45 communication with BNSP for developing an institutional certification program. The LSP established at
polytechnic institution is licensed by BNSP to issue recognized certificates.
4.3.1 Benefitting from RPL
A national approach to RPL is needed for a variety of reasons, including in particular to help upgrade levels of certification of the adult population; thus it can be used for adults with sufficient work
experience who would like to reenter the formal education or training system in order to achieve a higher level of qualification or to enable recognition of the skills and knowledge gained for other
purposes. Hisher experiences need to be properly assessed before a decision is made on whether some academic work could be exempted. Although not frequent, such mechanisms are not uncommon in
some higher education institutions.
Indonesia faces a problem because the national system has to deal with a massive volume of potential RPL cases, such as the upgrading of 46,000 unqualified nurses see box below and report on FGDs in
Annex. Without a national approach as a reference, quality could be compromised by negotiation at local levels. Since the nursing profession deals with patients, the risk is intolerable.
Nursing
The Law 382014on Nursing requires D3 as the minimum qualification to qualify as a practicing nurse. As a consequence, nurses without a D3 qualification are considered unqualified and are
required to be upgraded to D3. The government’s first priority is for nurses in public hospitals, which is estimated at 46,000 nurses. When the coverage is extended to those working in private
hospitals, the number could easily exceed 100,000. Most of the 100,000 nurses have been in service for years so it is expected that some of their work experience could be recognized through
RPL.
4.3.2 Industry experienced lecturers
In some fields, particularly vocational and professional education, it is highly desirable to have lecturers with extensive working experiences. For example in fields such as manufacturing, engineering, or
performing arts, lecturers with working experience are essential. Many such potential candidates for lecturer positions, however, do not possess the required formal qualification. The Law 142005 on
Teachers and Lecturers requires that lecturers should hold at least a S2 qualification to be eligible.
The MoEC Regulation 732013 provides an important solution to this problem by giving an opportunity for highly experienced individuals to meet the requirement through RPL. Their working experiences can
be assessed, and if all criteria are met they can be granted the formal eligibility to lecture. Granting eligibility does not mean awarding them with degree although there might be financial incentives as
lecturers. However, problems still exist in regards to: who will do the assessment or who is eligible to do the assessment; what reference points will be applied e.g. competency standards; and how the
consistency of the RPL of the process will be assured. Professional development of assessors and documentation of protocols for RPL are crucial to this process.
4.3.3 Ensuring confidence in RPL decisions
RPL assessment should be integrated into mainstream quality assurance systems to ensure that the decisions made by assessment providers are accepted by all stakeholders. RPL should be considered as
an alternative and legitimate pathway for entry into programs and for recognition of qualifications. Consultation and focus groups conducted by the study team revealed that this issue is a challenge for
RPL implementation.
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Chapter 5 Road map for IQB establishment
5.1 Rationale for Indonesian Qualification Board IQB
A national qualifications framework NQF is a set of nationally agreed standards, developed by competent authorities, which recognize learning outcomes and competences for all forms of learning
[UNESCO 2012]. With the introduction of the Indonesian Qualification Framework IQF,
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consideration needs to be given to how to:
• communicate the frameworks both nationally and internationally; • coordinate and ratify further national IQF determinations;
• manage and maintain it, including ensuring progressive implementation across the various education and training sectors;
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and, • link to and support quality assurance mechanisms.
The establishment of the IQB is particularly essential for: • providing consistent national IQF interpretations of qualifications, qualifications types,
qualification type descriptors; • harmonizing the existing qualification systems operated under different auspices, e.g. MoM,
MoEC, MoRTHE, MoH
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, professional associations, other ministries; • taking the leading role in promoting and educating the public;
• playing the key focal point for the IQF in dealing with international counter parts; and • providing additional quality assurance of the education and training system.
5.2 Basic principles
Governance can be defined as: ‘…the set of responsibilities and practices, policies and procedures, exercised by an agency’s executive, to provide strategic direction, ensure objectives are achieved,
manage risks and use resources responsibly and with accountability’[Australia 2007]. 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.
5.3 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
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Presidential Decree 82012 on the Indonesian Qualification Frameworks Kerangka Kualifikasi Nasional Indonesia
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Inclusive of all pathways and all education and training sectors including skills sector
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MoH = Ministry of Health
