PHEC regions. It was also normal practice for private higher education institutions in Indonesia to “borrow” State registered lecturers from State universities. Again one can easily imagine that appropriate approvals must be obtained prior to that person or persons could be listed in the private higher education’s lists of State registered lecturers.
It goes without saying that those regulations have enriched many public servants in the higher education area.
With the appointment of the new Indonesian Minister for National Education in July 2001, some of the above have been abolished. The new Minister rescinded many Ministerial and Director General decrees that formally regulated the above processes. Private higher education institutions, particularly the ones that have been accredited with ‘’Excellent’’ by the National Board of Accreditation (Higher Education), are given a much freer hand and the community had been warned that they have to take more responsibility for their purchases of higher education and that they should be more discerning – essentially caveat emptor.
Through these new changes, students are therefore empowered and are made responsible for their choices of courses, programs and institutions.
An Educational Master Plan for developing countries
Emulating the developed world in planning their education will be a disaster for developing countries. The social, economic and educational problems in the two worlds are different. Transplanting the developed world’s educational system into the developing world had created many problems, not least of which are the expectations that the same or similar results as seen in the developed world can be had in the developing countries.
N IDRUS TRANSFORMING QUALITY FOR DEVELOPMENT KEYNOTE PAPER 7QHES, 29-31 OCTOBER 2002, MELBOURNE, AUSTRALIA