June 2014 Policy Brief 89220 Akademi Komunitas Current Development and Future Challenges The highest unemployment rate is found among high school leavers. They are either academically inadequate or too financially weak to continue their study to higher education. A new type of higher education institution is urgently needed to prepare these young people before entering the job market. 1 Introduction to be properly addressed. Figure 1 shows that less In the last five years, the Government of Indonesia than 5% of total enrolled higher education students has successfully expanded access to higher education are coming from the poorest quintile. A study on through various programs, as demonstrated by a enrolment by income brackets using the Susenas significant increase in the Gross Enrolment Rate data reveals that disparity becomes more visible (GER), from 21.3% in 2008 to 27.1% in 2011. This and striking in secondary education. Only 36.08% GER is still considered moderate compared to other of the population with the lowest income bracket ASEAN countries such as Malaysia (40.2% in 2009), (quintile-1) was in school compared to 89.23% for the Philippines (28.9% in 2008), and Thailand (47.7% the highest income bracket (quintile-5) in 2010. in 2011) (UNESCAP, 2012). The figure drastically drops for higher education, where only 2.54% of quintile-1 was in a S-1 degree In spite of the significant achievement in increasing program compared to 64.66% in quintile-5 in 2010 the enrolment rate, the issue of disparity still needs [Moeliodihardjo 2013]. Figure 1: Number of higher education students by per capita consumption quintile, 2012 2,500,000 Private HEI Public HEI 2,000,000 1,500,000 1,000,000 500,000 0 Poorest Lower Middle Upper Richest Source: Susenas 2012 2 Policy Brief Figure 2: Indonesia performs relatively poorly compared with other middle income countries and its East Asian neighbors Average levels of learning achievement in selected countries, 2012 PISA Mathematics Reading Science Shanghai-China Shanghai-China Shanghai-China Singapore Korea Singapore Chinese Taipe Singapore Japan Korea Finland Finland Finland Japan Korea Japan Australia Viet Nam Australia Chinese Taipe Chinese Taipe Viet Nam Viet Nam Australia OECD OECD OECD Slovak Republic Slovak Republic Slovak Republic Turkey Turkey Turkey Thailand Thailand Thailand Mexico Mexico Malaysia Malaysia Brazil Mexico Argentina Jordan Jordan Jordan Malaysia Argentina Brazil Indonesia Brazil Indonesia Tunisia Tunisia Tunisia Argentina Qatar Peru Peru Indonesia Qatar Qatar Peru 0 100 200 300 400 500 600 700 0 100 200 300 400 500 600 700 0 100 200 300 400 500 600 700 Average country score Average country score Average country score Source: OECD PISA 2012 Results: What Students Know and Can Do: Student performance in reading, mathematics and science. Notes: 15 year old students in Indonesia are expected to be in the last grade of junior secondary school and have completed 9 years of formal basic education. In addition to the problem of inequity, the quality a single value from a well-labeled chart or table’. of education in Indonesia, as measured by learning Indonesia PISA average scores, in fact, are close to 1.5 outcomes, is a serious concern. According to the standard deviations below the OECD average. This latest Program for International Student Assessment means the average high school graduate in Indonesia (PISA) learning assessment, Indonesia lags behind has knowledge and skills that are two- to three grade other middle income economies and its East Asian levels below the average OECD high school graduate. neighbors (see Figure 2). For example, 15 year-old students in Indonesia have learning levels well below Although the unemployment rate has decreased their counterparts in Vietnam which has a lower per- from 7.87% in 2009 to 6.25% in 2013, many employers capita income. have complained about the lack of relevant knowledge and skill of the graduates from higher In Indonesia, the majority of 15 year-old fall below education institutions. The highest unemployment level 2 proficiency. In some countries this low rate is found among the high school leavers, which skill level is associated with student difficulties in is 9.74% for SMA and 11.1% for SMK in 2013. They are continuing into higher education and making a either academically inadequate or financially weak successful transition into the labor market. Moreover, to continue their study to higher education, and in 2012 three-quarters of Indonesian students were yet they are unprepared for acquiring employment. at level 1 or below. In mathematics students scoring Therefore, there is an urgent need for a new type at this level are only able to do ‘very direct and of higher education institution for preparing these straightforward mathematical tasks, such as reading young people before entering the job market. Akademi Komunitas 3 Current Development and Future Challenges Although unemployment rate is decreasing from 7.87% in 2009 to 6.25% in 2013, complaint on education relevance has been increasingly raised by employers. 2 Current development 2.1 Regulatory framework disadvantages, (ii) to provide youth with vocational & technical education that will allow them to become In 2012 the Parliament passed the Law 12/2012 on qualified technicians, and (iii) to provide lifelong Higher Education, whereby a new type of higher learning opportunities to adults and existing workers. education institution is introduced. Article 59 (7) of By achieving these objectives, the government can the new Law stated that “Akademi Komunitas (AK) is provide good quality manpower needed for economic a higher education institution operating vocational development, reduce youth unemployment, achieve education at the level of Diploma I and/or Diploma the objective of social inclusion, and maintain the II in one or several fields of study based on the local employment status of people who are already in the comparative advantages”. job market. Further article 81 of the Law 12/2012 stipulates that According to an interview with DGHE, the Indonesian (1) “the Central government, together with Regional government places a high priority on the first and Governments, gradually develops at least one AK in second objectives, namely to improve access for high each district or municipality (or in border and remote school graduates with disadvantages and to train and areas) based on its comparative advantage”; and (2) ultimately produce high quality technician and hence “the development of AK should be carried out based reduce youth unemployment. The government also on the local comparative advantages to accelerate the plans to establish at least one AK in each district prosperity development of the local community”. (‘to create up to 269 community colleges by 2015’ – eventually more than 500 districts in Indonesia). The plan to increase enrolment in vocational education However, the government needs to re-think its is in line with the MoEC’s master plan to increase the decision on only focusing on the first two objectives.. proportion of vocational enrolment from 17.2% in This is because not every district’s economy is centred 2009 to 30% in 2014. The Diploma I and Diploma II around the existence of an industry (e.g. industry education level is also explicitly mentioned in the complex), therefore, it would make more sense also Presidential Regulation 8/2012 on the Indonesian to establish AK to achieve the third objective. Qualification Framework, as qualification level 3 and 4 respectively. Anticipating the new Law on higher education, the Board of Higher Education (BHE) conducted a study 2.2 Government strategy on AK, and submitted the report to the DGHE in May 2011. The report recommends that AK should There are at least three main objectives of AK focus its attention to life-long learning, providing establishment: (i) to provide higher education a wide variety of practical training programs to the opportunities to high school graduates with local community. Although the report recognizes 4 Policy Brief the AK potential to significantly contribute to the findings from the brief visits conducted. gross enrolment rate, it puts strong emphasis to AK relevance to the local needs. On the 3rd of June 2014, a workshop was conducted in Surabaya and representatives from 15 AK candidates Based on various considerations, among others the were invited. In the workshop, 2 international BHE recommendations, in March 2013 the DGHE speakers were invited to share their experiences1. The published the Blueprint of AK development in 2012. brief profile of the 15 AK candidates are presented in The implementation of the plan has been carried the Appendix. out since 2012 through a pilot implementation of a competitive grant program. The program invites In general AKs have successfully attract local high regional government and industries to submit school leavers, who otherwise will not have had proposal for developing AK. The central government access to higher education, either due to financial will provide initial fund for the selected proposals, difficulties, geographical isolation, or limited with an ultimate goal of formally establishing the academic capacity. The current practice of providing AK. To date the grants have been granted to 35 free student tuition, however, might not be the only proposals in 2012, 27 in 2013, and 10 to 15 in 2014. solution for AK, and more creative solutions could be The continuation of the grant for the subsequent designed for achieving the same objective. years depends on the evaluation of its achievement. According to the blueprint, the plan is to establish The common weakness of the existing approach 269 AKs in 2015. identified is the “supply driven” mindset, taking the basic assumption that the market will be driven 2.3 Initial assessment of the pilot by the supply. The education institution provides implementation training based on the availability of the teacher and institutional capacity (mostly IT related), instead of the The World Bank has been asked by the DGHE demand identified from the industries, businesses, to conduct a quick assessment of the current and employers. The only exception among the AK implementation of the AK development. In order to candidates visited is the Multistrada, whereby the carry out the task, during the period of April - June training process and curriculum is extended from a 2014, the team has visited 4 sample AK, i.e. Lampung tire industry’s in-house training program. Tengah in Lampung, Curup in Rejang Lebong- 1 Dr Martin Riordan, CEO of TAFE Sydney Australia, and Dr Richard Bengkulu, Sidoarjo in East Java, and Multistrada in R. Hopper, the President of Kennebec Valley Community Bekasi-West Java. The following table highlights the College (KVCC) Maine USA Table 1: A brief snapshot of AK Akademi Study Program Teaching Student Remarks Komunitas staff enrolment Curup Rejang 1. Horticulture (D2) 48 260 Try to respond to local needs and capitalize the Lebong, 2. Fisheries (D2) local comparative advantages; Bengkulu 3. Animal husbandry (D2) Has developed cooperation with local farmers; Strong support from local government Lampung 1. Informatics 47 205 Still has to respond the local needs; Tengah Management (D1) Insufficient number of qualified instructors; 2. Multimedia (D1) Still has to develop cooperation with local 3. Computer engineering industries and networking (D2) Sidoarjo 1. Information Technology 12 190 Still has to respond to the local needs; (D1) Problematic land procurement and regulations 2. Multimedia (D1) 3. Food Processing (D1) Multistrada 4. Manufacturing (D1) 33 161 Very responsive to the needs of industry; Bekasi 5. Tire engineering (D1) Needs to develop more generic curriculum; Needs more proper regulations Source: Field Information Akademi Komunitas 5 Current Development and Future Challenges One of the primary objectives of AK establishment is to accelerate development in the disadvantaged, remote, and border areas. 3 Constraints 3.1 Scarcity of qualified instructors institutional capacity. Therefore combined programs which consists of a newly established AK coupled The most critical challenge in developing AK is the with a more established institution might be worth difficulty in recruiting qualified instructors. Currently developing. all instructors in AK candidates are non-permanent, either recruited from local SMK or polytechnic. 3.3 Long term commitment As relevance to the local needs is critical in AK development, instructors must have sufficient work Establishing and developing an AK requires a experience to be qualified. However most candidates long term commitment, and the behavior of most with such experience are not attracted to change industries in Indonesia does not resonate this need. their career from industries to education, with the Although some might be willing to allocate part of exception of those who have reached their retirement its corporate social responsibility (CSR) budget to age. The relevant work experience cannot be acquired support an AK, commitment is usually given annually through a formal training program, and it will require instead of multi years. a long period of time to meet this goal. Some regional governments are eager to support the The scarcity of qualified candidates to become AK establishment of AK in its region, mostly due to local instructors could potentially push bureaucracy to political considerations. However, Bupati or Walikota recruit fresh graduates from teacher training colleges. term is limited to 5 years, and commitment might be At present the number of graduates from such teacher lost when political power changes. training colleges far exceeds the available places for school teachers. It is important to assure that AK will Therefore it is extremely important to link the local not be used to absorb graduates from these colleges needs to the AK’s curriculum and education process. who may not have the relevant competencies. As far as the needs are there, and as far as the AK are in line with local needs, the commitment from the 3.2 Weak institutional capacity local community should continue. This strategy is a “bottom up” strategy, in contrast with the “top down” One of the primary objectives of establishing AKs strategy currently implemented. is to accelerate development in the disadvantage, remote, and border areas. In these areas institutional 3.4 Prevailing regulations capacity is almost certainly weak, and it will require a long period of time to develop institutional The most serious hindrance in developing AK is the capacity. Nevertheless, the availability of quality Law 14/2005 on teacher and lecturer. The Law requires staff with strong leadership could compensate weak all lecturers to have S2 qualification, whilst AK (and 6 Policy Brief also polytechnics) needs lecturers with industrial Another obstacle is the rigidity in defining study experiences instead of higher academic qualification. programs. Under the existing regulation, the name Without S2 qualification, lecturers in AK are not (nomenclature) of study programs is centrally eligible to receive incentives from the government. regulated by the DGHE. Since AK is designed to be responsive to the local needs, it should have the The Presidential Regulation 8/2012 and the MoEC flexibility in establishing new study programs and Regulation 73/2013 on the Indonesian Qualification terminating existing study programs. Framework provide solution to overcome the problem through a process of recognition of prior The current AK candidates are operating under the learning (RPL). However, the implementation of this close supervision of established institution (mostly regulation will be difficult without cross-ministerial polytechnic) in the proximity. In its current status, harmonization of regulations i.e., MoEC, Ministry of all programs offered by AK candidate should be Manpower and Transmigration, Ministry of Industry, in line with study programs offered by the mentor and Ministry of State Apparatus and Reform of institution. Such rigidity significantly limits AK’s ability Bureaucracy, to be implemented in the field. to respond to local needs. 4 Challenges 4.1 Proliferation 4.2 Sustainability Without proper guidelines, control, and regulations The lack of long term commitment from the in place, AK could be established just to serve short stakeholders can potentially make the existence term needs such as: political goals during elections of an AK unsustainable. When the stakeholders do or purely monetary benefits. With this, Indonesia not feel that the AK fulfill their demand, they will could experience a proliferation of low quality AKs. lose their interest to provide support. With limited Such trend could potentially jeopardize the initial support, high school leavers may lose their trust that objective of establishing an AK, which is to provide the respective AK has the potential to improve their the high school leavers with more opportunity to chance in getting employment. acquire employment. Establishing and developing AK requires long term commitment, which is not a common behavior demonstrated by most industries in Indonesia. It is extremely important, therefore, to link the local needs to AK’s curriculum and education process. Akademi Komunitas 7 Current Development and Future Challenges The government needs to draw the overall picture of the higher education system first and then design the AK system. At present, there is no clear distinction in roles and function between university, polytechnics, and AK. Without clarifying the role and responsibility of each type of higher education institutions, it would be very difficult to sebaiknya Kebijakan design theberupaya menciptakan overall structure peluang of higher bagiin education lulusan SMA untuk the national meningkatkan education system. keterampilan mereka melalui opsi jenis pendidikan tinggi. 5 Recommendations for future development 5.1 From supply-driven to demand- categorize regions/districts into (i) industry zone, (ii) driven higher education access zone, and (iii) mixed zone, and set different priority of objectives accordingly It is important to note that there is not one best model (see Box 1). that fits all. Thus it would be difficult and unrealistic to apply the same set of priority to every region in The grant to develop AK is recommended to be Indonesia. It would be better for different regions to targeted mainly to the major stakeholders, i.e. local have different objectives depending on each region’s employers, local industries and businesses, and individual characteristics. For instance whether local community, instead of to the local regional their economy is based on industry, their regions’ government. The local government could participate demographic characteristics, and their students’ as a partner, but the leading role should be taken by social economic background. For example, in the the stakeholders. In that case the approach of supply case of Karawang, an industrial area, it is possible and driven could be shifted into more demand driven necessary to establish AK that can train technicians in initiative. collaboration with industry and enterprises. However, in the case of other islands where people are scarcely 5.2 Clear and Consistent regulations populated and no firms which can participate in AK education are there, it would not make sense to The government needs to draw the overall picture of establish AK whose education focus is on training higher education system first and then design the AK technicians. system, i.e. how it fits to the overall higher education system. At present, there is no clear distinction in It is necessary to conduct a basic study on the roles and functions between university, polytechnic, characteristics of all regions/districts - industry base, and AK. Without clarifying the role and responsibility demographic structure and its change, changes in of each type of higher education institutions, it enrolment/completion rates by school level & social would be very difficult to design the overall structure economic background, existence of other higher of higher education in national education system. education institutions, economic returns on higher The overall picture of higher education should have education investment, economic capacity of local systematic links to high school education, industry / government, and migration pattern. Based on the labor market, 4-year university, graduate schools, and results of this study, the Indonesian government can research institutes. 8 Policy Brief Box 1: Several Possible Design for AK If the government could categorize three types of zones, then it needs to develop at least three kinds of models for AK development: (i) industry-based technical education-focused; (ii) local social demand-based general education-focused; and (iii) mixture of (i) and (ii). There must be slight variation in each category of 3 zones. In the case of model (i), AK can have consultancy services from polytechnics, other similar community colleges, universities, industry training centers. AK can be established by the central/local governments, domestic firm(s) or foreign / multinational firms. In the case of model (ii), AK can develop curriculum for general academic education (in some sense, to help students prepare for transferring to 4-year university). AK can benchmark with the community colleges as it is in the U.S., where general liberal arts education are also provided. In the case of model (iii), AK can develop a different curriculum which is the mix of technical and general education. Especially in the district where only 1 AK can be established due to financial constraints and relatively small size of secondary education, it would be better to make an AK that can provide two combined tracks of education so that students can have a wider range of choices. If the Indonesian government wants to put priority on model (i), then the DGHE may want to conduct pilot projects (avoid full-scale application) as follows: (i) first select industry areas and regions which have the greatest importance on national economic growth, (ii) identify the main actors who can/want to establish and manage AK, (iii) make a plan for establishing and managing the AK in collaboration with the main actors, industry people, community leaders, This plan includes organizational structure, governance system (actors including ‘steering committee’, decision-making process), funding mechanism, budget management system and methods, M&E procedure, (iv) conduct, oversee and evaluate AK; (v) revise plan; (vi) re-implement plan and conduct monev; and (vii) review the entire process using monev results to discover key factors for both success and failure. With respect to the AK development, the Indonesian 5.3 Quality assurance government needs to think on the role and responsibility of AK and polytechnics and the In order to prevent AK’s from operating below the possibility of merging polytechnics and AK into one minimum standard, the quality assurance measures category, or at least strengthen AK’s development should be strictly imposed. In the context of AK, by capitalizing the existing polytechnic’s capacity. In The quality assurance requires parameters to this regard the Law 14/2005 on teacher and lecturer indicate minimum service standards to be achieved, should be amended to accommodate the new needs appropriate accreditation process (including the and demand for AK instructors, as well as polytechnics. necessary formats and the qualification of assessors), Linking monetary incentive to merely administrative and an internal quality assurance system. Currently, achievement, like the current teacher certification the accreditation system is centered on the National program, will surely lead to inefficiency in the use of Accreditation Board (BAN-PT). BAN-PT is seriously public funds. constrained by its limited resources (lack of budget, Regulations allowing industrial experts with long lack of human resources) while it has been assigned a industrial experience to convert its expertise to big responsibility to accredit more than 3,500 Higher qualification require a clear mechanism to recognize Education Institution (HEI) in the country. In this prior learning. In order to provide the flexibility regard, the government should consider creating a needed, it is also highly recommended to relax the separate accreditation system for non-university HEIs. existing regulations on opening and terminating study programs, particularly for AKs. Akademi Komunitas 9 Current Development and Future Challenges 5.4 Incentive for industry and private industry in a systematic way on a regular basis (e.g., a sectors steering committee in each AK, at least half of which are from industry). It is necessary to invite all stakeholders - central and local governments, private firms, industry ‘Industry-AK collaboration’ needs to be incorporated representatives, research institutes, universities, high in all aspects of AK management and supported by schools, - from the first stage of designing an AK to institutional level (Industry-AK cooperation should be developed to the evaluation of AK’s performance. not be left on the hands of individual professors). An incentive package might be developed to attract This is one of the key prerequisite for the success of industries to provide support for the AK development. AK development. AK can be successful only when the interests of AK, private firms and industry, and 5.5 Support provided the governments are met. For example, industry-AK collaboration should be based on mutual benefits. The support – financial and administrative – that Through the collaboration, an AK can provide high the government can provide for the development quality education relevant to industry needs, which of AKs may be different from model to model. Based will lead to higher employment rate of its graduates. the review of the current practice of the government This result can send positive signal to high school support to AKs and other higher education students so that more high school students want institutions, the government needs to develop a to apply for this AK, which contribute to increasing list of possible support from both central and local the reputation of the AK and its sustainability. On governments. the other hand, industry and private firms can recruit competent workers, which will result in Support provided from the central government higher productivity and thus higher profit. From (DGHE) to the AK candidates should be concentrated the government perspective, the collaboration can more in technical assistance, instead of physical contribute to the formation and flow of human capital hardware, which is expected to be contributed by and thus national economic growth. the local stakeholders. Although hardware could still be included in DGHE grant, assistance to develop What is most crucial is the input from industry – institutional capacity is much more important. information on skill demands by type and level, Assistance is provided right from the beginning, participation in curriculum development and during the process of developing proposal. Such operation, evaluation of education results, and assistance could include among others: employment. In that sense, it is extremely important to form a mechanism/institution that links AK and the  Technical assistance to identify the skills and competency needed by the local industries, businesses, and community;  Industrial fellowship, for instructors to work in the industries and for the industry staff to work in the education institution;  Assistance in developing relevant curriculum; and  Assistance to develop institutional capacity  Assistance to develop an appropriate training and assessment certification for industry experienced personnel to become AK teachers. 10 Policy Brief APPENDIX QUESTIONNAIRE – COMMUNITY COLLEGE WORKSHOP. SURABAYA, JUNE 3, 2014 No. NAME STUDY PROGRAMS NUMBER OF STUDENTS NUMBER OF INSTRUCTORS PROBLEMS 2012 2013 2014 2012 2013 2014 1 AKN Pacitan Information Technology 10 120 16 27 27 21 1. Class time adapted to suit working students’ schedule Akademi Komunitas Multimedia Broadcasting 18 60 15 2. Not all graduates are absorbed by industry 3. Government’s contribution needs to be improved Multimedia Animation 60 10 2 AKN Sumenep Informatics 140 200 N/A 25 25 N/A 1. High working students’ Drop Out rate Multimedia 2. Lack of teaching-learning facility 3 AKN Situbondo Information Management (D2) 78 49 N/A 4 5 N/A 1. Borrow SMK’s building Food Processing (D2) 5 6 2. No permanent instructors and administrative staffs 3. Student can only afford 5% tuition fees General Courses 13 15 Current Development and Future Challenges 4 AKN Sidoarjo Information Management 75 82 N/A 35 35 35 1. Borrow SMK’s building Multimedia 2. Unresolved land ownership 3. No permanent instructors, administrative staffs and laboratory Fish Processing personnel 5 AKN Nganjuk Information Management 60 70 120 25 25 40 1. Lack of public confidence in graduates’ prospects (D2) 2. AK managers’ time constraint (holding concurrent positions in local Food Industry education office / SMK) 6 AKN Mukomuko Information Management 130 93 150 32 40 42 1. Limited promotion of AK Fisheries (cultivation) (target) 2. Lack of public confidence in AK’s (less known) reputation 3. Public preferred civil servants occupation Plantation/agriculture 7 AKN Information Management (D1) 184 205 205 34 49 49 1. Lack of facility Lampung Tengah Multimedia Information 2. Borrow SMK’s facility Management (D1) Computer Networking, Information Management (D2) 8 AKN Rejang Lebong Animal Husbandry 182 250 150 46 48 48 1. Unfinished regulation Fisheries (Cultivation) 2. Meeting lecturer/instructor education standard 3. Unclear institutional format Horticulture 9 AKN Blitar Information Management 151 228 N/A 20 26 N/A 1. Late budget allocation Multimedia 2. Limited personnel structure 3. Limited funding for instructor Business Administration 10 AKN Keerom Automotive engineering 76 81 N/A 17 18 19 1. Applicants want D3 status Computer Networking 2. Slow internet connection 3. Land issues 4. Late payment 11 AKN Information Management 69 143 150 20 20 20 1. Undisbursed budget Lamongan Multimedia Broadcasting 2. No facility (own building) 12 AKN Kotawaringin Automotive engineering (D2) 90 187 187 12 14 14 1. Undisbursed budget Timur Computer Networking (D2) 2. No permanent instructors and administrative staffs 13 AKN Palinela Horticulture 183 164 N/A 24 from 68 from N/A 1. Borrow SMK facility Fisheries 2 sub- 7 sub- 2. Limited instructors (mostly SMK teachers) campusses campusses Food Technology 14 AKS Multistrada Tire manufacturing (D1) 37 121 N/A 72 N/A N/A 1. Instructor’s education: SMK with long working experience Sales and marketing(D1) 2. Complicated procedures to establish private CC, especially industry that has been publicly listed – not generally the industry’s Tire services (D1) core business 15 AKN Manokwari Computer Networking N/A 65 53 N/A 12 10 1. No permanent instructors 2. No modules Automotive engineering 3. Late fee payment 11 References Al-Samarrai, Samer. 2013. What do the latest PISA results tell us about the quality of education in Indonesia? A Brief. World Bank, Jakarta. DGHE-MOEC. 2012. Cetak Biru Akademi Komunitas. MOEC. 2011. Community College: Kajian Profile dan Strategi Pengembangannya di Indonesia. Moeliodihardjo, B. Y. 2013. Equity and Access in Higher Education. World Bank: Jakarta. World Bank. 2013. Indonesia’s Higher Education System: How Responsive Is It to the Labor Market, Jakarta. World Bank. 2014. Tertiary Education in Indonesia: Directions for Policy, Jakarta As parts of its support for the Indonesian Tertiary Education, DFAT (Department of Foreign Affairs and Trade, previously known as AusAID) through the World Bank has funded studies to support the Directorate General for Higher Education’s strategic planning and provide on-demand policy recommendations. The findings, interpretations and conclusions expressed in this publication does not necessarily reflect the views of the Government of Indonesia and the Government of Australia. Human Development Sector World Bank Office Jakarta Indonesia Stock Exchange Building, Tower 2, 12th Floor Jl. Jenderal Sudirman Kav. 52 – 53 Phone: (021) 5299 3000, Fax: (021) 5299 3111 www.worldbank.org/id/education