1. AKUNTABILITAS, MUTU DAN
PEMERATAAN AKSES DALAM
KEBIJAKAN PENDIDIKAN TINGGI
TEMUAN SEMENTARA 1 FEB 2017
E L I S A B R E W I S
U C L I N S T I T U T E O F E D U C A T I O N , L O N D O N
D E P A R T M E N T O F E D U C A T I O N , P R A C T I C E A N D
S O C I E T Y

2. Penelitian saya meneliti asumsi
dan perilaku mengenai
akuntabilitas dalam sistem
pendidikan tinggi Indonesia.
Hal ini diteliti melalui:
1. Perspektif pedagogika yaitu
mutu dalam proses belajar-
mengajar
2. Perspektif keadilan sosial
yaitu pemerataan akses bagi
mahasiswa kurang mampu
akuntabilitas
dampak pada
akses
berkeadilan?
dampak pada
mutu
pendidikan?
Tujuan penelitian

3. PP 61/1999 BHMN
UU 20/2003 SISDIKNAS
UU 14/2005 Guru dan Dosen
UU12/2012 DIKTI
Latar belakang
Tiga tema saling berkaitan
perluasan dan pemerataan akses
akuntabilitas
peningkatan mutu dan relevansi

4. GAO (2015)
Data SUSENAS 2010-2012
Educational Functional Model
Pemerataan akses?
! GER quintile 1: 38% quintile 5: 2-3%
! Golongan sosek prediktor paling kuat
 (+) Daerah asal
 (+) Pedesaan
 (+) Jenis kelamin
! Mahasiswa sosek rendah: % besar di D 1-2, PTS
WORLD BANK (2014)
Data SUSENAS 2009

5. GAO (2015)
Data SUSENAS 2010-2012
Educational Functional Model
Pemerataan akses?
! GER quintile 1: 38% quintile 5: 2-3%
! Golongan sosek prediktor paling kuat
 (+) Daerah asal
 (+) Pedesaan
 (+) Jenis kelamin
! Mahasiswa sosek rendah: % besar di D 1-2, PTS
WORLD BANK (2014)
Data SUSENAS 2009

6. Mutu dan relevansi?
OECD (2016)
Programme for the International
Assessment of Adult Competencies
(PIAAC)
 Literacy
 Numeracy
OECD average 268
Jakarta 200
OECD average 263
Jakarta 210
500
0
OECD lower sec average 230
Jakarta tertiary average 235

7. Akuntabilitas?
BARAT
Neave (1998):
The Evaluative State,
New Public Management (NPM),
Managerialism
QA
Indikator kinerja
INDONESIA
Von Luebke (2011, 2):
“a confluence, or competition, of
obstructive and progressive
elements”
PTN-BH - Susanti (2011):
! jalur khusus
PTN – Gaus & Hall (2011):
dibutuhkan  budaya PNS
≠ efektif, quantitatif
SD – Vernez et al (2012):
komite sekolah kurang
berwenang?
SMP-SMA - Bjork (2013):
≠ pedagogika
Newton (2002):
= compliance
≠ improvement
D’Andrea (2007):
QE vs QA
! enhancement
! transformative

8. Research Questions &
Research Design
Reseach question Object of study Method Theoretical framework
# 1
Why has the
Government of
Indonesia defined
accountability, quality
and equity as
objectives for
improvement in the
post-1997 higher
education reforms?
• 10 reforms/
regulations
• key policy actors
• Qualitative content
analysis
• interviews
Barrett & Fudge
(1981); Barrett (2004)
policy implementation
= ‘negotiated order’
between policy actors
Ball (1993) Policy as
text (dynamic
actions); policy as
discourse (powerful
‘truths’)
# 2
How have
universities/colleges
shaped policy
outcomes through their
beliefs and practices in
relation to
accountability, quality
and equity? Why?
Universities/Colleges
• Senior
management
• Admissions staff
• Deans/HoDs
• academics
• 3 case studies
• Multi-method:
interviews,
documents,
observations

9. (+) Kebijakan akuntabilitas =
wewenang bagi kelompok
pro-pembaruan, terutama
$ kinerja
(-) Keraguan
! Indikator output vs outcome
! Komitmen dosen masih tidak
merata
PENGERTIAN &
PENGEMBANGAN MUTU
! Ikatan/Asosiasi Profesi
! Alumni
PMB lebih transparen
(SNMPTN & SBMTPN)
! Faktor utama a.l. :
Kebijakan UKT
Komitmen rektor
PTN = pungli?
Case Study #1 PTN-BH
Pencapaian target
quantitatif
! Keberhasilan secara
qualitatif?
akuntabilitas
dampak pada
akses
berkeadilan?
dampak pada
mutu
pendidikan?

10. Kebijakan akuntabilitas
berperan dalam upaya
peningkatan mutu,
...tapi selain itu ada juga:
(+) inisiatif SPMI - indikator
qualitatif
(+) ikatan profesi
(+) kemitraan dgn industri
(+) agama/nilai moral
! Kesulitan megukur
indikator qualitatif
• Class visit
• Tracer study
! Memetakan Tridharma di
visi misi?
Akuntabilitas terhadap
yayasan/ nilai keadilan
sosial = tanggung jawab
jelas
(+) ~15% std body
menerima beasiswa
! DANA VS SARANA:
secara
berkelanjutan?
! Status PTS ≠ pungli
Case Study #2
Institut Teknologi Swasta
akuntabilitas
dampak pada
akses
berkeadilan?
dampak pada
mutu
pendidikan?

11. Akuntabilitas
terhadap yayasan/
nilai keadilan sosial =
tanggung jawab jelas
! DANA VS SARANA:
secara
berkelanjutan?
! Zakat dosen
! Status PTS ≠ pungli
Case Study #3 Sekolah Tinggi
Ilmu Kesehatan Swasta
Kebijakan akuntabilitas
berperan dalam upaya
peningkatan mutu, terutama
LAMPTKes
Selain itu yang berperan juga:
(+) agama/nilai moral
(+) ikatan profesi
(+) kemitraan dgn RS
(+) pengalaman yayasan
Input mahasiswa qualitas
rendah justru MENDORONG
inovasi dalam proses
pembelajaran
(+) Peringkat akreditasi B ↑
(+) Hasil UKOM ↑
akuntabilitas
dampak pada
akses
berkeadilan?
dampak pada
mutu
pendidikan?

12. Temuan sementara:
Kesimpulan
Regulasi semata belum tentu
menjamin akuntabilitas pendidik
terhadap mahasiswa
Akuntabilitas PT terhadap
pemerintah pusat cukup jelas
(akreditasi, regulasi, SN Dikti = QA)
Pemerataan akses: selain
regulasi, juga dibutuhkan nilai,
komitmen pemimpin, dan $
! output vs outcomes
! akuntabilitas : berbagai pihak
akuntabilitas
dampak pada
akses
berkeadilan?
dampak pada
mutu
pendidikan?

13. Global perspective on
govt-HEI interplay
BRAZIL
PROUNI (Law no 11 096/2005)
• Beasiswa kpd mahasiswa di PTS bermutu
• Syarat: $, ras, jenis SM
• Partisipasi PTS = sukarela
• Kuota 10% PMB melalui PROUNI
• PTS dapat amnesti pajak
Off the record: Perilaku PTS
• PTS cenderung menerima
mahasiswa PROUNI di
prodi “murah”
• $$$ PTS dapat untung dari
skema ini
! Jumlah mahasiswa di dikti
yg tersubsidi oleh pemerintah
x2
Source: Somers et al (2013)

14. Global perspective on
govt-HEI interplay
Kolombia
Acceso con Calidad a la Educasion
Superior (ACCESS)
• pinjaman dari pemerintah untuk SPP x10
• Beasiswa baru bagi mahasiswa dari gol
termiskin
• Prioritas utk prodi D2-3, vokasi
• Prodi profesi/tehnik: $ sebatas 2 semester
% yang D.O. tinggi
• Masih butuh dana lebih?
• Persiapan akademik di
tingkat SD-SMP-SMA?
! 2003-2010 Angka
partisipasi kasar di PTN naik
52.6 %
... sedangkan anggaran
pendidikan hanya naik 17.8%
Source: Uribe (2013)

15. Global perspective on
govt-HEI interplay
Republik Afrika Selatan
Konteks pasca-apartheid
• Gol ekonomi - ras – urban/rural
White Paper (1997)
• Merger PT elit & PT baru
New Funding Framework 2003
• National Student Financial Aid Scheme
(NSFAS): pinjaman & beasiswa
• insentif $ bagi PTN yg % PMB
berlatarbelakang ras hitam lebih tinggi
• Dana bagi PT untuk pengembangan program
matrikulasi & peningkatan mutu proses belajar-
mengajar
! d.o./tidak lulus tepat waktu
Angka partisipasi kasar naik
Scholarship of Teaching &
Learning; SASSE
Source: Nieuwenhuis and Sehoole (2013)
#FeesMustFall

16. Final thoughts
“You need to think innovatively of how teching
and learning happens for the people that need
innovative teaching and learning the most –
and that is the historically disadvantaged
population.”
Academic Development Practitioner, South Africa
Brewis and McCowan (2015, 18)

17. TERIMA KASIH! THANK YOU! HATUR NUHUN!
L. Elisa J. Brewis
PhD candidate at the UCL Institute
of Education,
Department of Education, Practice
and Society
elisabrewis@gmail.com
linda.brewis.14@ucl.ac.uk
LinkedIn: Elisa Brewis
Twitter: @elisabrewis
Whatsapp: +44 7951 096460
Tel Indonesia +62 812 8152 1975
Contact Details

18. Ball, S. (1993) What is policy? Texts, Trajectories and Toolboxes in Discourse: Studies in the Cultural Politics of Education,
13 (2) 10-17
Barrett, S. M., and Fudge, C. (1981) Policy and action: essays on the implementation of policy, London: Methuen
Barrett, S. M. (2004) Implemtation studies: time for a revival? Personal reflections 20 years of implementation studies in
Public Administration 82 (2)
Brewis, E. and McCowan, T. (2016) Enhancing Teaching in African Higher Education: Perspectives of quality assurance
and academic development practitioners in Ghana, Nigeria, Kenya and South Africa [Report]. British Council.Gaus,
N. and Hall, D. (2016) Performance Indicators in Indonesian Universities: The Perception of Academics. Higher
Education Quarterly 70 (2) 127-144
D’Andrea, A. (2007) Improving teaching and learning in higher education: Can learning theory add value to quality
reviews? in D. F. Westerheijden, B. Stensaker, M. J. Rosa (eds) Quality assurance in higher education : trends in
regulation, translation and transformation Dordrecht : Springer
Lao, R. (2015) A Critical Study of Thailand’s Higher Education Reforms: The culture of borrowing. London; New York:
Routledge
Neave, G (1998) The Evaluative State Revisited: 20th Anniversary Issue of Review of Trends in Higher Education in
European Journal of Education 33 (3) 265-284
Newton, J (2002) Views from Below: Academics coping with quality, Quality in Higher Education 8 (1)
Nieuwenhuis and Sehoole (2013) Access in Higher Education in South Africa in Meyer, H.D., St. John, E.P.,
Chankseliani,M., and Uribe, L. (eds.) Fairness in Access to Higher Education in a Global Perspective: Reconciling
Excellence, Efficiency and Justice. Rotterdam: Sense Publishers
OECD (2016) Skills Matter: Further results from the Survey of Adult Skills. Paris: OECD Publishing. Available from:
http://dx.doi.org/10.1787/9789264258051-en [Accessed 3/10/2016].
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19. Somers, P., Morosini, M., Pan, M., and Cofer, Sr., James E. (2013) Brazil’s radical approach to expanding access for
underrepresented college students. In Meyer, H.D., St. John, E.P., Chankseliani,M., and Uribe, L. (eds.) Fairness
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