Objectives The Analytical and Capacity Development Partnership ACDP 024 study

3 sector 1 . However, the need for a structured, vocationally-oriented training sector to expand the already strong trades-training system and to sit alongside higher education and school education sectors was strongly grounded in the country’s economic reform programs. Overview of the main rationales for National Qualifications Frameworks Worker mobility: Economic integration facilitates the flow of goods and services, including workers, between participating countries. Since education and training systems are widely varied among the member countries, an agreed standard is needed to understand and regulate workers’ qualification. By implementing such standards, workers would be eligible to take job opportunities within the region without having to take additional procedures to re-qualify their competencies. Student mobility: Without a common understanding of each other’s qualifications, student mobility between countries will be difficult to implement. This is particularly true when member countries do not have a similar education and training system and require the transparency that a qualifications framework can provide. Relevance: When establishing program learning outcomes, stakeholders, particularly employers and users, must be involved. Such involvement would improve the relevance of the education and training to the world of work. Lifelong learning: Economic growth brings new prosperity that drives adult employees, who might have missed the opportunity to properly attend schooling, to reenter the education and training system. Some of their work experiences could be recognized, exempting them from taking some courses. Without a qualifications framework that provides for qualifications linkages and promotes recognition of prior learning, such an activity could be tedious, cumbersome, and eventually discourage adults from continuing the learning. In the world of work, experiences could also be used to acquire formal recognition that directly benefits employees’ careers. Accountability of providers: Learning outcomes at program level are required to be well articulated giving sufficient information to the prospective students and parents. This accountability is required as part of good university governance.

1.3 The Analytical and Capacity Development Partnership ACDP 024 study

1.3.1 Objectives

The Government of the Republic of Indonesia represented by the Ministry of Education and Culture, the Ministry of Religious Affairs, and the Ministry of National Development Planning Bappenas; the Australian Agency for International Development AusAID; the European Union EU; and the Asian Development Bank ADB have established the Analytical and Capacity Development Partnership ACDP as a facility to promote policy dialogue and institutional as well as organizational reform of the education sector to underpin policy implementation and help reduce disparities in provincial and district education performance. Within this context, in 2014 the ACDP commissioned a study team to conduct the study for supporting the development of the Indonesian Qualification Framework IQF. The development objectives of this study are to contribute towards achieving nationalmedium to long term socio-economic goals by supporting efforts to improve the quality,efficiency, relevance and competiveness of national education and skills formation through theestablishment of an Indonesian Qualification Frameworkand associated systems andcapacity. This study aims to contribute towards [ACDP 2014]: 1 The initial implementation of a framework of qualifications in 1972 was revised with the subsequent implementation in the early 1990s of the Australian Qualifications Framework which became known as a first generation national qualifications framework. 4 a improved qualifications which better meet the needs of the labor market; b consistent standards for education training providers and qualityassurance; c improvedaccess to information for prospective students, employers, and other stakeholders; d flexible pathways through the education and training system for lifelong learning; and e international recognition of Indonesian qualifications in the context of increased mobility of labor and competition between countries’ education and training systems. This final report covers the road map for the implementation of the Indonesian Qualification Framework with reference to the ASEAN Qualification Reference Framework; the development of Recognition of Prior Learning; and the establishment of the Indonesian Qualification Board.

1.3.2 Development strategy