Kajian Migrasi Kode Program Studi. Berbasis Disiplin Akademik

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Kajian

Migrasi

Kode

Program

Studi

ke

Sistem

Kode

Baru

Berbasis

Disiplin

Akademik

Kajian

Migrasi

Kode

Program

Studi

ke

Sistem

Kode

Baru

Berbasis

Disiplin

Akademik

Kajian ini dilaksanakan pada tahun

2010 oleh Direktorat Akademik

Direktorat Jenderal Pandidikan Tinggi

Kajian ini dilaksanakan pada tahun

2010 oleh Direktorat Akademik

Direktorat Jenderal Pandidikan Tinggi

Migrasi dari sistem lama ke yang baru

Kode program studi lama Kode jenjang KKNI + Jenis Pendidikan + Kode disiplin akademik Kode program studi baru

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DEFINISI

• Disiplin akademik adalah cabang dari suatu ilmu

pengetahuan (science) atau pengetahuan (knowledge) yang pengetahuan (science) atau pengetahuan (knowledge) yang dipelajari atau diriset oleh komunitas perguruan tinggi, diakui produknya oleh kolegium keilmuan, masyarakat ilmiah melalui penerbitan hasil risetnya di jurnal saintifik, dan masyarakat umum karena kemanfaatannya.

• Program studi menyelenggarakan program pendidikan tinggi yang mempunyai satu atau gabungan lebih dari satu disiplin

y g p y g g p

akademik.

• Program studi sering diselenggarakan berbasis kepentingan

stakeholdersyang dikombinasi dengan pengembangan keilmuan, yang irisan atau himpunannya sering subyektif (arbitrary) dan tidak jelas (ambiguous).[5]

Pengkodean Disiplin Akademik adalah usaha untuk menelusuri taksonomi disiplin ilmu sesuai dengan

Kode Disiplin Akademik

menelusuri taksonomi disiplin ilmu sesuai dengan

epistimology‐nya kemudian menandai setiap pencabangan tersebut dengan simbol‐simbol angka dan huruf atau

perpaduan antar keduanya sehingga diperoleh kode tertentu yang sesuai dengan setiap disiplin ilmu yang teridentifikasi.

Paradigma : perbaikan berkelanjutan karena pengembangan Paradigma : perbaikan berkelanjutan karena pengembangan keilmuan terus berlanjut dan tidak dapat memuaskan

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Kode Disiplin Akademik

Upaya ini dilakukan dengan merujuk ke berbagai publikasi terkait (lihat referensi), mengadopsi dan mengolah berbagai rujukan yang ada, memilih dan mengasimilasi yang terbaik untuk kondisi pengembangan pendidikan di Indonesia.

Kode disiplin akademik ini merupakan hasil kajian yang khas untuk sistem pendidikan tinggi di Indonesia dengan rujukan pada berbagai sistem lain yang berkembang di dunia

Penataan Kode Disiplin Akademikadalah usaha untuk menata berbagai disiplin akademik yang tumbuh dan berkembang di

d d k d l h

Penataan Kode Disiplin Akademik

Indonesia, dituangkan dalam SK Dirjen DIKTI no 163 tahun 2007

Kendala implementasi SK Dirjen DIKTI no 163 tahun 2007 : 1. Penataan dilakukan berbasis pendekatanbottom up, hal ini

dipersepsikan bahwa Ditjen DIKTI tidak memiliki referensi sendiri dalam penataan programp p g studi.

2. Penataan didasarkan pada pembidangan ilmu yang tidak dilandasi olehepistimology (saat ini dikenal 10, 11, 13 pembagian bidang ilmu yang tidak dapat dijelaskan asal usulnya namun lebih pada “kebiasaan” saja)

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Kendala implementasi:

3. Akibat butir 1 dan 2, linearitas program S1, S2, S3 ataupun keserumpunan bidang kajian pada satu disiplin akademik

Penataan Kode Disiplin Akademik

tertentu kadang kala menjadi tidak jelas (contoh S3 Ilmu ekonomi yang didalamnya mengandung ilmu manajemen dan akuntansi).

4. Pengelompokan program studi lebih pada fakultas atau unit penyelenggara sehingga banyak menimbulkan konflik dalam praktek di lapangan karena pembentukan fakultas dan program studi umumnya mengandung unsur historik kelembagaan (contoh desain produk. Geografi, dst.)

5. Deskripsi SK lebih dipersepsi sebagai penataan yang rigid dan tidak akomodatif terhadap perkembangan ilmu saat ini.

6. Berbagai program studi yang serupa, sejenis, dan sesungguhnya sama keilmuannya diberikan kode yang

Penataan Kode Disiplin Akademik

sesungguhnya sama keilmuannya diberikan kode yang berbeda sehingga:

– menyulitkan pemetaan pengembangan keilmuan di Indonesia, – membingungkan bagi pemberi kerja karena sedemikian banyaknya

nama program, dan

– menyulitkan lulusan dalam mendapatkan pekerjaan

7 Lampiran kode program studi tidak mampu memperlihatkan 7. Lampiran kode program studi tidak mampu memperlihatkan

posisi pengembangan keilmuan khas Indonesia khususnya ilmu‐ilmu di bidang seni, sejarah, bahasa, sastra yang sangat khas Indonesia dibandingkan dengan disiplin akademik yang berkembang di luar negeri .

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Penataan Kode Disiplin Akademik

8. Penamaan program studi tidak ada padanan nama disiplin akademik yang dipahami oleh komunitas di luar Indonesia. Hal ini menyulitkan dalam:

– proses penyetaraan atau pengakuan program studi antara yang diselenggarakan di Indonesia dan di luar negeri,

– mobilitasi mahasiswa dalam program pertukaran mahasiswa ,

– penyelenggaraan program gelar bersama atau gelar ganda, dst.

Pendekatan baru dalam

Penataan Kode Disiplin Akademik

1. Dikembangkan berbasis Epistomologi

2. Mengakomodasi fleksibilitas pengembangan ilmu yang sudah berkembang di luar negeri namun belum ada di Indonesia pada semua jalur dan jenjang, termasuk di dalamnya pengembangan keilmuan multidan transdisiplin

pada tingkat S2 dan S3

3. Mengakomodasi pengembangan ilmu atau pencabangannya yang berbasis keaslian dan keunikan Indonesia dan tidak ada di luar negeri.

4. Basis pengembangan kode adalah disiplin akademik yang berkembang di masyarakat ilmiah internasional dan yang berkembang secara khusus di Indonesia

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1. Menata kembali nama dan kode berbagai program studi yang ada di Indonesia berbasis epistomologinya – implikasi:

Kemanfaatan

dari

Pendekatan

baru

dalam

Penataan

Kode

Disiplin

Akademik

y g p g y p

nama‐nama program studi yang berbeda namun memiliki substansi keilmuan yang sama akan diberikan kode yang sama.

2. Menyelaraskan nama‐nama program yang diselenggarakan di Indonesia dengan program – program di luar negeri yang sama sehingga dapat diakui oleh dunia internasional. Hal ini sangat penting untuk pengakuan ijasah dari Indonesia oleh pihak luar dan sebaliknya. – implikasi: nama‐nama program studi yang berbeda namun memiliki substansi keilmuan yang sama akan diberikan nama dalam Bahasa Inggris yang sama.

Kemanfaatan dari Pendekatan baru dalam

Penataan Kode Disiplin Akademik

3 Sebagai dasar pengembangan 3. Sebagai dasar pengembangan

– Peta program studi perwilayah

– Peta pengembangan keilmuan yang sudah dilakukan oleh program studi khususnya S2 dan S3.

– Peta Kepakaran dosen (vokasi, profesi, akademik S3) yang akan dapat dimanfaatkan sebagai dasar perencanaan

y g p g p

oleh DIKTI terkait dengan bidang ilmu dan perencanaan SDM.

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4. Internasionalisasi (memperkenalkan pada dunia) nama‐nama program studi yang berbasis keunikan Indonesia contoh:

Kemanfaatan dari Pendekatan baru dalam

Penataan Kode Disiplin Akademik

program studi yang berbasis keunikan Indonesia, contoh:

– Seni keris (Art of Keris) – Seni Pertunjukan Karawitan (Performing art of Karawitan) – Seni Pertunjukan Padalangan (Performing art of Padalangan) – Studi tentang Islam (Islamic studies ‐Ushuluddin ,Tafsir Hadits , Syariah, Tarbiyah, dll.) – Sastra Daerah Sunda (Sundanese linguistics) – Bahasa Daerah Batak ( Batak Languages) – Budaya Jawa (Javanese Cultures) – Agroekoteknologi dan Agroekologi – Ilmu Kedokteran Tropis (Tropical Medicine) – Konservasi Biodiversitas Tropika (Conservation tropical biology) – Arsitektur Tropis (Tropical Architecture)

PENGKODEAN PROGRAM

STUDI BERBASIS

EPISTOMOLGI DISIPLIN AKADEMIK

Tentukan Jenjang Program Studi sesuai dengan

Jenjang KKNI / IQF (Kode Level 1 s.d. 9)

Tentukan Jenis Pendidikan ( Kode Akademik‐1; Vokasi – 2; Profesi – 3)

Tentukan kode disiplin akademik Tentukan kode disiplin akademik

Gabungkan kode KKNI, Kode Jenis Pendidikan, Kode Disiplin Akademik

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PROSES LEVELING JENJANG KKNI

terhadap CAPAIAN PEMBELAJARAN(LEARNING OUTCOMES) PENDIDIKAN TINGGI

A. Sumber data primer dan sekunder:

1. Studi pustaka, Studi komparasi (Eropa, Jerman, UK, Perancis, Jepang, Thailand, Hongkong, Australia), g g, )

2. 97 Perguruan tinggi dengan SPMI dinilai baik dan atau yang memiliki kerja sama internasional ‐sekitar 1000 deskriptor

B. Uji Kelayakan ( posisi deskriptor program studi) pada berbagai komponen ( lihat slidepresentasi selanjutnya) C. Uji kelayakan oleh Dirjen DIKTI ( per 31 Desember 2009) D Presentasi IQF pada forum‐forum internasional oleh Wakil D. Presentasi IQF pada forum forum internasional oleh Wakil

Menteri Pendidikan Nasional

E. Sosialisasi KKNI ke berbagai pihak (PT, Kementrian, Asosiasi Profesi, dll.)

Organ yang diundang untuk uji kelayakan:

• Kologium keilmuan • Konsil Kedokteran

• BSNP

• Lembaga Sertifikasi Profesi • Konsil Kedokteran

Indonesia.

• Forum program studi • Forum Dekan

• BAN SM, BAN PT, BAN PNFI • BSNP

• Forum Direktur Politeknik

• Lembaga Sertifikasi Profesi • Lembaga Sertifikasi

Kompetensi • Asosiasi profesi • Asosiasi industri • KADIN

• Tujuh belas Kementrian Forum Direktur Politeknik

• Forum Rektor

• Ketua dan Wakil Aptisi • SMK unggulan

• Lembaga kursus dan Pelatihan

Tujuh belas Kementrian dan lembaga non kementrian di luar DIKNAS

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S2 S2 S3 S3 Spesialis Super/Subspesialis

8

9

LEVELING JENJANG KKNI terhadap CAPAIAN PEMBELAJARAN

(LEARNING OUTCOMES) PENDIDIKAN TINGGI

S1 S1 Profesi D IV D IV D III D III D II D II

4

5

7

8

6

Sekolah Menengah Umum D I D I Sekolah MeneNgah Kejuruan

1

2

3

4

4 EPISTOMOLOGI

Catatan: Nama‐nama disiplin akademik berikut adalah nama yang digunakan oleh komunitas internasional (referensi 5). Bidang ilmu di bagi atas 5 bagian besar yaitu:

I _{Humanities/Humaniora}_{– saat manusia belajar tentang diri sendiri} II _Social_{sciences/Sains Sosial}_{– saat manusia belajar interakasi antar}

sesamanya

III _Natural_sciences/_{Sains Alam}_{– saat manusia belajar fenomena alam}

g g g y

IV _Mathematics_and_Computing_{Sciences/Matematika dan Sains} Komputer– saat manusia mengkuantisasi gejala sosial dan alam

V _Professions_and_Applied_Sciences_{/Profesi dan Sains Terapan}_– saat manusia menggunakan kombinasi dua atau lebih keilmuan di atas untuk memecahkan problem yang dihadapinya

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THE HUMANITIES are academic disciplines which study the

human condition, using methods that are primarily analytic,

critical, or speculative, as distinguished from the mainly

empirical approaches of the natural and social sciences.

THE HUMANITIES:Those branches of knowledge such as

THE HUMANITIES: Those branches of knowledge, such as

philosophy, literature, and art, that are concerned with human

thought and culture; the liberal arts.

I Humanities 1.1 Arts 1 2 History 1.2 History

1.3 Languages and linguistics 1.4 Literature

1.5 Philosophy 1.6 Religion

SOCIAL SCIENCES • The branch of science

that studies society and

the relationships of individual within a 2.1 Anthropology 2.2 Archaeology 2.3 Area studies C lt l t di d th i society

• A branch of science that

studies the society and

human behavior in it,

including anthropology,

communication studies,

l

2.4 Cultural studies and ethnic studies

2.5 Economics

2.6 Gender and sexuality

studies 2 7 Geography criminology, economics, geography, history, political science, psychology, social

studies, and sociology

2.7 Geography 2.8 Political science 2.9 Psychology 2.10 Sociology

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NATURAL SCIENCE:

• refers to a naturalistic approach to the study of the universe,

which is understood as obeying rules or laws of natural origin.

• involved in the study of the physical world and its phenomena

III Natural sciences 3.1 Chemistry

• the branch of science that studies all phenomena except those

dependent on the action of man's conceptual consciousness

(Andrew Layman)

3.2 Earth sciences 3.3 Life sciences 3.4 Physics

3.5 Space sciences

• MATHEMATICS is a science (or group of related sciences)

dealing with the logic of quantity and shape and arrangement

or the study of quantity, structure, space, and change

• COMPUTER SCIENCE or computing science is the study of the

theoretical foundations of information and computation and

IV Mathematics and Computing Sciences

theoretical foundations of information and computation, and

of practical techniques for their implementation and

application in computer systems; the branch of engineering

science that studies (with the aid of computers) computable

processes and structures

4.1 Computer sciences 4.2 Logic

4.3 Mathematics 4.4 Statistics

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• APPLIED SCIENCE‐the discipline dealing with the art or

science of applying scientific knowledge to practical problems.

• Boone (2001): PROFESSIONSare based on scientific and

philosophical facts acquired through scholarly endeavor philosophical facts acquired through scholarly endeavor

(1). Individuals who enter a profession do so for reasons that

distinguish them from other work or vocations. They

understand that their work renders a unique public service

with a scientific or philosophical basis and/or body of

knowledge that requires an extended period of academic and

hands‐on preparation. Professions are also based on

specialized skills necessary for the professional to perform the

public service.

The Australian Council of Professions (2004) defines ‘a profession’ as follows:

• A PROFESSION is a disciplined group of individuals who adhere to

ethical standards and uphold themselves to, and are accepted by,

the public as possessing special knowledge and skills in a widely

recognized body of learning derived from research, education

and training at a high level, and who are prepared to exercise this

knowledge and these skills in the interest of others.

• It is inherent in the definition of a profession that a code of ethics

govern the activities of each profession[al]. Such codes require

behavior and practice beyond the personal moral obligations of

an individual. They define and demand high standards of

behavior in respect to the services provided to the public and in

dealing with professional colleagues. Further, these codes are

enforced by the profession and are acknowledged and accepted

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V Professions and Applied sciences

5.01 Agriculture 5.10 Human physical performance

and recreation*

5.02 Architecture and design 5.11 Journalism, mass media and

communication

5.03 Business 5.12 Law

5.04 Divinity 5.13 Library and museum studies

5.05 Education 5.14 Military sciences

5.06 Engineering 5.15 Public affairs

5.07 Environmental studies

and Forestry

5.16 Social work

and Forestry

5.08 Family and consumer

science

5.17 Tourism

5.09 Health sciences 5.18 Transportation

5.19 Management 01 Aerospace engineering 14 Materials engineering 02 Architectural engineering 15 Mechanical engineering 03 Bioengineering 16 Mining engineering 04 Chemical engineering 01 Coal 05 Civil engineering 02 Drilling 06 Computer engineering 03 Geophysical engineering 07 Electrical engineering 04 Manufactured Mineral Products

08 Telecommunications engineering 05 Metalliferous Mining 09 Electronics engineering 06 Mineral engineering 10 Engineering physics 07 Petroleum engineering 11 Environmental engineering 08 Reservoir engineering 12 Financial engineeringg g 17 Nuclear engineeringg g 13 Industrial engineering 18 Ocean engineering 14 Materials engineering 19 Planetary engineering / Geoengineering 20 Systems engineering 21 Textile engineering

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CONTOH: PROGRAM STUDI S2 TEKNIK GEOFISIKA

Kode Jenjang KKNI / IQF untuk S2‐8

Kode Jenis Pendidikan Akademik‐1

Kode disiplin akademik –

Geophysical Engineering : 5‐06‐16‐03

Kode Program Studi : 8‐1‐5‐06‐16‐03;

ditulis

815061603

LAMPIRAN

• Berbagai disiplin akademik yang tumbuh dan berkembang di perbagai belahan dunia dengan memanfaatkan referensi no 5 perbagai belahan dunia dengan memanfaatkan referensi no 5 (lampiran 1)

• Kode Program studi yang sedang berjalan di Indonesia merujuk pada kode disiplin akademik yang tumbuh dan berkembang di perbagai belahan dunia dengan

memanfaatkan referensi no 5(lampiran 2) memanfaatkan referensi no 5 (lampiran 2)

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1. BECHER, TONY.1987. "The Disciplinary Shaping of the

Profession." In The Academic Profession: National, Disciplinary, and Institutional Settings,ed. Burton R. Clark. Berkeley:

REFERENSI

University of California Press.

2. BECHER, TONY.1989. Academic Tribes and Territories:

Intellectual Enquiry and the Cultures of the Disciplines.Bury St.

Edmunds, Eng.: Society for Research into Higher Education, Open

University Press.

3. BIGLAN, ANTHONY.1973. "The Characteristics of Subject Matter

in Different Academic Areas "Journal of Applied Psychology

in Different Academic Areas. Journal of Applied Psychology

58:195–203.

4. BIGLAN, ANTHONY.1973. "Relationships between Subject

Matter Characteristics and the Structure and Output of

University Departments." Journal of Applied Psychology57

(3):204–213.

REFERENSI

5. LIST OF ACADEMIC DISCIPLINES,

http://en.wikipedia.org/wiki/List_of_academic_disciplines:

An academicdiscipline, or field of study, is a branch of

knowledgethat is taughtand researchedat the college or university level. Disciplines are defined (in part), and recognized by the academic journalsin which research is published, and the learned societiesand academic

departments or faculties to which their practitioners belong. Fi ld f d ll h l b di i li

Fields of study usually have several sub‐disciplines or branches, and the distinguishing lines between these are often both arbitrary and ambiguous.[1]

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6. ANDREW ABBOTT, Chaos of DisciplinesUniversity Of Chicago Press 2001ISBN 0‐226‐00101‐6

REFERENSI

Press 2001 ISBN 0 226 00101 6

7. ALEXANDRA OLESON & JOHN VOSS (eds) The Organization

of Knowledge in Modern America, 1860‐1920Johns Hopkins University Press 1979 ISBN 0‐8018‐2108‐8

8. CLASSIFICATION OF INSTRUCTIONAL PROGRAMS (CIP

2000): Developed by the U.S. Department of Education's National Center for Education Statistics to provide a National Center for Education Statistics to provide a taxonomic scheme that will support the accurate tracking, assessment, and reporting of fields of study and program completions activity.

9. COMPLETE JACS(Joint Academic Classification of Subjects) fromHigher Education Statistics Agency(HESA) in theUnited

REFERENSI

from Higher Education Statistics Agency(HESA) in the United

Kingdom

10. AUSTRALIAN AND NEW ZEALAND STANDARD RESEARCH

CLASSIFICATION(ANZSRC 2008)(web‐page) Chapter 3 and Appendix 1: Fields of research classification.

11. CHARLES F. ELTON, Validation Of The Biglan Model. John C. Smart and www jstor org/stable/40195496

Smart and.www.jstor.org/stable/40195496

12. RW ROSKENS, Implications Of Biglan ModelResearch For The Process Of Faculty, 1983,

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13. Global Consultation on draft ISCED 2011 classification ‐

Updated: 2010‐09‐23 2:36 pm

REFERENSI

Updated: 2010 09 23 2:36 pm

14. The UDC Philosophy revision project; Claudio Gnoli, Mathematics Library, University of Pavia; Fulvio Mazzocchi, Institute for Atmospheric Pollution, National Research Council, Rome; Aida Slavic, UDC Consortium;

http://arizona.openrepository.com/arizona/bitstream/10150 /110817/1/UDC 30 CGnoli FMazzocchi ASlavic.pdf

/ / / _ _ _ _ p

15. International Standard Classification of Education ISCED 1997 dan draft ISCED tahun 2010

16. www.ntis.gov.au, Classifications on the National Training Information Service (NTIS)

Implications of Biglan Model research for the Process of Faculty Advancement

(Ronald W. Roskens) http://www.jstor.org/pss/40195538

The Biglan model is a three dimensional classification scheme wherein 35 academic subject areas are categorized into one of eight categories:

soft‐nonlife‐pure soft‐life‐pure

soft nonlife applied soft life applied

soft‐nonlife‐applied soft‐life‐applied

hard‐llfe‐applied hard‐life‐pure

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BECHER, TONY. 1987 • A number of related processes are at work here, as Metzger (1987) shows. Subject parturition means that new fields develop from older ones and gradually gain independence. These may develop from one discipline or a number. S bj t di i l th t di i li • Subject dispersion also occurs, so that disciplinary areas grow, or are ‘grown’, to cover more ground. • Meanwhile programs affiliation (the integration into university education of subjects such as law) and subject dignification (increase of status and therefore acceptability within the academy) together mean that the notion of what is a ‘suitable’ subject for HE widens and new types of academic department and degree courses are created.

• As well as growth there is also decline Physics and chemistry in their pure • As well as growth there is also decline. Physics and chemistry in their pure forms have found it difficult to recruit students in recent years, partly as a result of changes to school syllabuses and weaknesses in the school system (Clark 1997; Henkel 2000). The response to such pressures in many universities has been the development of new domain‐based degrees such as environmental sciences and sports sciences, which require less specialist knowledge and have greater market attraction.

• Australian and New Zealand Standard Research Classification(ANZSRC) is a set of three classifications developed by the Australian Bureau of Statisticsto measure and analyse of research and development(R&D) undertaken inAustraliaandNew Zealand It replaced theAustralian in Australiaand New Zealand. It replaced the Australian

Standard Research Classification(ASRC) on 31 March 2008. The ANZSRC is released under the Creative Commons

Attribution 2.5 Australia license.[1]

• TOA‐R&D activity is categorised according to the type of research effort, derived from the three types of research defined in theFrascati Manual[5]

defined in the Frascati Manual.[ ] 1. pure basic research

2. strategic basic research 3. applied research

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• The Joint Academic Classification of Subjects (JACS) system is used by theHigher Education Statistics Agency(HESA) and the used by the Higher Education Statistics Agency(HESA) and the

Universities and Colleges Admissions Service(UCAS) in the

United Kingdomto classify academic subjects, especially for undergraduate degrees.

• A JACS code for a single subject consists of a letter and three numbers. The letter represents the broad subject

classification and subsequentq numbers representp further details, similar to the Dewey Decimal System.

Letter Subject Group Major subgroups

A Medicine and Dentistry

A100 Pre‐clinical Medicine, A200 Pre‐clinical Dentistry, A300 Clinical Medicine, A400 Clinical Dentistry B Subjects allied to Medicine B100 Anatomy, Physiology and Pathology, B200 Pharmacology, Toxicology and Pharmacy, B300 Complementary Medicine, B400 Nutrition, B500 Ophthalmics, B600 Aural and Oral Sciences, B700 Nursing, B800 Medical Technology C Biological Sciences

C100 Biology, C200 Botany, C300 Zoology, C400 Genetics C500 Microbiology C600 C Biological Sciences C400 Genetics, C500 Microbiology, C600

Sports Science, C800 Psychology D Veterinary Sciences, Agriculture and related subjects D100 Pre‐clinical Veterinary Medicine, D400 Agriculture, D500 Forestry, D600 Food and Beverage Studies

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F Physical Sciences

F100 Chemistry, F200 Materials Science, F300 Physics, F400 Forensics and Archaeology, F600 Geology, F700 Ocean Sciences, F800 Physical and Terrestrial Geographical and Environmental Sciences, F840 Physical Geography F840 Physical Geography G Mathematical and Computer Sciences G100 Mathematics, G300 Statistics, G400 Computer Science, G600 Software Engineering H Engineering H200 Civil, H300 Mechanical, H400 Aerospace, H500 Naval Architecture, H700 Production and Manufacturing, H800 Chemical J Technologies J200 Metallurgy, J300 Ceramics and Glasses, J400 Polymers and Textiles, J500 Materials Technology K Architecture, Building and Planning K100 Architecture, K200 Building, K400 Planning L Social studies L100 Economics, L200 Politics, L300 Sociology, L400 Social Policy, L500 Social Work, L600 Anthropology, L700 Human and Social Geography

M Law M100 Law by geographical area, M200 Law

by topic by topic N Business and Administrative studies N100 Business Studies, N200 Management, N300 Finance, N400 Accounting, N500 Marketing P Mass Communications and Documentation P300 Media Studies, P500 Journalism Q Linguistics, Classics and

related subjects Q100 Linguistics, Q500 Celtic Studies R European Languages, Literature and related subjects R100 French Studies, R200 German Studies, R300 Italian Studies, R400 Hispanic Studies, R600 Scandinavian Studies, R700 Russian Studies

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T Eastern, Asiatic, African, American and Australasian Languages, Literature and related subjects T100 Chinese Studies, T500 African Studies V100 History by period, V200 History by V Historical and Philosophical studies y y p , y y

area, V350 History of Art, V400 Archaeology, V500 Philosophy, V600 Theology and Religious Studies

W Creative Arts and Design

W100 Fine Art, W200 Design, W300 Music, W400 Drama, W500 Dance, W600

Cinematics and Photography, W700 Crafts, W800 Creative Writing

X Ed ti X100 T i i T h

X Education X100 Training Teachers

Y Not used Not used

Z Not used Not used

THE CONCEPT OF THE ‘EDUCATIONAL PROGRAMME’ IN ISCED • 17. The basic unit of classification in ISCED remains the

educational programs, defined on the basis of their

educational content as an arrayy or sequenceq of educational activities which are organized to accomplish a pre‐determined objective or a specified set of educational tasks

• 20. It should be noted that not all courses are parts of programs of regular education. For instance: continuing education and trainings

• 21 It must be recognized though that ISCED has natural21. It must be recognized, though, that ISCED has natural limitations for the direct classification and assessment of competences and qualifications of the participants in educational activities.

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THE CONCEPT OF THE ‘EDUCATIONAL PROGRAMME’ IN ISCED • This is because there is no close and universal relationship

between the programs a participant is enrolled in and actual educational achievement. Furthermore,, for a programp g ‐based taxonomy it is very difficult to capture educational activities that are not organized in the form of educational programs of regular education.

• 22. There is another serious limitation with a program‐based taxonomy of the levels of education. Although it is reasonable to assume that educational activities will result in an increase of skills and competences for an individual so that the

pathway of an individual through the education system can be understood as an ordered increase in the educational attainment, the underlying educational programs can often be ordered only to a limited extent:

• individuals can arrange their educational pathways in many ways. To respond to this, education systems provide multiple branching paths alternative program sequences and ‘second THE CONCEPT OF THE ‘EDUCATIONAL PROGRAMME’ IN ISCED

branching paths, alternative program sequences, and second chance’ provisions. There is also an increase in ‘horizontal’ movements through education systems in which a participant can broaden his or her education with only a partial increase in the ‘level’ of education. It thus becomes increasingly difficult to attribute the program itself to a particular level of education. A taxonomyy which is p gprogram‐based necessarilyy loses partly the information on the pathway of the

participants through the education system. A hierarchy of educational programs can thus reflect the reality of education systems only to a limited extent.

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1. General education: which is mainly designed to lead

participants to a deeper understanding of a subject or group THE CONCEPT OF THE ‘EDUCATIONAL PROGRAMME’ IN ISCED

Program orientation classified into three categories:

participants to a deeper understanding of a subject or group of subjects, especially, but not necessarily, with a view to preparing participants for further (additional) education at the same or a higher level. Successful completion of these programs may or may not provide the participants with a labour‐market relevant qualification at this level.

2. Pre‐vocational or pre‐technical education: whichp is mainlyy

designed to introduce participants to the world of work and to prepare them for entry into vocational or technical education programmes. Successful completion of such programmes does not yet lead to a labour‐market relevant vocational or technical qualification.

THE CONCEPT OF THE ‘EDUCATIONAL PROGRAMME’ IN ISCED

Programme orientation classified into three categories:

3. Vocational or technical education: which is mainly designed

to lead participants to acquire the practical skills, know‐how and understanding necessary for employment in a particular occupation or trade or class of occupations or trades.

Successful completion of such programmes lead to a labour‐ market relevant vocational qualification recognized by the competent authorities in the country in which it is obtained (e.g. Ministry of Education, employers’ associations, etc.).

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International Standard Classification of Education

I S C E D 1997 ‐

UNESCO

General Programmes 01 Basic programmes 08 Literacy and numeracy 08 Literacy and numeracy 09 Personal development Education

14 Teacher training and education science Humanities and Arts

21 Arts

22 Humanities 22 Humanities

Social sciences, business and law 31 Social and behavioural science 32 Journalism and information 34 Business and administration 38 Law Science 42 Life sciences

International Standard Classification of Education

I S C E D 1997 ‐

UNESCO

44 Physical sciences

46 Mathematics and statistics 48 Computing

Engineering, manufacturing and construction 52 Engineering and engineering trades 54 Manufacturingg and processingp g 58 Architecture and building Agriculture

62 Agriculture, forestry and fishery 64 Veterinary

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H lth d lf

International Standard Classification of Education

I S C E D 1997 ‐

UNESCO

Health and welfare 72 Health 76 Social services Services 81 Personal services 84 Transport services 85 E i t l t ti 85 Environmental protection 86 Security services

Not known or unspecified

Penghargaan tidak diberikan atas apa yang kita terima, penghargaan diberikan atas apa yang kita berikan (Calvin Coolidge)

Mari berikan yang terbaik bagi sistem pendidikan di Indonesia

TERIMA KASIH dan MOHON DENGAN HORMAT

MASUKAN dari BAPAK DIRJEN DIKTI

Masukan dapat dikirimkan kepada:

Direktorat Pembelajaran dan kemahasiswaan Direktorat Pembelajaran dan kemahasiswaan

Kasubdit Penyelarasan Dharnita Chandra

([email protected])