High Level Forum AQRF and IQF
DIRECTOR GENERAL OF LEARNING
AND STUDENT AFFAIRS
MINISTRY OF RESEARCH, TECHNOLOGY,
AND HIGHER EDUCATION
KEYNOTE MESSAGE
“HIGH-LEVEL FORUM ON AQRF AND IQF
REFERENCING IN TOURISM
AND ICT-MOOCS”
JAKARTA, 13 DECEMBER 2016
The honorable,
• Director of SEAMEO Secretariat;
• All Director of SEAMEO Centers;
• Director of Learning, MoRTHE;
• Distinguished Delegates, Committees and
Participants,
• Ladies and Gentlemen,
Assalamu’alaikum warahmatullahi wabarakatuh.
Good morning and peace be upon us.
1
It is an honor for me to be given the opportunity to
give a keynote message on a very important event,
that is “High-Level Forum on AQRF And IQF
Referencing In Tourism and ICT-MOOCs”. I am
delighted to congratulate you all for participating in
this forum.
Ladies and gentlemen, honorable guests and
participants,
To start with I would like to quote a statement from
Julia Gillard, a former prime minister of Australia,
when she commented on global competitiveness.
She said:
“Our future growth relies on
competitiveness
and
innovation,
skills and productivity … and these in
turn rely on the education of our
people”
Global competitiveness is a relatively new concept
in our modern economy and an instrument that
aims to “assess the ability of countries to provide
high levels of prosperity to their citizens. This in turn
depends on how productively a country uses
available resources”. It is calculated based on a
variety of aspects, including wage level,
infrastructure, macro economy, and, in relation to
2
the very important aspect that I want to address
here, on higher education and qualification
framework
Dear honorable guests,
As we are all aware, as of 1 January 2016, the
SEAN Economic Communirty (AEC) came into
effect. . A logical consequence of AEC is the free
flow of goods and services within ASEAN countries,
followed with investment, skilled labor and capital
flows. The question is, what have we, the ASEAN
countries prepared for this challenge?
In response to such a question, fortunately , we in
AEC do have the cooperation framework. The AEC
areas of cooperation include human resources
development and capacity building; recognition of
professional qualifications; closer consultation on
macroeconomic and financial policies; trade
financing measures; enhanced infrastructure and
communications connectivity; development of
electronic
transactions
through
e-ASEAN;
integration of industries across the region to
promote regional sourcing; and enhancement of
private sector involvement in the building of the
AEC. Thus, related to that, the implementation of
3
qualifications framework becomes an essential
requirement.
Ladies and Gentlemen,
Twelve priority sectors have been selected for
entering the ASEAN Free Trade Area (AFTA), and
three of them have already completed their Mutual
Recognition Arrangements (MRAs). Of the twelve
priority sectors, the five service sectors chosen are
healthcare, tourism, logistic, e-ASEAN, and air
transportation.
In order to facilitate a mutual understanding of
ASEAN member countries’ qualifications, and
therefore assist in the mobility of workers, as well
as students, among the member countries, as we
are all aware of, an agreed standard has been
established. In 2015, the relevant ministers of the
member countries endorsed the ASEAN
Qualifications Reference Framework (AQRF). The
AQRF consists of eight levels each described as
two domains: knowledge and skills, and application
and responsibility.
The AQRF is a common reference framework
designed as a translation device to enable the
comparison of qualifications across ASEAN
4
member countries. As National Qualifications
Framework (NQF) becomes an essential
requirement in implementing the AEC, each
ASEAN member country is required to establish its
own NQF and reference it to the AQRF.
While economic development is an indisputable
stimulus, as illustrated in the ASEAN case, the
development of qualifications framework is also
motivated by a nation’s imperative to reform its
education system. NQFs are now globally
recognized as the foundation of the educational
strategies needed to build nations’ skilled
workforces to support their economic development
and growth.
The best estimate is that the majority of countries –
spanning all continents – has developed or is
developing a national qualifications framework.
Furthermore with the increasing global mobility of
workers, the need for a national mechanism against
which skills and qualifications gained elsewhere
can be recognized is becoming an imperative.
NQFs are used for the latter purpose in the absence
of a regionally agreed referencing tool such as the
AQRF.
5
Ladies and Gentlemen,
In Indonesia we do have the Indonesian
Qualifications Framework (IQF) which was started
in 2012, by Presedential decree. The Presidential
Decree stipulates a hierarchy of 9 qualification
levels to enable equivalency of the outcomes of
formal education, non-formal, informal, or work
experiences. It serves as a reference for
understanding the complexity of recognized
competence in the job structure in all sectors. It also
becomes the fundamental reference for defining the
competence of graduates of academic, vocational,
and professional education against the different
levels. Eventough is has been strated in 2012,
the current stage of implementation of IQF varies
among different sectors in Indonesia. The
implementation of qualifications framework in
higher education should be carried out in the
context of toward improving quality and relevance
by strengthening quality assurance. The IQF also
requires courses offered in higher education to
adjust their learning outcomes to skills formation,
from previously limited to education achievement,
and make this information available to the public. In
order to prevent over emphasis on indicators and
external assessment, it is critical for the
government to send a clear message to all
6
stakeholders, that the ultimate goal of introducing
the IQF is to build a culture of quality within each
institution.
Distinguished ladies and gentleman,
Tourism in Indonesia has become an important
component of the Indonesian economy and,
consequently, a significant source of its foreign
exchange revenues. The Ministry of Tourism states
that in 2015, our tourism sector contributed to
around US$ 11 billion of foreign exchange;
increased more than 7% each year over the past
five years. Our tourism sector ranked as the 4th
largest among goods and services export sectors.
The Bureau of Statistics has also shown that in the
year 2016, ~8 million international visitors entered
Indonesia, staying in hotels for an average of 7.5
nights and spending an average of US$1,142 per
person during their visit, or US$152.22 per person
per day. These numbers show our achievement
and commitment to tourism. However, if we
consider our natural and cultural potentials, there
are still a lot of things to be done, particularly in
managing these resources more effectively and
preparing our human capital for the business.
7
Among the challenges that our human resources
are facing now is embracing the AQRF and IQF
Referencing in Tourism. In line with the QA network
development, ASEAN member countries need to
choose details program to start with. In this
valuable occasion, I would like to invite all of
participants to apply a new trend of learning in this
instant communication era we faced today.
MOOCs, as a massive open online course, have
many opportunities for our modern education in
higher education. This phenomenon has changed
the way of study, which is marked by the
emergence of new terms such as e-Book,
eLearning, cyber/virtual campus, and mobile
learning.
MOOCs, at least, has three characteristics, i.e.
massive, open and online. It means, MOOCs offers
anybody to have access to any learning resources
(both open content, open course or even online
course) anytime, anywhere, anyway, in their
personal online learning environment. As long as
people connected to their own personal online
learning environment, they have opportunity as
lifelong learners.
Distinguished Ladies and Gentleman,
8
However, MOOCs are also facing so many
challenges, among others as has been widely
quoted the statement by British education scholar
Alison Wolf, who says in 2002: We have not found
any low cost, high technology alternative to expert
human teachers—at least not yet.
Nonetheless, I believe that the application of
MOOCs also will have a huge contribution,
especially to our AQRF and IQF in tourism as well
as ICT (including any other areas of study) that we
will further discussed in our high-level forum today.
Finally, let me once again congratulate all of you
here. This conference allows us to provide our
experience, our intellectual contributions, which will
result in a significant contribution to the
development of AQRF and IQF Referencing in
Tourism in the AEC situation. I also sincerely hope
that your deliberations will provide us valuable
contributions to help us meet the challenges facing
the Global situation.
Thank you very much.
Wassalamu’alaikum Wr. Wb.
Director General of Learning and Students Affair
Prof. Ahmad Intan
9
AND STUDENT AFFAIRS
MINISTRY OF RESEARCH, TECHNOLOGY,
AND HIGHER EDUCATION
KEYNOTE MESSAGE
“HIGH-LEVEL FORUM ON AQRF AND IQF
REFERENCING IN TOURISM
AND ICT-MOOCS”
JAKARTA, 13 DECEMBER 2016
The honorable,
• Director of SEAMEO Secretariat;
• All Director of SEAMEO Centers;
• Director of Learning, MoRTHE;
• Distinguished Delegates, Committees and
Participants,
• Ladies and Gentlemen,
Assalamu’alaikum warahmatullahi wabarakatuh.
Good morning and peace be upon us.
1
It is an honor for me to be given the opportunity to
give a keynote message on a very important event,
that is “High-Level Forum on AQRF And IQF
Referencing In Tourism and ICT-MOOCs”. I am
delighted to congratulate you all for participating in
this forum.
Ladies and gentlemen, honorable guests and
participants,
To start with I would like to quote a statement from
Julia Gillard, a former prime minister of Australia,
when she commented on global competitiveness.
She said:
“Our future growth relies on
competitiveness
and
innovation,
skills and productivity … and these in
turn rely on the education of our
people”
Global competitiveness is a relatively new concept
in our modern economy and an instrument that
aims to “assess the ability of countries to provide
high levels of prosperity to their citizens. This in turn
depends on how productively a country uses
available resources”. It is calculated based on a
variety of aspects, including wage level,
infrastructure, macro economy, and, in relation to
2
the very important aspect that I want to address
here, on higher education and qualification
framework
Dear honorable guests,
As we are all aware, as of 1 January 2016, the
SEAN Economic Communirty (AEC) came into
effect. . A logical consequence of AEC is the free
flow of goods and services within ASEAN countries,
followed with investment, skilled labor and capital
flows. The question is, what have we, the ASEAN
countries prepared for this challenge?
In response to such a question, fortunately , we in
AEC do have the cooperation framework. The AEC
areas of cooperation include human resources
development and capacity building; recognition of
professional qualifications; closer consultation on
macroeconomic and financial policies; trade
financing measures; enhanced infrastructure and
communications connectivity; development of
electronic
transactions
through
e-ASEAN;
integration of industries across the region to
promote regional sourcing; and enhancement of
private sector involvement in the building of the
AEC. Thus, related to that, the implementation of
3
qualifications framework becomes an essential
requirement.
Ladies and Gentlemen,
Twelve priority sectors have been selected for
entering the ASEAN Free Trade Area (AFTA), and
three of them have already completed their Mutual
Recognition Arrangements (MRAs). Of the twelve
priority sectors, the five service sectors chosen are
healthcare, tourism, logistic, e-ASEAN, and air
transportation.
In order to facilitate a mutual understanding of
ASEAN member countries’ qualifications, and
therefore assist in the mobility of workers, as well
as students, among the member countries, as we
are all aware of, an agreed standard has been
established. In 2015, the relevant ministers of the
member countries endorsed the ASEAN
Qualifications Reference Framework (AQRF). The
AQRF consists of eight levels each described as
two domains: knowledge and skills, and application
and responsibility.
The AQRF is a common reference framework
designed as a translation device to enable the
comparison of qualifications across ASEAN
4
member countries. As National Qualifications
Framework (NQF) becomes an essential
requirement in implementing the AEC, each
ASEAN member country is required to establish its
own NQF and reference it to the AQRF.
While economic development is an indisputable
stimulus, as illustrated in the ASEAN case, the
development of qualifications framework is also
motivated by a nation’s imperative to reform its
education system. NQFs are now globally
recognized as the foundation of the educational
strategies needed to build nations’ skilled
workforces to support their economic development
and growth.
The best estimate is that the majority of countries –
spanning all continents – has developed or is
developing a national qualifications framework.
Furthermore with the increasing global mobility of
workers, the need for a national mechanism against
which skills and qualifications gained elsewhere
can be recognized is becoming an imperative.
NQFs are used for the latter purpose in the absence
of a regionally agreed referencing tool such as the
AQRF.
5
Ladies and Gentlemen,
In Indonesia we do have the Indonesian
Qualifications Framework (IQF) which was started
in 2012, by Presedential decree. The Presidential
Decree stipulates a hierarchy of 9 qualification
levels to enable equivalency of the outcomes of
formal education, non-formal, informal, or work
experiences. It serves as a reference for
understanding the complexity of recognized
competence in the job structure in all sectors. It also
becomes the fundamental reference for defining the
competence of graduates of academic, vocational,
and professional education against the different
levels. Eventough is has been strated in 2012,
the current stage of implementation of IQF varies
among different sectors in Indonesia. The
implementation of qualifications framework in
higher education should be carried out in the
context of toward improving quality and relevance
by strengthening quality assurance. The IQF also
requires courses offered in higher education to
adjust their learning outcomes to skills formation,
from previously limited to education achievement,
and make this information available to the public. In
order to prevent over emphasis on indicators and
external assessment, it is critical for the
government to send a clear message to all
6
stakeholders, that the ultimate goal of introducing
the IQF is to build a culture of quality within each
institution.
Distinguished ladies and gentleman,
Tourism in Indonesia has become an important
component of the Indonesian economy and,
consequently, a significant source of its foreign
exchange revenues. The Ministry of Tourism states
that in 2015, our tourism sector contributed to
around US$ 11 billion of foreign exchange;
increased more than 7% each year over the past
five years. Our tourism sector ranked as the 4th
largest among goods and services export sectors.
The Bureau of Statistics has also shown that in the
year 2016, ~8 million international visitors entered
Indonesia, staying in hotels for an average of 7.5
nights and spending an average of US$1,142 per
person during their visit, or US$152.22 per person
per day. These numbers show our achievement
and commitment to tourism. However, if we
consider our natural and cultural potentials, there
are still a lot of things to be done, particularly in
managing these resources more effectively and
preparing our human capital for the business.
7
Among the challenges that our human resources
are facing now is embracing the AQRF and IQF
Referencing in Tourism. In line with the QA network
development, ASEAN member countries need to
choose details program to start with. In this
valuable occasion, I would like to invite all of
participants to apply a new trend of learning in this
instant communication era we faced today.
MOOCs, as a massive open online course, have
many opportunities for our modern education in
higher education. This phenomenon has changed
the way of study, which is marked by the
emergence of new terms such as e-Book,
eLearning, cyber/virtual campus, and mobile
learning.
MOOCs, at least, has three characteristics, i.e.
massive, open and online. It means, MOOCs offers
anybody to have access to any learning resources
(both open content, open course or even online
course) anytime, anywhere, anyway, in their
personal online learning environment. As long as
people connected to their own personal online
learning environment, they have opportunity as
lifelong learners.
Distinguished Ladies and Gentleman,
8
However, MOOCs are also facing so many
challenges, among others as has been widely
quoted the statement by British education scholar
Alison Wolf, who says in 2002: We have not found
any low cost, high technology alternative to expert
human teachers—at least not yet.
Nonetheless, I believe that the application of
MOOCs also will have a huge contribution,
especially to our AQRF and IQF in tourism as well
as ICT (including any other areas of study) that we
will further discussed in our high-level forum today.
Finally, let me once again congratulate all of you
here. This conference allows us to provide our
experience, our intellectual contributions, which will
result in a significant contribution to the
development of AQRF and IQF Referencing in
Tourism in the AEC situation. I also sincerely hope
that your deliberations will provide us valuable
contributions to help us meet the challenges facing
the Global situation.
Thank you very much.
Wassalamu’alaikum Wr. Wb.
Director General of Learning and Students Affair
Prof. Ahmad Intan
9