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Accreditation and Certification in TVET in Indonesia
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1. ABSTRACTIONS
In regard to Indonesian TVET development, all concerned parties (namely Ministry of National Education, Ministry Man Power and Transmigration, Ministry of Trade and Industry and Indonesia Chamber of Commerce and Industry) have agreed to set up the new system under one umbrella of the National Agency of Professional Certification (NAPC). The National Agency's function is to set up the VTET policy system and endorse the National Qualification Framework and competency standards. The National Agency and its infrastructure are currently being established under Presidential Decree No. 23 Year 2004 and are expected to be operational gradually at the beginning 2005.
Under that Presidential Decree, Ministry of National Education will be responsible for TVET in secondary, post-secondary and higher education. While Ministry Man Power and Transmigration, Ministry of Trade and Industry will be responsible for initial training for beginner as well as further career-long training for the workforce informally in the workplaces or in training centers. The policy system that stated by the National Agency would be applied by both systems according to respective functions. TVET as a part of the national education systems, will absorb and apply the policy system in its component systems. The component systems that considered to be matched with the Policy system will include Accreditation and Certification for TVET Institutions¡±
2. ACCREDITATION AND CERTIFICATION OF TVET INSTITUTION IN INDONESIA CURRENT PRACTICE
It is already understood that formal TVET in Indonesia can be divided into secondary and post secondary schooling. Those schooling had effected to its accreditation and certification. The TVET secondary schoolings are compulsory accredited by the National Board of School Accreditation (NBSA) while post secondary or polytechnic level is accredited by the National Board of Accreditation (NBA). Those Boards are semi independent body that be established under the Ministry of National Education's decree. To keep the Board independently a condition had been set up that 70% of board members are not government officials. Most of the NBSA and NBA members are from independent educationalist experts, informal leaders and representative of society who concerned in education.
Influenced by the reform of Indonesia Policy in decentralization, NBSA in particular has been set up into three levels: national, provincial and regional level. The National level function is set up the national policy and develop and issues standard of mechanism and procedures and registered of the accreditation certification. The provincial level is responsible for implementation or conduct of accreditation of senior secondary school (include TVET secondary school) by using national standard and issues accreditation certificate. While the regional/municipal level carry out accreditation for elementary and junior secondary school by using national standard and issues accreditation certificate. Under the national accreditation scheme in the near future Indonesia will have 1 NBSA national level, 32 NBSA provincial levels and about 446 NBSA regional/municipal levels.
Accreditation is a process of assessing school performance against determined standards based on the resources currently available with a potential for continuous improvement in quality for effective growth. Therefore, performance criteria based on educational components such as vision and mission, strategic planning, qualification, program and curricula, infrastructure and its equipment, teachers qualification, learning management, student and outcome had been developed and continuously improved. Other accreditation component and procedures such as application, visitations procedure and qualified assessors have also been developed. Since the main objective of the accreditation system is qualified graduates, adopt and adapt of QMS ISO 9000- 2000 principles have been inserted into system development.
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TEVT School¡¯s Accreditation Scheme
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Ministry of National Education |
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Under the national school accreditation scheme, provincial and regional/municipal accreditation level will issue or award accreditation qualification A, B, C or not yet accredited. Each accreditation qualification A,B or C will describe the status of the school in particular aspects of running the school. By having the accreditation qualification will give benefit for the school as a feed back for their further improvement and development, for educational bureaucracy as input for school improvement, for stakeholders as information in which can be used for school enrollment and the most important it become a quality assurance of TVET System practices
3. ACCREDITATION AND CERTIFICATION OF TVET INSTITUTION UNDER THE NATIONAL AGENCY OF PROFESSIONAL CERTIFICATION (NAPC)
It is understood that the VTET system is a part of general education, which focuses in preparing students to enter the world of work. This function had been reinforced by the National Education System Law (Indonesia) no. 20 year 2003, Article 61 that TVET graduates may have two certificates, namely academic certificate and competency certificate. Academic certificate are given to graduates as recognition that they have achieved requirement of qualification after finishing their schooling, while competency certificate are given to students after he or she has passed competency assessment conduct by a Professional Certification Body (PCB) or accredited TVET.
Based on above scheme, TVET schools may have two accreditation systems from NBSA and NACP. As TVET schooling under National Education System it is compulsory to be accredited by NBSA in the same time if the TVET's school wish, they could apply to Professional Certification Body (PCB) to be accredited as a part of professional certification system net working. TVET's school that applied and passed the PCB accreditation will be awarded as Competency Testing Centers (CTC). The accredited TVET by CTC has right to conduct competency assessment under supervision of PCB.
4. DO WE NEED REGIONAL/INTERNATIONAL ACCREDITATION AND CERTIFICATION IN TVET
The implementation of the AFTA and AFLA starting the year 2003 and GATT, WTO and APEC will impact on the economic and social interaction among countries. The labor market will become borderless and it will be easier to migrate from one member country to another. To avoid unfair treatment and unexpected barriers that may be introduced by member countries there should be available a consistent and recognized measurement tool to assess the skill levels of workers. Therefore, recognized regional or regional accreditation and certification of TVET institution would be an alternative answer to overcome the problem.
Mutual recognition arrangement (MRA) of accreditation and certification of TVET institution among countries is not an easy job. A lot of aspects and conditions should be considered. Among them such as respective national qualification framework, national vocational qualification framework, and other related matters should be considered to be gradually mutual recognized.
Barriers and obstacles may occur in the mutual recognition arrangements of the accreditation and certification of TVET caused by reluctant and resistant attitudes in some member countries. That attitude, in most cases, is understood to be natural as the respective countries have as a paramount attitude their own self interest.The fortunate countries, of course, have already developed high quality accreditation and certification within their VTET system but on the other hand other member countries are still developing their systems based on their respective resources and their potential. The existing gap among member countries should be intermediated properly so that the gap is gradually reduced.
5. CONCLUSION & RECOMMENDATION
As it is understood that TVET institution should produced graduates with a high quality standard as expected by the world of work. To be able to produce qualified graduates, TVET system should apply a quality assurance system to ensure that educational process are conducted properly according to official determined standard. To do so TVET accreditation and certification system must be developed and applied as a part of the national system. Due to characteristics and its culture, TVET accreditation and certification institution in Indonesia may apply two systems. TVET Secondary School as a part of the National Education System is compulsory to be accredited by NBSA. While it is voluntary for TVET Secondary School to apply accreditation and certification system under NAPC system.
Establishment of Accreditation and Certification Body of TVET for Asia and Pacific may be considered. To begin with CPSC may take an initial action by conducting MRA of NVQF or NQF among member countries. The NVQF and NQF become the key word of the establishment because, in general the approach, procedure and mechanism, awarded system are almost the same. The only deference in most cases is in their respective qualification standard.
It is also recommended that the initial process could also involve other related international agencies such as ILO Asia Pacific Region. The regional ILO and ASEAN Ministry of Man Power currently doing the same matter in MRA of National Occupational Framework for some sector industry that has high population in the region such as tourism or automotive or nurse.
6. REFERENCES
1. Academic Paper of the National Agency of Professional Certification (NAPC), NAPC Working Group, 2003
2. National Policy of School Accreditation, Ministry of National Education, Culture of Republic of Indonesia 2002
3. Skills Toward 2020, Task Force Ministry Of Education and Culture of Republic of Indonesia, 1997
4. The Technical and Vocational Education and Training for the Twenty-first Century UNESCO and ILO Recommendations 2002 & ILO Recommendation on TVET's 21 century
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