International Journal of Educational Studies | Vol. 15, No.

2, 2018
ISSN 1682-4377

MANAGEMENT OF ISLAMIC HIGHER EDUCATION

IN THE 4TH INDUSTRIAL REVOLUTION
HUSNI
YOSEP FARHAN DAFIK
Institut Agama Islam Darussalam (IAID), Ciamis, Jawa Barat, Indonesia
Abstract
One of the issues which is generating an active and at times polarized debate is the
liberalization and promotion of commercial trade of education services through
trade agreements. The idea of academic mobility, students and scholars moving
between countries is not new. However, the movement of students, education pro-
grammes and providers across borders for commercial and for-profit purposes is
growing and this issue has gained new momentum and importance with the estab-
lishment of the General Agreement on Trade in Services (GATS). This new inter-
national trade agreement is administered by the World Trade Organization and is
the first multilateral agreement that covers trade in services. Within GATS, educa-
tion is one of the twelve primary services and higher education, including Islamic
Higher Education, is one of the five sub-sectors of education. There is a great polari-
zation of views and intense polemics on this topic. Some traditional stakeholders in
higher education: institutions, teachers’ unions, students, and scholars strongly op-
pose higher education being treated as a commodity and urge their governments
not to make commitments in higher education in the context of GATS. Others,
sometimes from the very same groupings, advocate that trade in education is hap-
pening already and that it has clear benefits and opportunities, as long as it is regu-
lated correctly. The fundamental question that needs to be asked in facing the chal-
lenge of globalization is not simply. However, the Private Islamic Higher Education
in Indonesia (PTAIS) can develop strategy to (1) focus on comparative advantage;
(2) reinforce vision, mission, and core value; (3) upgrading curriculum, (4) produc-
tivity oriented, (5) international-class development, and (6) human resouces devel-
opment.
Keywords: Islamic Higher Education, 4th Industrial Era, globalization.

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INTRODUCTION
Fourth industrial era is a reality faced by humanity throughout the world to-
day. It became so phenomenal, especially because of the massive support of infor-
mation and communication technology. For some people, fourth industrial era is
not something that must be avoided or rejected. Avoiding or rejecting globalization
is something that is naive, ahistorical and anti-reality. There is hardly any aspect of
life that can escape the current fourth industrial era. Political, economic, social, cul-
tural, educational, even family life can hardly be separated from the influence of
fourth industrial era.
On the other hand, fourth industrial era is also full of motives for exploitation,
greed, hegemony and injustice. Therefore, taking it for granted fourth industrial era
without being accompanied by a critical attitude and caution—especially for devel-
oping countries such as Indonesia—is a hasty and rash attitude. The attitude of the
Indonesian Government in its rush to accept fourth industrial era through its vari-
ous instruments is quite regrettable. With the issuance of Law No. 7 of 1994 dated
November 2, 1994 concerning the ratification of “Agreement on the Establising of
the World Trade Organization”, then Indonesia has officially become a member of
the WTO and all the agreements contained in it have become legally part of nation-
al legislation. As a member of the WTO, Indonesia certainly cannot avoid various
trade liberalization agreements, including trade in education services. This hasty
decision is regrettable considering the current condition of national education is still
bad. Educational liberalization decisions are set in the middle of high rates of illitera-
cy and school dropouts in Indonesia. Under these conditions, in line with the
WTO-style economic logic, education will only become commercial goods far from
fulfilling the people’s constitutional rights to quality and quality education by the
state.
The dilemma experienced by the world of education in Indonesia, between
accepting fourth industrial era as it is (pro-fourth industrial era) or rejecting fourth
industrial era (anti-fourth industrial era)1 because it is loaded with commercial mo-
tives, hegemonic, and greed, indeed not only faced by us. Many countries and the
international community in various parts of the world experience similar dilemmas.
Developed countries and the international business community welcome with en-
thusiasm and even tend to force their will to implement the WTO and GATS as the

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main instruments of fourth industrial era, because for them fourth industrial era has
direct benefits both politically, socially, economically and culturally.
On the contrary, underdeveloped countries and various marginal communi-
ties tend to reject fourth industrial era, because it is nothing more than the efforts of
developed countries to dominate international relations, which through the argu-
ments of fourth industrial era, they can arbitrarily impose their will on underdevel-
oped countries, including Indonesia.
Although the direct negative impact of fourth industrial era on the education
sector in the country, including the Islamic Higher Education (PTAI) for the mo-
ment has not been felt, but in the future especially if the GATS agreement (General
Agreement on Tarrifs and Services) has been implemented, the possibility of PTAI
in the country will stunned to witness the rapid flow of foreign investment in the
field of Higher Education and displacing local educational institutions due to losing
competition.
The problem is both pro-fourth industrial era and anti-fourth industrial era
groups, both of which contain traps, which if not carefully addressed can trap each
other. For Islamic Higher Education (PTAI), fourth industrial era issues carried out
by the pro-fourth industrial era group (globalist) as mentioned above can trap PTAI
in efforts to commercialize education, as well as other traps that are political and
ideological. On the contrary, anti-fourth industrial era groups can trap our PTAI in
the development of mental attitudes that deny the facts and empirical reality and
narrow nationalism.
Not to mention the image attached to this second group, which tends to be
radical and anarchic. This paper tries to explore the concept of fourth industrial era
in relation to the dilemma faced by PTAI between supporting or rejecting fourth
industrial era, as well as strategies that need to be developed by PTAI in the face of
fourth industrial era, especially in the context of competition and competition.
FOURTH INDUSTRIAL ERA: PARADOX AND CONTRADICTION
fourth industrial era has a meaning that is not singular. Robertson2 stated that
fourth industrial era is a concept that refers both to the compression of the world
and to the intensification of awareness of the world as a whole. In line with Robert-
son, Giddens3 interpreted fourth industrial era as a “concept of compression of time-

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space” or the concept of compressing time and space. Meanwhile, McLuhan and
Bruce4 interpret fourth industrial era as an increase in awareness of the one world
(world as one) or the realization of the world village.
The latest meaning of the concept of fourth industrial era is in accordance
with the empirical reality of the world today where the world seems to be folded on
a piece of paper. Whereas as a concept, fourth industrial era has been used since
1944 and then practiced by economists since 1981. In 1983, for the first time this
concept was popularized by Theodore Levitt,5 professor at Harvard Business
School. If traced in the historical round of human civilization, the process of fourth
industrial era has actually begun several centuries ago, namely since the establish-
ment of the Dutch East India Company in the 17th century, which was the first mul-
tinational company. The establishment of this multinational company to continue
with the emergence of the concept of liberalization in the 19th century is often
called the First Era of fourth industrial era, an era marked by the acceleration of in-
vestment growth and international trade. Fourth industrial era of the First Era expe-
rienced a significant setback when World War I occurred, then experienced a col-
lapse during the economic crisis of 1920-1930. Since World War II ended, fourth
industrial era is present in its true form thanks to the rapid technological develop-
ment that relies on the information and communication industry.
The more complete meaning of fourth industrial era was stated by J.A. Schol-
6
te concludes that there are at least five categories of notions of fourth industrial era
that are commonly found in literature. The five categories of definitions are related
to one another and sometimes overlap, but each contains a distinctive element.
First, fourth industrial era as globalization as internationalization. In this
sense, according to Scholte: Here fourth industrial era is viewed ‘as simply another
adjective to describe the cross-border relations between countries’. It describes the
growth in international exchange and interdependence. The growing economy of
the economy, which is an inter-national economy, which is a national economy.
subsumed and rearticulated into the system by international processes and transac-
tions.7 (With this understanding, fourth industrial era is seen as an adjective to de-
scribe inter-boundary relations from various countries. It describes growth in inter-
national exchange and interdependence. The greater the volume of trade and capital
investment, the inter-state economy is increasingly integrated into a global economy

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where a distinctive national economy is classified and articulated back into a system
through international processes and agreements)
Second, fourth industrial era as liberalization or fourth industrial era as liber-
alization. According to Scholte, in this broad set of definitions, the ‘fourth industrial
era’ of removing government-imposed restrictions on movements between coun-
tries in order to create an “open”, “borderless” world economy‘8. In this sense, ‘fourth
industrial era’ refers to ‘a process of removing the barriers that governments make to
mobility between countries to create an’ open ‘and’ borderless’ world economy.
Those who argue the importance of removing trade barriers and capital controls
usually cover behind the mantle of ‘fourth industrial era’.
Third, fourth industrial era as fourth industrial era as universalization. Ac-
cording to Scholte, in this use, ‘global’ is used in the sense of being ‘worldwide’ and
‘fourth industrial era’ is ‘the process of spreading various objects and experiences to
people at all corners of the earth’. A classic example of this would be the spread of
computing, television etc.9 In this concept, the word ‘global’ is used with the under-
standing that the process of ‘global’ and ‘fourth industrial era’ is the process of
spreading various objects and experiences to all people throughout the world. Clas-
sic examples of this concept are the spread of computer technology, television, and
others.
Fourth, fourth industrial era as westernization or modernization, especially
Americanization (fourth industrial era as westernization or modernization, especial-
ly in the ‘Americanized’ form). Fourth industrial era as modernization according to
Scholte is: Here ‘fourth industrial era’ is understood as a dynamic, ‘whereby the so-
cial structures of modernity (capitalism, rationalism, industrialism, bureaucratism,
etc.) are spread the world over, normally destroying pre-existent cultures and local
self-determination in the process.10 ‘fourth industrial era’ in this context is under-
stood as a dynamic, in which the social structures of modernity (capitalism, rational-
ism, industrialism, bureaucracy, etc.) are spread throughout the world, which in the
process tends to damage the established local culture and seize the right to deter-
mine the local people themselves.
Fifth, fourth industrial era is the elimination of territorial boundaries or as the
spread of supra-territoriality (fourth industrial era as deterritorialization or as the
spread of supraterritoriality). For Scholte, ‘fourth industrial era’ entails a ‘reconfigu-

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ration of geography,’ which is a space that is not wholly mapped in terms of territori-
al places, territories and territorial borders. Anthony Giddens’ has thus defined
fourth industrial era as the intensification of the worldwide social relations which
links localities in local ways happenings are shaped by many events occurring miles
away and vice versa ... Fourth industrial era as a process (or set of processes) which
embodies a transformation in the spatial organization of social relations and transac-
tions - assessed in terms of their extensity, intensity, velocity and impact - generating
transcontinental or inter-regional flows and networks of activity‘11. Fourth industrial
era encourages geographic reconfiguration, so that social spaces are no longer mere-
ly mapped with territorial territories, territorial distances, and territorial boundaries.
In this context, fourth industrial era is also understood as a process (or a series of
processes) that gives rise to a transformation in the spatial organization of social
relations and transactions—in terms of their extensity, intensity, speed and im-
pact—which rotate inter-continental or inter-regional mobility and activity net-
work.
The meaning of fourth industrial era in a simple and as if without contradic-
tion got a lot of critical responses from contemporary thinkers, especially from the
postmodern thinkers. Derrida, for example, states that the whole concept of fourth
industrial era or mondialization—a term he prefers—is inherently loaded with con-
tradictions. On the one hand, fourth industrial era exists because of instant commu-
nication support, but on the other hand promises of fourth industrial era about jus-
tice and democracy will never materialize.12 Jorge J.E. Gracia called fourth industrial
era a “pocket” which was loaded with positive and negative potential. For Gracia,
fourth industrial era is an activity. Being globalized means globalizing or influencing
the world. But according to him, the world today leaves a grudge between humanity
as a result of the history of colonialism.13
The paradox of fourth industrial era is cleverly expressed in a novel entitled
Lexus and the Olive Tree by Thomas L. Friedman.14 In his book, he stated that “the
threat of fourth industrial era today is fourth industrial era”. In other words, fourth
industrial era itself holds the potential for destruction, which begins with a clash be-
tween new values and old values. As a result, there are winners and profits, but there
are losers and losers. The rapid rhythm of fourth industrial era determined by the
superpowers in turn leads to a new dichotomy in multilateral relations, namely the

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state of centrum and periphery. Countries that do not follow the rhythm of fourth
industrial era globally are included in the category of ‘primitive’ countries.
Supporters of fourth industrial era (globalist) believe that with fourth indus-
trial era the rate of poverty in developing countries will be significantly reduced. But
in the midst of the beliefs of its supporters, fourth industrial era also poses serious
risks for developing countries, especially with regard to the issue of increasing socio-
economic disparities at various levels and risks of cultural uniformity. Concerns
about the impact of fourth industrial era are recognized by the World Bank, an in-
ternational financial institution that is a symbol of fourth industrial era.15 The in-
creasingly massive information and communication technology may be able to en-
courage economic growth and community development, both horizontally and
vertically. But concerns about cultural uniformity through pop culture carried out
by globalism are hard to avoid.
The next fourth industrial era paradox concerns the concept of universality
and particularization. On the one hand, fourth industrial era encourages the world
community to move towards a single world system. But on the other hand the
uniqueness of the culture of society and the nation actually leads to exclusivism.
Borrowing the term Robertson, “... hence fourth industrial era is a form of institu-
tionalization of the two-fold process involving the universalization of particularism
and the particularization of universalism”.16
Homogeneity on the one hand and diversity on the other side also become
another fourth industrial era paradox. Homogeneity means the movement of peo-
ple, society, and nation towards the unification of culture and various social systems,
which in the context of fourth industrial era are supported by the power of pop cul-
ture that colors mass media and electronics and information and communication
technology.17 For some people, fourth industrial era means an increase in communi-
ty homogeneity or an increase in a homogeneous world culture.18 But on the other
hand, fourth industrial era actually leads to the development of a diversity of cultural
communities.
As a result of the emergence of various paradoxes that accompany fourth in-
dustrial era, it is not surprising that then two poles that diametrically contradict each
other, namely those who support (pro-fourth industrial era) and those who reject
(anti-fourth industrial era). The pro-fourth industrial era group or also called the

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globalists believe that fourth industrial era is a reality that has real consequences for
human movements and state institutions. They believe that state institutions and
local culture will be lost in a homogeneous global culture and economy. The group
is also so convinced that fourth industrial era will produce a tolerant and responsible
world community.
For them fourth industrial era is believed to be able to improve the welfare
and economic prosperity of the world community. They are based on the theory of
comparative advantage which was coined by David Ricardo.19 According to Ricar-
do, interdependence, especially in the economic field, between one country and
another will benefit one another. Both countries can conduct exchange transactions
in accordance with their comparative advantages. However, various prohibitions
and protection policies of a country can be a major obstacle to the occurrence of
economic cooperation between countries. On the one hand, this policy can protect
domestic production, but on the other hand, this will increase the cost of producing
imported goods so that it is difficult to penetrate the target country. Globalists are
definitely opposed to the protection and prohibition. They called for a free trade
policy so that the prices of various goods could be reduced. Because demand in-
creases, prosperity will increase and so on.
However, some pro-globalism groups also criticized the World Bank and
IMF which are actually supporting instruments for fourth industrial era. For global-
ists, the two bodies only control and channel funds to a country, not to companies.
As a result, many of the loans they gave fell into the hands of dictators who then di-
verted and did not use the funds as they should, and left their people in a state debt
bondage, which then resulted in a declining level of prosperity.
In contrast to the views of globalists, groups are often referred to as antifourth
industrial era groups, a term that is not accepted by this group. Because they are
more likely to identify themselves as the Global Justice Movement20 or the Move-
ment of Movements21 (a movement that is popular in Italy). For this group, fourth
industrial era is a negative phenomenon, because fourth industrial era is nothing
more than a form of Western colonialism (especially the United States) which forc-
es it through attempts at cultural homogeneity and consumption patterns.
For them, fourth industrial era in the economic field and the current global
trading system, in practice has eroded the environment, local culture, labor rights,

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national sovereignty, and third world society. They view fourth industrial era as an
effort to promote neoliberalism, which according to Mansour Fakih contains hid-
den myths, namely: (1) free trade will guarantee cheap food and hunger will not
occur. The fact that free trade actually increases food prices; (2) WTO and TNC
will produce safe food. In fact, with excessive use of pesticides and genetically engi-
neered food, it endangers human health and ecological balance; (3) women will
benefit from the free food market. In fact, women farmers are increasingly marginal-
ized both as producers and consumers; (4) that patents and intellectual property
rights will protect innovation and knowledge. In fact, patents actually slow down
technology transfer and make technology expensive; and (5) free trade in the food
sector will benefit consumers because of low prices and many choices. In fact, it
threatens food security in third world countries.22
FOURTH INDUSTRIAL ERA AND ITS IMPLICATIONS FOR EDUCA-
TION
For the world of education, fourth industrial era brings many impacts and
implications. Some of the serious impacts and implications of fourth industrial era
on education are: First, fourth industrial era in the perspective of neo-liberalism
makes education a commodity and is treated commercially. With this view and
treatment, the commodification and commercialization of the world of education
means seeking new markets and expanding business forms continuously to reap the
maximum profit. Fourth industrial era in the perspective of neo-liberalism forces the
liberalization of the education sector which was once non-commercial to become a
commodity in the new market, which according to Colin Leys23 will occur if it meets
four criteria, namely: (1) the reconfiguration of products and services so they have
value and worth on sale; (2) encourage and stimulate people to want to buy it; (3)
changing the behavior of serving common interests into an effort to generate profits
for the owners of capital in accordance with market mechanisms; and (4) there is a
state guarantee of possible risks to capital. This market demand drives change in the
world of education. These changes can be in the form of adjustments to study pro-
grams, curriculum, management, accreditation systems, and others. As for commer-
cialization in the view of neo-liberalism towards the fourth industrial era of educa-
tion, it means spurring privatization of educational institutions.

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Second, fourth industrial era affects the control of education by the state. Alt-
hough all this time government control over the world of education is still quite
strong, especially in the establishment of policies and legality, the demands for com-
petition and pressure from global institutions, especially the IMF and World Bank
will result in the birth of educational political policies that tend to be market-driven.
Third, fourth industrial era encourages delocalisation and technological change and
changes in educational orientation. The use of new technologies such as computers
and the internet has brought about a very revolutionary change in the world of tradi-
tional education. Besides helping to accelerate the flow of information exchange, the
technology has contributed to the mushrooming of distance learning systems,
which in Indonesia are translated into the form of “distant classes”. Here is seen the
phenomenon of delocalisation, where people learn in a very individual atmosphere
and prevent it from interacting socially.
The real form of neo-liberalism perspective on the fourth industrial era of
education is the inclusion of educational “services” in GATS. As is known, in negoti-
ating the GATS negotiations, the provision of education services is one of 12 other
service sectors that will be liberalized. The liberalization of trade in the education
service sector coexists with the liberalization of health services, information and
communication technology, accounting services, and other services. Since 2000,
negotiating the expansion of service liberalization in GATS was carried out with the
initial offer model and initial request. Where each country can send an initial request
that is a list of sectors that are desired to be opened in other countries. Countries are
obliged to liberalize certain sectors which are chosen by themselves or called the
initial offer. Negotiations to expand access to service markets are carried out bilater-
ally by each service negotiator in each country in Geneva, which if agreed will apply
multilaterally.
The logic of trade in education services, as stated by Sofian Effendi24 follows
the typology used by economists in dividing business activities in society. Econom-
ics divides three sectors of business activities in society. First is the Primary sector
covering all mining and agricultural product extraction industries. Second, the sec-
ondary sector includes industries to process basic materials into goods, buildings,
manufacturing products and utilities. And thirdly, the tertiary sector which covers
industries to change physical forms, human services and information and commu-
nication services. In line with the view of economics, the WTO establishes educa-

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tion as one of the tertiary sector industries, because the main activity is to transform
people who are not knowledgeable and people who do not have the skills to become
people who are knowledgeable and have skills.
Indonesia itself has begun to bind itself to the WTO since 1994. With the is-
suance of Law No.7 of 1994 dated November 2, 1994 concerning the ratification of
“Agreement on Establising the World Trade Organization”, Indonesia has officially
become a member of the WTO and all approvals what is in it has legitimately be-
come part of national legislation. As a member of the WTO, Indonesia certainly
cannot avoid various trade liberalization agreements, including trade in education
services. Educational liberalization decisions are set in the middle of high rates of
illiteracy and school dropouts in Indonesia. In conditions like this, in line with the
economic logic of the WTO style, education will only become commercial goods
far from fulfilling the people’s constitutional rights to quality and quality education
by the state.
Economic interests of developed countries are allegedly behind the agenda of
education liberalization. There are at least three countries that get the most profit
from education businesses, namely the United States, Britain and Australia. In 2000
American education service exports totaled US $ 14 billion. In the UK the
contribution of education exports reaches 4 percent of the country’s total service
sector revenues. Likewise with Australia, which in 1993, export education and
training services had generated AUS $ 1.2 billion. It is not surprising that the three
countries are very keen to demand the education service sector through the WTO.
Looking at these data, it becomes easy to understand that the trade in
education services is actually driven by the motivation to pursue economic profits
solely by developed countries. The universal aspect of education as a form of social
service and the process of extracting truth will be replaced by a profit and loss
calculation in business logic.
DEVELOPMENT STRATEGY FOR ISLAMIC HIGHER EDUCATION
Without having to get caught up in the concept of fourth industrial era which
contains many paradoxes which then lead to a pro and contradictory attitude
towards fourth industrial era between fourth industrial era support groups (pro-
fourth industrial era, globalisation or fourth industrial era from above) and

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opponents of fourth industrial era (anti-fourth industrial era, Global Justice

Movement, or the Movement of Movements), what is clear is that PTAI is currently
faced with the fact that fourth industrial era has taken place. Whereas PTAI which is
part of the national education system is within a framework of an international
agreement called GATS, which treats the world of education, including PTAI as a
trade service sector.
The WTO26 itself has identified four modes of providing education services
as follows: (1) cross-border supply,27 overseas higher education institutions offer
lectures through the internet and on-line degree programs, or Mode 1; (2)
consumption abroad, is the most dominant form of providing higher education
services, students studying in foreign universities or Mode 2; (3) commercial
presence, or the presence of foreign universities by forming partnerships,
subsidiaries, twinning arrangements with local universities, or Mode 3, and (4)
presence of natural persons, foreign lecturers or instructors teaching in lokan
educational institutions, or Mode 4. Liberalization of higher education towards the
free service trade promoted by the WTO is to encourage the governments of
member countries not to impede the four modes of providing these services with
interventionist policies.
Compared with ASEAN member countries that are members of the Asean
University Network (AUN) or the Association of Southeast Asian Institute of
Higher Learning (ASAIHL), such as Malaysia, Thailand, the Philippines and
Singapore, Indonesia is far behind in the level of participation in higher education
and academic quality In 2004, the participation rate of higher education only
reached 14 percent, far behind Malaysia and the Philippines, which reached 38-40
percent. Because of the limited financial capacity of the government, the expansion
and improvement of the quality of Indonesian higher education is not possible by
relying on domestic funding sources. The expansion of higher education and the
improvement of academic quality seems only possible if higher education services
by foreign providers made possible by the fourth industrial era of education can be
utilized by developing countries such as Indonesia.
fourth industrial era of higher education which is increasing even though it
aims to improve the quality and access to higher education is surely a disruption to
Indonesian sovereignty in regulating one of its independence goals, namely to

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educate the life of the nation. The independence of this nation in the formulation of
national policies to regulate the education sector must inevitably be sacrificed so
that commercial higher education providers from abroad can be more freely
entered into Indonesia.
One manifestation of fourth industrial era of higher education is the
development of a borderless higher education market. The widespread funding
experienced by developing countries, the increasing demand for quality higher
education, and the advancement of information technology are the three factors
that drive the growth of “borderless” markets in higher education. Universities in
developed countries, especially the United States, Britain and Australia are very
aggressive in utilizing the new market by increasing the provision of higher
education services, not entirely with philanthropic motives, but based on for-profit
considerations by accepting as many foreign students as possible. full of tuition fees,
establishing branch campuses in other countries, educational franchises or twinning
agreements with local universities, providing distance education or e-learning.
These developments need to be anticipated as well as possible so that
developing country communities can benefit from the provision of education
services globally but without having to sacrifice national interests to preserve
national culture and create independence in the development of science and
technology, which is also indispensable by every nation.
Of the four WTO models on the provision of education services, all contain
serious challenges for Islamic Higher Education. Let alone PTAI, which is mostly
still struggling with various internal problems, even universities of UGM caliber also
feel objections to the GATS agenda in the field of Higher Education services. As
reported by Koran Tempo,27 the Chancellor of Gadjah Mada University (UGM)
Yogyakarta, Prof. Sofian Effendi, stated that the campus was building strength to
prepare a declaration to reject the General Agreement on Trade in Service (GATS)
in education services. Because, if education services are included in GATS, then
education will turn into industrial activities and economic commodities. According
to Sofian Effendi, “Indonesian university leaders who were still sound asleep, I was
beating up to take the same action. The Indonesian Chancellor’s Forum and the
State Higher Education Council and UGM, he continued, were preparing a

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declaration to reject GATS in education services. The refusal will be submitted to

the government, UNESCO and the WTO. “
Refusing an international treaty agreement such as the WTO or GATS is not
an easy thing. Moreover, the Government through the Ministry of National
Education has begun to face initial requests, namely a list of sectors that other
countries want to open foreign universities in the country. Perhaps the attitude that
needs to be taken is not to refuse, but to prepare itself, formulate the vision and
mission, and develop strategies for the future.
Several strategies that can be developed by PTAI in dealing with the issue of
fourth industrial era and the GATS agenda include: First, focus on developing
comparative excellence. The trend that is currently developing in the PTAI
environment is the desire to change the shape of the institute to become a university
as a real effort to integrate knowledge. The tendency to change the institutional
structure, body of science, and curriculum in the PTAI environment is believed to
be an alternative way out to overcome the problem of science dichotomy which has
been the basis of scientific study patterns within PTAI. Unfortunately this trend is
too late, especially when other Higher Education is directed at specialized studies.
When other PTs are incessantly pursuing specialized scientific studies, specialists,
and focus on their respective advantages; among PTAI, it actually goes in the
opposite direction. PTAI wants to pursue something that is beyond its capabilities
and traditions.
Apart from the various problems faced by PTAI when it turned into a
university, such as limited human resources, infrastructure and facilities, curriculum
management, and limited networking; the change is actually denying his true
identity and moving to something that makes it difficult to have comparative
advantages. Whereas in the current era of fourth industrial era, the existence of
individuals and institutions is very dependent on their comparative advantage.
From the point of view of the Islamic aspects of the study of the sciences
alone, PTAI in the country has not reached an optimal level of comparative
advantage, especially when compared to higher education institutions abroad that
carry out Islamic studies, both in the Middle East, Europe, Australia and North
America. If in the area of scientific tradition alone it has not reached the level of

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comparative advantage, how can it be able to have comparative advantage outside

its scientific tradition.
Indeed, among PTAI groups there is a kind of inferiority complex and
inferior mentality, even though it is difficult to achieve comparative advantage if the
study of science is limited to the clusters of Islamic religious sciences. In addition, it
also developed a feeling of saturation due to the slow development of Islamic
religious sciences after having experienced the golden age in the Middle Ages. In
fact, if PTAI had a comparative advantage in the field of Islamic religion, PTAI could
offer its superiority to deal with various modern humanitarian problems, especially
in the areas of spirituality, ethics and morality, the environment, and gender through
serious and in-depth study of Islamic values. This era of fourth industrial era is
actually the right momentum to elaborate the values of true Islam as an alternative
to solve the problems and crises of modern society. This is in accordance with
Rushworth M. Kidder’s prediction28 that modern world society faces six major
problems that seem to be the agenda of mankind in the 21st century. One of the 6
agendas is the issue of morality or morals (in addition to other humanitarian
problems - the threat of nuclear anihilism, the danger of overpopulation, global
ecological degradation, north-south gaps, restructuring of the education system, and
morality itself) at present and in the future based on trends and the current
phenomenon. The problem of drug and alcohol abuse, increasingly massive
prostitution, a loss of sense of solidarity and concern among people, violence and
cruelty, abuse of authority, dishonesty and so on are among the serious morality
problems that humanity will face.
Second, strengthen the vision and mission. PTAI needs to strengthen its
vision and mission so that it does not only exist in the presence of foreign PT as a
consequence of GATS, but is also able to compete by offering comparative
advantages that are not owned by foreign PT. In formulating its vision, PTAI needs
to consider: (1) a better view of the future; (2) anticipation of trends in the
development of history, culture and organizational values; (3) uniqueness and
prominent competence; (4) loading superior standards that refer to high and strong
ideals; (5) stimulating inspiration, enthusiasm and commitment; and (6) have a
clear direction and purpose.29

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Based on this strong vision, the next step is to formulate the mission of PTAI
by considering: (1) the vision that becomes the basis and reference for the
determination of the mission; and (2) contains the formulation of duties,
obligations, rights and authority in the framework of human resource development
and the development of the field of science, as well as in community service.
Third, improvement of curriculum. So far, the PTAI curriculum has been
designed based on static assumptions and has not accommodated scientific and
social dynamics. Whereas fourth industrial era has changed radically both the
material of knowledge (curriculum) and the process of education and learning. The
use of computers and the internet which is the power of fourth industrial era has not
yet been so widespread among PTAI academics. Improving the curriculum,
especially those related to the purpose, content, and method of learning must refer
to the first strategy about the need to strengthen the comparative advantage of
PTAI.
To strengthen its comparative advantage, improving the curriculum of PTAI
should be directed to value education, because “Islamic religious sciences” are
actually more loaded with value than scientific knowledge in the real sense.
Consequently, from the selection of value education as the core of the PTAI
curriculum, the learning approaches and methods within PTAI should be more
oriented to five value education approaches, namely: (1) the inculcation approach,
(2) the cognitive moral development approach (moral cognitive development
approach), (3) value analysis approach, (4) value clarification approach, and (5)
action learning approach (action learning approach).
Fourth, oriented on productivity. One of the main goals of GATS is to
increase productivity. One of the tasks of higher education is to prepare students to
have the ability to work (learning to do) productively. Indicators of productivity
between PTAI and general PT are of course not necessarily the same. Because in
general, productivity in PT generally refers to the extent to which PT produces
innovation in the fields of science, technology, education, learning, and community
service in a productive manner. The difficulty to measure the productivity of PTAI
lies in the indicators of science and technology as a measure, which for PTAI both
indicators become difficult to achieve given the fact that science and technology are
in fact almost beyond the scope of scientific studies in PTAI.

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Orientation on productivity that needs to be developed by taking a niche that

has been a concern in the study of social sciences in the country, such as conflict
resolution, gender mainstreaming, sharia banking products, and no less important is
the development of learning approaches and methods value education.
Fifth, international class. Of the four modes of operation of WTO-style
education services, namely: (1) the mode of cross-border supply, in which foreign
higher education institutions offer lectures through the internet and on-line degree
programs; (2) consumption abroad mode, where students study in foreign
universities; (3) commercial presence mode, or the presence of foreign universities
by forming partnerships, subsidiaries, twinning arrangements with local universities;
(4) the mode of presence of natural persons, namely foreign lecturers or lecturers
teaching at local educational institutions; then the third and fourth models can be
used as models by PTAI in accordance with the strengths and potential of each
PTAI.
By using a commercial presence model, PTAI can make initial requests to
universities in certain countries to open a branch at PTAI and open a course with a
twinning program or dual degree. PTAI who is interested in carrying out the Double
Degree program first seeks international partners to implement the cooperation
program. After that PTAI needs to get approval from the Directorate of Islamic
Higher Education (DIKTIS) according to Minister of National Education Decree
number 264 U 1999 concerning Higher Education Cooperation and Decree of the
Director General of Higher Education of the Republic of Indonesia Number 61
DIKTI Kep 2000 concerning Guidelines for Implementing College Cooperation
High in Indonesia with other Universities Institutions Abroad.
However, if PTAI does not allow cooperation in a double degree program,
international class activities can be carried out through the following models: (1)
Twinning Program which in principle is the same as the Double Degree program,
only during the education process students only get one degree from the host
university both in Indonesia and abroad. During the process of education at
overseas universities, students are entrusted to the destination university. So that the
awarding party recognizes credit (theory practicum) while in Indonesia and abroad.
(2) Sandwich Program in principle is the same as the Twinning Program with only a
duration of 6 (six) months. During the process of education at overseas universities,

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students are entrusted to the destination university. So that the awarding party
recognizes credit (theory practicum) while in Indonesia and abroad. (3) Sit In Class
is in principle the same as the Sandwich Program, only as long as students sit in class
abroad, their status is not registered in universities abroad. However, universities in
Indonesia are expected to recognize some credit (theory practice) taken during sit-
in classes. (4) Training Course in principle is almost the same as Sit In Class, only a
large part of the education process takes place consisting of practice in the
laboratory, so that the status is Student Research.
As for the presence of natural persons model, namely foreign lecturers or
instructors teaching at local education institutions, it is actually normal to do at our
PTAI. Through good cooperation between PTAI or the Department of Religion
and various higher education institutions from the Middle East, Europe, America
and others, there are many foreign lecturers who teach at our PTAI.
The international class model through both forms is indeed more easily
applied to PTAI’s condition in the country, because both are not very commercial.
Unlike the first and second models, where the commodification motive and
commercialization of education are so prominent. In addition, the first and second
models are also considered to interfere with the existence of local PTs which from
various aspects become less able to compete.
Sixth, human resource development. PTAI’s human resources are not yet
encouraging. And this PTAI HR factor is one of the serious problems when PTAI
must compete with other universities, especially foreign universities. Facing the
GATS agenda, PTAI’s human resource development is absolutely necessary.
Without qualified human resources and qualified academic qualifications, it is
difficult for PTAI to exist, let alone compete in this era of fourth industrial era.
CONCLUSION
In addressing fourth industrial era and liberalization of higher education,
PTAI needs to take an open and positive attitude. Although the challenges that are
being and will be faced by PTAI will be even greater, but the agenda of fourth
industrial era and liberalization of higher education, including PTAI, has become a
fact that cannot be rejected. Because rejecting something that has been generally
accepted (in the case of fourth industrial era and liberalization of higher education

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accepted through the GATS agreement), is tantamount to isolating oneself from a

wider association, both at national, regional and international levels.
The strategy that needs to be developed by PTAI is how PTAI can stay
focused and continue to strengthen its comparative advantages, strengthen its
education vision and mission, improve the curriculum, increase productivity
orientation, develop international classes, and develop human resources, so that
PTAI is not only exist within the framework of the GATS agreement, but also able
to compete, both with national and international Higher Education
ENDNOTES
1.
The anti-fourth industrial era movement developed at the end of the 20th
century to fight the fourth industrial era of corporate economic activity and free
trade with developing countries that can be generated by these activities. This
anti-fourth industrial era group supports various alternatives of socialists or
social democrats due to the increasing influence of capitalist economy. They also
try to protect the condition of the social life of the community and the
increasingly damaged environmental situation. Issues carried by the movement
are directed at supporting labor rights, environmental conservation movements,
feminism, freedom of migration, local cultural preservation, biodiversity, cultural
diversity, food security , and criticism of capitalism. See,
http://en.wikipedia.org/wiki/anti-fourth industrial era, access September 10,
2007.
2.
Roland Robertson, Globalization Theory and Civilizational Analysis. Comparative
Civilizations Review 17, 1987.
3.
M. Henry & S. Taylor, Globalisation and National Schooling Policy in Australia.
Dalam B. Lingard & P. Porter, (Eds.) A National Approach to Schooling in
Australia: Essays on the Development of National Policies in School Education,
Australian College of Education, Canberra, 1997, hal. 46
4.
Marshall McLuhan and Bruce R. Powers, The Global Village: Transformations in
World Life and Media in the 21st Century: Communication and Society, Oxford
University Press, USA, 1992, hal 5.
5.
Theodore Levitt, Globalization of markets, Harvard Business Review, 1983.

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6.
Jan Aart Scholte, Globalization: A Critical Introduction, Palgrave, London, 2000,
hal. 15-17.
7.
Ibid, p. 15
8.
Ibid, p. 16
9.
Ibid.
10.
Ibid, p. 17
11.
Ibid
12.
Jacques Derrida, “Autoimmunity: Real and Symbolic Suicides”, in Philosophy in a
Time of Terror: Dialogues with Jürgen Habermas and Jacques Derrida, G. Borradori
(ed.), trans. P-A. Brault and M. Naas. University of Chicago Press, Chicago,
2003, hal. 85-136.
13.
Jorge J.E. Gracia, “Globalization, Philosophy, and Latin America”, dalam Latin
American Perspectives on Globalization: Ethics, Politics, and Alternative Visions, M.
Sáenz (ed.), Rowman & Littlefield Publishers, Lenham, 2002, hal. 123-131.
14.
See, Thomas L. Friedman, Lexus and the Olive Tree, Farrar, Straus and Giroux,
USA, 2000.
15.
Paul Collier & David Dollar (Eds.), Globalization, Growth, and Poverty: Building
an Inclusive World Economy, World Bank Policy Research Report, 2002.
16.
Roland Robertson, Globalization: Social Theory and Global Culture, Sage
Publication, London, 1992, hal. 102.
17.
Douglas Kellner, Globalization and the Postmodern Turn,
http://www.gseis.ucla.edu/courses/ed253a/dk/GLOBPM.htm, 2006, akses
Februari 2007.
18.
Marcelo M. Suárez-Orozco and Desirée Baolian Qin-Hilliard, Globalization:
Culture and Education in the New Millennium, Regents of the University of
California, California, 2004.
19.
According to David Ricardo, a country will still benefit from international trade if
the country specializes in exporting goods that can be produced relatively more
efficiently and importing commodities that are relatively inefficient. Sritua Arief
dan Adi Sasono, Indonesia: Ketergantungan dan Keterbelakangan, Sinar Harapan,
Jakarta, 1984.

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20.
Sara Burke and Claudio Puty, A Perspective on the Global Justice Movement in the
United States: Its Roots and Emergence,
http://www.glovesoff.org/features/gjamerica_intro.html, 2004.
21.
Jose Bove (ed.), The Movement of Movements: A Reader, Verso, London-New
York, 2004; see also, Tom Mertes (ed.) , A Movement of Movements: Is Another
World Really Possible?, Verso, London-New York, 2004.
22.
Mansour Fakih, Bebas dari Neoliberalisme, Insist Pers, Yogyakarta, 2003
23.
Colin Leys, Market-Driven Politics: Neoliberal Democracy and the Public Interest,
Verso Books, London, 2001, hal. 4.
24.
Sofian Effendi, GATS dan Liberalisasi Pendidikan Tinggi, paper presented at
discussion “GATS: Neo-Imprialisme Modern dalam Pendidkan”
diselenggarakan oleh BEMKM UGM, Yogyakarta, 22 September 2005.
25.
For details the information can be seen, GATS and Higher Education,
http://www.unesco.org/iau/internationalization/i_GATS.html; Sharing Qua-
lity Higher Education Across Borders: A Statement on Behalf of Higher
Education Institutions Worldwide, http://www.unesco.org/iau/p_statements/
index.html, accessed 11 September 2007
26.
William Thorn, Regulation of the Cross-Border Supply of Higher Education Services –
an Australian Perspective, Paper presented at WORLD TRADE
ORGANIZATION Symposium on Cross-Border Supply of Services, Geneva,
28 – 29 April 2005
27.
UGM Galang Kekuatan Tolak GATS Pendidikan, Koran Tempo, Senin 25 Juli
2005.
28.
Rushworth M. Kidder, An Agenda for the 21st Century, The MIT Press, USA,
1997.
29.
D.P. Superka, A typology of valuing theories and values education approaches. Doctor
of Education Dissertation. University of California, Berkeley, 1973

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