Enhancing Quality of

Indonesian Midwifery
Education to Achieve
Global Standard

Director of Quality Assurance

Ministry of Research, Technology and
Higher Education, Indonesia
2018
 INDONESIA nowadays…

• Indonesian Population: ~258 million people

• Disparity in Quality of Higher Education:
- Lecturer : ~ 250.000 (~13% Doctoral degree).
- Students: ~ 7 million
- Quality achievement of study programs
 Accredited study programs: A: 10.2%, B: 39.1%, C: 26.2%, not yet
accredited*: 24.5%.
 Accredited study programs (health fields) : A: 10 %, B: 64%, C: 26%
 149 study programs has international accreditation (ABET, JABEE ,ect).
- World Rank (QS): 3 universities (Top 500: 277-401): UI, ITB, UGM.

*) not yet accredited: in the accreditation assessment process, in the process of

changing the name of study program/ merger, not active, etc.
~ 4600 higher education institution
~ 26000 study programs
~ 2800 study program of health
field
 Challenges for Number of study programs with A-Accreditation
Public Other Health

Health Higher Education Health; 8

Nutrition; 6
Field; 7

Midwive; 3
Pharmacy; 28

Succesful Rate
Successful rateofofNational Competence
national competence Exam
exam Medical; 108
2015-2017
2015 - 2017 Nurse; Dental;
80% 15 19
73% 73%
70% 71% 71%
64% 64% Source : LAM-PTKes, 2017
60%
58%
56%
50% 50%
2015
42% 42%
40% 40%
38% 2016
30% 32%
2017
“Quality Disparity
20% of HEI and the
10% Graduates…”
0%
Dokter
Medical Dokter
DentalGigi Midwivery
Bidan Perawat
Nurse DIII Ners profession
Nurse
Source : National Committee of Competence Examination (2017)

HEI should use feedback from national competence exam and accreditation
to improve learning process as well as input standardization (quota for new incoming students)
 Ministry of Ministry of Research, Technology,
Health and Higher Education

DEMAND SUPPLY

Harmonization of
service facilities vs
study programs vs
distribution system
Competence vs Authority (Quality vs Accessibility) Continuity of
in Services Demand-Supply
(quality of graduates) Management System
Centralized Decentralized
System System
Competence Licency Data Center for Particular
Examination Credential HE (PD-Dikti) bodies ?
system +
e-Health
Global Challenge for Professional Midwife
Role of midwife as woman
partner as well as strategic
health providers to assure safe
mother and safe family need
competent and professional
midwifes

Key Message in Report 2014

The returns on investment (in
midwivery) are a ‘best buy’ :

Investing in midwivery education, with

deployment to community-based
services, could yield a 16-fold Return On
Investment in terms of lives saved and
costs of caesarean section avoided, and
is a ‘best buy’ in Primary Health Care
Challenges of Higher Education in Midwifery in
Indonesia
Understanding of the specificity of 'midwife
profession' in the context of health services
with 'midwife profession program' in the
context of higher education

The midwives competency standards are not yet able

to explain comprehensively the differences in the
competence of 'professional midwives' (graduates of
professional programs) and 'vocational midwives'
(graduates of diploma programs)

The number of qualified lecturers has not met

the ideal ratio (especially those who will later
become professors of midwives profession
program)

The number and quality of facilities and

infrastructures for midwife clinic education has
not met the standards, so that the term
'literary midwife' and 'partus'
 Nomenclature of Midwifery Program
Name of Study Name of Study Stages
Program Program DIII DIV S1 S2 Pro Academic Title
(Indonesian) (English) (S.Tr) fesi
Clump of Health Sciences (Academic and Vocational Education)
Kebidanan Midwifery V V V V Keb.

Rumpun Ilmu Kesehatan (Pendidikan Profesi)

Pendidikan Midwife V Bdn
Profesi Bidan Profession
Education
The consensus of Kemristekdikti, Kemkes, AIPNI and
IBI about DIV Midwifery Program
(11 September 2017)
1. During the transition period, Competency Test for DIV Midwifery (0 year) will still be done until
2020. STR for graduates of DIV midwifery competency test is regulated by MTKI / KTKI.

2. Referring to the Letter of the Director General of Learning and Student Affairs
No.257/B/TU/2017 and the Letter of Head of PPSDM Agency of the Ministry of Health No.
TU.05.01/III.3/03655/2016, starting in 2017 there is no new admissions for DIV Obstetrics.
Furthermore, it is necessary to accelerate the fulfillment of 39 DIV Midwives program to
become a midwife profession program (currently there are 3 midwives profession who have
obtained permission from Kemristekdikti implementation).

3. Midwife profession program can be reached after going through vocational program (DIV) or
academic (S1). Accelerated fulfillment of learning achievement of DIII graduates into DIV
Obstetrics can be through Recognition of Past Learning according to Permenristekdikti
No.26/2016.

4. If the student does not complete until the profession stage (exit on DIV or S1 Midwifery),
graduates can not get a midwife profession STR.

5. Need structuring achievement of Midwifery DIV and S1 Program learning who are ready to
continue the midwife profession program.

6. The accredited DIV Midwifery study program C is directed to strengthen the DIII Midwifery
Produce, with the transfer of homebased lecturer D IV to D III Midwifery (setting on PD-Dikti).
Kemristekdikti’s Support for Improving the Quality of
Higher Education Midwifery
Academic Script
for Higher
Education
Midwifery

AIPKIND and IBI Education

Achievement of
are actively Standards and
Learning and
involved in the Competency
Descriptors of
Health Professional Standards
KKNI in Midwifery
Education Quality
Project (HPEQ
Project) , Ditjen Accreditation
IBI and AIPKIND as Dikti, 2010-2014 Instrument of DIII
part of LAM-PTKes Midwifery
and LPUK-Nakes Program
founders

The outcomes of the HPEQ project can be the basis for the development of
the current midwifery education system
• LAM-PTKes : Lembaga Akreditasi Mandiri Pendidikan Tinggi Kesehatan
• LPUK-Nakes : Lembaga Pengembangan Uji Kompetensi Tenaga Kesehatan
 National & Global Strategy to Harmonize
Health and Education System
Challenges from Higher
Education Sector:
• Disparity quality of health higher
education institution
• Compliance to the national
standard of higher education
• Competency of graduates Collaborative
• Quantity & quality of lecturers
Practice

Inter-professional Challenges from Health Sector

education • The double-burden of disease : more
complex healthcare
• Medical error
• Distribution of health professionals
• Competency of health professionals
• Healthcare cost

The Global Strategy on Human Resources for Health in 2030 (WHO, 2016) :
recommends a coordinated approach to link Human Resources for Health planning and education; and
encouraging IPE and collaborative practice (CP)
 QUALITY ASSURANCE SYSTEM FRAMEWORK
• NSHE : National Standard of HE
• IQAS : Internal Quality Assurance System
• CDHE : Center Data for HE
OF HEALTH HIGHER EDUCATION
• HEI : Higher Education Institution
• OP : Organization of Professions
• AEI : Association of Health Education Institution Independent
Accreditation Agency
ACCREDITATION ACCREDITATION
ACCREDITATION
INSTRUMENT STATUS

(QUALITY of INSTITUTION)
•HEI STANDARDS of •NSHE
•OP EDUCATION & •IQAS USERS
•AHEI COMPETENCIES •CDHE
(QUALITY of HEALTH
PROFESSIONALS)
BLUE PRINT OF COMPETENCY QUALITY OF
COMPETENCIES EXAMINATION GRADUATES
(items) IN SERVICES

Independent Agency for Competency

Examination

DEMAND
(Global & National)
 Standards and Qualification Framework
In Indonesia, all education
institution in health must refer
to some standards:
• Indonesian Qualification
Framework (KKNI)
• Standard of National Higher
Education (SN-Dikti)
• Standard of Education and
Standard of Competency
for each health
profession/field
• National Curriculum for
each field.

Specific for Midwifery

Education, it also refers and in
line with ICM Global Standard.
CHALLENGE
NEW LITERACIES
Industrial Revolution 4.0

Old Literacies New Literacies (Aoun, 2017)

Data Literacy
Reading Big data management, data analysis

Technological Literacy
Writing Coding, Artificial Intelligence,
& Engineering Principles,
genome editing

Mathematics Human Literacy

Humanities, Communication,
& Design, critical thinking,
entrpreunership,cultural
agility
Lifelong learning
National Policy for Health Higher Education 4.0
(encourage collaborative practice)
Hybrid/Blended
“open mind, open heart, open will” 2 Learning, Online
Hybrid/Blended Learning through SPADA-
IdREN or other e-learning platform
1 Transformative Curriculum
Standard of Education Strengthening Quality
and Standar of 3 Assurance for Health
Competency Interprofessional Education Graduates
Education National competence exam (exit exam)
(as innovative for health fields (2018 : 8 professions)
Learning Outcomes learning
approach/strategy)
Curriculum Empower Translational
Research and Evidence for
4 IPE/Collaborative Practice
New literacies 4.0 embedded in curriculum outcomes
(academic and clinical stage)
Using Big data / Knowledge
Management System for health field
Extra-curricula program/student activities that
(education, health services and
empower values of leadership, sociopreneurship,
research)
and collaboration
 Thank You
Together We Can
www.ristekdikti.go.id