Higher education in Asian countries and the role of international ...
Higher education in Asian countries and the role of international ...
Higher education in Asian countries and the role of international ...
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226<br />
focused on pr<strong>of</strong>essional <strong>education</strong>, development <strong>of</strong> world class human capital, implementation <strong>of</strong><br />
new quality assurance system at higher <strong>education</strong> level <strong>and</strong> l<strong>in</strong>k<strong>in</strong>g development m<strong>in</strong>istries<br />
toge<strong>the</strong>r.<br />
5.4.1.2 Sou<strong>the</strong>ast Asia<br />
Indonesia<br />
The government <strong>of</strong> Indonesia started reform <strong>and</strong> restructur<strong>in</strong>g process <strong>in</strong> 1980s to develop<br />
<strong>education</strong> sector so that it could support <strong>the</strong> <strong>in</strong>dustrial <strong>and</strong> economic development <strong>in</strong> <strong>the</strong> country.<br />
In 1989 <strong>the</strong> state <strong>in</strong>troduced a law to provide a foundation to s<strong>in</strong>gle national <strong>education</strong> system<br />
throughout <strong>the</strong> country cover<strong>in</strong>g all levels <strong>and</strong> types <strong>of</strong> <strong>education</strong>. In 993 fur<strong>the</strong>r reforms were<br />
<strong>in</strong>troduced to achieve equity, economic growth <strong>and</strong> stability through <strong>education</strong>, <strong>in</strong> this regard <strong>the</strong><br />
National guidel<strong>in</strong>es <strong>of</strong> <strong>the</strong> state policy were promulgated. As a part <strong>of</strong> reform <strong>in</strong> <strong>education</strong>, <strong>in</strong><br />
1994 <strong>the</strong> duration <strong>of</strong> compulsory basic <strong>education</strong> was enhanced from six to n<strong>in</strong>e years. And a<br />
universal n<strong>in</strong>e year <strong>of</strong> compulsory <strong>education</strong> program was launched to provide <strong>education</strong><br />
to every citizen, irrespective <strong>of</strong> gender, religion, ethnic, social or economic background.<br />
Likewise vocational <strong>and</strong> pr<strong>of</strong>essional <strong>education</strong> through formal <strong>and</strong> <strong>in</strong>formal channels was<br />
encouraged. In <strong>the</strong> same year, <strong>in</strong> order to improve efficiency <strong>of</strong> higher <strong>education</strong> <strong>in</strong>stitutions <strong>and</strong><br />
<strong>the</strong> quality <strong>of</strong> <strong>the</strong>ir product three new programs were launched; Development <strong>of</strong> Undergraduate<br />
Education, Quality for Undergraduate Education <strong>and</strong> University Research for Graduate<br />
Education. In <strong>the</strong> wake <strong>of</strong> grow<strong>in</strong>g importance <strong>of</strong> <strong>education</strong> <strong>and</strong> to meet <strong>the</strong> new challenges <strong>of</strong><br />
<strong>the</strong> 21 st century, <strong>in</strong> 1999, a comprehensive reform process <strong>of</strong> <strong>the</strong> <strong>education</strong> system was <strong>in</strong>itiated<br />
that focused <strong>the</strong> development <strong>of</strong> curriculum accord<strong>in</strong>g to children‟s needs, societal <strong>in</strong>terest, <strong>and</strong><br />
at higher level pr<strong>of</strong>essional atta<strong>in</strong>ment.<br />
To improve <strong>the</strong> efficiency <strong>and</strong> effectiveness <strong>of</strong> <strong>education</strong> <strong>and</strong> <strong>education</strong>al <strong>in</strong>stitutions, <strong>in</strong> 2001,<br />
<strong>the</strong> management <strong>and</strong> adm<strong>in</strong>istration <strong>in</strong> <strong>education</strong> sector was devolve at local level <strong>and</strong><br />
district/municipal governments were made responsible for <strong>the</strong> development <strong>and</strong> promotion <strong>of</strong><br />
<strong>education</strong> at all levels whereas state <strong>role</strong> was to frame policies, to guide <strong>and</strong> supervise. In <strong>the</strong><br />
same way, more autonomy was given to higher <strong>education</strong> <strong>in</strong>stitutions <strong>in</strong> resource management<br />
<strong>and</strong> o<strong>the</strong>r activities. In 2003 <strong>the</strong> higher <strong>education</strong> <strong>in</strong>stitutions (HEIs) were given fur<strong>the</strong>r<br />
autonomy where <strong>the</strong> management <strong>of</strong> HEIs was based on autonomy, accountability, quality<br />
assurance, <strong>and</strong> transparent evaluation. The process <strong>of</strong> reform <strong>and</strong> structural adjustment <strong>of</strong> higher<br />
<strong>education</strong> is fac<strong>in</strong>g public resistance.