INDONESIA Referencing Report VER 02 - AGT 2019

IQF Referencing Document Version 02 – August 2019
ASEAN Qualifications Reference Framework

Referencing Report of Indonesia
VERSION 02
Prepared by:
KEMENTERIAN RISET, TEKNOLOGI, DAN PENDIDIKAN TINGGI

KOMITE NASIONAL KUALIFIKASI INDONESIA
Jalan Jenderal Sudirman Pintu Satu, Senayan, Gedung D, Lantai 7
Jakarta 10270, Telepon (02157946100 (Hunting)
http://kkni.ristekdikti.go.id
Date of Submission: August 17, 2019
1 All rights reserved by IQNC

TABLE OF CONTENTS
TABLE OF CONTENTS .............................................................................................................................. 2

LIST OF EXHIBITS..................................................................................................................................... 5
LIST OF TABLES ....................................................................................................................................... 6
GLOSSARY OF ACRONYMS/ABBREVIATIONS ........................................................................................ 8
GLOSSARY OF TERMS ...........................................................................................................................11
REFERENCING PROCESS OF IQF TO AQRF ............................................................................................17
A. Indonesian Qualifications Framework (IQF) ................................................................. 18
A.1. Legal Basis for the National Qualification Framework .............................................. 18
A.2. Basic Concepts and Principles of the IQF .................................................................. 19
A.3. Purpose of Developing the IQF ................................................................................. 20
A.4. Descriptions of Qualification in the IQF .................................................................... 21
A.5. Implementation and Implication of IQF .................................................................... 23
B. Reference IQF to AQRF ................................................................................................ 24
B.1. Main Authority of Referencing IQF to AQRF ............................................................. 26
B.2. Referencing Document Status................................................................................... 27
THE INDONESIAN EDUCATION SYSTEM...............................................................................................30
1.1. Formal Education ........................................................................................................ 35
1.1.1. Early Childhood Education Level ............................................................................... 35
1.1.2. Basic Education Level ................................................................................................ 37
1.1.3. Secondary Education Level ....................................................................................... 40
1.1.4. Higher Education Level.............................................................................................. 45
1.2. Non-Formal Education ................................................................................................ 54
1.2.1. Early Childhood Education ........................................................................................ 54
1.2.2. Second Chance Education ......................................................................................... 56
1.2.3. Homeschooling.......................................................................................................... 60
1.2.4. Courses ...................................................................................................................... 62
1.2.5. Work Training ............................................................................................................ 64
1.2.6. Comparison between Courses and Work Training.................................................... 66
1.3. Informal Education ..................................................................................................... 67
1.3.1. Homeschooling.......................................................................................................... 67
1.3.2. Work Experiences...................................................................................................... 69
1.3.3. Other Forms .............................................................................................................. 69
INDONESIAN QUALIFICATIONS NATIONAL COMMITTEE ....................................................................71

2.1. Initial Stage................................................................................................................. 74
2.2. Scope of Responsibilities ............................................................................................. 75
2.3. Organizational Structure ............................................................................................. 76
2.4. Governance ................................................................................................................ 77
2.5. Policy Direction ........................................................................................................... 78
2.6. Coordination............................................................................................................... 79
2.7. Advocating and Promoting .......................................................................................... 80
2.8. Liaison and Focal Point ................................................................................................ 80
2.9. Evaluation .................................................................................................................. 81
2.10. Quality Assurance ....................................................................................................... 81
2.11. Representation on the Key Stakeholders in Referencing Process .................................. 82
PROCEDURES FOR INCLUSION OF QUALIFICATIONS IN THE IQF ........................................................85
3.1. The National Agreement in Establishing IQF Levels and Descriptors.............................. 85
3.2. Empowering the Nation’s Human Resources through IQF Implementation ................... 93
3.3. Linking Qualifications to IQF ........................................................................................ 94
3.4. Inclusion Qualifications of Work Training to IQF Levels ................................................ 95
3.4.1. Best Practices .......................................................................................................... 100
3.4.2. Institutions awarding Qualifications ....................................................................... 104
3.4.3. Evidence of Qualifications Recognition................................................................... 106
3.5. Inclusion Qualifications of Courses to IQF Levels ........................................................ 109
3.5.1. Best Practices .......................................................................................................... 112
3.5.2. Institution Awarding Qualifications ........................................................................ 116
3.5.3. Evidence of Qualifications Recognition................................................................... 118
3.6. Inclusion Qualifications of Higher Education to IQF Levels .......................................... 123
3.6.1. Recognizing a New Qualifications ........................................................................... 125
3.6.2. Inclusion Qualifications of Existing Study Programs ............................................... 125
3.6.3. Institution Awarding Qualifications and the Supporting Evidence ......................... 140
3.7. Inclusion of Qualifications from Work Experiences by RPL and RCC ............................ 144
IQF STRUCTURE AND COMPARISON TO THE AQRF...........................................................................156
4.1. Best Fit in Domain Analysis ....................................................................................... 157
4.2. Best Fit in Level Alignment Analysis ........................................................................... 158
4.3. Engendering the Mutual Trust ................................................................................... 168
NATIONAL STANDARDS FOR THE IQF QUALIFICATIONS SYSTEM .....................................................170
5.1. Defining Standards.................................................................................................... 170
5.1.1. Standards in Formal Education ............................................................................... 171
5.1.2. Standards in Non-Formal Education ....................................................................... 172

5.2. Benchmarking ........................................................................................................... 173
5.3. Setting Standards ...................................................................................................... 173
5.3.1. Externally Set Standards.......................................................................................... 173
5.3.2. Certification ............................................................................................................. 176
5.3.3. Accreditation ........................................................................................................... 177
5.3.4. Internally Set Standards .......................................................................................... 177
5.4. Documentation of Process ........................................................................................ 178
QUALITY ASSURANCE SYSTEMS OF INDONESIAN EDUCATION ........................................................181
6.1. Objectives................................................................................................................. 181
6.2. Measuring Quality .................................................................................................... 182
6.3. QA in Formal Education............................................................................................. 183
6.3.1. Basic and Secondary Education............................................................................... 183
6.3.2. Higher Education ..................................................................................................... 187
6.4. QA in Non-Formal Education ..................................................................................... 190
6.5. Recognition of Prior Learning .................................................................................... 194
6.6. Indonesian Qualifications National Committee (IQNC/KNKI) ...................................... 195
MANAGEMENT PROCESS OF REFERENCING PROCESS ......................................................................199
7.1. Stakeholders and Their Roles in the Referencing Process ........................................... 200
7.1.1. Public Education Providers...................................................................................... 200
7.1.2. Private Education Providers .................................................................................... 204
7.1.3. Workforce Users Represented by Industries (Companies) ..................................... 204
7.1.4. Professional Certifications and Bodies .................................................................... 204
7.1.5. Quality Assurance Bodies ........................................................................................ 205
7.1.6. Institution Responsible for National Education Standards ..................................... 205
7.1.7. Academic Community and Society in General ........................................................ 205
7.2. Stakeholders Meeting and Discussion ........................................................................ 205
7.3. Consultation Using Online Media Mechanism ............................................................ 209
7.4. Documentation ......................................................................................................... 214

LIST OF EXHIBITS
Exhibit Title Page(s)

Criterion II
2.1. Scope of IQNC responsibilities. 74
2.2. Organization structure of IQNC. 75
Criterion III
3.1. IQF recognition mapping. 87
3.2. Mechanism of linking qualifications from formal and non-formal learning. 93
3.3. The inclusion process of qualifications in the work training sector. 94
3.4. The occupation mapping for the information and communication technology 98
sector.
3.5. Procedure of awarding work training or professional certification. 103
3.6. Procedures for setting up the SGC. 108
3.7. Procedure of awarding qualification for courses. 114
3.8. Spread of CCB assessors across Indonesia. 115
3.9. Deriving the four-domain and description of IQF into the National Higher 122
Education Standards.
3.10. Inclusion of existing programs’ qualifications into IQF. 123
3.11. RCC as tools to recognize individual competences, obtained from formal,non- 143
formal, in-formal learning modalities.
3.12. RPL as tools to recognize individual education, obtained from formal,non- 143
formal, in-formal learning modalities.
Criterion IV
4.1. The alignment of four domains of IQF with the two domains of AQRF. 156
Criterion V
5.1. Required mechanism in quality assurance. 169
Criterion VI
6.1. Continuous quality improvement (Kaizen). 181
6.2. Accreditation for schools and madrasahs. 185
6.3. Number of test takers and passed [MoEC 2019]. 191
Criterion VII
7.1. The understanding of stakeholders on the education system. 209
7.2. The understanding of stakeholders on the IQF. 209
7.3. The understanding of stakeholders on the IQF and the RPL. 210
7.4. The understanding of the stakeholders on RPL/RCC mechanism. 210
7.5. The situation of RPL and RCC implementation. 211
7.6. The RPL and RCC certification. 212
7.7. The understanding and agreement of the stakeholders on the referencing. 213

LIST OF TABLES
Table Title Page(s)

Criterion I
1.1. Comparison among Level, Path, and Type of Education 28
1.2. The National Education System of Indonesia 30
1.3. Comparison between the National Education System of Indonesia and ISCED 31
1.4. Mapping of ISCED and IQF Levels for Formal ECE 33
1.5. Comparison of Amount of Learning Time in the Formal Basic Education System 36
1.6. Mapping of ISCED and IQF Levels for Formal Basic Education 36
1.7. Comparison of Amount of Learning Time in the Formal Secondary Education 41
System
1.8 Mapping of ISCED and IQF Levels for Formal Secondary Education 41
1.9. Types of Programs Provided in Higher Education per Type of Education 43
1.10. Types of Education Provided per Form of Higher Education Institution 43-44
1.11. Comparison of Learning Outcomes between Academic and Specific Higher 45-46
Education
1.12. Comparison of Learning Outcomes among Types of Higher Education Programs 46
1.13. Length of Study and Learning Loads in Higher Education per Type of Program 47
1.14. Expected Types of Activities and Estimated Time Allocated per Credit Unit in 49
Undergraduate Level Programs
1.15. Mapping of ISCED and IQF Levels for Indonesian Higher Education Programs 50
1.16. Number of Higher Education Institutions in Indonesia in 2018 51
1.17. Number of Learners per Gender and Status of 51
Higher Education Institution Ownership
1.18. Learning Load for Non-Formal ECE per Age Group 53
1.19. Mapping of ISCED and IQF Levels for Non-Formal ECE 54
1.20. Learning Loads for Each Second Chance Education Program 56
1.21. Mapping of ISCED and IQF Levels for Second Chance Education 57
1.22. Mapping of ISCED and IQF Levels for Community Homeschooling 59
1.23. Number and Capacity of Training Institutions Governed by the MoM 63-64
1.24. Comparison between Courses and Work Training 64
1.25. Mapping of ISCED and IQF Levels for Single and Compound Homeschooling 66
Criterion II
2.1. Regulatory Bodies and Their Roles in IQNC 70-72
Criterion III
3.1. Inclusion Qualifications based on Learning Outcomes of Formal, Non-Formal, 88-91
and Informal Education into IQF
3.2. Unemployment Rate by Education Level 91
3.3. General Occupation Mapping for ICT Sector 99
3.4. General Occupation Mapping for the B Type Communication Industry 99-100
3.5. General Occupation Mapping for Multimedia Industry Sector 100
3.6. General Occupation Mapping for Travel Services in Tour Operation 100-101
3.7. General Occupation Mapping for Travel Services in Travel Agencies 101-102
3.8. IQF Based Qualifications on Work Training in Various Fields 104-105
3.9. Keywords of Specific Working Competences According to IQF Levels 109
in Courses Learning Outcomes of SGC
3.10. Keywords of Knowledge Comprehension According to IQF Levels 109
3.11. Correlation of Standards for Course and Work Training 110
Table Title Page(s)

3.12. Regulations of the Minister of Education and Culture for SGC Based on IQF 110-113
3.13. Ratio of Assessors per CTC for Each Province in Indonesia 115-116
3.14. Example of Learning Outcomes of an IQF Level II Batik Course 116-119
3.15. Example of Learning Outcomes of an IQF Level III Batik Course 119-122
3.16. Mapping between IQF and Higher Education Standard Domains 123
3.17. Study Programs with Learning Outcomes that Fulfill the NSHE 128-135
3.18. Institutions Authorized for Awarding Qualifications 139
3.19. International Acreditation Attainment by Indonesian Higher Education 141
3.20. International Acreditation OBE Status and Types 141-142
3.21. Recognition of INWCS based Certificates by Professional Bachelor of Road and 144-154
Bridge Constructions at Bandung State Polytechnic
Criterion IV
4.1. The Alignment of IQF Domains into AQRF Domains. 157
4.2. The IQF Level IX Compared to AQRF Level VIII 159-160
4.3. The IQF Level VIII Compared to AQRF Level VII 160
4.4. The IQF Level VII Compared to AQRF Level VI 161-162
4.5. The IQF Level VI Compared to AQRF Level V 162-163
4.6. The IQF Level V Compared to AQRF Level IV 163-164
4.7. The IQF Level IV and III Compared to AQRF Level III 164-165
4.8. The IQF Level II and I Compared to AQRF Level II and I 166-167
Criterion V
5.1. List of Standard Set and its Respective Ministerial Regulation 170-171
5.2. Packages/Units of Competency Defined in 2019 175
Criterion VI
6.1. Relevant Regulations in Quality Assurance 187
6.2. Number of Accredited Institutions and Programs 188
6.3. Number of Accredited Programs In the Health Sector 188
6.4. Accredited Agency for Certification of Competences 190
Criterion VII
7.1. Public Institutions with Education and Training Programs 200-202
7.2. List of Meetings and the Invited Participants 205-207

GLOSSARY OF ACRONYMS/ABBREVIATIONS
Acronym/Abbreviation Explanation
AHICS/APTIKOM Association of Higher Education Institutions in Computer

Sciences (Asosiasi Perguruan Tinggi Ilmu Komputer)
AHRD/BPSDM Agency for Human Resources Development (Badan
Pengembangan Sumber Daya Manusia)
AICP/HIPKI Association of Indonesian Courses Providers (Himpunan
Penyelenggara Kursus Indonesia)
AIFEB/ AFEBI Association of Indonesian Faculty of Economics and Business
(Asosiasi Fakultas Ekonomi dan Bisnis Indonesia)
AIHEIT/HILDIKTIPARI Association of Indonesian Higher Education Institutions in
Tourism (Himpunan Lembaga Pendidikan Tinggi Pariwisata
Indonesia)
AIHR/PHRI Association of Indonesian Hotels and Restaurants (Persatuan
Hotel dan Restoran Indonesia)
AINEC/AIPNI Association of Indonesian Nursing Education Center (Asosiasi
Institusi Pendidikan Ners Indonesia)
AINN/PPNI Association of Indonesian National Nursing (Persatuan

Perawat Nasional Indonesia)
AMS ASEAN Member States
ANSE/BSNP Agency for National Standards in Education (Badan Standar
Nasional Pendidikan)
AQRF/KRKA ASEAN Qualifications Reference Framework (Kerangka
Referensi Kualifikasi ASEAN)
CCB/LSK Competency Certification Body (Lembaga Sertifikasi
Kompetensi)
CCC Child Care Center
CCI/KADIN Chamber of Commerce and Industries (Kamar Dagang dan
Industri)
CLP/PKBM Community Learning Program (Program Kegiatan Belajar
Masyarakat)
CMHDC/KemenkoPMK Coordinating Ministry for Human Development and Culture
(Kementerian Koordinator Bidang Pembangunan Manusia dan
Kebudayaan)
CTC/TUK Competency Test Center (Tempat Uji Kompetensi)
ECE/PAUD Early Childhood Education (Pendidikan Anak Usia Dini)
IAA/IAI Indonesian Accountant Association (Ikatan Akuntan Indonesia)
IAA/IAI Indonesian Architects Association (Ikatan Arsitek Indonesia)

ICEA/HAKI Indonesian Construction Engineers Association (Himpunan Ahli
Konstruksi Indonesia)
IDI/IDI Indonesian Doctors Association (Ikatan Dokter Indonesia)
IEA/PII Indonesian Engineers Association (Persatuan Insinyur
Indonesia)
IHEA/IAPI Indonesian Hotel Experts Association (Ikatan Ahli Perhotelan
Indonesia)
IIAHHE/LAM-PTKes Independent Institute for Accreditation of Health Higher
Education (Lembaga Akreditasi Mandiri-Pendidikan Tinggi
Kesehatan)
IICPA/IAPI Indonesian Institute of Certified Public Accountants (Ikatan
Akuntan Profesional Indonesia)
IMA/IBI Indonesian Midwives Association (Ikatan Bidan Indonesia)
INAP/AKSI Indonesian National Assessment Program (Asesmen
Kompetensi Siswa Indonesia)
INWCS/SKKNI Indonesian National Work Competency Standard (Standar
Kompetens iKerja Nasional Indonesia)
IPA/IAI Indonesian Pharmacists Association (Ikatan Apoteker

Indonesia)
IPA/LAN Institute of Public Administration (Lembaga Administrasi
Negara)
IPCA/BNSP Indonesian Professional Certification Authority (Badan
Nasional Sertifikasi Profesi)
IQAE/LPMP Institute of Quality Assurance in Education (Lembaga
Penjaminan Mutu Pendidikan)
IQF/KKNI Indonesian Qualifications Framework (Kerangka Kualifikasi
Nasional Indonesia)
IQNC/KNKI Indonesian Qualifications National Committee (Komite
Nasional Kualifikasi Indonesia)
ISCED/SIKP International Standard Classification of Education (Standar
Internasional Klasifikasi Pendidikan)
ISOC/KBJI Indonesian Standard Occupational Classification (Klasifikasi
Baku Jabatan Indonesia)
MoD/Kemenhan Ministry of Defense (Kementerian Pertahanan)
MoEC/Kemendikbud Ministry of Education and Culture (Kementerian Pendidikan
dan Kebudayaan)
MoI/Kemenperin Ministry of Industry (Kementerian Perindustrian)
MoM/Kemenaker Ministry of Manpower (Kementerian Ketenagakerjaan)
MoNDP/Bappenas Ministry/Agency of National Development Planning
(Kementerian/Badan Perencanaan Pembangunan Nasional)

MoRA/Kemenag Ministry of Religious Affairs (Kementerian Agama)
MoRTHE/Kemenristekdikti Ministry of Research, Technology, and Higher Education
(Kementerian Riset, Teknologi, danPendidikan Tinggi)
MoSSABR/KemenPANRB Ministry of Supervision of State Apparatus and Bureaucratic
Reform (Kementerian Pembinaan Aparatur Negara dan
Reformasi Birokrasi)
MoT/Kemenhub Ministry of Transportation (Kementerian Perhubungan)
MoPWPH/KemenPUPR Ministry of Public Works and Public Housing (Kementerian
Pekerjaan Umum dan Perumahan Rakyat)
NAA/BAN National Accreditation Agency (Badan Akreditasi Nasional)
NAA-ECENFE/BAN-PAUD PNF National Accreditation Agency for Early Childhood Education
and Non-Formal Education (Badan Akreditasi Nasional –
Pendidikan Anak Usia Dini dan Pendidikan Non Formal)
NAA-HE/BAN-PT National Accreditation Agency for Higher Education (Badan
Akreditasi Nasional – Pendidikan Tinggi)
NAA-SM/BAN-S/M National Accreditation Agency for Schools and Madrasahs
(Badan Akreditasi Nasional – Sekolah dan Madrasah)
NES/Sisdiknas National Education System (Sistem Pendidikan Nasional)

NQF National Qualification Framework
NSHE/SN-Dikti National Standard for Higher Education (Standar Nasional
Pendidikan Tinggi)
NSSE/USBN National Standard School Examination (Ujian Sekolah
Berstandar Nasional)
NWTS/Sislatkernas National Work Training System (Sistem Pelatihan Kerja
Nasional)
PCB/LSP Professional Certification Body (Lembaga Sertifikasi Profesi)
RPL Recognition of Prior Learning (Rekognisi Pembelajaran
Lampau)
RCC/RKK Recognition of Current Competences (Rekognisi Pembelajaran
terKini)
SCT/UKK Skills Competency Test (Uji Kompetensi Keahlian)
SI/BPS Statistics Indonesia (Badan Pusat Statistik)
TPAB/LA-LPK Training Provider Accreditation Body (Lembaga Akreditasi
Lembaga Pelatihan Kerja)
TSC/LKP Training and Short Course (Lembaga Kursus dan Pelatihan)
VTC/BLK Vocational Training Center (Balai Latihan Kerja)

GLOSSARY OF TERMS
Term Definition
Academic Education Education aimed at the mastery and development in the field(s)
(Pendidikan Akademik) of science and technology.
Accreditation An activity to evaluate the feasibility of a program in an

(Akreditasi) education unit based on predetermined criteria.
Apprenticeship Part of the work training system which is implemented in an

(Pemagangan) integrated manner between training in training institutions and
working directly under the guidance and supervision of an
instructor or a more experienced worker/labor in the process of
goods or services production in a company to master particular
skills or expertise.
Basic Education Level of education that serves as the foundation for secondary
(Pendidikan Dasar) education.
Basic Literacy Education Education services for society members that are unable to read
(Pendidikan Keaksaraan) in latin letters to enable their ability to read, write, count,
communicate in Bahasa Indonesia, and analyze providing them
with a chance to fulfill their personal potential.
Bustanul Athfal Islamic based early childhood education provider equal to

kindergarten formed and heavily influenced by the
Muhammadiyah organization.
Community Homeschooling Study group formed by a combination of compound

(Sekolahrumah Komunitas) homeschools performing collective learning based on a syllabus,
as well as shared learning facilities, time, and material jointly
developed by the compound homeschools for homeschooling
learners, which include determining several learning activities
consisting of sports, music/arts, language, and others.
Community Service Studies Curricular community service that uses cross-disciplinary and
(Kuliah Kerja Nyata) sectoral knowledge to solve real-world problems in a particular
time and place as part of the curriculum.
Compound Homeschooling Environment-based education ran by parents of two or more

(Sekolahrumah Majemuk) families performing one or more learning activities together,
with the main learning activities still being performed within
each family.
Compulsory Learning The minimum education program that must be participated by

(Wajib Belajar) Indonesian citizens under the responsibility of the Government
and Regional Government.
Courses Non-formal education that is carried out for learners that need
(Kursus) additional abilities in self-development, work, self-employment,
or pursuance of a higher education.

Term Definition
Curriculum A set of plans and arrangements regarding the purpose,
(Kurikulum) content, and material of a lesson as well as methods used as
guidelines for implementing learning activities to achieve
certain educational goals.
Distance Education Education where learners and their educators are separated
(Pendidikan Jarak Jauh) which use various learning resources through communication
technology, information, and other media.
Early Childhood Education A nurturing effort aimed at children from birth to the age of six
(Pendidikan Anak Usia Dini) years implemented through the provision of educational stimuli
to help growth as well as physical and spiritual development so
that children are ready to advance their education.
Education Unit An education service group that organizes education through

(Satuan Pendidikan) formal, non-formal, and informal paths at every level and type
of education.
Educational Personnel Devoted and appointed members of the community who

(Tenaga Kependidikan) support the implementation of education.
Educators Educational personnel qualified as teachers, lecturers,

(Pendidik) counselors, non-formal and informal educators (pamong
belajar), government institution lecturers and trainers
(widyaiswara), tutors, instructors, facilitators, and other
designations in accordance with their specialty, and participate
in conducting education.
Fieldwork Practice Curricular work practice in workplaces that implement

(Praktik Kerja Lapangan) knowledge specifically related to a particular field of study as
part of the curriculum to master skills or expertise in the field.
Formal Education A structured and tiered educational path consisting of basic

(Pendidikan Formal) education, secondary education, and higher education.
Higher Education Level of education after secondary education that includes

(Pendidikan Tinggi) diploma, bachelor, master, specialist, and doctoral educational
programs run by higher education institutions.
Homeschooling Education service process that is conciously ran and planned by

(Sekolahrumah) parents or families at home or other places in a single,
compound, or community form where learning can occur in a
condusive manner to enable maximum development of each
unique potential of learners.
Industrial Work Practice Curricular work practice in industrial companies or companies

(Praktik Kerja Industri) within the industrial estate as part of the vocational education
curriculum to master skills or expertise in the industrial field.
Informal Education The path of family and environmental education.

Term Definition
(Pendidikan Informal)
Internship A short-term period of supervised training required for

(Kerja Praktik) qualifying for a profession following a specified number of
academic credits or classroom years to obtain practical work
experience.
Learners Community members who try to develop their own potential

(Peserta Didik) through available learning processes on a particular path, level,
and type of education.
Learning The process of interaction of learners with educators and

(Pembelajaran) learning resources in a learning environment.
Level of Education The stage of education that is determined based on the level of
(Jenjang Pendidikan) development of learners, goals to be achieved, and capabilities
developed.
Madrasah Aliyah Islamic based secondary education provider equal to senior

secondary school.
Madrasah Ibtidaiyah Islamic based basic education provider equal to primary school.
Madrasah Tsanawiyah Islamic based basic education provider equal to junior

secondary school.
National Education Education based on Pancasila and the 1945 Constitution of the
(Pendidikan Nasional) Republic of Indonesia and rooted in religious values, Indonesian
national culture, and responsive to the demands of changing
times.
National Education Standard Minimum criteria regarding the education system in all
(Standar Nasional Pendidikan) jurisdictions within the Unitary State of the Republic of
Indonesia.
National Education System A system in which all educational components are interrelated
(Sistem Pendidikan Nasional) in an integrated manner to achieve national education goals.
Non-formal Education A structured and tiered manner path of education outside

(Pembelajaran Non-formal) formal education.
On the Job Training Employee training at the place of work while he or she is doing
the actual job.
Path of Education A vehicle through which learners develop their own potential in
(Jalur Pendidikan) an educational process in accordance with the education goals.
Profession Education Special skills education for bachelors with honors and
(Pendidikan Profesi) professional bachelors to develop their talent and ability in
obtaining capabilities required by the workforce.
Raudatul Athfal General Islamic based early childhood education provider equal

Term Definition
to kindergarten.
Second Chance Education Non-formal education consisting of A Program, B Program, C

(Pendidikan Kesetaraan) Program, and C Vocational Program.
Secondary Education Continuance level of education from basic education.

(Pendidikan Menengah)
Single Homeshooling Family-based education service ran by parents for learners in

(Sekolahrumah Tunggal) one family and not joined with other families running other
single homeschoolings.
Specialist Education Special skills education for profession graduates that have
(Pendidikan Spesialis) become experienced professionals to develop their talent and
ability in becoming spesialists.
Specific Education Higher education that is directed toward the mastery and
(Pendidikan Spesifik) development of specific skills.
Type of Education Grouping based on a specific purpose of education in an

(Jenis Pendidikan) education unit.
Ulla Program Islamic based second chance education equal to basic education
grades 1 to 6.
Ulya Program Islamic based second chance education equal to secondary

education grades 10 to 12.
Vocational Education Education aimed at preparing learners for work requiring

(Pendidikan Vokasi) specific applied skills.
Vocational Madrasah Aliyah Islamic based secondary education provider equal to vocational
(Madrasah Aliyah Kejuruan) secondary school.
Work Training All activities to provide, obtain, improve, and develop work
(Pelatihan Kerja) competences, productivity, discipline, attitude, and work ethic
on particular levels of skill and expertise in accordance to the
position or work level and qualification.
Wustha Program Islamic based second chance education equal to basic education
grades 7 to 9.

LIST of ANNEXES
ANNEX A
General description of the number of Early Childhood Education by
Province (Source: Center of Education data and statistics, Ministry of
Education and Culture 2017/2018)
ANNEX B
Number of Indonesian National Competency Standards (Standar
Kompetensi Kerja Nasional Indonesia/ INWCS /SKKNI). (Source:
Book of Information on Training and Productivity of the Ministry of
Manpower, May 2019)
ANNEX C
Number of Indonesian National Competency Standards (Standar Kompetensi
Kerja Nasional Indonesia/ INWCS /SKKNI) based on Occupational Cluster or
Occupation. (Source: Book of Information on Training and Productivity of the
Ministry of Manpower, May 2019)
ANNEX D
Occupational Map for ICT Sector
ANNEX E
Occupational Map of Communication Sector
ANNEX F
Occupational Map of Travel Services in Tourism Industry
ANNEX G
Certificate as Approved Training Body International Institute of Welding for
BBPLK - Serang
ANNEX H
Permit for Undertaking Practical KNX Exam on the KNX Basic Course for BBPLK -
Serang
ANNEX I
Documentations

COVER LETTER OF IQF REFERENCING REPORT SUBMISSION

REFERENCING PROCESS OF IQF TO AQRF
The AQRF was endorsed by the ASEAN Economic Ministers (AEM) in August 2014; the ASEAN
Education Ministers (ASED) in September 2014; and the ASEAN Labor Ministers Meeting (ALMM)
through ad-referendum from November 2014 to May 2015.
The development of AQRF is based on agreed understanding between AMS to support the mobility
among ASEANs within or outside the region that in the long run, will envisage the establishment of
single ASEAN community.
The ultimate vision of a strong and harmonious ASEAN community is only achievable if mutual trust
is developed among AMS as the nation, characterized by an easy and beneficial mobility among
ASEANs. Openness, transparency, accountability of AMS education and qualifications systems may
be able to act as substantial catalyst in flourishing greater mobility among ASEANs.
By design, the framework aims as a reference to facilitate mutual understanding and mutual
recognition among AMS education and qualifications systems, thus engagement in AQRF is in the
context of respecting the specific structures of each AMS qualifications frameworks. The
implementation of AQRF has a neutral influence on national qualifications frameworks of
participating AMS. The condition is designed in order to maintain responsiveness to each AMS
national priorities.
With the aforementioned situations, a referencing process is a logical step for establishing the
relationship between education and qualifications system in Indonesia with all remaining AMS
through alignment of nine-levels Indonesia Qualifications Framework to the eight-level AQRF.
Various stages of outcomes for undertaking the referencing process included:
1. By presenting the education and qualifications of Indonesia to other AMS, we expect other AMS
obtain better understanding of our system, particularly the concept, context, implementation of
the IQF.
2. By handing out information, data, and facts about our quality assurance systems, at the most
transparent and accountability modes, Indonesia expects trust from other AMS towards
Indonesia education outcomes and its respective qualifications will be built.
3. Internally, by describing our quality assurance system throughout the education system,
Indonesia is able to see better picture on the real condition and can design better ways to
improve quality of our human capital and human resources.
4. By producing more quality human resources, trust, respect, and recognition of qualifications of
Indonesia human resources cultivate bigger, which in turn, it can promote better mobility and
workers of ASEANs and finally supporting the main vision of ASEAN i.e. more prosperous ASEAN
Community.
The various stages of outcomes is depicted in Exhibit A.
Life long learning

ASEAN society
More prosperous
ASEAN community
6 5 Better mobility of
4
students and
workers among AMS
AQRF
3
More mutual trust,
respect, and
recognition
Establishment or
Development of the
1 2
IQF More quality and
accountability of
Human Resources
supply system
Exhibit A. Various outcomes stages of referencing IQF to AQRF.
A. Indonesian Qualifications Framework (IQF)
As one of the strategic steps to manifest the quality and identity of Indonesian people, the
Government of Indonesia has compiled the Indonesian Qualifications Framework (IQF) that has been
designated in the Republic of Indonesia Presidential Decree 8 of 2012 on Indonesia Qualifications
Framework.
The preparation of the IQF was one of the steps to realize the nation’s identity and quality of the
Indonesian in the human resources sector which is associated with a national education and training
system development program. Each level of IQF qualification represents learning outcomes of every
Indonesian, achieved through various learning pathways.
A.1. Legal Basis for the National Qualification Framework
The establishment of the IQF has two primary legal bases, i.e. Law 13 of 2003 on Manpower under
the Ministry of Manpower and Law 20 of 2003 on the National Education System under the Ministry
Education and Culture.
Government Regulation 31 of 2006 on the National Work Training System and Government
Regulation 10 of 2018 on the Indonesian Professional Certification Authority (IPCA/BNSP) are
derivations of Law 13 of 2003 on Manpower. Besides, the IQF is also established to fulfill the
mandate of Law 20 of 2003 of the National Education System, article 4 (2) with an multi-entry and
multi-exit system which allows students to exit from one education pathway and enter another
pathways with certain recognition.

The IQF establishment is also compiled as one of the consequences of the approval and renewed the
UNESCO convention on the International Convention on Recognition of Studies, Diplomas and
Degrees in Higher Education in Asia and the Pacific, on December 16 - 1983 and on January 30 –
2008, respectively. The Convention has been authorized at November 16 – 2007 by Presidential
Regulation 103 of 2007 on Regional Convention on the Recognition of Studies, Diplomas and
Degrees in Higher Education in Asia and The Pacific.
Some other legal grounds that used as references in the preparation of the IQF include: Law 18
of1999, Article 33 paragraph 2, on Construction Services which gives authority to the Construction
Services Community to play a role in providing education and training in the field of construction
services; Law 30 of 2004 on Notary Position; Law 36 of 2009 on Health which regulates the
categories, types and qualifications of health workers; and Law 14 of 2005 on Teachers and
Lecturers, which regulates the qualifications and competences of lecturers and teachers. In addition,
there are regulations relating to aspects of quality and employment qualifications issued by
ministries or other government institutions, including private companies and state-owned
companies. Most of these regulations are applied in a limited manner within the respective
government institutions, state-owned companies or private companies. They regulate aspects
concerning the determination of the level of qualifications and work capabilities needed at each
career level within the institution, as well as the recognition of competences resulted from internal
and external training institutions.
The IQF has a formal juridical position in the form of a Presidential Regulation, namely Presidential
Decree 8 of 2012, which is a description of higher regulations. The article 1 paragraph 1 explained
that IQF is a framework that can compare, equalize, and integrate qualifications resulted from
education, work training, and work experience in order to provide appropriate work competency
recognition with work structures in various sectors.
A.2. Basic Concepts and Principles of the IQF
According to the latest data collected in December 2018, with a population of more than 270 million,
Indonesia has been managing more than 18,000 high schools and vocational schools and 4,255
universities with 22,306 study programs. At present, about 7,5 million students enrolled in higher
education institutions. Each graduate of formal learning has a diploma that reflects certain
qualifications. Nonetheless, the enrollment rate at university level is still low. About 70% young
Indonesian participates in non-formal learning (courses or training). At present, there are various
16,935 training institutions, catering 29,283 training programs and courses.
Based on factual conditions where the ratio of formal schooling in Indonesia is still much smaller
than one's qualifications achieved through self-taught learning, courses, training and work
experience, the IQF is structured as a qualification framework that can accommodate all educational
outcomes, without exception, both formal learning, non-formal (training, courses), work experience,
and self-learning.
Furthermore, in the formal education system, the concept of the IQF reflects a unified system in
which learning outcomes for the types of academic, vocational and professional education are
considered the equal for the same level of qualifications. This is in line with Law 20 of 2003 on the

National Education System which mandates an education system with a multi-entry, multi-exit
approach; so that one is allowed to take one type of education then proceed to a higher level of
education in another type of education. The type of education transfer program adopted by the
education system in Indonesia also reflects the concept of seamless pathways in the realm of
education and training.
In the qualification leveling system, the decree further states that the achievement of equal learning
outcomes of different types of education and training will yield the same qualification level. Based
on this provision, the IQF can be arranged more simply if compared to qualifications framework of
many countries, which either prioritize recognition of formal learning outcomes at higher
qualifications levels, or establish more than one sectorial qualifications frameworks.
In general, IQF is targeted to facilitate implementation of a mutual recognition system on various

qualifications and has the following characteristics:
1. The IQF must comprehensively and equitably accommodate the needs of all parties related to
the qualifications of the workforce and obtain broad public trust.
2. The IQF must have a clear and measurable level of description and qualifications and
transparently can be understood by workforce’s producers and users, both at the national,
regional and international levels.
3. IQF must be flexible in anticipating the development of science and technology, scientific needs,
expertise and skills in the workplace, and can be updated continuously, so as to provide the
widest opportunity for someone to reach the appropriate qualification level through various
pathways of education, training, and/or work experience, including moving from one path to
another.
4. IQF must be one of the drivers of quality improvement programs both from the workforce’s
producers and users, so that awareness of improving the quality of human resources can be
nationally realized.
5. The IQF must include the development of a quality assurance system that has the function of
monitoring and assessment of the agency or institution that is related to the processes of
equalizing certain learning outcomes with an appropriate level of IQF.
6. IQF must accountably provide opportunities for movement of workers from Indonesia to other
countries or vice versa.
7. The IQF must be a guide for new job seekers and experienced workers in an effort to improve
living standards or careers in their respective workplaces.
8. The IQF must improve the integration and coordination of existing quality assurance institutions
or quality improvement institutions, such as Agency for National Standards in Education/Badan
Standar Nasional Pendidikan (ANSE/BSNP), National Accreditation Agency/Badan Akreditasi
Nasional (NAA/BAN), Indonesian Professional Certification Authority/Badan Nasional Sertifikasi
Profesi (IPCA/BNSP), Professional Certification Body/Lembaga Sertifikasi Profesi (PCB/LSP),
Competency Certification Body/Lembaga Sertifikasi Kompetensi (CCB/LSK), and others.
A.3. Purpose of Developing the IQF
The development of the IQF has general and specific objectives. General objectives include the
matters that can encourage integration between related sectors, while specific objectives cover the
strategic aspects of developing the framework and level of qualifications.

The general objectives of developing an IQF include:

1. to increase national commitment to produce quality and internationally competitive Indonesian
human resources;
2. to Increase the quality and accessibility of Indonesian human resources to national and
international labor markets;
3. to establish an accountable and transparent process of recognition and equalization of
qualifications towards learning outcomes obtained through formal, non-formal, informal,
training, and / or work experiences by the national and international society;
4. to increase the contribution of learning outcomes obtained through formal, non-formal,
informal, training, and / or work experience in the national economic growth; and
5. to increase mobility of students and human resources between Indonesia and other countries
based on equality of qualifications.
Meanwhile, the specific objectives of developing IQF include:

1. to increase positive correlation between output, educational processes, and learning outcomes;
2. to update learning outcomes that is relevant and recognized by users, so that in sustainable
manner it can form capacity and improve national competitiveness in the human resources
sector;
3. to develop rules and mechanisms for Recognition of Prior Learning (RPL);
4. to increase the mobility and accessibility of Indonesian human resources to national and
international labor markets; and
5. to increase mobility and cooperation between all types formal and non-formal education
providers in Indonesia and in other countries to achieve mutual understanding, solidarity and
world peace.
A.4. Descriptions of Qualification in the IQF
The IQF consists of nine levels qualifications, starting from Qualification Level I as the lowest
qualification and Qualification Level IX as the highest qualification. Determination of Levels I through
IX is carried out through comprehensive mapping of labor conditions in Indonesia in terms of the
producer side (supply push) and the user side (demand pull) of the workforce. Explanation of each
level of qualification is also adjusted to consider the state of the country as a whole, including the
development of science, technology and art, the development of sectors supporting the economy
and people's welfare such as industry, agriculture, health, law, etc., as well as building aspects
national identity reflected in ‘Unity in Diversity’ (Bhinneka Tunggal Ika), namely the commitment to
continue to recognize the diversity of religion, ethnicity, culture, language and art as a distinctive
feature of the Indonesian nation.
The qualification levels in the IQF with Level IX as the highest level does not necessarily mean that is
higher than the level of qualification applicable in Europe (8 levels) and Hong Kong (7 levels) or vice
versa lower than the level of qualifications applicable in Zealand New (10 levels). This precisely
defines that the types of qualifications in the IQF are designed to allow each level of qualification to
be in line with the shared needs of graduates and users, formal education/training/courses in
Indonesia at this time, and graduate degrees for every education pathway that applies in Indonesia.

Each level of qualification in the IQF is arranged by six main parameters, namely science, knowledge,
practical know-how, skills, affection, and competency. The six parameters contained in each level
are arranged in the form of descriptions called Qualification Descriptors. The definitions of each
parameter are explained as follows.
1. Science is described as a system based on scientific methodology to build knowledge through
the results of research in a body of knowledge. Continuous research that is used to build a
science must be supported by a record of data, observation, and analysis that is measurable and
aims to improve human understanding of natural and social symptoms.
2. Knowledge is described as mastery of theory and skills by someone in a particular field of
expertise or understanding of facts and information obtained by someone through experience or
education and training for certain purposes.
3. Practical know-how is described as mastery of theory and skills by someone in a particular field
of expertise or understanding of methodology and technical skills acquired by someone through
experience or education for certain purposes.
4. Skills are described as psychomotor abilities (including manual dexterity and use of methods,
materials, tools, and instruments) that are achieved through measurable training, based on
knowledge or practical knowledge (practical know-how) possessed someone so as to be able to
produce products or performance that can be assessed qualitatively or quantitatively.
5. Affection is described as a person's sensitive attitude towards aspects around his life, both those
that are cultivated by the learning process and the environment of family life, society at large or
the working environment
6. Competency is described as an accumulation of a person's ability to carry out a measurable work
description through a structured assessment, including aspects of independence and individual
responsibility in the field of work.
The six parameters are categorized into four main domains, illustrated in Exhibit B, namely:
1. Attitude and Values (parameter 5);
2. Mastery of knowledge (parameter 1,2,3);
3. Ability to work in his field of expertise (parameter4); and
4. Authority and Responsibility (parameter 6).
The attitudes and values described in the IQF are applied on every level, while the other three
domains, which are:
1. Mastery of knowledge explains the scientific branch that is mastered and the person's ability to
demonstrate the level of mastery.
2. Ability to work in his field of expertise explains the ability of a person who is in accordance with
the relevant field of work in terms of using appropriate methods / techniques and achieving
results with appropriate quality levels, and understanding the conditions or standards of the
process of carrying out the work.
3. Authority and responsibility explain the scope of a person's responsibility and the minimum
authority that he has to carry out the work under his responsibility.

Exhibit B. Four domains of IQF descriptors: Attitude and Values (as general description),
Work Ability (paragraph 1 at each levels), Authority and Responsibilities (paragraph 3 at each levels),
Mastery of knowledge (paragraph 2 at each levels).
Internalization of attitudes and accumulation of the three qualification parameters are included in
each level of qualification and are achieved through a structured process of education and training
and through work experience. The full level achieved by each qualification level in the IQF is stated
by the term Learning Outcomes, which in English is equated with the term of Learning Outcomes, in
accordance with the EU Commission's definition in explaining the European Qualifications
Framework: ‘…statements of what an individual should know, understand and/or be able to do at the
end of a learning process’ (http://www.cedefop.europa.eu/en/events-and-projects/projects
/learning-outcomes)
A.5. Implementation and Implication of IQF
In its application, the qualification levels in the IQF are a neutral reference to equalize the learning
outcomes obtained through formal learning with the achievement of learning in non-formal learning
(courses and regular training), or learning outcomes which are obtained through work training, or
learning outcomes that comes through work experience.
Schematically, achieving each level or increasing to a higher level in the IQF can be done through
four pathways or a combination of the four. The mentioned pathways as illustrated in Exhibit C
consist of pathways through formal education, career advancement in the workplace, self-learning,
as well as advancing through professional certification. The work training, regular training, short
courses are means of learning that can facilitate the advancement of working career, professional
levels.

S3/Sp
9
Sp -U
S1/D4
8
D3
D2
7
D1
SMA/
MA/SMK
SMP
6
Exhibit C. The IQF level can be achieved through four pathways i.e. formal
education with degree as the output, career advancement in the workplace,
self-learning, as well as advancing through professional certification.
With this approach, the IQF can be used as a reference by four stakeholders who use their respective
approaches in increasing the qualifications level. The formal education sector, for example, can
utilize IQF as a reference in planning higher education systems in Indonesia so that it can properly
locate the graduates’ qualification levels and estimate their equality with career paths. On the other
hand, graduate users, such as industry associations or users in general, can also refer to the IQF to
estimate the qualifications held by job seekers and position them at the career level, and provide
appropriate remuneration. Likewise to the work experience which can be compared and
synchronized with the IQF qualification level. The same thing can also be done by professional
divisions in the jurisdiction of professional associations. Stakeholders from the broader community
group are also recognized as having certain qualification levels through RPL or Recognition of
Current Competences (RCC) mechanisms.
B. Reference IQF to AQRF
The most important factor of the IQF's referencing process to AQRF is to ensure that any
qualification produced by formal or non-formal learning is to receive a place in the framework of
national qualifications. Therefore, the education system in Indonesia must be able to be
comprehensively described and the learning outcomes produced by the system can be properly
translated into qualifications within the IQF. The comprehensive information regarding the
education system is described in Criterion I, whilst the national standards and quality assurance
supporting Indonesia education system is presented in Criterion V and VI, respectively.
The reference process for the description of the IQF is conducted using the Best Fit In method in the
description of AQRF by previously aligning the four domains of IQF with two AQRF domains, as
illustrated in Exhibit D.
IQF Domains AQRF Domains
Knowledge Working
Knowledge &
Comprehensions Skills Skills
Moral Working Application &

& Ethics Responsibility &
Referencing Responsibility
Accountability
Or
Aligning
Exhibit D. The alignment of four domains of IQF with the two domains of AQRF.
The domain of attitudes and values is not specifically stated in the AQRF domain because (1) this
domain of attitudes and values is an embodiment of Indonesian Nation identity which is specific to
Indonesia, and (2) this domain is the foundation of both AQRF domains. The domain of Mastery of
knowledge and Ability to work in their fields of expertise are included in the Knowledge and
Comprehensions and Skills domain of AQRF, while the domain of Authority and Responsibility is
included in the Application and Responsibility domain.
The level alignment of IQF and AQRF can be stated in the illustration in Exhibit E. The red arrow
indicates the weight of the IQF description while the blue arrow indicates the weight of the AQRF
description. The longer the red arrow, the more dominant IQF is compared to the AQRF; and vice
versa if the blue arrow is longer. The above mentioned is factually describing the best fit in method
utilized in comparing, associating, linking, equating or equaling descriptors IQF and AQRF.

IX VIII
VIII VII
VII VI
VI V
V IV
INDONESIAN ASEAN
QUALIFICATIONS QUALIFICATIONS
FRAMEWORK VI REFERENCE
(IQF) III FRAMEWORK
III
II II
I I
Exhibit E. The Illustration of level descriptors allignment between IQF and AQRF.
As can be seen from Exhibit E, only two levels are equivalent between IQF and AQRF, in which IQF
level six is equal to AQRF level five and IQF level seven is equal to AQRF level six. Above that
common levels, level eight and level nine of IQF are comparable to level seven and level eight of
AQRF respectively, with little difference since the AQRF scope is fuller than IQF. On the other side,
the IQF level five has greater scope compared to AQRF level four. Below that, there are significant
differences among lower levels. The IQF level three and four should be combined to be aligned into
AQRF level III. Similarly, the IQF levels two and one are aligned together to AQRF level two. Then,
level one of AQRF does not match with any level of IQF. The detailed comparison of each level and
the respective domains are given in the Criterion IV.
B.1. Main Authority of Referencing IQF to AQRF
The process of drafting this referencing document is carried out by the Indonesian Qualifications
National Committee/Komite Nasional Kompetensi Indonesia (IQNC/KNKI) which established on
October 15, 2018 through the issuance of the Minister of Research, Technology, and Higher
Education Decree 49 of 2018. Complete information regarding this body is described in Criterion II.
IQNC is responsible to provide a valid, reliable and trusted outcome of referencing. For doing so,
several important key processes are designed as follow.
1. IQNC establishes objectives, target, funding mechanism, agreed on processes required to deliver
the desired results including the time line.
2. IQNC established the collaborative source of funding for the referencing process.
3. IQNC Committee formed a task force for referencing; including planned and carried out all
activities by weekly performance indicator, as well as evaluated and undertook small adjustment
to narrow the gap between target and process, problems, non-conformities, inefficiencies and
other issues.
4. Documentation of process and output is carried out by task force, office of IQNC, staffs from
Quality Assurance Directorate – Ministry of Research, Technology, and Higher Education/

Kementerian Riset, Teknologi, dan Pendidikan Tinggi (MoRTHE/Kemenristekdikti), staffs from

Directorate of Competency Standards and Training Programs – Ministry of
Manpower/Kementerian Ketenagakerjaan (MoM/Kemenaker), as well as staffs from Directorate
of Courses and Training Development – Ministry of Education and Culture/Kementerian
Pendidikan dan Kebudayaan (MoEC/Kemendikbud).
The INQC is responsible for the whole process of referencing up to endorsement of the final
document which already encloses endorsement from all relevant stakeholders involved in the
referencing process.
B.2. Referencing Document Status
The drafting of IQF referencing report to AQRF is started right after the establishment of INQC in
November 2018. The process yielded a first referencing document, covering only of Criterion I to III,
and submitted to the AQRF Committee on April 8, 2019.
After received various comment from the AQRF Committee, the revision of Criterion I to III and
drafting Criterion IV to VII is carried out through a number of meetings with the relevant
stakeholders. The script was reviewed by various representatives, consisting of ministries
representatives, state institutions, and professional communities under the coordination of IQNC.
Key stakeholders involved in the referencing process are categorized as follow.

1. Public education providers both formal and non-formal learning modalities.
2. Private education providers both formal and non-formal learning.
3. Workforce users, represented by industries (companies).
4. Professional Certification association and bodies.
5. Quality assurance bodies.
6. Institution responsible for National Education Standards.
7. Academic community.
8. Society in general.
Process, involvement, meeting and discussion results of those relevant stakeholders are explained in
the Criterion VII. After completion of the referencing process Criterion I to VII, one international
expert in qualifications framework is invited to conduct an independent review of this text. The
comment from the international reviewer is presented in the Criterion I, and the revision(s) made
based on the reviewer’s comment is incorporated throughout Criterion I to VII.
The document of the referencing process of Indonesian Qualifications Framework (IQF) to the
ASEAN Qualifications Reference Framework (AQRF) is prepared in accord with The AQRF Referencing
Guidelines - September 2016. The document covers Criterion I to IX.
The first version of the script containing Criterion I, II, and III has been submitted on April 8, 2019,
thus information regarding these three Criteria is a revised version from the first document, whilst
information of Criterion IV to VIII is the first version.
The document id started with endorsement from the IQNC Chairperson, followed by Introduction
referring to explanation of IQF as well as executive summary of the process and result. Criterion I
explains the education system of Indonesia. Comparability to ISCED system is presented to make
audiences outside Indonesia comprehend the system better. The information regarding the
education system is equipped with policy, regulation, guidelines, facts, and figures concerning
inclusion of leaning outcomes into the IQF levels, qualifications awarding authorization, as well as
respective national standards and quality assurance, as described in Criterion III, V, and VI
respectively.
Core content of this referencing document, outlining procedure of comparing, associating, linking,
equating or equaling descriptors IQF with level descriptors of the AQRF which is carried though a
robust and transparent bet fit in method, and the alignment between IQF and AQRF levels is
presented in the Criterion IV.
Criterion II and VII are interconnected in explaining the main authority of referencing processes
and referencing procedures respectively.
Ms. Maria Slowey is invited as international reviewer to clarify the relationship between IQF and the
AQRF qualifications system, to act as an adviser and supporter of the referencing process, and
providing advice in optimizing the trust in use of the AQRF as an instrument for transparency. INQC
is grateful for the support from EU SHARE program, DAAD, and British Council regarding this matter.
Report from the international reviewer is provided in the Criterion VIII.
The publication of one comprehensive report, setting out the referencing and the evidence
supporting as required in Criterion IX, is carried out by INQC both in the form formally and in the
INQC main website http://kkni.ristekdikti.go.id/ and all relevant official websites.
Criterion X which involve publication of the Referencing outcomes by the ASEAN Secretariat, and
Criterion XII indicating certification and awarding bodies to award qualifications on new
qualifications certificates, diplomas issued with a clear reference to the appropriate AQRF level, will
be carried out after the AQRF committee endorse the report.

GLOSSARY OF ACRONYMS/ABBREVIATIONS IN CRITERION I
AQRF/KRKA ASEAN Qualifications Reference Framework (Kerangka Referensi

Kualifikasi ASEAN)
CCB/LSK Competency Certification Body (Lembaga Sertifikasi Kompetensi)
CCC Child Care Center
ECE/PAUD Early Childhood Education (Pendidikan Anak Usia Dini)
INAP/AKSI Indonesian National Assessment Program (Asesmen Kompetensi
Siswa Indonesia)
IQNC/KNKI Indonesian Qualifications National Committee (Komite Nasional
Kualifikasi Indonesia)
Kompetensi Kerja Nasional Indonesia)
IPCA/BNSP Indonesian Professional Certification Authority (Badan Nasional
Sertifikasi Profesi)
Nasional Indonesia)
MoEC/Kemendikbud Ministry of Education and Culture (Kementerian Pendidikan dan
Kebudayaan)
(Kementerian Riset, Teknologi, dan Pendidikan Tinggi)
NAA-ECENFE/BAN-PAUD PNF National Accreditation Agency for Early Childhood Education and
Non-Formal Education (Badan Akreditasi Nasional – Pendidikan
Anak Usia Dini dan Pendidikan Non Formal)

NAA-SM/BAN-S/M National Accreditation Agency for Schools and Madrasahs (Badan

Akreditasi Nasional – Sekolah dan Madrasah)
THE INDONESIAN EDUCATION SYSTEM
Every Indonesian citizen has the right and opportunity to attain education, without discrimination of
gender, ethnic, race, religion, social, and economical background, except for certain units of
particular education. The objective of education in Indonesia is to facilitate a learning process and
atmosphere where learners can actively develop their potential to attain religious and noble
character, intelligence, and skills that enable them to contribute in the society worldwide.
Among the 49 ministries and institutions that provision formal or non-formal education, there are
two main ministries that have main tasks directly related to education functions, which are:
1. The Ministry of Education and Culture/Kementerian Pendidikan dan Kebudayaan
(MoEC/Kemendikbud) based on Law 20 of 2003 on the National Education System; and
2. The Ministry of Research, Technology, and Higher Education/Kementerian Riset, Teknologi, and
Pendidikan Tinggi (MoRTHE/Kemenristekdikti) based on Law 12 of 2012 on Higher Education.
Institutions that provision formal and non-formal education must obtain operational licenses from
the government. The government is also authorized to close any formal learning institutions, if the
quality of implementation does not meet the national education standards or harms the community.
Institutions that provision formal education must internally perform a quality assurance process and
must be assessed by external quality assurance institutions that obtain authority from the
Government.
In order to manage a fair comprehension of the National Education System of Indonesia, three main
terminologies must be properly understood, namely level, path, and type of education. In an
attempt to clarify the differences among each terminology, a comparison based on definition and
examples is presented in Table 1.1.

Table 1.1. Comparison among Level, Path, and Type of Education
Aspect of Level of Education Path of Education Type of Education

Comparison
Definition The stage of education A vehicle through Grouping based on a
that is determined which learners develop specific purpose of
based on the level of their own potential in education in an
development of an educational process education unit.
learners, goals to be in accordance with the
achieved, and education goals.
capabilities developed.
Examples Early Childhood Formal Education, Distance Education,
Education, Primary Non-Formal Education, Special Education,
Education, Secondary and Informal Education Academic Education,
Education, and Higher Vocational Education,
Education Profession Education,
etc.
In general, the National Education System is governed under Law on the National Education System
with specific governing for higher education under Law on Higher Education. Learning outcomes
within the Indonesian Education System are recognized in the form of certificates and competency
certifications. Certificates are awarded to learners as an acknowledgment toward their learning
achievements or completion of a level of education after passing a test administered by an
accredited education unit. Meanwhile, competency certifications are awarded to learners and
society members as an acknowledgment toward their competency in performing certain work after
passing a competency test administered by an accredited education unit or certification body.
The first categorization in the National Education System is based on path of education, which is
divided into formal, non-formal, and informal education. Within each path of education, there exists
a leveling structure, consisting mainly of early childhood education/pendidikan anak usia dini
(ECE/PAUD), basic education/pendidikan dasar, secondary education/pendidikan menengah, and
higher education/pendidikan tinggi. At the most detailed level, categorization is based on certain
types of education, including kindergarten education, primary school education, junior secondary
school education, senior secondary school education, vocational secondary school education,
second chance education, courses, work training, homeschooling, etc. It is important to note that
the National Education System adheres to an open education system that implements the concept
of multi-entry, multi-exit, where learners are allowed to pursue a type of education, then proceed to
a higher level of education in another type of education, either remaining in one path of education
or changing paths. The overall mapping of the National Education System is presented in Table 1.2.
Another important note is that the provision of other certain types of education in the National
Education System, such as Islamic based education, distance learning education, inclusive education,
special education for impaired learners, special education for gifted and talented learners, as well as
special services education for learners that are facing disadvantaged conditions (learners in prisons,
in remote areas, in disaster affected areas, etc.) do exist and are implemented accordingly, but are

not shown in Table 1.2. In particular, Islamic based education are provisioned in formal ECE, basic
education, and secondary education, as well as non-formal second chance education.
To provide better understanding, the National Education System is compared to the International
Standard Classification of Education (ISCED 2011) published by UNESCO. Courses, work training, and
work experiences were omitted from this comparison as these types of education are considered
incomparable to ISCED. The overall comparison between comparable types of education in the
National Education System and ISCED is presented in Table 1.3.
In the following sections, further details on the provision of each type of education shown in Table
1.2., along with learning outcomes, length of study and learning load, ISCED and IQF level(s),
Government role in competence assurance, transition in progression to other types of education,
and current state of implementation will be addressed.

Table 1.2. The National Education System of Indonesia
INDONESIAN EDUCATION SYSTEM

LEVEL OF EDUCATION
PATH OF EDUCATION
FORMAL NON-FORMAL INFORMAL
interactions with family members or the environment, including other society

Single & Compound Homeschooling
Early Childhood Playgroup, Child Care Center,
members and nature, as well as self-learning through available sources of

Kindergarten
Other various unstructured learning obtained through direct personal

Education & Similar ECE Units
Community Homeschooling
Primary School
A Program
(Grades 1-6)
knowledge, self-experimentation, and self-training

Basic Education
RPL System
Junior Secondary School
B Program
(Grades 7-9)
Senior Secondary 3-year Vocational

Secondary Education School Secondary School C Program
4-year Vocational Secondary School
(Grades 10-12) (Grades 10-12)
(Grades 10-13)
1-year Diploma (Diploma 1)
Work Experiences
Job Training
2-year Diploma or Associate Degree
Courses
3-year Diploma or Bachelor
Higher Education
Bachelor of Honors Professional Bachelor
Profession
Master & Applied Master Specialist
Doctor & Applied Doctor Sub-specialist

Table 1.3. Comparison between the National Education System of Indonesia and ISCED
NATIONAL EDUCATION SYSTEM OF INDONESIA (ISCED Comparable Only)

ISCED PATH OF EDUCATION
LEVEL OF EDUCATION
FORMAL NON-FORMAL INFORMAL
Playgroup, Child Care Center,
Single & Compound Homeschooling

Early Childhood Kindergarten & Similar ECE Units
Early Childhood 0
Education (Age Group 4-6 Years) (Ages Groups Birth-2 Years,
2-4 Years, 4-6 Years)
Second Chance Education

Primary School
Primary 1 (Grades 1-6)
A Program
Basic Education
Lower Secondary 2 (Grades 7-9)
B Program
3-year Vocational
Senior Secondary School C Program & Vocational
Upper Secondary 3 Secondary Education
(Grades 10-12)
Secondary School 4-year Vocational
C Program
(Grades 10-12) Secondary School
(Grades 10-13)
Post-secondary
Non-tertiary
4 1-year Diploma
Short-cycle
Tertiary
5 2-year Diploma or Associate
3-year Diploma or Bachelor
Bachelor or
Equivalent 6 Higher Education Bachelor with Honors Professional Bachelor
General Profession
Master or
Equivalent
7 Master & Applied Master Specialist
Doctor or
Equivalent
8 Doctor & Applied Doctor Subspecialist

1.1. Formal Education
Formal education is defined in Law on the National Education System as “structured and tiered
educational path consisting of basic education, secondary education, and higher education”. This
path of education is aimed to form learners as whole humans in accordance to one’s nature, namely
a person who believes and fears God, has a noble character, is democratic and upholds humanity
values, masters knowledge, technology, and art. This path of education has characteristics in which:
(1) emphasizes more on intellectual development; (2) participants are homogeneous; (3) contents of
education are formally programmed; (4) structured, tiered, and continuous; (5) scheduled with a
relatively long learning time; (6) the way to implement education is formal; (7) education evaluation
is conducted periodically and systematically; (8) graduation is characterized by the issuance of a
diploma and awarding a degree. As partially stated in its definition, the main types of formal
education are ECE in the form of general and Islamic based kindergartens, basic education,
secondary education, and higher education.
1.1.1. Early Childhood Education Level
Early childhood education is defined in Law on the National Education System as “a nurturing effort
aimed at children from birth to the age of six years implemented through the provision of
educational stimuli to help growth as well as physical and mental development so that children
are ready to advance their education”. The main target of this education level is to help optimize
the physical and mental growth and development of behavior, knowledge, and skills of learners in a
holistic, integrative, progressive, and sustainable manner. At the end of ECE, learners are expected
to be physically and mentally prepared to enter the basic education system and be successful in their
learning efforts.
Provision
ECE can be provisioned in all paths of education, either it be formal, non-formal, or informal. Formal
ECE, however, is only provisioned for learners at age group of 4-6 years in kindergartens, raudatul
athfals, or bustanul athfals. Raudatul athfals and bustanul athfals are both Islamic based ECE
providers under the supervision of the MoRA and are considered equal to kindergartens, which are
under the supervision of the MoEC. The difference between the two Islamic based ECE providers is
that bustanul athfals are formed and heavily influenced by the Muhammadiyah organization, while
raudatul athfals are formed by other Islamic organizations.
Since the enactment of Government Regulation 2 of 2018 on Standards for Minimum Services, all
citizens age five to six years have the right to receive ECE services prior to entering the basic
education system. Hence, one year learning prior to entering the basic education system at the ECE
level is now compulsory (compulsory learning). This policy is in line with Target 1 of the UNESCO
Post-2015 Education Goals and Targets that stipulates:

By 2030, at least x% of girls and boys are ready for primary school through participation in
quality early childhood care and education, including at least one year of free and compulsory
pre-primary education, with particular attention to gender equality and the most marginalized.
Learning outcomes
Learning outcomes for formal ECE is currently reflected in Regulation of the Minister of Education
and Culture 137 of 2014 on National Standards for ECE, specifically addressed in Appendix I on
Standards for Content for Levels of Child Development Achievement, Age Group 4-6 Years. The
Standards consist of six scopes of development, which are (1) religious and moral values; (2) physical
status and motor skills (gross, fine, and health and safety behavior); (3) cognitive skills (learning and
problem solving, logical thinking, and symbolic thinking); (4) language skills (understanding,
expressing, and characters); (5) social skills and emotional status (self-awareness, sense of self-
responsibility and responsibility for others, and socialized behavior); and art skills (ability to enjoy
music and sounds and interest in artistic activities). Further details on the learning outcomes for
formal ECE can be referred to in the aforementioned document.
Length of study and learning load

Regulation of the Minister of Education and Culture on National Standards for ECE structures length
of study and learning loads for formal ECE age group 4-6 years as two years of study with a minimum
of 180 minutes per meeting and a minimum of five meetings per week.
ISCED and IQF level

Competences in formal ECE are recognized at ISCED level 0 (early childhood), but are not recognized
in the IQF. A summarized version of Table 1.3 focusing solely on formal ECE combined with IQF level
referencing is presented in Table 1.4.
Table 1.4. Mapping of ISCED and IQF Levels for Formal ECE
ISCED IQF
Formal Early Childhood Education
Level Description Level
Kindergarten
0 Early Childhood N/A
(Age Group 4-6 Years)
Mapping of IQF levels toward the National Education System as a whole is further elaborated in
detail in Criterion III.
Government role in competence assurance

Government assurances in fulfillment of expected competences for learners in formal ECE are mainly
performed through the accreditation process by the National Accreditation Agency for Early
Childhood Education and Non-Formal Education/Badan Akreditasi Nasional Pendidikan Anak Usia
Dini dan Pendidikan Non-Formal (NAA-ECENFE/BAN-PAUD PNF). Further explanations on the work of
the NAA-ECENFE are elaborated in Criterion VI.

Transition in progression to other types of education

There are no official restrictions in the horizontal movement of formal ECE learners outside the
internal policies of each ECE provider. The only official restriction in moving vertically is based on age
when entering the basic education system.
Current state of implementation

According to the latest data from the Center of Education Data and Statistics of the MoEC (as
accessed per August 8, 2019), there are 92,435 kindergartens provisioning education for 960,647
learners. Meanwhile according to the latest data from the Education Management Information
System of the MoRA (as accessed per August 8, 2019), there are 27,999 raudhatul athfals and
bustanul athfals provisioning education for 1,231,101 learners.
1.1.2. Basic Education Level
Formal basic education (pendidikan dasar) is defined in Law on the National Education System as
“level of education that serves as the foundation for secondary education”. The main target of this
education level is to help optimizing the development of behavior, knowledge, and skills of learners
in a holistic, integrative, progressive, and sustainable manner. At the end of pursuing basic education
(graduation from Grade 9), learners are expected to possess:
1. behavior that resembles attitudes of faith and piousness in the One and Only God; good
character, honest, and compassionate; responsible; a life-long learner; as well as physically and
mentally healthy suitable to expected child development within their family, school, societal and
natural surroundings, as well as country, national, and regional settings;
2. factual, conceptual, procedural, and metacognitive knowledge in a basic technical and specific
manner pertaining to science, technology, arts, and culture with the ability to put the
aforementioned knowledge in proper context, either it be within themselves, the settings of
their family, school, and societal and natural surroundings, as well as country, national, and
regional settings; and
3. skills to think and act in a creative, productive, critical, independent, collaborative, and
communicative manner using scientific approaches that have been learned at school or
independently.
Provision
Formal basic education comprises of nine compulsory grade levels (part of compulsory learning),
consisting of six grade levels in primary schools (grades 1 to 6) followed by three grade levels in
junior secondary schools (grades 7 to 9). As with ECE, there are two major groups of schools in this
level of education, which are general schools (under the supervision of the MoEC) and Islamic based
schools (under the supervision of the MoRA). Islamic based primary schools are named madrasah
ibtidaiyah, while the junior secondary schools are named madrasah tsanawiyah.
Learning outcomes
Learning outcomes for formal basic education is currently reflected in Regulation of the Minister of
Education and Culture 20 of 2016 on Standards for Graduate Competences at the Basic and
Secondary Education Levels and further elaborated in Regulation of the Minister of Education and
Culture 21 of 2016 on Standards for Content at the Basic and Secondary Education Levels. The
learning outcomes are typically designed to cover three aspects of competences, which are
behavior, knowledge, and skills. Further details on the current learning outcomes for formal basic
education can be referred to in the aforementioned documents.
It is important to note, however, that the ANSE is currently in the process of revising both
aforementioned standards to better suit current advancements in civilization and needs of the
nation, including better referencing towards the IQF. Following the enactment of Regulation of the
Minister of Education and Culture 34 of 2018 on National Standards for Vocational Secondary
Schools, the new format introduced for Standards for Graduate Competences as well as Standards
for Content has been planned to be consistently reapplied for other Basic and Secondary Educations.
The new format includes a new framework consisting of the following seven competency areas: (1)
faith and piousness toward the One and Only God; (2) nationalism and love for the country; (3)
personal and social character; (4) literacy; (5) physical and mental health; (6) creativity; and (7)
esthetics. The new standards are targeted to provide better understanding on the demanded
learning outcomes through simpler statements and improved structure.

As stated earlier, formal basic education should be completed in nine years, where the first six years
are spent in primary schools and the remaining three years are spent in junior secondary schools.
The learning loads for formal basic education at primary schools are reflected in Regulation of the
Minister of Education and Culture 67 of 2013 on the Basic Framework and Structure for Primary
School and Madrasah Ibtidaiyah Curriculums. The learning loads, represented by amount of time per
week, are gradually increased from 30 conceptual hours in Grade 1 to 36 conceptual hours in Grade
6, where the actual duration of one-hour study in primary schools is set at 35 minutes.
In addition, learning loads for Grades 1 to 5 and the first semester of Grade 6 are structured to be
provisioned between 18-20 weeks. For the second semester of Grade 6, learning is provisioned
between 14-16 weeks. Hence, the learning load in one year of study is provisioned between 36-40
weeks.
On the other hand, learning loads for formal basic education at junior secondary schools are
reflected in Regulation of the Minister of Education and Culture 78 of 2013 on the Basic Framework
and Structure for Junior Secondary School and Madrasah Tsanawiyah Curriculums. The learning
loads, also represented by amount of learning time per week, are steadily set at 38 conceptual hours
from Grade 7 to Grade 9, where the actual duration of one-hour study in junior secondary schools is
increased to 40 minutes.
In addition, learning loads for Grades 7 to 8 and the first semester of Grade 9 are structured to be
provisioned between 18-20 weeks. For the second semester of Grade 9, learning is provisioned
between 14-16 weeks. Hence, as with Grades 1 to 6, the learning load for Grades 7 to 9 in one year
of study is also provisioned between 36-40 weeks. Comparison of amount of learning time per week
in the formal basic education system across primary and junior secondary schools is presented in
Table 1.5.
Table 1.5. Comparison of Amount of Learning

Time in the Formal Basic Education System
Amount of Learning Time per Week

Grade Conceptual Actual
(hours) (hours:minutes)
Primary School Level
(one-hour study is 35 minutes)
1 30 17:30
2 32 18:40
3 34 19:50
4 36 21:00
5 36 21:00
6 36 21:00
Junior Secondary Schools
(one-hour study is 40 minutes)
7 38 25:20
8 38 25:20
9 38 25:20
ISCED and IQF levels

Competences in formal basic education are recognized at ISCED level 1 (primary) and level 2 (lower
secondary), but are not recognized in the IQF. A summarized version of Table 1.3 focusing solely on
formal basic education combined with IQF level referencing is presented in Table 1.6.
Table 1.6. Mapping of ISCED and IQF Levels for Formal Basic Education
ISCED IQF
Formal Basic Education
Primary School
1 Primary N/A
(Grades 1-6)
2 Lower Secondary N/A
(Grades 7-9)

Government assurances in fulfillment of expected competences for learners in formal basic
education is performed through provision of the National Exam (Ujian Nasional), National Standard
School Examination (Ujian Sekolah Berstandar Nasional), Indonesian National Assessment
Program/Asesmen Kompetensi Siswa Indonesia (INAP/AKSI), and the accreditation process by the

National Accreditation Agency for Schools and Madrasahs/Badan Akreditasi Nasional Sekolah dan
Madrasah (NAA-SM/BAN-S/M). Further explanations in the provision of the National Exam, National
Standard School Examination, and INAP, as well as the work of the NAA-SM are elaborated in
Criterion VI.

There are no specific requirements in horizontal movements for formal basic education learners
outside written/printed proof that the learner has passed the grade prior to the grade he/she is
proposing to transfer to or other internal policies of each basic education provider. For example, if a
Grade 4 learner wishes to transfer to another school, he/she must present written/printed proof
(typically in the form of a report card/book) to the new school that he/she has passed Grade 3 in
his/her prior school. On top of academic achievement, schools might also consider additional notes
from past educators on the behavior of the learner as well as other possible non-academic
achievements.
In terms of vertical movement, learners in formal basic education must pass each grade prior to the
grade level he/she intends to enter, mainly proven in the form of academic achievement and other
additional notes on behavior and non-academic achievements in the report card/book. Additional
requirements will apply when transitioning from primary school to junior secondary school, where
schools will request for primary school diploma. In some cases, certain schools might specifically
request for learners’ achievement in the National Standard School Examination.

accessed per August 8, 2019), there are 148,244 primary schools provisioning education for
25,021,517 learners and 38,960 junior secondary schools provisioning 9,916,641 learners.
Meanwhile according to the latest data from the Education Management Information System of the
MoRA (as accessed per August 8, 2019), there are 24,560 madrasah ibtidaiyahs provisioning
education for 3,565,875 learners and 16,934 madrasah tsanawiyahs provisioning education for
3,160,685 learners.
1.1.3. Secondary Education Level
Formal secondary education (pendidikan menengah) is defined in Law on the National Education
System as “continuance level of education from basic education”. The main target of this education
level is to help optimize the development of behavior, knowledge, and skills of learners in a holistic,
integrative, progressive, and sustainable manner. At the end of pursuing secondary education
(graduation from Grade 12), learners are expected to possess:
1. behavior that resembles attitudes of faith and piousness in the One and Only God; good
character, honest, and compassionate; responsible; a life-long learner; as well as physically and
mentally healthy suitable to expected child development within their family, school, societal and
natural surroundings, as well as country, national, regional, and international settings;
2. factual, conceptual, procedural, and metacognitive knowledge in a technical, specific, detail, and
complex manner pertaining to science, technology, arts, culture, and humanities with the ability
to put the aforementioned knowledge in proper context, either it be within themselves, the
settings of their family, school, and societal and natural surroundings, as well as country,
national, regional, and international settings; and
3. skills to think and act in a creative, productive, critical, independent, collaborative, and
communicative manner using scientific approaches that have been further developed based on
learnings at school or independently.
Provision
Formal secondary education, provisioned for three or four years, consists of general and vocational
secondary education. Senior secondary schools (under the supervision of the MoEC) and madrasah
aliyahs (under the supervision of the MoRA) provision general secondary education, while vocational
secondary schools (under the supervision of the MoEC) and vocational madrasah aliyahs (under the
supervision of the MoRA) provision vocational secondary education. The option for provision of four
years study is only available for certain vocational secondary educations.
The current curriculum requires learners in general secondary education to select a specific field of
interest (bidang peminatan), which options include Math and Natural Science, Social Sciences, and
Language and Cultural Sciences. Additional options are made available by the MoRA especially for
madrasah aliyahs. Selections are made based the report card/book from junior secondary school or
madrasah tsanawiyah, results from the National Exam, recommendation from the junior secondary
school or madrasah tsanawiyah counselor, placement test results when applying for senior
secondary education, as well as talent and interest test results by a psychologist.
Specialization also applies to vocational secondary education, where learners are required to select a
specific field of expertise (bidang keahlian) and expertise program (program keahlian), which
options for field of expertise include Technology and Engineering, Information and Communication
Technology, Health, Agribusiness and Agrotechnology, Fisheries and Marine, Business and
Management, Tourism, Visual Arts and Craft, and Performing Arts. Additional options are made
available by the MoRA especially for vocational madrasah aliyahs. Selections are initially made when
deciding to enter vocational secondary education, as schools will typically focus on offering a
particular field of expertise consisting of one or more expertise program(s). In the third semester,
learners will be required to deepen their studies by selecting a particular expertise package (paket
keahlian) based on their report card/book, recommendation from the school counselor, or
placement test results by a psychologist.
Learning outcomes
Learning outcomes for formal general secondary education is currently reflected in Regulation of the
Minister of Education and Culture on Standards for Graduate Competences at the Basic and
Secondary Education Levels and further elaborated in Regulation of the Minister of Education and
Culture on Standards for Content at the Basic and Secondary Education Levels. As with basic
education, the learning outcomes are typically designed to cover three aspects of competences,
which are behavior, knowledge, and skills. Further details on the current learning outcomes for
formal general secondary education can be referred to in the aforementioned documents.

On the other hand, learning outcomes for formal vocational secondary education is currently
reflected in Regulation of the Minister of Education and Culture on National Standards for
Vocational Secondary Schools, specifically in the appendices on Standards for Graduate
Competences and Standards for Content. In line with the formal general secondary education, the
learning outcomes are typically designed to cover three aspects of competences, which are
behavior, knowledge, and skills. The Standards for Graduate Competences and Standards for
Content for vocational secondary education have introduced a new format that are targeted to
provide better understanding on the demanded learning outcomes through simpler statements and
improved structure. The new format includes a new framework consisting of the following nine
competency areas: (1) faith and piousness toward the One and Only God; (2) nationalism and love
for the country; (3) personal and social character; (4) literacy; (5) physical and mental health; (6)
creativity; (7) esthetics; (8) technical ability; and (9) entrepreneurship.
As part of the curriculum to obtain practical work experience, formal vocational secondary schools
will require their learners to undertake fieldwork practice (praktik kerja lapangan) or industrial work
practice (praktik kerja industri) in their last year of studies (Grade 12 or 13). Fieldwork practice can
be assumed to be a more general term than industrial work practice, with the only difference being
that the industrial work practice is done specifically at an industrial site. As listed in Regulation of the
Minister of Industry 3/M-IND/PER/1/2017 on Establishment and Development Guidelines for
Competency-based Vocational Secondary Schools that Link and Match with the Industry, industrial
work practice is defined as “curricular work practice in industrial companies or companies within
the industrial estate as part of the vocational education curriculum to master skills or expertise in
the industrial field”.
It is important to note again here that, as discussed earlier in the basic education section, the ANSE
is currently in the process of revising the National Standards for Secondary Education, including both
the Standards for Graduate Competences and Standards for Content for general secondary
education. The intention is to ensure that the standards are better suited to accommodate current
advancements in civilization and needs of the nation, including better referencing towards the IQF.

As stated earlier, formal general secondary education should be completed in three years, while
formal vocational secondary education should be completed in three or four years. The learning
loads for formal general secondary education at senior secondary schools are reflected in Regulation
of the Minister of Education and Culture 69 of 2013 on the Basic Framework and Structure for Senior
Secondary School and Madrasah Aliyah Curriculums.
The learning loads, represented by amount of time per week, are gradually increased from 42
conceptual hours in Grade 10 to 44 conceptual hours in Grade 12, where the actual duration of one-
hour study in senior secondary schools is set at 45 minutes. Included in the aforementioned learning
loads are time allocated specifically for learning in a certain chosen field of interest, which starts
from 18 conceptual hours (approximately 13.5 actual hours) per week in Grade 10 to 20 conceptual
hours (approximately 15 actual hours) per week in Grade 12. Formal general secondary education
providers are allowed to add the amount of learning time per week based on considerations to fulfill
certain additional needs of learners, including needs related to academics, social, culture, or other
factors that are considered important for the learners.
In addition, learning loads for Grades 10 to 12 and the first semester of Grade 12 are structured to
be provisioned between 18-20 weeks. For the second semester of Grade 12, learning is provisioned
between 14-16 weeks. Hence, the learning load in one year of study is provisioned between 36-40
weeks.
On the other hand, learning loads for formal vocational secondary education at vocational secondary
schools are reflected in Regulation of the Minister of Education and Culture 70 of 2013 on the Basic
Framework and Structure for Vocational Secondary School and Vocational Madrasah Aliyah
Curriculums. The learning loads, also represented by amount of learning time per week, are steadily
set at 48 conceptual hours per week from Grade 10 to Grade 12 or Grade 13, where the duration of
one-hour study in vocational secondary schools is set at 45 minutes. Included in the aforementioned
learning loads are time allocated specifically for vocational learning in a chosen field of expertise,
which are steadily set at 24 conceptual hours (approximately 18 actual hours) per week from Grade
10 to 12 or 13. Formal vocational secondary education providers are allowed to add the amount of
learning time per week based on considerations to fulfill certain additional needs of learners,
including needs related to academics, social, culture, or other factors that are considered important
for the learners.
In addition, learning loads for Grades 10 to 11 and the first semester of Grade 12 in 3-year programs
or Grades 10 to 12 and the first semester of Grade 13 in 4-year programs is structured to be
provisioned between 18-20 weeks. For the second semester of Grade 9 in 3-year programs or Grade
10 in 4-year programs, learning is provisioned between 14-16 weeks. Hence, as with formal general
secondary education, the learning load for Grades 10 to 12 or 13 in one year of study is also
provisioned between 36-40 weeks. Comparison of amount of learning time per week in the formal
secondary education system for both general and vocational secondary schools is presented in Table
1.7.
ISCED and IQF level

Competences in formal secondary education are recognized at ISCED level 3 (upper secondary) and
IQF level II for senior secondary and 3-year vocational secondary schools as well as ISCED level 4
(post-secondary non-tertiary) and IQF level III for 4-year vocational secondary schools. A
summarized version of Table 1.3 focusing solely on formal secondary education combined with IQF
level referencing is presented in Table 1.8.
Table 1.7. Comparison of Amount of Learning Time in the Formal

Secondary Education System
Amount of Learning Time per Week

Grade (one hour study is 45 minutes)
General Secondary Vocational Secondary
Conceptual Actual Conceptual Actual

(hours) (hours:minutes) (hours) (hours:minutes)
10 42 31:30 48 36:00
11 44 33:00 48 36:00
12 44 33:00 48 36:00
13 N/A N/A 48 36:00
Table 1.8. Mapping of ISCED and IQF Levels for Formal Secondary Education
ISCED IQF
Formal Secondary Education
3-year
Senior
Vocational 4-year
Secondary
Secondary Vocational
3 Upper Secondary School II
School Secondary
(Grades 10-
(Grades 10- School
12)
12) (Grades 10-
Post-secondary Non- 13)
4 N/A N/A III
Tertiary

Government assurances in fulfillment of expected competences for learners in formal secondary
education is performed through provision of the National Exam (Ujian Nasional), Skills Competency
Test/Uji Kompetensi Keahlian (SCT/UKK), National Standard School Examination (Ujian Sekolah
Berstandar Nasional), Indonesian National Assessment Program/Asesmen Kompetensi Siswa
Indonesia (INAP/AKSI), and the accreditation process by the National Accreditation Agency for
Schools and Madrasahs/Badan Akreditasi Nasional Sekolah dan Madrasah (NAA-SM/BAN-S/M).
Further explanations in the provision of the National Exam, SCT, National Standard School
Examination, and INAP, as well as the work of the NAA-SM are elaborated in Criterion VI.

Learners in formal secondary education can move horizontally between:
1. fields of interest in general secondary education, e.g. changing from Math and Natural Science
to Social Sciences;
2. fields of expertise in vocational secondary education, e.g. changing from Technology and
Engineering to Information and Communication Technology;
3. general and vocational education; as well as
4. paths of education.
Despite this possibility in horizontal movement, unless it is simply a change in paths of education, in
most cases it will likely come with consequences that the learner might have to retake a grade or
two to take certain subjects that were not available in his/her previous studies, but are now
required. The requirements for the movement itself, though, is fairly straightforward by simply
providing proof of learning in the learners’ previous studies/school and recommendation from the
school counselor.
In terms of vertical movement, learners in formal secondary education, including vocational

secondary education, can continue their education by entering the higher education system, if they
wish to do so. Learners will basically be required to provide their secondary education diploma,
while fulfilling other requirements specifically asked by the particular higher education institution,
including passing of a designated-entrance examination.

accessed per August 8, 2019), there are 13,495 senior secondary schools provisioning education for
4,813,791 learners and 13,710 vocational secondary schools provisioning 4,946,157 learners.
Meanwhile according to the latest data from the Education Management Information System of the
MoRA (as accessed per August 8, 2019), there are 41,494 madrasah aliyahs provisioning education
for 6,726,560 learners and 16,934 vocational madrasah aliyahs provisioning education for 1,294,776
learners.
1.1.4. Higher Education Level
Higher education (pendidikan tinggi) is defined in Law on Higher Education as “level of education
after secondary education that includes diploma, bachelor, master, doctor, profession, and
specialist educational programs run by higher education institutions based on Indonesian culture”.
It is a scientific institution that functions as a cultural center, a pillar of the nation, and a driver of
social change towards an advanced democratic community. The role of higher education is a place of
education for prospective national leaders; participant and community learning hub; the center of
development of knowledge and technology; as well as the center of virtue and moral strength to
seek and find the truth.
In fulfilling its role, higher education generally functions to develop:

1. abilities and form character as well as develop the civilization of a dignified nation to improve
the intellectual aspect of its life (mencerdaskan kehidupan bangsa);
2. an innovative, responsive, creative, skillful, competitive, and cooperative academic community
through the implementation of Tridharma (the three obligations of higher education
institutions); as well as
3. science and technology while taking into consideration and implementing humanism values.
Furthermore, within such functions, higher education aims to:

1. develop the potential of learners to become faithful and pious individuals toward the One and
Only God, noble, healthy, knowledgeable, capable, creative, independent, skillful, competent,
and cultured for the interests of the nation;

2. yield graduates that master certain fields of science and technology to fulfil national interests
and improve the competitiveness of the nation;
3. generate science and technology through research that takes into consideration and implements
humanism values to benefit the advancement of the nation, as well as advancement in
civilization and people welfare; and
4. materialize community service based on logic and research work that is useful in the
advancement of public welfare and the intellectual aspect of the life of the nation.
Provision
Two major categories in the Higher Education System in Indonesia are academic higher education
(pendidikan tinggi akademik) and specific higher education (pendidikan tinggi spesifik). The
definition of each group, as well as types of programs in which each can provide is summarized in
Table 1.9.
Table 1.9. Types of Programs Provided in Higher Education per Type of Education
Type of
Definition Type of Programs Provided
Education
Academic higher education bachelor or graduate a. Bachelor with Honors
program that is directed toward the b. Master
mastery and development of branches c. Applied Master
of science and technology d. Doctor
e. Applied Doctor
Specific higher education that is directed Basic:
toward the mastery and development a. 1-year Diploma
of specific skills b. 2-year Diploma (Associate)
c. 3-year Diploma (Bachelor)
d. Professional Bachelor
Advanced:
e. General Profession
f. Specialist
g. Subspecialist
Government or private sector institutions can provision higher education in the form of universities
(universitas), institutes (institut), polytechnics (politeknik), colleges/schools (sekolah tinggi),
academies (akademi), and community college (akademi komunitas). The definition of each form of
institution, as well as type of education in which each can provide is summarized in Table 1.10.
Table 1.10. Types of Education Provided per Form of Higher Education Institution
Form of Higher Type of Education Provided

Education Definition Advanced
Academic Basic Specific
Institution Specific

University higher education institution Yes Optional, Only if
that provisions academic numerous requirements
education, can provision fields are met
basic specific education in
numerous fields of science
and technology, and, if
requirements are met, can
provision advanced specific
education
Institute higher education that Yes Optional, but Only if
provisions academic limited to requirements
education, can provision several are met
basic specific education in specific fields
several specific fields of
science and technology, and,
if requirements are met, can
education
College/School higher education that Yes Optional, but Only if
provisions academic limited to one requirements
education, can provision field are met
basic specific education in
one specific field of science
and technology, and, if
education
Polytechnic higher education that No Yes, numerous Only if
provisions basic specific fields requirements
education in numerous are met
fields of science and
technology, and, if
education
Academy higher education that No Yes, but No
provisions basic specific limited to
education in one or several several fields
fields of science and
technology
Community higher education that No Yes, but No

College provisions basic specific limited to 1-
education at the 1-year or 2- year or 2-year
year diploma level in one or diploma level
several fields of science and
technology based on the
local excellence or to fulfil
specific needs.
Learning outcomes
Learning outcomes in higher education is part of the autonomy rights of each higher education
institution. Each study program may choose to compose its own learning outcomes or tailor one
based on a given template. Given this situation, description on higher education learning outcomes
will be illustrated in general by comparisons among types of education and types of program.
Comparison of learning outcomes between academic and practical higher education in terms of
general outcome and nature of learning aspects is described in Table 1.11.
Table 1.11. Comparison of Learning Outcomes between Academic and Specific Higher Education
Aspect of
Learning Academic Specific
Outcome
General Competent to utilize and develop Competent to apply specific science,
Outcome science, engineering, and technology engineering, and technology in order
in order to solve problems in various to skillfully support manufacturing
types of occupations within a products or provide services needed
particular sector by consumers
Nature of 1. Includes a series of processes of 1. Includes a series of processes to
Learning building, development, or establish higher order thinking
reinforcing practical knowledge that are inherent throughout life,
that are directed primarily to build to master science and technology,
certain skills, to improve ability to improve ability and capacity to
and capacity to critically absorb critically absorb new ideas, and to
new ideas, and to reinforce reinforce character and morals
character and morals (affection) of (affection) of learners as problem
learners as problem solvers. solvers and lifelong learners.
2. By targeting graduates who are 2. By targeting graduates who have
able to immediately fill specific the potential to fill various fields
work, the practical higher of work in a sector or across
education curriculum must be sectors, the academic higher
relevant to existing working education curriculum cannot be
conditions by involving relevant directly constructed based on
Aspect of
Learning Academic Specific
Outcome
stakeholders in its inception. work competences.
3. Graduates of this education must 3. Graduates of this education
be competent in certain fields of cannot be guaranteed to possess
expertise to be able to the ability to fill specific work
immediately solve problems in a without first being given specific
specific field of work. training or work orientation.
4. Testing or certification of specific 4. Testing or certification of specific
work competences is not a work competences is not a
graduation requirement. graduation requirement.
Meanwhile, comparison of learning outcomes among types of higher education programs based on
depth and width of learning materials is described in Table 1.12.
Table 1.12. Comparison of Learning Outcomes among Types of Higher Education Programs
Type of Program Minimum Depth and Width of Learning Outcomes

1-year Diploma Masters all concepts, knowledge, and operational skills in general
Masters the basic principles of knowledge and skills in a particular
2-year Diploma
field of skill
Masters the general theoretical concept of a particular field of
3-year Diploma
knowledge and skills
Masters the general theoretical concept of a particular field of
Bachelor with Honors and
knowledge and skills, as well as deeply masters the specific theoretical
Professional Bachelor
concepts within the aforementioned field of knowledge and skills
Masters the application theories of a particular field of knowledge and
General Profession
skills
Master, Applied Master, Masters the theories and application theories in a particular field of
and Specialist knowledge and skills
Doctor, Applied Doctor, Masters the scientific philosophy of a particular field of knowledge
and Subspecialist and skills
In higher education, the acquirement of competences in attitude, knowledge, and skills is partially
obtained through work experience, which is either generally categorized as an internship (kerja
praktik) or an apprenticeship (pemagangan). It is important to note that in practice the term
internship is often used interchangeably among higher education institutions with fieldwork practice
(praktik kerja lapangan), community service studies (kuliah kerja nyata), or a varied version of the
three terms. For the purpose of providing consistency in this Report, however, each term will
defined and referred to as follows:
1. Internship (kerja praktik) is a short-term period of supervised training required for qualifying
for a profession following a specified number of academic credits or classroom years to obtain
practical work experience.
2. Apprenticeship (pemagangan) is part of the work training system that is implemented in an

integrated manner between training in training institutions and working directly under the
guidance and supervision of an instructor or a more experienced worker/labor in the process
of goods or services production in a company to master particular skills or expertise.
3. Fieldwork practice (praktik kerja lapangan) is curricular work practice in workplaces that
implement knowledge specifically related to a particular field of study as part of the
curriculum to master skills or expertise in the field.
4. Community service studies (kuliah kerja nyata) are curricular community services that use
cross-disciplinary and sectoral knowledge to solve real-world problems in a particular time and
place as part of the curriculum.

Regulation of the Minister of Research, Technology, and Higher Education 44 of 2015 on National
Standards for Higher Education/Standar Nasional Pendidikan Tinggi (NSHE/SN-Dikti) structures
length of study and learning loads in higher education, as described in Table 1.13.
Table 1.13. Length of Study and Learning Loads in Higher

Education per Type of Program
Maximum Minimum
Length of Learning
Type of Program Study Load
(years) (semester
credit units)
1-year Diploma 2 36
Associate 3 72
Bachelor 5 108
Bachelor with Honors and
7 144
Profession 3 24
Master, Applied Master,
4 36
and Specialist
Doctor, Applied Doctor, and
7 42
Subspecialist
It is worth noting that exceptional academic achievement learners in the Associate, Bachelor,
Bachelor with Honors, and Professional Bachelor Programs, marked by a minimum accumulative
GPA of 3.00 across two successive semesters while adhering to standard academic ethics, are given
special privilege to take a maximum of 24 semester credit units in the subsequent normal semester
to accelerate their studies.
Expected types of activities performed along with estimated time allocated per activity per credit
unit further explain learning loads for undergraduate level programs. Expected types of activities and

estimated time allocated will differ based on the form of the learning process, as described in Table
1.14.
Table 1.14. Expected Types of Activities and Estimated Time Allocated per Credit Unit in
Undergraduate Level Programs
Estimated Time Allocated per Semester Credit Unit

(minutes per week per semester)
Form of Learning Process
Structured
Face-to-Face Independent
Assignments
Lectures or Tutorials 50 60 60
Seminars or other similar forms 100 - 70
Practicum, Studio Practice, Workshop
Practice, Field Practice, Research, 170
Community Service, or other similar forms
Block Systems and Modules Based on need to fulfil learning outcomes
As for graduate level programs, estimated time allocated per credit unit per type of activity is based
on the expert judgment of each professor responsible for designing and implementing the courses.
Some professors might refer to nationally or internationally recognized guidelines, while others
might decide to self-tailor the design of their courses based on personal experimentation or
experience.

Competences in higher education programs range from ISCED levels 4 to 8 (post-secondary non-
tertiary to Doctor or equivalent) and IQF levels III to IX. Based on studies of the characteristics of
learning outcomes and ISCED, 1-year Diploma programs (IQF Level III) are at ISCED Level 4 (post-
secondary non-tertiary), while 2-year Diploma programs (IQF Level IV) are at ISCED Level 5 (short-
cycle tertiary). Further on, 3-year Diploma (IQF Level V), consisting of Bachelor with Honors and
Professional Bachelor programs (IQF Level VI), as well as General Profession programs (IQF Level VII)
are all at ISCED Level 6. Lastly, it was also determined that Master, Applied Master, and Specialist
programs (IQF Level VIII) are at ISCED Level 7, while Doctor, Applied Doctor, and Subspecialist
programs (IQF Level IX) are at ISCED Level 8. A summarized version of Table 1.3 focusing solely on
higher education programs combined with IQF level referencing is presented in Table 1.15.
Table 1.15. Mapping of ISCED and IQF Levels for Indonesian Higher Education Programs
ISCED IQF
Higher Education Program
Post-secondary Non-
4 1-year Diploma III
tertiary
5 Short-cycle Tertiary 2-year Diploma or Associate IV

ISCED IQF
Higher Education Program
3-year Diploma or Bachelor V
Bachelor with Honors,

6 Bachelor or Equivalent VI
General Profession VII
7 Master or Equivalent Master, Applied Master, Specialist VIII

Doctoral, Applied Doctoral,
8 Doctoral or Equivalent IX
Subspecialist

Government assurances in fulfillment of expected competences for learners in formal higher
education are mainly performed through the accreditation process by the National Accreditation
Agency for Higher Education/Badan Akreditasi Nasional Perguruan Tinggi (NAA-HE/BAN-PT). Further
explanations on the work of the NAA-HE are addressed in detail in Criterion VI.

Learners in higher education can move horizontally between:
1. study programs in one education program, e.g. changing from study program A to B in
pursuance of a Bachelor degree;
2. types of higher education, e.g. changing from Bachelor with Honors (academic education) to
Professional Bachelor (specific education), and vice versa; as well as
3. higher education institutions, e.g. changing from University A to University B, Institute C to
University D, etc.
In facilitating this movement, each higher education institution has the autonomy to develop and
implement its own credit transfer system. The current general practice is that most higher education
institutions will require learners that plan to move horizontally across study programs, types of
higher education, or higher education institutions to retake the designated-entrance examination
and propose credits to transfer after being accepted in the new program.
In terms of vertical movement, learners in higher education can move between types of higher
education once they graduate from one program and decide to advance their education. Typically,
an equality process (proses penyetaraan) will take place, which will determine how sufficient are the
learning outcomes from a learner’s prior degree to meet the prerequisites of the intended advanced
education. If a learner’s prior degree is found to be insufficient, then they will be offered several
types of options to fulfill the prerequisites, including taking and completing one or more prerequisite
courses or proposing a Recognition of Prior Learning (RPL) review. Further details about the RPL
system is discussed in Criterion III.

At the end of December 2018, there were 436 state-owned and 4,263 private-owned higher
education institutions for a total 4,708 institutions. A general description of higher education
institutions in Indonesia is presented in Table 1.16.
Table 1.16. Number of Higher Education Institutions in Indonesia in 2018

Source: Higher Education Statistical Year book 2017
Ownership Status
Type Total
State Private
University 81 503 584
Institute 64 155 219
College/School 85 2,450 2,535
Polytechnic 122 157 279
Academy 78 984 1,064
Community College 6 14 20
Total 436 4,263 4,708
The total number of learners per 2018 was recorded at 7,555,839 or an average of 1,604 learners
per institution or 270 learners per study program with about 57 percent of them, a sum of 4,287,037
learners, attending private higher education institutions. The number of learners per gender and
status of higher education institution ownership is presented in Table 1.17.
Table 1.17. Number of Learners per Gender and Status of

Higher Education Institution Ownership
Source: Higher Education Statistical Year book 2017
Higher Education Institution

Gender Ownership Status Total
State Private
Female 1,437,962 1,621,914 3,059,876
Male 991,062 1,634,156 2,625,218
Total 3,268,802 4,287,037 7,555,839
The study programs held in all of these higher education institutions are recorded as much as 27,958
study programs and can be in the form of diploma education programs, undergraduate, master,
specialist and doctoral degrees. Study programs are organized based on the analysis of graduates'
needs or solid science and technology, to ensure a real contribution to the nation and country in a
sustainable manner. The development of study programs is in programs that grow from the needs of
the government, industry, the science development that has character of inter, multi, or
transdisciplinary with a more accountable licensing process in terms of program quality.

Each of the study programs must have specific body of knowledge and learning outcomes relevant
to the name of the study program. Currently 27,958 running study programs are categorized into
nomenclature of the name of the study program, which is regulated by series of ministries and
director general decrees.
1.2. Non-Formal Education
Non-formal education is defined in Law on the National Education System as “a structured and
tiered manner path of education outside formal education”. This path of education is positioned to
compliment formal education in order to support lifelong learning programs. The main forms of non-
formal education are ECE beyond general and Islamic based kindergartens, second chance
education, community homeschooling, courses, and work training. Other non-formal learning
services include life skills education, youth education, education for women empowerment, basic
literacy education (pendidikan keaksaraan), and other types of education appointed to develop the
abilities of learners.
At the end of this section, in an attempt to help clarify the differences between courses and work
training, a special sub-section will be dedicated to compare and contrast both types of non-formal
education.
1.2.1. Early Childhood Education
As defined earlier in the formal education section, ECE is “a nurturing effort aimed at children from
birth to the age of six years implemented through the provision of educational stimuli to help
growth as well as physical and mental development so that children are ready to advance their
education”. It was also stated that the main target of this education level is to help optimize the
physical and mental growth and development of behavior, knowledge, and skills of learners in a
holistic, integrative, progressive, and sustainable manner. At the end of ECE, learners are expected
to be physically and mentally prepared to enter the basic education system and be successful in their
learning efforts.
Provision
ECE can be provisioned in all paths of education, either it be formal, non-formal, or informal. Non-
formal ECE is provisioned for all age groups in ECE, which are birth-2 years, 2-4 years, and 4-6 years.
In term of providers, playgroups can only provision ECE for age groups 2-4 years and 4-6 years, while
child care centers (CCC) and other similar ECE units can provision ECE for all age groups in ECE. All
non-formal ECE providers are under the supervision of the MoEC.
Government Regulation on the Standards for Minimum Services affects non-formal ECE providers, as
well, since they can also provision ECE for citizens aged five to six years that have the right to receive
compulsory ECE services prior to entering the basic education system. Again, this policy is in line
with Target 1 of the UNESCO Post-2015 Education Goals and Targets that stipulates:

By 2030, at least x% of girls and boys are ready for primary school through participation in
quality early childhood care and education, including at least one year of free and compulsory
pre-primary education, with particular attention to gender equality and the most marginalized.
Learning Outcomes
Learning outcomes for non-formal ECE is currently reflected in Regulation of the Minister of
Education and Culture on National Standards for ECE, specifically addressed per age groups in
Appendix I on Standards for Content for Level of Child Development Achievement. The Standards
consist of six scopes of development, which are (1) religious and moral values; (2) physical status and
motor skills (gross, fine, and health and safety behavior); (3) cognitive skills (learning and problem
solving, logical thinking, and symbolic thinking); (4) language skills (understanding, expressing, and
characters); (5) social skills and emotional status (self-awareness, sense of self-responsibility and
responsibility for others, and socialized behavior); and art skills (ability to enjoy music and sounds
and interest in artistic activities). Further details on the learning outcomes for non-formal ECE can be
referred to in the aforementioned document.

Regulation of the Minister of Education and Culture on National Standards for ECE structures length
of study and learning loads for non-formal ECE age groups birth-2 years, 2-4 years, and 4-6 years as
two years of study for each age group with a minimum of 120 minutes per meeting and a minimum
of one meeting per week for age group birth-2 years, a minimum of 180 minutes per meeting and a
minimum of two meetings per week for age group 2-4 years, and a minimum of 180 minutes per
meeting and a minimum of five meetings per week for age group 4-6 years. For easier comparison,
the learning load for non-formal ECE per age group is recapitulated in Table 1.18.
Table 1.18. Learning Load for Non-Formal ECE per Age Group
Minimum
Minimum
Number of
No Age Group Type of Provider Minutes
Meetings
per Meeting
per Week
CCC or other similar
1 Birth – 2 years 120 1
ECE units
Playgroup, CCC, or
2 2 – 4 years 180 2
other similar ECE units
Playgroup, CCC, or
3 4 – 6 years 180 5
other similar ECE units
ISCED and IQF level

Competences in non-formal ECE are recognized at ISCED level 0 (early childhood), but are not
recognized in the IQF. A summarized version of Table 1.3 focusing solely on non-formal ECE
combined with IQF level referencing is presented in Table 1.19.

Table 1.19. Mapping of ISCED and IQF Levels for Non-Formal ECE
ISCED Non-Formal Early Childhood IQF

Level Description Education Level
Playgroup, CCC, and
other Similar ECE Units
0 Early Childhood N/A
(Age Groups Birth-2 Years,
2-4 Years, and 4-6 Years)

Government assurances in fulfillment of expected competences for learners in non-formal ECE are
mainly performed through the accreditation process by the NAA-ECENFE. Further explanations on
the work of the NAA-ECENFE are elaborated in Criterion VI.

There are no official restrictions in the horizontal movement of non-formal ECE learners outside the
internal policies of each ECE provider. Age-based restrictions are officially applied, though, in the
vertical movement of learners across age groups and when entering the basic education system.

accessed per August 8, 2019), there are 84,359 playgroups provisioning education for 486,307
learners, 3,037 child care centers provisioning education for 13,652 learners, and 22,708 other
similar ECE units for 141,051 learners. Number of Early Child Hood Education by Province is
presented in ANNEX A
1.2.2. Second Chance Education
Second chance education (pendidikan kesetaraan) is defined in Regulation of the Minister of

Education and Culture 149 of 2014 on the Provision of Homeschooling as “non-formal education
consisting of A Program, B Program, C Program, and C Vocational Program”. This type of education
functions as a learning activity service for members of the society that wish to obtain recognition in
a particular level of education through the non-formal pathway. The goal of this type of non-formal
education is to:
1. expand access to all levels of basic and secondary education for members of the society that lack
opportunities to obtain education through the formal pathway;
2. equip learners with academic ability and functional skills, as well as professional attitude and
personality; and
3. improve the quality and competitiveness of graduates to enable them to advance their
education or, if eligible by law, prepare them to enter the workforce or become an
entrepreneur.
Provision
As described in its definition, second chance education can be provisioned in four different
programs, which are A Program (equal to education at primary schools), B Program (equal to
education at junior secondary schools), C Program (equal to education at senior secondary schools),
and Vocational C Program (equal to education at vocational secondary schools); all under the
supervision of the MoEC. As with formal education, Islamic based versions of this non-formal
education, except for Vocational C Program, are also provisioned but under the supervision of the
MoRA. The equal Islamic based programs to A, B, and C Programs are Ulla, Wustha, and Ulya
Programs, respectively.
There are a variety of non-formal educational units that can provision second chance education,
which include the following listed below.
1. Courses Institutions and Training Institutions (Lembaga Kursus dan Lembaga Pelatihan), which
are educational units that provision education for the society to obtain life skills and professional
personality as well as to advance their education;
2. Study Groups (Kelompok Belajar), which are educational units consisting of a group of society
members that help each other by learning from their collective experience and skills in
improving their quality and level of living.
3. Society Learning Centers (Pusat Kegiatan Belajar Masyarakat), which are educational units that
provision various learning activities according to the needs of the society based on the initiative
from, by, and for the society.
4. Majelis Taklims, which are places to teach or recite the Holy Quran for people that wish to delve
into Islamic teachings as a means to preach and teach the religion.
Learning outcomes
In general, since second chance education is grouped based on the grouping of formal basic and
secondary education, i.e. A Program equals to basic education at primary schools, B Program equals
to basic education at junior secondary schools, C Program equals to general secondary education,
and Vocational C Program equals to vocational secondary education, the learning outcomes for each
pair are quite similar. The main difference is that second chance education requires a minor amount
of learning to immediately improve their everyday lives. Each program will have different emphases,
e.g. A Program will expect the acquirement of skills to support everyday living, B Program will expect
the acquirement of skills demanded by the workforce, and C Program will expect the acquirement of
entrepreneurial skills. Overall, however, learning outcomes for each second chance education
program can generally be referred to the learning outcomes of its counterpart in formal education.
It is important to note that the ANSE has already developed the National Standards for Second
Chance Education, where the proposed standard is currently in process of being enacted through a
Regulation of the Minister of Education and Culture.

There is no particular timeframe for completing studies in any of the second chance education
programs. Learners will have freedom to learn at their own pace and time. This means that second
chance education learners may complete their program faster than, similar to, or longer than their
equal counterparts in formal education.
Learning loads for second chance education programs are directed in Regulation of the Minister of
National Education 3 of 2008 on Standards for Process at the A Program, B Program, and C Program
Second Chance Education. The learning loads are stated in competency credit units that represent
the competency load required from each learner to achieve in their learning programs through,
either face-to-face learning, tutorials, or independent studying. Competency credit units can be used
to transfer competency credits obtained from informal and formal pathways, as well as other forms
of non-formal education.
In all second chance education programs, one competency credit unit is calculated based on
considerations pertaining to relevant competency standards (standar kompetensi) and basic
competences (kompetensi dasar) of each subject that is achieved through one conceptual hour of
face-to-face learning, two conceptual hours of tutorials, three conceptual hours of independent
studying, or a proportional combination of the three. The proportional combination of the three
must meet the following rules, which are a minimum of 20 percent face-to-face learning, a minimum
of 30 percent tutorials, and a maximum of 50 percent independent studying. It is important to note
that one conceptual hour for the A, B, and C Program equals to 35, 40, and 45 actual minutes,
respectively. The learning load arrangement for each program is described in Table 1.20.
Table 1.20. Learning Loads for Each Second Chance Education Program
Equal Minimum
Total Learning
Equal Formal Learning Load per
Program Load (Competency
Education Semester (Competency
Credit Units)
Credit Units)
A – Level 1 Grades 1 to 3 102 17
A – Level 2 Grades 4 to 6 102 17
B – Level 3 Grades 7 to 8 68 17
B – Level 4 Grade 9 34 17
C – Level 5 Grade 10 40 20
C – Level 6 Grades 11 to 12 82 21

Competences in second chance education are recognized at ISCED level 1 (primary) for A Program,
level 2 (lower secondary) for B Program, and level 3 (upper secondary) for C and Vocational C
Programs. In terms of IQF recognition, competences in second chance education are only recognized
at level II for C and Vocational C Programs. A summarized version of Table 1.3 focusing solely on
second chance education combined with IQF level referencing is presented in Table 1.21.
Table 1.21. Mapping of ISCED and IQF Levels for Second Chance Education
ISCED Second Chance Education IQF


1 Primary A Program N/A
2 Lower Secondary B Program N/A
3 Upper Secondary C Program & Vocational C Program II

Government assurances in fulfillment of expected competences for learners in second chance
education are performed through provision of the National Exam, SCT (for the Vocational C
Program), and the accreditation process by the NAA-ECENFE. Further explanations in the provision
of the National Exam as well as the work of the NAA-ECENFE are elaborated in Criterion VI.

Learners in second chance education can move horizontally to informal education (e.g. single or
compound homeschooling) or between non-formal education programs that are considered equal
(e.g. A program to Ulla program or community homeschooling). In most cases, horizontal movement
between non-formal education programs will require some form of a recognition mechanism of
related prior learning, including accumulated competency credit units. Meanwhile, learners in
second chance education that choose to move horizontally to formal education must not exceed age
restrictions and will be required to have their prior learning recognized by an institution appointed
by the Government or Local Government as directed by the national education standards. Including
in this mechanism is use of the National Exam results, program diplomas, and placement test.
As with the case in horizontal movement in basic and secondary formal education, unless it is simply
a change in paths of education, in most cases the horizontal movement will likely come with
consequences that the learner might have to retake a grade or two to take certain subjects that
were not available in his/her previous studies, but are now required. This is especially the case for
general second chance program learners that wish to move to an equal Islamic based program or
vice versa, or to a vocational program or vice versa.
Use of the National Exam results and program diplomas are also instrumental in facilitating vertical
movement, either it be continuing to a more advanced second chance education program or moving
pathways to a more advanced formal education. This is especially the case for B Program/Wustha
Program learners that wish to continue to the C Program/Vocational C Program/Ulya Program or C
Program/ Vocational C Program/Ulya Program learners that wish to continue to higher education.

accessed per August 8, 2019), there are 87,981 learners participating in the A Program, 239,640
learners participating in the B Program, and 483,176 learners participating in the C Program. At the
time of writing this report, no information was available yet on the number of learners participating
in Vocational C Programs, as well as information on number of learners participating in the Islamic
based second chance education programs. It is worth noting that community learning centers (pusat
kegiatan belajar masyarakat), which provision the majority of second chance education programs,
are also recognized as the education unit that provisions community homeschooling. Therefore, the
numbers presented must be understood as a combination of both types of education programs.
1.2.3. Homeschooling
Homeschooling is defined in Regulation of the Minister of Education and Culture on the Provision of
Homeschooling as “the process of educational service that is purposely planned and provisioned
by parents or families at home or in other places in the form of single, compound, and community,
where the learning process can transpire in a conducive surrounding so that every unique
potential of a learner can develop to its maximum”. In general, the goal for provision of this type of
non-formal education is to:
1. fulfill services of quality basic and secondary education for learners from families that choose to
educate their children through homeschooling;
2. serve learners that need academic and life skills education in a flexible manner to improve their
quality of life; and
3. fulfill educational services in a conscious, regular, directed, and structured manner by putting
forward the development and implementation of independent learning that is provisioned by
family and their surroundings where learning it planned to occur at home and other designated
places in a conducive community environment to maximize the development of each learner’s
unique potential.
Provision
There are three forms of homeschooling that are recognized in Indonesia, which are single
homeschooling (sekolahrumah tunggal), compound homeschooling (sekolahrumah majemuk), and
community homeschooling (sekolahrumah komunitas). Of the three forms, only one is considered to
be non-formal education, community homeschooling, while the other two are considered to be
informal. Community homeschooling is defined in Regulation of the Minister of Education and
Culture on the Provision of Homeschooling as “study group formed by a combination of compound
homeschools performing collective learning based on a syllabus, as well as shared learning
facilities, time, and material jointly developed by the compound homeschools for homeschooling
learners, which include determining several learning activities consisting of sports, music/arts,
language, and others”.
Learning outcomes
Curriculum for community homeschooling must refer to either the national formal education
curriculum or the national equality education curriculum. Thus, community homeschooling will have
similar learning outcomes to the chosen national curriculum. Differences may occur on the width or
depth of learning depending on the interest, potential, and needs of the learners.

The timeframe and structure for completing studies in community homeschooling will depend on
the agreement within the community. Learners will have some freedom to learn at their own pace
and time, outside the time agreed upon for the community to convene and learn together as a
group. This means that community homeschooling learners may complete their studies faster than,
similar to, or longer than their equal counterpart in formal or non-formal education.

Competences in community homeschooling are recognized from ISCED level 0 (early childhood) up
to level 3 (upper secondary). In terms of IQF recognition, competences in community homeschooling
are only recognized at level II for learning equal to secondary education. A summarized version of
Table 1.3 focusing solely on formal ECE combined with IQF level referencing is presented in Table
1.22.
Table 1.22. Mapping of ISCED and IQF Levels for Community Homeschooling
ISCED IQF
0 Early Childhood Learning Equal to ECE N/A
Learning Equal to Basic Education
1 Primary N/A
(Primary School)
(Junior Secondary School)
Learning Equal to Secondary
3 Upper Secondary II
Education

Government assurances in fulfillment of expected competences for learners in community
homeschooling are performed through provision of the National Exam and the accreditation process
by the NAA-ECENFE. Further explanations in the provision of the National Exam as well as the work
of the NAA-ECENFE are elaborated in Criterion VI.

Graduate competences of community homeschooling is considered to be equal to formal or non-
formal education after the learner passes an examination that is provisioned in accordance to the
national education standard. Homeschooling learners that wish to change paths from non-formal to
formal education must be assessed through a proper test (tes kelayakan) and a placement test (tes
penempatan) by the intended provider and pass the National Exam for a lower level of education, if
available. For example, non-formal homeschooling learners that intend to enter formal primary
school will only be required to pass a proper test and a placement test provisioned by the intended
school. Meanwhile, non-formal homeschooling learners that intend to enter formal junior secondary
schools at Grade 7 must pass an examination equal to the exam provisioned as part of the
requirements to graduate from primary school or the second chance education A Program. If they
intend to enter at Grades 8 or 9, then they will also be required to pass a proper test and a
placement test provisioned by the intended school. The same mechanism applies for entering senior
secondary schools, but requires applicants to pass the National Exam for junior secondary schools or
second chance education B Program.

accessed per August 8, 2019), among the community learning centers listed as provisioning second
chance education, there are, at least, 22 centers that clearly state “homeschooling” in their names.
1.2.4. Courses
Courses (kursus) is defined as “non-formal education that provides continual learning for learners
that need additional abilities in self-development, work, self-employment, or pursuance of a
higher education with an emphasis on mastery of skills and competency standards, development
of an entrepreneurship attitude, as well as development of professional personality”. Courses
under the supervision of the MoEC are implemented in a flexible manner in order to meet the
demands and relevancy of business and industrial current and future developments. Specifically,
courses are developed and provisioned to enhance working ability or to equip knowledge and skills
of community members for self-development, professional development, work, entrepreneurship,
or continue their education to a higher level within the framework of life skills education. It is
important to note that the minimum age requirement to take part in courses recognized by IQF is 15
years.
Provision
Courses can be provisioned by Government and private courses institutions and training institutions.
There are four groups of courses and training institutions under supervision of the MoEC:
1. International level courses and training institutions, which have fulfilled the National Education
Standards with additional traits that are required for international competitiveness;
2. Courses and training institutions with National Education Standards, which have fulfilled the
National Education Standards that are required for national competitiveness;
3. Courses and training institutions that provide Minimum Services Standards (Standar Pelayanan
Minimum), which have fulfilled the minimum services requirements in its establishment; and
4. Pioneering courses and training institutions (lembaga kursus dan pelatihan rintisan), which have
fulfilled the minimum services requirements in its establishment but are still limited to
provisioning courses for beginners or which have not yet fulfilled the minimum services
requirements.
Regardless, all courses are directed to pay attention to current and projected labor market and
business trends, as well as trending interests in personal development.
Learning outcomes
In accordance with Government Regulation on the National Education System, implementation of
courses must refer to a specific Standard of Graduate Competences recognized by the MoEC. This
specific Standard of Graduate Competences should be based on the general Standard of Graduate
Competences for courses developed by ANSE, which is then enforced through a Regulation of the
Minister of Education and Culture. Since the national standard for courses is currently in
development, however, the MoEC has taken the initiative to develop their own set of specific
Standard of Graduate Competencess based on the IQF currently enforced through Regulation of the
Minister of Education and Culture 11 of 2019 on Standards for Graduate Competences in Courses. As
stated in the Regulation, there are 25 main groups of courses that are currently governed by the
MoEC.

There are currently no specific directions in determining length of study and learning loads for
courses outside joint expert judgment from the developers and the MoEC for each courses.

Since courses are deemed to be incomparable to ISCED, competences obtained from courses are
only recognized for IQF starting from level II (learning equal to upper secondary) up to level IX
(learning equal to doctor, applied doctor, or subspecialist higher education). Mapping of IQF levels
toward the National Education System as a whole is further elaborated in detail in Criterion III.

Government assurances in fulfillment of expected competences for learners in courses are
performed through the provision of certifications and the accreditation process. In accordance with
Regulation of the Minister of National Education 70 of 2008 on Competency Tests for Courses and
Training Learners from Non-Formal Education Units or Society Members that Learn Independently,
Competency Certification Body/Lembaga Sertifikasi Kompetensi (CCB/LSK) that are recognized by
the MoEC provision competency certifications for courses learners from non-formal education units
or society members that learn independently. On the other hand, the NAA-ECENFE performs the
accreditation process for all courses providers. Further explanations on the competency certification
process by the MoEC and CCB are elaborated in Criterion III, meanwhile the work of the NAA-EFENFE
are elaborated in Criterion VI.

Courses are typically developed and provisioned as a whole from start to completion, either in the
form of singular courses or in the form of a series of courses. Therefore, horizontal and vertical
movement to other types of education in terms of progression is non-existence.

According to the latest official recorded information on the number and capacities of courses
institutions under the supervision of the MoEC, in August 2018 there were 16,935 courses
institutions provisioning 29,283 courses for 57,219 learners. The number of certificates issued was
projected to increase from 44,887 in 2017, where the last recorded data on August 4, 2018 already
reaching 41,391 certificates.
Currently, from the recognized 25 main groups of courses, there are 143 types of courses that can be
provisioned under the supervision of the MoEC ranging from IQF levels I to V. Specifically, the
number of types of courses are 5, 38, 64, 28, and 8 for IQF levels I, II, III, IV, and V, respectively.
1.2.5. Work Training
Work training (pelatihan kerja) is defined in Law 13 of 2003 on Manpower as “all activities to
provide, obtain, improve, and develop work competences, productivity, discipline, attitude, and
work ethic on particular levels of skill and expertise in accordance to the position or work level
and qualification”. Work training programs under the supervision of the Ministry of Manpower/
Kementerian Ketenagakerjaan (MoM/Kemenaker) are specific with the main target being to improve
work skills, productivity, and welfare of workers and job seekers by means of equipping (skilling),
improving (up-skilling), and developing (re-skilling) work competences. It is important to note that
the minimum age requirement to take part in work training at a job training institution is 15 years.
Provision
Work training can be provisioned by Government and private Vocational Training Centers/Balai
Latihan Kerja (VTCs/BLK) based on directions given in Government Regulation 31 of 2006 on the
National Work Training System. There are five groups of training institutions under supervision of
the MoM, which are (1) Government VTCs, (2) ministerial training institutions, (3) private accredited
VTCs, (4) overseas VTCs, and (5) apprentice organizers in industries. Regardless, all work trainings
are directed to pay attention to current and projected labor market and business needs.
Apprenticeship (pemagangan) is one of the most recognized work training that is used in the field.
As defined in Law on Manpower, apprenticeship is “part of the work training system which is
implemented in an integrated manner between training in training institutions and working
directly under the guidance and supervision of an instructor or a more experienced worker/labor
in the process of goods or services production in a company to master particular skills or
expertise”.
Learning outcomes
In accordance with Government Regulation on the National Work Training System, implementation
of training in each VTC must refer to a recognized competency standard. Competency standards may
consist of Indonesian National Work Competency Standards/Standar Kompetensi Kerja Nasional
Indonesia (INWCS/SKKNI), international competency standards, or other specific competency
standards. Competency standards are the main basis for each VTC to develop training programs and
curricula. Number of INWCS
In relation to INWCS, the process of its formulation is regulated through Regulation of the Minister
of Manpower 3 of 2016 on Directions in Establishing Indonesian National Work Competency
Standards. The preparation is based on industry/user needs by industry practitioners or those who
have experience in the industry to ensure that the national competency standards are in accordance
with the demands of industrial needs and achieved through national consensus. The INWCS model
follows the model suggested by the International Labor Organization (ILO), namely the Regional
Model Competency Standard (RMCS). Each national competency standard will have several
competences or learning outcomes and is expressed in competency units.


Work training programs must be provisioned for a duration of between 160 learning hours (equal to
one month) and 3,840 learning hours (equal to 24 months), with a ratio of 30 percent theory and 70
percent practice. In addition, the program must include on the job training in the industry for
minimum of one month.

Similar to courses, work training are also deemed to be incomparable to ISCED. Hence, competences
obtained from work training are only recognized for IQF starting from level II (learning equal to
secondary education) up to level IX (learning equal to doctor, applied doctor, or subspecialist higher
education). Mapping of IQF levels toward the National Education System as a whole is further
elaborated in detail in Criterion III.

Government assurances in fulfillment of expected competences for learners in work trainings are
performed through the provision of certifications and the accreditation process. In accordance with
Government Regulation 10 of 2018 on the Indonesian Professional Certification Authority/Badan
National Sertifikasi Profesi (IPCA/BNSP), IPCA licenses a number of Professional Certification
Body/Lembaga Sertifikasi Profesi (PCB/LSP) to provision competency certifications for graduates
from VTCs and vocational education institutions, as well as experienced workers. On the other hand,
the Training Provider Accreditation Body/Lembaga Akreditasi Lembaga Pelatihan Kerja (TPAB/LA-
LPK) performs the accreditation process for all work-training providers. Further explanations on the
competency certification process by IPCA and PCB are elaborated in Criterion III, meanwhile the
work of the TPAB are elaborated in Criterion VI.

Work trainings are typically developed and provisioned as a whole from start to completion, either
in the form of singular training or in the form of a series of trainings. Therefore, horizontal and
vertical movement to other types of education in terms of progression is non-existence.

According to the latest official recorded information on the number and capacities of training
institutions under the supervision of the MoM, in September 2018 there were a total of 3,105
training institutions provisioning work training for 2,007,209 learners. Further details on number and
capacities for each training institution is described in Table 1.23.
Table 1.23. Number and Capacity of Training Institutions Governed by the MoM
Source: Book of Information on Training and Productivity
of the Ministry of Manpower, September 2018
Learners/
Type of Training Institutions Total
Year
Government VTCs (central and regional) 303 286,048
Ministerial Training Institutions 89 176,105
Learners/
Type of Training Institutions Total
Year
Private Accredited VTCs 1,243 1,479,024
Overseas VTCs 419 2,203
Apprentice organizers in Industries 1,051 63,829
Total 3,105 2,007,209
The number of certificates issued by these training institutions have shown consistent growth
over the years with the latest official recorded information showing significant increase from
3,231,970 certificates issued in 2017 to 3,511,802 certificates in 2018. These training
institutions develop their curricula based on INCWS, which currently consists a total of 769
standards across 17 sectors, where some of them have been included in the IQF. Number of
INWCS documented up to May 2019 is presented in the ANNEX B. The table shows that some
out of dated INWCS had been revoked. Number of INWCS based on Occupational Cluster,
Occupation, and Qualifications is listed in the ANNEX C. There are eleven INWCS based on
qualifications or bearing IQF levels.
1.2.6. Comparison between Courses and Work Training
In various policies and usage in the field, the terms courses and (work) training are often
interchangeable and overlap one another. To provide consistency in this report, in addition to the
aforementioned definitions for each term, a comparison of the two domains of training programs is
presented in Table 1.24.
Table 1.24. Comparison between Courses and Work Training
Task Courses Work Training

Policy Direction MoEC MoM
Licensing MoEC MoM
Law on the National Education
Regulation Law on Manpower
System
System Life Skills Education National Work Training System
Organizing
Courses and Training Institution Work Training Institution
Agency
Graduation Standard of Graduate
INCWS
Standards Competences
Organizer ANSE IPCA
Certifier MoEC Chair of the IPCA or PCB
Graduate Competency Unit Competency Unit
Standard Competency Element Competency Element
Components Graduation Indicator Performance Criteria
Certificate of Competency and
Certification Certificate of Competency
Professional Certificate

Task Courses Work Training

Certificate
CCB PCB
Publisher
Participants General Public Work Force
Outcome Expertise in specific fields Work-related Skills
1.3. Informal Education
Informal education is defined in Law on the National Education System as “the path of family and
environmental education”. This path of education has characteristics in which: (1) emphasizes on
character development; (2) participants are heterogeneous; (3) contents of education are not
formally programmed; (4) not tiered; (5) flexible learning time, yet relatively long; (6) learning
process is reasonable, flexible, and responsive; (7) evaluation of learning achievement is not
systematically programed; and (8) credentials are non-existent and also not important. The main
forms of informal education are single and compound homeschooling, as well knowledge attained
from personal work experiences.
1.3.1. Homeschooling
As stated earlier in the non-formal education section, homeschooling is defined in Regulation of the
Minister of Education and Culture on the Provision of Homeschooling as “the process of educational
service that is purposely planned and provisioned by parents or families at home or in other places
in the form of single, compound, and community, where the learning process can transpire in a
conducive surrounding so that every unique potential of a learner can develop to its maximum”. In
general, the goal for provision of this type of informal education is to:
1. fulfill services of basic and secondary education quality for learners from families that choose to
educate their children through homeschooling;
2. serve learners that need academic and life skills education in a flexible manner to improve their
quality of life; and
3. fulfill educational services in a conscious, regular, directed, yet less structured manner by putting
forward the development and implementation of independent learning that is provisioned by
family and their surroundings where learning can occur at home or other places in a conducive
environment to maximize the development of each learner’s unique potential.
Provision
There are two forms of homeschooling that are considered to be informal education, which are
single homeschooling (sekolahrumah tunggal) and compound homeschooling (sekolahrumah
majemuk). Single homeschooling (Sekolahrumah tunggal) is defined in Regulation of the Minister of
Education and Culture on the Provision of Homeschooling as “family-based education service ran by
parents for learners in one family and not joined with other families running other single
homeschoolings”. Meanwhile, compound homeschooling (Sekolahrumah majemuk) is defined in the
same Regulation as “environment-based education ran by parents of two or more families
performing one or more learning activities together, with the main learning activities still being
performed within each family”.
Learning outcomes
Similar to community homeschooling, the curriculum for single and compound homeschooling both
must refer to either the national formal education curriculum or the national equality education
curriculum. Thus, single and compound homeschooling will have similar learning outcomes to the
chosen national curriculum. Differences may occur on the width or depth of learning depending on
the interest, potential, and needs of the learner(s).

There is no particular timeframe or structure for completing studies in single and compound
homeschooling. Learners will have freedom to learn at their own pace and time. This means that
single and compound homeschooling learners may complete their studies faster than, similar to, or
longer than their equal counterpart in formal or non-formal education.

Competences in single and compound homeschooling are recognized from ISCED level 0 (early
childhood) up to level 3 (upper secondary). In terms of IQF recognition, competences in single and
compound homeschooling are only recognized at level II for learning equal to secondary education.
A summarized version of Table 1.3 focusing solely on formal ECE combined with IQF level
referencing is presented in Table 1.25.
Table 1.25. Mapping of ISCED and IQF Levels for Single and Compound Homeschooling
ISCED Single and Compound IQF

Level Description Homeschooling Level
0 Early Childhood Learning Equal to ECE N/A
1 Primary N/A
(Primary School)
(Junior Secondary School)
Learning Equal to Secondary
3 Upper Secondary II
Education

Government assurances in fulfillment of expected competences for learners in single and compound
homeschooling are performed through provision of the National Exam and the accreditation process
by the NAA-ECENFE. Further explanations in the provision of the National Exam as well as the work
of the NAA-ECENFE are elaborated in Criterion VI.


Graduate competences of both forms of homeschooling are considered to be equal to formal or
non-formal education after the learner passes an examination that is provisioned in accordance to
the national education standard. Homeschooling learners that wish to change paths from informal to
formal or non-formal education must be assessed through a proper test (tes kelayakan) and a
placement test (tes penempatan) by the intended provider and pass the National Exam for a lower
level of education, if available. For example, informal homeschooling learners that intend to enter
formal primary school will only be required to pass a proper test and a placement test provisioned
by the intended school. Meanwhile, informal homeschooling learners that intend to enter formal
junior secondary schools at Grade 7 must pass an examination equal to the exam provisioned as part
of the requirements to graduate from primary school or the second chance education A Program. If
they intend to enter at Grades 8 or 9, then they will also be required to pass a proper test and a
placement test provisioned by the intended school. The same mechanism applies for entering senior
secondary schools, but requires applicants to pass the National Exam for junior secondary schools or
second chance education B Program.

The Government has yet to establish a mechanism to officially track the number of learners in
informal homeschooling.
1.3.2. Work Experiences

Since work experiences are deemed to be incomparable to ISCED, competences obtained from work
experiences are only recognized for IQF starting from level I (experiential learning equal to
secondary education) up to level IX (experiential learning equal to doctor, applied doctor, or
subspecialist higher education). Mapping of IQF levels toward the National Education System as a
whole is further elaborated in detail in Criterion III.

Government assurances in recognizing work experiences toward certain competency levels are
performed through RPL and Recognition of Current Competences (RCC) mechanisms, which are
further discussed in Criterion III.
1.3.3. Other Forms
Other forms of informal education currently recognized in Indonesia include various unstructured
learning obtained through direct personal interactions with family members or the environment,
including other society members and nature, as well as self-learning through available sources of
knowledge, self-experimentation, and self-training. Recognition in competences accumulated
through these forms of education are typically done through a form of RPL or RCC mechanism,
depending on the intended use of the obtained recognition.

GLOSSARY OF ACRONYMS/ABBREVIATIONS IN CRITERION II

Kualifikasi ASEAN)
IQF/KKNI Indonesian Qualifications Framework (Kerangka Kualifikasi Nasional
Indonesia)
Kebudayaan)
MoRTHE/Kemenris-tekdikti Ministry of Research, Technology, and Higher Education
MoWPWPH/KemenPUPR Ministry of Public Works and Public Housing (Kementerian


TPAB/LA-LPK Training Provider Accreditation Body (Lembaga Akreditasi Lembaga
Pelatihan Kerja)
INDONESIAN QUALIFICATIONS NATIONAL COMMITTEE
Presidential Regulation 8 of 2012 on the Indonesian Qualifications Framework/Kerangka Kompetensi

Nasional Indonesia (IQF/KKNI) defines standard qualification levels for education, job training, and
work experience. The comprehensiveness of the IQF provides a solid foundation for the education
structure and recognition of experiences, and therefore improves the competitiveness of the
Indonesian workforce. In order to implement the IQF, the Indonesian Qualifications National
Committee/Komite Nasional Kompetensi Indonesia (IQNC/KNKI) was established in 2018 through the
issuance of the Minister of Research, Technology, and Higher Education Decree 49 of 2018, which
was based on Law 13 of 2003 on Manpower and Law 20 of 2003 on the National Education System.
The references used ensure that the structure of the IQNC is in accordance with education and
employment system in Indonesia.
The implementation of IQF requires close cooperation of many agencies in Indonesia and must be
carried out in a planned, systematic, and organized manner. The Committee has a vision to become
an institution fostering trust and confidence in the quality and integrity of qualifications, through
developing quality culture and implementing ethical practices in all types of education and training.
The main missions are to:
1. harmonize and synchronize the process of mutual recognition between learning achievements in
the fields of education, training and work experience; and
2. supervise the quality assurance of the implementation of the IQF.
To achieve these missions, IQNC will undertake specific programs, including to:
1. strengthen the implementation of policy and regulations concerning IQF, particularly in:
a. providing the guidance and supervision on the implementation of the IQF;
b. educating the public about policies, regulations, and guidelines for implementing the IQF;
and
c. facilitating the communication and coordination among various sectors, both at national and
international levels for implementing the IQF, as well as
2. promote and advocate the recognition of Indonesian human resource qualifications based on
the IQF in the global labor market, by:

a. conducting the harmonization and synchronization of mutual recognition among various

forms and types of qualifications in Indonesia;
b. conducting the harmonization and synchronization of mutual recognition between various
quality assurance systems in the process of granting qualifications; and
c. implementing the referencing process and/or pairing/alignment of IQF with the qualification
framework of other countries through bilateral, regional, as well as multilateral agreement.
Thus the process of IQF referencing to the AQRF is one of the IQNC’s first responsibility. In carrying
out this task, IQNC communicates and coordinates with various national-level sectors to build
harmony between various forms and types of qualifications, including various quality assurance
systems in the process of granting qualifications. The involvement of stakeholders in referencing
processes is described at Criterion VII.
In order to coordinate all stakeholders, IQNC membership includes regulatory authorities governing
human resources development, not only the regulating bodies within education and labor sectors,
but also across sectoral bodies, as listed in the Table 2.1.
Table 2.1. Regulatory Bodies and Their Roles in IQNC
Roles in INQC for Indonesia Human

Regulatory Bodies
Resources and Human Capital
Agency for Supervision of State Ideology
Pancasila/Badan Pembinaan Ideologi Ideology and character building
Pancasila
Institute of National Resilience/Lembaga
Character and leadership building
Ketahanan Nasional
National Development Planning Agency/
Human capital planning
Badan Perencanaan Pembangunan Nasional
Coordinating Ministry of Human
Development and Culture/Kementerian
Human resources development
Koordinator Bidang Pembangunan Manusia
dan Kebudayaan
Coordinating Ministry of Economic Affairs/ Relevancy of human capital planning and
Kementerian Koordinator Bidang human resources development in
Perekonomian contributing to nation’s competitiveness
from the economic aspects
Ministry of Empowerment of State Apparatus
and Bureaucratic Reform/Kementerian
Civil servants’ planning and development
Pendayagunaan Aparatur Negara dan
Reformasi Birokrasi


Regulatory Bodies
Directorate General of Early Childhood
Education and Non-Formal
Education/Direktorat Jenderal Pendidikan
Early childhood and society education
Anak Usia Dini dan Pendidikan Masyarakat –
quality
Ministry of Education and Culture/
Kementerian Pendidikan dan Kebudayaan
(MoEC/Kemendikbud)
Directorate General of Basic and Secondary
Education/Direktorat Jenderal Pendidikan Basic and secondary education quality
Dasar dan Menengah – MoEC
Directorate General of Development of
Training and Productivity/Direktorat Jenderal
Pembinaan Pelatihan dan Produktivitas – Workforce quality and relevancy
Ministry of Manpower/Kementerian
Ketenagakerjaan (MoM/Kemenaker)
Directorate General of Domestic Trade/
Direktorat Jenderal Perdagangan Dalam
Supporting and facilitating trade services
Negeri – Ministry of Trade/Kementerian
Perdagangan (MoT/Kemendag)
Directorate General of Consumer Protection
and Fair Trade/Direktorat Jenderal
Supporting and facilitating trade services
Perlindungan Konsumen dan Tertib Niaga –
MoT/Kemendag
Directorate General of International Trade
Negotiation/Direktorat Jenderal Perundingan Supporting and facilitating trade services
Perdagangan Internasional – MoT/Kemendag
Research, Development, and Training
Agency/Badan Penelitian dan Pengembangan
dan Pendidikan dan Pelatihan – Ministry of Character and spiritual building
Religious Affairs/Kementerian Agama
(MoRA/Kemenag)
Agency for Human Resources Development/
Quality and relevancy of human capital
Badan Pengembangan Sumber Daya Manusia
planning and human resources
– Ministry of Health/Kementerian Kesehatan
development in the health sector
(MoH/Kemenkes)
Quality and relevancy of human capital
Badan Pengembangan Sumber Daya Manusia
planning and human resources
– Ministry of Industry/Kementerian
development in supporting industries
Perindustrian (MoI/Kemenperin)


Regulatory Bodies
Agency for Human Resources Development/ Quality and relevancy of human capital
Badan Pengembangan Sumber Daya Manusia planning and human resources
– Ministry of Transportation/Kementerian development in supporting transportation
Transportasi (MoT/Kemenhub) services
Badan Pengembangan Sumber Daya Manusia Quality and relevancy of human capital
– Ministry of Public Works and Public planning and human resources
Housing/Kementerian Pekerjaan Umum dan development in supporting infrastuctures
Perumahan Rakyat (MoPWPH/KemenPUPR)
Agency for Human Resources Development/ Quality and relevancy of human capital
Badan Pengembangan Sumber Daya Manusia planning and human resources
– Ministry of Tourism/Kementerian Pariwisata development in supporting tourism
(MoT/Kemenpar) industries
Bureau of Legislation and Organization/Biro
Hukum dan Organisasi – Ministry of Research,
Technology, and Higher Education/ Responsible for legal aspects of IQNC
Kementerian Riset, Teknologi, dan Pendidikan
Tinggi (MoRTHE/Kemenristekdkti)
Indonesian AQRF Committee/Komite AQRF
Referencing IQF to AQRF
Indonesia – MoRTHE
The IQNC membership also includes experts who have in-depth knowledge on the implementation
of the IQF in various sectors both nationally and internationally, as well as understanding of the
quality assurance system in education, training and work experiences, and a comprehensive and
integrative insight into Indonesian human resources development. The experts who are assigned as
IQNC members come from universities, professional societies, workers' communities, and
entrepreneurs.
2.1. Initial Stage
In the early stages of its formation, when the coordination, integration and consolidation of various
parties were still needed, IQNC is expected to carry out the following basic tasks:
1. Disseminating the IQF’s features to the community and the international community.
2. Conducting the preparation of detailed handbooks regarding guidelines, mechanisms, and stages
of the equality assessment of various labor sectors at national and international levels.
3. Developing an appropriate quality assurance system and monitor and evaluate the
implementation of IQF in various sectors, by working together with quality assurance institutions
within the MoEC, MoRTHE, and MoM, as well as professional associations.
4. Providing guidance and recommendation for developing descriptors at every level of IQF
qualification in accordance with the development of workforce competences or the
development of work qualifications in the international world.

5. Providing guidance and recommendation for the development of work qualification levels for
interested parties both from within and outside the country.
When the proper IQNC organization and system have been established, the duties will be expanded
to take the main objectives of improving the quality and competitiveness of Indonesian workers
within the planned time. These responsibilities include:
1. The IQNC through its organizational structure (Exhibit 2.2) will periodically review and update
IQF implementation devices such as regulations, descriptors, guidelines, socialization
mechanisms, standard implementation documents, and other supporting aspects.
2. The IQNC shall also continuously reviewing the nine descriptors of qualification levels contained
in the IQF by paying attention and anticipating the developments occurring in the field of labor
both at home and abroad.
3. As a center for services and information, the IQNC is tasked with:
a. publishing guidelines that are deemed necessary for stakeholder, both in the form of
information about the mechanism for implementing the IQF, past experience recognition
schemes, credit transfers, or certification programs related to the IQF;
b. providing input, consultation, guidance / assistance, then encourages and facilitates the
process of implementing the IQF in any institutions; and
c. disseminating the IQF as well as its implementation programs to all stakeholders, particularly
quality assurance, accreditation, and certification bodies.
4. To ensure transparent and accountable IQF implementation, as well as obtains recognition in-
country and overseas, the IQNC must be able to establish partnerships with NAA-HE/BAN-PT,
NAA-SM/BAN-SM, NAA-ECENFE/BAN-PAUD PNF, ANSE/BSNP, IPCA/BNSP, PCB/LSP, CCB/LSK,
TPAB/LA-LPK, professional associations, industry associations, and other agencies or institutions
related to producers and users/employers of Indonesian workforce. The partnership should lead
to a mutual symbiotic coordination in executing sustainable IQF-based quality assurance
programs in their respective fields. Overall, quality assurance activities executed by each
institution or agency are expected to support the implementation of IQF.
5. The IQNC will assist the development of the Recognition of Prior Learning (RPL) scheme, credit
transfers, or the transfer of types of education in the education and training sector. IQNC can
provide assistance for institutions to develop RPL regulations and mechanisms that are
implemented internally in their respective institutions according to their specific characteristics,
yet remain in sync with the basic rules required by the IQF.
6. The IQNC will provide mentoring teams for companies, industries, business institutions, or
government agencies in developing a career system or payroll structure based on IQF.
7. In the case of recognizing the qualifications of foreign workers who work in Indonesia into IQF
or, conversely support Indonesian workers who work abroad, the IQNC through the appropriate
channel will implement monitoring activities to ensure accountability of certificate issuance as
well as mutual recognition among national and international qualifications.
2.2. Scope of Responsibilities
IQNC will develop various models or systems related to aspects of assessment and recognition
agreed upon by interested parties so that the implementation of the system or the assessment
process could be accepted by all stakeholders and wide community. In general, the IQNC has a wide
range of schemes in handling problems as illustrated in Exhibit 2.1.
International
International Credit Schools,
Qualification
qualification and Transfer or universities,
agencies Assessment RPL Scheme training
Model Development providers
Accreditation
and Information National Company and
certification Qualification professional
and
agencies, and associations,
Assistance
individuals Development of Assessment government
Center
and society at Model employees
national
large standard for
education and
profession
National Accreditation Agency,

Indonesian Professional Certification Authority,
Agency for National Standards in Education
Exhibit 2.1. Scope of IQNC responsibilities.
2.3. Organizational Structure
Organizational structure of IQNC must guarantee a transparent and accountable IQF

implementation, and guarantee continuous quality improvement. Schematically, IQNC's
organizational structure contains at least the sections listed in Exhibit 2.2. This organizational
structure will be developed further to facilitate future IQF implementation by IQNC.
The IQNC development map has been specifically reviewed by the MoEC through one of the
Analytical and Capacity Development Partnership (ACDP) 024 studies entitled: "Support the
Development of the Indonesian Qualifications Framework". The principles, characteristics and scope
of work of the Indonesian Qualifications National Committee are as follows:

IQNC Chair
Honorary Member
Consisting of regulatory
elements from various
ministries.
IQNC Secretary
IQNC Members
IQF
Information IQF Quality
& Advocacy Assurance
Center
National International
Qualifications Qualifications
Recognition Recognition
Exhibit 2.2. Organization structure of IQNC.
2.4. Governance
In relation to qualifications frameworks, governance can refer to how an agency promotes, manages
and maintains the framework, including ensuring progressive implementation across the various
education and training sectors. It also refers to the legislative or regulatory basis of the agency and
its roles and responsibilities.
The governance operation of the IQNC shall meet the following requirements
1. transparency and accountability;
2. integrity, including resolution of potential and actual conflicts of interest with selflessness and
objectivity in the public interest;
3. due diligence;
4. inclusive; and
5. economy, efficiency and effectiveness.
Strong governance arrangements, particularly a political mandate for the IQNC, are critical to the
successful implementation of the IQF. In all known instances of international examples, the
responsible agency’s scope or focus is on the country’s qualifications system and the relationship
with the qualifications framework. There is only one single agency; not to do so would provide for
multiple agencies and multiple focal points, which is potentially confusing to local and international
stakeholders.
The roles and responsibilities of the IQNC are defined and distinct from the role of the various
ministries and agencies in IQF implementation. The roles and responsibilities of the IQNC include:
1. coordination and monitoring of IQF implementation across the sectors;
2. policy direction of the IQF;
3. being the single voice advocating and promoting the benefits and role of the IQF at a national
level and international level;
4. liaison with relevant international agencies;
5. provision of cross sectoral objective advice on the effectiveness of Indonesia’s qualifications
system; and
6. coordination and maintenance of agency quality standards, meta-evaluation of the quality
assurance agencies. A key role of the IQNC is to hold all ministries and agencies accountable for
their performance. The IQNC will maintain a register of recognized quality assurance agencies.
The IQF addresses all three main sectors of education and training: formal education, non-formal
education, and informal training. The IQNC will be supported by a strong Secretariat to undertake
the operations and functions of the IQNC.
Nevertheless, it is realized that at this early stage such governance has not been fully implemented
for IQNC. The IQNC was just established at the MoRTHE instead of at a national or cross sectoral
position, e.g. Presidential decree. The INQC will have to be upgraded into such position at a later
stage. The existence of the Honorary Membership representing the leading sectors in education and
training, demonstrates the full support IQNC received from its stakeholders. Further reputation and
recognition should be earned through its achievement in carrying out its tasks.
2.5. Policy Direction
Definitions related to Indonesian qualification systems, if evident, are in specific regulations related
to relevant ministries and do not necessarily have national scope or national commitment to a
common understanding. The only high level policy document at national level is that of the
Presidential Decree on the IQF. This Decree established the IQF and includes a limited number of
definitions including those related to:
1. national qualifications framework;
2. learning outcomes;
3. equalization;
4. qualification;
5. work experience;
6. competency certification;
7. competency certificate; and
8. profession.

It is imperative to come to an agreement (or a common understanding) on terminology across the

education and training sectors for further discussion and implementation of the qualifications
framework in Indonesia. The IQNC would take a prominent role in consulting with relevant ministries
and providing public documentation of agreed terms.
Presidential Decree on the IQF outlines the level descriptors but does not provide any other advice
in relation to qualifications. A review of regulations from the MoEC indicates that in the other
component parts of a framework are mostly included for higher education. Whether similar
documents are developed by the ministry responsible for manpower is less clear. To promote
transparency of the IQF and to avoid a mix of qualification types and descriptors, definitions and
application of certification, the IQNC should be responsible for developing overarching national
policy directly related to the IQF, including national policy on:
1. qualifications including component parts e.g., qualification types, qualification types descriptors
including the volume;
2. recognition of prior learning;
3. certification, including naming conventions and use of the IQF logo;1
4. international referencing activities; and
5. education and training definitions.
The relevant regulations documented by MoEC could be ’co-opted’ as IQNC level documents on
agreement from MoM and other ministries, and it needs to be published as one document. Relevant
line ministries could still develop additional specific requirements as long as they are not conflicting
with the national policy.
2.6. Coordination
Presidential Decree on the IQF indicates that line ministries and relevant agencies can implement
the IQF as they see fit. The MoEC and MoM assigned to develop further lower level regulations.
IQNC will take a coordination role by:
1. developing a system of collaboration across all education and training sectors and quality
agencies ministries and agencies;
2. facilitating meetings and building relationships between the three key ministries and with other
ministries and agencies;
3. facilitating development of high level IQF documents that are implemented by all ministries and
agencies;
4. informing ministries and agencies of implementation targets; and progress; and
5. requiring data to be sent from each of the relevant ministries and agencies to analyze and gain a
better picture of implementation of the IQF in all education and training sectors.
1
Limiting application to quality assured programs and providers (recognised by an accrediting agency); only used on
certificates/awards, excluding diploma supplements, statement of results, and marketing materials etc.
2.7. Advocating and Promoting
Research in various countries indicates that one of the key roles and responsibilities of the agency is
to disseminate and promote the NQF. For the IQF to be successful in meeting its country’s goals and
ambitions, the IQF needs to be well understood by all stakeholders including:
1. employer and employer groups;
2. parents, potential students, students and graduates;
3. international agencies involved in cross border education provision and student mobility;
4. international agencies responsible for manpower mobility; and
5. professional associations and licensing bodies.
The IQNC would provide general and high level information regarding the IQF and link with
ministries in promoting the IQF in their circle of remit. As the focal point, the IQNC should be able to
provide the necessary information regarding the IQF and its link with the international standards.
This function would be carry out primarily through the IQNC Honorary Members. It would also be
facilitated by a website that:
1. includes IQF level information and policies;
2. links to recognised peak quality assurance agencies; and
3. links to ministry websites dedicated to their implementation of the IQF.
The IQNC also has a key role in linking other non-qualification recognition strategies (e.g. licensing,
professional association membership) to enhance the linkages between the IQF and the system (but
separate in terms of certification) to these other outcomes. Without a centralised single agency such
IQNC, the information and promotion of the IQF could result in conflicting information.
2.8. Liaison and Focal Point
Promoting and being a focal point for international relationships is acknowledged as a key function
of the IQNC. Indonesia, as one of the foundation ASEAN member states, is involved with a number of
international activities that are of particular relevance to the IQNC:
1. The UNESCO Regional Convention on the Recognition of Studies, Diplomas and Degrees in
Higher Education in Asia and the Pacific was established in 1983, to which Indonesia was a
signatory. The new convention, the Asia-Pacific Regional Convention on the Recognition of
Qualifications in Higher Education [2011], aims to ‘ensure that studies, diplomas, and degrees in
higher education are recognized as widely as possible, considering the great diversity of
educational systems in the Asia-Pacific region and the richness of its cultural, social, political,
religious, and economic backgrounds’ [UNESCO 2012]. The Convention focuses on establishing
basic principles for the provision of information and the implementation of the convention.
Article IX.3.1 indicates that ‘a network of national information centers on academic mobility and
recognition shall be established and shall uphold and assist the practical implementation of this
Convention by the competent recognition authorities’ [UNESCO 2012:10].
2. The basis for the ASEAN Qualifications Reference Framework (AQRF) is derived from the ASEAN
Charter signed by the ten ASEAN leaders in Singapore on 20 November 2007, where aspirations
to become a single entity – an ASEAN Community – were reinforced. The AQRF has been
approved and will support other multilateral and bilateral arrangements within the community
including mutual recognition agreements [AQRF 2014:1]. The proposed governance
arrangements of the AQRF indicate that there will be a regional committee which will liaise with
one focal point in each ASEAN country. The national focal point is expected to represent all
education and training sectors and promote the AQRF and NQF linkages. In addition, there is to
be one key focal point to coordinate the in country activities, including the referencing activity
(which includes establishing a national referencing panel).
Providing support in negotiating mutual recognition agreements, participating in other international

strategies, and being a focal point for international collaboration and alignment activities should be
a key responsibility of the IQNC. One single focal point promotes coordination of these strategies at
the highest level, and is an expectation at least by the AQRF.
2.9. Evaluation
In any qualifications system there are competing demands and allegiances. Ministries implementing
quality assurance arrangements and promoting their sector system are sometimes reluctant to
identify and report inefficiencies, duplication and issues of implementation. The IQNC will need to be
able to request data, reports and information from relevant ministries, peak quality assurance
agencies and bodies to be able to piece together and provide cross-sectoral, objective advice as to
future directions and strategies to improve the education and training system of Indonesia.
2.10. Quality Assurance
Given the varied number of quality assurance agencies across all education and training sector in
Indonesia, it is not feasible for the IQNC to take on a quality assurance role of achievement
standards and of institutional provision. However, confidence in the certification process is a critical
aspect of building confidence in IQF qualifications. In this respect, the IQNC would take a role in
assuring quality by holding the quality assurance agencies accountable for their own performance
and that of any of their subsidiary quality assurance agencies’ or bodies ‘performance.
A regulatory approach for the IQNC would mean that it could:

1. approve and monitor quality assurance ministries and agencies, which would mean auditing the
agencies to ensure they meet documented criteria or standards;
2. have the power to refuse membership and/or sanction quality assurance agencies;
3. maintain a register of quality assurance ministries and agencies, that includes any that have
been sanctioned, that could be publicly viewed; and
4. create another layer of regulation that makes an already complex system more complex.
Having said that, this approach is only one way for instilling confidence in IQF qualifications. The
IQNC would take an accountability approach by monitoring and ensuring that the peak quality
assurance ministries and agencies meet agreed quality standards and comply with key performance
targets and reporting requirements. Quality assurance agencies meeting quality standards is a model

used internationally in country and across countries. In this quality assurance approach, the IQNC
would:
1. develop quality standards for quality assurance agencies;2
2. require annual reporting (or additional reporting if requested) for the purpose of monitoring and
meta-evaluation or review;
3. maintain a register of quality assured agencies; and
4. report to the highest government office on agency compliance to the requirements.
The accountability approach is adopted in preference to a regulatory approach, which will address:
1. governance arrangements and accountability requirements;
2. continuous improvement approach to quality requirements;
3. periodic external audit requirement against the quality standards; and
4. eligibility for membership to international agencies, e.g. INQAAHE3.
Any quality standards should reflect the benchmarking quality standards referenced in the AQRF,
given that any referencing process of the IQF to the AQRF requires a benchmarking exercise of a
country’s quality assurance processes of its qualifications system. Currently there are three quality
assurance frameworks cited in the AQRF to which member states are to benchmark the quality
assurance of their qualifications system in the referencing process.
Unsatisfactory performance of peak quality assurance agencies could be addressed through the
IQNC’s reporting requirements. Regardless of whether a regulatory or accountability approach is
applied, the scope of the IQNC’s quality assurance activities could be:
1. limited to peak quality assurance ministries and agencies;4 or
2. applied to all quality assurance ministries and agencies.
The IQNC would take a blended approach requiring all agencies to comply with general reporting
requirements and also be subject to quality audits.
2.11. Representation on the Key Stakeholders in Referencing Process
Key stakeholders involved in the referencing process are categorized as follows:

1. Public education providers both formal and non-formal learning modalities;
2. Private education providers both formal and non-formal learning;
3. Workforce users, represented by industries (companies);
4. Professional Certification association and bodies;
5. Quality assurance bodies;
2
The quality standards would specify the requirement for peak quality assurance agencies to be subject to external
international quality assessment at least every five years. The quality standards would also include a requirement for the
peak agencies to quality assure any agencies/bodies it delegates or licences the responsibility of quality assurance of
qualifications, providers and/or provision of education, training and assessment services.
3
INQAAHE = International Network on Quality Assurance Agency in Higher Education
4
Peak agencies are those at the top tier i.e. those that either take full responsibility for quality assurance (e.g. BAN-PT) or
delegate or license others to act on their behalf (e.g. BNSP which licenses Professional Certification Bodies).

6. Institution responsible for National Education Standards;

7. Academic community; and
8. Society in general.
Process, involvement, meeting and discussion results of those relevant stakeholders are explained in
the Criterion VII.

GLOSSARY OF ACRONYMS/ABBREVIATIONS IN CRITERION III

Kualifikasi ASEAN)
CCI/KADIN Chamber of Commerce and Industries (Kamar Dagang dan Industri)
CTC/TUK Competency Test Center (Tempat Uji Kompetensi)
FGD Focus Group Discussion
Indonesia)
ISOC/KBJI Indonesian Standard Occupational Classification (Klasifikasi Baku
Jabatan Indonesia)
Kebudayaan)
MoNDP/Bappenas Ministry/Agency of National Development Planning
(Kementerian/Badan Perencanaan Pembangunan Nasional)

RCC/RKK Recognition of Current Competences (Rekognisi Kompetensi terKini)
RPL Recognition of Prior Learning (Rekognisi Pembelajaran Lampau)
SI/BPS Statistics Indonesia (Badan Pusat Statistik)
Pelatihan Kerja)
PROCEDURES FOR INCLUSION OF QUALIFICATIONS IN THE IQF
The inclusion processes of all Indonesian qualifications into the Indonesian Qualifications Framework
(IQF) were carried out based on the specific objective, i.e to have human capital and human
resources that could contribute significantly to the nation’s needs and nation’s competitiveness.
3.1. The National Agreement in Establishing IQF Levels and Descriptors
The drafting process of IQF began with a study related to the benefits of a national qualification
framework in various countries which already defined and used it for the benefit of their human
resources development. Furthermore, a research was conducted on the concepts and principles of
developing a national qualification framework by prioritizing conformity with the conditions of the
nation and state of Indonesia.
Meanwhile, learning, discussion, and information exchange with qualification board in various
countries have also been accomplished including Australia, New Zealand, Germany, United Kingdom,
Hungary, Ireland, France, Japan and Thailand. One of the international collaborations undertaken by
the Government, represented by the Ministry of Education and Culture/Kementerian Pendidikan dan
Kebudayaan (MoEC/Kemendikbud), Ministry of Religion/Kementerian Agama (MoRA/Kemenag), and
Ministry/Agency of National Development Planning/Kementerian/Badan Perencanaan
Pembangunan Nasional (MoNDP/Bappenas), with the Australian Agency for International
Development (AusAID), the European Union (EU), and the Asian Development Bank (ADB) through
the Analytical and Capacity Development Partnership (ACDP 024) has produced a comprehensive

report on support for the development of the IQF. Based on studies and analysis of various
international experiences, the report recommends a road map for the implementation of IQF,
development of the Recognition of Prior Learning (RPL) system, and the establishment of the
Indonesian Qualifications National Committee/Komite Nasional Kualifikasi Indonesia (IQNC/KKNI).
Various studies those have been carried out intensively and comprehensively provide several
important foundations in the development of the IQF, such as follows:
1. The IQF provides equal qualifications between the one’s learning outcomes obtained from the
world of formal, non-formal, and informal learning, or from work experience. This is in line with
the efforts to implement Article 4 paragraph (2) of Law 20 of 2003 on the National Education
System related to Open Learning System, namely education with flexible place and time of cross-
unit completion programs or types of education (multi entry-multi exit system). Participants can
study and work at the same time, or take additional educational programs from different types
and lines of education in a sustainable manner either through face-to-face or long distance
learning. Therefore, the qualification framework to be developed must also include the RPL
system so it can guarantee the flexibility of career development or increase the qualification
level.
2. The IQF recognizes the equality of qualifications between learning outcomes of various scientific
fields at the higher education level, both for the type of academic education, vocational, or
profession with expertise development skills and careers performed in the world of work or
professional associations. In the realm of education, the IQF reflects the expected outcomes by
Article 12 paragraph (1) letter e and f of Law on the National Education System, where each
participant in each education unit has the right (e) to move to education programs on other
types and units of equivalent education; and (f) complete the education program in regard to
each study speed and stay on track on the set deadline.
3. The IQF provides framework for appropriate qualification recognition of diploma or certificates
of competency holders who will work or continue their education to overseas, join the student-
exchange program, higher education students or cross-country experts. The IQF also provides
equal qualifications for overseas diploma or competency certificate holders who will work,
continue their studies, or undertake student-exchange programs, higher education students or
experts in Indonesia.
As a policy that has interconnected and broad implication in the community, the IQF has been
carefully developed with systematic stages, and involved the participation of all interested parties so
that the achieved results are collective agreements. In general, the development process of IQF was
as follows:
1. Analyzed the objectives, modules, methods, scope, procedures for compilation, and the impact
of the National Qualification Framework (NQF) of various countries, including ASEAN countries,
Hongkong, Ireland, Australia, New Zealand, Germany, United Kingdom, Hungary, Ireland, France,
and Japan.
2. Compiled and analyzed more than a hundred of learning outcomes resulted by formal
education, training, short courses, and work experiences:

a. The formal education level was begun with vocational secondary schools up to doctoral
levels in various scientific fields (Teacher Education, Mathematics and Natural Sciences,
Humanities, social science, engineering and technology, Health science and professionals,
Vocational, Agriculture, and Art).
b. The learning outcomes as result from formal learning at higher education level were chosen
97 universities that had collaborated with overseas education, implemented reliable internal
quality assurance system and had minimum B or very good accreditation status.
c. The learning outcomes as result from formal learning of vocational secondary schools were
chosen from the best 25 schools that had collaborated with overseas education and
implemented reliable internal quality assurance system, and accredited with minimum A or
outstanding.
d. The learning outcomes as result from non-formal learning (short courses, generic trainings,
and specific job trainings) were selected and compiled randomly from accredited courses
and training institutions, managed by MoEC and Ministry of Manpower/Kementerian
Ketenagakerjaan (MoM/Kemenaker).
3. Developed generic descriptors consisting of description of moral ethics and values from all
learning outcomes based compiled and analyzed at point 3, that valid for all qualifications levels.
4. Developed levels of generic descriptors consisting of description of knowledge mastery, work
competences, responsibility, and accountability from all learning outcomes based compiled and
analyzed at point 3. From this specific process, the nine levels of qualification descriptors were
derived.
5. Communicated, socialized, and took feedback concerning the preparation, generic descriptors,
and nine levels of descriptors to all stakeholders involved in compilation and analyzes of learning
outcomes (process at point 3) with addition of:
a. central and regional government representatives under both MoEC and MoM;
b. professional associations;
c. scientific collegial;
d. Chamber of Commerce and Industries/Kamar Dagang dan Industri (CCI/KADIN);
e. National Accreditation Agency for Higher Education/Badan Akreditasi Nasional – Perguruan
Tinggi (NAA-HE/BAN-PT);
f. National Accreditation Agency for Early Childhood Education and Non-Formal
Education/Badan Akreditasi Nasional – Pendidikan Anak Usia Dini dan Pendidikan Non-
Formal (NAA-ECENFE/BAN-PAUD PNF);
g. Agency for National Standards in Education/Badan Standar Nasional Pendidikan
(ANSE/BSNP);
h. Indonesian Professional Certification Authority/Badan Nasional Sertifikasi Profesi
(IPCA/BNSP);
i. Training Provider Accreditation Body/Lembaga Akreditasi Lembaga Pelatihan Kerja
(TPAB/LA-LPK);
j. Work Training Providers;
k. Courses Providers; and
l. Formal Education Providers.
6. Drafted a Presidential Regulation on the IQF, beginning in August 2009, and then successfully
completed the legalization through the issuance of Presidential Decree 8 of 2012 on the IQF.
According to the Presidential Decree on the IQF, qualifications can be yielded through formal, non-
formal, and informal learning modalities, as illustrated in Exhibit 3.1. Learning outcomes generated
by these three education pathways can be juxtaposed in level one to level nine of IQF, however,
formal learning outcomes of Early Childhood Education, Primary School, Madrasah Ibtidaiyah, Junior
Secondary School, and Madrasah Tsanawiyah, do not have any IQF level. This is a very important
policy because the Indonesian Government requires a minimum 12 years of formal schooling up to
the age of 18. Thus, the IQF qualification level is valid starting at level 2 for Senior Secondary Schools
graduates or Vocational Secondary Schools.
Likewise, with non-formal education, there is no IQF level attached to learning outcomes gained by
participants under 15 years because Indonesia has ratified the ILO Convention Number 138
concerning Minimum Age Limit for Children Allowed to Work through Law 20 of 1999 and ILO
Convention Number 182 concerning Prohibition and Immediate Action for the Elimination of the
Worst Forms of Child Labor (WFCL) through Law 1 of 2000. In strengthening national commitments,
Indonesia Government has adopted the second substance of the ILO Convention, concerning Child
Labor and WFCL, in Law 23 of 2002 on Child Protection and Law 13 of 2003 on Manpower.

Exhibit 0.1. IQF recognition mapping.

Basically, the trainings and short courses aim to equip one's competence through the flexible
process of adding or completing certain competences, using certain methods, in a certain time
duration, with clear and measurable results. They can be a supplement or complement accordingly
as follows:
1. Training and Course functions as a supplement, if it is done for the purpose of adding someone's
new competence to get a job or entrepreneurship.
2. Training and Course functions as a supplement, if it is done for the purpose of completing
previously competences obtained through education or work experience (up-skilling).
3. Training and Course will function as a complement, if it is done for the purpose of adjusting
competences (re-skilling) because of the demands of competences that are different from those
previously had.
Qualifications resulted from training and courses can have level II to level IX IQF as long as the
awarding qualifications assured the quality and the righteousness by applying a robust quality
assurance system.
The IQF levels are not attached to various courses or training which usually done for certain hobbies,
because it is not necessarily relate to the IQF level for working requirements. Among these are
language training, dance performing arts, music arts, flower arrangement arts, culinary arts, martial
arts and many more. This kind of courses or trainings can be attended by cross-age participants,
starting from the age of children. The expertise will be achieved faster with talent and earlier entry
of the participants. However, the instructors are obliged to have the IQF level qualification standard.
On the other hand, work experience is a person’s accumulation of the ability to do work in a
particular field and a certain period of time intensively with clear measurable results and
performance. Work experience is closely related to workplace/industry. Clearly measured results
and performance in the workplace/ industry are manifested in the form of work competences.
Each IQF level is designated for formal learning of Vocational Secondary Schools, Senior Secondary
Schools, Madrasah Aliyah, One-year Diploma, Associate, Bachelor, Bachelor with Honors,
Professional Bachelor, Profession, Master and Applied Master, as well as Doctor and Applied Doctor
qualifications. The level ranges from level II to level IX. The learning outcomes of 4-year Vocational
Secondary Schools can have level II or III IQF, depends on the additional modules added to the
fourth year of learning. The description of each level qualification is stated in Table 3.1.
Table 3.1. Inclusion Qualifications based on Learning Outcomes of Formal, Non-Formal,

and Informal Education into IQF
NON-
FORMAL PATHWAYS IQF LEVELS AND DESCRIPTOR INFORMAL
FORMAL
Other various unstructured
Capable of carrying out simple tasks with a limited range of scope

and routine attributes using tools, known methods and processes
Kindergarten
Not Applicable
under supervision, monitoring and responsibility of her/his

learning
supervisor.
I I
Primary School Possess factual knowledge.
Junior Secondary School Responsible only for her/his own job and not for other person's job.

NON-
FORMAL
Capable of carrying out specific tasks using tools, information and

commonly defined working procedures, and demonstrate
performance with measurable quality under direct supervision of
Work Experiences
Not Applicable
3-year her/his supervisor.
learning
Vocational
Secondary II Possess basic operational and factual knowledge, capable of choosing
II
School available solutions suitable for commonly existing problems.
4-year Responsible for her/his own job and can be assigned responsibility in
Vocational supervising other person.
Secondary
School
NON-
IQF LEVELS AND DESCRIPTOR INFORMAL
FORMAL
Capable of carrying out a series of specific tasks by translating

information and using tools, based on a number of working
procedures, and capable of demonstrating performance with
Other various unstructured learning

measurable quality in which some are her/his own performances are
under indirect supervision.
Work Experiences
Work TRAINING
Possess complete operational knowledge, general principles and

COURSES
concepts related to specific factual knowhow, and capable of

III completing a variety of common problems using appropriate III
methods.
1-year Diploma Capable of cooperating and performing good communication skills

within her/his job coverage.
Responsible for her/his own job and can be assigned responsibility of

other person's performances, both in quantity and quality.
NON-
FORMAL
Capable of carrying out tasks with a wide scope as well as specific

tasks by analyzing limited information, able to select a correct
method from several standardized choices, and capable of Other various unstructured learning
demonstrating performance with measurable quality and quantity.
Work Experiences
Work TRAINING
COURSES
2-year Diploma Mastering several basic principles of specific know-how and capable
or Associate Degree IV of aligning them with factual problems within her/his job coverage. IV
Capable of cooperating and performing good communication,
construct written reports within limited scope and demonstrate
initiative.

other person's performances.

NON-
FORMAL
Capable of completing wide coverage job tasks, choosing appropriate

methods from a variety of undefined and defined selections by
analyzing data and demonstrating performance with measurable
quality.
Work Experiences
Work TRAINING
COURSES
Mastering general theoretical concepts of a specific knowledge and
3-year Diploma or Bachelor V capable of formulating related problem solving procedures. V
Possess capacity to manage team work and construct comprehensive
written reports.

the attainment of team work performances.
NON-
FORMAL
Capable of applying science, technology and art within her/his

expertise and is adaptable to various situations faced during solving a

problem.
Mastering in-depth general and specific theoretical concepts of
Work Experiences
Work TRAINING
specific knowledge and capable of formulating related problem

COURSES
Bachelor Professio- solving procedures.

of Honors nal Bachelor VI VI
Capable of taking strategic decisions based on information and data
analysis and provide direction in choosing several alternative
solutions.

the attainment of organization's performances.
NON-
FORMAL

Capable of carrying out planning and managing resources under
her/his responsibility and comprehensively evaluate her/his
performance by using science, technology and art to establish the
Work Experiences
Work TRAINING
organization's strategic developmental steps.

COURSES
Profession VII Capable of solving science, technology or/and art problems within
VII
her/his scientific expertise through mono-discipline approach.
Capable of carrying out research and take strategic decisions with

accountability and full responsibility on all aspects under her/his
expertise's domain.

NON-
FORMAL
Capable of developing knowledge, technology, or/and art within

her/his expertise's or professional domain through research;
producing innovative and reputable creations
Work Experiences
Work TRAINING
COURSES
learning
Master & Capable of solving science, technology or/and art problems within
Applied Specialist VIII her/his scientific expertise through inter- or multi-discipline VIII
Master approaches.
Capable of organizing research and development useful to science

and society as well as obtaining national and international
recognitions.
NON-
FORMAL

Capable of cultivating new knowledge, technology, or/and art within
her/his expertise's or professional domain through research;
producing creative, original and reputable creations.
Work Experiences
Work TRAINING
COURSES
Doctor & Capable of solving science, technology or/and art problems within
Applied Sub-specialist IX her/his scientific expertise through inter-, multi- and trans-discipline IX
Doctor approach.
Capable of organizing, leading and cultivating research and

development useful to science and valuable to human civilization as
well as obtain national and international recognition.
3.2. Empowering the Nation’s Human Resources through IQF Implementation
In a country with quite significant unemployment rate, there are unavoidable conditions where
workers and unemployed people do not have the adequate competences let alone compatible IQF
qualifications (Table 0.1). Thus, quality improvement of Indonesian workforces is expressively
important.
Table 0.1. Unemployment5 Rate by Education Level
Education Unemployment Rate by Education Level

Level 2015 2016 2017 2018
None 1.25 1.46 1.63 1.83
Primary 3.94 3.88 3.61 2.79
Secondary 11.16 9.63 9.48 7.58
Tertiary 6.68 5.15 5.57 5.92
In February 2019, Indonesia labor forces reach 136,18 million with 5.34 percent Unemployment Rate
(last updated 23 Jan 2019). Data shows that vocational secondary school is still leading in the
number of unemployment. Irrelevancy and/or low quality human resources are two main reasons
5
Unemployment is defined by the Bureau of Labor Statistics as people who do not have a job, have actively
looked for work in the past four weeks, are currently available for work, who were temporarily laid off, and
people who were waiting to be called back to that job.Whilst Unemployment Rate is percentage of unemployed
labor forces.
for this high unemployment. Thus, workers should possess IQF qualifications which compatible with
the requirements of the employers. The authorized parties including quality assurance institutions
must be able to ensure that the available educational/training/course institutions are credible and
competent.
Overall, the IQF implementation strategy reflects the following concerns:

1. To become an integral part of the strategy for managing and improving the quality of national
human capital and human resources.
2. To become a guideline and reference for developing and improving the quality of education at
all pathways of learning (formal, non-formal, and informal).
3. To become a guideline for industry, business world, government institutions to plan and develop
career paths.
4. To become a guideline for professional associates to develop professional level development.
5. To guide the workforce or a broad community to develop their qualifications themselves and
their careers.
The last part is very important, since industrial revolution 4.0 and society revolution 5.0 has
significantly produce dynamic system in education and ways to obtain qualifications.
In these ideal conditions, the IQF is a reference for all interested parties at both supply and demand
sides in development of human capital and human resources that could meet the nation’s needs and
boosting nation’s competitiveness. Furthermore, in the global era with international workers’
mobility, the IQF must also be able to become a guideline for recognizing foreign workers’
qualifications in Indonesia and vice versa.
It is very important to position the IQF as the one and only national qualification framework that
able to accommodate all kind of human resources qualifications. Therefore, it must be a neutral
reference for the qualifications and able to facilitate mutual recognition between the qualifications
generated by various education channels, including the formal education, non-formal education,
self-learning, as well as working experience.
3.3. Linking Qualifications to IQF
The inclusion of qualifications into IQF should be carried out in the context of improving quality and
relevance that is supported by a robust quality assurance system. In general, linking qualifications
yielded by formal and non-formal modalities is carried out within the existing education system,
which has been juxtaposed with IQF Level, as illustrated in Exibit 3.2.
There are two categories of programs, which are (1) registered programs existed before IQF
establishment and (2) proposed new programs. Steps to link the outcomes to the IQF level can be
resumed as follows:
1. Proposed new programs should first be recognized and registered as new programs according to
the government regulations. During gaining permit from an authorized body, program outcomes
should specify the IQF level and provide evidence that the IQF level is suitable and relevant for
the proposed program.

a. The formal learning modalities should proof their curricula are outcome-based oriented that
synchronized with the targeted IQF level.
b. The non-formal learning modalities should proof their competence standards are outcome
based oriented that synchronized with the targeted IQF level.
2. All registered programs existed before IQF establishment should restate their target outcomes
and provide evidence that the IQF level is suitable and relevant for the program.
3. Both aforementioned IQF levels designation process should be supported by a robust quality
assurance such that the targeted learning outcomes with specific IQF levels are really achieved.
EDUCATION LAW AND MAN POWER LAW
Exiting & Registered Exiting & Registered

Degree programs Learning Training & Courses
before IQF EDUCATION SYSTEM outcomes programs before IQF
establishment based establishment
Learning
competence
outcomes
based FORMAL NON-FORMAL standards or
Recognized & Current Recognized &
curricula
Registered New competence Registered New Training
Degree programs based & Courses programs
with the standards with the government
government permit permit
IQF – PRESIDENTIAL DECREE 8 OF 2012
Proposed/new Proposed/new Training &

Degree programs EVIDENCE BASED QUALITY ASSURANCE Courses Programs
DESIGNATION &
DEGREE & DIPLOMAS
CERTIFICATE with or
with designated
without designated
IQF Level
IQF Levels
Exhibit 3.2. Mechanism of linking qualifications from formal and non-formal learning.
3.4. Inclusion Qualifications of Work Training to IQF Levels
Inclusion of qualifications in the work training sector is governed under Regulation of the Minister of
Manpower 21 of 2014 on Guidelines in Implementing the IQF. The regulation affirms that basis of
determining the IQF levels is a classification of working competences that present in the industrial
sectors and should reflect the economic standing and benefits for all parties. Thus the working
competences classification should be in accordance with real demand based condition by
industries/companies/representative and related users and created using the valid classification
model and method. With such relations, work trainings put stakeholders (users, workplaces,
industries) as the main reference. In the perspective of stakeholders, the fulfilment of work
competences is accumulated in the form of job positions or titles.
The inclusion of working competences to the IQF level is illustrated in Exhibit 3.3 as the following:

Exhibit 0.3. The inclusion process of qualifications in the work training sector.
Inclusion various competences into IQF qualification level are implemented through the following
process:
1. Specifying the functional area of each industry. Generally, the industry classification refers to the
Indonesian Standard of Industrial Classification published by Statistics Indonesia/Badan Pusat
Statistik (SI/BPS).
2. Identifying and categorizing prior learning, either using:
a. Path A (Job Hierarchy based on MOSS – Model Occupational Skills Standard  Working
Competences for each job position  occupational map): Identify and categorize various job
positions or titles in the functional area using a valid model and method of categorization.
All job positions in a similar workplace industry should also be considered, then analyze the
competency requirements occurred in the aforementioned job position; or
b. Path B (Working Competences cluster for each job position based on RMCS– Regional Model
Competency Standards  Job Hierarchy  occupational map): Identify and categorize
various working competences in the functional area using a valid model and method of
categorization, then analyze the best fit in of various job position, needed in the functional
area,
which will result in the specific Occupational Map that consists of job positions/titles in
hierarchical manner and its relevant working competences.

3. Analyze the position/level of each job position by comparing between job descriptions/jobs
(which have identified competences) with a position and the IQF description. The results of the
analysis state the level of a position towards the IQF level.
4. Develop the training based on the aforesaid map, either on specific working competences or as
the whole cluster of occupation. Based on the map, the outcome can only bear an IQF level if the
training covers the whole cluster of occupation.
5. Analyses the outcomes achievements using relevant competency tests as base for improving
occupational map continuously.
Step 1:
THE INDONESIAN STANDARD INDUSTRIAL CLASSIFICATION (KBLI)
Klasifikasi Baku Lapangan Usaha Indonesia 2015
The Indonesian Standard Industrial Classification is one of the standard classifications published by SI
for the economic activities. This classification was firstly created in order to facilitate economic
analysis, decision making and policy making. With the increasing of strategic role, this classification is
also used to categorize the business fields into several sectors.
Currently, there are 19 sectors specified in the Indonesian Standard Industrial Classification as
follows:
1. Agriculture, Forestry and Fishery
2. Mining and Excavation
3. Processing Industry
4. Utility Procurement
5. Water Processing, Wastewater Processing, Recycle Processing and Remediation Activity
6. Construction
7. Wholesaler and Retailer; Reparation and Car and Motorbike Maintenance
8. Transportation and Warehousing
9. Accommodation Provider and Food and Beverages Provider
10. Information and Communication
11. Financial and Insurance Activity
12. Real Estate
13. Professional, Scientific and Technical Activity
14. Rent and Lease Activity, Employment, Tour Agent and Other Business Supports
15. Public Administration, Defence and Social Security
16. Education
17. Health and Social Activity
18. Art, Entertainment and Recreation
19. Other Services Activity
Step 2:
OCCUPATIONAL MAP
The occupational map was developed with the involvement of all sectors. It was not only from the
government, but also from the industries and civilians, including the education and training
institutions. The stakeholders such as MoNDP, MoM, Indonesian Professional Certification
Authority/ Badan Nasional Sertifikasi Profesi (IPCA/BSNP), and Professional Certification

Body/Lembaga Sertifikasi Profesi (PCB/LSP), CCI, and other technical ministries were involved.
Industry associations as users and training institutions as main providers were placed as main
players. As a dynamic living document, all the stated stakeholders are demanded to accomplish and
update the map along with the dynamic rate of industries.
This map is useful for workers or job seekers as it gives information regarding the career levels of
certain industries while the map can also be a personal branding for entrepreneurs. The map of
national occupations also can be a basis of the Indonesian National Working Competency
Standard/Standar Kompetensi Kerja Nasional Indonesia (INWCS/SKKNI) development based on
Regional Model Competency Standards (RMCS) model stipulated by International Labour
Organization (ILO).
PATH A: In each workplace (industries or sectors), job titles are arranged accordingly in order to
have a hierarchy, starting from the lowest to the highest position, both functional and structural.
The existence of these positions is manifested through organizational structures in the workplace. In
other words, the job position in the organizational structure shows the level, position or rank. The
compilation of the position hierarchy is adjusted to the scope of duties and responsibilities. In order
to identify the work of occupation/job position easily, the Indonesian Standard Occupational
Classification/Klasifikasi Baku Jabatan Indonesia (ISOC/KBJI) published by SI can be utilized.
After the job hierarchy is formed, identification of work competences situated in each job position is
conducted. This identification will produce a number of competences in a workplace.
PATH B: Classifications based on working competences are carried out by clustering unit of
competences to carry out specific job. Then, various jobs are classified into category and hierarchy
levels, and form an occupational map.
There are two types of competences i.e. Core Competency and Elective Competency. The unit of
core competency is the unit of competency which is compulsory in every position or certain job
position level while the unit of elective competency is the unit of competency which supports the
position/job position level/work area. All of core or elective competences refer to INWCS or adopted
international standards.
For example:
Core Competency 7 units of elective competency consists of:

5 units of competency Group A 2 units of competency Group B
1)--------------------- 1)---------------------
2)--------------------- 2)---------------------
3)---------------------
4)---------------------
5)---------------------
Step 3:

MAPPING THE OCCUPATION WITH THE IQF LEVELS
Once the occupational map is produced, the next phase is to identify the qualification level based on
IQF descriptors with respective elements as follows:
1. Operational environment that lead to work attitude;
2. Knowledge comprehension;
3. Capability of information processing and problem solving; as well as
4. Responsibility, accountability, and autonomy.
In order to identify the qualification level, the comparison between the units of competency in the
classifications based on the classification regulations with the characteristic of every IQF level
described in the IQF descriptors is carried out., in accord with the following process:
1. Analyse units of competency which have been stated in the job classification.
2. Identify knowledge comprehension and skills required in the units of competency
3. Analyse above mentioned knowledge and skills towards the IQF level descriptors.
4. Set/classify the position of qualification level to produce a complete occupational map.
5. Obtain the consensus from workforce/representative industry as well as resepcted authorities.
The mapping processes use key functional taxonomy, occupation name, level of qualifications are
designed and assessed by authorized stakeholders utilizing a recognized code system. The resources
of codes are originated from INWCS or adopted international standards.
The map is established inclusively and transparently by means of interactive iterations through
several FGD with main stakeholders. The complete occupational map is validated by
Ministries/related authorities and legalized by Ministerial/Authorities regulations.
Step 4:
DEVELOP THE TRAINING BASED ON THE THE OCCUPATIONAL MAP
Training programs can be constructed based on the occupational map to upskill a worker on a
specific working competence or to upgrade a worker with the whole cluster of occupation such that
he or she can gain specific job position. Based on the map, the outcome can only bear an IQF level if
the training covers the whole cluster of occupation.
In general, the availability of units of competency listed in the INWCS is neutral, unbound in a
classification or attribute of units of core competency and/or units of elective competency. Thus,
certain units of competency may not yield toa certain qualification level. On the other hand, training
which support the attainment cluster of working competences in a specific job position shall yield
into an IQF level. Such cluster can be comprised of many INWCS.
Step 5:
CONTINUOUS QUALITY IMPROVEMENT
The relation of job qualifications in the occupational map with IQF levels has to be validated by
assessing outcomes of training programs focusses on working competence clusters. Training
programs have to be supported by a vigorous quality assurance system. In addition, independent
competency tests have to be established as base for improving occupational map continuously. Web
sites that can accommodate societies’ inputs regarding the tracer of training outcomes are
customized by training providers.
3.4.1. Best Practices
The MoI has published the strategic plan for strategic industries development in Indonesia
(https://kemenperin.go.id/profil/71/rencana-strategis-kementerian-perindustrian) consiting of:
1. Food industry;
2. Pharmacy, cosmetics, and health instruments;
3. Transportation equipment;
4. Electronics and telematics/ICT;
5. Power plant;
6. Capital goods, components, auxiliary goods, and industrial services;
7. Upstream agriculture;
8. Metal base and non-metal minerals; as well as
9. Chemical industry based on oil, gas, and coals.
At present, the occupational map had been completely arranged for at least two industries up to
April 2018, i.e. telecommunication and information technology and communication. The others are
still in the progress of arrangement and finalization.
Occupational map in the communication and information technology sector was completed in the
year 2017 and endorsed by Ministry of Communication and Information Technology, MoM, MoNDP,
IPCA, and CCI (Exhibit 3.4).
There are 16 field areas in the communication and information technology sector, which are: (1)
Data Management System, (2) Programming and Software Development, (3) Hardware and Digital
Peripherals, (4) Network and Infrastructure, (5) Operation and System Tools, (6) Information System
and Technology Development, (7) IT Governance and Management, (8) IT Project Management, (9)
IT Enterprise Architecture, (10) IT Security and Compliance, (11) IT Services Management System,
(12) IT and Computing Facilities Management, (13) IT Multimedia, (14) IT Mobility and Internet of
Things, (15) Integration Application System, and (16) IT Consultancy and Advisory.

Exhibit 0.4. The occupation mapping for the information and communication technology sector.
Determination of levels I through IX is carried out through comprehensive mapping of labor

conditions in Indonesia in terms of the education provider side (supply push) and the user side
(demand pull) of the workforce. Each job position level of 16 field areas in communication and
information technology sector is categorized based IQF levels, hence certain job position levels can
consist of several levels from the lowest to the highest level. In this communication and information
technology sector, the qualification level based on IQF is divided into three categories, which are
Expert, Technician/Analyst, and Operator, as described in Table 3.3.
Table 0.2. General Occupation Mapping for ICT Sector
INFORMATION and COMMUNICATION TECHNOLOGY SECTOR

IQF Levels Category Job Position
I Clerk Operator Data Entry Clerk
II Junior Administrator Operator Data Entry Operator
III Middle Administrator Operator Staff
IV Technician/Clerk Analyst Coordinator and Specialist
Technician/Junior Administrator Supervisor, Technical Engineer and
V
Analyst System Integrator
Assistant Manager, Deputy
Technician/Middle Administrator
VI Manager and Advisor.
Analyst
Administrator and Architect.
VII Junior Expert Manager and Expert
Director, Vice President, General
VIII Senior Expert
Manager and Scientist
Chief Director, President Director,
IX Chief Expert
CXO and Managing Director
The communication industry has two types of functional areas in one occupational map. Type A and
Type B. In the type A of communication functional area, there are 6 main functional areas such as
Animation, Visual Communication Design, Photography, Public Relations, Multimedia and Publishing.
The four others i.e. Radio Broadcasting, TV Broadcasting, Advertising and Logistics are categorized
into type B functional areas. Furthermore, the occupation/job position level/profession was
identified in each functional area. The following Table 3.4 shows the B Type occupational map. (See
ANNEX 2: Occupation Map for Communication Sector)
Table 0.4. General Occupation Mapping for the B Type Communication Industry
COMMUNICATION SECTOR
IQF LEVEL
Type B Sub Filed Type B
I II III IV V VI VII VIII IX
Radio Programing & Production N/A
Broadcasting Broadcast Engineering N/A N/A N/A
Television Engineering N/A N/A N/A
Broadcasting Business N/A N/A N/A

IQF LEVEL
Type B Sub Filed Type B
I II III IV V VI VII VIII IX
News N/A N/A N/A N/A
Programing N/A N/A N/A N/A
Strategic Planning N/A N/A N/A N/A
Account Service N/A N/A N/A N/A N/A
Advertising
Creative N/A N/A N/A
N/A N/A N/A N/A
Media
N/A N/A N/A N/A N/A N/A
Sales & Marketing N/A
Collecting
Logistics
Processing N/A
Transporting
Delivering
Another practical example, i.e. in the Multimedia industry, it has the position level of Multimedia
Animator Assistant, Junior Multimedia Animator, Senior Multimedia Animator, Multimedia Graphic
Designer, Multimedia Art Director etc. Each occupation is later described into further description
consisting of work scopes, profiles and employability skills, responsibilities and competences, basic
prerequisites and career levels, main tasks including elective tasks. Thereafter at the final step, every
occupation is mapped into the IQF, as referred in Table 3.5.
Table 0.3. General Occupation Mapping for Multimedia Industry Sector
IQF
Category Job Position
Level
II Junior Administrator Operator Multimedia Animator Assistant
III Middle Administrator Operator Junior Multimedia Animator
IV Technician/Clerk Analyst Senior Multimedia Animator
V Technician/Junior Administrator Analyst Multimedia Graphic Designer
VI Technician/Middle Administrator Analyst Multimedia Art Director
VII Junior Expert Multimedia Creative Director
VIII Senior Expert Multimedia Managing Director
Occupational maps in various industries are undergoing. For instance, in Tourism industry, the travel
services have six IQF levels that mark various job positions, as described in the Table 3.6 and Table
3.7, resepectively.
Table 0.6. General Occupation Mapping for Travel Services in Tour Operation
TOURISM (TRAVEL SERVICES )

TOUR OPERATION
IQF
Level RESERVATION SALES AND
GUIDING ECO TOUR
AND TICKETING FINANCE

TOUR OPERATION
IQF
Level RESERVATION SALES AND
GUIDING ECO TOUR
AND TICKETING FINANCE
IX N/A N/A N/A N/A
VIII N/A N/A N/A N/A
VII N/A N/A N/A N/A
VI Product Manager; Travel Planner; Product Designer; Tour Operator
VI Supervision and Administration: Branch Manager; Agency Leader
Senior Tour Sales Manager;
Ticketing Guide; Tour Credit controller;
Supervisor; Leader; Resort Marketing Eco-Tour Driver; Senior Eco-
IV
Reservations Representatives; Manager; Tour Guide
Manager Guide Capatain; Promotions
Tour Manager Manager
Assistant
Reservations
Trainee Ticketing
Manager
Officer; Trainee
Tour Guide; Assistant Sales
Reservations
Tour Leader; Manager;
Clerk; Trainee
Local Guide; Assistant
III Ticketing Clerk
Eco-Tour Guide; Contracts
Ticketing Officer;
Driver Guide; Manager;
Reservations
Supervisor Assistant
Clerk; Ticketing
Promotions
Clerk; Clerk
Manager;
Supervisor
II Trainee Ticketing Camp Assistant; Assistant
I Officer Camp Cook
Table 0.7. General Occupation Mapping for Travel Services in Travel Agencies

TRAVEL AGENCIES
IQF
RESERVATION AND
Level SALES AND SERVICE OPERATION
TICKETING
IX N/A N/A N/A
VIII N/A N/A N/A
VII N/A N/A N/A
VI General Manager; Branch Manager; Travel Manager
VI Travel Supervisor; Assistant General Manager; Assistant Branch Manager


TRAVEL AGENCIES
IQF
RESERVATION AND
Level SALES AND SERVICE OPERATION
TICKETING
Senior Ticketing Officer; senior
Reservations Clerk; Senior
Ticketing Clerk; Senior
Senior Travel Advisor;
Senior Ticketing Office; Inbound Taour Reservations
Senior Domestic Travel
Senior Reservations Staff; Clerk; Senior Domestic Tour
Consultant; Senior
Senior Outbound Tour Reservations Clerk; Senior
Domestic International
Reservations Staff; Senior Booking Agent; Senior Travel
IV Consultant; Senior
Inbound Tour Reservations Advisor; Senior Domestic
Corporate Travel Consultat;
Staff; Senior Domestic Tour International Consultant;
Senior Reservations Sales
Reservations Staff; Senior Senior Corporate Travel
Agent; Senior Travel
Booking Agent Consultant; Senior
Information Officer
Reservations Sales Agent;
Senior Travel Information
Officer
Ticketing Officer;
Resertvations Clek; Ticketing
Clerk; Inbound Tour
Ticketing Officer; Travel Advisor ; Domestic
Reservations Clerk; Domestic
Reservations Clerk; Travel Consultant;
Tour Resertvations Clerk,
Ticketing Clerk; Inbound International Consultant;
Booking Agent; Travel
III Tour Reservations Clerk; Corporate Travel
Advisior; Domestic Travel
Domestic Tour Counsultant; Reservations
Counsultant; Domestic
Reservations Clerk; Sales Agent; Travel
International Consultant;
Booking Agent Information Officer
Corporate Travel Consultant;
Reservations Sales Agent;
Travel Information Officer
II Trainee Travel Advisor;
Juior Officer Assisntant; Trainee Travel Advisor;
Trainee Domestic Travel
I Trainee Ticketing Officer; Trainee Domestic Travel
Consultant; Trainee
Complete information regarding occupational map of ICT Sector, Communication Industry, and
Travel Services in Tourism Industry are listed in the ANNEXES D, E, and F, respectively.
In order that the map keeps updated and provide real beneficial for the improvement of human
resources quality, all the stakeholders must actively participate in the arrangement and update the
map. Other challenge is on the regulations which impede the development of occupational map in
several industry sectors. Besides that, the regulations regarding the Indonesian National Work
Competency Standards which is valid still controls the standardization development based on the job
vacancy category, not based on the job position level/occupation
3.4.2. Institutions awarding Qualifications
In accordance to Presidential Regulation 10 of 2018 on the IPCA, Certificate of Competences is an

evidence of current competences retained by individual workers. As part of reassuring quality of

manpower, both industries and government encourage work forces to gain, retain, and improve
their working competences.
A certification of work training competences is carried by IPCA which has direct authorization form
President to manage certification of comperencies and professions. This independent institution
may authorize certification functions to an accredited and lisenced PCB, as outlined in IPCA policy,
regulation, guidelines number 202 and 203. The standard operating procedures for certification
processes adapts ISO 17024, ISO 1701, and ISO 19011. A general procedure of awarding work
training certificate is depicted in Exhibit 3.5.
IPCA/BNSP MINISTRIES/
GR 10/2018, IPCA References
ISO 170011 AGENCIES
License 
accreditation
Assessor’s License
ISO 19011, ISO 17024, ISO 17011
IPCA References 201 & 202
PROFESSIONAL CERTIFICATION BODY
IPCA References 201-201, ISO 17024
Assessor’s License
verification ISO 19011, ISO 17024
Regulation/ Specific Standard of
IPCA References
COMPETENCY TEST CENTRE/
ASSESSMENT CENTRE
IPCA References, QMS, GoodPractice
Competency Test/ Assessor’s Competency

Certification INWCS
IPCA References
Technical Regulations
COMPETENCY TEST PARTICIPANT
INWCS/SKKNI
Exhibit 0.2 Procedure of awarding work training or professional certification.
As outlined in Exhibit 3.5, a PCB should first get accreditation and license from IPCA by
demonstrating evidence of Quality Management System (QMS), assessor criteria, standardized
process of recruitment competent assesors, exam based relevant INWCS, place for test/examination
of work competences Competency Test Centre/Tempat Uji Kompetensi (CTC/TUK). To undertake the
certification processes, the PCB has to asses the participants’ work competences at the CTC by
certified assesors who obligate to have both pedagogical and technical competences in accord with
the INWCS being examined. The certification process is open to individual despite their education
background or their work experiences.

3.4.3. Evidence of Qualifications Recognition
The skill-mismatch is produced whilst the competency based on training has not reached its effective
outcomes. The occupational map becomes one of the important pillars to create link and match
between education outcomes and the skills needed by industry. Beside as the reference of
curriculum development, the occupational map can be used to develop training programs in training
institutions, career development and professionalism in working environment. As a result, formal
education, work training and career development can be a role model of continuous workforce-
competency booster in order to improve the competitiveness of nation.
Beside the formulation of occupational map, Ministries in collaboration with the training providers
and users have formulated qualifications based on IQF levels on various field of work. The latest list
of these IQF leveling based qualifications is depicted in Tabel 3.8.
Table 0.4. IQF Based Qualifications on Work Training in Various Fields
IQF
Promulgation Field
Level
Manpower
Ministry of Manpower Decree 412 of 2015
I-II Domestic Jobs
(dated 30 October 2015)
III-VII HR Management
(dated 4 December 2015)
II-VI Training Methodology
(dated 13 September 2016)
I-III Cleaning Services
(dated 23 November 2016)
Ministry of Manpower Decree 183 of 2017 Professional
II-VII
(dated 19 June 2017) Administration
Environment and Forestry
Regulation of the Minister of Environment and
Forest Fire and Land
Forestry P.47/MENLHK/SETJEN/KUM.1/7/2017 I-VII
Controlling
(dated 27 July 2017)
Regulation of the Minister of Environment and
Water-sample-test
Forestry P.3/MENLHK/SETJEN/KUM.1/2/2018 III-IV
Analyst
(dated 5 February 2018)
Agriculture
II-VI Palm Oil Plantation
Agriculture Tools and
II, IV-VII
Machinery
Regulation of the Minister of Agriculture
Agribusiness
22/PERMENTAN/SM.200/5/2018 (dated 18 IV-VI
Management
May 2018)
II-III, V-VI Organic Agriculture
II-IV Soy Cultivation
II-VI Poultry

IQF
Promulgation Field
Level
Industries
Regulation of the Minister of Industry 49 of
II-VI Automation Industry
2018 (dated 27 December 2018)
Regulation of the Minister of Industry 50 of
II-VI Welding
2018 (dated 27 December 2018)
Regulation of the Minister of Industry 8 of 2019
II-VII Chemistry Analyst
(dated 20 March 2019)
Regulation of the Minister of Industry 18 of Meat Processing
I-III
2019 (dated 10 May 2019) Industry
Trading
Regulation of the Minister of Trade 106/M- Property Trading
VI-VII
DAG/PER/12/2015 (dated 8 December 2015) Intermediaries
Regulation of the Minister of Trade 79/M-
II-VII Lab-testing Staff
DAG/PER/9/2015 (dated 30 September 2015)
General Affairs and Public Relations
Minister of Public Works and People’s Housing
I-VII Spam Management
Decree 542 of 2018 (dated 10 August 2018)
Geospatial Information Agency
Deputy for Geospatial Information
Infrastructure Decree 52 of 2017 (dated 24 III-VIII Geospatial Information
October 2017)
Maritime Affairs and Fisheries
Regulation of the Minister of Marine Affairs and
Fisheries 27/PERMEN-KP/2018 (dated 27 II-V Salt Production
August 2018)
Shrimp Cultivation in
Fisheries 26/PERMEN-KP/2018 (dated 27 II-VI
Brackish water
August 2018)
Surimi-based Fishery
Fisheries 54/PERMEN-KP/2018 (dated 26 II, IV-V
Product Diversification
December 2018)
Fisheries 2/PERMEN-KP/2019 (dated 4 January I-VI Tuna Fish Processing
2019)
Credit Union and Small Micro Enterprises
Regulation of the Minister of Cooperatives and
Small and Medium Enterprises 4 of 2018 (dated III-VI SMME Consultants
27 April 2018)
Regulation of the Minister of Cooperatives and Credit Union
Small and Medium Enterprises 12 of 2018 III-VI Management and
(dated 5 September 2018) Syariah Financing

Although the quality assurance system in work training sector has not applied an outcome based
assessment, some institution such as the Work Training Development Centre in Serang, under the
authority of the Authorized National Body Indonesian Welding Society, has been awarded the
certificate as approved training body International Institute of Welding, fortraining courses as shown
in the corresponding period of 14 December 2018 up to 13 December 2023, and also to make
training guidelines, as mentioned in ANNEX G.
The International Institute of Welding (IIW) was founded in 1948 by the welding
institutes or societies of 13 countries that considered it crucial to make more rapid
scientific and technical progress possible on a global basis. The IIW membership today
comprises welding associations from 55 countries worldwide, with ever more nations
continually indicating interest.
Mission
To advance welding and joining through a worldwide network.
Vision
The leading global community linking industry, research and education to the
advancement of welding and joining for a safer and sustainable world.
Our 'must win' battles to:

 Have an Education, Training, Qualification and Certification (ETQ&C) system
which meets the needs of industry and IIW members
 Implement an effective organizational and management structure
 Improve IIW’s visibility and impact through effective communication and
marketing
 Ensure the industrial relevance of IIW research best practice development and
standardization activities
 Increase the value of involvement to all IIW stakeholders
The IIW is a not-for-profit organization governed by the French Association law,

funded by the Member Countries which pay an annual membership fee according to
a scale designed to reflect, as equitably as possible, the dependence of each country
on welding technology. Further income is derived from the sale of books and other
documents and fees from the running of IIW Annual Assemblies and other
events.http://iiwelding.org/
The Work Training Development Centre in Serang also awarded a permit to undertake practical KNX
Exam on the KNX Basic Course that required standardized technical competence and equipment
according to the KNK Training Documents. ANNEX H.
The KNX Association is a non-profit-oriented organization governed by Belgian Law.

Members are manufacturers developing devices for several applications for home
and building control based on KNX like lighting control, shutter control, heating,
ventilation, air conditioning, energy management, metering, monitoring,
alarm/intrusion systems, household appliances, audio/video and lots more. Next to
manufacturers also service providers (utilities, telecom, etc.) can become a member
of the KNX Association.
The objectives of KNX Association are oriented towards the development and
promotion of an international communication standard for Home and Building
Automation by :
 Developing a single stable and affordable system technology with the goal
to improve overall market acceptance and expand the today’s market
(mostly in commercial buildings) into the residential market.
 Defining and improving the KNX Specifications related to:
 Protocol (including Security).
 Different media.
 Configuration modes.
 Application specifications
 Extending the KNX Technology towards the Internet of Things.
https://www.knx.org
3.5. Inclusion Qualifications of Courses to IQF Levels
Courses provides continual learning for learners that need additional abilities in self-development,
work, self-employment, or pursuance of a higher education with an emphasis on mastery of skills
and competency standards, development of an entrepreneurship attitude, as well as development
of professional personality. Thus, courses cover various stakeholders’ needs, not only for those who
are looking for jobs or those who would like to upskilling their competences in work places.
There are 21,071 courses organized by 16,935 institutions that possess National School Identification
Code (NSIC) (data as of August 9, 2019 - Source: referensi.data.kemendikbud.go.id).
Basically, qualifications inclusion resulted from courses involve multifaceted issues and its success
depends on the synergy and proactive roles of various parties related to the improvement of the
quality of human resources, including the MoEC, MoM, profession associations, industry
associations, courses institutions, and general users. Nonetheless, the most essential parameter in
establishing courses program is the description of stakeholders’ needs, both in the aspect relevancy
and quality. Hence, such parameter is embodied in learning outcomes resulted from courses
programs; that has to be quality-aligned and relevant to the users’ needs.
According to Government Regulation 19 of 2005 on National Education Standards, the courses

learning outcomes are defined as Standards for Graduates Competences/Standar Kompetensi
Lulusan (SGC/SKL). The SGC should be utilized as basis for curriculum development used in Courses
Program. Setting up the SGC is completed through the steps illustrated in Exhibit 3.6.

Identification, analyses, determination of

stakeholders' needs, represented as required
skills area
Establishing expert team for setting up the SGC,
comprising of experts, professional agencies or
association, industries, and relevant ministries
Formulating, drafting, reviewing, validating, and

linking the SGC to the IQF Levels
Promulgation the SGC by a Ministerial

regulation
Raise public awareness, utilization, and

continuous improvement of SGC
.
Exhibit 0.3. Procedures for setting up the SGC.
The SGC has to be formulated systematically and transparently such that it is well accepted by
society, and will not pronounce any misinterpretation from all parties involved.
The SGC learning outcomes adopted IQF domain and level descriptors, consisting of four domains:
1. Moral and Ethics.
2. Knowledge comprehension in accord to the IQF levels.
3. Working Competency that refers to INWCS, international standards, industrial standards, or
other specific standards. This working competence has to describe specifically the ability to do
the job properly and with required quality standard.
4. Autonomy and Responsibility that will be given to the person bestowing the moral, ethics,
knowledge comprehension, as well as the working competence.
The inclusion of qualifications is carried out by including expert analyses and professional
judgements that juxtaposed SGC resulted from a courses and IQF level descriptors, particularly for
specific working competences and knowledge comprehensions levels, as stated in Tables 3.9 and
3.10, respectively. It is well understood that the courses are only carried out within short periods,
whilst an increase in qualification can take long term learning and experience, therefore, the courses
institutionsaward participants with certificate bearing IQF levels that previously holding the same or
one level lower of IQF levels. For instance, courses participants of IQF level V usually have already
had level IV or level V of IQF.

Table 0.5. Keywords of Specific Working Competences According to IQF Levels

IQF
Keywords of Working Competences According to IQF Levels in Courses
Level
I Capable of carrying out simple and routine tasks with a limited range of scope
Capable of carrying out specific tasks using common standard operating
II
procedures
Capable of carrying out a series of specific tasksusing specific and standardized
III
method
Capable of completing wide coverage job tasks using specific and standardized
IV
method
V Capable of completing wide coverage job tasks using various methods
VI Analyze and making strategic decision in choosing several alternative solutions.
VII Plan and manage resources and able to undertake strategic developmental steps.
VIII Innovation of science, or technology, or arts through inter-, multi-disciplines
Discovery of science, or technology, or arts through inter-, multi-, and trans-
IX
disciplines
Table 0.6. Keywords of Knowledge Comprehension

According to IQF Levels in Courses Learning Outcomes of SGC
IQF Keywords of Knowledge Comprehension

Level According to IQF Levels in Courses
I Factual Knowledge
II Basic procedural knowledge
III Complete procedural knowledge
IV General concept and Principles
V General Theoretical Concepts
VI General and Specific Theoretical Concepts
VII Theory and Application Theory
VIII Theory
IX Philosophy
In relation to INWCS, SGC has similarity with INWCS in terms of Unit and Elements of Competences,
as mentioned in Table 3.11. However, since SGC is a learning outcomes resulted from a non-formal
learning modalities, the achievement of learning outcomes is termed as Passing (Graduate) Indicator
Standards, whilst at work training, the achievement of work competences is termed as Work
Performance Criteria.

Table 0.7. Correlation of Standards for Course and Work Training
Type Standard and It's Derivation

Passing
Unit of Element of (Graduate)
Courses SGC
Competences Competences Indicator
Standard
Work
Work Unit of Element of
INWCS Performance
Training Competences Competences
Criteria
3.5.1. Best Practices
Standards of Graduate Competences is designed to be utilized as a handbook assessment of

students’ graduation in the course institutions and also for the self-study and as a reference in
preparation, revision or curriculum’s updates, both on implementation and planning aspects. Up to
2019, Ministry of Education and Culture has enacted ministerial decree for 144 courses that
successfully define their learning outcomes or Standards of Graduate Competences based on IQF
descriptors and levels, as noted in the following table.
Table 0.8. Regulations of the Minister of Education and Culture for SGC Based on IQF
Regulation
NO Name of Courses/ Training
Number/Year
IQF Level II
1 Accounting Technician 131/2014
2 Animation 5/2016
3 Baby Sitter 11/2019
4 Batik Making with Eco-Friendly Coloring 27/2017
5 Batik Making with Synthetic Coloring 27/2017
6 Packed Gift 131/2014
7 Brick Installation 27/2017
8 Bridal Makeup 131/2014
9 Construction Woodworking 27/2017
10 Dried Flowers and Artificial Flowers 131/2014
11 Driver 131/2014
12 Export Import 131/2014
13 Fashion 131/2014
14 Florist 131/2014
15 Food Business Services 131/2014
16 Game Development 11/2019
17 Graphic Design 5/2016
18 Gymnastics 131/2014
19 Hair Beauty 131/2014
20 Hand Embroidery 131/2014
21 Hand-Drawn Spouted Pot Making 27/2017
Regulation
Number/Year
22 Health Workers 5/2016
23 Housekeeping 131/2014
24 Indonesian Modern Dance 11/2019
25 Machine Embroidery 131/2014
26 Machine Operation 11/2019
27 Massage Acupressure 11/2019
28 Motorcycle Mechanics 131/2014
29 Park Keeper 27/2017
30 Private Vehicle Driver 131/2014
31 Public Transport Driver 131/2014
32 Reflexology Treatment Massage 131/2014
33 Scaffolding 27/2017
34 Secretary 131/2014
35 Skin Beauty 131/2014
36 Spa 131/2014
37 Technical light vehicle 5/2016
38 Welding 5/2017
IQF Level III
39 Indonesian and Oriental Delights 5/2016
41 Acupuncture 131/2014
42 Air Conditioner repair 11/2019
43 Aircraft Cabin Crew 11/2019
44 Animation 5/2016
45 Baby sitter 11/2019
46 Basic Electronics 5/2016
47 Batik Wax Making 27/2017
48 Packed Gift 131/2014
49 Brick Installation 27/2017
50 Cake Decoration and Chocolate 5/2019
51 Cakes and Bread 5/2018
52 Continental Delights) 5/2017
53 Care Giver 27/2017
54 Cellphone technician 11/2019
55 Computer Aided Design (CAD) 11/2019
56 Computer Engineering 5/2016
57 Computer Networks 5/2016
58 Computer Office Applications 11/2019
59 Copper Stamp Tool Making 27/2017
60 Digital Marketing 11/2019
62 ELC Programming 11/2019

Regulation
Number/Year
64 Fashion 131/2015
65 Florist 131/2014
67 Game Development 11/2019
68 Graphic design 5/2016
71 Hand Embroidery 131/2014
72 Heavy Equipment Mechanics 27/2017
73 Interior design 11/2019
74 Japanese Language 131/2014
75 Journalism 11/2019
76 Land Operations 11/2019
77 Machine Embroidery 131/2014
78 Master of Ceremony 131/2014
80 Park Construction Practitioner 27/2017
81 Photography 5/2016
82 Piano Pop and Jazz 131/2014
83 Piping 11/2019
84 Plumbing Installation 27/2017
85 Radio announcer 11/2019
87 Regional Taxes and Regional Levies 131/2014
88 Robotics 11/2019
89 Scaffolding 27/2017
90 Secretary 131/2014
92 Spa 131/2014
93 Tax Deductions and Income Tax 131/2014
95 Television broadcaster 131/2014
96 Traditional care for women and babies 11/2019
97 Traditional Chinese Doctor 131/2014
98 Traditional fitness masseuse 11/2019
99 Travel Guide 27/2017
100 TV Cameraman 131/2014
101 Video Editing 131/2014
102 Welding 5/2016
IQF Level IV
103 Multimedia Legal drafting

Regulation
Number/Year
105 Animation 5/2016
106 Cellular phone technician 11/2019
107 Digital Marketing 11/2019
109 ELC Programming Legal drafting
114 Income Taxation 131/2014
115 IT Security Legal drafting
116 Massage Acupressure 11/2019
117 Master of Ceremony 131/2014
118 Mobile Application Programming Legal drafting
120 Personal Income Tax Taxation 131/2014
123 Spa 131/2014
124 Tax for non-luxury Goods 131/2014
126 Television Directing 11/2019
127 Traditional dance 11/2019
128 Web Design 11/2019
129 Web Programming 11/2019
IQF Level V
131 Customs and Excise 131/2014
Domestic Income Tax in Manufacturing
132 131/2014
Sector
133 Domestic Income Tax in Services and Trade 131/2014
136 Income Tax Taxation 131/2014
137 Photography 5/2016
IQF Level VI
139 Indonesian Modern Dance 11/2019
140 Acupuncture Legal drafting

3.5.2. Institution Awarding Qualifications
Similar to work training sector, conferring certificate of competences resulted from course programs
is undertaken by accredited and certified Competency Certification Body/Lembaga Sertifikasi
Kompetensi (CCB/LSK) as stupilated in Article 61 Law on the National Education System. Permit,
certification, accreditation, quality assurance of CCB is carried out by the Directorate General of ECE
and Society Education under Article 89 paragraph (5) Government Regulation on National Education
Standards.
CCB has lisence to form CTCs in various areas. Currently there are 1,329 National CTC existing in all
provinces and two international CTC, located in Singapore dan Hongkong. Competences asessment
are performed in registered CTC outfitted with qualified assessors who have both pedagogical and
technical competences. Procedure of awarding qualifications in form of Courses Competency
Certificates is depicted in Exhibit 3.7.
Exhibit 0.7. Procedure of awarding qualification for courses.
In some CTC, there are general assessors who perform the competences assessment, and master
assessors who validate the result of assessment. Currently there are 2,156 certified assessors spread
out in all provinces in Indonesia (Exhibit 3.8).

2
13
18 20
62 48 11 54 5
19
4
26 11 12
35 5
7 7
12 25
20
334 7 3
46 75
268
278
102
397
88
90 21 16
Exhibit 3.8. Spread of CCB assessors across Indonesia.
Although ratio of assessors is quite good in terms of CTC, as noted in Table 3.13, the total number is
fairly limited in providing services for the total pupils of courses’ participants.
Table 0.9. Ratio of Assessors per CTC for Each Province in Indonesia
NO Province Asessors CTC Ratio NO Province Asessors CTC Ratio

Central
1 Aceh 13 13 1.00 19 268 185 1.45
Java
North
2 62 56 1.11 20 DIY 88 50 1.76
Sumatera
West
3 35 33 1.06 21 East Java 278 236 1.18
Sumatera
South
4 25 18 1.39 22 Bali 90 40 2.25
Sumatera
West
5 Lampung 46 26 1.77 23 Nusa 21 17 1.24
Tenggara
East Nusa
6 Riau 48 24 2.00 24 16 12 1.33
Tenggara
West
7 Riau Island 11 18 0.61 25 5 2 2.50
Sulawesi
South
8 Bengkulu 12 9 1.33 26 75 47 1.60
Sulawesi
Central
9 Jambi 26 21 1.24 27 12 16 0.75
Sulawesi
Bangka
Southeast
10 Belitung 11 8 1.38 28 7 9 0.78
Sulawesi
Island
North
11 Banten 102 46 2.22 29 20 14 1.43
Sulawesi

NO Province Asessors CTC Ratio NO Province Asessors CTC Ratio

West
12 19 16 1.19 30 Gorontalo 18 7 2.57
Kalimantan
South
13 21 7 3.00 31 Maluku 3 7 0.43
Kalimantan
Central North
14 7 13 0.54 32 5 1 5.00
Kalimantan Maluku
East
15 54 35 1.54 33 Papua 7 2 3.50
Kalimantan
North West
16 2 2 1.00 34 4 2 2.00
Kalimantan Papua
17 West Java 397 228 1.74 35 Singapore 15 2 7.50
18 DKI Jakarta 334 96 3.48 Total 2156 1328 1.62
3.5.3. Evidence of Qualifications Recognition
Batik is one of world Masterpieces of the Oral and the Intangible Heritage of Humanity, as
established byUnited Nations Educational, Scientific, and Cultural Organization (UNESCO) on October
2, 2009. To affirm commitment of Indonesia in conserving Batik as a national and world heritage, the
Ministry of Education and Culture encourage society to learn how to make batik properly and to
wear batik as one of national dress of Indonesia.
To facilitate community in learning how to make batik as well as making its accessories, the
Directorate of Courses and Training Development – Ministry of Education and Culture undertook
various FGDs of batik making, involving batik experts nationally. The SGC of batik and spouted pot
making was finally promulgated by Regulation of the Minister of Education and Culture 27 of 2017
that consists of:
1. The making of batik wax (IQF level III);
2. The hand-drawn batik with synthetic coloring (IQF level II);
3. The hand-drawn batik with eco-friendly coloring (IQF level II);
4. The making of hand-drawn spouted pot (IQF level III); and
5. The making of stamped spouted pot (IQF level III).
The SGC was launched on March 1, 2019 in the event of International Forum on Millennial
Entrepreneurs and Appreciation and Conservation of the UNESCO World Heritage in Indonesia. The
SGC of hand-drawn batik making with eco-friendly coloring course with IQF level II and SGC of hand-
drawn spouted pot making with level III are described in the following tables.
Table 0.10. Example of Learning Outcomes of an IQF Level II Batik Course
Learning Outcomes of courses on:

THE HAND-DRAWN ECO-FRIENDLY COLORING BATIK - IQFLEVEL II
ATTITUDE AND Building and shaping trainee’s character and personalities which:
CORE VALUES 1. Devote to Almighty God.
2. Possess moral, ethics and good personality in work
accomplishment.

3. Have the role of proud citizen and patriotic as well as supporting
world peace.
4. Able to cooperate and have social awareness and high concern
towards its society and environment.
5. Treasure cultural diversity, opinions, trusts and religions as well as
others’ original view/findings
6. Uphold law enforcement and also hold high spirit to prioritize on
behalf of nation and community
7. Value cultural enrichment in local discernment in the forms of
artifacts/cultural relics.
8. Have concerns on conservation and cultural preservation.
9. Generate work output/outcome based on the users’ agreement and
does not affect on the emergence of the citizen’s anxiety,
compatible with the religion norms, laws and applicable norms.
10. Implement the awareness of environmental
conservation/sustainability.
WORK ABILITY Able to carry out a specific task of hand-drawn making batik with eco-
friendly coloring include the ability to:
1. Prepare work tools (printing table, hand-drawn spouting tools, dryer
tool, stove, wok, dyeing-tub, wax smelter pan) and materials (wax,
eco-friendly dyes, supporting chemical substances) that suits hand-
drawn making needs with eco-friendly dyes.
2. Move the design from the paper onto the surface of the fabric with a
clear, clean, uninterrupted trace, without damaging the fabric fibers
and textures, and with regard to aesthetic rules
3. Use and remove wax, using eco-friendly coloring, and work tools
based on phases of making hand-drawn batik with eco-friendly dyes
by applying the principles of OHS and environmental preservation.
4. Produce hand-drawn batik with eco-friendly coloring on a minimum
size of 50x50 cm fabricbased on quality standard of Batik training
and courses from community and early childhood education
directorate general, which include:
a. Minimum fabric size is 50x50 cm
b. Results of canting that is neat, clean, clear and translucent (both
side of batik-fabric)
c. Variety of design: flowers, animals, geometrical, and or the mix
d. Pattern characters are three types at least
e. Minimum dyeing using two eco-friendly coloring
f. The result of dyeing is equal, opaque, not fade, not dull, and
batik fabric fiber/ texture is not damaged
g. Apply Occupational Healh and Safety (OHS) together with
environmental preservation principles.
5. Clean, maintain, and re-store batik-making tools and materials with


eco-friendly coloring based on OHS principles.
6. Evaluate work results independently.
MASTERED Master the principles of knowledge, general concepts, and complete
KNOWLEDGE operations on hand-drawn batik making with eco-friendly coloring,
include:
1. General concept of batik (definition, term, history, philosophy,
production and design)
2. General concepts, principles, techniques, and procedural knowledge
of tool-usage procedure of hand-drawn batik making with eco-
friendly coloring.
of hand-drawn batik making materials usage with eco-friendly
coloring.
about hand-drawn batik making with eco-friendly coloring.
5. Factual knowledge about source and system of procurement of tools
and materials hand-drawn batik making with eco-friendly coloring.
6. Factual knowledge of the price of tools and materials of hand-drawn
batik making with eco-friendly coloring.
7. Principles, techniques, procedural knowledge of cleaning,
maintenance, and storage of tools, materials, and work areas.
8. Principles, techniques, procedural knowledge in an independent
evaluation of the process and the results of hand-drawn batik
making with eco-friendly coloring.
9. Factual knowledge, principles, techniques, procedural knowledge
about storage and maintenance of hand-drawn batik fabricwith eco-
friendly coloring.
10. General concepts and knowledge of occupational health and safety
relating to the batik making with eco-friendly coloring.
11. General concepts of environmental conservation and waste
processing of color fixing (permordanan), dyeing with eco-friendly
coloring, excessive wax removal (pelorodan malam) and exhaust
fumes.
12. General concepts, principles, and guidance techniques for hand-
drawn batik making practice with eco-friendly coloring to the
apprentice or co-workers.


RIGHTS AND 1. Be responsible for the work itself and can be given responsibility for
RESPONSIBILITY the quantity and quality of the work of others.
2. Be responsible in the hand-drawn batik making with eco-friendly
coloring based on the quality standard of Directorate General of
Community and Early Childhood Education Batik training and
courses quality standard or institution / workplace/ company with
attention to Occupational Health and Safety (related to waste
processing in the process of making hand-drawn batik tulis with eco-
friendly coloring ) based on OHS principles.
3. Be able to be given the responsibility to guide newly employed
colleagues or apprentices and be able to replace the work of others
with the same scope, quantity, and quality of work.
4. Able to cooperate and communicate within the scope of work.
Table 0.11. Example of Learning Outcomes of an IQF Level III Batik Course
Learning Outcomes of Courses on:

THE PRODUCTION OF SPOUTED-POT - IQF LEVEL III
ATTITUDE AND Building and shaping trainee’s character and personalities which:
VALUES 1. Devote to the Almighty God
2. Respectable Moral, Ethical and Personalities in completing its tasks
3. Acting as honored resident, loving the nation and supporting
World Peace
4. To be able to Collaborate, bearing Social sensitivity and caring
towards community and environment
5. To appreciate Culture Diversity, perspectives, trust, religion as well
as others’ original opinion
6. To uphold the law enforcement and to prioritize National interest
and entire community
7. To appreciate the treasures of culture in local talents in terms of
the culture artifact
8. Being careful towards conservation and culture preservation
9. Producing work output/outcome based on the users’ agreement
and to avoid the occurrence of users’ concern, not to contradict
religion norms, law and other related norms
10. To implement the awareness of preservation and sustainable
environment
ABILITIES IN To be able to do specific task series in the production of Batik spouted-
WORKING FIELD pot based on standard quality, which covers: the strength of each
sides of the structure Stamped Batik spouted-pot, durable to produce
minimum of 2.500 sheets of Batik linen; and producing Stamped Batik
according to the standard of quality that is to leaving neat, clean, clear
Wax trail (not too thin), translucent (two-sided cloth), not to ruin the
structure and fibre of linen. The related abilities are as follows:

1. Interpreting information on clients’ requests/service user/work
provider which related to the type and quality of needed stamped
spouted pot
2. To prepare, utilize, protect and keep the tools as well as materials
for the production of stamped spouted pot referring to the needs
of the process and Batik Directorate General of ECE and Society
Education’s Standard Operation Procedures
3. To prepare variety stamped Batik design alternatives
a. Determine the size of stamped spouted pot based on the
abilities level which is: beginner: 2.5x15cm (seritan) or 5x5cm
(small ceplok); intermediate: 5x15cm (for edges/ploi,
tumpal/sorot), 12x12cm (for medium ceplok) and advance;
18x18 cm (middle/main part)
b. Determine continuing pattern of stamped spouted pot
(pattern) as follows; 1 brick (tubruk), ½ brick (onde-onde),
rotation (mubeng), tilted diagonal (parang), alternate
(mlampah);
c. Determine various decorations for stamped spouted pot:
flower, animal, geometric, combination (consists of
klowongan, isen-isen, dirt, and wall).
d. To make stamped spouted pot referring to Determine
continuing pattern of stamped spouted pot (pattern) as
follows: 1 brick (tubruk), ½ brick (onde-onde), rotastion
(mubeng), tilted diagonal (parang), alternate (mlampah);
e. Determine various decorations for stamped spouted pot:
flower, animal, geometric, combination (consists of
klowongan, isen-isen, dirt, and wall).
4. Training standard, based on number so chosen working procedure
as follows:
a. Structure constructing (sliwer and ancak), motif (klowongan),
handling (frame and handles)
b. Motif arrangement (klowongan) and stamped spouted pot
knitting
c. Fogging, burning, and scrubbing of stamped spouted pot
d. Stamped spouted pot testing on linen surface
e. As well as execute the production process with applying
Occupational Health and Safety Procedure (K3) and
Environmental preservation
5. Packing and keeping stamped spouted pot
6. Presenting the result of stamped spouted pot to clients/work
provider
7. To evaluate the outcome of its work independently
8. Venturing independently which covers:


a. To able to predict the opportunities of Batik entrepreneurship,
with the minimum of ability in counting the uncertain
productions
b. To identify the natural resources to create a stamped spouted
pot, to market produced stamped Batik spouted pot, and to be
able to gain an initial capital by applying small credit ventures
MASTERED To master specific theoretical concept knowledge in general, as well as
KNOWLEDGE to be able to formulate procedural problem solving as directed:
Mastering operational knowledge completely, principles and general
stamped spouted pot production concepts:
1. General spouted pot concept (definition, terms, history,
philosophy and design)
2. General principle concept, technique, and procedural knowledge
about the production of spouted pot
3. General concept about types and benefits of using the tools and
materials of stamped spouted pot production
4. General concept, principles, technique and procedural knowledge
about using, maintaining and keeping both tools and materials
for the production of stamped spouted pot
5. General concept and Occupational Health and Safety knowledge
(K3) which relates to the production of stamped spouted pot
6. General environmental preservation concept and Material waste
processing from the production of stamped spouted pot
7. Knowledge in the fluctuation cost of materials and tools,
production processing cost and materials resources
8. General concept in the arrangement of budget planning and small
credit venture application
9. Principle and technique of marketing
10. Principle and technique of effective communication with
clients/service users/work providers
RIGHTS AND Be responsible with our own work and reliable to be given the
RESPONSIBILITIES responsibilities of both quantity and quality of other people’s outcome
1. Responsible in producing stamped spouted pot based on Balai
Diklat Batik/Paguyuban Batik/Yayasan Batik or workplace/
industries who concerns on Occupational health and safety
2. To be able to hold responsibilities to guide new co-workers,
interns, and to be able to replace others’ work in the same field
with the same quantity and quality
3. To be able to cooperate and build a good communication in the
workplace
3.6. Inclusion Qualifications of Higher Education to IQF Levels

The inclusion process of higher education qualifications to IQF is undertaken by enacting the
Regulation of the Minister of Research, Technology, and Higher Education 44 of 2015 on National
Standards for Higher Education/Standar Nasional Pendidikan Tinggi (NSHE/SN-Dikti), which was
currently renewed in Regulation of the Minister of Research, Technology, and Higher Education 50 of
2018. Based on the NSHE, to be awarded and recognized, qualifications resulted from higher
learning modalities should consider the following significant importances:
1. Nation’s sovereignty. Learning outcomes of a study program should consider ideology, local
culture, indigenous, as well as green and safe environment of Indonesia.
2. Nation’s competitiveness, in terms of readiness to enter workplace and stimulate economic
growth via entrepreneurship. Economic factor such as job market relevancy and availability
should be regarded as important considerations for any higher education institution in catering
the programs. The consideration should target in reducing unemployment and promoting skilled
workers and professional motilities.
3. Advanced and frontier science and technology development. The stimulus of 4.0 industry and
the incoming of 5.0 society should be included as an important part of qualifications.
4. Development of better learning system and methodology.
To strengthen this inclusion, the Ministry of Research, Technology and Higher Education derives the
IQF description into the NSHE as outlined in Regulation of the Ministry of Research, Technology and
Higher Education on NSHE, as stated in the following Exhibit 3.9 and Table 3.16.
Deriving the
IQF descriptors
into HE Standards
1 2 3 4 5 6 7 8 9
IQF domains Higher Education

Learning outcomes domain
Exhibit 0.9. Deriving the four-domain and description of IQF
into the National Higher Education Standards.
Table 0.12. Mapping between IQF and Higher Education Standard Domains
IQF DOMAINS HIGHER EDUCATION STANDARD DOMAINS

Attitude Moral & Ethics, strengthened with academic values
Knowledge comprehension, strengthened with specific body
Knowledge Comprehension
of knowledge

Specific Skills for entering job market or becoming

Work Competences
entrepreneurs
General Skills for being able to contribute to the global
Responsibility & Accountability
society
3.6.1. Recognizing a New Qualifications
Authorization for a higher education institution in undertaking the study program with specific
qualifications is awarded by the MoRTHE (Regulation of the Minister of Research, Technology, and
Higher Education 50 of 2018 on NSHE) and MoRA (Law 46 of 2019 on Religious Higher Education).
Both Ministries develop policy, regulations, guidelines, standard operating procedures and available
publicly.
A higher education institution that would like to cater any program resulted in a certain
qualifications bearing IQF level, should firstly perform analyses of relevancy of the targeted
qualifications with relevant stakeholders, then design and plan the programs that should satisfy the
NSHE. The proposed program will be assessed by the Ministry and National Accreditation Agency.
The Ministry approves en banc the qualifications and registers it at Data Centre of Higher Education.
3.6.2. Inclusion Qualifications of Existing Study Programs
For all registered and recognized programs existed before IQF establishment, the higher education
institution should restate their target outcomes and provide evidence that the IQF level is suitable
and relevant for the program,as illustrated in Exhibit 3.10.
1-year Diploma (Diploma 1) 3

2-year Diploma or Associate Degree 4 IQF Minimum
DESCRIPTOR Learning
3-year Diploma or Bachelor as basis for Outcomes
5 The National
Bachelor of Standards of (Program
Honors
Professional Bachelor 6 Higher Outcomes
Education Standard)
Profession
7
Master & Applied
Specialist
Master 8
Doctor & Applied
Sub-specialist 9
Doctor
Exhibit 0.10. Inclusion of existing programs’ qualifications into IQF.
The higher education institution should renew or revise all study programs’ curricula accordingly.
The program outcomes have to satisfy the minimum learning outcomes stated by the ministry
according to the NSHE. These standards are base for awarding qualifications and were produced by
sectoral studies through various focused group discussions by academicians in consultations with
key players in industry, relevant private agencies, and other major stakeholders. Such FGDs solicit
inputs, comments, suggestions, and recommendations for ministry to provide en banc the national

standards on learning outcomes. All higher education across Indonesia which catering these study
programs should place the learning outcomes as their minimum standard. The higher education can
elevate the national standard in accord with the institution vision, mission, local wisdom, local
indigenous, uniqueness, and strength.
In assessing the qualifications from study programs existed in several IQF levels, the Ministry
provides guidelines for qualification levels. For instance, the difference, key words, scope of body of
knowledge of three year diploma or Bachelor Program, Bachelor with Honors, Professional Bachelor,
Master, and Doctoral Program of Engineering, are as follows:
Generic Learning Outcomes of a Bachelor of Engineering

Knowledge Mastery
1. Master theoretical concept of basic science and applied mathematics in general
2. Master deeply theoretical concept of engineering sciences and engineering principles in
their fields
3. Master concept, principles, method and techniques related with the technology in their
field
4. Master a complete operational knowledge related with the technology in their field
5. Master the factual knowledge and the application method ; national and international
codes and standard, and also the regulation that is applicable in their working location to
perform the work related with the technology in their field
6. Master principles of product quality assurance
7. Master concept and principles of environmental conservation
8. Master factual knowledge of the latest issue in economical, social, and ecological
problems in the area related with their technology field.
9. Master principles and techniques of effective communication both verbally and in writing
10. Master factual knowledge on the latest development of the technology in their field
Working Competency
1. Able to apply mathematics, science, and engineering principles to procedure and
technical practice to solve technological problems in their specialization area
2. Able to solve technological problems using relevant data analysis from codes, database,
and reference, and selecting method by taking into consideration economic, public health
and safety, and environment factors, include:
a. identifying, formulating, interpreting, and applying engineering principles
b. applying codes/standard
c. designing and realizing component, process, and parts of a well-defined system
design that meets the specific requirements
d. testing and measuring work object based on procedure and standard
e. selecting resources refer to industrial method and standard
Generic Learning Outcomes of a Professional Bachelor in Engineering

Knowledge Mastery
1. Master theoretical concept of basic science and applied mathematics in general
2. Master deeply theoretical concept of engineering sciences and engineering principles in

Generic Learning Outcomes of a Professional Bachelor in Engineering

their fields
3. Master concept, principles, method and techniques related with the engineering
technology in their field
4. Master a complete operational knowledge related with the engineering technology in
their field
5. Master the factual knowledge and the application method ; national and international
codes and standard, and also the regulation that is applicable in their working location to
perform the work in engineering technology in their field
6. Master principles of quality assurance
8. Master factual knowledge of the latest issue in economical, social, and ecological
problems in the area related with their engineering technology field.
9. Master principles and working procedures in workshop, studio, and laboratory, and also
the practice of occupational health, safety and environment (HSE)
10. Master effective communication principles and techniques both verbally and in writing
Working Competency
1. Able to apply mathematics, science, and engineering principles to procedure, process,
system, or applied engineering methodology to solve problems in engineering technology
2. Able to solve engineering technology problem using analytical tools for an area of
specialization by taking into consideration public health and safety, cultural, social, and
environment; include the ability for:
a. identifying, formulating, analyzing, and finding roots of engineering technology
problem based on data base analysis, codes, reference and applicable regulations.
b. designing and realizing component, process, equipment, facility or installation and
parts of a design of <... specific problem related to their area...>based on the results
of data base analysis and refer to codes, regulations, reference, and the applicable
regulations
c. selecting recources and utilizing design and engineering analysis tool that refer to test
and measurement results based on an applicable standard and method
Generic Learning Outcomes of a Bachelor of Honors in Engineering

Knowledge Mastery
1. Master theoretical concept of basic science and mathematics
2. Master deeply theoretical concept of engineering sciences in the related field,
engineering principles, and engineering design required in engineering fields
4. Master concept and principles of occupational health and safety in laboratory and field
5. Master principles and the latest issues of economy and social culture in general
6. Master general concept, principles, and communication techniques for specific purpose
7. Master the insight of the latest technology development and advance materials in
engineering
Working Competency
1. Able to apply mathematics, science, and engineering principles to create or modify a

model to solve complex engineering problems

2. Able to solve complex engineering problems [in their area] based on engineering
principles, taking into consideration economic factors, safety, and environmental
sustainability; include the ability for:
a. identifying, formulating, analyzing, and finding roots of engineering problem
b. proposing the best solution for solving engineering problems
c. designing and operationalizing process, processing system, and equipment that are
required for an existing engineering design
d. selecting resources and utilizing design and engineering analysis tool which are most
suitable, effective, and efficient in solving engineering problems
e. criticizing an implemented policy on solution of <... specific problem related to their
area...>problems from the point of view of engineering in the form of scientific
working paper
Generic Learning Outcomes of a Master of Engineering

Knowledge Mastery
1. Master the theory of engineering sciences in their engineering fields
2. Master deeply the theoretical concept and the design method of engineering system
3. Master deeply the theoretical concept and the design method of engineering technology,
at least in one specialization area
4. Master the application method of technology in their specialization area
Working Competency
1. Able to solve problems in engineering field interdisciplinary and multidisciplinary, and
considering economic, public health and safety, cultural, social, and environmental
sustainability factors
2. Able to carry out deepening or broadening science in their engineering field to provide
original and tested contributions through research with interdisciplinary and
multidisciplinary approach
3. Able to formulate new research questions from the result of the performed research for
development of science and technology in their engineering field;
4. Able to critisize and provide inputs for improvement of an implemented problem solving
policy from engineering point of view in the form of scientific working paper
Generic Learning Outcomes of a Doctor of Engineering

Knowledge Mastery
1. Master the philosophy of engineering sciences in their engineering field
2. Master the substantial and the latest theory in their engineering field, minimum in one of
their specializations
3. Master theoretical concept and application of the technology in their engineering fields
Working Competency
1. Able to carry out deepening and broadening of the science in their engineering field
through interdisciplinary, multidisciplinary or transdisciplinary research
2. Able to propose a new solution or recommend proposal of sustainable solution to solve
the limitation and sustainability of earth resources from engineering point of view
3. Able to perform a scientific study and present an input on an implemented problem

solving policy from engineering point of view using engineering rule and principle
4. Able to navigate the latest issue and the development of science in their engineering field
into the development process of science and technology, or the development of policy in
engineering
The same procedures are applied for study programs in the same categories. For instance, all study
programs in linguistic at IQF level VI should bear minimum qualifications as follows:
Knowledge
1. Master in-depth the concept of linguistics theoretically
2. Master the concept of literature in general theoretically
3. Master the concept of cultural anthropology in general, especially relevant with the local
culture in Indonesia
4. Master the general concept, principles and grammar structures and vocabularies
5. Master the general concept, principles and grammar structures and vocabularies in
language proficiencies, either in verbal or written in the context of formal routines or in
general
6. Master the completion of writing principles and character readings
7. Master the principles and methods of research in linguistics, literature and language
philologists
8. Master the general concepts and principles of historical values, social cultures, ideas and
morals of society, literature and social cutures of Indonesia
Specific Skills
1. Able to analyze and evaluate appropriately and critically in various contexts of
information in the formal context of verbal and written, routines or general, academic
and work
2. Able to communicate and convey ideas into language skillfully, either in verbal or written
with appropriate vocabularies and grammar structures in accord to formal and informal
contexts based on proper language proficiency with minial equivalent to C1 (Common
European Framework of Reference for Languages)
3. Able to read and write characters in a skilled manner based on the writing rules
4. Able to translate Indonesian to English and vice versa, either in the formal contexts of
verbal or written and routines or general
5. Able to present the history and social culture of limited scope using the first language in
verbal and written
At present, 285 learning outcomes standards of study programs as mandated by the NSHE have
been recognized, as stated in Table 3.17.
Table 3.17. Study Programs with Learning Outcomes that Fulfill the NSHE
(Source: Directorate Learning, Directorate General of Learning and Student Affairs
– Ministry of Research, Technology, and Higher Education)
IQF
NO Program Degree
Level
IQF
NO Program Degree
Level
Linguistics
1 Aceh Language Bachelor of Honors VI
2 Arabic Language Bachelor of Honors VI
3 Indonesian Language Bachelor of Honors VI
4 English Language Bachelor of Honors VI
5 Japanese Language Bachelor of Honors VI
6 German Language Bachelor of Honors VI
7 Chinese Language Bachelor of Honors VI
Social Sciences
8 International Relations Bachelor of Honors VI
9 International Relations Master VIII
10 Political Science Bachelor of Honors VI
11 Political Science Master VIII
12 Political Science Doctoral IX
13 Social Development Bachelor of Honors VI
14 Social Development Master VIII
15 Social Development Doctoral IX
16 ASEAN Studies Bachelor of Honors VI
17 Islamic Economics Bachelor of Honors VI
18 Public Administration Bachelor of Honors VI
19 Public Administration Master VIII
20 Public Administration Doctor IX
21 Social Welfare Bachelor of Honors VI
22 Social Welfare Master VIII
23 Social Welfare Doctor IX
Natural Sciences
24 Biology Bachelor of Honors VI
25 Biology Master VIII
26 Biology Doctoral IX
27 Physics Bachelor of Honors VI
28 Physics Master VIII
29 Physics Doctoral IX
30 Chemical Analysis Bachelor V
31 Chemistry Bachelor of Honors VI
32 Chemistry Master VIII
33 Chemistry Doctor IX
Formal Sciences
34 Computer Science or Informatics Bachelor of Honors VI
35 Game Technology Professional Bachelor VI
36 Mathematics Bachelor of Honors VI
37 Mathematics Master VIII
38 Mathematics Doctor IX

IQF
NO Program Degree
Level
39 Statistics Bachelor of Honors VI
40 Statistics Master VIII
41 Statistics Doctor IX
Agriculture
42 Fish Farming Bachelor V
43 Agribusiness Bachelor of Honors VI
44 Agro(eco)technology Bachelor of Honors VI
45 Horticulture Agribusiness Professional Bachelor VI
46 Horticulture Farming Bachelor V
47 Plantation Crop Farming Bachelor V
48 Plantation Crop Technology Bachelor V
49 Livestock Breeding Bachelor V
50 Animal Husbandry Bachelor of Honors VI
51 Architecture Bachelor of Honors VI
52 Architecture Master VIII
53 Architecture Doctor IX
54 Landscape Architecture Bachelor of Honors VI
55 Architect Profession Education Profession VII
Desain
56 Apparel Design Bachelor V
57 Interior design Bachelor of Honors VI
58 Visual Communication Design Bachelor of Honors VI
59 Multimedia Bachelor V
Business
60 Business Administration Bachelor of Honors VI
61 Business Administration Master VIII
62 Business Administration Doctor IX
63 Office Administration Bachelor VI
64 Accounting Bachelor of Honors VI
65 Accounting Bachelor V
66 Syariah Accounting Professional Bachelor VI
67 Tax Accounting Professional Bachelor VI
68 Public Sector Accounting Professional Bachelor VI
69 Management Bachelor of Honors VI
70 Management Master VIII
71 Management Doctor IX
72 Tax Management Bachelor V
73 Banking and Finance Bachelor V
74 Logistics Management Bachelor V
Education
75 Arabic Language Education Bachelor of Honors VI
76 Bali Language Education Bachelor of Honors VI

IQF
NO Program Degree
Level
77 Indonesia Language Education Bachelor of Honors VI
78 English Language Education Bachelor of Honors VI
79 English Language Education Master VIII
80 English Language Education Doctor IX
81 Java Language Education Bachelor of Honors VI
82 Japan Language Education Bachelor of Honors VI
83 German Language Education Bachelor of Honors VI
84 Korea Language Education Bachelor of Honors VI
85 China Language Education Bachelor of Honors VI
86 French Language Education Bachelor of Honors VI
87 Sunda Language Education Bachelor of Honors VI
88 Elementary Physical Education Bachelor of Honors VI
89 Biology Education Bachelor of Honors VI
90 Physics Education Bachelor of Honors VI
91 Chemistry Education Bachelor of Honors VI
92 Mathematics Education Bachelor of Honors VI
93 Catholics Religion Education Bachelor of Honors VI
94 Community Education Bachelor of Honors VI
95 Office Administration Education Bachelor of Honors VI
Mechanical Engineering Vocational
96 Bachelor of Honors VI
Education
Engineering
97 Biomedical Engineering Bachelor of Honors VI
98 Airport Technology Bachelor V
99 Air Navigation Technology Bachelor V
100 Aircraft Maintenance Technology Bachelor V
101 Airport Engineering Technology Professional Bachelor VI
102 Air Navigation Engineering Technology Professional Bachelor VI
Aircraft Maintenance Engineering
103 Professional Bachelor VI
Technology
104 Airport Management Bachelor V
105 Air Traffic Management Bachelor V
106 Air Traffic Control Management Professional Bachelor VI
107 Air Transportation Management Bachelor V
108 Aviation Fire & Rescue Bachelor V
109 Aeronautical Studies Professional Bachelor VI
110 Aviation Studies Bachelor V
111 Agricultural &Bio-system Engineering Bachelor of Honors VI
112 Agricultural & Bio-system Engineering Master VIII
113 Agricultural & Bio-system Engineering Doctor IX
Agricultural Mechanization
114 Bachelor V
Technology

IQF
NO Program Degree
Level
Electrical Engineering Vocational
115 Bachelor of Honors VI
Education
116 Master VIII
Education
117 Doctor IX
Education
118 Electrical Technology Bachelor V
119 Railways Electrical Technology Bachelor V
120 Electronics Engineering Technology Professional Bachelor VI
121 Automation Engineering Technology Professional Bachelor VI
122 Physics Engineering Doctor IX
123 Geodetic Engineering Bachelor of Honors VI
124 Geological Engineering Bachelor of Honors VI
125 Geomatics Engineering Bachelor of Honors VI
126 Geomatics Engineering Master VIII
127 Industrial Engineering Bachelor of Honors VI
128 Industrial Engineering Master VIII
129 Industrial Engineering Doctor IX
130 Ocean Engineering Bachelor of Honors VI
131 Ocean Engineering Master VII
132 Ocean Engineering Doctor VIII
133 Naval Architecture Engineering Bachelor of Honors VI
134 Marine Engineering Bachelor of Honors VI
135 Marine Engineering Master VIII
136 Marine Engineering Doctor IX
137 Marine Transport Engineering Bachelor of Honors VI
138 Ship Machinery Bachelor V
139 Chemical Engineering Bachelor of Honors VI
140 Chemical Engineering Master VIII
141 Chemical Engineering Doctor IX
142 Computer Engineering Bachelor of Honors VI
143 Environmental Engineering Bachelor of Honors VI
144 Environmental Engineering Master VIII
145 Environmental Engineering Doctor IX
146 Materials Engineering Bachelor of Honors VI
147 Materials Engineering Master VII
148 Mechatronics Bachelor V
149 Automotive Maintenance Technology Bachelor V
150 Manufacturing Engineering Bachelor of Honors VI
151 Mechanical Engineering Bachelor of Honors VI
152 Mechanical Engineering Master VIII
153 Mechanical Engineering Doctor IX

IQF
NO Program Degree
Level
154 Heavy Equipment Maintenance Bachelor VI
155 Manufacturing Technology Bachelor VI
156 Automotive Mechanical Technology Bachelor VI
157 Automotive Technology Bachelor VI
158 Automotive Engineering Technology Professional Bachelor VI
159 Railways Mechanical Technology Bachelor V
160 Mechanical Technology Bachelor V
161 Ship Machinary Bachelor V
162 Energy Conversion Technology Bachelor V
163 Nuclear Engineering Bachelor of Honors VI
164 Petroleum Engineering Bachelor of Honors VI
165 Petroleum Engineering Master VIII
166 Petroleum Engineering Doctor IX
167 Mining Engineering Bachelor of Honors VI
168 Mining Engineering Master VIII
169 Mining Engineering Doctor IX
170 Coal Mining Technology Bachelor VI
171 Civil Engineering Bachelor of Honors VI
172 Civil Engineering Master VIII
173 Civil Engineering Doctor IX
174 Transportation Engineering Master VIII
175 Waterworks Construction Technology Bachelor V
176 Building Construction Technology Bachelor V
Road and Bridge Construction
177 Bachelor V
Technology
Waterworks Construction Engineering
Technology
Building Construction Engineering
Technology
Road and Bridge Construction
Engineering Technology
181 Construction and Railways Technology Bachelor V
182 Telecommunications Technology Bachelor V
Forestry
183 Forest Plantation Bachelor V
Transportation
184 Road Transportation Management Bachelor V
In-land Water Transportation
185 Bachelor V
Management
186 Railways Transportation Management Bachelor V
Road Transportation System
Engineering

IQF
NO Program Degree
Level
Railways Transportation System
Engineering
189 Nautical Studies Bachelor V
190 Land Transportation Professional Bachelor VI
Nutrition
191 Nutrition Bachelor V
192 Nutrition Bachelor of Honors VI
193 Nutrition Master VIII
194 Nutrition Doctor IX
195 Dietician Profession Education Profession VII
VETERINARY SCIENCE
196 Veterinary Science Master VIII
197 Veterinary Science Doctor IX
198 Veterinarian Profession Education Profession VII
Health Science
199 Midwifery Bachelor V
200 Midwife Profession Education Profession VII
201 Nursing Bachelor V
202 Nurse Profession Education Profession VII
203 Physiotherapy Bachelor V
204 Blood Bank Technology Bachelor V
205 Radiology Bachelor V
206 Radiologic Imaging Technology Professional Bachelor VI
Communication Science
207 Public Relations Bachelor of Honors VI
208 Journalism Bachelor of Honors VI
209 Advertising Bachelor of Honors VI
Law
210 Law Bachelor of Honors VI
211 Law Master VIII
212 Law Doctor IX
213 Paralegal Bachelor V
Tourism
214 Tourism Destination Professional Bachelor VI
215 Rooms Division Bachelor V
216 Ecotourism Bachelor V
217 Tourism Bachelor of Honors VI
218 Tourism Master VIII
219 Tourism Doctor IX
220 Convention and Event Management Professional Bachelor VI
221 Hotel Management Professional Bachelor VI
222 Sport, Recreation & Leisure Professional Bachelor VI

IQF
NO Program Degree
Level
Management
223 Hotel Operations Bachelor V
224 Tour and Travel Operations Bachelor V
225 Culinary Arts Bachelor V
226 Baking and Pastry Arts Bachelor V
227 Food and Beverage Service Bachelor V
228 Tour and Travel Business Professional Bachelor VI
Food Science
229 Food Technology Bachelor of Honors VI
Professional Teacher Education
230 Indonesia Language Profession VII
231 English Language Profession VII
232 Economics Profession VII
233 Geography Profession VII
234 Social Science Profession VII
235 Chemistry Profession VII
236 Mathematics Profession VII
237 Early Childhood Profession VII
238 Special Education Profession VII
239 History Profession VII
240 Elementary Profession VII
241 Arts and Culture Profession VII
242 Sociology Profession VII
Vocational Teacher Professional Education
243 Office Administration Profession VII
244 Agricultural Products Processing Profession VII
245 Plants Agribusiness Profession VII
246 Livestock Agribusiness Profession VII
247 Finance and Accounting Profession VII
248 Business and Marketing Profession VII
249 Creative Craft Product and Design Profession VII
250 Mining Technology Profession VII
251 Forestry Profession VII
252 Animal Health Profession VII
253 Fish Product Processing Technology Profession VII
254 Commercial Vessels Nautica Profession VII
255 Fishing Vessels Nautica Profession VII
256 Film and Broadcasting Profession VII
257 Hotel and Tourism Services Profession VII
258 Fisheries Profession VII
259 Karawitan Arts Profession VII
260 Culinary Arts Profession VII

IQF
NO Program Degree
Level
261 Music Arts Profession VII
262 Pedalangan Arts Profession VII
263 Visual Arts Profession VII
264 Dance Arts Profession VII
265 Theater Arts Profession VII
266 Fashion Profession VII
267 Beauty Profession VII
268 Electronic Engineering Profession VII
269 Renewable Energy Engineering Profession VII
270 Geomatics and GeospatialEngineering Profession VII
271 Graphics Engineering Profession VII
272 Industrial Engineering Profession VII
273 Industrial Instrumentation Engineering Profession VII
274 Electrical Engineering Profession VII
275 Chemical Engineering Profession VII
276 Informatics and Computer Engineering Profession VII
277 Mechanical Engineering Profession VII
278 Automotive Engineering Profession VII
279 Nautical Engineering Profession VII
280 Petroleum Engineering Profession VII
281 Agricultural Technology Profession VII
282 Telecommunication Engineering Profession VII
283 Construction and Property Technology Profession VII
284 Aeronautics Technology Profession VII
285 Textile Technology Profession VII
One of example of complete learning outcomes that is approved as a national standard is the
National Standard of Learning Outcomes for Bachelor with Honors in Accounting. The Standard
consists of four domains, and, except for Moral and Ethics domain, each statement in the three
domain is measurable qualitative or quantitatively. For Moral and Ethics, each institution could
derive the best fit description of graduate’s attitude or character that can represent statements in
the Standard. The National Standard of Learning Outcomes for Bachelor with Honors in Accounting is
as follows:
Attitude
1. Devote to Almighty God and able to show religious attitude and manner
2. Uphold the humanity high in job performance based on the religion, moral and ethics
3. Contribute in the development of life quality in the way of sociable, patriotic,
development of civilization based on Pancasila
4. Have the role as the proud and patriotic citizen, possess nationalism as well as
responsibility toward the country and nation
5. Appreciate the cultural diversity, views, religions and beliefs, as well as opinions or other

original findings
6. Cooperate and have social sensitivity as well as the awareness of society and environment
7. Obey the law and be discipline in the lifes of society and nation
8. Internalize the value, norms and academic ethics
9. Show the responsibility manner of work in its expertise independently
10. Internalize the spirit of independent, efforts and entreprenuerials
11. Internalize the principles of business ethics and accounting professions
Knowledge
1. Master the economy concept theoretically in general
2. Master in-depth the concept of accounting theory in minimum way which consists of
basic framework of presentation and preparation of financial statements
3. Master the general concept and accounting principles, consisting of:
a. Accounting cycles
b. Recognition, measurement, presentation and disclosure of financial statement
elements for certain entity and consolidated entity
c. Financial statement analysis
d. Calculation and monitoring of cost of product and services
e. Financial planning dan budgeting
f. Activity-based Management
g. Monitoring and Evaluation
h. Quality Management
4. Master the general concepts and principles of planning, procedures and auditing reports
5. Master the general concepts and principles of financial management, minimum consisting
of:
a. Financial decision
b. Time value of money
c. Capital budgeting
d. Capital expenditures, cost of capital, dan expenses
e. Working capital requirements
f. Cash flow analysis
g. Financial asset investment
6. Master the general concept of management and organization, consisting of corporate
governance, risk management, strategic management, internal control
7. Master the factual knowledge of policy and regulation relevant to the accounting and
glossary terms consisting of taxation rules and business law
8. Master the principles of decision making
9. Master the principles and techniques of information technology utilization relevant to the
accounting
10. Master the factual knowledge and the application method of business ethics and code
ethics of profession accounting in the work activity of accounting implementation
11. Master the concept of academic integrity in general and plagiarism concept specifically, in
the way type of plagiarism, violation consequences and prevention
Specific Skills
1. Able to compile auditing worksheets through the collection and summary of auditing

proofs of financial statements commercial entity based on the applicable of auditing

standards and constitutions of financial statements
2. Able to analyze auditing proofs of financial statement commercial entity based on the
applicable of auditing standards and constitutions of financial statements
3. Able to compile, analyze, and interpret financial statements entity by applying accounting
principles to transactions based on the applicable of general standards of financial
accounting and financial reporting standards of Non-Public Entities
4. Able to compile, analyze and interpret consolidated financial statement entity by applying
principles of accounting to the transactions based on the applicable of general standards
of financial accounting and financial reporting standards of Non-Public Entities
5. Able to compile the report of analysis results of financial and non-financial information as
well as disclosures which are relevant to and accountable for managerial decision making
by implementing techniques and methods of accounting and finance analyses
6. Able to compile investment and financing report, which consist of cash and bank report
and working capital, pro forma financial statement, capital budgeting report, in which
they are relevant to the financial decision making and investment by applying the
financial management techniques and investment
7. Able to compile and analyze the management accounting report consisting of financial
planning and budgeting, cost management, quality control, performance evaluation and
benchmarking, in which they are relevant to and accountable for supporting the decision
making and management monitoring by implementing managerial accounting techniques
8. Able to design business process of one entity in an accounting information system based
on information technology to support the decision making of the organization by using
system development life cycle approach (system development life cycle/SDLC)
9. Able to compile the tax report not only for personal tax but also for the organization by
calculation and tax reconciliation based on the applicable taxation law of Indonesia
10. Able to operate and utilize the software in order to compile the financial statement,
budgeting, tax administration, taxation, auditing and research
General Skills
1. Able to implement logical and critical thinking, systematically and innovatively in the
context of development or knowledge and technology implementation that aware and
apply the humanity values based on its expertise
2. Able to perform independently, qualified and assessed
3. Able to analyze the development implication or knowledge and technology
implementation in which aware and apply the humanity values with its expertise basis
based on rules, procedures and scientific ethics in order to generate solutions, ideas,
designs or art critics
4. Able to compile the description of scientific results in the form of thesis or final report and
upload it to the higher education’s website
5. Able to make decision appropriately in the context of problem solving with its expertise
basis based on information analysis results and data
6. Able to monitor and develop networks with advisors, colleagues whether in or out of the
institutions
7. Able to be responsible for the teamwork achievement and supervise as well as evaluate

the work accomplishment of the assigned worker under his/her responsibilities

8. Able to do self-evaluation of teamwork under his/her responsibilities and able to organize
study independently
9. Able to record, save, secure and trace back the data in order to guarantee its legality and
prevent plagiarism
10. Able to adapt, work in a team, be creative, contribute and be innovative in the knowledge
implementation of life of society as well as able to be global-insight citizen
11. Able to uphold the academic integrity in general and prevent the plagiarism practice
12. Able to use the information technology in the context of knowledge development and
expertise implementation
13. Able to use minimum one international language for verbal and written communication.
3.6.3. Institution Awarding Qualifications and the Supporting Evidence
Higher education institutions are authorized for awarding qualifications after the program had been
accredited by accreditation agencies recognized by the government (Regulation of the Minister of
Research, Technology, and Higher Education on NSHE), as itemized in the Table 3.18. Higher
education institutions can only award professional designation and certificate with approval from
relevant professional associations or councils.
Table 0.18. Institutions Authorized for Awarding Qualifications
Higher Education
Authorization for Awarding Qualifications
Institutions
All degrees with IQF levels 5, 6, 8, and 9, respectively.
Professional certificate of Profession, Specialist, and Super
Universities
Specialist with IQF levels 7, 8, 9, respectively, only awarded with
Professional Association/Council promulgation.
All degrees with IQF levels 5, 6, 7, 8, and 9, respectively.
Institutes Professional certificate with IQF levels 7, only awarded with
Professional Association/Council promulgation.
Bachelor of Honors, Master, Doctor with IQF levels 6, 8, and 9,
Schools
respectively.
Bachelor, Professional Bachelor, Applied Master, Applied
Polytechnics
Doctor with IQF levels 5, 6, 8, and 9, respectively.
One Year Diploma and Associate Degree with IQF Level 1 and 2,
Community Colleges
respectively.
Some professional designations and certificates with IQF levels VII, VIII, and IX are awarded
independently by professional associations or councils, for instance:
1. Ikatan Dokter Indonesia
2. Ikatan Psikologi Klinis Indonesia
3. Ikatan Akuntan Indonesia
4. Ikatan Arsitek Indonesia (Indonesian Institute of Architects)
5. Ikatan Apoteker Indonesia

6. Perhimpunan Dokter Hewan Indonesia

7. Persatuan Insinyur Indonesia
8. Persatuan Perawat Nasional Indonesia/Indonesian National Nurses Association (PPNI/INNA)
9. Ikatan Bidan Indonesia
10. Indonesia Professional in Audit and Control Association (IPACA)
Although the inclusion mechanism is well equipped with policy, regulations, guidelines, and standard
operating procedures, indication of learning outcomes achievement is only attained by assuming the
optimum implementation of outcome based curricula. Currently all study programs in Indonesia are
on the juncture of shifting their curricula to outcome based education.
The National Accreditation Agencies has issued new instrument that encompasses indicator for
measuring the outcomes realizations (Regulation of the National Accreditation Agency for Higher
Education 4 of 2017 on Policies in Developing Accreditation Instruments). Since this instrument is
only recently instigated, supporting evidence for learning outcomes achievement are relied on the
outcome based international accreditation. There are 296 study programs attained international
accreditation from 26 agencies. From those 26 agencies, only one does not measure outcome
achievements, as stated in the following Tables 3.19 and 3.20, respectively.

Table 3.19. International Acreditation Attainment by Indonesian Higher Education
HIGHER EDUCATION INSTITUTIONS

AGENCIES
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
AUN-QA 25 23 18 17 12 13 3 3 3
ABET 4 13 1 1 1 3
IABEE-EG 10 1 3 1 6 2 5 2 2 1 1
IABEE-EP 1 1 5 5 3 3 1 2 2 1
IABEE-CG
IABEE-CP 1 1
ASIIN 5 14 5
JABEE 1 1 1 1
ABETS21 6 1 1 1 3 1 7 1 3 1 1 1
RSC 1 1
KAAB 2 2
IFPA 1
IMarEST 1
SWST 1
IFT 1 1
IUFoST 1
IChemE 1
AACSB 9
PAASCU 1
IMIA 1
ACCA 1 1 1
ASIC 6 2
AASBI 1
TedQual 3
APACPH 1
EPAS 1
TOTAL 57 39 29 27 23 20 19 15 12 8 7 6 5 4 4 3 3 3 2 2 2 2 1 1 1 1
Note: A. Universitas Gajah Mada. B. Institut Teknologi Bandung. C. Universitas Indonesia. D. Institut Pertanian Bogor. E.
Universitas Airlangga. F. Institut Teknologi Sepuluh November. G. Universitas Brawijaya. H. Universitas Telkom. I.
Universitas Diponegoro. J. Universitas Pendidikan Indonesia. K. Universitas Islam Indonesia. L. Bina Nusantara. M.
Universitas Trisakti. N. Universitas Hasanuddin. O. Universitas Surabaya. P. Universitas Padjajaran. Q. Universitas Andalas.
R. Universitas Muhammadiyyah Malang. S. Universitas Negeri Sebelas Maret. T. Universitas Tarumanegara. U. Universitas
Atmajaya. V. Universitas Sumatera Utara. W. Universitas Muhammadiyah Yogjakarta. X. Universitas Lampung. Y.
Universitas Parahyangan. Z. Universitas Kristen Indonesia
Table 0.20. International Acreditation OBE Status and Types
Accreditation Name Country OBE Type
AUN-QA ASEAN University Network - Quality Assurance ASEAN Yes Assessment
ABET American Board for Engineering & Technology USA Yes Accreditation

Accreditation Name Country OBE Type
Accreditation Agency for Degree Programs in

ASIIN Engineering, Informatics, the Natural Sciences Germany Yes Accreditation
and Mathematics
Japan Accreditation Board for Engineering
JABEE Japan Yes Accreditation
Education
Alliance on Business Education and
ABETS21 Japan Yes Accreditation
Scholarship for Tomorrow, a 21st organization
RSC The Royal Society of Chemistry UK Yes Accreditation
KAAB The Korean Architectural Accrediting Board Korea Yes Accreditation
Indonesian Accreditation Board for

IABEE Indonesia Yes Accreditation
Engineering Education
The International Fitness Professional Individual
IFPA USA No
Association Certification
The Institute of Marine Engineering, Science &
IMarEST UK Yes Accreditation
Technology
SWST Society of Wood Science and Technology USA Yes Accreditation
IFT Institute of Food Technologists USA Yes Accreditation
The International Union of Food Science and Curriculum

IUFoST Canada Yes
Technology Recognition
IChemE The Institute of Chemical Engineers Australia Yes Accreditation
Association to Advance Collegiate Schools of

AACSB USA Yes Accreditation
Business
Philippine Accrediting Association of Schools,
PAASCU Philiphine Yes Accreditation
Colleges and Universities
IMIA International Medical Informatics Association Switzerland Yes Accreditation
Association of Chartered Certified

ACCA UK Yes Accreditation
Accountants
The Accreditation Service for International
ASIC UK Yes Accreditation
Schools, Colleges & Universities
Association of Accredited Schools of Business
AASBI Thailand Yes Accreditation
International
Accreditation of the World Tourism Switzerland
TedQual Yes Certification
Organization (UN)
Asia-Pacific Academic Consortium for Public
APACPH USA Yes Accreditation
Health
EPAS EFMD Program Accreditation System Belgium Yes Accreditation

3.7. Inclusion of Qualifications from Work Experiences by RPL and RCC
Inclusion of qualifications from various learning modalities, particularty learning outcomes yielded
by work experiences can be channeled through Recognition of Current Competences/Rekognisi
Kompetensi terKini (RCC/RKK) as shown in Exhibit 3.11 or RPL in Exhibit 3.12.
COURSE or TRAINING WORKPLACE

certificate of competence Career Achievement AUTODIDACT
Certification by relevant
Diploma degree professional association
FORMAL Awarded by community
LEARNING PATHWAYS
RECOGNITION of
CURRENT
COMPETENCIES
CERTIFICATE of
COMPETENCE or
Licensed for professional
qualification
Exhibit 0.11. RCC as tools to recognize individual competences, obtained from formal,non-formal, in-
formal learning modalities.
WORKPLACE
Recognition on job or
professional qualification
level based on career
ladder scheme Awarded for
special achievement
CBT AUTODIDACT
certificate of competence Certification by relevant
Licensed for professional professional association
qualification Awarded by community
RECOGNITION
of PRIOR
LEARNING
Diploma Degree
FORMAL LEARNING
PATHWAYS
Exhibit 0.12. RPL as tools to recognize individual education, obtained from formal,non-formal, in-
formal learning modalities.

In Indonesia, terms of RPL and RCC are specifically designated with different target recognition. Thus
individuals with working experiences have a choice wether they would like to gain recognition for
their current competences or for their education attainment. If they would like to obtain recognition
for their current competences, they have to take various RCC test done by PCB, CCB, or other
professional bodies. Mechanisms for awarding qualififcations depends on the PCB, CCB, and the
professional bodies.
For recognition of education attainment, person with working experiences may go to higher
education institution that carried out RPL program. The practice of RPL was trialed on seven
polytechnics, prior to promulgation of Regulation of the Minister of Research, Technology, and
Higher Education 26 of 2016 on Recognition of Prior Learning. The regulation legalizes recognition
and equalization all types of non-formal and informal learning outcomes by higher education
institution with IQF Levels three to nine. The immediate result of RPL process is a credit exemption,
whilst degree and diploma are the end result of RPL, after applicant fulfil the all the required credits.
Currently there are 40 Polytechnics undertake the RPL program. Each polytechnic could have one or
two study programs that undertake RPL. Mapping between competences’ certificates resulted in
non-formal learning towards formal learning is the back bone for assessing the credit waiver. Below
is a best practice run by Professional Bachelor of Road and Bridge Constructions at Bandung State
Polytechnic that can correlate relevant 21 INWCS(s) with education processes in the study program,
as shown in Table 3.21.
Table 0.21. Recognition of INWCS based Certificates by Professional Bachelor of Road and Bridge
Constructions at Bandung State Polytechnic
Recognition of Certificates by the

PROFESSIONAL BACHELOR OF ROAD AND BRIDGE CONSTRUCTIONS
No Occupation SKKNI Registry Competency Units based on SKKNI
Pelaksanaan Pengukuran Bangunan Jalan Dan Jembatan (Year One Of The Program)
Menggambar/plot Peta, Diagram Dan Profil
SPL.KS21.231.00 Membuat Draft Gambar Rinci Bangunan, Instalasi
Dan Proyek Konstruksi
Juru Gambar Mengaplikasikan Sketsa Kasar Gambar, Spesifikasi
SPL.KS21.232.00
Pekerjaan Dan Data Teknik
Jalan dan Mengidentifikasi Simbol-Simbol Yang Terdapat
1 SPL.KS21.233.00
Jembatan (F Pada Survai Peta Topografi
45 02 22 1 02 Menginput Data Topografi (Hasil Survai/Rekayasa
3 III 1) SPL.KS21.234.00
Injiner) Untuk Diproses Menjadi Gambar/Peta
Menginformasikan Kekurangan Data Gambar
SPL.KS21.235.00 Konstruksi Untuk Revisi Gambar Kepada Atasan
Langsung


Menyelesaikan, Menduplikasikan Dan
SPL.KS21.236.00 Mendokumentasikan Gambar, Sesuai Dengan Alat
Bantu Dan Spesifikasi Yang Dibutuhkan
Mengelola Penerapan Ketentuan Undang-Undang
Jasa Konstruksi (UUJK), Etos Kerja, Sistem
M.711000.001.01 Manajemen Keselamatan Kesehatan Kerja dan
Lingkungan (SMK3L) dan Sistem Manajemen Mutu
(SMM)
Mengelola Survei Pendahuluan (Reconnaisance)
M.711000.002.01 Sebelum Survei Detil Lainnya untuk Penetapan
Trase Jalan
Mengelola Survei Topografi untuk Tahap
M.711000.003.01
Perencanaan Geometrik Jalan
Mengelola Pembuatan Peta Topografi/Peta
Ahli Muda M.711000.004.01 Planimetri untuk Tahap Perencanaan Geometrik
Pengukuran Jalan
2 Jalan Mengelola Persiapan Pengukuran dan Pematokan
(M.711000.0 M.711000.005.01 (Stake Out) Pekerjaan Jalan Sesuai Desain
1) Geometrik
Mengelola Hasil Pengukuran dan Pematokan Stake
Out) Pekerjaan Jalan Sesuai Desain
M.711000.006.01
Geometrik di Lapangan (Pengukuran Profil
Memanjang dan Melintang)
Mengelola Hasil Pengukuran untuk Perhitungan
M.711000.007.01 Volume Hasil Pelaksanaan Pekerjaan Jalan pada
Setiap Tahap
Mengelola Hasil Pengukuran Bersama (Mutual
M.711000.008.01
Check) Sepanjang Trase Jalan yang Telah Dibangun
Mengelola Pelaporan Hasil Pekerjaan Pengukuran
M.711000.009.01
Jalan
Perancangan Umum Bangunan Jalan / Jaringan Jalan (Year Two Of The Program)
Menerapkan Peraturan Perundang-Undangan yang
F.421110.001.01 Terkait dengan Kegiatan Perencanaan Material
Jalan
Ahli Material
Menerapkan Sistem Manajemen Keselamatan dan
Jalan (325
Kesehatan Kerja (SMK3) dan Sistem Manajemen
3 Tahun F.421110.002.01
Lingkungan (SML) pada Kegiatan Perencanaan
2013/F.4211
Material Jalan
10)
F.421110.003.01 Melakukan Komunikasi di Tempat Kerja
Melakukan Pekerjaan Persiapan Dalam
F.421110.004.01
Perencanaan Material Jalan

Melakukan Identifikasi Material untuk
F.421110.005.01
Perencanaan Perkerasan Jalan
Melakukan Analisis Kebutuhan Material Jalan
F.421110.006.01 Perkerasan Lentur (Flexibel Pavement) Yang
Direncanakan
Melakukan Analisis Kebutuhan Material Jalan
F.421110.007.01 Perkerasan Kaku (Rigid Pavement) Yang
Direncanakan
Melakukan Analisis Kebutuhan Material Perkerasan
F.421110.008.01
Jalan Daur Ulang
F.421110.009.01 Membuat Laporan Perencanaan Material Jalan
Menerapkan Keselamatan dan Kesehatan Kerja
M.712020.001.01
dan Lingkungan (K3-L)
M.712020.002.01 Melakukan Persiapan Pengujian BetonAspal
Teknisi M.712020.003.01 Melakukan Pengujian Material Aspal
Laboratoriu M.712020.004.01 Melakukan Pengujian Material Agregat Kasar
m Beton M.712020.005.01 Melakukan Pengujian Material Agregat Halus
4
Aspal M.712020.006.01 Melakukan Pengujian Material Filler
(KEPMEN.19 M.712020.007.01 Membuat Formula Campuran Kerja Beton Aspal
6/2013) M.712020.008.01 Melakukan Pengujian Contoh Beton Aspal
M.712020.009.01 Hasil Penghamparan dan Pemadatan di Lapangan
Membuat Laporan Kegiatan PelaksanaanPengujian
M.712020.010.01
Beton Aspal
Melaksanakan Perundanganundangan dan / atau
ketentuan Usaha Jasa Konstruksi (UUJK),Sistim
SPL.QS01.001.00 Manajemen Keselamatan Kerja Kesehatan dan
Lingkungan (SMK3L) dan Kode Etik Profesi Quantity
Surveyor
SPL.QS02.001.00 Membuat Studi Biaya dan Solusi Alternatif
Mengerjakan Rencana Anggaran (Cost Plan)
QS Engineer
Berdasarkan Gambar Desain Tahap Skematik dan
(006 Tahun SPL.QS02.002.00
Tahap Pengembangan Desain (Design
5 2011 (
Development)
F4500014V01
Membuat Rencana Anggaran Final (Owner
)) SPL.QS02.003.00
Estimate)
Menghitung Bills of Quantities (BQ) berdasarkan
SPL.QS02.004.00
SMM (Standard Method of Measurement)
SPL.QS02.005.00 Mengerjakan Dokumen Tender / Penawaran
SPL.QS02.006.00 Membuat Dokumen Kontrak
Mengerjakan Penilaian Progres Pekerjaan Secara
SPL.QS02.007.00
Berkala (Interim Valuation)

Menghitung Perubahan Pekerjaan (pekerjaan
SPL.QS02.008.00
tambah-kurang)
Mengerjakan Laporan Keuangan Secara Berkala
SPL.QS02.009.00
(Cost Report)
SPL.QS02.010.00 Mengerjakan Perhitungan Akhir (Final Account)
Memroses Analisis Biaya Konstruksi / Feedback
SPL.QS03.001.00
Cost data (Cost Analysis)
INA.5211.113.01.0 Menerapkan ketentuan UUJK
7
INA.5211.113.02.0 Melakukan pemutakhiran data dasar jaringan jalan
7
INA.5211.113.03.0 Melakukan survai lalu lintas untuk keperluan
Ahli 7 planning dan programming penanganan jalan
Perencanaan Melakukan survai data kondisi jalan dan koordinasi
INA.5211.113.04.0
6 Umum Jalan pengumpulan data jembatan untuk keperluan
7
(INA.5211.11 planning dan programming penanganan jalan
3.01) Membuat analisis jaringan jalan dengan
INA.5211.113.05.0 menggunakan prinsip-prinsip teknik dan ekonomi
7 untuk keperluan planning dan programming
penanganan jalan
INA.5211.113.06.0 Membuat laporan perencanaan umum jaringan
7 jalan
INA.5211.113.05.0 Menerapkan UUJK, K3 dan ketentuan
1.07 pengendalian lingkungan kerja.
Melakukan desk study dan mengkoordinir survai
INA.5211.113.05.0
pendahuluan dalam rangka penyelidikan tanah
Soil 2.07
untuk badan jalan
Mechanics of
INA.5211.113.05.0 Membuat rencana kerja penyelidikan tanah untuk
Road
3.07 badan jalan
7 Construction
Melakukan pengendalian pekerjaan pengujian
Engineer INA.5211.113.05.0
mekanika tanah di lapangan dan di laboratorium
(INA.5211.11 4.07
untuk badan jalan
3.05)
INA.5211.113.05.0 Membuat analisis dan interpretasi hasil
5.07 penyelidikan tanah untuk badan jalan
INA.5211.113.05.0 Membuat laporan hasil penyelidikan tanah untuk
6.07 badan jalan.
Ahli Menerapkan Sistem Manajemen Keselamatan
SPL.KS13.111.01
Perencana Kesehatan Kerja dan Lingkungan (SMK3L).
8 Pondasi Mengidentifikasi Hasil Perhitungan Beban Struktur
SPL.KS23.111.01
(KEP.277/ME Atas.
N/XII/2010) SPL.KS23.112.01 Melakukan Survei Lapangan.


Menentukan Pengujian Lapangan dan
SPL.KS23.113.01
Laboratorium.
SPL.KS23.114.01 Membuat Detail Engineering Design (DED) Pondasi.
SPL.KS23.115.01 Membuat Gambar Rencana Pondasi.
SPL.KS23.116.01 Menyusun Spesifikasi Teknis.
SPL.KS23.117.01 Membuat Laporan Perencanaan Pondasi
SPL.KS23.118.01 Membuat Alternatif Jenis Pondasi
Pelaksanaan, Perawatan, dan Perbaikan Bangunan Jalan dan Jembatan (Year Three of the
Program)
Menerapkan Ketentuan Undang-Undang Jasa
F.421110.001.02
Konstruksi (UUJK) Dan Etika Profesi
Menerapkan Sistem Manajemen Keselamatan Dan
F.421110.002.02
Kesehatan Kerja Di Bidang Konstruksi
INA.5220.213.06.0 Menerapkan ketentuan peraturan perundang-
1.05 undangan tentang dan terkait k3 konstruksi
INA.5220.213.06.0 mengkaji dokumen kontrak dan metoda kerja
2.05 pelaksanaan konstruksi
INA.5220.213.06.0 merencanakan dan menyusun program K3
3.05
INA.5220.213.06.0 Membuat prosedur kerja dan instruksi kerja
Manajer
4.05 penerapan ketentuan K3
Pelaksanaan
Melakukan sosialisasi, penerapan dan pengawasan
Lapangan INA.5220.213.06.0
pelaksanaan program, prosedur kerja dan instruksi
Pekerjaan 5.05
kerja K3
Jalan/Jemb
Melakukan evaluasi dan membuat laporan
9 (371 Tahun INA.5220.213.06.0
penerapan SMK3 dan pedoman teknis K3
2013/ 6.05
konstruksi
F.421110.02
INA.5220.213.06.0 Mengusulkan perbaikan metoda kerja pelaksanaan
dan KEP.350
7.05 K3 berbasis konstruksi jika diperlukan
/MEN/IX/20
INA.5220.213.06.0 Melakukan penanganan kecelakaan kerja dan
14)
8.05 penyakit akibat kerja serta keadaaan darurat
Menerapkan Pengendalian Dampak Lingkungan
F.421110.003.02
Dan Pengaturan Lalu Lintas
Mengendalikan Aspek Teknis Pelaksanaan
F.421110.004.02
Pekerjaan
F.421110.005.02 Mengendalikan Peralatan Dan Logistik
F.421110.00602 Mengendalikan Pelaksanaan Pekerjaan Jalan
Menerapkan Keselamatan dan Kesehatan Kerja
F.421110.001.04
dan Lingkungan (K3-L)
Menerapkan Komunikasi Dan Kerjasama Ditempat
F.421110.002.04
Kerja


F.421110.003.04 Melaksanakan Pekerjaan Drainase
F.421110.004.04 Melaksanakan Pekerjaan Tanah
F.421110.005.04 Melaksanakan Pekerjaan Perkerasan Berbutir
F.421110.006.04 Melaksanakan Pekerjaan Perkerasan Aspal
F.421110.007.04 Melaksanakan Pekerjaan Perkerasan Beton Semen
F.421110.008.04 Melaksanakan Pekerjaan Pelengkap Jalan
Menerapkan Ketentuan Tentang Kegagalan
SPL.KS11.221.00
Bangunan dan Konstruksi
Melaksanakan Sistem Manajemen Keselamatan
SPL.KS11.222.00
Dan Kesehatan Kerja Secara Konsisten.
Melaksanakan pekerjaan berdasarkan prosedur
SPL.KS21.221.00
manajemen konstruksi
Menyediakan data untuk pembuatan gambar kerja
SPL.KS21.222.00
pelaksanaan perkerasan jalan beton
Menerapkan Spesifikasi teknik untuk pelaksanaan
SPL.KS21.223.00
perkerasan jalan beton
SPL.KS21.224.00 Melaksanakan pekerjaan perkerasan jalan beton
Melaksanakan pengendalian mutu dan waktu
SPL.KS21.225.00
dalam pelaksanaan perkerasan jalan beton
Melaksanakan pengendalian pencemaran
SPL.KS21.226.00
lingkungan dan pengaturan lalu lintas
Melaksanakan pengukuran dan perhitungan hasil
SPL.KS21.227.00
pekerjaan pelaksanaan perkerasan jalan beton
Membuat laporan pelaksanaan perkerasan jalan
SPL.KS21.228.00
beton
Mengelola Administrasi Dan Keuangan Pekerjaan
F.421110.008.02
Jalan/Jembatan
Menerapkan Peraturan Perundang-Undangan yang
F.421110.001.01 Terkait dengan Kegiatan Perencanaan Keselamatan
Jalan
Ahli Menerapkan Sistem Manajemen Keselamatan dan
Keselamatan Kesehatan Kerja (SMK3) dan Sistem Manajemen
F.421110.002.01
Jalan (324 Lingkungan (SML) pada Kegiatan Perencanaan
10
Tahun Keselamatan Jalan
2013/F.4211 F.421110.003.01 Melakukan Komunikasi di Tempat Kerja
10) Melakukan Inventarisasi Data Lokasi Rawan
Kecelakaan, Tingkat Kecelakaan Lalulintas dan
F.421110.004.01
Kondisi Jalan dan/atau Data Perencanaan Teknis
Jalan Baru


Menganalisis Data Lokasi Rawan Kecelakaan,
F.421110.005.01 Tingkat Kecelakaan Lalulintas, dan Kondisi Jalan
dan/atau Data Perencanaan Teknis Jalan Baru
Mengevaluasi Hasil Survei Teknis Yang Dilakukan di
F.421110.006.01
Lokasi Rawan Kecelakaan
Membuat Rekomendasi Perbaikan Perencanaan
F.421110.007.01
Teknis Jalan
F.421110.008.01 Membuat Laporan Akhir
Menerapkan ketentuan UUJK, mengawasi
INA.5212.212.20.0
penerapan K3 dan memantau lingkungan selama
1.06
pelaksanaan pekerjaan jembatan
Melakukan survey lapangan untuk memastikan
INA.5212.212.20.0
kesesuaian gambar rencana dengan lokasi
2.06
jembatan di lapangan
Melakukan koordinasi dengan petugas / teknisi
laboratorium di lapangan dalam rangka pengujian
INA.5212.212.20.0
tanah dan material untuk pekerjaan pondasi,
3.06
pekerjaan bangunan bawah dan pekerjaan
bangunan atas
Ahli Struktur Menyusun detail jadwal pelaksanaan pekerjaan
INA.5212.212.20.0
Konstruksi struktur jembatan sesuai dengan urutan
4.06
11 Jembatan pelaksanaannya
(INA.5212.21 Meneliti kesesuaian gambar kerja dengan metode
INA.5212.212.20.0
2.212.20) pelaksanaan yang akan digunakan dalam upaya
5.06
memenuhi spesifikasi yang telah ditetapkan
Menyiapkan perhitungan volume pekerjaan,
INA.5212.212.20.0 penggunaan peralatan, material dan tenaga kerja
6.06 yang diperlukan untuk kepentingan pelaksanaan
pekerjaan
Memecahkan permasalahan konstruksi yang
INA.5212.212.20.0
mungkin timbul sesuai denga metode pelaksanaan
7.06
selama pekerjaan berjalan
Mengorganisasi alat, bahan dan tenaga pekerjaan
INA.5212.212.20.0
struktur jembatan dan membuat laporan
8.06
pelaksanaan
Menerapkan Peraturan Perundang-undangan Jasa
Quality
Konstruksi, Sistem Manajemen Keselamatan dan
Engineer M.711000.001.01
Kesehatan Kerja (SMK3) serta Pengendalian
12 KEPMEN
Lingkungan Kerja dan Mutu
NO.333/2013
Mengkaji Ruang Lingkup Pekerjaan, Spesifikasi dan
) M.711000.002.01
Metoda Pelaksanaannya


Membuat Rencana Pencapaian Mutu Pelaksanaan
M.711000.003.01
Konstruksi
Mengendalikan Mutu Bahan/Material dan Bahan
M.711000.004.01
Olahan/Prabikasi
M.711000.005.01 Mengendalikan Mutu Kapasitas Peralatan
Mengendalikan Mutu dalam Proses Pelaksanaan
M.711000.006.01
Konstruksi
M.711000.007.01 Membuat Laporan Hasil Pengendalian Mutu
Menerapkan Sistem Manajemen Keselamatan dan
M.711000.001.01 Kesehatan Kerja (SMK3) dan Lingkungan di Tempat
Kerja
M.711000.002.01 Melaksanakan Komunikasi dengan Pihak Terkait
Quality
Menyusun Rencana Mutu Kegiatan Sesuai Kontrak
Assurance M.711000.003.01
(Quality Plan)
Engineer
13 Menyosialisasikan Manual Mutu, Prosedur dan
(KEPMEN M.711000.004.01
Instruksi Kerja
NO.387/2013
M.711000.005.01 Melakukan Pengendalian Mutu
)
Material dan Hasil Pekerjaan Sesuai Spesifikasi
M.711000.006.01
Teknik
M.711000.007.01 Melakukan Kaji Ulang Pelaksanaan Jaminan Mutu
M.711000.008.01 Menyusun Laporan
Menerapkan Peraturan PerundangUndangan dan
Sistem Manajemen Keselamatan dan Kesehatan
F.421110.001.01
Kerja dan Lingkungan (SMK3-L) pada Kegiatan
Pemeliharaan Jalan dan Jembatan
Ahli F.421110.002.01 Melakukan Komunikasi di Tempat Kerja
Pemeliharaa Melakukan Inventarisasi Data Kinerja Jalan, Kinerja
n Jalan dan F.421110.003.01 Jembatan, Perlengkapan Jalan dan Perlengkapan
14
Jembatan Jembatan
(112 Tahun Menganalisis Hasil Inventarisasi Data Kinerja Jalan,
2015) F.421110.004.01 Kinerja Jembatan, Perlengkapan Jalan dan
Perlengkapan Jembatan
F.421110.005.01 Membuat Rencana Pelaksanaan Pemeliharaan
Membuat Laporan Akhir Rencana Pelaksanaan
F.421110.006.01
Pemeliharaan
Pelaksana
Pemeliharaa F.421120.001.01
15 n Jembatan
Pemeliharaan Jembatan
(KEPMEN
F.421120.002.01 Melakukan Komunikasi di Tempat Kerja
NO.94/2015)
F.421120.003.01 Melaksanakan Pekerjaan Persiapan Pemeliharaan

Jembatan
F.421120.004.01 Melakukan Survei Lapangan
Membuat Rencana Pelaksanaan Pemeliharaan
F.421120.005.01
Jembatan
F.421120.006.01 Melaksanakan Pekerjaan Pemeliharaan Jembatan
F.421120.007.01 Membuat Jembatan Sementara
F.421120.008.01 Melakukan Perbaikan Komponen Jembatan
Membuat Laporan Akhir Pekerjaan Pemeliharaan
F.421120.009.01
Jembatan
Perancangan Bangunan Jalan dan Jembatan (Year Four of the Program)
INA.5211.312.28.0 Melakukan persiapan perencanaan jalan
1.05
INA.5211.312.28.0 Melakukan koordinasi survei (pengumpulan data
2.05 primer)
Ahli Desain Mengkoordinasikan perencanaan drainase,
Jalan INA.5211.312.28.0 bangunan pelengkap jalan, perlengkapan jalan,
16
(INA.5211.31 3.05 rekayasa lalu lintas, rekayasa geoteknik dan
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4.05
INA.5211.312.28.0 Melakukan perencanaan geometri jalan
5.05
INA.5212.113.01.0 Menerapkan ketentuan Undang-Undang Jasa
1.07 Konstruksi (UUJK)
INA.5212.113.01.0 Melakukan koordinasi untuk pengumpulan dan
2.07 penggunaan data teknis
Merencanakan bangunan atas jembatan dan atau
Ahli INA.5212.113.01.0
menerapkan standar-standar perencanaan teknis
Perencanaan 3.07
jembatan
Teknis
17 INA.5212.113.01.0 Merencanakan bangunan bawah jembatan
Jembatan
4.07
(INA.5212.11
INA.5212.113.01.0 Merencanakan pondasi jembatan
3)
5.07
INA.5212.113.01.0 Merencanakan optrit (jalan pendekat) , bangunan
6.07 pelengkap dan pengaman jembatan
INA.5212.113.01.0 Membuat laporan perencanaan teknis jembatan
7.07
Ahli Muda Menerapkan Peraturan dan PerUndangUndangan
Perencana yang Terkait Jasa Konstruksi dan Sistem
18 F.410200.001.01
Beton Manajemen Keselamatan dan Kesehatan Kerja dan
Pracetak Lingkungan (SMK3L)

Untuk Melakukan Pekerjaan Persiapan Perencanaan
F.410200.002.01
Struktur Beton Pracetak
Jembatan Melakukan Perencanaan Komponen Beton
F.410200.003.01
Pracetak untuk Struktur JEMBATAN
Menerapkan Parameter Standar Penggambaran
F.410200.004.01
Pabrikasi Beton Pracetak
Menyusun Spesifikasi Teknis Pekerjaan Beton
F.410200.005.01
Pracetak
Membuat Rencana Anggaran Biaya Komponen
F.410200.006.01
Beton Pracetak untuk Struktur JEMBATAN
Melakukan Pengawasan Produksi Komponen
F.410200.007.01
Struktur Beton Pracetak
Menyusun Laporan Perencanaan Komponen Beton
F.410200.008.01
Pracetak untuk Struktur JEMBATAN
Menggunakan Program Aplikasi Komputer
F.410200.009.01
Perhitungan Struktur Beton Pracetak.
Menerapkan Peraturan PerundangUndangan,
F.421120.001.01 Kerja (SMK3) dan Sistem Manajemen Lingkungan
(SML) pada Kegiatan Perencanaan Jembatan
Ahli Rangka Baja
Perencanaan F.421120.002.01 Melakukan Komunikasi di Tempat Kerja
Jembatan
19 F.421120.003.01 Melaksanakan Pekerjaan Persiapan
Rangka Baja
Membuat Pra Desain (Preliminary Design)
(130 Tahun F.421120.004.01
Jembatan Rangka Baja
2015)
Merencanakan Struktur Atas Jembatan Rangka
F.421120.005.01
Baja
F.421120.006.01 Menyiapkan Dokumen Lelang
F.421120.007.01 Membuat Laporan Akhir
F.421120.001.01
Ahli Rehabilitasi Jembatan
Rehabilitasi F.421120.002.01 Melakukan Komunikasi di Tempat Kerja
Jembatan Melakukan Pekerjaan Persiapan Rehabilitasi
20 F.421120.031.01
(KEPMEN no. Jembatan
93 tahun F.421120.004.01 Melakukan Pemeriksaan Kerusakan Jembatan
2015) F.421120.005.01 Melakukan Analisis Kerusakan Jembatan
Membuat Rencana PelaksanaanRehabilitasi
F.421120.006.01
Jembatan
F.421120.007.01 Melaksanakan Pekerjaan Rehabilitasi Jembatan

Membuat Laporan Rekomendasi Pelaksanaan
F.421120.008.01
Rehabilitasi Jembatan
Menerapkan Peraturan PerundangUndangan
Terkait Pekerjaan Konstruksi,Sistem Manajemen
M.702091.001.01
Mutu (SMM) dan Sistem Manajemen Keselamatan
dan Kesehatan Kerja serta Lingkungan (SMK3L)
M.702091.002.01 Melakukan Komunikasi di Tempat Kerja
Ahli
M.702091.003.01 Melakukan Orientasi Pekerjaan
Rekayasa
21 M.702091.004.01 Mengidentifikasi Informasi Pekerjaan Konstruksi
Nilai (Value
Melakukan Kajian Function Analysis System Tasking
Engineering) M.702091.005.01
(FAST)
Mengevaluasi Fungsi dan Biaya Setiap Alternatif
M.702091.006.01
Keluaran
M.702091.007.01 Membuat Laporan Value Engineering
M.702091.008.01 Melakukan Audit Pelaksanaan Value Engineering

CRITERION IV
GLOSSARY OF ACRONYMS/ABBREVIATIONS IN CRITERION IV
AMS ASEAN Member State

Kualifikasi ASEAN)
IIAHHE/LAM-PTKes Independent Institute for Accreditation of Health Higher Education
(Lembaga Akreditasi Mandiri -Pendidikan Tinggi Kesehatan)
IQAE/LPMP Institute of Quality Assurance in Education (Lembaga Penjaminan
Mutu Pendidikan)
Nasional Indonesia)
IQF STRUCTURE AND COMPARISON TO THE AQRF
The Indonesian Qualification Framework (IQF) has been established through several formal
regulations as follows:
1. Presidential Regulation 8 of 2012 on the IQF
2. Regulation of the Minister of Education and Culture 73 of 2013 on Implementation of the IQF for
Higher Education
3. Regulation of the Minister of Manpower 21 of 2014 on Guidelines in Implementing the IQF
The procedure of comparing, associating, linking, equating or equaling descriptors IQF with level
descriptors of the AQRF is carried though a robust and transparent by professional judgements. The
process was conducted by using best-fit method, with the following procedures:
1. Align the four domains of IQF to the two domains of AQRF by examining the aspect of cognitive,
affective and psycho-motorics implied in the descriptors of the respective domains.
2. Exclude the moral and ethics domain from the level linking process, because this domain is not
leveled in the IQF.
3. Link the IQF levels to the AQRF levels by:
a. Comparing the aligned domains side by side for all levels;
b. Matching explicit keywords;

c. Deducing the implicit competences; and

d. Decide the equivalent level between the IQF and the AQRF.
4. Review the linking of levels by exercising the actual implementation on the educational and
professional fields.
The above procedure is seemingly an administrative process and desk analyses of the descriptors.
Therefore, in order to fulfil a robust procedure, information in this criterion should not be treated as
an independent chapter, but need to be meticulously linked with information in the Criteria III, IV
and V, particularly evidence to support qualifications’ inclusion in the IQF and quality assurance in
awarding the qualifications. Whilst the requirement to be a transparent procedure is fulfilled by
desiminating, soliciting inputs, and focused group discussion amongs relevant stakeholders, as
mentioned in Criteria II and VII.
The best fit-in analyses were conducted by experts from universities, professional societies,
goverment leaders, who have in-depth knowledge on the implementation of the IQF in various
sectors both nationally and internationally, as well as understanding of the quality assurance system
in education, training and work experiences, and a comprehensive and integrative insight into
Indonesian human resources development.
4.1. Best Fit in Domain Analysis
In line with the fundamental state ideology and in harmony with the culture of Indonesian people,
the IQF embraces the process of emergent character and identity of Indonesian people by defining
four domains and nine competence levels. The IQF domains are (1) Moral and Ethics, (2) Knowledge
Comprehensions, (3) Working Responsibility and Accountability, and (4) Working Skills. Meanwhile,
the AQRF defines eight competence levels within two domains, which are (1) Knowledge and Skills
and (2) Application and Responsibility. The referencing process of IQF into the AQRF was conducted
using the Best Fit-In method. Firstly, the IQF domains are aligned with the AQRF domains as
illustrated in Exhibit .
IQF Domains AQRF Domains
Knowledge Working
Knowledge &
Comprehensions Skills Skills
Moral Working Application &

& Ethics Responsibility &
Referencing Responsibility
Accountability
Or
Aligning
Exhibit 0.1. The alignment of four domains of IQF with the two domains of AQRF.

The alignment between the IQF domains and the AQRF domains is examined side by side in the
following table.
Table 0.1. The Alignment of IQF Domains into AQRF Domains.
IQF Domains Descriptions AQRF Domain Descriptions

Moral and ethics is a general description The Application and Responsibility
describing characteristics, personalities, domain defines the context in which
1 working attitude, ethics, and morality of the knowledge and skills are used in
every Indonesian human being and applied practice; as well as the level of
to every level. A independence including the capacity
Working Responsibility & Accountability to make decisions and the
formulate individual’s management skills, responsibility for oneself and others.
2
attitudes and responsibility as well as
autonomy required in carrying out a job.
Knowledge comprehensions reflect the The Knowledge and Skills domain
breadth, depth and complexity of a given includes the various kinds of
3 science or knowledge that should be knowledge such as facts and theories
comprehended by individuals in as well as the skills used, such as
undertaking a job. practical and cognitive skills.
Working skills comprise the individual’s
competence in undertaking specific or array B
of tasks covered or obliged in a certain job
level and capacity to select and apply
4
methods and knowledge is competence of
individuals to utilize science, knowledge,
know-how, and methods in carrying out a
given task or job.
The alignment shows that the four domains of IQF almost perfectly matched with the two domains
of AQRF. Thus, the AQRF’s knowledge and skills domain (B) is closely equaled by the IQF’s knowledge
comprehensions (3) and working skills (4) domains. Meanwhile, the AQRF’s application and
responsibility domain (A) is closely similar to the IQF’s responsibility and accountability domains (1
and 2), although from different perspectives. In this case, the AQRF concerns about the process
(application), while the IQF expects the result (accountability). The notably addition is, the IQF
explicitly stated the domain of moral and ethics domain (1), because this domain is an embodiment
of Indonesian. The AQRF allows such specific inclusion since ethical competence is valued by ASEAN
member states for enhancing the capacity of people to gain other competence.
4.2. Best Fit in Level Alignment Analysis
The definition of IQF leveling was formally stated in Presidential Regulation on the IQF. It declares
that the moral and ethics domain is essential for all people regardless the education and working
experiences, thus does not need leveling. It is elaborated into the following competences:

Moral and Ethics Competences

1. To have faith in God Almighty.
2. To have good morals, ethics and personality in completing their
duties.
3. To act as a proud citizen and love for the country and supporting
world peace.
4. Able to work together and have social sensitivity and high concern
for the community and the environment.
5. Respect the diversity of cultures, views, beliefs, and religions and
other people's original opinions / findings.
6. Uphold the rule of law and have the spirit to prioritize the interests
of the nation and the wider community.
Except for the aforementioned moral and ethics aspect, the IQF defines 9 levels for the other three
domains which can be aligned into the 8 levels of AQRF as illustrated in Exhibit 1.5. and reposted
again in this part. The red and blue arrows indicate the weight proportion of the IQF and AQRF
description respectively. The longer the red arrow, the more dominat IQF is compared to the AQRF;
and vice versa if the blue arrow is longer. The above mentioned is factually describing the best fit-in
method utilized in comparing, associating, linking, equating or equaling descriptors IQF and AQRF.
IX VIII
VIII VII
VII VI
VI V
V IV
INDONESIAN ASEAN
QUALIFICATIONS QUALIFICATIONS
FRAMEWORK VI REFERENCE
(IQF) III FRAMEWORK
III
II II
I I
(Repost of) Exhibit 1.5. The Illustration of level descriptors allignment between IQF and AQRF.
In general, only two levels are equivalent between IQF and AQRF, in which IQF level six equals to
AQRF level five and IQF level seven equal to AQRF level six. Above that common levels, level eight
and level nine of IQF are comparable to level seven and level eight of AQRF respectively, with little
difference since the AQRF scope is fuller than IQF. The AQRF describes the accountability and

responsibility person with qualifications of VII and VIII is sounder comparing the respective
qualifications of level VIII and IX of IQF.
On the other side, the IQF level five has greater scope compared to AQRF level four. Below that,
there are significant differences among lower levels. As can be seen in Exhibit 1.5, the IQF level III
and IV should be combined to be aligned into AQRF level III. Similarly, the IQF levels II and I are
aligned together to AQRF level two. Then, level one of AQRF does not match with any level of IQF.
The detailed comparison of each level and the respective domains are given in Tables 4.2 to 4.8.
Table 0.2. The IQF Level IX Compared to AQRF Level VIII
IQF Level AQRF Level

Level Domain Description Level Domain Description
IX 3 Capable of organizing, VIII B  Require authoritative and
leading and cultivating expert judgment in
research and development management of research or
useful to science and an organization and
valuable to human significant responsibility for
civilization as well as obtain extending professional
national and international knowledge and practice and
recognition. creation of new ideas and or
processes.
2 Capable of cultivating new B  are highly specialized and
knowledge, technology, complex involving the
or/and art within her/his development and testing of
expertise's or professional new theories and new
domain through research; solutions to resolve complex,
producing creative, original abstract issues
and reputable creations. A  is at the most advanced and
4 Capable of solving science, specialized level and at the
technology or/and art frontier of a field
problems within her/his  involve independent and
scientific expertise through original thinking and
inter-, multi- and trans- research, resulting in the
discipline approach. creation of new knowledge or
practice.
Analysis
From AQRF perspective, this level seems associated with a doctoral degree education, in which a
person is expected to conduct an emerging scientific research, however although the nature of level
qualifications is closely relevant, such qualifications can be achieved through various pathways in IQF
perspective. Some people in Indonesia who does not have a formal higher education degree,
conducted research or innovative invention that can solve complex problem or even an abstract
issue.

By comparing the domain 3 of IQF to the B domain of AQRF, it can be seen that the qualifications of
IQF level IX which capable of organizing, leading and cultivating research and development useful to
science and valuable to human civilization is comparable to undertake authoritative and expert
judgment in management of research or an organization. The rest of domain B of AQRF appears on
domain 2 and 4. The IQF domain 2 and 4 also are well within the AQRF domain A. Therefore, it can
be said that the IQF level IX is equivalent with the AQRF level VIII.
Table 0.3. The IQF Level VIII Compared to AQRF Level VII

VIII 3 Capable of organizing VII B  Require expert judgement
research and development and significant
useful to science and society responsibility for
as well as obtaining national professional knowledge,
and international practice and management.
recognitions.
2 Capable of developing B  are complex and
knowledge, technology, unpredictable and involve
or/and art within her/his the development and
expertise's or professional testing of innovative
domain through research; solutions to resolve issues
producing innovative and
reputable creations. A  is at the forefront of a field
4 Capable of solving science, and show mastery of a
technology or/and art body of knowledge
problems within her/his  Involve critical and
scientific expertise through independent thinking as
inter- or multi-discipline the basis for research to
approaches. extend or redefine
knowledge or practice.
Analysis
This level associated with a person expected to conduct professional tasks are including specialist, or
director of a company, an exhibit mastery in his or her knowledge comprehension. The IQF domain 2
is reflected in part of domain B which in undertaking a task (organizing research and development
useful to society that can obtain international recognitions); a person should require expert
judgement and significant responsibility for professional knowledge, practice and management.
The rest of AQRF domain B and all descriptions in domain A are within IQF domains 2 and 4.
Therefore, the IQF level VIII can be justifiably linked to the AQRF level VII.
Table 0.4. The IQF Level VII Compared to AQRF Level VI


VII 3 Capable of carrying out VI B  are complex and changing
planning and managing  Require initiative and
resources under her/his adaptability as well as
responsibility and strategies to improve
comprehensively evaluate activities and to solve
her/his performance by using complex and abstract
science, technology and art to issues.
establish the organization's
strategic developmental steps.
2 Capable of carrying out A  is specialized technical
research and take strategic and theoretical within a
decisions with accountability specific field
and full responsibility on all  Involve critical and
aspects under her/his analytical thinking.
expertise's domain.
4 Capable of solving science,
technology or/and art
problems within her/his
scientific expertise through
mono-discipline approach.
Analysis
The IQF level VII is thoroughly matched the AQRF level VI by carefully compared all key words and
their contextual utilization in the work places, as follows:
Capable of carrying out planning and managing  are complex and changing
resources under her/his responsibility and  require initiative and adaptability as well as
comprehensively evaluate her/his performance strategies to improve activities and to solve
by using science, technology and art to complex and abstract issues
establish the organization's strategic  is specialized technical and theoretical
developmental steps. within a specific field
 involve critical and analytical thinking
Capable of carrying out research and take  are complex and changing
strategic decisions with accountability and full  require initiative and adaptability as well as
responsibility on all aspects under her/his strategies to improve activities and to solve
expertise's domain. complex and abstract issues
 is specialized technical and theoretical
within a specific field
Capable of solving science, technology or/and  are complex and changing

art problems within her/his scientific expertise  require initiative and adaptability as well as
through mono-discipline approach. strategies to improve activities and to solve
complex and abstract issues
 is specialized technical and theoretical
within a specific field
Table 0.5. The IQF Level VI Compared to AQRF Level V

VI 3  Capable of taking strategic V B  are often subject to
decisions based on information change
and data analysis and provide  Involve independent
direction in choosing several evaluation of activities
alternative solutions. to resolve complex
 Responsible for her/his own job and sometimes
and can be assigned abstract issues
responsibility of the attainment
of organization's performances.
2 Mastering in-depth general and A  is detailed technical
specific theoretical concepts of and theoretical
specific knowledge and capable of knowledge of a
formulating related problem- general field
solving procedures.  involve analytical
4 Capable of applying science, thinking
technology and art within her/his
expertise and is adaptable to
various situations faced during
solving a problem.
Analysis
Among the other levels, the IQF level VI is the pivotal link to the AQRF level V, as statements from
IQF and AQRF use the same keywords and both imply that the qualified person should be able to
independently understand the problems, find the optimal solution, and then if necessary, lead other
people to accomplished targeted organization’s performance.
 Capable of taking strategic decisions based  is detailed technical and theoretical

on information and data analysis and provide knowledge of a general field
direction in choosing several alternative  involve analytical thinking
solutions.  are often subject to change
 Responsible for her/his own job and can be  involve independent evaluation of
assigned responsibility of the attainment of activities to resolve complex and
organization's performances. sometimes abstract issues

Mastering in-depth general and specific  is detailed technical and theoretical

theoretical concepts of specific knowledge and knowledge of a general field
capable of formulating related problem-solving  involve analytical thinking
procedures.  are often subject to change
 involve independent evaluation of
activities to resolve complex and
sometimes abstract issues.
Capable of applying science, technology and art  is detailed technical and theoretical
within her/his expertise and is adaptable to knowledge of a general field
various situations faced during solving a  involve analytical thinking
problem.  are often subject to change
 involve independent evaluation of
activities to resolve complex and
sometimes abstract issues.
Table 0.6. The IQF Level V Compared to AQRF Level IV

V 3  Possess capacity to IV B  are generally predictable
manage team work and but subject to change
construct comprehensive  Involve broad guidance
written reports. requiring some self-
 Responsible for her/his direction, and coordination
own job and can be to resolve unfamiliar issues.
assigned responsibility of
the attainment of team
work performances.
2 Mastering general A  is technical and theoretical
theoretical concepts of a with general coverage of a
specific knowledge and field
capable of formulating  Involve adapting processes.
related problem-solving
procedures.
4 Capable of completing wide
coverage job tasks, choosing
appropriate methods from a
variety of undefined and
defined selections by
analyzing data and


demonstrating performance
with measurable quality.
Analysis
This level appears representing the senior supervisors in professional field which capability of man
and project management while having in- depth technical knowledge and or broad insight. In this
case, the description of IQF level V shows higher competences as well as knowledge comprehension
than the respective AQRF level IV, as highlighted key words in the above table. For instance, it
specifically explicit requirement of managing and writing report capabilities.
Table 0.7. The IQF Level IV and III Compared to AQRF Level III
IQF Levels AQRF Levels

IV 3  Capable of cooperating and III B  are stable with
performing good communication, some aspects
construct written reports within subject to change
limited scope and demonstrate  Involve general
initiative. guidance and
 Responsible for her/his own job and require judgement
can be assigned responsibility of and planning to
other person's performances. resolve some issues
independently.
2 Mastering several basic principles of A  includes general
specific know-how and capable of principles and some
aligning them with factual problems conceptual aspects
within her/his job coverage.  involve selecting
4 Capable of carrying out tasks with a and applying basic
wide scope as well as specific tasks by methods, tools,
analyzing limited information, able to materials and
select a correct method from several information
standardized choices, and capable of
demonstrating performance with
measurable quality and quantity.
III 3  Capable of cooperating and III B  are stable with
performing good communication some aspects
skills within her/his job coverage. subject to change
 Responsible for her/his own job and  Involve general
can be assigned responsibility of guidance and
other person's performances, both require judgement
in quantity and quality. and planning to
resolve some issues

IQF Levels AQRF Levels

independently.
2 Possess complete operational A  includes general
knowledge, general principles and principles and some
concepts related to specific factual conceptual aspects
knowhow, and capable of completing a  involve selecting
variety of common problems using and applying basic
appropriate methods. methods, tools,
4 Capable of carrying out a series of materials and
specific tasks by translating information information
and using tools, based on a number of
working procedures, and capable of
demonstrating performance with
measurable quality in which some are
her/his own performances are under
indirect supervision.
Analysis
Partial description of IQF level IV, particularly in domain 3 and 4 shows higher competences as well as
knowledge comprehension than the respective AQRF level III, as highlighted key words in the above
table. For instance, the qualifications describe capability to analyze limited information and able to
select a correct method from several standardized choices. However, domain 2 of IQF descrtiption is
closely fit within description of AQRF level III.
Partial description of IQF level III, particularly in domain 3 represents the capability of cooperating
and performing good communication skills within her/his job coverage which is higher than
description of AQRF level III, nonetheless, the rest of domains 2 and 4 in the IQF level III have close
similarity with respected description of AQRF level III, as shown by underlined key words.
Therefore, using the best fit-in methods, it can be concluded that IQF Level IV and III ensemble in
level III of AQRF.
Table 0.8. The IQF Level II and I Compared to AQRF Level II and I

II 3 Responsible for her/his own job II B  involve structured
and can be assigned processes
responsibility in supervising  involve supervision and
other people some discretion for
judgment on resolving
familiar issues
2 Possess basic operational and A  is general and factual

factual knowledge, capable of  involve use of standard

choosing available solutions actions
suitable for commonly existing
problems
4 Capable of carrying out specific
tasks using tools, information
and commonly defined working
procedures, and demonstrate
performance with measurable
quality under direct supervision
of her/his supervisor.
I 3 Responsible only for her/his own II
job and not for another person's
job
2 Possess factual knowledge A  is general and factual
 involve use of standard
actions
4 Capable of carrying out simple B  involve structured

tasks with a limited range of processes
scope and routine attributes  involve supervision and
using tools, known methods and some discretion for
processes under supervision, judgment on resolving
monitoring and responsibility of familiar issues
her/his supervisor.
I B  involve structured routine
processes
 involve close levels of
support and supervision
A  is basic and general
 involve simple,
straightforward and
routine actions
Analysis
Description of all domains in IQF level II higher than description of AQRF level II, for instance the
capability of choosing available solutions which is above than competences to do structured process
in level II AQRF. Furthermore, capacity of carrying out specific tasks with demonstration of
measurable quality performance also shows higher working competences comparing description of
AQRF qualifications level II.
Description of IQF level I is very intently linked to the level II AQRF descriptor, and above that the
level I of AQRF, as shown by underlined key words. IQF domain 3 (Responsible only for her/his own
job and not for another person's job) is not described in the AQRF level II.

Based on the aforesaid best fit-in analyses, it can be concluded that IQF level I and II is linked to the
AQRF level II. There is no match for AQRF level I in the IQF.
4.3. Engendering the Mutual Trust
The four domains of IQF are well aligned into the four domains of AQRF. Moreover, the IQF has
properly defined moral and ethics domain, which is not explicitly stated by the AQRF, but it is
recommended to be detailed according to each country.
Meanwhile, the IQF defined 9 levels of qualifications which are equivalent into seven out of eight
AQRF levels, because the IQF level I is higher than the AQRF level I. Thus, Indonesian work forces can
be assumed to have this competence level by default. Meanwhile, for foreign people coming to
Indonesia should have at least the AQRF level II, which will be acknowledged as equal as IQF level II.
Therefore, this issue can be cleared, and no further work is needed by IQNC to be fully AQRF
compliance.
To engender mutual trust from other AMS in the matter of IQF impelemtation and its referencing
concequences, Indonesia has commited to improve significantly its education system and respected
quality assurance system, in accord with vision stated by the elected President for 2019 – 2025.

CRITERION V
GLOSSARY OF ACRONYMS/ABBREVIATIONS IN CRITERION V

Kualifikasi ASEAN)
Indonesia)
Kebudayaan)
NWTS/Sislatkernas National Work Training System (Sistem Pelatihan Kerja Nasional)

Pelatihan Kerja)
NATIONAL STANDARDS FOR THE IQF QUALIFICATIONS SYSTEM
Oxford dictionary defines standard as a measure of quality attainment; or agreed level of quality
attainment. Therefore, standard is imperative in assuring quality in attaining a certain level of
competency.
In measuring competency, standards are commonly defined as descriptors of the learning outcome.
In a quality assurance system, however, standards are needed not only limited for the learning
outcome, but also needed for outcomes at each stage of the learning process.
Process, stages, and standards, as illustrated in Exhibit 5.1, are required for the quality assurance
mechanism to implement at each stage. By using standards as reference, the deviation could be
carefully measured and used for improving the process.
PROCESS PROCESS PROCESS

INTERMEDIATE INTERMEDIATE FINAL RESULT
STAGE 1 STAGE 2 STAGE 3
RESULT RESULT (OUTCOME)
Exhibit 5.1. Required mechanism in quality assurance.
The process of education and training to achieve a certain competency could be divided into several
stages. A simple example is the process in formal education, e.g. 3 years Diploma. The graduate’
competence is demonstrated by relevant descriptors. In order to achieve the graduate’s
competences for a 3-year Diploma program, a set of required courses is defined. Each course has its
own learning outcome, whilst each topic supports one or more learning outcomes, and so on.
Nevertheless, the mechanism to identify the stages in a process of developing a competency is not
always as simple as that, particularly in the informal process, such as Recognition of Prior Learning
(RPL). To be able to identify the stages as well as intermediate outcomes, an intensive consultancy
with the relevant stakeholders is essential.
5.1. Defining Standards
Standards are set by the authority as mandated by the prevailing Law 20 of 2003 on the National
Education System and Article 52 paragraph (3) Law 12 of 2012 on Higher Education. Nonetheless, in
some specific cases such as competency-based training, standards are set based on agreement
between the training providers and the users or employers.

5.1.1. Standards in Formal Education
If qualifications are to be valued by the holders of qualifications (the graduates), the labor market
(employers of both professional and skilled human resources and labor unions), governments and
the community and have credibility internationally, a country needs a set of standards for its
qualifications that are nationally acceptable and can be translated internationally.
As mandated by the Law on the National Education System, the government has issued Government
Regulation 19 of 2005 on National Education Standards, establishing the Agency for National
Standards in Education or ANSE/BSNP (Badan Standar Nasional Pendidikan). ANSE is an independent
and professional with a mandate to develop the national standards of education, monitor and
evaluate its implementation. In 2015, the National Education Standards was amended by
Government Regulation 13 of 2015. Table 5.1 presents the standard set, the authority, and the
related regulation.
Table 5.1. List of Standard Set and its Respective Ministerial Regulation
Standards Authority Regulation/Year

National Standards for Content in Ministry of National Education 22/2016
Basic and Secondary Education
National Standards for Graduate Ministry of National Education 23/2016
Competences in Basic and Secondary
Education
National Standards for Vocational Ministry of Education and 34/2018
Secondary Schools Culture
National Standards for Second Chance Ministry of National Education 14/2007
Education
National Standards for Principals in Ministry of National Education 13/2007
National Standards for Administrative Ministry of National Education 24/2008
Staff in Basic and Secondary Education
National Standards for Librarians in Ministry of National Education 25/2008
National Standards for Laboratory Ministry of National Education 26/2008
Staff in Basic and Secondary Education
National Standards for Counselors in Ministry of National Education 111/2014
National Standards for Examiners in Ministry of National Education 40/2009
Vocational Education
National Standards for Instructors in Ministry of National Education 41/2009
Vocational Education
National Standards for Training Ministry of National Education 42/2009
Providers in Vocational Education
National Standards for Administrative Ministry of National Education 27/2008
Staff in Vocational Education

Standards Authority Regulation/Year

National Standards for Higher Ministry of Research, 44/2015
Education Technology, and Higher
Education
Amendment to the National Standards Ministry of Research, 50/2018
for Higher Education Technology, and Higher
Education
The national standard, which was developed by ANSE, is used as a national benchmark for quality in
the education process. Members of the ANSE are appointed by the Minister of Education and
Culture representing relevant stakeholders, i.e. school teachers, professors, experts in education,
industries, employers, and other concerned community. In developing the national standards, ANSE
intensively consulted relevant stakeholders, who are non ANSE members. The national standards set
by the Regulation of the Minister of National Education for basic and secondary education, as well as
for non-formal education.
The existing national standards focus too much attention to input and process, instead of output and
outcome. The qualification framework, on the other hand, focuses on descriptors for output and
outcome. Therefore, ANSE is currently in the process of revising the national standards to
accommodate this requirement.
Regulation of the Minister of Research, Technology, and Higher Education sets the standards for the
National Standards for Higher Education/Standar Nasional Pendidikan Tinggi (NSHE/SN-Dikti). These
standards were developed after issuance of Presidential Regulation 8 of 2012 on the Indonesian
Qualifications Framework/Kerangka Kompetensi Nasional Indonesia (IQF/KKNI), thus has already
shifted from standardizing input, process, output, but also focus on learning outcomes.
5.1.2. Standards in Non-Formal Education
Standards of competency in non-formal education comprise knowledge, skills, and attitudes. The
non- formal education uses the following three level standards of competency:
1. National standards:
a. Indonesian National Work Competency Standards/Standar Kompetensi Kerja Nasional
Indonesia (INWCS/SKKNI)6; or
b. Standards for Graduate Competences/Standar Kompetensi Lulusan (SGC/SKL)7;
2. International standard(s); and
3. Special standard(s).
The INWCS is a description of competences required by a person to be assigned in a particular

occupation, position, or job title, and is regulated under Regulation of the Minister of Manpower 2
of 2016 on Standardization System for National Work Competences and Regulation of the Minister
6
The guidelines stipulated by Regulation of the Minister of Manpower and Transmigration PER.21/MEN/X/2007 on
Guidelines in Establishing the Indonesian National Work Competency Standard (Standar Kompetensi Kerja Nasional
Indonesia), which was later revised by Regulation of the Minister of Manpower and Transmigration 8 of 2012.
7
As stipulated by Regulation of the Minister of Education and Culture.
of Manpower 3 of 2016 on Directions in Establishing INWCS. INWCS covers knowledge, skills, and
attitude, and shall be used as a national reference in developing a competency. INWCS could be
arranged in a package consisting of clusters of competences and/or units of competences (unit
kompetensi), occupancy, or job title (jabatan).
GCS are developed by ANSE and enacted by Regulations of the Minister of Education and Culture.
The descriptors used in these standards are similar with the descriptors used in INWCS, and refer to
the IQF levels of qualifications, international standards, as well as special standards. Regulations of
the Minister of Education and Culture 131 of 2014, 5 of 2016, 27 of 2017, and 11 of 2019 on
Standards of Graduate Competences govern 74 different fields in courses. From these 74 fields, to
date, 140 qualifications have been defined and enacted. National standards in other aspects, as
described in section 5.3.1, are also applied in trainings and courses conducted under the MoEC.
5.2. Benchmarking
National Standards are the minimum standards to be achieved. Therefore, each educational unit
could develop its own standards beyond the national standards. Benchmarking is the process of
comparing an organizational performance with the available best practices, which have been
implemented by other organizations considered as “better”. In this case, the national standards are
not used anymore as reference, since higher standards, i.e. international standards, are used
instead.
5.3. Setting Standards
The common understanding is that standards should be set by external parties. However internally
set standards are as important as the externally set standards, as described in the following sections.
5.3.1. Externally Set Standards
Standards in the Ministry of Education and Culture/Kementerian Pendidikan dan Kebudayaan

(MoEC/Kemendikbud) and the Ministry of Religious Affairs/Kementerian Agama (MoRA/Kemenag)
External quality assurance arrangements, robust enough to satisfy stakeholders and social partners,
are essential if confidence and trust in qualifications is to be established. External evaluation
requires standards set by external parties as stakeholders. The following standards are the core
framework of standards developed by the ANSE, as stipulated in Government Regulation on the
National Education Standards:
1. Graduate’s competency: standards on graduate’s qualifications of competences, including
attitude, knowledge, and skills.
2. Content: standards on scope of topics and levels of competency to achieve the graduate’s
competency at particular education level.
3. Learning process: standards on the implementation of learning process at one particular
educational unit to achieve the graduate’s competency.
4. Assessment: standards on mechanism, procedures, and instruments used in assessing student’s
achievement.

5. Teachers and supporting staff: standards on pre-service training, mental and physical
qualifications, and in-service training.
6. Infrastructure: standard on classroom, sport facilities, prayer room, library, laboratory,
workshop, playground, recreation hall, and other facilities as required supporting learning
process, e.g. ICT facilities.
7. Management: standards on planning, implementing, and supervising education activities at
education unit, district/municipality, province, or national in order to achieve efficient and
effectiveness.
8. Financing: standards on components and value for operational cost in each education unit,
applicable for one year.
Based on the framework, ANSE has developed various standards for most types of education
provisioned in Indonesia, including:
1. The National Standards for Basic and Secondary Education
Currently, ANSE is in the process of revising the aforementioned eight standards in order to cope
with the new and contemporary challenges, particularly to emphasize more on output and
outcome.
2. The National Standards for Vocational Secondary Schools
The MoEC has recently enacted Regulation of the Minister of Education and Culture 34 of 2018
on the National Standards for Vocational Secondary Schools.
3. National Standards for Other Types of Education
In the implementation, special standards are needed to assure quality for students who have
special needs. Law on the National Education System identifies the following groups with special
needs:
a. Special education: education for students with learning difficulties, due to limitation in their
physical, emotional, mental, social, and/or special intellectual ability. Students in such groups
are commonly categorized as Students with Special Needs (Peserta Didik Berkebutuhan
Khusus or PDBK). For these groups additional standards refer to Regulation of the Minister of
National Education 33 of 2008 on Standards for Infrastructure for Special Schools. Thus,
requirements for Students with special needs are not limited to infrastructure. Their special
needs require special standards, i.e. the other 6 standards, as a reference. Students with
special needs also include those who have extraordinary intelligence. The needs of this group
have not been properly accommodated in the Ministerial regulations. That is why currently
ANSE is in its process in developing those standards, to be issued this year.
b. Special services: is services targeted for students located in remote and backward areas, e.g.
isolated, victims of natural or social disaster, and economically disadvantaged8. Special
standards for this group have not been developed. The only regulation covering such group is
the Regulation of the Minister of Education and Culture 67 of 2016 on the Provision of Special
Services Education. ANSE is currently developing such standards, to be issued this year.
c. Education units based on cooperation: is an education unit established and organized in
cooperation with accredited foreign education unit9. Regulation of the Minister of Education
and Culture 31 of 2014 on Cooperation in the Provision and Management of Education
8
Law 20 of 2003 on the National Education System
9
Regulation of the Minister of Education and Culture 31 of 2014 on Cooperation in the Provision and
Management of Education between Foreign and Indonesian Education Institutions.
between Foreign and Indonesian Education Institutions shall comply with the prevailing
regulations on the eight education standards, though accommodates specific characteristics
of the cooperating partners.
Standards in the Ministry of Research, Technology, and Higher Education/Kementerian Riset,

Teknologi, dan Pendidikan Tinggi (MoRTHE/Kemenristekdikti) and the MoRA
The National Standards in Higher Education is a national reference for minimum service in higher
education and set by the Regulation of the Minister of Research, Technology, and Higher Education
44 of 2015. The national standards as stipulated by the Law on Higher Education shall include the
following eight: aspects, namely content, graduate’s competency, lecturers and support staff,
infrastructure, learning process, management, assessment, and financing.
A particular attention needs to be given to graduate competency, whereby standards shall refer to
descriptors for learning outcome in Indonesian Qualifications Framework/Kerangka Kualifikasi
Nasional Indonesia (IQF/KKNI). Furthermore, the qualifications set shall take into account the
equivalency with the qualification levels in the IQF. The formulation of skills set by the MoRTHE
applies for all similar study programs, consists of generic skills developed by each higher education
institution, and specific skills developed by the group of similar study programs.
The current NSHE is widely considered as having too focused on input and process, and less
attention on output. Therefore, the currently the NSHE is in the process of being revised, mostly by
giving more attention to output and outcome. In addition to the NSHE, additional standards are also
applicable as explained as follows.
1. Standards set by higher education Institutions
Since the national standards are minimum standards, higher education institution could set its
own standards higher than the national standards. It is common for more established
institutions to use international standards as reference. Some institutions implement
benchmarking strategy by adopting best practices implemented at internationally reputable
institutions.
2. Standards on content
Some study programs at certain higher education institutions also develop their own curriculum
and syllabus based on internatioal standards, or standards set by related international
professional association, as long as they are not conflicting with the national standards.
3. Standards in learning outcomes
Presidential Regulation on the IQF requires that all study programs, as well as courses and skill
training offerings, to adjust their learning outcomes with reference to the IQF. It revives the
concept of competency standards in courses and training. Courses and training that previously
used competency standards emphasizing education achievement need to adjust their learning
outcomes to skill formations and make this information available for the public. In order to
improve transparency, the qualifications and competences of a graduate should be stated in a
document, termed as Diploma Supplement (Surat Keterangan Pendamping Ijasah), as required
by Regulation of the Minister of Education and Culture 81 of 2014 on Higher Education
Diplomas, Certificates of Competency, and Professional Certificates. Since the reputation of the
issuing institution is currently crucial in appreciating the graduate’s competences, the usage of

the Diploma Supplement provides additional information to improve the stakeholders’ trust and
confidence of graduate outcomes.
Standards in the Ministry of Manpower/Kementerian Ketenagakerjaan (MoM/Kemenaker)

The INWCS is commonly used as a reference for training providers outside the MoEC and MoRTHE.
According to the Law 13 of 2003 on Manpower and Regulation of the Minister of Manpower 3 of
2016 on Directions in Establishing INWCS, the standard shall be developed by relevant Sectoral
Committees of Competency Standard under the coordination of MoM. The development of INWCS
shall involve relevant industries, worker organizations, professional associations, education and
training providers, as well as other relevant agencies, and facilitated by relevant government
agencies.
By July 2019, 815 packages/units of competency (unit kompetensi) have been defined in the main
economic sectors. Due to rapid technological development, to date 98 packages/units have been
revoked and cannot be referred anymore. Therefore, only 815 packages are currently used as
reference, as illustrated in Table 5.2. Nonetheless, the number of packages/units of competences to
be developed yet is still very large, considering the rapid changes in businesses and industries. Jobs
in logistics are only one example of new occupation in the market that requires definitions of
competency standards.
Table 5.2. Packages/Units of Competency Defined in 2019
Sector Number of
Standards
Agriculture 80
Mining and energy 49
Manufacturing 125
Electricity, gas, water 42
Construction 118
Trade, tourism & restaurant 20
Transportation and communication 56
10
Finance, real estate, and company services 203
Services & Others 122
TOTAL 815
5.3.2. Certification
Certification is an evaluation of an individual conducted by external parties using standards set

external parties. Oxford Dictionary defines certification as,
the action or process of providing someone or something with an official document

attesting to a status or level of achievement.
10
Company services are a company that provides outsourced solution services for other companies
A certification process is conducted to measure the individual quality by comparing his/her

competency against the standards set by the relevant authority. The certification process is
commonly conducted through a series of tests, written as well as hands on. When an individual has
been considered as meeting all requirements set in the standards, he/she will be awarded a
certificate of competence.
In reality, however, a certificate is merely a piece of paper. The value of the paper in the field
depends on the credibility and recognition of the organization that conducts the test and awards the
certificate. Credibility is not determined by the formal recognition through a piece of paper signed
by an authorized official, but more on the track record, as well as trust, confidence, and reputation
earned.
5.3.3. Accreditation
Accreditation is an evaluation of an institution conducted by external parties using standards set

external parties Oxford Dictionary defines accreditation as,
official certification that a school or course has met standards set by external regulators.
Some documents and literatures also define accreditation similar with certification, creating
confusion on the true meaning of these two terms. In the context of Indonesia, accreditation is used
to measure the quality of the organization who conduct the certification process, or the organization
quality that carry out an education process toward a certain learning outcome.
5.3.4. Internally Set Standards
Internal evaluation could use either internally or externally set standards. Internal evaluation is
basically the core activity in the quality assurance process that ensures sustainability. Therefore, the
existence of a quality assurance unit within an organization, its procedures and implementation
mechanism, as well as its implementation in the field, is the essence of entire quality assurance
process. External evaluation is always needed as a feedback mechanism for the organization to
continuously improve its quality.
External evaluation focuses its attention to the quality of final result of the entire process, or the
learning outcome, whilst the internal evaluation considers the intermediate results as important as
the learning outcome. Due to this reason, the level of details in the internal evaluation is supposed
to be much more in term of depth. This is particularly true when a diagnostic process will be carried
out to identify root causes and design a program to rectify it. Without sufficient information of the
intermediate result, it will be difficult to conduct diagnosis to identify root causes and design the
plan to rectify the weaknesses.
Internal evaluation shall begin with self-evaluation, which has to be conducted in honest,
comprehensive, and transparent manner. Self-evaluation does not aim to find who is to blame, but
to find weaknesses, identify its root causes, and design actions to rectify it.

Periodic internal evaluation is conducted by first setting the standards. This stage is carried out
when the entire standards is designed, developed, and finally set by the highest authority within the
organization. It is followed by implementation of standards, whereby all efforts are devoted by all
members of the organization to achieve the standards set.
Evaluation is carried out when a certain set of activities have reached its final step, to check whether
the results match with the standards used as a reference. Standards have to be controlled through
monitoring, implementing the necessary corrective actions, evaluating, properly documenting all
actions, as well as comply with all reporting procedures. Adjustment of standards is the final step
when standards are evaluated, and decision is made whether to keep or adjust the standards.
In some organizations, monitoring is carried out by the supervisor or super ordinate with a mandate
to conduct inspection. Such monitoring process could be considered as an external evaluation by an
implementing unit, though it is carried out by a unit within the larger organization.
5.4. Documentation of Process
Recognition of the final result of an education and training process depends on the reputation,
confidence, and credibility of the implemented quality assurance mechanism. Credibility and
confidence are important both nationally and internationally if the qualifications are to be
recognized as having value. Quality assurance must cover the approval processes of the programs of
study leading qualifications (often referred to as accreditation), approval of providers authorized to
deliver, assess and issue the qualifications (often referred to as accreditation or registration). That is
why the quality assurance system needs to be well documented in writing and sufficiently details as
part of consideration. The availability of a good written documentation is essential in the process of
evaluating the quality assurance system.
Without a good, detailed, and professionally managed documentation, an excellent certification,

accreditation, education, and training process could fail in capitalizing the opportunity to be
recognized by the relevant stakeholders and public at large. The documentation should include the
guidelines, standards, stages in the process, and archive of activities carried out according to the
guidelines. Such documentation needs to be well internalized within the organization, without it
many activities and events are not documented.

CRITERION VI
GLOSSARY OF ACRONYMS/ABBREVIATIONS IN CRITERION VI
AMS ASEAN Member States

Kualifikasi ASEAN)
CCI/KADIN Chamber of Commerce and Industries (Kamar Dagang dan
Industri)
CLP/PKBM Community Learning Program (Program Kegiatan Belajar
Masyarakat)
IAI/LAM Independent Accreditation Institute (Lembaga Akreditasi Mandiri)
IICPA/IAPI Indonesian Institute of Certified Public Accountants (Ikatan
Akuntan Profesional Indonesia)
Siswa Indonesia)
Mutu Pendidikan)
Nasional Indonesia)


Kebudayaan)
MoPWPH/KemenPUPR Ministry of Public Works and Public Housing (Kementerian
NAA-ECENFE/BAN-PAUD National Accreditation Agency for Early Childhood Education and
PNF Non-Formal Education (Badan Akreditasi Nasional – Pendidikan
NQF National Qualification Framework
NWTS/Sislatkernas National Work Training System (Sistem Pelatihan Kerja Nasional)
NSHE/SN-Dikti National Standard for Higher Education (Standar Nasional
Pendidikan Tinggi)
RPL Recognition of Prior Learning (Rekognisi Pembelajaran Lampau)
RCC/RKK Recognition of Current Competences (Rekognisi Pembelajaran
terKini)
TSC/LKP Training and Short Course (Lembaga Kursus dan Pelatihan)

QUALITY ASSURANCE SYSTEMS OF INDONESIAN EDUCATION
Quality Assurance (QA) is defined in the Oxford Dictionary as,
The maintenance of a desired level of quality in a service or product, especially by

means of attention to every stage of the process of delivery or production.
QA is an essential aspect of a qualifications system, and the foundation for implementation of a

national qualifications framework. It provides confidence in the qualifications issued. The
implementation of a national qualifications framework depends on quality assurance arrangements
to provide credibility for the qualifications in the framework and users’ confidence in qualifications
awarded.
QA is a component of quality management and is “focused on providing confidence that quality

requirements will be fulfilled”. QA activities are established by the ‘relevant authorities or bodies to
ensure that educational services satisfy customer requirements in a systematic, reliable fashion’
[Bateman 2009]. In QA, the quality standard will be met when each stage in the production process
is assured to meet the agreement upon standard. A QA system, therefore, requires having two
related aspects: quality standard and stages of process or standard operating procedures.
Quality standard for each stage shall be defined first. The standard is essential as a reference in
measuring quality, without which measuring will not be possible. Stages in the process need to be
defined, as well as the quality standard for each stage. The QA mechanism will consolidate the
measurement result at all stages, and determine whether the quality standards for the entire
process have been met.
6.1. Objectives
The ultimate and long term objectives of a quality assurance system are to develop a quality culture
within the implementing organization. The main characteristic of an organization which possesses
quality culture is its aspiration to continuously improve quality, even without the existence of any
pressure from external parties. Such aspiration is not only seen at each unit within the organization,
but also demonstrated by the attitude of each individual member of the organization.
A quality assurance mechanism is needed for all organizations, even for an organization with an
already strong quality culture. The QA is essential as a feedback mechanism to continuously improve
quality. The aspiration to improve quality in such organization is supposed to be more internally
driven, rather than to meet the requirements set by external parties, e.g. accreditation, certification,
or qualification agency.
The concept of continuous improvement was adopted from the Kaizen principle, commonly
implemented in the Japanese industries. Exhibit 6.1 illustrates the quality assurance mechanism
based on the Kaizen principle. The standards are continuously evaluated to be kept or adjusted. The
adopted standards will be integrated to the Standard, Do, Check, Act (SDCA) system.

The quality assurance mechanism should be imbedded in each organizational unit. The audit
mechanism conducted by the Internal Quality Assurance Unit is considered as a feedback to the
relevant unit. Similar consideration is also applied for the audit mechanism conducted by external
parties (accreditation). Such condition could only be demonstrated when all units within the
organization has independently implemented the Kaizen principles.
DEFINE
STANDARDS
INTEGRASTE
WITH SDCA
/ ADJUST THE
STANDARDS
KEEP
AUDIT
COMPLY WITH
STANDARDS
NEXT
PROCESS
NOT COMPLY
WITH STANDARDS
EVALUATE KAIZEN
STANDARDS
Exhibit 6.1. Continuous quality improvement (Kaizen).
6.2. Measuring Quality
Competency test is considered as an effective method to maintain standards that it is implemented

by some professional associations, such as medical doctors and accountants. Similar principle of exit
test or examination is also used in all tests leading to certification.
Other cases, whereby the similar principle is applied, are school final examination and the entrance
examination to the university system. In both cases, the decision of pass or fail is almost entirely
depend on that one time observation. In these cases the reward of passing the exam is significantly
high that drives some participants to beat the system by cheating or other manipulative measures.
Therefore, a sustainable quality assurance system has to be rigorously implemented internally within
the training providers and externally through accreditation, as well as other mechanisms. In assuring
quality, performance is measured by comparing the achievement against the set standards. An
internal unit within the organization or an external party could conduct the measurement.
To promote quality assurance of education and training across the region, the AQRF is underpinned
by a set of agreed quality assurance principles and broad standards related to:
1. The functions of the registering and accrediting agencies;
2. Systems for the assessment of learning and the issuing of qualifications; and
3. Regulation of the issuance of certificates.

The AQRF requires AMS to refer to one or more established quality assurance frameworks as the
basis for the agreed quality assurance principles and broad standards. These frameworks are to be
used as the benchmark for evaluating the quality assurance systems for the relevant education and
training sectors.
6.3. QA in Formal Education
As described in Criterion I, formal education consists of:

1. Basic education and secondary education; and
2. Higher education.
This section will deliberate on the quality assurance system carried out for each formal education
sub sector.
6.3.1. Basic and Secondary Education
Quality assurance in basic and secondary education is carried out by internal evaluation as well as
external evaluation, as described in the following sections.
Internal evaluation
Internal evaluation is carried out through a set of assessments in learning process, which for some
are defined as exclusively part of learning assessment, beyond quality assurance. Nonetheless, these
assessment processes should be properly conducted to ensure quality that they are deliberated in
the following sections.
1. Monitoring by Principal and Teachers
Monitoring conducted by the Principal could include observation of student’s daily behavior,
including attitude, spiritual as well as social.
2. School examination
School Examination is self organized by accredited School / Madrasah, aims to measure learning
outcome and student’s competency, by using the national standards on graduate competency as
a reference. In addition to the national standards, final result shall also consider the assessment
conducted by teachers.
3. School Examination based on national standards
School Examination based on national standards aims to measure learning outcome and
student’s competency, by using the national standards on graduate competency as a reference.
The examination is self organized by all accredited basic and secondary schools, including
Madrasah at all levels, Vocational schools, and Schools for Students with special needs. In order
to be recognized, the examination shall refer to the national standards on Graduate’s
Competency. Students with special needs at primary schools are required to take this
examination, whilst this requirement is waived at secondary level.
4. Competency test
Competency Test aims to measure learning outcome and student’s competency according to the
level of competency targeted during the learning process at the vocational secondary school.
The practical test is conducted to test knowledge and attitude one event. The test is conducted
by school and refers to the standards set by the industries, Professional Certification bodies, or

instruments set by the Ministry of Education and Culture/Kementerian Pendidikan dan

Kebudayaan (MoEC/Kemendikbud).
External evaluation
External evaluation in Indonesia usually is done for ensuring quality of programs that receive public
funds. Program has to pronounced input, process, output, and outcomes accountability to society.
1. Licensing
Since the management of basic and secondary education is decentralized to the regional
government, the authority to establish schools lies in the hands of the respective Regional
Education Office or Satuan Kerja Perangkat Daerah (SKPD) Pendidikan. This unit is structured
under the Head of the Regional Government (Province, District, or Municipality).
2. Monitoring by School/Madrasah Supervisor
School supervisor is a functional position with a scope of duty, responsibility, and authority of
supervising the academic and managerial aspects of education unit11. The academic and
managerial aspects include developing supervision program, implementing supervision,
monitoring the implementation of National Education Standards; assessing, advising, and
training of teachers; evaluating the result of supervision program; and conduct supervision at
special region. School supervisor is required to have eight years of experience as teacher, or four
years experience as Principal at relevant level of school. The scope of work of the school
supervisor at basic and secondary education include supervising primary schools and madrasah
ibtidaiyah, cluster of courses at secondary schools, and supervision and counseling. School
supervisor supervise schools under his/her supervision, which could be located at the same
province/district/municipality or cross districts/municipalities, as set by the authorized official.
3. Monitoring by School Committee
School Committee is an independent entity consists of students’ parents, school community, and
community leaders who are concerned with education. This committee is established to improve
quality of education services by providing recommendation, direction, and support in terms of
man-hours and infrastructure, as well as supervision to the related school.
4. Monitoring by Education Council
Education Council is an independent entity comprises members from various community groups
who are concerned with education. The council is established and active in improving quality of
education services by providing recommendation, direction, and support in terms of man-hours
and infrastructure, as well as supervision at the levels of national, province, district/municipality,
and does not have hierarchical relation.
5. National examination
National examination, organized nationally by the Ministry of Education and Culture, aims to
measure learning outcome and student’s competency instead of evaluate learning process, by
using the national standards of graduate competences developed by ANSE for a particular
course as a reference. Three main courses included in the examination are Indonesian Language
(Bahasa Indonesia), English, and Mathematics.
11
The decree of the Ministry of Education and Culture 143/2014 on School Supervisor.
6. Institute of Quality Assurance in Education

Institute of Quality Assurance in Education/Lembaga Penjaminan Mutu Pendidikan (IQAE/LPMP)
is a technical implementation unit of the MoEC. This unit is resided at each province, with
responsibility to provide assistance to the Regional Government in supervising, directing, as well
as providing recommendation and technical support to schools. Its particular attention is to
assure quality in schools in achieving the national standards in education. Activities carried out
include the following:
a. Mapping school quality of basic and secondary education in the respective region
b. Development and management of information system on quality
c. Supervising schools in achieving the national standards in education
d. Facilitating efforts to improves schools’ quality
e. Implementing cooperation for assuring quality in education
7. Accreditation by the National Acreditation Agency for Schools and Madrasahs
Regulation of the Minister of Education and Culture 13 of 2018 on the National Accreditation
Agency for Schools and Madrasahs and the National Accreditation Agency for Early Childhood
Education and Non-formal Education stipulates that schools in basic and secondary education
shall be accredited by the National Accreditation Agency for Schools and Madrasahs/Badan
Akreditasi Nasional Sekolah/Madrasah (NAA-SM/BAN-SM). In carrying out its task, NAA-SM is
assisted by the National Accreditation Agencies at the provincial level, so-called the provincial
NAA-SM, which is established by the Chairman of NAA-SM. In general, accreditation is
conducted every five years. In certain cases, accreditation could be conducted less than five
years, on assessee’s request. Accreditation by NAA-SM comprises the following eight steps, as
presented in Exhibit 6.2.

Exhibit 6.2. Accreditation for schools and madrasahs.
Visitation to the designated school/madrasah is carried out by at least two assessors for each
school/madrasah. Assessor shall be 30-58 years of age, has at least a four-year college degree,
has sufficient work experiences and relevant education background, and possesses adequate ICT
skills. For teacher, he/she is required to come from accredited school/madrasah. Assessor is also
expected to have sufficient social skills and excellent personality.
The accreditation status consists of accredited and not accredited. The accredited status is
divided into 3 levels, namely A (excellent), B (accredited), and C (sufficient). The result is
announced concurrently by BAN-SM and the provincial BAN-SM.
8. The Indonesian National Assessment Program
Indonesian National Assessment Program/Asesmen Kompetensi Siswa Indonesia (INAP/AKSI) is a
survey to monitor school quality at national level. The longitudinal survey gathers data from
basic and secondary schools, aiming to acquire valid information on student’s competency and
its affecting factors. Data and information acquired provides inputs for the policy making and
programs’ improvement. The sample included in the INAP includes students from Grades 4, 8,
and 11 from primary, junior secondary, and senior secondary schools, as well as madrasahs from
all provinces. The basic competences for students in Grade 4 are reading, writing, and counting.
The competences for students in Grades 8 and 11 are their level of readiness to achieve
graduate competences and life skills. The following three fields are included in the survey:

a. literacy in reading: understanding text, implementing text, reflecting text, and relating the
content of the text with their social context;
b. literacy in mathematics: formulating, applying, and interpreting mathematics in various
contexts; and
c. literacy in science: understanding knowledge in sciences, and with scientific thought
becomes a learning and responsible citizen.
6.3.2. Higher Education
Quality assurance in higher education is considered as a central issue, demonstrated by the

establishment of the Directorate of Quality Assurance under Directorate General of Learning and
Student Affairs, at the Ministry of Research, Technology, and Higher Education/Kementerian Riset,
Teknologi, dan Pendidikan Tinggi (MoRTHE/Kemenristekdikti). The following sections elaborate the
quality assurance aspects in higher education in more details.
Internal evaluation
Internal evaluation is conducted for assuring quality, based on internal regulations set by the higher
education institution. The implementation is carrried out by an internal quality assurance unit at the
institutions and Faculty level. Senior lecturers with sufficient experiences are assigned to manage
these QA units. Evidence of their qualifications is demonstrated by certificates issued by the
MoRTHE. Study programs at the institution are periodically audited as well as evaluated by these
units. In addition to the evaluation conducted by QA units, regular assessment is also embedded
within the learning process.
External evaluation
External evaluation in higher education is carried out through accreditation process by the National
Accreditation Agency for Higher Education/Badan Akreditasi Nasional – Perguruan Tinggi (NAA-
HE/BAN-PT), Independent Accreditation Institutes (Lembaga Akreditasi Mandiri), and international
accreditation bodies. In addition to accreditation, certification process is also carried out by various
professional associations. The government is also responsible to provide license prior to the
establishment of an institution and a program, except for autonomous universities.
1. Licensing
The procedure to establish an education and training program is stipulated in the Decree of the
Minister of National Education 234/U/2000 on Guidelines in Establishing Higher Education
Institutions and Directorate General of Higher Education Decree 108/DIKTI/Kep/2001 on
Guidelines in Opening Study Programs and/or Majors based on the Decree of the Minister of
National Education 234/U/2000. A certain set of criteria shall be met as requirement to establish
an institution as well as education program. Autonomous universities are waived from such
requirements.
2. Accreditation by the NAA-HE
Accreditation is mandatory by Law, and the responsibility of the NAA-HE is to accreditate all
higher education institutions and all study programs. Exception is only applied for fields that are
already covered by Independent Accreditation Institutes. Higher education institutions under
the jurisdiction of other Ministries, such as Ministry of Finance/Kementerian Keuangan and

MoRA, shall be accredited by NAA-HE. Table 6.1 presents regulations on quality assurance and
its related issues.
Table 6.1. Relevant Regulations in Quality Assurance
Issue in QA Authority Regulation/Year

Accreditation of basic and Ministry of Education and
13/2018
secondary schools Culture
Ministry of Research,
Accreditation of study programs and
Technology, and Higher 32/2016
higher education institutions
Education
Higher Education National Data Ministry of Research,
Base/Pangkalan Data Pendidikan Technology, and Higher 61/2016
Tinggi (HENDB/PDDikti) Education
Quality assurance system in higher
education
Education
Establishment of public higher Ministry of Research,
education institutions and private Technology, and Higher 51/2018
higher education institutions Education
Procedure of establishment of
private higher education
institutions, study programs, and
Education
joint programs
Foreign higher education
institutions
Education
The accreditation process is carried out by assessors, who are experience lecturers. Assessors
are selected through an administrative (paper based) selection and training. Those who are
considered qualified will be awarded a certificate.
According to Regulation of the Minister of Research, Technology, and Higher Education on

Quality Assurance System in Higher Education, the accreditation process comprises the following
two stages:
1. Evaluation of data and information which include the following steps:
a. Review of the submitted self-evaluation report;
b. Computer based (online) for filling out the evaluation form by higher education
institution or study program; and
c. Site visitation conducted by at least three assessors for assesee who has fulfilled all
written requirements. Evaluation include among others comparing samples of assigned
score with the examination problem, sit-in in the class, and sessions with students,
lecturers, support staff, and employers without management’s participation.
2. Based on the aforementioned steps, the status and level of accreditation is assigned. The
status and level of accreditation is periodically evaluated.

Accreditation process is conducted by using the following nine criteria: (1) governance and
management, (2) students, (3) human resources, (4) financial, (5) infrastructure, (6) education,
(7) research, (8) community services, and (9) learning outcomes. Accreditation result is grouped
into three categories, namely A (excellent), B (good), and C (sufficient).
Table 6.2 illustrates the number of institutions and study programs have been accredited until
March 2019 by the NAA-HE and the Independent Institute for Accreditation of Health Higher
Education/Lembaga Akreditasi Mandiri Perguruan Tinggi Kesehatan (IIAHHE/LAMPTKes). The
accreditation status is valid for five years, and has to go through reaccreditation process before
its expiration date.
Table 6.2. Number of Accredited Institutions and Programs
Institution Study Program

A B C Total A B C Total
91 777 1,206 2,074 3,083 9,568 4,629 17,280
3. Accreditation by an Independent Accreditation Institutes

Independent Accreditation Institutes are established by the Decree of the Minister of Research,
Technology, and Higher Education to accreditate study programs in a certain profession. The
only Independent Accreditation Institute that is operating to date is IIAHHE, whilst the
Independent Accreditation Institute for other fields such as accounting, education, sciences and
mathematics are currently in the pipeline. Independent Accreditation Institutes are funded and
operate independently, but report to the NAA-HE for its result. IIAHHE also provides supervision
for study programs in the health sector to achieve the minimum or national standards. Table 6.3
illustrates the number of accredited study programs in the health sector. IIAHHE only
accreditates study programs, not institutions.
Table 6.3. Number of Accredited

Programs In the Health Sector
Study programs
A B C Total
436 1716 599 2751
4. International Accreditation
International accreditation is carried out on voluntary basis, based on special request submitted
by the study program. International accreditation aims to improve the providers’ reputation,
thus increase opportunity for its graduates to be globally employable.
5. International Evaluation
Some regional organizations, such as the ASEAN University Network (AUN), conduct external
evaluation based on request for study programs. Since this is a voluntary evaluation, the study
program has to submit a formal request to AUN. Assessors are recruited from the ASEAN
member states. AUN does not have any mandate or authority to conduct accreditation process.
The external evaluation aims to provide feedback to the assessee in terms of its weaknesses and
strengths.
6. Professional Certification
In the context of Indonesia, the higher education sector also includes vocational education
conducted by polytechnics and in some cases by universities and colleges as well. Many of these
providers are also licensed to certify graduates of the study programs on behalf of relevant
professional associations. In some fields, the professional certification brings significant benefits
to the graduates so that many also put effort into acquiring it, either through their higher
education institution or directly from the professional association. In specific sectors such as
health and accounting, a national exit examination is organized by the relevant professional
association. Only examinees that pass this examination are certified, and without which a
graduate is not eligible to acquire the license to practice. Such national exit examinations have
been imposed for medical doctors, nurses, and accountants. While an important means of
checking competences, exit checks or tests should be accompanied by the assessment of
educational inputs through accreditation because experience indicates that over reliance on exit
examinations can encourage manipulation of the testing process.
6.4. QA in Non-Formal Education
The vocational skills training programs are mostly administered under the auspice of the Directorate
General of Early Childhood Education and Non-Formal Education in the MoEC and the Directorate
General of Training and Productivity in the Ministry of Manpower/Kementerian Ketenagakerjaan
(MoM/Kemenaker). Nonetheless, various technical Ministries and industries also undertake skills
trainings, e.g. the College of Aviation and the College of Maritime under the the Ministry of
Transportation/Kementerian Perhubungan (MoT/Kemenhub), vocational training programs under
the Ministry of Industry/Kementerian Perindustrian (MoI/Kemenperin), and training provided by
higher education institutions under the MoRTHE.
Programs under the MoEC and the MoRTHE use the National Education Standards developed by
ANSE, whilst programs under the MoM mostly use standards developed by the professional
associations under coordination of relevant ministries. Extensive consultancy process through an
intensive involvement of representatives of the relevant professional associations is carried out in
developing the standards by both Ministries. Both types of programs award certificate of
competency for its graduates.
The following groups of training providers in non-formal education are:

1. Vocational Training Centers/Balai Latihan Kerja (VTC/BLK) under the MoM and other relevant
ministries.
2. Community colleges under the MoRTHE.
3. Non-degree programs offered by higher education institutions under the MoRTHE.
4. The national apprenticeship system under the MoM.
5. Private training and course providers:
a. Vocational Training Institutions (Lembaga Pelatihan Kerja, LPK) registered at and accredited
by the MoM; and

b. Training and Short Course providers/Lembaga Kursus dan Pelatihan (TSC/LKP) and
Community Learning Program/Program Kegiatan Belajar Masyarakat (CLP/PKBM) registered
at and accredited by the MoEC.
Internal evaluation
Internal evaluation is carried out by the provider itself during the period of courses or work training
process. The result of the evaluation process becomes the main input to the continuous
improvement of the learning process. It also benefits students in their preparation for taking the
certification test.
External evaluation for courses

1. Certification
Certification process is conducted by Competency Certification Bodies/Lembaga Sertifikasi
Kompetensi (CCB/LSK), which anually evaluated by independent assessors under the MoEC.
Assessors are recruited from the industries, professional associations, and practitioners. In some
sectors, however, the existing professional and industrial associations are not sufficiently
equipped to carry out the responsibility. Some providers, therefore, are also licensed as CCB to
conduct the certification on behalf of the respective professional association and industries.
Competence test is conducted at the designated locations, which are set by the respected CCB.
In order to facilitate migrant workers to participate in the test, Hong Kong and Singapore are
also set as test locations. A test master is selected and examined by a panel of relevant experts
assigned by MoEC, and he/she is then assigned to train, prepare, as well as test the examiners.
Up to 2018, 1,908 examiners have been certified and 143 test masters have been selected for 33
CCBs. Currently 38 CCBs have been accredited and recognized up to date, as depicted in Table
6.4.
Table 6.4. Accredited Agency for Certification of Competences
Hotel management
Acupuncture Public relations Fashion design
and cruise
English Master of ceremony Taxation Beautician
Mandarin Driving Florist Bridal makeup
Embroidery Dried and artificial flowers Reflexology ICT
Accounting
Broadcasting Music Secretary
technician
Motorcycle
Electronics Health technicians Gymnastics
technician
Chinese medicine
Export/import Early childhood teacher Light vehicle
(sinshe)
Gift Packaging Baby sitter Spa Batik
Photography Traditional therapist Food business Masseur
Landscape Acupressure

MoEC provides subsidy for test takers who cannot afford the cost of competence tests. The tests
have been conducted since 2009 by CCBs, and the number of test takers is shown as an
increasing trend as presented in Exhibit 6.3.
90.000
80.000
70.000
60.000
50.000
Test taker
40.000
Passed
30.000
20.000
10.000
-
2009 2010 2011 2012 2013 2014 2015 2016 2017 2018
Exhibit 6.3. Number of test takers and passed [MoEC 2019].
2. Accreditation by the National Accreditation Agency for Early Childhood Education and Non-
Formal Educaton
Accreditation of providers in Early Childhood Education and Non-Formal Education is conducted
by the National Accreditation Agency for Early Childhood Education and Non-Formal Education/
Badan Akreditasi Nasional – Pendidikan Anak Usia Dini dan Pendidikan Non-Formal (NAA-
ECENFE/BAN-PAUD PNF. In carrying out its task, the NAA-ECENFE is assisted by the provincial
level NAA-ECENFE, which is established by the respective Provincial Governor as a non-structural
entity. In general, accreditation is conducted every five years. In certain cases, accreditation
could be conducted less than five years, on assessee’s request. Accreditation by the NAA-ECENFE
is carried out according in the following steps:
a. Online submission of the self-evaluation report by the provider.
b. Review conducted by the NAA-ECENFE, and only those who meet the criteria will be
nominated to be visited.
c. Visitation by the NAA-ECENFE.
d. Process of validation and verification, followed by development of recommendations.
e. Plenary session to reconcile differences and followed by the final decision of issuance of the
accreditation certificate by the NAA-ECENFE.
The process of accreditation has been carried out since 2008, and in 2017 only 3,887 providers,
represents 23 percent of the existing providers, have been accredited.
3. Evaluation of Providers
TSCs are regularly evaluated covering four main aspects, namely (a) institutional, cooperation,
and partnership; (b) productivity of the human resources; (c) marketing, management, post
training services; and (d) financial. Evaluation is carried out through the following two steps:
a. A special team is established by the MoEC to conduct online verification. The team verifiy
the report and data submitted by the TSC.
b. Field verification is conducted for TSC who has passed the online verification process.
In the last eight years, 9,560 TSCs have been evaluated, which represents 47.44 percent of the
registered TSCs in Indonesia (2018). Based on the evaluation process, providers are grouped into
four different performance categories, namely A (best), B, C, and D (worst). Data until October
2018 shows that only 1.04 percent is considered in group A (best), 11.96 percent in group B,
45.12 percent in group C, and 36.04 percent in group D. The remaining 5.86 percent (560
providers) are considered “does not meet the criteria”.
4. Quality Mapping
Quality mapping is carried out by the MoEC to measure the TSC’s level of achievement, whereby
the National Education Standards is used as the threshold for the minimum service standard.
The process of mapping is conducted by supervisors (penilik)12, head of the MoEC units at district
or municipality level, and assessors. Activities include observation of the available physical
location (building, learning room, administration room, and other infrastructure), non physical
process (management and learning process), as well as interview of responsible staff. Aspects
observed include the level of achievement of National Standards’ indicators, obstacles,
commitment, and preparation toward accreditation.
External evaluation for work trainings

1. Indonesian Professional Certification Authority
The Indonesian Professional Certification Authority/Badan Nasional Sertifikasi Profesi (IPCA/
BNSP) is an independent agency which reports to the President, and has the mandate to conduct
certification of professional competency for workers. IPCA provides licenses to Professional
Certification Bodies/Lembaga Sertifikasi Profesi (PCB/LSP), which are legal entities established by
industry and/or professional association, to carry out the certification process. To date, IPCA has
licensed 1,497 PCBs, mostly in education, manufacturing, services, tourism, ICT, and general
workers (including migrant workers).
2. Competency Based Training
In the early 2000 a Memorandum of Understanding among the Chamber of Commerce and
Industries/Kamar Dagang dan Industri (CCI/KADIN), the MoM, the MoEC, and the MoI was
signed to promote a competency based training system. Based on this agreement, a concept of
competency-based training was developed and the principles were later accommodated in the
Law on Manpower. The Law provides a right to every worker to acquire competences, which can
be obtained either through training programs (includes apprenticeship) and competency
certification, or directly through competency certification (particularly for experienced workers).
A competency is defined as a worker’s ability to perform a job as required by employer. It should
be noted that this Law was enacted 9 years before the Presidential Regulation on the IQF was
issued.
3. Certification
Until May 2019, the PCBs have certified 4,126,128 workers. However, the number of workers
that need to be certified is much larger, and the accumulated number does not take into
account for those who need to regularly renew their certification. Moreover, the quality of PCBs
is also diverse, whereby stringent measures are applied in some fields, whilst more linient
12
A supervisor (penilik) is responsible to supervise TLC/LKP and assigned at the provincial office. Qualifications include 5
years experience as official in non-formal education, or school supervisor for formal education; academic qualifications and
competence as learning agent; certified as an education supervisor; and pass the selection process.

measures are applied in other fields. The need of quality to assure the certification process is
indeed necessary, and such responsibility will fall on the IQNC’s shoulder.
6.5. Recognition of Prior Learning13
Although Recognition of Prior Learning/Rekognisi Pembelajaran Lampau (RPL) has been widely
practiced in industries to recognize employee’s competences for his/her career promotion, a
national standard procedure is relatively new for Indonesia. The recent initiative to implement RPL
in Indonesia aims to widen education access by providing the opportunity for employed workers to
pursue a further qualification by reentering formal education. Their prior experiences could be
assessed for some of the mandatory course work. RPL benefits participants who intend to continue
their study (Path A) and participants who intend to acquire recognition of equivalence to a certain
IQF level (Path B).
Similar procedures are applicable for supporting qualification improvement of faculty members who
apply for higher status faculty membership. A more important benefit for capitalizing the expertise
of industrial practitioners who, without an RPL procedure, will not be eligible to become lecturers in
vocational programs. In order to facilitate RPL implementation in higher education, Regulation of the
Minister of Education and Culture 73 of 2013 on Recognition of Prior Learning was issued. The
decree promotes RPL for life-long learning and facilitates RPL for recognizing professionals with
qualifications level 8 and 9 to become lecturers. However, an operational guideline to recognize
individual’s expertise and assign them in the institution’s personnel system has not been issued yet.
The Presidential Instruction 9 of 2017 on Revitalization of Vocational Education revives the concept
of competency standards in courses and training. Courses and training that previously used
competency standards emphasizing education achievement need to be adjusted to skills formation,
and allow such information available to the public. In order to improve transparency, the
qualifications and competences of a graduate are described in a document, called the Diploma
Supplement (Surat Keterangan Pendamping Ijasah), as required by Regulation of the Minister of
Education and Culture 81 of 2014 on Higher Education Diplomas, Certificates of Competency, and
Professional Certificates. Although the reputation of the issuing institution is currently crucial in
appreciating the graduate’s competences, the use of the Diploma Supplement provides additional
information to improve the stakeholders’ trust and confidence of graduate outcomes.
Beyond the education sector, in relation to IQF, it is essential for a RPL program to clearly develop
and ensure the relevance attainment of RPL against qualification level and learning outcome of the
IQF procedures. The IQF itself is generally designed to accommodate multi entry and multi exit
approach in which each qualification level can be attained from various endeavors of learning and
training.
Consequently, RPL program established by any RPL concerned party should ensure the same policy
framework as the IQF. In addition, the assessment approach should also consider recognizing and
13
This section quotes the report on “Support to the development of the Indonesian Qualifications Framework”, suported
by ACDP 2015 (ACDP-24)

valuing any kind of achievement relevant to requirement of an award. The implementation of RPL
involves the following stakeholders:
1. Higher education institutions: academics are usually required to be the facilitators of the
reflective process and to conduct RPL assessments. RPL assessment is labour-intensive and
requires more staff and staff-time per learner than mainstream assessment procedures.
2. Professional bodies and employee representatives: Professional bodies and trade unions are
important stakeholders in terms of policy and practice as it is vital that they have confidence in
qualifications and standards. Where RPL is utilised in the context of apprenticeships, training
schemes and professional qualifications, the participation of professional bodies is necessary to
assist in the definition of skills and competences for use in assessment.
3. Employers: Much like professional bodies, the success of RPL requires that existing and
prospective employers have faith in the process and confidence in the resulting qualifications. As
noted above, employers have an incentive to participate in RPL as it supports efficient
recruitment and training processes. While the participating employers are often large-scale,
small to medium enterprises could potentially group together to engage RPL. From the learner's
perspective, the awareness of RPL among employers is important to assist learners in providing
documentary evidence of their prior learning and experiences.
4. Learners: The learner plays a central role in the RPL process as he/she finds and presents
relevant evidence of prior learning and seeks to progress in work or education. Outlined belows
are good practice mechanisms for mentor/facilitators to support the learner as he/she proceeds
through the RPL process. Furthermore, it may be noted that learners benefit from being
socialised into the process through interaction with personnel and other learners and through
constructive feedback, which allows them to plan ahead and progress confidently.
5. The policy community: Establishing a firm legislative basis for RPL engages structures and
systems that operate appropriate mechanisms for standards, transparency and consultation.
This means that agencies and governing bodies have clearly defined roles, functions and
processes within the overall education system.
6.6. Indonesian Qualifications National Committee (IQNC/KNKI)
In Indonesia, various organizations and agencies are involved in carrying out quality assurance in
education and training. It is undeniable that some organizations have not been up to the standard
yet in carrying out their responsibilities. Certificates and Accreditation Results are only meaningful
when the issuing organizations possess adequate credibility and reputation.
One of the most important, and yet difficult, duty of the recently established Indonesian
Qualifications National Committee is to build quality culture, and to earn the public trust as well as
confidence. The Indonesian Qualifications National Committee/Komite Nasional Kualifikasi Indonesia
(IQNC/KNKI) was established by the Regulation of the Minister of Research, Technology, and Higher
Education 49 of 2018 on the IQNC/KNKI in October 2018.
The main responsibilities of IQNC/KNKI are to:

1. harmonize and synchronize cross-recognition of learning outcomes in education, training, and
working experience; and
2. conduct quality assurance in the implemention of IQF/KKNI.

The ex-officio Chair of IQNC is the Directorate General of Learning and Student Affairs of MoRTHE,
and its ex-officio Secretary of the IQNC is the Directorate of the Quality Assurance of MoRTHE.
Members of IQNC represent the relevant stakeholders.

CRITERION VII
GLOSSARY OF ACRONYMS/ABBREVIATIONS IN CRITERION VII
AHICS/APTIKOM Association of Higher Education Institutions in Computer Sciences

(Asosiasi Perguruan Tinggi Ilmu Komputer)
AICP/HIPKI Association of Indonesian Courses Providers (Himpunan
Penyelenggara Kursus Indonesia)
AIFEB/ AFEBI Association of Indonesian Faculty of Economics and Business
(Asosiasi Fakultas Ekonomi dan Bisnis Indonesia)
AIHEIT/HILDIKTIPARI Association of Indonesian Higher Education Institutions in Tourism
(Himpunan Lembaga Pendidikan Tinggi Pariwisata Indonesia)
AIHR/PHRI Association of Indonesian Hotels and Restaurants (Persatuan Hotel
dan Restoran Indonesia)
AINEC/AIPNI Association of Indonesian Nursing Education Center (Asosiasi
Institusi Pendidikan Ners Indonesia)
AINN/PPNI Association of Indonesian National Nursing (Persatuan Perawat
Nasional Indonesia)
Kualifikasi ASEAN)
CMHDC/KemenkoPMK Coordinating Ministry for Human Development and Culture
(Kementerian Koordinator Bidang Pembangunan Manusia dan
Kebudayaan)
IAA/IAI Indonesian Accountant Association (Ikatan Akuntan Indonesia)
IAA/IAI Indonesian Architects Association (Ikatan Arsitek Indonesia)
ICEA/HAKI Indonesian Construction Engineers Association (Himpunan Ahli
Konstruksi Indonesia)
IDI Indonesian Doctors Association (Ikatan Dokter Indonesia)
IEA/PII Indonesian Engineers Association (Persatuan Insinyur Indonesia)

IHEA/IAPI Indonesian Hotel Experts Association (Ikatan Ahli Perhotelan

Indonesia)
IICPA/IAPI Indonesian Institute of Certified Public Accountants (Ikatan Akuntan
Profesional Indonesia)
IMA/IBI Indonesian Midwives Association (Ikatan Bidan Indonesia)
Siswa Indonesia)
IPA/IAI Indonesian Pharmacists Association (Ikatan Apoteker Indonesia)
IPA/LAN Institute of Public Administration ( Lembaga Administrasi Negara)
Mutu Pendidikan)
Indonesia)
Kebudayaan)
NAA-ECENFE/BAN-PAUD National Accreditation Agency for Early Childhood Education and
PNF Non-Formal Education (Badan Akreditasi Nasional – Pendidikan

NES National Education System (Sistem Pendidikan Nasional/Sisdiknas)
MANAGEMENT PROCESS OF REFERENCING PROCESS
The referencing process of Indonesian Qualification Framework/Kerangka Kualifikasi Nasional

Indonesia (IQF/KKNI) to ASEAN Qualifications Reference Framework (AQRF) was carried out by the
Indonesian Qualifications National Committee/Komite Nasional Kompetensi Indonesia (IQNC/KNKI)
as the main authorized body in Indonesia responsible for undertake the referencing process of IQF
to AQRF as described in Criterion II. IQNC is responsible to provide a valid, reliable, and trusted
outcome of referencing. For doing so, several important key processes are designed:
1. IQNC establishes objectives, target, funding mechanism, agreed on processes required to deliver
the desired results including the time line.
2. IQNC targets the referencing processes as follows:
a. To yield a quality referencing document, consisting of Criteria I to III, and ready for
submission to the AQRF Committee in April 2019.
b. To yield a quality referencing document, consisting of Criteria I to VII, and ready for
submission to the international reviewers on August 17, 2019.
c. If there is revision suggested by International reviewers, the revised document should be
submitted in time prior to AQRF Committee meeting in October 2019.
d. Process of validation by all concerned parties and submission of official document to the
ASEAN Secretariat is targeted on September 17, 2019.
3. IQNC establishes the collaborative source of funding for the referencing process as follows:
a. Supporting funds for all referencing activities in national scope come from the Ministry of
Research, Technology, and Higher Education/Kementerian Riset, Teknologi, dan Pendidikan
Tinggi (MoRTHE/Kemenristekdikti), the Ministry of Education and Culture/Kementerian
Pendidikan dan Kebudayaan (MoEC/Kemendikbud), the Ministry of Manpower/Kementerian
Ketenagakerjaan (MoM/Kemenaker), the Ministry of Industry/Kementerian Perindustrian
(MoI/Kemenperin), and the Ministry of Trade/Kementerian Perdagangan (MoT/Kemendag).
b. EU-SHARE Management Program supports the funding for one international reviewer. The
Government of Indonesia acknowledges the support and expresses our gratitude to Mr.
Arjan Koeslag, Mr. Michael Hörig, and Mr. Sebastian Gries for their continuous support in
this activity.
4. IQNC Committee forms a task force for referencing.
a. The criteria of the task force is having in-depth knowledge on the implementation of the IQF
in various sectors both nationally and internationally, as well as understanding of the quality
assurance system in education, training and work experiences, and a comprehensive and
integrative insight into Indonesian human resources development.
b. The task force was established in two phases. The first was formed right after the
establishment of IQNC in December 2018 with the target of submission the first referencing
draft to the AQRF Committee in April 2019. The second phase was established after the sixth
AQRF Committee meeting in Laos (May 2019).

c. The experts who are assigned as task force come from universities (Mssrs. Hudiyo Firmanto,
Lukas, Eko Mursito Budi, Sumini Salem, Funny Mustika), professional societies (Mssrs. Bagyo
M. Moeliodihardjo, Daryl Neng Wirakartakusumah, Luluk Sumiarso, Abdul Wahab Bangkona,
Krisdaryadi, and M. Moedjiman), and government representatives (Mssrs. Raden Wijaya
Kusuma Wardhana, Asril, Retno Rahayu Sunarni, Agus Salim, Victor Kahimpong, Fitria
Yolanda, Sukiyo, Muchtar Azis, Youshy Fahreiza, Jonni Afrizon, Setyoko Pramono) The team
is led officially by Chair of IQNC, Prof. Ismunandar, and by Team Leader, Ms. Megawati
Santoso, on the technical basis.
5. Task force plans all activities by weekly performance indicator, undertook necessary preparation
for writing a report, and placed a special attention particularly in determining relevant
stakeholders, ways of involving them, and providing criteria for international reviewers.
6. Task force undergoes activities according to weekly plan and small adjustment usually made
based on gathered and analyzed data in order the team work more effective and efficient.
7. Data and results gathered from above stage are evaluated in order to ensure the achievement of
expected outputs according to weekly target. Gap between target and process, problems, non-
conformities, inefficiencies and other issues is scaled down by management decision from the
head of IQNC and supporting ministries.
8. Documentation of process and output is carried out by task force, office of IQNC, staffs from the
Directorate of Quality Assurance – the MoRTHE, staffs from the Directorate of Competency
Standards and Training Programs – the MoM, as well as staffs from the Directorate of Courses
and Training Development – the MoEC.
7.1. Stakeholders and Their Roles in the Referencing Process
The process of referencing was performed inclusively and transparently. It involved stakeholders
from various groups as reported in the Criterion II. Communications and consultations were carried
out with the stakeholders. The main agenda of the meetings was to disseminate the referencing
process. Nevertheless, inputs and feedback are also to be obtained through the meetings.
7.1.1. Public Education Providers
Indonesian government has responsibility in providing education. There are 37 ministries,

government institutions or agencies that provide education with formal and non-formal learning
pathways, as detailed in the Table 7.1. The aforesaid government institutions could provide
education services to (1) their own civil servants, in order to support the ministerial or government
institutions’ needs such as police, military, nurses in government hospitals, or worker for technical
government sectors; and (2) general public or regular students.

Table 7.1 Public Institutions with Education and Training Programs
NO REGULATORY BODIES LEGAL BASIS TYPE OF EDUCATION

Coordinating Ministry for Political, Legal and Security Affairs
1 Attorney General Presidential Regulation 38 of 2010 Courses and Training
Law 42 of 2017
Institute Government Of Home Affairs
2 Ministry of Home Affairs Minister of Home Affairs Decree No. 89 /1996
Presidential Regulation 11 of 2015 Courses and Training
Ministry of Administrative and Bureaucratic
3 Presidential Regulation 47 of 2015 Courses and Training
Reform
Presidential Decree 270 of 1964 Polytechnic
4 Ministry of Law and Human Rights Minister of Law Decree 1962 Polytechnic
Ministry of Communication and Information Presidential Regulation 33 of 2014 Multi Media "MMTC" Schools
5
Technology Presidential Regulation 54 of 2015 Courses and Training
Minister of Foreign Affairs Regulation 4 of 2009 Junior Diplomatic Training Unit
6 Ministry of Foreign Affairs
Presidential Decree 56 of 2015 Courses and Training
Presidential Decree 5 of 2011 Indonesia Defense University
7 Ministry of Defense
Ministry of Defense Decree 468/5/B/65/M National Police Academy
8 Indonesian Police
Presidential Decree 185/Koti/1965 Academy / Colleges
9 Indonesian Armed Forces
Presidential Regulation 62 of 2016 Polytechnic
Coordinating Ministry for Economic Affairs
Indonesian State College of
Regulation of Finance Minister 1/PMK/1977
10 Ministry of Finance Accountancy (STAN)
11 Ministry of Manpower Presidential Regulation 18 of 2015 Polytechnic


Courses and Training
Polytechnics
12 Ministry of Industry Presidential Regulation 69 of 2018 (amendment to
Presidential Regulation 29 of 2015)
Metrology and Instrumentation
Presidential Regulation 48 of 2015
13 Ministry of Trade Academy
14 Ministry of Public Works and Housing Presidential Regulation 15 of 2015 Courses and Training
Polytechnic
15 Ministry of Agriculture Presidential Regulation 45 of 2015
16 Ministry of Environment and Forestry Presidential Regulation 16 of 2015
Ministry of Agrarian Affairs and Spatial College
17 Presidential Regulation 17 of 2015
Planning Courses and Training
Presidential Regulation 41 of 2017 (amendment to
18 State Ministry for State Owned Enterprises Courses and Training
Presidential Regulation 41 of 2015)
State Ministry for Cooperatives and Small and
Medium Enterprises
Coordinating Ministry for Human Development and Cultural Affairs
Universities and Institutes
20 Ministry of Religious Affairs Presidential Regulation 83 of 2015
ECE, Primary, Junior Secondary, Senior
Law 20 of 2003 Secondary, and Vocational Secondary
21 Ministry of Education and Culture
Schools
Ministry of Research, Technology and Higher Law 12 of 2012 Universities and Polytechnic
22
Education Presidential Regulation 13 of 2015 Courses and Training
23 Ministry of Health Presidential Regulation 35 of 2015 Polytechnics


College of Social Welfare
24 Ministry of Social Services Presidential Regulation 46 of 2015
Ministry of Village, Acceleration Development
Backward Regions and Transmigration
Ministry of Female Empowerment and Child
Protection
27 State Ministry for Youth and Sports Affairs Presidential Regulation 57 of 2015 Courses and Training
Coordinating Ministry of Maritime Affairs
Presidential Regulation 105 of 2016 (amendment Polytechnic
28 Ministry of Energy and Mineral Resources
to Presidential Regulation 68 of 2015) Courses and Training
University, Polytechnics
29 Ministry of Maritime Affairs and Fisheries Presidential Regulation 63 of 2015
Schools and Colleges
30 Ministry of Transportation Presidential Regulation 40 of 2015
31 Ministry of Tourism Presidential Regulation 57 of 2015 Polytechnics
Agencies
32 Indonesia State Intelligence Agency Presidential Regulation 14 of 2009 College
Meteorology, Climatology, and Geophysical
33 Presidential Regulation 61 of 2008 College
Agency
34 National Nuclear Energy Agency Presidential Regulation 46 of 2013 Polytechnic
35 Statistics Indonesia Presidential Regulation 86 of 2007 Polytechnic
36 National Cyber and Crypto Agency Presidential Regulation 53 of 2017 College
37 State Administration Agency Presidential Regulation 79 of 2018 Institute

For specific technical competences development for their own civil servant, institutions will develop
targeted learning outcomes and relevant curricula based on their needs. The learning outcomes’
standards can be designed at national level or adopt the international standards.
The leading sectors for learning outcomes standardization and their respected curricula are MoEC,
MoM, and MoRTHE, for catering courses, work training, and higher education programs,
respectively.
In the referencing process, communications with technical sector ministries or government agencies
are conducted by dissemination the referencing process documents utilizing bureaucracy channels.
The dissemination material is mostly centered at qualifications levels comparison between IQF and
AQRF. However, Indonesia Education System, IQF concept, regulation, IQF implementation including
RCC an RPL, and quality assurance system are also disseminated in attempt to build awareness on
standard, outcome, quality culture, link and match, and other issues related with qualifications.
7.1.2. Private Education Providers
Similar to public education institution serving regular students, private education providers
undertake education in accord with the leading sectors ministries. Education providers in religious
education should act upon the MoRA. Under the new Government Regulation 46 of 2019 on
Religious Higher Education, the MoRA are also eligible to provide general education besides the
religious education. At tertiary education, the education providers acted upon the MoRTHE.
Implementation of non-formal education by private providers should comply with all the regulations
from MoEC; while training providers must act upon the regulations from MoM.
Communications with private higher education institutions concerning the referencing process are
conducted by dissemination the referencing process documents on line. Some training centers and
courses centers were invited to the meetings.
7.1.3. Workforce Users Represented by Industries (Companies)
The industry represents users of graduates that can provide feedback on users’ need on graduates
qualifications, diplomas, certificates, market sign, industrial relevance, quality of graduates, and
future development of human resources as well as human capital planning. Since industries are still
less informed concerning IQF implementation nevertheless the IQF referencing process, involvement
of industries in the referencing only limited to dissemination of qualifications levels comparison
between IQF and AQRF, through meetings and social media.
7.1.4. Professional Certifications and Bodies
The referencing process involved professional certification association and bodies. Inputs on the
workforce professionalism were explored from this group of stakeholders. Process of the referencing
and the document were informed and disseminated the group. On the other hand, the professional
certification and bodies encouraged the assurance of the professional workforce to internalize and
obey the regulation in the company. They also emphasized the importance of the supplied
workforce to build the working capacity based on the implemented standard. The main issued
discussed with professional bodies is civil effect of certificate issuances that need to be strengthened
by a robust quality assurance system.
7.1.5. Quality Assurance Bodies
Quality assurance bodies from all range of education sectors, private and public agencies are most
important stakeholders in the referencing process, since their role is to ensure that qualifications
awarding process is done at the fullest accountability. With this group of stakeholders, information
on the practice of learning outcome-based education was explored. Incorporation of the IQF into
quality assurance was also discussed and emphasized. The importance of relating quality assurance
process based on outcome was highlighted. Process of the referencing and the document were
informed and disseminated the group. This was also to build awareness on the referencing of IQF to
AQRF so that the competitiveness of Indonesian workforce can be raised.
7.1.6. Institution Responsible for National Education Standards
The institution that responsible for the education standard suggested the practice of national
standard related with qualifications framework. In higher education standard, learning outcome
referred to IQF has been declared besides standards in other factors. Nevertheless, in basic
education and vocational education the current standards are still emphasizing on the process,
infrastructure, and graduate competences. Currently, the Agency for National Standards for
Education/Badan Standar Nasional Pendidikan (ANSE/BSNP) is in the process of revising the
standards that put more attention on output and outcome.
7.1.7. Academic Community and Society in General
Communication with academic community concerning the referencing process to academic society
and public in general was carried out using social media (https://bit.ly/Kualifikasi-SDM-Indonesia-
ASEAN) for academic community and (https://bit.ly/Kualifikasi-SDM-Indonesia-di-ASEAN) for non-
academic community. The feedback revealed the good understanding of this community on the IQF.
The importance of the referencing IQF to AQRF was also realized. Feedback from the community
showed that learning outcome-based curriculum refer to IQF has been implemented. Internal quality
assurance in higher educations has been carried out based on outcome referring to the IQF level.
However, the community admitted that they still lacked knowledge on the implementation of
Recognition of Prior Learning/Rekognisi Pembelajaran Lampau (RPL) and Recognition of Current
Competences/Rekognisi Kompetensi terKini (RCC/RKK).
7.2. Stakeholders Meeting and Discussion
IQNC hold several meetings with the stakeholders to promote interactive approach of the
referencing process. The invited participants who do not attend the meetings were directed to give
the feedback through on line media List of stakeholders meeting and the invited participants are
given in Table 7.2.
Table 7.2 List of Meetings and the Invited Participants

Date Invited Participants

Regulatory 1. Ministry of Education and Culture
Authorities 2. Ministry of Research, Technology, and Higher Education
on June 28, 3. Coordinating Ministry for Human Development and Cultural Affairs
2019 4. Ministry of Industry
5. Ministry of Manpower
6. Ministry of Public of Work and Housing
7. Ministry of Administrative and Bureaucratic Reform
8. Ministry of National Development Planning/National Development Planning
Agency
Professional 1. Himpunan Profesi Tenaga Konstruksi Indonesia – Hiptasi
Association 2. Himpunan Ahli Konstruksi Indonesia (HAKI)
on July 29, 3. Asosiasi Profesi Hukum Indonesia
2019 4. Asosiasi Profesi Dental Asisten Indonesia
5. Himpunan Psikologi Indonesia
6. Ikatan Psikologi Klinis Indonesia
7. Ikatan Akuntan Indonesia
8. Ikatan Arsitek Indonesia (Indonesian Institute of Architects)
9. Ikatan Quantity Surveyor Indonesia.
10. Ikatan Ahli Kesehatan Masyarakat Indonesia (IAKMI)
11. The Indonesian Public Health Association
12. Ikatan Nasional Konsultan Indonesia (INKINDO)
13. Ikatan Apoteker Indonesia
14. Perhimpunan Dokter Hewan Indonesia
15. Persatuan Insinyur Indonesia
16. Ikatan Pekerja Sosial Profesional Indonesia
17. Perhimpunan Advokat Indonesia
18. Ikatan Advokat Indonesia
19. Persatuan Perawat Nasional Indonesia/Indonesian National Nurses
Association (PPNI/INNA)
20. Ikatan Bidan Indonesia
21. Ikatan Cendekiawan Pariwisata Indonesia (ICPI).
22. Himpunan Pramuwisata Indonesia (HPI)
23. Indonesian Tour Leaders Association
24. Persatuan Terapis Gigi Dan Mulut Indonesia
25. Indonesia Risk Management Professional Association (IRMAPA)
26. ICoPI – Institute of Compliance Professional
27. Indonesia Professional in Audit and Control Association (IPACA)
28. Persatuan Ahli Gizi Indonesia (PERSAGI)
Quality 1. National Accreditation Agency for Higher Education (Badan Akreditasi
Assurance Nasional – Pendidikan Tinggi) BAN-PT/NAA-HE
and 2. National Accreditation Agency for Basic and Secondary Education (Badan
Standard Akreditasi Nasional – Pendidikan Dasar dan Menengah) BAN-SM/NAA-BSE
Agencies on 3. National Accreditation Agency for Non-Formal Education (Badan Akreditasi
July 29, Nasional – Pendidikan Non-Formal) BAN-PNF/NAA-NFE

2019 4. National Agency for Professional Certification (Badan Nasional Sertifikasi

Profesi) BNSP/NAPC
5. Agency for National Standards in Education (Badan Standar Nasional
Pendidikan) BSNP/ANSE
6. Independent Institute for Accreditation of Health Higher Education
(Lembaga Akreditasi Mandiri - Pendidikan Tinggi Kesehatan) LAM-
PTKes/IIAHHE
7. Indonesian Accreditation Board for Engineering Education (IABEE)
8. Skills Training Accrediting Body (Lembaga Akreditasi Lembaga Pelatihan
Kerja)
9. National Accreditation Committee (KAN/NAC)
10. Geospatial Information Agency (GIA)
Course and 1. Himpunan Penyelenggara Kursus Indonesia (HIPKI)
Training 2. Himpunan Lembaga Pelatihan Seluruh Indonesia (HILLSI)
Providers 3. Forum Penyelenggara Lembaga Kursus dan Pelatihan (FPLKP)
on July 29, 4. SAE Institute Jakarta
2019 5. Pertamina Maritime Training Center
6. Mitra Bahtera Segara Sejati Tbk. PT. – Crewing and Training Center
7. National Training Center Daikin
8. PPM Manajemen
9. Lembaga Pendidikan Manajemen Transpor (LPMT) Jakarta Semesta
10. Internusa Computer Learning Center Jakarta
11. Pusat Training Pengadaan Barang Jasa Pemerintah
12. Pusat Pelatihan Kerja Pengembangan Industri (PPKPI) Pasar Rebo Jakarta
13. Centre for Vocational and Extention Service Training (CEVEST), Bekasi
14. Pusat Pelatihan Kerja Daerah Jakarta Pusat
15. Lembaga Pelatian Kerja Astra Group
16. Pusat Pendidikan dan Pelatikan Kerja ISKI
17. Johnson Indonesia – Training Provider
18. Pusat pelatihan Traktor Nusantara, PT.
19. Traktor Nusantara/FG Wilson Generators
20. Toyota Training Center
21. Garuda Training Center (GTC)
22. Apyque Laundrymart
23. PT. Rekayasa Cakrawala Resources
24. Netcampus Training Center
25. PT. Tekno Logika Utama
26. Training Center (Human Capital) PT. Krakatau Steel
27. Training Center PT. Trakindo Utama
28. Training Center PT. Unilever
29. Training Center PT. Bank Mandiri
30. Pertamina Geothermal Indonesia (Bagian Training)
31. Chevron Geothermal Indonesia (Bagian Training)
Industry 1. PT. Bank Mandiri
Partners on 2. BCA

July 30, 3. PT. Astra Internasional Tbk.

2019 4. PT. Pertamina
5. PT. Adaro Energi
6. PT. Unilever Indonesia
7. PT. Kalbe Farma Tbk.
8. PT. Indofood Sukses Makmur Tbk.
9. PT. Semen Indonesia
10. PT. Metrodata Electronics Tbk.
11. PT. Xerindo Technology
12. PT. Bluebird Tbk.
13. PT. Aston Internasional
14. PT. Express Transindo Utama
15. PT. Grahawita Santika
16. PT. Abama
17. PT. Krakatau Steel
18. PT. Ultrajaya
19. PT. Haliburton Indonesia
20. PT. KHI Pipe Industries
21. Bakri Pipe Industries
22. PT. Rahayu Sentosa
23. PT. Titan Petrokimia Nusantara
24. PT. Pupuk Kujang
25. PT. Komatsu Indonesia Tbk.
A consultation meeting with regulatory authorities was conducted on June 28, 2019. The meeting
was attended by ministries under the Coordinating Ministry for Human Development and Cultural
Affairs/ Kementerian Koordinator Bidang Pembangunan Manusia dan Kebudayaan
(CMHDC/KemenkoPMK), i.e. the MoRTHE, the MoEC, the MoM, the MoRA, and the MoI, the
Ministry of Supervision of State Apparatus and Bureaucratic Reform/Kementerian Pembinaan
Aparatur Negara dan Reformasi Birokrasi (MoSSABR/KemenPANRB) that lead policies and
regulations of civil employment, and the Ministry/Agency of National Development
Planning/Kementerian/Badan Perencanaan Pembangunan Nasional (MoNDP/Bappenas) that is
responsible to formulate the national development plan. The purpose of the meeting was to assess
the incorporation of the IQF into the policy of human resources development in their area.
Dissemination of the referencing process was also one of the agenda.
Important notes obtained from the meeting are written as follow:

1. Development of human resources in every sector has been conducted through outcome-based
training.
2. IQF has not been incorporated in recruitment, placement, and remuneration of civil servants in
Indonesia has not incorporated the IQF.
3. Internal qualification system has been developed in the ministries; however, the system is not
yet in line with the IQF.
4. The referencing process of IQF to AQRF was understood and endorsed by the participants.
5. Alignment of qualification system in each ministry with IQF for any kind of purpose is required.

The referencing process was also disseminated in a focus group discussion of insurance education
community. Eighty participants (academicians and insurance practitioners) attended the discussion
that was carried out on July 22, 2019.
Other meetings were conducted on July 29, 2019 separately with stakeholders from skills training
providers; standard and quality assurance agency (Higher Education, Basic and Secondary Education,
Early Childhood Education, Non-formal Education, Skills Training) and professional associations. On
July 30, 2019, another meeting was held with industrial partners.
7.3. Consultation Using Online Media Mechanism
Communications with stakeholders were also attempted through online media. Online feedback
mechanisms were designed for two main group of the stakeholders, namely: academic
(https://bit.ly/Kualifikasi-SDM-Indonesia-ASEAN) and non-academic community
(https://bit.ly/Kualifikasi-SDM-Indonesia-di-ASEAN). Summary of the referencing document was
delivered to the stakeholders using those sites. The media was also used to invite feedback from the
stakeholders. The sites were spread out using any kind of media (e.g. formal sites of MoRTHE, social
media) with the endorsement letter from the head of the IQNC.
The online questionnaire was to assess the understanding of the stakeholders on the educations
system, IQF and the referencing. The participants who filled up the questionnaire certainly read the
resume of the referencing process that was incorporated in the sites. Hence, distribution of the
online media acted also as the dissemination of the referencing process.
It was targeted that the information would be read by 500 people. During the period of July 21 to
August 13, 2019, statistics record of the websites showed that the link has been read by 2,354 of
academic and 275 general viewers. The feedback forms have been filled up by 685 academic
respondents and 197 general respondents.
The results of the feedback through the questionnaire are shown in Exhibit 7.1 indicates that the
Indonesian education system is well understood by most of the respondents. In addition, most of
the respondents gave the answers of “good” or “very good” on the questions regarding issues of IQF
and its implementation in higher education curricula, as illustrated in the Exhibit 7.2. Several “poor”
answers of the questions are found; however, those are less significant compared to “good” or “very
good” answers. Learning outcome-based curriculum that refers to the IQF is also implemented
widely as shown by the chart in Exhibit 7.2. Regarding RPL and RCC, most respondent comprehend
the issues, as indicated by the chart in Exhibit 7.3.

The understanding of education system

600
500
400
300
Very good
200
Good
100 Poor
0
[Understanding of 3 Degree and tytle are Certificate and Output of informal
education pathways, granted for the output designation are granted education are not
i.e. Formal, Non-formal of formal education for non-formal ducation granted with any of
& Informal] output degree, certifate, tytle
or designation
Exhibit 7.1. The understanding of stakeholders on the education system.
The understanding of IQF
400
350
300
250 Very good
200 Good
150
100 Poor
50
0
Understanding on IQF Description of IQF has Curriculum has been Institution has QA system in the
been derived to Higher designed based on implemented institution is based on
Education National learning outcome refer curriculum based on tracer study of the
Standard to IQF learning outcome refer learning outcome
to IQF
Exhibit 7.2. The understanding of stakeholders on the IQF.

The understanding of IQF and RPL

400
350
300
250
200
150
100
50
0
Qualification level Someone who has Qualification level can RPL is the mechanism The output of RPL is
based on IQF can be working experience or be obtained through for qualification the admission of
obtained through self learning can obtain RPL/RCC recognition for those someone to study in a
formal education, qualification level having working higher education and
courses, training, based on IQF experience, self the right for a degree
working experience or learning, or learning and tytle if he/she
self learning outcome through graduate
training or courses
Very good Good Poor
Exhibit 7.3. The understanding of stakeholders on the IQF and the RPL.
The Understanding of RPL/RCC mechanism

400
350
300
250
200
Very Good
150 Good
100 Poor
50
0
A candidate who would RCC is the recognition for The output of RCC is the A candidate who would
like to apply for RPL has someone's current granted designation and like to apply for RPL has
to come to an authorized competence cerificate to come to a valid
university certification agency
Exhibit 7.4. The understanding of the stakeholders on RPL/RCC mechanism.
The implementation of RPL/RCC was also explored using the online questionnaire. The situation of
the RPL/RCC is indicated by the Exhibit 7.4.
The RPL and RCC have been carried out by various institutions that have special units to conduct the
process. The detailed results indicated that most of the RPL/RCC process has been quality assured by
the QA units, as illustrated in the Exhibit 7.5 (a) to (f).

The university carries There is a special unit that takes

out RPL care the RPL in the instituion
41,60% 40,50%
58,40% 59,50%
Yes No
Yes No
(a) (b)
The RPL process is assured The number of RPL applicants up to

by the QA unit now are less than 100 people
37%
42,50%
57,50%
63%
Yes No Yes No
(c) (d)
The university acts as a first party to The QA unit assures the quality of
conduct RCC for students the RCC process
45,50% 45,30%
54,50% 54,70%
Yes No Yes No
(e) (f)
Exhibit 7.5 (a) to (f). The situation of RPL and RCC implementation.
Besides the implementation of RPL/RCC, information on certification program for students was also
explored. The results reveal that significant numbers of students have obtained the certificate

competency by an independent agency. Those yield to positive influence for the students as
identified in Exhibit 7.6 (a) to (c).
The students are certified by an The ceritificate of competency have

independent certification agency impacts on the students' job
recruitment
14,70%
36,10%
63,90%
85,30%
Yes No Yes No
(a) (b)
The students' certificate of

competency has positive impacts on
their remuneration.
24,50%
75,50%
Yes No
(c)
Exhibit 7.6 (a) to (c). The RPL and RCC certification.
The information gained from the communication with the stakeholders is meaningful for the
referencing process. Those are utilized in the process of referencing. The results describe that the
IQF and RPL/RCC have been implemented widely, especially in academic community.
In regard to referencing process, Exhibit 7.7 shows responses from society, both academic and
public in general.

Understanding of IQF Referencing to AQRF

450
400
350
300
250
200 Very Good
150 Good
100 Poor
50
0
Understanding of Understanding of Understanding of Do you agree with
referencing the referencing referencing the resume of IQF
purpose process referencing to
AQRF?
Exhibit 7.7. The understanding and agreement of the stakeholders on the referencing.
As shown in the above chart, most participants understand the concept, purpose, process, as well as
the output of referencing, with composition of total 89 percent comprehend the process and agree
with the result, whilst only 11 percent otherwise.
7.4. Documentation
Documentation of referencing process and output is enclosed in the ANNEX I
The documentation is carried out by task force, office of IQNC, staffs from Quality Assurance
Directorate – MoRTHE, as well as staffs from Directorate Courses and Training – MoEC.

ANNEX A: General description of the number of Early Childhood

Education by Province (Source: Center of Education data
and statistics, Ministry of Education and Culture 2017/2018)
School Participant Principal + Teacher

No Province
State Private Total State Private Total State Private Total
1 DKI Jakarta 22 2.446 2.468 2.689 129.913 132.602 168 9.484 9.652
2 West Java 99 8.346 8.445 6.898 409.348 416.246 622 33.758 34.380
3 Banten 63 2.046 2.109 6.368 173.416 179.784 339 9.280 9.619
4 Central 149 13.864 14.013 20.506 691.610 712.116 1.062 46.526 47.588
Java
5 Yogyakarta 39 2.099 2.138 5.610 92.928 98.538 329 8.914 9.243
6 East Java 148 18.006 18.154 21.259 926.379 947.638 1.173 67.633 68.806
7 Aceh 221 2.067 2.288 15.393 96.772 112.165 1.415 9.590 11.005
8 North 181 2.248 2.429 16.570 183.090 199.660 893 8.062 8.955
Sumatra
9 West 83 2.255 2.338 8.865 84.774 93.739 500 7.139 7.639
Sumatra
10 Riau 82 2.067 2.149 8.699 99.065 107.764 660 7.981 8.641
11 Riau 65 556 621 5.765 41.752 47.517 450 2.474 2.924
islands
12 Jambi 79 1.141 1.220 8.061 37.077 45.138 524 3.849 4.373
13 South 137 1.691 1.828 12.124 68.587 80.711 814 7.143 7.957
Sumatra
14 Bangka 98 250 348 9.609 23.000 32.609 644 1.308 1.952
Belitung
15 Bengkulu 45 923 968 3.783 35.220 39.003 292 3.319 3.611
16 Lampung 106 2.721 2.827 6.319 118.138 124.457 599 10.720 11.319
17 West 124 609 733 10.379 49.086 59.465 613 2.597 3.210
Kalimantan
18 Central 66 1.604 1.670 5.538 60.167 65.705 373 5.150 5.523
Kalimantan
19 South 83 2.231 2.404 10.227 94.772 104.999 699 9.505 10.204
Kalimantan
20 East 73 1.242 1.315 4.374 51.329 55.703 571 5.146 5.717
Kalimantan
21 North 18 145 163 1.678 12.051 13.729 168 712 880
Kalimantan
22 North 62 1.531 1.593 5.028 66.355 71.383 165 2.553 2.718
Sulawesi
23 Gorontalo 71 693 764 9.081 21.786 30.867 217 1.847 2.064
24 Central 63 1.901 1.964 7.173 81.306 88.479 345 5.923 6.268
Sulawesi
25 South 176 3.844 4.020 29.890 194.216 224.106 936 13.149 14.085
Sulawesi
26 West 76 686 762 2.884 19.718 22.602 325 1.896 2.221
Sulawesi
27 Southeast 105 1.677 1.782 10.082 91.679 101.761 533 5.019 5.552
Sulawesi
28 Maluku 95 515 610 7.842 15.131 22.973 279 969 1.248
29 North 70 469 539 4.655 19.450 24.105 226 1.108 1.334
Maluku
30 Bali 68 1.500 1.568 10.623 76.747 87.370 538 5.543 6.081

31 West Nusa 144 1.554 1.698 17.075 101.381 118.456 1.054 6.646 7.700
Tenggara
32 East Nusa 192 1.318 1.510 14.152 73.518 87.670 786 3.076 3.862
Tenggara
33 Papua 66 525 591 5.414 37.105 42.519 178 1.837 2.015
34 West 38 314 352 2.135 12.095 14.230 100 650 756
Papua
Indonesia 3.207 85.174 88.381 316.848 4.288.961 4.605.809 18.596 310.506 329.102

ANNEX B: Number of Indonesian National Competency Standards

(Standar Kompetensi Kerja Nasional Indonesia/ INWCS
/SKKNI). (Source: Book of Information on Training and
Productivity of the Ministry of Manpower, May 2019)
INWCS based on Sectors NUMBER

Not In
No. SECTORS Promulgated In Effect
Effect
1 Agriculture, forestry, and fishing 80 76 4
2 Mining and quarrying 49 39 10
3 Manufacturing 124 111 13
4 Electricity and gas 9 8 1
Water supply, sewerage, waste management,
5 remediation activities 29 20 9
6 Construction 106 103 3
Wholesale and retail trade, repair of motor vehicles
7 and motorcycles 11 9 2
8 Transportation and storage 12 10 2
9 Accommodation and food service activities 7 6 1
10 Information and communication 43 34 9
11 Financial and insurance activities 25 18 7
12 Real estate activities 1 1 0
13 Business activities 170 146 24
Public administration and defense, compulsory
14 social security 5 5 0
15 Education 9 7 2
16 Human health and social work activities 10 10 0
17 Other services activities 79 71 8
Total 769 674 95
INWCS based on Government Bodies NUMBER

Not In
NO Regulated Promulgated In Effect
Effect
1 Kementerian Agama 2 2 0
2 Kementerian Dalam Negeri 1 1 0
3 Kementerian Desa PDTT 1 1 0
4 Kementerian ESDM 112 93 19
5 Kementerian Kelautan dan Perikanan 44 40 4
6 Kementerian Kesehatan 5 5 0
7 Kementerian Ketenagakerjaan 36 27 9
8 Kementerian Keuangan 3 2 1
9 Kementerian Komunikasi dan Informatika 45 36 9
10 Kementerian Koperasi dan UKM 6 5 1

11 Kementerian Lingkungan Hidup dan Kehutanan 19 18 1
12 Kementerian Pariwisata 49 40 9
13 Kementerian Pendidikan dan Kebudayaan 41 39 2
14 Kementerian Perdagangan 7 6 1
15 Kementerian Perhubungan 4 4 0
16 Kementerian Perindustrian 124 111 13
17 Kementerian Pertanian 44 41 3
18 Kementerian PUPR 185 174 11
19 Kementerian Koordinator Bidang Perekonomian 1 1 0
20 Arsip Nasional 1 1 0
21 Badan Informasi Geospasial 3 1 2
22 Badan Nasional Penanggulangan Bencana 2 2 0
23 Badan Pengawas Obat dan Makanan 2 1 1
24 Badan Pengawasan Keuangan dan Pembangunan 1 1 0
25 Badan Perencanaan Pembangunan Nasional 1 1 0
26 Bank Indonesia 1 1 0
27 Komisi Pemberantasan Korupsi 2 2 0
28 Lembaga Administrasi Negara 1 1 0
Lembaga Kebijakan Pengadaan Barang/Jasa
29 Pemerintah 2 1 1
30 Otoritas Jasa Keuangan 21 14 7
31 Perpustakaan Nasional 1 1 0
32 Polri 2 1 1
Total 769 674 95

ANNEX C: Number of Indonesian National Competency Standards

(Standar Kompetensi Kerja Nasional Indonesia/ INWCS
/SKKNI) based on Occupational Cluster or Occupation.
(Source: Book of Information on Training and Productivity
of the Ministry of Manpower, May 2019)
No INWCS based on Occupational Clusters Types
1 Vb.Net Programmer Cluster
2 Php Programmer Cluster
3 Junior Programmer Cluster
4 Programmer Cluster
5 Senior Programmer Cluster
6 Analyst Programmer Cluster
7 Junior Database Programmer Cluster
8 Database Programmer Cluster
9 Junior Web Programmer Cluster
10 Web Programmer Cluster
11 Web Master Cluster
12 Practical Programmer Cluster
13 Embedded Programmer Menengah Cluster
14 Multimedia Programmer Menengah Cluster
15 Quality Assurance Tingkat Dasar Cluster
16 Java Fundamental (Smk) Cluster
17 Junior Multimedia Programmer Cluster
18 Senior Database Programmer Cluster
19 Practical Office Cluster
20 Client Server Programming Occupation
21 Web Programmer (Php – Mysql) Occupation
22 Php Programmer Occupation
23 Operator Madya Help Desk Cluster
24 Operator Muda Practical Office Cluster
25 Asisten Operator User Office Cluster
26 Asisten Operator Professional Office Cluster
27 Basic Office Cluster
28 Basic Help Desk Cluster
29 Basic Office Occupation

30 Junior Administrator Cluster

31 Junior Network Administrator Cluster
32 Network Admin Cluster
33 Sistem Administrator Jaringan Cluster
34 Senior System Administrator Jaringan Cluster
35 Practical Jaringan Komputer Cluster
36 Senior Network Administrator Cluster
37 Ip Routing Administrator Cluster
38 Junior System Administrator Cluster
39 Network Administrator Occupation
40 Junior Technical Support Cluster
41 Technical Support Cluster
42 Senior Technical Support Troubleshooting Operating System Cluster
43 Practical Cts Memasang Jaringan Aplikasi Cluster
Pc Technician Menginstall Aplikasi Pada Beberapa Pc Yang
44 Cluster
Saling Terhubung Dalam Jaringan
45 Technical Support Occupation
46 Teknisi Komputer Occupation
47 Art Director Cluster
48 Digital Animator 3d Cluster
49 Graphic Designer Cluster
50 Membuat Audio Dan Video Cluster
51 Web Designer Cluster
52 3d Modeling And Rendering Cluster
53 Junior Graphic Designer Cluster
54 Web Design Cluster
55 Digital Animator 3d Occupation
56 Dynamic Web Programmer Occupation
57 Client Server Programming Occupation
58 Cloud Engineer Occupation
59 Computer Technician Jenjang 1 Occupation
62 Junior Database Programmer Occupation
63 Desainer Grafis Occupation
64 Digital Animator Occupation
65 It Software Solutions For Business Occupation
66 Junior Network Administrator Occupation
67 Mobile Programming Occupation
68 Network Support Operational Technician Occupation
69 Network Support Technician Occupation

70 Network Technician Occupation

71 Senior Network Administrator Occupation
72 Teknisi Teknologi Informasi Komputer Occupation
73 Junior Web Developer Occupation
74 Teknisi Body Electrical Sepeda Motor Cluster
75 Teknisi Otomotif – Sepeda Motor Brake System Cluster
76 Teknisi Otomotif – Sepeda Motor Engine Electrical Cluster
77 Teknisi Otomotif – Sepeda Motor Engine Overhaul Cluster
78 Teknisi Otomotif – Sepeda Motor Steering And Suspension Cluster
79 Teknisi Otomotif – Sepeda Motor Transmisi Otomatis Cluster
80 Teknisi Otomotif – Sepeda Motor Engine Tune Up Injeksi Cluster
81 Teknisi Otomotif – Sepeda Motor Engine Tune Up Karburator Cluster
82 Teknisi Otomotif – Teknisi Engine Tune Up Cluster
83 Teknisi Senior Cluster
84 Teknisi Junior Cluster
85 Teknisi Senior Sepeda Motor Cluster
86 Pemeliharaan Sepeda Motor Occupation
87 Perawatan Berkala Occupation
88 Perawatan Dan Perbaikan 10.000 Km Sepeda Motor Injeksi Occupation
89 Mekanik Junior Sepeda Motor Occupation
90 Teknisi Otomotif Ban Dan Pelek Cluster
91 Teknisi Otomotif Engine Overhaul Cluster
92 Teknisi Otomotif Engine Tune Up Injeksi Diesel Cluster
93 Teknisi Otomotif Sistem Bahan Bakar Bensin Cluster
94 Teknisi Otomotif Engine Tune Up Injeksi Cluster
95 Teknisi Otomotif Engine Tune Up Cluster
96 Teknisi Otomotif Rem Manual Cluster
97 Teknisi Otomotif Uji Emisi Gas Buang Cluster
98 Teknisi Otomotif Wheel Balance & Wheel Alignment Cluster
99 Teknisi Otomotif Junior Power Train Cluster
100 Teknisi Otomotif Junior Steering & Suspension Cluster
101 Teknisi Otomotif Junior Air Conditioning System Cluster
102 Teknisi Otomotif Engine Electrical Cluster
103 Teknisi Otomotif Transmisi Manual Cluster
104 Teknisi Otomotif Transmisi Otomatis Cluster
105 Teknisi Otomotif Junior Body Electrical Cluster
106 Teknisi Radiator Otomotive Cluster
107 Teknisi Otomotif Anti-Lock Brake System (Abs) Cluster
108 Teknisi Otomotif Senior Air Conditioning System Cluster
109 Teknisi Otomotif Senior Body Electrical Cluster
110 Senior Teknisi Otomotif Spesifik System Kemudi Cluster

111 Teknisi Painting Occupation

112 Mekanik Junior Mobil Occupation
113 Mekanik Motor Tempel Bensin Occupation
114 Mekanik Spooring – Balancing Occupation
115 Operator Excavator Occupation
116 Operator Forklift Occupation
117 Teknisi Otomotif Occupation
118 Teknisi Rem Anti-Lock Brake System (Abs) Occupation
119 Operator Muda (Operator Muda Jahit Level I) Cluster
120 Operator Madya (Operator Madya Jahit Level Ii) Cluster
121 Operator Garmen (Operator Mahir) Cluster
122 Asisten Pembuat Pakaian Cluster
123 Pembuat Pakaian Cluster
124 Mengelola Usaha Pakaian Cluster
125 Penyelia Proses Pembuatan Pakaian Cluster
126 Operator Garmen Occupation
127 Menjahit Pakaian Dasar Occupation
128 Pembuat Baju Kerja Wanita Occupation
129 Operator Bordir Mesin Occupation
130 Custome-Made Pakaian Wanita Anak Occupation
131 Operator Yunior Costume-Made Wanita Cluster
132 Program Operator Celup Kain Singeing Cluster
133 Program Operator Celup Kain Singeing-Desizing Cluster
134 Program Operator Celup Kain Heat Set Kain Cluster
135 Program Operator Chain Merser Cluster
136 Program Operator Weight Reduce Cluster
137 Program Operator Celup Benang Bak Cluster
138 Program Operator Celup Benang Hank Cluster
139 Program Operator Celup Benang Rope Cluster
140 Program Operator Celup Benang Kontinyu Looptex Cluster
141 Program Operator Celup Kain Jigger Cluster
142 Program Operator Celup Kain Winch Cluster
143 Program Operator Celup Kain Beam Cluster
144 Program Operator Celup Kain Jet Cluster
145 Program Operator Celup Benang Package Cluster
146 Program Operator Celup Benang Cone Cluster
147 Pembuat Bordir Komputer Occupation
148 Pembuat Pola Garmen Occupation
149 Sekuriti Perkantoran Level I : Dasar (Sertifikat Kompetensi) Occupation
150 Sekuriti Perkantoran Level Ii : Supervisor (Sertifikat Kompetensi) Occupation
151 Sekuriti Perkantoran Level Iii : Manager (Sertifikat Kompetensi) Occupation

152 Waiter/Waitress Hotel Dan Restoran Cluster

153 CLEANER Cluster
154 COMMIS Cluster
155 Handling Cluster
156 Steward Cluster
157 WAITER Cluster
158 BAKER Cluster
159 Pastry Cook Cluster
160 Cook Helper Cluster
161 Cook Cluster
162 Assisten Chef Steward Cluster
163 Captain Baker / Chief Baker Cluster
164 Chef De Party Cluster
165 Chef De Party Pastry Cluster
166 First Cook Cluster
167 Chief Steward Cluster
168 Assisten Executive Chef (Assisten Manager) Cluster
169 Nutrition And Sanitation Consultant Cluster
170 Executive Chef (General Manager) Cluster
171 Banquet Manager Cluster
172 Bartender Cluster
173 Captain Food & Beverage Cluster
174 Captain Waiter Cluster
175 Chief Bartender Cluster
176 Chief Handling Cluster
177 Food & Beverage Manager Cluster
178 Food & Beverage Outletmanager / Campboss Cluster
179 Food & Beverage Supervisor Cluster
180 Head Waiter Cluster
181 Supervisor Handling Cluster
182 Program Pelatihan Pemandu Wisata Panjat Tebing Madya Cluster
183 Program Pelatihan Pemandu Wisata Panjat Tebing Pratama Cluster
184 Program Pelatihan Pemandu Wisata Panjat Tebing Utama Cluster
185 Culinary Cruise Ship Occupation
186 Food & Beverage Service Cruise Ship Occupation
187 Housekeeping Cruise Ship Occupation
188 Onboarding Cruise Ship Occupation
189 Pramusaji Restoran Occupation
Juru Masak Kapal Kepala (Chief Cook) Untuk Kapal Niaga Dan
190 Cluster
Perikanan
Juru Masak Kapal Dua (Second Cook) Untuk Kapal Niaga Dan
191 Cluster
Perikanan

192 Asisten Penata Modifikasi Rias Pengantin Muslim Cluster

193 Asisten Penata Rambut Modifikasi Rias Pengantin Muslim Cluster
194 Asisten Penata Wajah Modifikasi Rias Pengantin Muslim Cluster
Asisten Penata Busana Dan Perhiasan Modifikasi Rias Pengantin
195 Cluster
Muslim
196 Penata Modifikasi Rias Pengantin Muslim Yunior (Muda) Cluster
197 Penata Rambut Modifikasi Rias Pengantin Muslim Cluster
198 Penata Wajah Modifikasi Rias Pengantin Muslim Cluster
199 Penata Busana Dan Perhiasan Modifikasi Rias Pengantin Muslim Cluster
200 Penata Modifikasi Rias Pengantin Muslim Senior (Madya) Cluster
201 Master / Penyelia Modifikasi Rias Pengantin Muslim (Utama) Cluster
202 Asisten Penata Mrp Solo Putri Cluster
203 Asisten Penata Rambut Mrp Solo Putri Cluster
204 Asisten Penata Wajah Mrp Solo Putri Cluster
205 Penata Mrp Solo Putri Yunior Cluster
206 Penata Rambut Mrp Solo Putri Muslim Cluster
207 Penata Mrp Solo Putri Senior Cluster
208 Asisten Penata Mrp Bali Cluster
209 Asisten Penata Rambut Mrp Bali Cluster
210 Asisten Penata Wajah Mrp Bali, Cluster
211 Asisten Penata Busana Dan Perhiasan Mrp Bali Cluster
212 Penata Mrp Bali Yunior Cluster
213 Penata Modifikasi Rias Pengantin Bali Senior Cluster
214 Asisten Penata Mrp Bugis Makasar Cluster
215 Asisten Penata Rambut Mrp Bugis Makasar Cluster
216 Asisten Penata Busana Dan Perhiasan Mrp Bugis Makasar Cluster
217 Penata Mrp Bugis Makasar Yunior Cluster
218 Penata Wajah Mrp Bugis Makasar Cluster
219 Penata Mrp Bugis Makasar Senior Cluster
220 Asisten Petata Mrp Melayu Cluster
221 Asisten Penjata Wajah Mrp Melayu Cluster
222 Asisten Penata Busana Mrt Melayu Cluster
223 Penata Mrp Melayu Yunior Cluster
224 Penata Busana Mrp Melayu Cluster
225 Penata Mrp Melayu Senior Cluster
226 Pencuci Rambut Cluster
227 Perawat Kulit Kepala Dan Rambut Cluster
228 Blow Specialist Cluster
229 Pratata Rambut Cluster
230 Pembuat Dan Perawat Hairpiece Cluster
231 Hairdresser Cluster

232 Penata Rambut Komersi Cluster

233 Penggeriting Rambut Cluster
234 Penata Sanggul Cluster
235 Penata Sanggul Daerah Cluster
236 Hairdresser Scissor Overcome Cluster
237 Colorist Cluster
238 Smoothing And Rebounding Specialist Cluster
239 Artistic Hair Colorist Cluster
240 Artistic Hair And Design Stylist Cluster
241 Hair Extention Specialist Cluster
242 Konseptor Untuk Total Look Cluster
243 Business And Management Cluster
244 Perawatan Kulit Wajah Tidak Bermasalah Cluster
245 Perawatan Tangan Dan Pewarnaan Cluster
246 Perawatan Kaki Dan Pewarnaan Kuku Cluster
247 Perawatan Wajah Manual Kulit Bermasalah Cluster
248 Rias Wajah Kulit Bermasalah Cluster
249 Rias Wajah Karakter Cluster
250 Pewarnaan Dan Penambahan Bulu Mata Cluster
251 Rias Wajah Fantasi Cluster
252 Rias Wajah Foto Tv Film Cluster
253 Perawatan Badan Tradisional Cluster
254 Perawatan Wajah Bermasalah Dengan Teknologi Cluster
255 Perawatan Badan Dengan Teknologi Cluster
256 Tata Kecantikan Kulit Cluster
257 Tatakecantikan Rambut Cluster
258 Baby Sitter Cluster
259 Caretaker Cluster
260 Nanny Cluster
261 Penata Laksana Rumah Tangga Cluster
262 Pembantu Rumah Tangga Cluster
263 Junior Governess Negara Arab Saudi Cluster
264 Junior Governess Negara Hongkong Cluster
265 Junior Governess Negara Jordania Cluster
266 Junior Governess Negara Kuwait Cluster
267 Junior Governess Negara Malaysia Cluster
268 Junior Governess Negara Oman Cluster
269 Junior Governess Negara Qatar Cluster
270 Junior Governess Negara Singapura Cluster
271 Junior Governess Negara Taiwan Cluster
272 Junior Governess Negara Uni Emirat Arab Cluster

273 Penjaga Lansia (Caregiver) Cluster

Penata Laksana Rumah Tangga (House Keeper) Negara
274 Cluster
Penempatan : China Hongkong.
Pengasuh Anak Balita Muda (Nanny Yunior) Negara Penempatan
275 Cluster
: Hongkong
Juru Masak Rumah Tangga ( Domestic Cooker ) Negara
276 Cluster
Penempatan : Malaysia.
Penjaga Jompo / Lansia (Caretaker) Negara Penempatan :
277 Cluster
Malaysia.
Penjaga Bayi Muda (Baby Sitter Yunior) Negara Penempatan :
278 Cluster
Malaysia.
Penata Laksana Rumah Tangga (House Keeper) Negara
279 Cluster
Penempatan : Malaysia.
Penata Laksana Rumah Tangga (House Maid Ii) Negara
280 Cluster
Penempatan : Singapura.
Penjaga Bayi Muda (Baby Sitter Yunior) Negara Penempatan :
281 Cluster
Singapura.
282 Pembantu Penjaga Bayi Dirumah Tangga (Assistant Baby Sitter) Cluster
283 Penjaga Jompo/Lansia Di Rumah Tangga (Caretaker) Cluster
284 Juru Masak Di Rumah Tangga (Domestic Cooker) Cluster
285 Penata Laksana Rumah Tangga (House Keeper) Cluster
286 Domestic Worker (Housemaid) Cluster
287 Pengasuh Anak Balita Muda (Nanny Yunior) Cluster
288 Pengemudi Keluarga (Family Driver) Cluster
289 Pengemudi Keluarga (Family Driver) Cluster
290 Penata Laksana Rumah Tangga(House Keeper) Cluster
291 Pengasuh Bayi (Baby Sitter) Cluster
292 Penjaga Jompo/Lansia Di Rumah Tangga Cluster
Penjaga Lansia Jenjang 1 Negara Penempatan Kawasan
295 Occupation
Asia Pasifik
Penjaga Lansia Jenjang 2 Negara Penempatan Kawasan
296 Occupation
Asia Pasifik
Child Care Jenjang 1 Negara Penempatan Kawasan Asia
297 Occupation
Pasifik
Child Care Jenjang 2 Negara Penempatan Kawasan Asia
298 Occupation
Pasifik
Family Driver Jenjang 2 Negara Penempatan Kawasan Asia
299 Occupation
Pasifik
300 Housekeeping Negara Penempatan Kawasan Asia Pasifik Occupation
301 Pasifikbaby Sitter Negara Penempatan Kawasan Asia Pasifik Occupation
Pasifikbaby Sitter Negara Penempatan Kawasan Asia Pasifik
302 Occupation
(Level2)
303 Gardener Negara Penempatan Kawasan Asia Pasifik Occupation
304 Family Cooker Negara Penempatan Kawasan Asia Pasifik Occupation
305 Pengasuhan Bayi Dan Anak Negara Penempatan Malaysia Occupation
306 Pengasuhan Lansia Negara Penempatan Malaysia Occupation
307 Pengurus Rumah Tangga (Housekeeping ) Negara Penempatan Occupation

Malaysia
308 Pengelasan Brazed Welding (Bw) Level I Cluster

309 Tukang Taman Pada Bangunan Gedung Cluster
310 Penjaga Lansia Negara Penempatan Kawasan Asia Pasifik Cluster
Penjaga Lansia (Level 2) Negara Penempatan Kawasan Asia
311 Cluster
Pasifik
312 Child Care Negara Penempatan Kawasan Asia Pasifik (Level1) Cluster
313 Child Care Negara Penempatan Kawasan Asia Pasifik (Level2) Cluster
314 Family Driver Negara Penempatan Kawasan Asia Cluster
315 Pengelasan Induction Brazing (Ib) Level Ii Cluster
316 Pengelasan Oxygen Acetylene Welding (Oaw) Level I Cluster
317 Pengelasan Oxygen Acetylene Welding (Oaw) Level Ii Cluster
318 Pengelasan Resistance Brazing (Rb) Level I Cluster
319 Pengelasan Resistance Brazing (Rb) Level Ii Cluster
320 Pengelasan Torch Brazing (Tb) Level I Cluster
321 Pengelasan Torch Brazing (Tb) Level Ii Cluster
322 Pengelasan Flux Cored Arc Welding (Fcaw) Level I Cluster
323 Pengelasan Flux Cored Arc Welding (Fcaw) Level Ii Cluster
324 Pengelasan Flux Cored Arc Welding (Fcaw) Level Iii Cluster
325 Pengelasan Gas Metal Arc Welding (Gmaw ) Level I Cluster
326 Pengelasan Gas Metal Arc Welding (Gmaw) Level Ii Cluster
327 Pengelasan Gas Metal Arc Welding (Gmaw) Level Iii Cluster
328 Pengelasan Gas Tungsten Arc Welding (Gtaw) Level I Cluster
329 Pengelasan Gas Tungsten Arc Welding (Gtaw) Level Ii Cluster
330 Pengelasan Gas Tungsten Arc Welding (Gtaw) Level Iii Cluster
331 Pengelasan Submerged Arc Welding (Saw) Level I Cluster
332 Pengelasan Submerged Arc Welding (Saw) Level Ii Cluster
333 Mekanik Las Fabrikasi Dasar Cluster
334 Mekanik Las Fabrikasi (Level I) Cluster
335 Mekanik Las Fabrikasi Level Iii Cluster
336 Juru Las 1 Proses Smaw (Mmaw) Cluster
339 Welding Inspector Cluster
340 Juru Las Smaw (Mmaw) Level 2 Cluster
341 Juru Las Smaw Cluster
342 Juru Las Smaw 6g Level 3 Occupation
343 Welding Inspector Pipeline Occupation
344 Juru Las Fcaw 3g Occupation
345 Juru Las Karbit (Oxygen Acetylene Welding Occupation
346 Pipe Fitter Occupation

347 Juru Las (Welder) Gmaw 3g Occupation

348 Juru Las Smaw 3g Occupation
349 Pengelasan Gtaw Occupation
350 Teknisi Welding Occupation
351 Asisten Manager Budidaya Krisan Potong Cluster
352 Asisten Manager Budidaya Aglaonema Level V Cluster
353 Manager Budidaya Krisan Potong Level Vi Cluster
354 Manager Budidaya Aglaonema Level Vi Cluster
355 Pelaksana Level Ii (Budidaya Krisan Potong) Cluster
Pelaksana/Operator Lapangan Level Ii Budidaya Tanaman
356 Cluster
Aglaonema
357 Pengawas Lapangan Level Iii Budidaya Krisan Potong Cluster
358 Pengawas Level Iii Budidaya Aglaonema Cluster
359 Teknisi Level Iv Budidaya Aglaonema Cluster
360 Teknisi Level Iv Budidaya Krisan Potong Cluster
361 Kepala Bagian (Produksi Tanaman Sayuran) Cluster
362 Budidaya Jeruk Untuk Pelaksana Cluster
363 Budidaya Jeruk Untuk Mandor Cluster
364 Budidaya Kedelai - Pelaksana Cluster
365 Budidaya Kedelai - Teknisi Cluster
366 Budidaya Ikan Catfish - Teknisi Cluster
367 Budidaya Ikan Catfish - Operator Cluster
368 Budidaya Rumput Laut - Pelaksana Cluster
370 Persiapan Tanam (Tanaman Sayuran) Cluster
371 Penanaman (Tanaman Sayuran) Cluster
372 Pemeliharaan Tanaman (Tanaman Sayuran) Cluster
373 Panen Dan Pasca Panen (Tanaman Sayuran) Cluster
374 Pemasaraan Hasil Panen (Tanaman Sayuran) Cluster
375 Pengelolaan Bisnis (Tanaman Sayuran) Cluster
376 Penyuluh Fasilitator Cluster
377 Penyuluh Supervisor Cluster
378 Penyuluh Advisor Cluster
379 Asisten Pengendali Organisme Pengganggu Tumbuhan Cluster
380 Pengendali Organisme Pengganggu Tumbuhan (Popt) Cluster
381 Ahli Pengendali Organisme Pengganggu Tumbuhan (Popt) Cluster
382 Fasilitator Bidang Pertanian Organik Tanaman Cluster
383 Inspektor Bidang Pertanian Organik Ternak Cluster
384 Asisten Kebun Kelapa Sawit Cluster
385 Operator Permesinan (Sertifikat Unit) Cluster
386 Sub Sektor Mesin Pendingin Cluster

387 Asisten Operator Mesin Bubut Konvensional Cluster

388 Operator I Mesin Bubut Konvensional Cluster
389 Operator Ii Mesin Bubut Konvensional Cluster
390 Operator I Cnc Mesin Bubut Cluster
391 Operator Ii Cnc Mesin Bubut Cluster
392 Operator Ii Mesin Edm (Electrical Discharge Machine) Cluster
393 Operator Ii Mesin Frais Konvensional Cluster
394 Operator Ii Cnc Maching Centre Cluster
395 Programer I Mesin Cnc Wire Cut Cluster
396 Setter I Cnc Mesin Bubut Cluster
397 Setter Ii Cnc Mesin Bubut Cluster
398 Memogram Cnc Wire Cut Cluster
399 Memprogram Dengan Cad Cam Cluster
400 Mengoperasikan Mesin Cnc Machining Center Cluster
401 Operator Edm Cluster
Memprogram Mesin Nc/Cnc Machining Centre Multi Spindle
402 Cluster
Dan/Atau Multi Axis.
403 Mengoperasikan Mesin Nc/Cnc Wire Cutting Cluster
Memprogram Mesin Edm Electrical Discharge Machine
404 Cluster
Progamming
405 Mengoperasikan Mesin Bubut Cnc Cluster
406 Memprogram Mesin Cnc Machining Center Cluster
407 Mengoperasikan Mesin Cnc Wire Cut Cluster
408 Junior Operator Bubut (Level 1) Cluster
409 Operator Mesin Produksi Cluster
410 Operator Cnc Cluster
411 Operator Frais Occupation
412 Drafter Cad Mekanikal Occupation
413 Operator Mesin Cnc Occupation
414 Operator Mesin Bubut Occupation
415 Operator Permesinan Lanjut Occupation
416 Operator Cnc-Cadcam Occupation
417 Operator Proses Produksi Cnc Bubut Occupation
418 Asisten Operator Mesin Bubut Occupation
419 Operator Pemesinan Occupation
420 Jig And Fixture Maker Occupation
421 Mold Maker Occupation
422 Operator Muda Operasi Smelter Occupation
423 Tool Precision Maker Occupation
424 Press Tool Maker Occupation
425 Sheet Metal Maker Occupation
426 Teknisi Manufaktur Occupation

427 Teknisi Perawatan Mesin Perkakas Occupation

428 Instalatir Listrik Bangunan Gedung Cluster
Instalatir Bangunan Sederhana (Rumah Tinggal, Sekolah, Rumah
429 Cluster
Ibadah)
430 Maintenance Plc Cluster
431 Operator Instalasi Otomasi Listrik Industri Cluster
432 Pemelihara (Maintenance) Peralatan Listrik/ Elektronika Cluster
433 Pemelihara Sistem Scada Transmisi Tenaga Listrik Cluster
Perancang Instalasi Listrik Bangunan Gedung (Kampus, Gedung
434 Cluster
Olahraga Dan Kantor)
435 Perancang Instalasi Listrik Bangunan Hotel Dan Apartemen Cluster
Perancang Instalasi Listrik Bangunan Industri (Kecil, Menengah
436 Cluster
Dan Besar)
437 Perancang Instalasi Listrik Bangunan Pasar Swalayan Cluster
438 Perancang Instalasi Listrik Bangunan Rumah Sakit Cluster
439 Teknisi Lift, Conveyor Dan Escalator Cluster
440 Teknisi Plc Dan Scada Cluster
441 Teknisi Plc Cluster
Teknisi Sistem Pompa (Hydrant, Springkler, Air Bersih, Air
442 Cluster
Kotor/Limbah)
443 Teknisi Sistem Scada Cluster
444 Instalatir Penerangan ( Level 2 ) Cluster
445 Instalatir Penerangan ( Level 1 ) Cluster
Pemeliharaan & Perbaikan Instalasi & Motor Listrik Sumber
446 Occupation
Tegangan Rendah
447 Otomasi Industri Occupation
448 Teknisi Instalasi Listrik Occupation
449 Teknisi Sistem Kendali Motor Listrik Occupation
450 Instalasi Tenaga Occupation
451 Operator Listrik Industri Occupation
452 Operator Otomasi Plc Occupation
453 Instalatir Penerangan Occupation
454 Operator Genset Occupation
455 Rewinding Motor Listrik Occupation
456 Teknik Listrik Occupation
457 Operator Mesin Kayu Portable Cluster
458 Pemasangan Penutup Dinding Dan Lantai Cluster
459 Pemasangan Sanitasi Dan Drainase Cluster
460 Tukang Cat Dinding Cluster
461 Tukang Finishing Kayu Cluster
462 Tukang Konstruksi Kuda – Kuda Dan Rangka Atap Cluster
463 Tukang Kusen, Daun Pintu Dan Daun Jendela Cluster
464 Tukang Pasang Batu Alam Cluster
465 Tukang Pasang Batu Pabrikasi Cluster

466 Tukang Pasang Bekisting Cluster

467 Tukang Pasang Bouwplank Cluster
468 Tukang Pasang Plafond Cluster
469 Tukang Pasang Pondasi Batu Alam Cluster
470 Operator Finishing Teknik Semprot Cluster
471 Juru Ukur Cluster
472 Operator Mesin Furniture Occupation
473 Meubelair Occupation
474 Finishing Kayu Teknik Oles Occupation
475 Cabinet Making Occupation
476 Techniciaan Surveying (Juru Ukur) Occupation
477 Finishing Kayu Teknik Semprot Occupation
478 Juru Gambar Arsitektur 3d Occupation
Tukang Bangunan Gedung (Membuat Bouwplank, Kuda Kuda Dan
479 Occupation
Rangka Atap)
Tukang Kayu Konstruksi (Membuat Kusen, Daun Pintu Dan
480 Occupation
Jendela)
481 Meister Konstruksi Bangunan Gedung Cluster
482 Meister Mekatronika Cluster
483 Meister Teknik Manufaktur Cluster
484 Meister Teknisi Otomotif Kendaraan Ringan Cluster
485 Meister Listrik Industri Dan Otomasi Cluster
486 Metodologi Pelatihan Instruktur Terampil Pelaksana Cluster
487 Metodologi Pelatihan Instruktur Terampil Pelaksana Lanjutan Cluster
488 Metodologi Pelatihan Instruktur Terampil Penyelia Cluster
489 Metodologi Pelatihan Instruktur Ahli Muda Cluster
490 Metodologi Pelatihan Instruktur Madya Cluster
491 Merancang Dan Melaksanakan Program Pelatihan Qualifications
492 Instruktur Junior Jenjang 3 Qualifications
493 Instruktur Jenjang 4 Qualifications
494 Instruktur Jenjang 5 Qualifications
495 Instruktur Master Jenjang 6 Qualifications
496 Dikdas Bangunan Occupation
497 Dikdas Bisman Occupation
498 Dikdas Elektronika Occupation
499 Dikdas Las Fabrikasi Occupation
500 Dikdas Listrik Occupation
501 Dikdas Manufaktur Occupation
502 Dikdas Menjahit Occupation
503 Dikdas Otomotif Occupation
504 Dikdas Refrigeration Occupation
505 Dikdas Tik Occupation

506 Dikdas Instruktur Lembaga Pelatihan Kerja Swasta (Ilps) Occupation

507 Juru Bor Seismik Cluster
508 Juru Tembak Seismik Cluster
509 Juru Ukur Seismik Cluster
510 Operator Lantai Bor (Floorman) Cluster
511 Operator Menara Bor (Derrickman) Cluster
512 Forklift Pada Pesawat Angkat Operator Forklift (Fl) Cluster
Kran Mobil Pada Pesawat Angkat Operator Kran Jembatan (Kj) >
513 Cluster
50 Ton
Kran Mobil Pada Pesawat Angkat Operator Kran Jembatan (Kj)
514 Cluster
S/D 25 Ton
Kran Mobil Pada Pesawat Angkat Operator Kran Jembatan (Kj)
515 Cluster
S/D 50 Ton
516 Kran Mobil Pada Pesawat Angkat Operator Kran Mobil > 50 Ton Cluster
517 Kran Mobil Pada Pesawat Angkat Operator Kran Mobil S.D 25 Ton Cluster
518 Kran Mobil Pada Pesawat Angkat Operator Kran Mobil S.D 50 Ton Cluster
Kran Mobil Pada Pesawat Angkat Operator Kran Putar Tetap (Kpt)
519 Cluster
> 50 Ton
520 Cluster
S/D 25 Ton
521 Cluster
S/D 50 Ton
522 Rigging Pada Pesawat Angkat Juru Ikat Beban (Rigging) Cluster
523 Ahli Pengendali Perawatan Sumur (Aps) Cluster
524 Operator Lantai Perawatan Sumur (Olp) Cluster
525 Operator Unit Perawatan Sumur (Oup) Cluster
526 Operator Kepala Operasi Produksi (Opk) (Iv) Cluster
527 Operator Madya Produksi (Opa) (Ii) Cluster
528 Operator Operasi Produksi (Opt) (Iii) Cluster
529 Keselamatan Dan Kesehatan Kerja Operator Keselamatan Kerja Cluster
530 Pengawas Keselamatan Dan Kesehatan Kerja Migas Cluster
531 Pengawas Utama Keselamatan Dan Kesehatan Kerja Migas Cluster
532 Operator Laboratorium Penguji Air Cluster
Teknisi/Operator Laboratorium Penguji Minyak Bbm Non
533 Cluster
Penerbangan
Petugas Pengendali Limbah Cair (Supporting) Bidang Sistem
534 Cluster
Manajemen Lingkungan
535 Operator Boiler Kelas Dua Cluster
536 Operator Boiler Kelas Satu Cluster
537 Sekretaris Yunior Level Iii (Junior Administrative Assistant) Cluster
538 Sekretaris Level Iv (Administrative Assistant) Cluster
Mempersiapkan Perjalanan Dinas Pimpinan (Business Trip)
539 Cluster
Klaster
540 Korespondensi (Correspondence) Klaster Cluster
541 Mengelola Agenda Kerja Pimpinan Klaster (Daily Agenda) Cluster
542 Penanganan Arsip (Filing) Klaster Cluster
543 Penanganan Surat/Dokumen Klaster (Mail Handling) Cluster

544 Penanganan Kas Kecil Klaster (Petty Cash) Cluster

545 Penanganan Telepon Klaster (Phone Handling) Cluster
546 Pelayanan Pelanggan Klaster (Service Excellence) Cluster
547 Juru Arsip Level I Cluster
548 Juru Catat Level I Cluster
549 Juru Ketik Level I (Typist) Cluster
550 Juru Surat Level I Cluster
551 Administrasi Kantor Level Ii (Office Administrative) Cluster
552 Mempersiapkan Perjalanan Dinas Pimpinan (Business Trip)
553 Pengadaan Sumber Daya Manusia (Sdm) Cluster
554 Administrasi Kantor (Office Administrasi) Cluster
555 Teknisi Akuntansi Yunior Cluster
556 Administrasi Perkantoran Kejuruan Bisnis Dan Manajemen Occupation
557 Customer Service Occupation
558 Front Liner Occupation
559 Office Administrative Assistant Occupation
560 Sekretaris Occupation
561 Bahasa Jepang Perhotelan Untuk Front Liner (Junior) Occupation
562 English For The Office Occupation
563 Juru Bahasa Mandarin Occupation
564 Customer Service Occupation
565 General Office Clerk Occupation
566 Junior Sekretaris/Yunior Secretary Occupation
567 Staf Administrasi Kantor Occupation
568 Public Relation Occupation
569 Recepsionis Occupation
570 Tenaga Tata Usaha Occupation
571 Tenaga Pemasar Operasional Occupation
572 Tenaga Penjualan Occupation
573 Secretaris Occupation
Meningkatkan Hasil Kerja Dengan Teknik Manajemen
574 Cluster
Perbandingan (Benchmarking)
575 Supply Chain Management Cluster
576 Supervisory Training Cluster
Meningkatkan Produktivitas Karyawan Dengan Bagan Usulan
577 Cluster
Karyawan ( Employee Suggestion Scheme )
578 Pelatihan Kader Desa Produktif Cluster
579 Pelatihan Kaizen Cluster
580 Green Produktivity Cluster
581 Pelatihan Integrated Productivity Improvement (Ipi ) Cluster
582 Productivity Practisionary Cluster
Pelatihan Peningkatan Motivasi Berprestasi ( Achievement
583 Cluster
Motivation Training )

584 Benchmarking Cluster

585 Suggestion Scheme Cluster
586 Problem Solving Cluster
587 Human Resources Management ( Hrm ) Cluster
588 Performance Management Cluster
589 Change Management Cluster
590 Manajemen Informasi Cluster
591 Tata Laksana Rumah Tangga Perusahaan Cluster
592 Pengelolaan Pelatihan Peningkatan Produktivitas Cluster
593 Penilaian Faktor Produktivitas Dan Kualitas Serta Penghambatnya Cluster
594 Wirausaha Pemula Cluster
595 Wirausaha Pengembang Cluster
596 Pelaksana Pengukuran Produktivitas Cluster
597 Pelaksana Pengukuran Produktivitas Nasional Cluster
598 Pengelolaan Score Cluster
599 Auditor Penghargaan Produktivitas Cluster
600 Manajemen Konsultansi Cluster
601 Pengelola Organisasi Ekselen Dan Budaya Produktivitas Cluster
602 Manajemen Kualitas Cluster
603 Mendesain Program Peningkatan Produktivitas Dan Organisasi Cluster
604 Pengukuran Produktivitas Cluster
605 Pelaksanaan Pengukuran Produktivitas Individu Cluster
606 Pengukuran Produktivitas Regional Cluster
607 Pemeliharaan Terpadu Cluster
608 Pelaksanaan Promosi Produktivitas Cluster
609 Bagi Hasil Produktivitas Cluster
610 Business Framework Cluster
611 Membangun Kerja Sama Cluster
612 Negotiation Skills Cluster
613 Rekayasa Ulang Proses Bisnis Cluster
614 Selling Skills Cluster
615 Sistem Lean Cluster
616 Customer Service Cluster
617 Pelatihan Penerapan Gugus Kendali Mutu Cluster
618 Wirausaha Baru Produktif Cluster
619 Kabag Akuntansi Cluster
620 Kabag Pembiayaan Cluster
621 Juru Masak Cluster
622 Asisten Juru Masak Senior Cluster

623 Budidaya Ikan Air Payau - Pelaksana Cluster

624 Budidaya Ikan Air Payau - Teknisi Cluster

626 Budidaya Rumput Laut - Teknisi Cluster
627 Kerajinan Hantaran - Pembuat Hantaran Junior Cluster
628 Kerajinan Hantaran - Pembuat Hantaran Senior Cluster
629 Manajemen Pembelian Bahan Baku Industri Kecil Menengah (Ikm) Cluster
630 Manajemen Keuangan Industri Kecil Menengah (Ikm) Cluster
631 Manajemen Proses Industri Kecil Menengah (Ikm) Cluster
632 Manajemen Operasional Industri Kecil Menengah (Ikm) Cluster
633 Manajemen Pemasaran Industri Kecil Menengah (Ikm) Cluster
634 Manajemen Sdm Industri Kecil Menengah (Ikm) Cluster
635 Teknisi Handphone Cluster
636 Operator Otomasi Elektronika Industri Occupation
637 Operator Instrumen Dan Kontrol Occupation
638 Teknisi Telepon Seluler Occupation
639 Audio Video Occupation
640 Teknisi Muda Otomasi Elektronika Industri Occupation
641 Teknisi Ahli Otomasi Elektronika Industri Occupation
642 Teknisi Instalasi Fiber Optik Madya Occupation
643 Teknisi Instalasi Fiber Optik Muda Occupation
644 Teknisi Refrigerasi Komersial Occupation
645 Teknisi Lemari Pendingin (Show Case) Occupation
646 Teknisi Pendingin Ac Split Occupation
647 Teknisi Ac Central Occupation
648 Pembatik Occupation

649 Kliner Junior Qualifications
650 Koordinator Area Qualifications
651 Quality Control Qualifications
652 Spesialis Cleaner/ Senior Cleaner Qualifications
653 Supervisor Qualifications
654 Tim Leader Qualifications
655 Membibitkan Sayuran Organik Occupation
656 Memproduksi Selai Buah/Jam Occupation
657 Pembuat Manisan Buah Occupation
658 Pembuat Pisang Sale Occupation
659 Membuat Pupuk Organik Occupation
660 Pembuat Roti Occupation
661 Pembuat Susu Kedelai Occupation
662 Memproduksi Telur Asin Occupation
663 Pembuat Tempe Occupation
664 Pembuat Nata De Coco Occupation
665 Pembudidaya Ikan Catfish Occupation

666 Pembudidaya Ikan Hias Occupation
667 Pembudidaya Rumput Laut Occupation
668 Soft Skills Occupation

ANNEX D: Occupational Map for ICT Sector

NATIONAL OCCUPATION MAP IN INDONESIA NATIONAL QUALIFICATION FRAMEWORK IN INFORMATION AND COMMUNICATION TECHNOLOGY FUNCTION AREA (1 of 2)
IQF Position Hierarchy Information And Communication Technology Function Area
(Government)
Information IT
Bureaucrat
Data Programming Hardware and

Category
Network and Operation and System and Governance IT Project

LeveL
Industry (Private) Management and Software Digital

Infrastructure System Tools Technology and Management
System Development Peripherals
Development Management
IT
Business Infrastructure Chief Chief
Applications Director Technology Technology
Chief Director;
Main Expert
Chief of Director Telecommuni Chief Officer Officer Chief IT

President Director; Technology
9 Knowledge cation Service Operator Project
CXO; Director
Officer System Director Officer Information Information Manager
Managing Director
Programing Network System Technology
Director Service Officer Officer
Director
Vice
President Program
Human Management
Senior Expert
Director; Digital Vice Resources Director

Expert
Data Technical Operation and

Vice President Director; Senior Computer President IT
8 Warehouse Service Vice Technology
General Manager; Programmer Technology Information Deployment
Director President Director
Scientist Scientist Services Director IT Project
IT Planning Portfolio
Director Director
System Telephone Network

Application and Wireless Technical
Junior Expert
Digital Operating
Development Services Information Disaster Services
Big Data Computer System
7 Manager; Expert Manger Manger Architecture Recovery Project
Scientist Technology Production
System and Cloud Manager Manager Manager
Expert Manager
Programmer Computing
Distributed
Manger Manager

(Government)
Information IT
Bureaucrat
Category

LeveL

System Cloud System

Development Application Project
Team Head Manger Manager
Applications Advance Computer
Programming Network Operation IT Contracts
Manager Administrator Manager Manager
Disaster
Implementation Senior Operation
Data Computer Business Recovery and
Project Network System Senior Project
Warehouse Operation Development Business
Manager Administrator Engineer Manager
Manager Manager Manager Continuity
Object IT Operations
Network Manager
Programmer System
Manager Lead Project
Expert Manager
Manager
Software IT
Network
Development Outsourcing Project
Engineer
Expert Manager Manager
Site Software / Transaction Applications
System Availability/
Device Services Microcomputer Processing Training and
Data System Engineer Automated Point of Sale
Manager Technology Manager Documentatio
Manager Operations Manger
Software Manager Data Administration n Manager
Manager
Engineering Communicati and Facilities
ICT Project
Manager ons Manager Manager
Manager
Application Network and Technical
Development Infrastructure Operation IT Training
Manager Expert Manager Project
Application Network Desktop/Com Manager
Help Desk Production Re-
Technology Controller Service puter Support
Support Support Engineering System
Manager Manager Manager Manger
Manager Manager Manager Project
System Wireless
Help Desk Manager
Software System
Manager
Manager Manager Customer
(Government)
Information IT
Bureaucrat
Category

LeveL

System and Telecommuni Operation Account

Programming cation System Manager
Manger Manager Development
Expert Voice
Programmer Communicati
Store Enterprise
Computer on Manger Property IT Human
Applications Information System
Operation Voice Management Resource
Manager System Project
Manager /Wireless Manager Manager
Manager Manager
Office Communicati
Record Automation on Manager
Administrator Applications Telephone
Manager Manager and Wireless
Services Accounting Implementatio
Lead Software Information Information
Metrics Manager Information n Deployment
Manager System System
Manager Network and System Project
Manager Manager
Computing Manager Manager
Senior Software Services
Manager
Lead
Senior
Programmer
Middle Technician / Analyst
Key
Digital Senior System
Program Network Performance
Technician / Analyst
Analyst ICTPM
Data Model Analyst Computer Administrator Computer Indicator Deputy
Assistant Manager; Administrator Object Technology Technician Analyst
Information Manager
6 Deputy Manager; Programmer Advisor Specialist
System
Advisor
Database Generalist
Contract
Programmer System Senior ICTPM
Senior System Network IT Planning Management
Web Administrator Production Deputy
Analyst Control Analyst Analyst Analyst
Developer Control Manager

(Government)
Information IT
Bureaucrat
Category

LeveL

Software Analyst
Information
Engineer Network Operation
Technology
Senior Designer Analyst
Associate
Programmer
Lead
Application Data Planning
Programmer Communicati System Integration
Data Architect Network
Senior on Assistant Analyst and Control
Security
Application Manager Administrator
Analyst
Programmer IT
Metrics
Senior System Maintenance
Middle Measurement Production
Database Programmer PCI-DSS Contract
Network Analyst Control
Administrator Senior Unix Administrator Manager
Administrator Analyst
Programmer LAN
Business Applications
Senior Middle Change
Analyst Support Procurement
Operation Network Control
Business Analyst Administrator
Analyst Technician Analyst
System Analyst
Chief
Microcomputer Information
Programmer Network
Data Analyst Support System
Junior Technician / Analyst
Technician Computer Change

Supervisor Supervisor
Junior Technician Control
Database Network Supervisor Supervisor
Programmer Technician IT Project
5 Supervisor; Inspector Data Computer Information
Supervisor Senior Supervisor
Management Maintenance Management
Network
Supervisor Supervisor Supervisor
Junior Specialist Word Capacity
Web Junior Processing Planning
Programmer Network Supervisor Supervisor
Data Entry Hardware POS
Administrator
(Government)
Information IT
Bureaucrat
Category

LeveL

Supervisor Installation Cloud Supervisor

Junior
Supervisor Computer
Programmer
Analyst
Network Computer
Technical Object POS Training
Services Operation
Engineer Programmer Supervisor Human
Communicatio Administrator Supervisor
Resource
n Supervisor Network Production
System System Help Desk Generalist
Services Service
Integrator Programmer Supervisor
Specialist
Computer
Primary Object Hardware
Technician
Programmer Installation
Junior Junior IT
Coordinator
Network Computer Management
Administrator Technician Record Coordinator
Intern Technician / Analyst
Primary Desktop/Com Management

Programmer puter Support Coordinator
POS Hardware Technician
Data Entry Coordinator IT Project
4 Coordinator; Specialist Help
Coordinator Coordinator
Voice
Junior Web Desk
Wireless
Developer Coordinator Senior TH GL
Communicati
Lead Specialist
Computer on
Coordinator Computer
Maintenance Operator Green IT
Junior Mobil Coordinator Management
Voice Technical
Programmer Coordinator TH GL
Communicati Service
Specialist
Voice on Specialist

(Government)
Information IT
Bureaucrat
Category

LeveL

Communicatio Coordinator Desktop/Com

n Specialist puter Support
Software
Specialist
Quality Control
Computer
Tester
Operation
Specialist
Junior
Information Human
Programmer Network Wireless Technical
Management Resource
Software Specialist Coordinator Specialist
Coordinator Specialist
Technician
Quality
Control
Computer
Programmer
Operator
Assistant
Desig
Computer
Computer
Network Operator
Maintenance
Technician Quantity
Staff
Middle Operator
Surveyor
Data Information IT IT Project
Operator
Computer
3C Staff Management Assistant Management Management Management
Operator
Staff Documenter Staff Staff Staff
Citizenship
Computer
Operator
Statistics
Computer
Interface Network Telecommuni
Operator
Programmer Control Analyst cation
Advanced
Assistant Staff Technician
Office
Operator
(Government)
Information IT
Bureaucrat
Category

LeveL

Computer
Repair
Specialist
Coder Word
Processing
Lead
Operator
Computer
Operator
Desktop
Program Specialist
Documenter Help Desk
Specialist
Computer
Technician
Assistant Junior
Programmer Technical Computer
Trainee Support Operator
BYOD Support Senior
Coder Trainee Specialist Office
Operator IT
Junior Operator
Network Information
Junior Governance IT Project
Data Entry Support System and
2 Junior Staff Assistant Helpdesk and Management
Operator Technician Technology
Programmer Management Administration
Administration
Administration
Personal Computer
Junior Coder
Computer Operator
Operational
Specialist Support Word
Novice
Technician Processing
Programmer
Operator
(Government)
Information IT
Bureaucrat
Category

LeveL

Junior Office
Operator
Junior
Basic Office
Technical
Intern Operator
Operator
Software Computer Support Information IT
Data Entry Computer IT Project
1 Clerk Development Maintenance Technician Management Management
Clerk Clerk
Clerk Clerk Computer Clerk Clerk
Technical Operator
Support Clerk Assistant
Print Operator

NATIONAL OCCUPATION MAP IN INDONESIA NATIONAL QUALIFICATION FRAMEWORK IN INFORMATION AND COMMUNICATION TECHNOLOGY FUNCTION AREA (2 of2)
IGF Position Hierarchy Information And Communication Technology Function Area
(Government)
IT and
Bureaucrat
IT Services IT Mobility Integration IT
Category
IT Enterprise IT Security and Computing

LvL
Industry (Private) Management IT Multimedia and Internet Application Consultancy

Architecture Compliance Facilities
System of Things System and Advisory
Management
Chief
Cyber Security
Officer
Chief Director;
Main Expert
Chief Chief Chief IT Chief IT Chief

President Director; Chief Mobility Chief System Principal IT
9 Enterprise Compliance Services Facilities Multimedia
CXO; Officer Officer Advisor
Architecture Officer Officer Officer Officer
Managing Director
Chief
Security Officer
(CSO)
Vice President
Systems Multimedia
Consulting
Director Electronic Product Editor
Services Senior IT
Commerce
Sarbanes-Oxley Production Senior Advisor
Director
Compliance Services/Data Graphic
Senior Expert
Expert
Director; Director Center Director Designer

Vice President Application
Vice President Director; Disaster Mobile and
8 Strategy and Safety and Director System
General Manager; Recovery and IOT Director
Architecture Security Media Director
Scientist Business IT
Program Communicati
Continuity Management Senior IT
Director ons
Director and Control Consultant
Information Technical Director
Multimedia
Security Services
Director
Director Director
Network
Personal
Security
Junior Expert
Computing and
Software Auditor Data Graphic Cloud Digital
Office ERP
7 Manager; Expert Architecture Advance Center Designer Computing Entrepreneur
Automation Specialist
Manager Network Manager Expert Architect Manager
Support
Security
Manager
Engineer
(Government)
IT and
Bureaucrat
Category

LvL

Management
Network
Security ITSM
Facility and
Manager Manager
Equipment Senior Mobile
Cyber Security
Support Computing
Manager IT Service
Manager
Management
IT Quality
Expert
Assurance
Customer
Information Service Center
Technology Manager Vendor Cloud
Expert Auditor Management Computing
Customer Site Manager Engineer
Senior Cyber
Support
Security
Enterprise Manager Media Library
Engineer
Architecture Support
Manager Data Security Telecommuni Manager
User Support
Manager cations
Manager Cloud
Installation
IT Quality Computing
and
Control Technical Security
Maintenance Project
Manager Services
Manager Manager
Security and Manager
Enterprise IT
Workstations Service Level
Resource Consultant
Manager Reporting
Planning
IT Standard Manager
Site Intranet (ERP)
Implementation
Planning and Management Activities
Manager
Integration Manager Manager
Safety and
Services
Security
Manager
Program

(Government)
IT and
Bureaucrat
Category

LvL

Management
Change Control Accounting for

Manager Information Internet/
Technology Green IT
Sarbanes-Oxley Intranet
Management
Compliance Systems
Site/Shift Manager
Manger Manager
Operations
Quality Manager
Assurance
Manager BYOD Support
Competitive Information Manager Output
Multimedia Web Content
Intelligence Security Processing
IT Production Specialist Manager
Manager Manager Manager
Information Services
Technology Manager
Audit Manager Computer
Operations
Cyber Security IT Facilities Manager
Shift Manager
Engineer Management Video and
Computer
and Data Website
Junior Network Operations
Center Expert Content
Security Assistant
Engineer Manager
Cloud
Computing ERP Analyst Digital
Technician /
Technician /
Assistant Manager; Accounting Middle Power Advance

Analyst
Analyst
Middle
Enterprise Cyber Security Developer Entrepreneur

6 Deputy Manager; Information Source Multimedia
Architect Analyst Advance Deputy
Advisor System Analyst Technician Designer
Mobile ERP Security Manager
Computing Analyst

(Government)
IT and
Bureaucrat
Category

LvL

Management
ERP
Management
Webmaster
Subject
Matter Expert
ERP Data
INTERMEDIA Web Analyst
Enterprise Architect
IT Auditor TE GRAPHIC
Resource ERP
DESIGNER
Management Infrastructure
Business Online Administrator
Analyst Data Transaction
Middle Processing Lead ERP
Center Analyst
Information Help Desk ADVANCE Functional Junior IT
Technology
Facility ANIMATOR Consultant
Analyst ERP Decision
Auditor Administra Support
Web
tor Administrator Analyst
Competitive
Intelligence ERP Master
IT Quality
Analyst VIDEO Internet/ Data Analyst
Measurement
EDITOR Intranet
Analyst
Administrator
ERP Architect
Computer
Operations Computer
Junior Technician /
Junior
Desktop Junior Cyber Assistant Facilities
Graphic ERP Trainee Digital
Security Supervisor Service
Analyst
BYOD Designer Junior Mobile

5 Supervisor; Inspector Technician Entrepreneur
Support Senior Computing
Supervisor
Supervisor Systems
Data Security Support Junior Data Multimedia ERP
Administrator Specialist Center Specialist Developer
(Government)
IT and
Bureaucrat
Category

LvL

Management
Computer Technician Effect

Operations
Shift
Customer
Information Service ERP
Security Supervisor Resource
Audio Visual
Administrator Developer
Disaster Supervisor
IT Account
Recovery/Spe Safety and Data Center Internet
Representative
cial Projects Security Supervisor Developer
Supervisor Program Lead ERP
Supervisor IT Account Team
Information Representative IT
Audio Visual Consultancy
Security
Supervisor
ITSM
IT Security Supervisor Lead ERP
Management Technical
Application Junior
Supervisor Help Desk Web Site
Architecture Computer
Technician Designer
Mapper Software Technician Tape Application
Quality Librarian
Information Management
Assurance
Librarian Supervisor
Tester
Lead Customer
Service and
Technician /
IT Enterprise IT Security IT Facilities Intermediate Mobile Application IT

Analyst
Support
Intern
4 Coordinator; Specialist Design Management Management Multimedia Computing Management Consultancy

Coordinator
Coordinator Coordinator Coordinator Designer Senior Coordinator Coordinator
Customer

(Government)
IT and
Bureaucrat
Category

LvL

Management
Service and
Support
Quality
Coordinator Intermediate
Assurance
Operations Animator
Specialist
Training
Coordinator
POS
Senior
Coordinator
Information Senior Forms and
POS
System Technical Graphics
Coordinator
Specialist Specialist Designer
Disaster
Recovery
Coordinator
E-Commerce
IT Production
Specialist
Control
Specialist
Systems Green IT
Cyber Security Audio Visual
Support Management
Specialist Technician
Specialist Coordinator
IT
Procurement
Coordinator
Data
IT IT Security Center Junior Digital Application IT
Operator
Operator
Middle
IT Support Operations Artist Junior Mobile

3 Staff Architecture Management Management Consultancy
Operation Staff Staff Computing
Staff Staff Staff Staff
Junior Data Digital

(Government)
IT and
Bureaucrat
Category

LvL

Management
Center Imaging
Technical
IT Procurement Support
Assistant IT
Audiovisual
Administrative
Technician
Assistant
Junior
Multimedia
Junior Operator
Designer
IT Enterprise IT Security IT Facilities Application
IT Assistant IT
2 Junior Staff Architecture Management Management IOT Operator Management
Controller Administrator
Administrator Administrator Administrator Clerk
Junior
Animator
IT Enterprise IT Security IT Service IT Facilities Multimedia Mobile System IT

Operator
Intern
1 Clerk Management Management Management Management Management Programming Integration Consultancy

Clerk Clerk Clerk Clerk Clerk Clerk Clerk Clerk
ANNEX E: Occupational Map for Communication Sector

IQF BASED OCCUPATIONAL MAPPING ON COMMUNICATION FUNCTIONAL AREA OF 2018 (1 OF 2)

IQF Position Rank Functional Are On Communication Field
Animation (AN) Visual Communication Design (DV)
Persuasion &
Level Category Bureaucrats Private Information Identity
Managerial Presentation
Technical (1) Motion (2) Visual (3) Graphics Graphics
(4) Graphics
Design (1) Design (2)
Design (3)
General Desain Director (Dv000901)

Director; Creative Director (Dv000902)
President Executive Creative Director / Chief Creative Officer
9 Lead Expert
Directur; CxO; (Dv000903)
Managing
Director Chief Design Officer/Design Director (Dv000903)
Design Manager (Dv000801)
Director; Vice
Art Director /
President; Technical Animation Animation Associate Creative Director (Dv000802)
Production
8 Senior Expert General Director Director Producer
Designer Creative Group Head (Dv000803)
Manager; (An010801) (An020801) (An040801)
(An30801)
Scientist Design Project Manager (Dv000804)
Rigger System
Expert Junior Expert Expert Manager Supervisor Asset Senior Designer (Dv000701)
(An010701) Supervisor/
Crowd Visual
Animation
Simulation Development
Proction Desainer Grafis Senior (Dv000702)
7 Supervisor Supervisor/
Manager
(An010702) Modeling/
(An040701)
Layout/Previz/
Set Dressing
SLR Supervisor Design Manager (Dv000703)
(An030701)
(An010703)


Persuasion &
(4) Graphics
Design (3)
Senior Senior Visual
Publication Merchandizing
Designer Designer
(Dv010701) (Dv0307)
Senior Senior
Senior Art
Infographics Packaging
Director
Designer Designer
(Dv030702)
(Dv010702) (Dv020701)
Senior Senior
Signage Exhibition
Designer Designer
(Dv010703) (Dv03703)
Senior User Environmental
Interface Graphics
Designer Brand Identity Designer
(Dv010704) Designer (Dv030704)
Senior Web (Dv020702) Experience/Ux
Designer Designer
(Dv0107015) (Dv030705)
Technical
Senior Apps Character
System Admin Senior Illustrator
Desaigner Designer
Supervisor (Dv030706)
(Dv010706) (Dv020703)
(An010704)


Persuasion &
(4) Graphics
Design (3)
Senior
Senior
Typeface
Photographer
Designer
(Dv030707)
(Dv010707)
3D Animation
Rigger System Junior Designer (Dv000601)
Development
Designer
Artist
(An010601) Junior Graphics Designer (Dv000602)
(An020601)
Crowd Pupeteer Junior
Junior Visual
Simulation Sys. Development Publication
Merchandizing
Designer Artist/Cuu-Out Character Designer
Designer
(An010602) (An020602) Designer/ (Dv010601)
Asisten Environment Desainer
Middle SLR System Junior Visual
Technicia Manager;Deputy Designer/ Infografis
6 Technician / Designer Content
n / Analyst Manager Deputy Property Junior Junior
Analyst (An010603) Designer
Manager;Advisor Designer/ (Dv010602) Packaging
2D Animation Concept Artist Junior Designer
Development (An010601) Signage (Dv020601) Junior Art
Technical Artist Designer Director
System Admin (An020603) (Dv010603)
Designer Junior User Junior
(An010604) Interface Exhibition
Designer Designer
(Dv010604) (Dv030604)


Persuasion &
(4) Graphics
Design (3)
Junior Web
Junior Illustrator
Designer
(Dv030605)
(Dv010605)
Junior Apps Junior
Designer Photographer
(Dv010607) (Dv030606)
Junior
Motion Grapihic
Typeface
Designer
Designer
(Dv030607)
(Dv010608)
Lead 3D Lead Layout/

Lead Rigger Animator / 3D Set Dressing/ Production
Artist Character 3D Asset/ 3D Coordinator/ Senior Assistant Designer (Dv000501)
(An10501) Animation Character Animation
(An020501) Modeler Coordinator/
Layout
Junior Coordinator/
5 Technician / Supervisor Lead Technical
Lead Crowd
Analyst Puppeteer/ Coordinator/
Simulation
Lead Cut-Out Story Senior Visualizer (Dv000502)
Artist Lead nprevis/
Animator Coordinator/
(An010502) Lead
(An020502) Editorial
Coordinator
Lead SLR Lead 2D Lead 2D (9an020501)
System Artist Animator /2D Asset/ 2D Senior Drafter (Dv000503)
(An010503) Layout & Character/


Persuasion &
(4) Graphics
Design (3)
Rought Asset 2D
Animator/ 2D Character Er Senior Layout Artist (Dv000504)
Lead Technical Tech Animator Rig/ 2D
System Admin / Background
Lead Technical Asset/ 2D
Artist (010504) Property Image Editor
Asset/ Lead
Matte
Senior Rigger Senior 3d Key Senior
Junior Assistant Designer
Artist Animator Modeler
Senior 2d Cut- Senior 3d

Out / Puppeter / Ppreviz/
Intern 2d Rigged Senior 3d
Specialist Senior SLR Junior Visualizer
4 Technician / Animator Layout
Coordinator
Analyst
Senior
Concept
Senior 2D
Senior Art/Visual
Animator
Technical Development/ Junior Drafter
System Admin Designer/Stor


Persuasion &
(4) Graphics
Design (3)
yboard/Chara
cter Puppet
Rigger
Senior 3D Key
Junior Layout Artist
Animator
Junior Rigger Junior 3D 3D Junior

Artist Animator Modeler
Middle Junior 2D
Staff Junior Slr / 3D Junior Senior Operator
3 Operator Puppeter/
Reander Layout/ Junior
Junior Cut-Out
Wrangler Artist 3D Previz
Animator
3D Animation
Entry Level
Operator Technical
Support/
Junior
Junior Staff Technical Illustrator Junior Operator
Operator 2D Cut Out/
Assistant
Puppete
(An010201)
Eranimation
Entry Level
2D Animation
2 Entry Level
Intern
Clerk
1 Operator

NATIONAL OCCUPATION MAP IN INDONESIA NATIONAL QUALIFICATION FRAMEWORK IN THE COMMUNICATION FUNCTION AREA OF 2018 B (1 OF 3)
IQF Position Strata Communication Function Area
Radio Broadcaster TV Network
Broadcast
Bureaucration
Level Category Industry (Private) Programing & Engineering/ Engineering
(Government) Business (2) News (3) Programing (4)
Production (1) Technical (1)
Operations (2)
Main Director;
President Director;
9 Lead Expert
Cxo; Managing
Director
Expert
Director;Vice
8 Senior Expert President;General General Manager General Manager (Pt000801)
Manager;Scientist
7 Junior Expert Manager; Expert Station Manager
Marketing And Promotion Manager
Assistant Manager;
Technical /
6 Deputy Manager; Sales Manager Director Of Broadcasting (Pt000601)
Middle Analyst
Advisor
Program Director/
Chief Enginer
Content Director/
Music Director
Business Program
Technician / News Director Chief Engineer News Director
5 Supervisor; Inspector Manager Manager
Junior Analyst (Pt010501) (Pt030501)
Variety/ Speciality (Pt020501) (Z9pt040501)
Broadcaster
Analyst Production
Account / Sales Executive
Manager
Executive
Event / Off-Air Manager Producer
Assistant Chief General Sales Assistan. News (040402)
Technician / Coordinator; Operation
4 Engineer Manager Director
Intern Analyst Specialist Traffic Manager Manager
(Pt010401) (Pt020401) (Pt030401)
(Pt040404)
Producer
Show Producer (Pt040404)
Director

Broadcast
Bureaucration
Operations (2)
(Pt040405)
Maintenance Assistant Sales Desk Associate
Reporter / News Engineer Manager (Pt030301) Produser
Reporter
Assistant
Anchorperson Direcror
Transmitter Bookkeeper (Pt040302)
Broadcast
Engineer (Pt020302)
Technician/ Floor Director/
Broadcast Engineer News Writer Floor Manager
(Pt040303)
Sales
Video Engineer Unit Production
Coordinator
Adversting Audio & Video
Audio Engineer
Salesperson Librarian
Advertising
Radio Content Editor Engineer Announcer
3 Operator Middle Operator Staff Copy Writer
Producer/
Lighting
Scriptwriter/
Engineer/ Prodaction
Commercial Content
Lighting Designer
Producer/
Director
Copywriter Desk Assistant
Art Director
It Engineer
Account Scenic
Executive Designer
Director Of Graphic Artist
Photography Specialist
Property Master
Makeup Artist

Broadcast
Bureaucration
Operations (2)
Custom
Director Of Designer
Videographer Reporter
Publicity
Music Director
Tv Writer
Presenter/
Announcer
Traffic/ Casting Director
Camera
Continuity Sportscaster
Operator
Specialist Performer
Acrtor
Radio Promotion Staff Production
Radio Event / Off-Air Staff Scretary
Radio Traffic Staff
Engineer
2 Junior Operator Junior Staff Program Staff / Staff Siaran
Technician Production
Production Operator / Creative Production/
Assistant
Operartor Siaran/ Broadcast Console
Operator
1 Intern Operator Clerk

National Occupation Map In Indonesia National Qualification Framework In The Communication Function Area Of 2018 B (2 Of 3)
Advertising
Bureaucration Industry
Level Category Account Service Media
(Government) (Private) Strategic Planning (1) Kreatif (3)
(2) Media Massa (A)
Main Director;
President
9 Lead Expert Director; Cxo;
Managing
Director
Group Account
Director
Director;Vice Chief Creative Officer/
(Pi020801) Media Director
8 Expert Senior Expert President;General Strategic Planning Director (P1p1p801) Executive Creative
Client Service (Pi04a0801)
Manager;Scientist Director (Pi030801)
Director
(Pi020802)
Media Buying
Director
Account Director Creative Director
7 Junior Expert Manager; Expert Strategic Planning Manager Media Planning
(Pi020701) (Pi030701)
Director
(Pi04a0702)
Media Planning
Manager
Assistant
Technical / Middle Account Manager Creative Group Head (Pi04a0601)
6 Manager; Deputy Strategic Planner (Pi010601)
Analyst (Pi020601) (Pi020601) Media Buying
Manager; Advisor
Analyst Manager (Pi04a602
)
Copy Writer
Account Executive/ Media Planner/
Technician / Supervisor; (Pi030501)
5 Project Manager Digital Media
Junior Analyst Inspactor
(Pi020501) Graphic Designer / 3d Planner (Pi04a501)

Advertising
Bureaucration Industry
Level Category Account Service Media
(Government) (Private) Strategic Planning (1) Kreatif (3)
(2) Media Massa (A)
Designer (Pi030502) Media Buter/ Digital
Art Director Media Buyer

(Pi030503) (Pi04a0502)
Studio Manager
(Pi030401)
Technician / Intern Coordinator;
4 Print Peoducer/ Radio
Analyst Specialist
Producer/ Digital
Producer (Pi030402)
3 Middle Operator Staff Visualizer
2 Operator Junior Operator Junior Staff Final Artwork Artist

Post
Bureaucration Media Sales &
Level Catagory Industry (Private) Collecting Processing Transportin
(Government) Media Digital Marketing Delivery (5)
(2) (3) g (4) N
(B) (1)
Main Director;
President Director;
9 Lead Expert Main Director (Pp010901)
Cxo; Managing
Director
Director;Vice Director
Operation Director (Pp020801)
8 Senior Expert President;General (Pp010801)
Manager;Scientist Senior Vice President (Pp010802)
General Manager / Vice President (Pp010701)

Expert
Junior Post Expert (Junior Expert) (Pp0702)
Senior
Manager /
7 Junior Expert Manager; Expert Area
Manager / Senior Manager / Area Manager / Regional Head / Operational
Region Head Regional Head / Gm / Vp (Pp020703)
/ Regional
Head
(Pp010703)
Digital Strategist/ Head Of Main Branch (In Province Province / Gateway Office / National
Assistant Manager; Transport Manager (Pp010601)
Technical / Middle Social Media
6 Deputy Manager;
Analyst Manager Branch Office Head / Office Head / Branch Manager / Representative Head
Analyst Advisor
(Pi04b0601) (Pp010602)
Technician / Junior Content Sales Collecting Processing Transportatio Delivery
5 Supervisor; Inspactor
Analyst Manager Manager / Manager/Pic Manager n Manager / Manager /

Post
(2) (3) g (4) N
(B) (1)
Content Writer/ Marketing k Up (Pp030501 Traffic Delivery
Social Media Manager Manager/Cou Manager / Manager /
Writer (Pi04b05) (Pp010501) nter Manager Gateway Expedition
Digital Air (Pi04b0601) (Pp020501) Manager / Head
Director Transport (Pp050501)
(4i04b05) Head /
Graphic Transportatio
Designr/Web n Manager
Designer (Pp040501)
(Pi04b0504)
Digital Media
Planner
(Pi04b05)
Digital Media Customer
Buyer Service
Manager
Community
(Pp010502)
Manager
Programmer/
Technologi
Assistant Assistant
Sales & Manager /
Marketing / Collecting Assistant Assistant Assistant
Sales & Supervisor / Manager / Manager / Manager/
Technician / Intern Digital Producer
4 Coordinator; Specialist Marketing Pick-Up Spv / Inbound- Transportatio Delivery
Analyst (Pi04b0401)
Spv Counter Spv Outbound n Supervisor Supervisor
(Pp01040) / Locket Supervisor (Pp040401) (Pp050401)
Costumer Supervisor
Service (Pp020401)
Post
(2) (3) g (4) N
(B) (1)
Supervisor
(Pp010402)
Sales &
Assistan
Marketing Pengawas Trafric Staff/ Delivery
3 Middle Operator Staff Counter
Coordinator/ Pemrosesan Dispatcher Group Head
Coordinator
Leader
Account Counter
Officer Officer Operator /
Delivery Man
2 Operator Junior Operator Junior Staff Costumer Data Entry Post Driver
Collection / Courier
Service Staff
Driver
Officer
Helper /
Helper Loader Helper
(Pp0202010) Officer (Pp050101)
(Pp040101)

ANNEX F: Occupational map of Travel Services in Tourism Industry

ANNEX G: Certificate as approved training body International

Institute of Welding for BBPLK Serang

ANNEX H: Permit for undertaking practical KNX Exam on the KNX

Basic Course for BBPLK Serang

ANNEX I: Documentations of Meeting with Stakeholders
Meeting with regulatory authorities; 28th Juni 2019
Meeting with course and training providers, 29th July 2019

Meeting with professional associations, 29th July 2019
Meeting with industry partners, 30th July 2019

Meeting with quality assurance and standard agencies, 30th July 2019

INDONESIA Referencing Report VER 02 - AGT 2019

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INDONESIA Referencing Report VER 02 - AGT 2019

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IQF Referencing Document Version 02 – August 2019

ASEAN Qualifications Reference Framework

KEMENTERIAN RISET, TEKNOLOGI, DAN PENDIDIKAN TINGGI

Date of Submission: August 17, 2019

1 All rights reserved by IQNC

TABLE OF CONTENTS .............................................................................................................................. 2

INDONESIAN QUALIFICATIONS NATIONAL COMMITTEE ....................................................................71

5.1.2. Standards in Non-Formal Education ....................................................................... 172

4 All rights reserved by IQNC

Exhibit Title Page(s)

5 All rights reserved by IQNC

Table Title Page(s)

Table Title Page(s)

7 All rights reserved by IQNC

AHICS/APTIKOM Association of Higher Education Institutions in Computer

AINN/PPNI Association of Indonesian National Nursing (Persatuan

8 All rights reserved by IQNC

IPA/IAI Indonesian Pharmacists Association (Ikatan Apoteker

9 All rights reserved by IQNC

NES/Sisdiknas National Education System (Sistem Pendidikan Nasional)

10 All rights reserved by IQNC

Accreditation An activity to evaluate the feasibility of a program in an

Apprenticeship Part of the work training system which is implemented in an

Bustanul Athfal Islamic based early childhood education provider equal to

Community Homeschooling Study group formed by a combination of compound

Compound Homeschooling Environment-based education ran by parents of two or more

Compulsory Learning The minimum education program that must be participated by

11 All rights reserved by IQNC

Education Unit An education service group that organizes education through

Educational Personnel Devoted and appointed members of the community who

Educators Educational personnel qualified as teachers, lecturers,

Fieldwork Practice Curricular work practice in workplaces that implement

Formal Education A structured and tiered educational path consisting of basic

Higher Education Level of education after secondary education that includes

Homeschooling Education service process that is conciously ran and planned by

Industrial Work Practice Curricular work practice in industrial companies or companies

Informal Education The path of family and environmental education.

12 All rights reserved by IQNC

Internship A short-term period of supervised training required for

Learners Community members who try to develop their own potential

Learning The process of interaction of learners with educators and

Madrasah Aliyah Islamic based secondary education provider equal to senior

Madrasah Tsanawiyah Islamic based basic education provider equal to junior

Non-formal Education A structured and tiered manner path of education outside

13 All rights reserved by IQNC

Second Chance Education Non-formal education consisting of A Program, B Program, C

Secondary Education Continuance level of education from basic education.

Single Homeshooling Family-based education service ran by parents for learners in

Type of Education Grouping based on a specific purpose of education in an

Ulya Program Islamic based second chance education equal to secondary

Vocational Education Education aimed at preparing learners for work requiring

14 All rights reserved by IQNC

15 All rights reserved by IQNC

COVER LETTER OF IQF REFERENCING REPORT SUBMISSION

16 All rights reserved by IQNC

REFERENCING PROCESS OF IQF TO AQRF

The various stages of outcomes is depicted in Exhibit A.

Life long learning

Exhibit A. Various outcomes stages of referencing IQF to AQRF.

A. Indonesian Qualifications Framework (IQF)

A.1. Legal Basis for the National Qualification Framework

18 All rights reserved by IQNC