Higher education in Asian countries and the role of international ...

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focused on professional education, development of world class human capital, implementation of
new quality assurance system at higher education level and linking development ministries
together.
5.4.1.2 Southeast Asia
Indonesia
The government of Indonesia started reform and restructuring process in 1980s to develop
education sector so that it could support the industrial and economic development in the country.
In 1989 the state introduced a law to provide a foundation to single national education system
throughout the country covering all levels and types of education. In 993 further reforms were
introduced to achieve equity, economic growth and stability through education, in this regard the
National guidelines of the state policy were promulgated. As a part of reform in education, in
1994 the duration of compulsory basic education was enhanced from six to nine years. And a
universal nine year of compulsory education program was launched to provide education
to every citizen, irrespective of gender, religion, ethnic, social or economic background.
Likewise vocational and professional education through formal and informal channels was
encouraged. In the same year, in order to improve efficiency of higher education institutions and
the quality of their product three new programs were launched; Development of Undergraduate
Education, Quality for Undergraduate Education and University Research for Graduate
Education. In the wake of growing importance of education and to meet the new challenges of
the 21 st century, in 1999, a comprehensive reform process of the education system was initiated
that focused the development of curriculum according to children‟s needs, societal interest, and
at higher level professional attainment.
To improve the efficiency and effectiveness of education and educational institutions, in 2001,
the management and administration in education sector was devolve at local level and
district/municipal governments were made responsible for the development and promotion of
education at all levels whereas state role was to frame policies, to guide and supervise. In the
same way, more autonomy was given to higher education institutions in resource management
and other activities. In 2003 the higher education institutions (HEIs) were given further
autonomy where the management of HEIs was based on autonomy, accountability, quality
assurance, and transparent evaluation. The process of reform and structural adjustment of higher
education is facing public resistance.