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7/18/2019

Vocational Higher Education Policy


Implementation of Multi Entry Multi Exit System
(MEMES)

I s mu n a n d a r

Director General of Learning and Student Affairs


MINISTRY OF RESEARCH, TECHNOLOGY, AND HIGHER EDUCATION
Jakarta, 17 July 2019

Opportunities MORTHE’s mission:


INDONESIA To improve access, relevance, and quality of HE to produce quality
human resources, and to improve capacity in the area of science,
technology and innovation for the nation’s competitiveness.

>269 Million
POPULATION
Demography Bonus

8th in the World 7th in the World 4th in the World


in 2016 in 2030 in 2050
ECONOMY ECONOMY ECONOMY
Pricewaterhouse McKinsey Global Pricewaterhouse
Coopers (PwC), 2017 Institute, 2012 Coopers (PwC), 2017

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Industry 4.0 has the potential to deliver benefits to Indonesia


Source: AlphaBeta Strategy & Economics, 2019

• Among 15 countries in Asia Pacific, Indonesia is projected to reap one of the


Productivity highest I4.0 enabled employee productivity gains of 46% by 2021.
• Traditional, non digital sectors such as healthcare could reap up to 3 times the
productivity benefits of digital sectors.

• A study in the region shows that if low skill workers learn to perform higher
Incomes
order tasks that are non automatable, their real wages could increase by
10% by 2030.
• In Indonesia, it has been projected that in all sectors except manufacturing,
agriculture and mining, the income effect of Industry 4.0 alone could create
Jobs
sufficient new jobs to offset projected displacement losses, resulting in net
gains of 1-7% by 2028.
• In particular, all occupations (except agricultural workers) are projected to see net
job gains of almost 1.47 million jobs by 2028.
• Technology enabled job matching platforms have the potential to create an
Workforce additional employment of 3.5 million workers and a GDP boost of US$23
participation billion in Indonesia in 2025.
• 60 % of employers in Indonesia are “very likely” to hire freelancers to address skill
gaps in the future economy pointing towards greater opportunities for new flexible
forms of labor that could help increase overall workforce participation. 3

TVET 4.0
Vocational
Knowledge and
Learning Cultures Industry 4.0 Vocational Teacher
Facing Digitization Smart Production Training 4.0
and Automation
(Industry 4.0)
Work 4.0

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TVET and skill development must be


Understanding disruptions at the contextualized with a macro-level
global and local levels. perspective and the local skill ecosystems.

Collaboration with inter-sectorial policy


Cooperation is key to strengthening interaction and exchange (engagement of
TVET’s response. different stakeholders in education, training,
Promoting employment, business and local
communities).
entrepreneur
TVET should ensure that individuals are
ial education Lifelong learning must be a key able to learn all along their lives and
and lifelong component in TVET design. develop their talents and potential.
learning are
the keys to Requires new pedagogical approaches and
adapting to Teachers and trainers need to be
knowledge, take advantage of technological
empowered.
disruptions. developments in the classroom and
workplace.
Source: Key highlights
of the UNESCO- Requires input and voices of stakeholders
UNEVOC TVET Policy-making requires broad (ministries, national bodies, international
Learning Forum, 2018
stakeholder engagement. governmental and non-gov organizations,
the private sector, teachers and trainers and
youth) for realistic policies and actions
grounded.
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Scheme of Indonesia Quality TVET System


Regulations, Budgets, Assessment & Recognition Capacity Building for
Policies & Programs Vocational / Professional Accreditation Vocational Teachers
• Central Framework
& Regional Board
(Strengthened LAM-PTKes &
Government establishment of new LAMs) • Vocational TEIs/LPTK (strengthened
• Bappenas, Kemenristekdikti, & new establishment )
Kemendikbud & other • Industry relevant curriculum
Ministries enhancements
• National Vocational • Addition and retooling of LPTK
Committee vocational lecturers.
• Indonesia Chambers of Quality
Commerce
Project & Industry
Management Office(KADIN)
(PMO); TVET NATIONAL CENTRE FOR
•Kartu
Industry Associations
Pra-Kerja (Pre-Work Card) VOCATIONAL
EDUCATION RESEARCH
Strengthened
*new establishmentDRN, LIPI, & other
Training Organizers research institutions (campus/industry)
Students & Consumer
• Academy / Polytechnic /
• Protections
Ombudsman RI
Support for career/start up
University
• State/Private Vocational • Badan Nasional Penempatan dan
Training Centre Perlindungan Tenaga Kerja Indonesia • Business Incubator in Campus
• State-Owned Enterprises (BNP2TKI) • Indonesian Business Incubator
(BUMN) • Consumer legal protection against LPK: Association
- Badan Penyelesaian Sengketa Konsumen • Industry & Employers
• Kemenaker & KemBUMN
(BPSK)
• Industry Training Center - Lembaga Perlindungan Konsumen
• Vocational High School Swadaya Masyarakat (LPKSM) 6
Adapted: AQSA, Australia

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Training Organizers
• Academy / Polytechnic / PIC Note
University Vocational Committee Central/National
• State/Private Vocational
PMO Province, Regency, City
Training Centre
QUALITY • State-Owned Enterprises Training Organizers Province, Regency, City,
State/Private
(BUMN)
TVET • Kemenaker & KemBUMN Training Participants minimum elementary school
• Industry Training Center graduates, maximum D4 / S1
• Vocational High School (Bachelor) graduates
Field of Trainings (level 2-7 IQF/KKNI)
Food & Agribusiness
Pre-Work / Training / Training
2 million Programs / Competency
Schemes
Energy
Tourism, Digital & Creative Economy
HR are In accordance with the level 2
IQF/KKNI scheme (equivalent to Manufacturing Industry
ready to vocational high school) to level 7
(profession). 2 weeks training
Maritime
Health
work time. 3 months (according to
IQF skills competency scheme).

(Pre-Work Card) Online Training, Blended Training, Face to Face / Practice


Training Model (National and International Competency Certifications)

Ministerial Regulation: Permenristekdikti 54/2018


Implementation of Multi Entry Multi Exit System (MEMES)

Open system with flexibility of choice and time to complete education


(multy entry—multy exit system).

Open system: joint degree or double degree based on the joint curriculum.

Graduates will obtain a diploma and competency certificates.

HEIs can transform the Diploma-III program into a Diploma-IV program to


improve graduate competency with the Minister's permission.

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Strengthening Vocational Education by


Multi-
Multi-Entry Multi-
Multi-Exit System (MEMES)

Study program Learning outcomes Have MEMES Have RPL assessors Lecturers
Diploma 3 or 4 study program plan with relevant referring to
referring to the IQF
2 (two) consecutive level
and RPL instruments competency National Standard
times with a minimum based on work certification for Higher Education
accredited B and still competency test and and the lowest (44/2015)
valid at submission graduate performance qualified of 8 IQF level articles 26 & 27
evaluation

Have LSP-P1 Have business/ Have a reference letter Have a document Graduates
Certification Body industry partners from professional of quality • be absorbed in
associations/ industry assurance system the labour
and/or working for student intership
with other program associations for the market or
implementation of become
accredited who has a legal entity entrepreneur
Certification and has operated for at MEMES study • tacer study for
Bodies least 5 years program the last 3 years
with a decent
percentage
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Applied Master’s
Permenristekdikti 54/2018

Exit – D-IV + Transcript + Competency


certificate

4 Diploma IV – level 6 IQF Recognition of prior learning (RPL)


Entry
Diploma IV Program - MEMES

Exit – D-III + Transcript + Competency


certificate Industry

3 Diploma III – level 5 IQF RPL


Entry
Work
Exit – D-II + Transcript + Competency
certificate

2 Diploma III – level 4 IQF RPL Training


Entry
Scheme of
MEMES

Diploma I – level 3 IQF Experience

High School
(incld. Vocational)
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Graduate Profiles

The level of qualification of the IQF, the job title consists of:
S3 S3(A) SPECIALIST
• The 1-3 qualification level of IQF is classified into operator
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S2 S2(A) positions;
8 • The 4-6 qualification level of IQF is classified into
PROFESSION technician or analyst.
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Bachelor
S1
DIV Examples of graduate profiles based on the IQF level:
6
DIII
5 Diploma II Diploma III Diploma IV
DII (IQF level 4) (IQF level 5) (IQF level 6)
4 • Senior operator • Supervisor - Manager
DI • Foreman • Assistant - Head of Quality
3 • Assistant manager Control
General Vocational supervisor • Laboratory/
- Engineer /
High School High School 2 • other expert
Designer
LEARNING
equivalent titles technician
PROGRESS IN LEARNING PROGRESS IN 1 • other - other equivalent
ACADEMIC APPLIED SCIENCES/VOCATIONAL titles
equivalent titles

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Thank You
belmawa.ristekdikti.go.id

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