42 conducted by university’s faculties and departments under MoRTHE previously by DGHE within MoEC
for few professions beyond S-1 degree, e.g. pharmacy, medical, dentistry. The segmented development of the IQF unnecessarily increases cost, drives the system into unnecessary
duplication and cumbersome bureaucracy, and could become a major obstacle in the Indonesia’s preparation to enter ASEAN economic integration. Therefore the issuance of the Presidential Decree
82012 is a golden opportunity to improve coordination. The Decree requires all education and training programs to make reference to the IQF, and at the same time imposing national qualification leveling to
all programs based on their equality in learning outcomes. Nevertheless, lack of coordination at higher level does not discourage attempts to develop coordination by units under MoRTHE and MoM. Some
LSPPCBs have been established at polytechnic institutions, whereby the certification process and outcomes are nationally endorsed and recognized by BNSP.
4.1.2 Weak coordination
The term training under MoM and course under MoEC providers is in practice the same, since providers under both Ministries offer similar training. Despite this, most providers under both Ministries
have to register separately with the accreditation authorities authorized by MoM and MoEC. Each of the Ministries has established separate agencies for registration, accreditation, assessment, and
certification. To acquire recognition and funding assistance from both, providers are subject to regulation by both Ministries.
Policy makers in the government bureaucracy tend to avoid mingling with issues outside their jurisdiction. Hence it is not uncommon to find overlapping, sometime even conflicting, regulations
issued by different Ministries. Other Ministries and agencies add to the complexity of the problem by issuing regulations with limited coordination with MoM and MoEC. This bureaucratic predicament may
therefore extend to other IQF related issues such as RPL if coordinating policies are not rigorously stipulated during the IQF development phase.
4.2 Qualifications Framework
4.2.1 Lack of national competency standards as a reference
In some sectors, implementation of competency standards for the some industries is already in the advanced stage. Tourism is an example of such sector, whereby competency standards have been
implemented long before the IQF was decreed. On one hand such an advanced stage benefits the implementation process for the IQF, but on the other hand it requires a significant effort to harmonize
the existing standards with the IQF. When the industries in this sector began to implement the competency standard, national competency standards for Indonesia did not exist and they had no
choice but to develop their own. The standard of competencies have to be synchronized with the relevant IQF level of qualification that further equate the learning outcomes agreed upon in the ASEAN
MRA. Moreover, some job titles currently defined by providers need to be adjusted to confirm regionally recognized nomenclatures see box below and report on FGD in Annex A.
Tourism
Issues to be resolved in the tourism sector are nomenclature that does not fit with the national standards as required by the IQF, job titles defined by providers that do not align with the job titles
regionally agreed upon in the ASEAN MRA, and learning outcomes that do not comply with the IQF requirements. In this study significant efforts have been given to provide assistance through a
series of focus group discussions FGDs to resolve these problems.
43 The tourism sector is perhaps a unique case, since Indonesia is considered as already in the advanced
stage in developing and implementing learning outcomes compared to some other ASEAN member countries. Nevertheless, it demonstrates the critical role of national competency standards in the
development and implementation of a national qualifications framework. Without national agreement, the development of competency standards will continue to be fragmented, segmented, and
uncoordinated. Hence, the flow of RPL process in this sector may also be affected in which recognition of prior acquired competency standard cannot be appropriately assessed and valued.
4.2.2 Irrelevant qualification learning outcomes
