Competitiveness

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THE POLICY OF QUALITY, RELEVANCE AND THE POLICY OF QUALITY, RELEVANCE AND NATION COMPETITIVENESS STARING BYNATION COMPETITIVENESS STARING BYQUALITY ASSURANCEQUALITY ASSURANCE

The Law Number 20 of 2003 : National Education The Law Number 20 of 2003 : National Education System (article 1, 35, 50,52, 60)System (article 1, 35, 50,52, 60)

The Governmental Regulation Number 19 of 2005, The Governmental Regulation Number 19 of 2005, article 2 : National Education Standardarticle 2 : National Education Standard

The scope of standard covers:The scope of standard covers:1.1. Contents Contents √√2.2. Processes Processes √√3.3. Graduate competence Graduate competence √√4.4. Educators and educational staff Educators and educational staff √√5.5. Facilities and infrastructure Facilities and infrastructure √√6.6. ManagementManagement7.7. FundingFunding8.8. Learning assesment Learning assesment √√

National Policy of QAS‐HEI (2)

Government Regulation Nr.19/2005 as toNational Standard of Education (NSE)Article 4:The NSE aims at assuring the quality of national education in the framework 

of sharpening the intellect of the people and of forming their character, as well as shaping the civilization of a dignified nation.

Article 91:(1)  Any formal and nonformal education institution must conduct quality 

assurance of education.(2) Quality assurance of education aims to fulfill or exceed National 

Standard of Education (NSE).

HELTS 2003 ‐2010

Point E Strategic Issues:

In healthy organization, a continuous quality improvement should becomeits primary concern.

Quality assurance should be internally driven, institutionalized within eachorganization’s standard procedure, and could also involve external parties.

However, since quality is also a concern  of all stakeholders, quality improvement should aim at producing quality outputs and outcomes as partof public accountability.

National Policy of QAS‐HEI (3)

of National Education

8 NSE MinimumStandards

HEI StandardsExceed NSE

Mandatory

Internally driven

NSE - HEI Standards Based on GR.Nr.19/2005

Indonesian QAS‐HEI (1)

Higher Education Institution Data Base(HEI-DB)

External Quality Assurance System

(EQAS)

Quality Assurance System

Internal Quality Assurence System

(IQAS)

NSE

NSE NSE

NSE

Launched on3 dec 2010

Indonesian QAS‐HEI (2)

HEI‐Data BaseNational activities systemizes the collecting, processing, and saving of data, as well as information dealing with the management of HE at all of its institutions by the DGHE in order to supervise the management by the government, as instructed in Article 66 (1) and (2) of the Law of National Education System (NES);

Internal QASThe systemic activities involving quality assurance of higher education at HEI by the institutions themselves (internally driven) are conducted to supervise HE management by the institutions themselves (in the shape of continuous improvement) as regulated by Article 50 (6) of the Law of NES and Article 91 of GR.No. 19/2005 as to NSE;

Indonesian QAS‐HEI (3)

External QASThe systemic activities involving the evaluation of suitability of programs and/or HEI by NAB‐HEI or autonomous institutions outside of HEI that have been recognized by the government, to supervise HE management on behalf of public accountability as instructed in Article 60 (2) of the Law of NES and Article 86 (3) of GR.No. 19/2005 as to NSE (accreditation)

Indonesian QAS‐HEI (4)

Goals and Objectives

1. Goals

The purpose of QAS‐HEI is to supervise the National HEI‐DB, IQAS and EQAS to fulfill or even exceed the NSE by HEI to stimulate the effort to attain continuous quality assurance of HEI.

2. Objectives

QAS‐HEI has the following objectives:

a.Creating synergy between the National HEI‐DB, IQAS and EQAS;b.The National HEI‐DB, IQAS and EQAS are to employ NSE as their exclusive or same standard.

Indonesian QAS‐HEI (5)

Status and Mechanisms

1.  StatusHEI‐DB is intended to meet the requirements, as laid down in Article 

50 of the Law of NES, which regulates that the management or co‐ordination of the NES is the responsibility of the MONE. Therefore, this subsystem  is developed to perform the tasks and to exercise the authority of the government to supervise HE management through achieving the NSE. 

IQAS is intended to fulfill or even exceed the NSE (continuous improvement) as an effort to meet the needs of internal stakeholders (especially students, educators and educational staff). 

EQAS is based on the NSE or a standard exceeding this (as actually determined by HEI) and intended to specifically fulfill the needs of external stakeholders (parents, world of work, general public, and government). 

Indonesian QAS‐HEI (6)

2. MechanismsThe mechanism of QAS‐ HEI consists of the following steps:

a. The data and information dealing with each of the activities at HEI must be collected, processed and saved by the institutions concerned, in their own HEI‐DB, with the classification of the data and information based on the NSE. These items must subsequently be forwarded, collected and saved or stored by the National HEI‐DB managed by the DGHE.

The data and information concerning HEI consist of:• Data and information dealing with the attainment of the NSE covering 8 

minimum standards;• Data and information dealing with activities at HEI that exceed the NSE, 

both in terms of quality and quantity exceeding 8 minimum standards, in accordance with vision of the  HEI concerned.

Indonesian QAS‐HEI (7)

b. By making use of the data and information collected and stored in their respective HEI DB, HEI implement IQAS by way of self‐evaluation at two levels, namely:

• Self‐assessment concerning the attainment of the NSE consisting of 8 minimum standards both in terms of quantity and of quality; 

• Self‐assessment concerning the degree to which the HEI concerned have exceeded the 8 minimum standards, both in terms of quantity and quality;

c. By making use of the data an information collected in the National HEI‐DB, the NAB‐HEI or autonomous institutions officially recognized by the government deal with accreditation called EQAS, with the stipulation that if the  respective HEI do not achieve the 8 minimum standards, the HEI in question will be labeled “unaccredited”. 

KEMENTERIAN PENDIDIKAN NASIONAL

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• Curriculum Development,• Professional Development of Schools, Staff and Administrators,

• International Development Projects,• Institutional Linkages,• Community Linkages,• International Student and Teacher Programs,• Exchange Programs, and Sister Schools,• Double Degree Program/twinning program, dual program.

• Credit Transfer System

International Mechanism for Higher Education Development 

Student mobility

• Japan– Total Students: 3,878,000 (2010)

– Most recent total for international student enrollment:132,720 (2010)

Undergraduate: 54,297

Graduate/PG: 30,790 

• Top 10 sending places of origin (in 2005):– 1. China 79,082 (59.6%)

– 2. South Korea 19,605 (14.8%)

– 3. Taiwan 5,332 (4.0%)

– 4. Vietnam 3,199 (2.4%)

– 5. Malaysia 2,395 (1.8%)

– 6. Thailand 2,360 (1.8%)

– 7. United States 2,230 (1.7%)

– 8. Indonesia 1,996 (1.5%)

– 9. Bangladesh 1,683 (1.3%)

– 10. Nepal 1,682 (1.3%)

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KEMENTERIAN PENDIDIKAN NASIONAL

INTERNATIONAL FRAMEWORK• UNESCO convention on degree recognition

• National Qualification Framework

• Mutual recognition agreements

• National higher education database and information system/ Data warehouse

• Quality assurance system– Internal 

– External

• Accreditation

1. To provide a high-quality and multi-cultured workforce for the global community and the future global Higher Education Area

2. To make cross-bordered education a reality for students in the pilot countries without timely, costly, and complicated procedures

3. To use mobility as a driver for students to further career prospects and competences as well as to raise internationally-oriented approaches and foster innovation in selected disciplinary areas

1. To provide the opportunities for students in global area to move around freely in the pilot countries and study between 3-12 months

2. To develop a policy infrastructure/mobility mechanisms or agreement in the pilot countries to accommodate the mobility program

3. To encourage HEIs in the selected areas of expertise to take part actively in the pilot mobility program

1. To set up a pilot mobility program in selected disciplinary areas in Malaysia-Indonesia and Thailand and deliberate on the target, infrastructure and mobility agreement

2. To adapt, adopt and develop the existing UMAP credit transfer system, a student passport or special funding arrangements to accommodate the pilot program

3. To decide on the areas of expertise to be included in the pilot program and to provide guidelines /mobility agreements for HEIs taking part in the program

Number of Students

Length of Study 4-12 months

Annually?Totally?

Period of Mobility Programme:A Pilot Project

2010-2015

Internationaltravelling

Documentation

Accomodation

Mechanisms to Facilitate the mobility

programme (mobility Agreement)

Tuition waive

Allowances

Disribution of information on

mobility programme

Courses/Activities

Host

Home

• Air transportation• Living Allowance• Accommodation• Health insurance

Support from HEIs• Tuition waive

• Hospitality & Tourism• Agriculture• Language/culture• International Integrated Business• Food Science and Technology

DisciplineMalaysia Indonesia Thailand

Inbound Outbound Inbound Outbound Inbound OutboundI T I T M T M T I M I M

Agriculture 7 3 ‐ 4 ‐ ‐ 7 12 12 4 ‐ 3Language and Culture

13 5 ‐ ‐ ‐ ‐ 13 6 6 ‐ ‐ 5

Hospitality and Tourism

7 4 ‐ ‐ ‐ 6 7 7 7 ‐ 6 4

International Business

10 5 ‐ ‐ ‐ 5 10 5 5 ‐ 5 5

Food Science and 

Technology8 5 ‐ ‐ ‐ 3 8 2 2 ‐ 3 5

Totals 45 22 0 2 0 14 45 32 32 2 14 22

The First Batch for MIT Student Mobility under SEAMEO RIHED coordination

Indonesia, Malaysia and Thailand have committed funding to support exchange students under M-I-T, highlighting the importance of the program to progress ASEAN integration.

Benefit of Credit Transfer Schemes

1. Create a global network2. Coloring the students 

knowledge in international academic atmosphere as a global citizen

3. Learning  and understanding  New Culture in other Countries, 

4. Student  Soft Skills development5. Student get a lot of exposes 

toward international standard facilities  in the campus.

6. Experiencing in student seminar, symposium and cultural events.    

7. Improving communication in  English.

Overall: Good & attractive program of student mobility

Benefit for Students◦ Get international experiences: academic, cultural, network, social◦ Scholarship program brings financial benefit for students◦ Competitive program that give more motivation to students

Benefit as Home University (for sending students)◦ Send students to partner universities, for getting international experiences◦ Help university to encourage local students for joining exchange programs or study abroad program

Benefit as Host University (for receiving students)◦ Getting international students for exchange program◦ More positive interaction between local & international students for sharing knowledge & experiences, which will impact the next programs

Benefit of Credit Transfer Schemes

Any Obstacles?

Academic Aspects• Course Selection: to make sure courses taken by students (courses offered, 

prerequisites, transferable)• Credit Transfer & Grading System: different grading systems, need 

internal coordination on credit transfer policy• Academic Period: especially between Indonesian & Thailand, need some 

adjustments for implementation• The schedule of score/grade publishing by university is highly influenced

Socio‐cultural Aspects• Information about the host country & university to prepare the students 

before departure• Students adapting to local culture (host country & university)• Students adapting to university: regulations, academic & management 

systems

Other Challenges

• Slow response of communication from the partner university

• Delayed  student academic transcript• Grading system transparency (especially 

final exam)• English proficiency of the incoming students• Course equivalency• Mismatch in academic calendar of 

participating countries• Visa  arrangement for incoming students• Health Issues

RECOMMENDATION

•MoU signed document is important as a basic proposal to the parliament  for the budget planning in the next coming year•Intensive communication between management of study program  should be done effectively •Commitment has to be strong established among the countries and universities

RECOMMENDATION