BRIEFING ON INDONESIA:※本資料は「ブリーフィング資料:インドネシア高等教育の質保証」の英語版で、機構の評価事業部

Quality Assurance in Higher Education

国際課が作成したものです。日本語版の参考にしてください。
* This briefing document is a English version of "ブリーフィング資料:インドネシア高等教育の質保証" or “BRIEFING ON INDONESIA: Quality Assurance in Higher Education” which was madeⅠ. The Higher Education System(1) Jurisdiction over higher educationby the International Affairs Division of NIAD-UE in cooperation with Badan Akreditasi
Nasional Perguruan Tinggi (BAN-PT). Please use this as a reference of its Japanese version.

Different ministries have jurisdiction over different fields of higher education in Indonesia. The
Ministry of Education and Culture (MoEC)1 is responsible for the majority of higher education
institutions (HEIs) while the Ministry of Religious Affair (MoRA) is responsible for Islamic HEIs. In
addition, there are HEIs under the jurisdiction of other ministries such as the Ministry of Health.

(2) School Education System and Types of Programs
The National Education System Act (established in 1989 and amended in 2003) provides thatthe levels of education in Indonesia consist of preschool education, basic education, secondary
education, and higher education. “Basic education,” which refers to the six years of primaryeducation and the three years of junior secondary education (a total of nine years), is compulsory
education provided for free. Secondary education, which refers to senior secondary education, is
divided into academic education and vocational education. In addition to regular public andprivate schools, Indonesia also has Islamic public and private schools that provide education fromthe preschool through higher education levels. As with regular schools, education at the seniorsecondary education level and higher in Islamic schools is divided into academic education andvocational education.
Table 1: Types of educational programs and standard learning years for basic and secondary
education level
Level
Preschool education
Basic education[compulsory education]
Primary education
Junior secondary education
Secondary education (senior secondary)Standard years
learning
1–2

6
3
3

Typical education provider
Kindergarten

Primary school
Junior secondary school
Senior secondary school(Prepared by NIAD-UE)

Higher education in Indonesia is broadly divided into academic education, vocational
education (technical and/or skills education), and professional education. Academic education isan educational program leading to conferment of a degree at the bachelor’s level or higher
whereas vocational education is an educational program in which to acquire applied knowledge
that lends itself to a vocation. Among the vocational education programs, the specialist programs
are mainly in field of medical specializations. Professional education is for studying knowledge
and techniques acquired during academic or vocational education at a more specialized level thatcan be put to use in an occupation; it is equivalent to master’s degree and doctoral degree
programs. Both people who have earned a bachelor’s degree in academic education and people
who have a qualification in vocational education equivalent to a bachelor’s degree can go on to aprofessional education program (see Figure 1 below).
1

The Ministry of National Education was reorganized into the Ministry of Education and Culture in 2011.
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Table 2: Types of educational programs and standard learning years for tertiary education level
Level

Standard years
learning

Typical education provider

Higher education-Academic education
Bachelor’s degree (S12)4University, institute, college

Master’s degree (S2)2

University, institute, college

Doctoral degree (S3)3

University, institute, college-Vocational education
Diploma 1 (D1)

1

Academy,collegepolytechnic,

community

Diploma 2 (D2)2

Academy,collegepolytechnic,

community

Diploma 3 (D3)3

University,
polytechnic

institute,academy,

Diploma 4 (D4)4University, institute, polytechnic

Profession

1

University,
polytechnic

Specialist 1

2

University, institute, polytechnic

Specialist 2

3

University, institute, polytechnic

2

University, institute, polytechnic

institute,academy,-Professional education
Applied master’s program (S2)(equivalent to a master’s program)

3
University, institute, polytechnic
Applied doctoral program (S3)(equivalent to a doctoral program )* See I (3) below for information on higher education providers.
(Prepared by NIAD-UE)(3) Number and types of HEIs
Throughout Indonesia as a whole there are more than 4,000 HEIs, including 58 public
universities and 455 private universities, and approximately 5 million students studying at HEIs.
Other than the Ministry of Education and Culture, the Ministry of Religious Affair and some otherministries are responsible for higher education institutions. There are more than 22,000 study
programs at HEIs throughout all of Indonesia.3
Types of HEIs
• University:
An HEI that provides academic and/or vocational education in various arts, sciences,
and/or technology disciplines; it can provide professional education if it meets theconditions.
• Institute:
An HEI that provides academic and/or vocational education in the arts, sciences, and/or
2

The S in S1 to S3 stands for strata (i.e. level).
Numbers are provided by the Badan Akreditasi Nasional Perguruan Tinggi (BAN-PT) extracted from Pangkalan Data Perguruan
Tinggi (PDPT) : https://forlap.dikti.go.id/.
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BRIEFING ON INDONESIA:
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technology within a certain field; it can provide professional education if it meets theconditions; many institutes provide teacher training programs.
• College4:
A small HEI that provides academic and/or vocational education in a specific field.
• Polytechnic:
An HEI that provides vocational education within several arts and sciences disciplines; it
can provide professional education if it meets the conditions.
• Academy:
An HEI that provides vocational education in arts, sciences, and technology disciplines.
• Community College:
An HEI that provides vocational education in one or several disciplines; it can offer
educational programs leading to a Diploma 1 and a Diploma 2.
Table 3: Number of HEIs (As of 2014)
PublicUniversity
Institute
CollegeAcademyPolytechnic
Community college

Private
58
7
2
38

Total

455
102
2367
1332
202

Total
513
109
2369
1332
240

105
4458
4563
(Sources: Pangkalan Data Perguruan Tinggi (PDPT) )Ⅱ. History of the Indonesian Quality Assurance System(1) How the system developed
Development of a law-based education system
The National Education System Act of 1989 is the law that forms the basis of national
education. Enacted to make every level and type of education available to all citizens, theNational Education System Act brought major changes to education, including extending
compulsory education from six to nine years. Later, the National Education Standards were
established and mandated by a national government decree in 2005, the Higher Education Act
was enacted in 2012, and the National Education System Act itself was amended in 2003.
Quality assurance initiatives prompted by the Higher Education Long Term Strategic Plan
The Higher Education Long Term Strategic Plan 1996-2005, which was formulated in the 1990s,
pointed to the importance of quality assurance in higher education by emphasizing quality,
autonomy, accountability, evaluation, and accreditation as five elements that are needed in thedevelopment of higher education. Continuous quality improvement in particular was positioned
as a core factor for the development of all HEIs. The above five elements were given as theadministrative foundation of HEIs in the National Education System Act as amended in 2003.
4

Refers to Sekolah Tinggi. It is expressed variously in English as college, school of higher learning, or high school, etc., dependingon the document.
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National Institution for Academic Degrees and University Evaluation

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BRIEFING ON INDONESIA:
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Establishment of national accreditation agencies
The National Education Standards of 2005 required accreditation agencies for each level andtype of education. The Badan Akreditasi Nasional Perguruan Tinggi (BAN-PT 6 ) conducts
accreditation of HEIs and educational programs. BAN-PT was established in 1994 out of the
National Accreditation Board (Badan Akreditasi Nasional; BAN), which is part of the Directorate
General of Higher Education, and became an independent, non-profit organization under the
direct supervision of the then-Minister of National Education in 1998. 7 BAN-PT started
accreditation of bachelor’s degree programs in 1996 and subsequently expanded gradually tomaster’s degree programs, doctoral programs, diploma programs, the distance education
programs offered by Open University, HEIs, and professional education programs.
Accreditation means an independent evaluation in which a third-party organization
investigates whether educational programs and HEIs that have obtained operational permits areoperating in accordance with the accreditation criteria. Accreditation is granted based on the
results of the evaluation.

(2) National quality assurance mechanism
The National Education System Act stipulates that an operational license from the national or a
local government is needed to establish an educational institution. Additionally, accreditation of
educational institutions is undertaken as a system of ex-post evaluation.
The National Education Standards, which established standards in education at the national
level in Indonesia, were mandated by a government decree in 2005. The National Education
Standards establish national education standards for eight items (see III (2) below). They also
require educational institutions to assure their own educational quality and specify that thenational and local governments are to provide assistance for the internal quality assurance
conducted by educational institutions. Further, they also specify that accreditation agencies are
to give advice and recommendations to educational institutions, education programs, and thegovernment.

(3) National qualifications framework
The Indonesian Qualifications Framework (IQF) was adopted by a presidential decree in 2012as a nationwide qualifications framework in Indonesia. The IQF was formulated intentionally tomake it easier to put abilities acquired through education, job training, and work experience into
practical use in the labor market. The IQF is divided into nine levels with learning outcomes set
for each level and presented so that one can see the corresponding level (equivalence) in the IQF
for abilities acquired from education and job training, etc. The system has been designed so thatlearning outcomes obtained through work experience, can be measured in addition to learning informal education and non-formal education.

6

National Accreditation Agency for Higher Education (NAAHE) in English.
Although it is under the direct supervision of the Minister, BAN-PT’s operations are independent and the Minister/Ministry has
no direct influence on accreditation decisions.
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BRIEFING ON INDONESIA:
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Academic

Professional

Vocational

Corresponding position

education

education

educationin practical business

Figure 1: Types and levels of qualifications and degrees stipulated by the Indonesian Qualifications
Framework (IQF)* As indicated by the dashed arrows, graduates of academic education and vocational education can bothgo on to professional education.

(Provided by BAN-PT. The dashed arrows were added by the NIAD-UE
based on the presentation of Prof. Dr. Hidayat Syarief, Board of BAN-PT)

Ⅲ. Overview of National Higher Education Quality Assurance System(1) Operational licensure system
As mentioned in II (2), an operational license from the national or a local government isneeded to establish an educational institution. Quality assurance organizations are not directly
involved with establishment licensure; they conduct accreditation of institutions and educational
programs two years after an operational license has been received.
With the amendment to the National Education System Law in 2003, it became possible toestablish educational programs without government approval. This led to a drive to gradualsanction the liberalization of the establishment of educational programs and the elimination ofreauthorization, starting with the freedom of HEIs with state-owned autonomous legal status8 toestablish programs.
8

The transformation of public HEIs into autonomous legal entities began with a Government Regulation in 2000. Institutions
wishing to become an autonomous legal entity become a state-owned autonomous legal entity with recognized autonomy interms of finance, human resources, asset management, education, and research by fulfilling certain conditions. Based on the
Government Regulations, University of Indonesia, Gadjah Mada University, Bogor Agricultural University, Bandung Institute ofTechnology, Airlangga University, University of Sumatera Utara and Universitas Pendidikan Indonesia (UPI) are recognized as
autonomous legal entities.
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BRIEFING ON INDONESIA:
Quality Assurance in Higher Education(2) National education standards
The National Education Standards establish standards that should be met in national educationin regards to the following eight items:
1) Content5) Educational resources and infrastructure2) Process6) Management3) Graduate quality and abilities

7) Finance4) Educational staff

8) Educational assessment9

All education must be improved systematically and continuously based on these standards.
The Badan Standar Nasional Pendidikan (BSNP)10, an independent, non-profit organization,
manages the standards.
Additionally, there is a drive to formulate National Standards of Higher Education. At present, adraft ministerial decree has been drawn up based on BSNP’s recommendations. The draftcontains a provision that one semester be at least 16 weeks and defines one credit ascorresponding to at least three hours of learning per week throughout a semester.11(3) Internal quality assurance systems of HEIs
The National Education Standards of 2005 legally requires internal quality assurance in all
educational institutions, including HEIs. The 2010 government decree on education management(Pengelolaan dan Penyelenggaraan Pendidikan) requires HEIs to conduct internal quality
assurance in addition to external quality assurance by a third-party organization. The Ministry of
National Education (now the Ministry of Education and Culture) produced and published thebooklet Quality Assurance System of Higher Education (Sistem Penjaminan Mutu-Perguruan
Tinggi (SPM-PT)) with the aim of assisting the establishment of a quality assurance system in
educational institutions. The SPM-PT summarizes laws related to internal and external quality
assurance and gives examples of good practices.
The data and information gathered through internal quality assurance by educational
institutions is entered into a Higher Education Database12 (Pangkalan Data Perguruan Tinggi(PDPT)) managed by the Directorate General of Higher Education in MoEC. Each educational
institution manages its information and data entered into the database. Also, the results ofinternal quality assurance conducted by HEIs themselves are used in external quality assurance.

(4) Accreditation of HEIs and programs
The National Education System Act (amended in 2003) requires accreditation of educational
programs and educational institutions that have obtained operational licenses in Indonesia.
Accreditation agencies investigate whether the standards they have laid down are being fulfilled
and grant accreditation accordingly.

9

Achievement assessment of student learning
National Education Standards Agency
11
In other words, one credit corresponds to at least 48 hours of learning (three hours per week go on for 16 weeks) in one
semester. “Learning” in the draft National Standards of Higher Education includes all manner of learning activities in addition to
face-to-face instruction. The draft also includes a provision on learning hours spent in face-to-face instruction.
12
Not only information on HEIs and their educational programs, but also the names and affiliations of teaching staff and students
as well as other information is retrievable in the Higher Education Database (https://forlap.dikti.go.id/).
10

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独立行政法人 大 学 評 価 ・学 位 授 与 機 構
National Institution for Academic Degrees and University Evaluation

BRIEFING ON INDONESIA:
Quality Assurance in Higher Education*This section discusses the accreditation of HEIs and educational programs—that is, accreditation
conducted by BAN-PT.
Responsible organization
Accreditation of HEIs and educational programs is conducted by the Badan Akreditasi
Nasional-Perguruan Tinggi (BAN-PT), which is an independent, non-profit organization, based ona ministerial decree of the then-Ministry of National Education.
Types and objects of accreditation
BAN-PT conducts two types of accreditation: institutional accreditation and program
accreditation. The objects of accreditation are all HEIs for institutional accreditation and all
educational programs provided by HEIs for program accreditation.
BAN-PT started accreditation of bachelor’s degree programs in 1996 and subsequently
expanded the scope of accreditation to master’s degree programs (1999), doctoral degree
programs (2001), diploma programs (2001 or 2002), the distance learning programs offered byOpen University (2003), and professional education programs (2008). It started accreditation of
institutions in 2003.
Validity of accreditation and review cycle
Accreditation is valid for five years for both institutions and educational programs. HEIs andeducational programs apply for and undergo an accreditation review at least six months before
the end of the period of validity.
Accreditation standards and evaluation perspective
The current standards specified by BAN-PT consist of the seven items given below. Initially
BAN-PT had established three sets of standards (one for HEIs, one for doctoral degree programs,
and one for diploma, bachelor’s and master’s degree programs), but it unified them by 2010.
Today, the seven standards below apply uniformly to accreditation of HEIs and all educational
programs. Approval was received from the then-Minister of National Education to revise thestandards.
BAN-PT’s seven accreditation standards:
1) Vision, mission, goals and objectives, and strategies to achieve2) Governance, leadership, management system, and internal quality assurance3) Students and graduates
4) Human resources5) Curriculum, instruction, and academic atmosphere6) Finances, facilities and infrastructure, and information system
7) Research, community service, and partnership
Accreditation procedure and decision*common to institutional accreditation and program accreditation unless otherwise noteda) Application preparation (self-evaluation)
Before applying for an accreditation review, the HEI or educational program provider
conducts a self-evaluation according to its guideline prepared by BAN-PT.
b) Application and submission of accreditation documents
The educational institution or program provider submits accreditation documents such as
the self-evaluation report and supporting materials. Upon receiving an accreditation
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BRIEFING ON INDONESIA:
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application from an educational institution or program provider, BAN-PT checks to make surethe application requirements are met. If the documents are not complete, BAN-PT ask the HEI
to resubmit the updated documents.
c) Desk evaluation and site visit
Assessors conduct a desk evaluation and site visit based on the submitted documents and inturn submit a report to BAN-PT. There are two assessors for each study program and 3-7
assessors for each institution depending on number of study program in the respective
institution. The total number of assessors is more 2000 persons.
d) Final Decision
Finally, the BAN-PT Board decides the evaluation results, which are divided into four levels:
A (excellent), B (good), C (adequate), and not accredited. A result of A through C results, inwhich case certificates of accreditation are issued along with a description of points needing
improvement and points regarding which further development is expected. The BAN-PT
Board’s decision is communicated to the educational institution or program provider that
underwent accreditation, and there is a process for lodging objections to the decision (appeal
system).
Accreditation results are reported to the Minister of Education and Culture, made publicly
available, and entered into a database managed by BAN-PT (the Accreditation Directory).
Additionally, the data and information used in the accreditation is entered into the Higher
Education Database (Pangkalan Data Perguruan Tinggi (PDPT)), which is managed by the
Directorate General of Higher Education in the MoEC. Each educational institution manages
the data and information in the database.
Impact of accreditation results
Where an institution or program with an operational license is not accredited, they cannot
confer qualifications and degrees. Moreover, where it is discovered that an accredited institution
or program has submitted falsified information or data, or where eligibility cannot be maintained
due to an unforeseen contingency, BAN-PT may revoke the accreditation or revise it downward,
even before the end of the period of validity.
Accreditation costs
There is no fee for an accreditation review. All costs needed for accreditation are born by thegovernment.

Ⅳ. Quality Assurance System Challenges and Policy
Challenges can be seen stemming from the magnitude of higher education in Indonesia. Firstof all there are problems related to the number of accreditation reviews. Based on the Higher
Education Act of 2012, the qualifications and degrees conferred by an educational institution or
educational program will be invalidated unless the institution or program undergoes aaccreditation review and is accredited (ranks A through C), resulting in the need for unaccredited
institutions and educational programs to be accredited by 2012. However, since many institutions
and educational programs had not been accredited by the end of 2012, those institutions were
given a C rank as a stopgap measure.
Related to this challenge is the issue of developing the competence of assessors and securing
new assessors. As the scale of higher education expands, the number of institutions and

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BRIEFING ON INDONESIA:
Quality Assurance in Higher Education
educational programs undergoing accreditation reviews is increasing, making the securing anddevelopment of more assessors an urgent necessity. At the same time, the training andcompetence development of assessors must be implemented, regardless of assessment
experience. Additionally, since all the costs of accreditation are born by the government, there is
the problem that the financial outlay is becoming an excessive burden for the government. On
the other hand, society still expects expansion of higher education opportunities—that is, it
wants more HEIs and educational programs.
In response to these challenges, there is a drive to establish a new accreditation agency, inorder to achieve a balance between expansion of higher education opportunities and quality
assurance. Based on the Higher Education Act of 2012, it became possible to establish Lembaga
Akreditasi Mandiri Perguruan Tinggi (LAM-PT), which are accreditation institutions separate from
BAN-PT, as organizations to conduct accreditation of educational programs by academic field.
LAM-PTs will be institutions established respectively by professional organizations andprofessional associations in different fields. BAN-PT will provide advice and recommendations on
their establishment. After a LAM-PT is established for each field, BAN-PT will be responsible foraccreditation of institutions while the LAM-PT in each field will be responsible for accreditation of
educational programs13.

13

However, as of March 2014, although there is a drive to establish LAM-PTs, none have been established yet, and so at thepresent time BAN-PT is carrying out accreditation of both institutions and educational programs.
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BRIEFING ON INDONESIA:
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Appendix 1
Badan Akreditasi Nasional-Perguruan Tinggi (BAN-PT) at a Glance
Name:

Indonesian: Badan Akreditasi Nasional-Perguruan Tinggi (BAN-PT)
English: National Accreditation Agency for Higher Education (NAAHE)

Established:

1994

Type:

Independent, non-profit organization under the direct supervision of the Minister of
Education and Culture

Headquarters:

Jakarta, Indonesia

Head:Prof. Dr. Mansyur Ramly (Chair)

Mission:• To perform reliable accreditation with accountability in a responsible manner inIndonesia• To achieve the Ministry of Education and Culture’s strategic plan regarding external
quality assurance in higher education

Organization:• Board: Comprised of 11 to 15 members including the chair. The Minister of Education
and Culture appoints members.
• Secretariat: Headed by the Secretary of the Agency for Research and Development of
the Ministry Education and Culture.
• Organizes expert teams, assessor teams, and ad hoc committees to perform
evaluations.

Main• To formulate and implement policies related to the accreditation of higher education

functions:• To develop accreditation standards and tools and give recommendations to the
Minister of Education and Culture• To spread accreditation throughout societyInternational• Asia-Pacific Quality Network (APQN)

organization• International Network for Quality Assurance Agencies in Higher Education (INQAAHE)

membership:• ASEAN Quality Assurance Network (AQAN)• Association Of Quality Assurance Agencies Of The Islamic World (AQAAIW)

Website:10

http://ban-pt.kemdiknas.go.id/index.php

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BRIEFING ON INDONESIA:
Quality Assurance in Higher Education
References Badan Akreditasi Nasional Perguruan Tinggi (BAN-PT). <http://ban-pt.kemdiknas.go.id/>
 Badan Akreditasi Nasional Perguruan Tinggi 2005 (Indonesia). <http://ban-pt.kemdiknas.go.id/doc/pdf/permen_28_2005.pdf>
 Garis Besar Sistem Penjaminan Mutu Perguruan Tinggi. (2011). Direktorat Pembelajaran dan Kemahasiswaan, Direktorat
Jenderal Pendidikan Tinggi, Kementerian Pendidikan Nasional dan Kebudayaan.
<http://www.dikti.go.id/files/Belmawa/Leaflet%20SPMI-PT%20oke%20revisi2%20acc.pdf>
 服部美奈. (2012). 高等教育の巨大市場と人材育成戦略. pp. 115-129. 激動するアジアの大学改革 －グローバル人材を育成する
ために－. 北村友人, 杉村美紀共編. ぎょうせい.
 Hidayat Syarief. External Quality Assurance for Higher Education in Indonesia: Issues and Challenges. (2013 年 3 月 18 日大学評
価・学位授与機構での講演)
 Johannes Gunawan. Information Sharing on Programme/Actions Relevant to Ensuring Quality Assurance and Promoting Mobilityof Higher Education Among ASEAN Plus Three Countries. (2013 年 9 月 30 日「第 1 回 ASEAN＋3 高等教育の流動性・質保証に関するワーキング・グループ」での発表)
 Kamanto Sunarto. Indonesian National System of Quality Assurance in Education. 日本・ASEAN インフォメーション・パッケージに関す
る内部セミナー (2010 年 9 月). <http://www.niad.ac.jp/n_kokusai/pdf/04_no17_ban-pt_slides.pdf>
 Kerangka Kualifikasi Nasional Indonesia 2012 (Indonesia). <http://www.dikti.go.id/files/atur/KKNI/Perpres8-2012-KKNI.pdf>
 Kerangka Kualifikasi Nasional Indonesia (KKNI) / Indonesian Qualification Framework (IQF). Kementerian Pendidikan dan
Kebudayaan Nasional. <http://www.penyelarasan.kemdiknas.go.id/content/detail/201.html>
 National Education System 2003 (Indonesia). <http://planipolis.iiep.unesco.org/upload/Indonesia/Indonesia_Education_Act.pdf>
 Nizam. (2009). Higher Education Quality Assurance System in Indonesia.
<http://www.rihed.seameo.org/mambo/qa2009/qa_indonesia.pdf>
 NUFFIC (Netherlands organization for international cooperation in higher education). Country module: Indonesia. Evaluation offoreign degrees and qualifications in the Netherlands. 2nd edition, International Recognition Department, The Hague. version 2,
March 2013. <http://www.nuffic.nl/en/library/country-module-indonesia.pdf>
 Pangkalan Data Pendidikan Tinggi. Direktorat Jenderal Pendidikan Tinggi. <https://forlap.dikti.go.id/> Pendidikan Tinggi 2012 (Indonesia). <http://www.dikti.go.id/files/atur/UU0122012_Full.pdf>
 Penetapan Universitas Indonesia Sebagai Badan Hukum Milik Negara 2000

(Indonesia).

<http://repository.ui.ac.id/dokumen/lihat/851.pdf>
 Perubahan Penggunaan Nama Kementerian Pendidikan Nasional Menjadi Kementerian Pendidikan Dan Kebudayaan 2012
(Indonesia). <http://www.dikti.go.id/files/atur/Permen48-2011NamaKemdikbud.pdf>
 Sistem Penjaminan Mutu Internal. (2011, December 24). Direktorat Jenderal Pendidikan Tinggi, Kementerian Pendidikan dan
Kebudayaan. <http://www.dikti.go.id/?page_id=647&lang=id>
 Standar Nasional Pendidikan 2005 (Indonesia). <http://www.kemenag.go.id/file/dokumen/PP1905.pdf>
 Standar Nasional Pendidikan Tinggi 2013 [Rancangan] (Indonesia).
<http://bsnp-indonesia.org/id/wp-content/uploads/2013/07/Revisi-Draft-Permendikbud-SNPT-_11-Juli-2013_-2-ke-BSNP-_1__2_.
pdf>
 World Data on Education, Indonesia. 6th, 2006/2007. UNESCO-IBE.
<http://www.ibe.unesco.org/fileadmin/user_upload/archive/Countries/WDE/2006/ASIA_and_the_PACIFIC/Indonesia/Indonesia.
pdf> World Data on Education, Indonesia. 7th, 2010/2011. UNESCO-IBE.
<http://www.ibe.unesco.org/fileadmin/user_upload/Publications/WDE/2010/pdf-versions/Indonesia.pdf>

February, 2015
International Affairs Division, NIAD-UE

独立行政法人 大 学 評 価 ・学 位 授 与 機 構
National Institution for Academic Degrees and University Evaluation

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