2014年-世界发展银行全球_Tertiary_Education_in_Indonesia___Directions_for_Policy_60页_1mb

Summary of Tertiary Education in Indonesia: Directions for Policy

Core Content

This report provides a comprehensive analysis of tertiary education (TE) in Indonesia and outlines five key policy directions to improve its quality, relevance, and accessibility. It emphasizes the importance of TE as a valuable investment for both individuals and the economy, even in the face of current challenges in the system. The report is based on empirical data and draws comparisons with other countries to highlight the potential for systemic reform.

Main Findings

• Increasing demand for tertiary education is driven by rising high school graduation rates, with over 80% of high school students expressing a desire to continue their education. However, only about 30% are able to enroll, indicating a significant gap between aspiration and access.
• Equity in access remains a major challenge, as only 10% of TE enrollment comes from the bottom 40% of the income distribution. Most students are from the upper two quintiles, and current financial aid programs, such as Bidik Misi, are insufficient to support a large number of poor students.
• Quality and relevance are central to the success of TE systems. The traditional definition of quality as academic rigor is no longer appropriate, as it tends to favor higher socio-economic groups. Instead, the concept of "fitness-for-purpose" should be used, which focuses on the ability of TEIs to meet the needs of students and the labor market.
• Institutional autonomy is essential for TEIs to respond effectively to student needs and market demands. However, the current system is constrained by rigid funding mechanisms, complex budgeting processes, and limited flexibility in academic and administrative policies.
• Information gaps hinder both students and policymakers. Aspiring students often make decisions based on anecdotal evidence rather than reliable data, and the system lacks comprehensive and accessible information on financial aid, labor market returns, and program quality.

Key Policy Directions

1. Expand and improve the TE sector to meet growing demand while enhancing quality and relevance at all levels. This includes promoting a variety of high-quality providers, degree options, and affordability levels.
2. Implement a comprehensive financial aid policy to support disadvantaged students. The policy should cover all financially needy students, not just the most academically gifted, and aim to increase enrollment among the bottom two income quintiles.
3. Shift the definition of quality and relevance to "fitness-for-purpose." This should focus on the ability of TEIs to meet the specific needs of students and the labor market, rather than on academic selectivity alone. Non-university programs should be prioritized for government support.
4. Enhance institutional autonomy to enable TEIs to make decisions about resource allocation, academic policies, and staff management. Autonomy should be balanced with accountability to ensure effective use of resources.
5. Improve data and information systems to support informed decision-making by students and policymakers. This includes providing accurate data on financial aid, labor market outcomes, and program accreditation, as well as promoting transparency and accessibility.

Supporting Evidence

• The number of workers with tertiary education in Indonesia has doubled between 2001 and 2010.
• Wages for TE graduates remain stable or increasing, suggesting strong demand for their skills.
• The current legal framework for TE has been re-established through Law 12/2012, but implementation remains a challenge.
• There is a need for more equitable access to education, especially for students from lower-income backgrounds.
• Quality and relevance must be redefined to reflect the needs of the average high school graduate, not just the academically elite.

Conclusion

The report argues that tertiary education in Indonesia is a good investment and that the system should be reformed to ensure it is more equitable, relevant, and responsive to student needs. The proposed policy directions are based on empirical findings and aim to create a more effective and sustainable TE system. The authors emphasize that systemic change in TE will take time and that reforms must be implemented at a pace that is compatible with the development of human resources for instruction.

Key Terms and Acronyms

• TEI: Tertiary Education Institutions
• BAN-PT: National Accreditation Board
• DGHE: Directorate General of Higher Education
• SNMPTN: National Selection for Public Tertiary Education Institutions
• SBMPTN: Common Selection for Public Tertiary Education Institutions
• Bidik Misi: Government scholarship program
• COREHEG: Core Higher Education Group
• PIACC: Program for the International Assessment of Adult Competencies
• PISA: Program for International Student Assessment
• Q1-Q5: Quintiles by consumption

Data and Analysis

The report highlights the need for better data and information systems to support policy decisions and student choices. It references various surveys and studies, including the SUSENAS and SAKERNAS, to illustrate the challenges and opportunities in the TE sector. The authors stress that without reliable data, it is difficult to assess the effectiveness of current policies and to design new ones that address the real issues in the system.