1 Contents

2 Foreword The Country Sheet Indonesia is a compilation of information from related documents with factual country information, economic, social and development priorities, information on higher education, and university cooperation in Indonesia. The information included is extracted from policy documents, academic articles, websites and strategy papers from (amongst others) USAID, AusAid, GiZ, EU, UNESCO, World Bank, JICA and other organisations. This compiled document was realised by the VLIR-UOS secretariat and is by no means to be considered as a policy document. Its sole purpose is to propose a working document with background and context for Country Strategy Identification of VLIR-UOS cooperation in and with Indonesia. As this concerns a working document, frequent updates will occur. The date of compilation of the current version is mentioned in the footer of the document.

3 Statistics Indonesia

VALUE INDICATOR YEAR Source 0,684 1 Human Development Index (110/188) 2014 UNDP 2 Government expenditure on Education ( as % of GDP) 3.37% 2013 UNESCO VLIR-UOS INVESTMENTS 2003- 619.257 Total VLIR-UOS projects 2016 VLIR-UOS 2003- 2.462.149 3 Total Scholarships 2015 VLIR-UOS 2009- 0 # Institutional University Cooperation 2015 VLIR-UOS 2003- 2 # TEAM (Own Initiatives) 2015 VLIR-UOS 2003- 3 # South initiatives 2015 VLIR-UOS 2003- 0 # Crosscutting and other projects 2015 VLIR-UOS 2003- 150 # Scholars (ICP/ITP/KOI/ICP-PhD) 2015 VLIR-UOS 2003- 31 # Travel Grants + VLADOC 2015 VLIR-UOS EDUCATION AND DEVELOPMENT AID 4 # Universities 575 2012 OECD Enrollment in tertiary education per 100.000 2556.4 5 inhabitants, both sexes 2013 UNESCO 6 ODA net per Capita (USD) 0.3 2013 OECD 7 DGD expenditure: bilateral 0 2014 DGD 6 189 205 € 2012- 8 DGD expenditure: non-governmental 2014 DGD HUMAN DEVELOPMENT 9 Life expectancy at birth (years) 68.9 2014 World Bank 10 Mortality rate, under -5 (per 1,000 live births) 27.2 2015 World Bank Adult literacy rate (both sexes) (% aged 15 and 2015 93,88 11 above) (est.) UNESCO DEMOGRAPHIC AND ECONOMIC INDICATORS 254,454,778 12 Population (4th) 2014 World Bank Labor force participation rate, total (% of total 67.9 13 population ages 15+, national estimate) 2014 World Bank 14 GDP per capita (PPP current international US$) 10.517 2014 World Bank 15 Improved water source (% of population with access) 87.4 2015 World Bank 16 Internet users (per 100 people) 17.1 2014 World Bank 17 GINI index (World Bank estimate) 35.6 2010 World Bank

4 Country map

5 1 Country profile

1.1 Geographical presentation 1

Indonesia is the largest archipelago in the world, lying between the Indian Ocean and the Pacific Ocean. Indonesia's total land area is 1.919.317 km². It is in a strategic location astride or along major sea lanes from Indian Ocean to Pacific Ocean. It encompasses an estimated 17.508 islands (spanning three time zones), only 6.000 of which are inhabited. The main islands are Sumatra, Java, Borneo, Sulawesi and New Guinea; and two major archipelagos: Nusa Tenggara and the Maluku Islands. There are 34 provinces in Indonesia. The country's variations in culture have been shaped—although not specifically determined—by centuries of complex interactions with the physical environment. Although Indonesians are now less vulnerable to the effects of nature as a result of improved technology and social programs, to some extent their social diversity has emerged from traditionally different patterns of adjustment to their physical circumstances. Lying near the intersection of shifting tectonic plates, Indonesia is prone to earthquakes and volcanic eruptions. A powerful undersea quake in late 2004 sent massive waves crashing into coastal areas of Sumatra, and into coastal communities across south and east Asia. The disaster left more than 220,000 Indonesians dead or missing. Other natural hazards in Indonesia include floods, severe droughts and forest fires.

1.2 Historical background

The Dutch began to colonize Indonesia in the early 17th century. Sophisticated kingdoms existed in Indonesia before the arrival of the Dutch, who consolidated their hold over two centuries, eventually uniting the archipelago in around 1900. After Japan’s wartime occupation (1942 to 1945), Indonesia declared its independence. However, it required four years of sometimes brutal fighting, intermittent negotiations, and UN mediation before the Netherlands agreed to transfer sovereignty in 1949. A period of sometimes unruly parliamentary democracy ended in 1957 when President Soekarno declared martial law and instituted "Guided Democracy." After an abortive coup in 1965 by alleged communist sympathizers, Soekarno was gradually eased from power. From 1967 until 1988, President Suharto ruled Indonesia with his "New Order" government. He imposed authoritarian rule while allowing technocrats to run the economy with considerable success. But his policy of allowing army involvement in all levels of government, down to village level, fostered corruption. His "transmigration" programmes - which moved large numbers of landless farmers from Java to other parts of the country - fanned ethnic conflict. Suharto was toppled from power after riots in 1998. Post-Suharto Indonesia has made the transition to democracy, with political and governmental structures undergoing major reforms. The first free and fair legislative elections took place in 1999. In 2004 the first direct presidential elections were held. In July 2014, Joko Widodo was elected president of Indonesia. Joko Widodo, former businessman and governor of Jakarta, is member of the Indonesia Democratic Party – Struggle (PDI-P).

Indonesia is a founding member of ASEAN (Association of Southeast Asian Nations). This political and economic organization was established on 8 August 1967 in Thailand (by Indonesia, Malaysia, Philippines, Singapore and Thailand) to strengthen further the existing bonds of regional solidarity and cooperation. Since its establishment Brunei, Cambodia, Myanmar, Vietnam and Laos have joined the association. Its headquarters are located in Jakarta. Much like the EU, ASEAN strives for regional integration, enabling it to become a major player in world politics. The ASEAN Economic Community (AEC) is set to take the stage in 2015 and will have the following characteristics: (a) a single market and production base, (b) a highly

1 This and following sub-chapters are based on Wikipedia Indonesia, World bank website, CIA factsheet, UNESCO data, etc.

6 competitive economic region, (c) a region of equitable economic development, and (d) a region fully integrated into the global economy.

1.3 Socio-economic analysis

Indonesia is the world's 4th most populous country with a total population of 254.454.778 (2014). This highly diverse country2 has more than 700 languages, is the third largest democracy and is the largest Muslim majority country in the world. Indonesia is a regional and global player, having experienced a remarkable democratic transformation and high economic growth over the last two decades. Yet it still struggles with fragile institutions, endemic corruption, widespread poverty, terrorism, and rising religious and ethnic intolerance. Cases of violence based on religion rose from 299 in 2011 to 371 in 2012. With the world's second greatest environmental biodiversity and third highest greenhouse gas emissions, Indonesia is a global environment superpower. Indonesia's high population and rapid industrialization present serious environmental issues, which are often given a lower priority due to high poverty levels and weak, under-resourced governance. Issues include large-scale deforestation (which impacts biodiversity); over-exploitation of marine resources; and environmental problems associated with rapid urbanization (54% of Indonesians live in urban areas (2015)) and economic development (air pollution, traffic congestion, waste management, etc.). Deforestation and the destruction of peatlands make Indonesia the world's third largest emitter of greenhouse gases. The current president (elected in October 2014), Joko Widodo (“Jokowi”), has announced plans to protect peatlands and rainforest in the future in order to stop the rampant deforestation. During the election campaign, he gathered broad support because of his humble background, pragmatism and hands-on style of leadership. He was the first Indonesian president that wasn’t part of the military or the political elite. It remains to be seen if Jokowi will be able to consolidate his position and move forward to meet het pro-poor election promises. After the Asian crisis of the late 1990s halted a booming economy (and the Suharto era), Indonesia has undergone a resurgence ever since, becoming one of the world's major emerging economies in the mid-2000s. Thanks to a prudent financial macroeconomic policy, Indonesia turned out to be resilient to the financial crisis of 2008-2009 and is even experiencing remarkable economic growth since 2010. During the financial crisis, Indonesia outperformed its regional neighbours and joined China and India as the only G20 members posting growth. The government has promoted fiscally conservative policies, resulting in a debt-to-GDP ratio of less than 25% and historically low rates of inflation. Fitch and Moody's upgraded Indonesia's credit rating to investment grade in December 2011. Another key element that accounts for Indonesia's recent economic growth is domestic consumption. This makes Indonesia very different from the typical Asian “tiger” economies: Indonesia has grown as a result of consumption, not exports and manufacturing. The country’s GDP per capita has steadily increased from $7.511 in the year 2008 to $10,517 in 2014. The GDP has increased from 510 billion USD in 2008 to 888 in 2014.

2 Ethnic groups: Javanese 40.1%, Sundanese 15.5%, Malay 3.7%, Batak 3.6%, Madurese 3%, Betawi 2.9%, Minangkabau 2.7%, Buginese 2.7%, Bantenese 2%, Banjarese 1.7%, Balinese 1.7%, Acehnese 1.4%, Dayak 1.4%, Sasak 1.3%, Chinese 1.2%, other 15% (2010 est.)

Religions: Muslim 87.2%, Christian 7%, Roman Catholic 2.9%, Hindu 1.7%, other 0.9% (includes Buddhist and Confucian), unspecified 0.4% (2010 est.)

7 However, considerable challenges remain. More than 40 million people (16.2%) live below the international poverty line (1.25$ a day) and approximately half the population lives on less than 2$ a day. Indonesia still struggles with poverty and unemployment, inadequate infrastructure, corruption, a complex regulatory environment, and unequal resource distribution among regions. The government also faces the challenges of quelling labor unrest and reducing fuel subsidies in the face of high oil prices. There are also severe problems with human rights implementations (e.g. child labor). Investors are attracted by a large consumer base, rich natural resources and political stability, but often equally deterred by poor infrastructure, rampant corruption and growing calls for economic protectionism. The country faces demands for independence in several provinces, where secessionists have been encouraged by East Timor's 1999 success in breaking away after a traumatic 25 years of occupation. Militant Islamic groups have flexed their muscles over the past few years. Some have been accused of having links with al-Qaeda, including the group blamed for the 2002 Bali bombings, which killed 202 people. Employment growth has been slower than population growth. Public services remain inadequate by middle income standards. Indonesia is also doing poorly in a number of health and infrastructure related indicators, and as a result, may fail to reach some Millennium Development Goals (MDG) targets. Clearly, Indonesia is a country in transition. Although classified, since 2007, as a middle-income country, it is characterized by wide regional disparities: cities with modern shopping malls contrast sharply with the country’s poor rural areas. Indonesia is a member of G20 – the Group of Twenty of the world’s major industrial and emerging economies – and is playing an increasingly important role in the region: the Indonesian capital Jakarta hosts the Secretariat of the Association of Southeast Asian Nations (ASEAN). The growth of Indonesia’s economy during 2008-2014 was consistent between growth rates from 4 and 6.5%. However, recent legislation to limit the export of unprocessed ores and minerals, and the decline of some key commodity prices such as coal, rubber, palm oil and copper, some by almost 20 percent, are resulting in decreasing export revenue, depreciation of the rupiah and raising unemployment. There is also rising income inequality: 20% of the richest Indonesians hold 80% of the wealth and nearly half (!) of the

population lives on less than $2 per day. In order for Indonesia's strong economic growth to be more broad‐ based, inclusive, and equitable, investments in social and human development are necessary; through targeted education and essential skills training, local institutional capacity building, and the improvement of healthcare facilities and services, the socioeconomic symptoms of extreme poverty can be addressed and enable the poorest of the poor to participate more fully in a growing economy.

1.4 National development agenda

1.4.1 Long‐Term Development Plan (RPJPN 2005‐2025)

Indonesia has formulated a long-term development plan which spans from 2005 to 2025. The National Long Term Development Plan (RPJPN 2005-2025) has been drawn up as a continuation and renewal of

8 earlier stages of development planning in Indonesia. The vision and mission of the RPJPN 2005‐2025 is to establish a country that is developed and self-reliant, just and democratic, and peaceful and united:  Developed and self-reliant; to encourage development that ensures the widest possible equality in the country, supported by quality human resources, developed infrastructure, the application of science and technology, and supported by the implementation of a free and active foreign policy.  Just and democratic; to encourage development that ensures the rule of law that is fair, consistent, non- discriminatory, serves the public interest and supports the gradual continuation of democracy in various aspects of political life in order to be accepted as a constitutional democracy.  Peaceful and united; to encourage development that is able to realize a sense of security and peace among all people, able to accommodate the aspirations of this dynamic society, upholding state sovereignty and territorial integrity, as well as to protect all people from any threat.

The RPJPN is segmented into 5-year medium-term plans, each with different development priorities. These four stages are the four separate medium term plans called National Medium Term Development Plan (abbreviated RPJMN) and run parallel with the taking office of a new government. Through these medium term plans separate governments can set their own priorities in the process of national economic development (on the condition that these priorities are in line with the long term RPJPN).

The First RPJMN (2005-2009)

Unfortunately, this RPJMN was executed during a period of external shocks brought on by the crisis in the United States and Europe. Although Indonesia was still able to show growth, these external shocks did cause a negative impact, especially on social indicators such as poverty eradication and tackling of unemployment. Also the fuel subsidy cuts in 2005 had a negative impact on these indicators due to the resulting high inflation.

The second RPJMN (2010-2014) This stage aims at greater consolidation of the reform of Indonesia in all fields by emphasizing endeavors for increasing the quality of human resources, including the promotion of capacity building in science and technology and the strengthening of economic competitiveness.

The Third RPJMN (2015-2019) This third stage is aiming for the greater consolidation of development in a comprehensive manner in all fields by emphasizing attainment of economic competitiveness on the basis of competitiveness of natural resources and the quality of human resources and by the increasing capability to master science and technology3. The RPJMN identifies following policy priorities for 2015-2019:

a) Improving the quality of human resources and the welfare of the people: a. Education: Quality education at all levels (incl. higher education), higher accessibility for the poor, increase student competences in the field of mathematics, science and literacy. This is strongly linked with the ambitions of the current government in higher education.

3 To this date, the detail of the third RPJMN has not yet been published in English

9 b. Health: increasing access and quality of health services, especially to mothers, children, adolescents and the elderly; increasing nutritional quality public services, increasing effectiveness prevention and control of diseases and environmental health, as well as development of health insurance

b) Inclusive and sustainable economic development :

Strengthening the economy in a sustainable way through agriculture and mining, development of manufacturing industry in various regions, the modernization of the services sector, mastery of science and technology and the development of innovation (link with research in higher education institutes), fiscal continuity, increasing the competitiveness of non-oil export products, increased competitiveness and the role of SMEs and cooperatives, and the increased availability of jobs and quality employment opportunities.

c) “ Preparation for fundamentals of solid development“

Increase quality of public services, supported by a bureaucracy that is clean, transparent, effective and efficient; increasing the quality and effectiveness of law enforcement; prevention and eradication of corruption, the consolidation of democracy, national security capacity, and increasing the role of leadership and the quality of Indonesia's participation in international forums.

d) Improving and balancing local / regional development :

Maintain growth in Java-Bali and Sumatra along with improving performance of growth areas in Kalimantan, Sulawesi, Nusa Tenggara, Maluku and Papua; ensure the fulfilment of the basic service throughout the region for the whole society; accelerate development of disadvantaged areas and border areas, building urban and rural areas; and optimize the implementation of decentralization and regional autonomy.

e) Accelerate infrastructure development for growth and economic equality:

Infrastructure development is directed to strengthen connectivity to achieve balanced development, accelerate provision of basic infrastructure (housing, clean water, sanitation, and electricity), ensure water, food and energy to support the national resilience, and develop the urban mass transit system, all of which are implemented in an integrated manner and with enhance the role of Public-Private partnership.

f) Improving the management and the “added values” of sustainable natural resources

Policy towards increasing added value by increasing production capacity through increased productivity and agricultural expansion, increasing competitiveness and added value of farming and fishery commodities, optimize the management and utilization of mineral resources, improve efficiency and equity in the use of energy, management and use of biodiversity.

g) Improving the quality of the environment, natural disaster mitigation and climate change:

Policy towards environmental quality improvement, disaster mitigation and climate change through improving quality monitoring environment and enforcement of laws concerning

10 environmental pollution; strengthening the capacity of natural disaster mitigation to reduce the impact of disasters, speed up the rehabilitation of the affected areas, and strengthen the capacity of mitigation and adaptation to climate change

The Fourth RPJMN (2020-2025)

Aims to realize an Indonesian society that is self-reliant, advanced, just, and prosperous through the acceleration of development in various fields by emphasizing the realized economic structure that is more solid on the basis of competitive advantage in various regions, and is supported by quality and competitive human resources.

1.4.2 Acceleration and expansion of Indonesia’s Economic Development 2011-2025 In 2011, the Government of Indonesia (GOI) has launched its Master Plan “Acceleration and expansion of Indonesia’s Economic Development (MP3EI)” for the 2011-2025 period. The MP3EI is based on three strategies: (i) fostering centers of growth in each major island group by developing leading resource-based industrial clusters; (ii) building synergies between those centers of growth, including international connectivity for trade and tourism; and (iii) complementing connectivity by improving human resources capabilities and increasing investments in research and development.

11 2 Education

2.1 General4

With roughly 55 million students, 3 million teachers and more than 236,000 schools in 500 districts, Indonesia has the world’s fourth-largest education system. But the system does not work nearly as well as it should. Since the 1970s the GOI has boosted primary and junior-secondary enrolment rates dramatically. In the past decade it has narrowed the gap in school-completion rates between rich and poor students, and between those from rural and urban areas. Since 2009 it has allocated a fifth of its annual budget to education. Yet gains in education have a lot more scope. Whereas primary-enrolment rates in richer districts are close to 100%, in some poorer districts they remain below 60%. Nor are teachers evenly distributed. During the 2014 presidential race, Joko Widodo campaigned heavily on education. Joko Widodo hopes to improve the education sector with help from his new education secretary, Anies Baswedan, a former university president and creator of a programme that sends graduates to teach in remote areas. He wasted no time on one of his campaign promises, launching the “Indonesia Smart Card” in November. It provides school fees and stipends to 24m poor students across Indonesia, guaranteeing them 12 years of free education.

Three separate ministries are involved in the education sector. The Ministry of Education and Culture (MOEC) oversees state primary, junior and secondary schools; the religious-affairs ministry (MORA) has control of the Islamic schools; and the president has end 2014) made the newly merged Ministry of Research, Technology and Higher Education responsible for higher education. Before, the Directorate-General for Higher Education (DIKTO), was responsible for higher education in Indonesia. The Ministry has five Directorate-Generals: for learning and students; science, technology and higher education institutions; scientific, technology and higher education resources; strengthening research and development; and for strengthening innovation. Minister of Research, Technology and Higher Education Muhammad Nasir (former dean in the faculty of economy and business, Universitas Diponegoro), appointed last October after the elections, said the Ministry has been revamped to improve the country’s higher education system an make it more competitive. This change clearly shows the ambition of the new government in higher education (education, research, extension) and its role in the development of Indonesia.

4 Indonesia – a country study - Federal Research Division Library of Congress Edited by William H. Frederick and Robert L. Worden

12 2.2 Higher education

Higher education landscape In the past decades, Indonesia has witnessed a rapid growth in the higher education sector. In 1970, 450 private and state institutions enrolled about 237,000 students, and by 1990 there were 900 institutions with about 141,000 teachers and nearly 1.5 million students. By 2011/2 there were 3170 institutions of higher education and about 5.9 million students. Of these institutions, 4 percent were public, with 25 percent of the student enrollment, and 96 percent were private, with 75 of the student enrollment. There are 5 types of higher education institutions: universities, institutes, colleges, (community) academies, and polytechnics. Academies offer applied science education in one or part of a discipline, technology or the arts. Polytechnics offer applied science education in a variety of specific fields. Both are categorized as professional education. Colleges, or Advanced Schools, (Sekolah Tinggi) offer academic and professional university-level education in one particular discipline. An institute consists of faculties offering academic and/or professional education in multiple disciplines that belong to the same group of a professional field.

Number of higher education institutions by type:

Number of students enrolled by type:

13 A university consists of several faculties offering academic and/or professional education in several disciplines, technologies and/or the arts. University programmes normally last 4 years, and lead to the S1 degree (equivalent of bachelor). Holders of the S1 degree can enroll in programmes lasting a minimum of 2 years leading to a S2 degree (equivalent to a Master degree). Programmes leading to a doctoral degree (S3) typically last 3 years. Higher professional education institutions (academies, polytechnics, colleges & institutes) as well as universities offer a range of practically- oriented programmes lasting 1-4 years leading to a D1 to D4 diploma (comparable to a bachelor degree). Different types of degrees in Indonesian higher education:

Type of degree Indonesian term Equivalent Diploma 1 (D1) Profesional ahli pratama Associate Degree Diploma 2 (D2) Profesional ahli muda Associate Degree Diploma 3 (D3) Profesional ahli madya Associate Degree Diploma 4 (D4) Sarjana sains terapan Bachelor’s degree Sarjana 1 (S1) Sarjana Bachelor’s degree Sarjana 2 (S2) Magister Master degree Sarjana 3 (S3) Doktor Doctoral degree

The four main groups of higher education institutes are :

 5-7 ‘elite’ public universities

 other public universities of mixed but generally low quality

 A vast private sector of highly variable quality (universities, institutes, academies and polytechnics). The top 15 or 20 private institutions “appear to have standards comparable with the better public institutions” (OECD, 2015).

 A large number of universities and other institutions administered but the Ministry of Religious Affairs These ‘elite’ public universities have some concentrations of PhD holders and have the potential to be(come) research active. Many private universities are “totally devoid of a research program and do not offer courses in fields thought to be essential for development in areas such as agriculture, forestry and public health” (World Bank, 2010). The size of the private institutions “prevents them from having a real academic environment, and staff qualifications are generally at a comparatively low level with consequences for quality, which again will have an adverse effect on graduate employment possibilities and on social and regional equity” (OECD, 2015).

Evolution

14 Indonesia is – relatively speaking – an educational latecomer. Historically, indicators for primary, secondary and tertiary education (in terms of enrolment, educational outcomes, access, etc.) were lower than neighbors such as Malaysia, Thailand, etc. Since the seventies however, there has been a rapid, quantitative expansion at all levels (especially at primary and secondary level). Education policy also became egalitarian, especially through the rapid expansion of low-quality public education (although in practice little attention has been paid to equity). Public expenditure on education has remained rather low, particularly at the tertiary level. At the tertiary level, privately funded education has been the major driver of expansion with an increase of 21% between 2008 and 2001 compared with the public’s sector increase of 10%. Private institutions have also helped to support enrolment growth outside Java. Higher education enrolments have gradually increased in the past 10 years. Gross enrolment ratio for higher education have increased from a comparatively low 17.8% in 2006 to 31.5% in 2014: a doubling of the number of graduates! Still, Indonesia’s Global Enrollment Rate (GER) remains lower than those of Thailand (51.2%) and Malaysia (36%). In 2003, the Indonesian government undertook reforms and introduced the Higher Education Long Term Strategy 2003-2010 (HELTS). The reforms to higher education were introduced as part of a broader effort to address issues related to macroeconomic management, financial sector reform, and poverty reduction. The main objective of the HELTS was to improve the quality of higher education in order to develop higher-level skills to attract investment in the economy and facilitate the adoption and adaptation of new technologies. The HELTS decentralized public HEIs, giving institutions greater autonomy, and changed public expenditure for higher education into a combination of block grants, competitive grants, and performance- based grants.

Rapid enrolment growth poses challenges in relation to finance, quality and relevance. Indonesia has ground to make up in these three areas. The creation of the Ministry of Research, Technology and Higher Education is one of the strategies of the government to confront these urgent challenges. The Higher Education Law 12/2012 from the government notes that higher education plays a strategic role in developing the intellectual life of the nation and advancing science and technology with the aim, among others, to increase national competitiveness in the context of globalisation. Recent initiatives and policy goals include the new Institutes of Technology in Kalimantan and Sumatra, the new universities planned in islands outside Java, and the goal of establishing at least two polytechnics in every province and one community college in every district/city. Still, one of the most striking characteristics of Indonesian tertiary education is its very centralised governance system. This is in spite of the intention expressed in the Higher Education Law that the universities should be autonomous both in academic and non-academic matters.

Finance & Higher education Public spending on education in general increased in the past years, boosted by the 2005 constitutional amendment on education spending. However, funding for tertiary education (compared to primary & secondary) remains very modest. The GOI currently only spends the equivalent of 0.55% of its GDP on tertiary education (for Belgium: 1.43%). This is much lower than neighboring countries. Most of the tertiary education funding comes from private sources: tuition fees. Private funding is about 3

15 times the level of public funding, one of the highest rations in developing Asia. In total (public+ private), Indonesia still spends less on tertiary education than its neighboring countries.

Tuition in public universities is more affordable than private-university tuition, enabling attendance by students from relatively modest backgrounds. Unlike state universities, private institutions have budgets that are almost entirely tuition-driven. A onetime registration fee (which can be quite high) is determined at the time of entry. Faculty salaries are low by international standards and lecturers often have other jobs outside the university to supplement their wages.

Access and equity

Substantial spatial, gender and income disparities remain in higher education. Rural-urban disparities are quite strong: the enrolment rates in rural areas is less than half of that in urban areas. Only 15% of bachelor, master or doctoral students in 2007 were rural students, less than 1/3 their share of the population. There is also a significant inequality in the distribution of institutions throughout the country, with poorer regions having the fewest institutions of higher education, and a number of provinces within these regions having no public higher education institutions at all.

There also remain very large differences between the rich and poor in access to higher education. In 2010, 64.7% of students in a bachelor’s programme come from the highest income quintile. The lowest income quintile only made up 2.5% of enrollment. The poorest quintile makes up less than 1% of those enrolled in university. The fact that private spending, especially in the form of fees, constitutes the bulk of financing for higher education makes it financially burdensome for lower-income households to participate in higher education. The government has set goals to reduce inequalities, like fixing the fee levels for undergraduate programmes at the public institutions. The top-tier autonomous universities set their own fees, like the private institutions, but are required to take at least 20% of their students from economically disadvantaged groups. There are also four scholarships programmes for students from the government. The government target for 2012 was that at least 20% of students should receive scholarships of financial assistance, but only 10% was reached.

The participation of women has increased in the past decades and disparities have mostly disappeared. The number of female students in tertiary education surpassed the number of male students in 20058. Gross enrolment ratio for female students in 2012 was 32% for female students (31,5% for total population), implying a 1.03 in the Gender Parity Index (GPI). The GPI in tertiary education has evolved quite inconsistently in the past 10 years, but studies indicate that the GPI will remain positive in the near future.

16 Quality

Assessing the quality of higher education is difficult. When we look at Indonesian universities in international university rankings, Indonesia performs quite poorly. The Times Higher Education Supplement (THES) rated no Indonesian institutions among its top 400 global universities or top 100 Asian universities in 2016, nor does the Shanghai Jiao Tong University (SJTU) its global top 500 in 2014. The QS World Ranking, has 2 Indonesian universities in the top 500 in 2015: the University of Indonesia (358th globally, 79st in Asia) and the Bandung Institute of Technology (431-440 globally, 122th in Asia). In a study on the basis of an examination of the Social Sciences Citation Index database for the period 1956-2011, Suryadarma, Pomeroy and Tanuwidjaja (2011) conclude that only 12% (!) of social science research on Indonesia were authored by Indonesian researchers. Following universities are considered to be the best Indonesia universities:

17 Abbreviation Name university Location UI University of Indonesia Jakarta, Java ITB Bandung Institute of Technology Bandung, Java UGM Gadjah Mada University Yogyakarta, Java IPB Bogor Agricultural University Bogor, Java UPI Indonesian University of Education Bandung, Java USU University of North Sumatra North Sumatra, Sumatra Unair Universitas Airlangga Surabaya, Java

Different analyses (World Bank, UNESCO, Indonesian national plans, etc.) mention following challenges related to quality in the higher education sector:

 Limited research allocation  Weak research base in most universities (academics function as teachers, not so much as researchers, lack of incentives) which is a bottleneck to an efficient innovation system  Disconnect between the higher education system and the labour market.  Uneven research skills or lack thereof (few staff hold a PhD, certainly outside Java)  Absence of link between research and practice  Lack of peer and external reviewer mechanisms to ensure quality and relevance of academic research  Language issues  Low research outputs compared to other countries in the region  Quality of higher education results in a low supply of needed skills for new jobs  Inadequate facilities and equipment  Low quality of education, mostly traditional lectures

Quality assurance

Internal quality assurance: A 2005 government regulation dictates that educational institutions are required to have a QA system in place. In 2003, the QA System of Higher Education (SPM-PT) programme was initiated, which included technical assistance and capacity building initiatives for the development of internal QA systems at HEIs (and its evaluation). The former Ministry of Education produced and published the booklet Quality Assurance System of Higher (SPM-PT) with the aim of assisting the establishment of a quality assurance system in educational institutions.

External quality assurance: The accreditation of higher education programmes and institutions is performed by a National Accreditation Agency for Higher Education (BAN-PT). The accreditation of programmes is conducted once in every 5 years. Although accreditation processes are well established, the limited capacity of BANPT restricts the agency of doing more than routine checks. Together with the rapid expansion of the sector, this results in a number of HEI that are actually not accredited (estimated to be more than 20%). Serious peer review mechanisms have yet to be developed, and there is not yet the capacity to deliver arms-length assessments. The Higher Education Act issued in August 2012, states that BAN-PT would function as an agency for institutional accreditation while program accreditation would be carried out by independent accreditation agencies

18 by field of discipline. In the near future, BAN-PT would also monitor and evaluate the performance of independent accreditation agencies. In September 2014, a Memorandum of Understanding (MoU) was signed between the National Accreditation Agency for Higher Education (BAN-PT) and the Quality Assurance Agency for Higher Education (UK). Both organisations will support each other (advice, staff development, joint projects, etc.).

2.3 Indonesian University Cooperation and higher education initiatives Competition for places at Indonesia’s best public universities is fierce. In 2010, 447 000 students sat for the National University Entrance Examination, with just 80 000 seats available. In conjunction with rising prosperity and a growing middle class, increased – and unmet demand – for university places is likely to lead to increasing numbers of students looking overseas for tertiary study options. Today, annually 30 000 students travel abroad and this is about 0.8 percent of the total tertiary-level students in Indonesia. In comparison, the corresponding numbers are 6.1 percent for Malaysia and 1.9 percent for Vietnam. There are about 3000 international students in Indonesia.

According to the British Council, Indonesia will become of the world’s “major international education markets in the next few years.” The number of Indonesians in higher education will grow by a total of 2.3 million to 7.8 million students by 2020, making it the fifth largest system in the world after China, India, the United States and Brazil. The British Council believes that Indonesian institutions of higher education will not be able to meet burgeoning demand in the coming years, so an increasingly affluent middle class will be forced to look at options offered internationally.

2.3.1 Indonesia Education Scholarship (IES) The Indonesia Education Scholarship is funded by the Indonesia Endowment Fund for Education (LPDP). The Indonesia Education Scholarship is a very prestigious scholarship funded by the Indonesian Government through the Endowment Fund that aim to create future leaders of Indonesia in 3 (three) sectors: government, private and social sectors. The Indonesia Education Scholarship is a new whole-of-government initiative managed and administered by the Indonesia Endowment Fund for Education (LPDP), an institution of the Ministry of Finance. However, The activity of LPDP must refer to policies of collaboration of three

19 Ministers: Minister of Finance, Minister of Education, and Minister of Religion Up to 2013, the GOI has invested Rp 15,617 trilion or ($1.28 billion) in Endowment Fund, enabling 1,555 recipients to study in more than 130 universities and in more than 20 different countries

The KUL, UGent, VUB and UA are on the LPDP Campus reference list. In October 2014, the UGent signed an agreement with LPDP. LPDP will finance Indonesian researchers, the faculties of Economy and business and the faculty of Bio-engineer sciences will function as promotor/supervisor of the researchers.

2.3.2 The Asian University Network (AUN) The AUN was established in 1995, with the signing of its charter by the ministers responsible for higher education from ASEAN countries. The AUN seeks to strengthen the existing network of cooperation among higher education institutions in ASEAN by promoting collaborative studies and research programmes on the priority areas identified by ASEAN. The AUN aimed to promote cooperation and solidarity among scientists and scholars in the ASEAN member countries; to develop academic and professional human resources in the region; to promote scientific and scholarly knowledge and information dissemination; and to enhance the awareness of regional identity amongst its members. Later, when the ASEAN Charter was signed by the Ministries of 10 ASEAN Member States in 2007, AUN became tasked as a key implementing agency of ASEAN in the Socio-cultural portfolio. AUN conducts programmes and activities to encourage and promote higher education cooperation and development to enhance regional integration in achieving global standards. Their current activities are categorised into five areas (1) Youth Mobility, (2) Academic Collaboration, (3) Standards, Mechanisms, Systems and Policies of Higher Education Collaboration, (4) Courses and Programmes Development and (5) Regional and Global Policy Platforms. Indonesia has 4 member universities in AUN: Abbreviation Name university Location UI University of Indonesia Jakarta, Java ITB Bandung Institute of Technology Bandung, Java UGM Gadjah Mada University Yogyakarta, Java Unair Universitas Airlangga Surabaya, Java

2.4

20 3 Development Aid Analysis

3.1 Donor Aid

3.1.1 Overview

21 Sources: OECD – DAC, http://www.oecd.org/dac/stats/aid-at-a-glance.htm Net Gross ODA was 2.117,4 million USD in 2014. After the Tsunami in 2004, ODA has been declining. Net ODA however is negative in 2014, which happens when countries pay back more than they receive (e.g. by paying of loans). In the rest of the chapter, the activities of the most important donors (from a higher education perspective) will be described (excluding Global Fund, United Kingdom and Korea).

3.1.2 Japan (JICA) Representing one third of gross ODA, JICA is the most important donor for Indonesia, spending 769 million USD per year (2013-2014 average), mostly through concessional loans. It has had projects in a wide variety of sectors. Currently it still has important interventions (technical cooperation, grant aid, loan assistance) in (junior secondary) education, health, water resources, disaster management, governance, peace-building, transportation, natural resources and energy, agriculture and rural development, private sector development, fisheries, poverty reduction, environmental management and natural environment conservation. To help resolve infrastructure shortage in Jakarta Metropolitan Area, JICA, in cooperation with the Government of Indonesia, created "the Master Plan for Establishing Metropolitan Priority Area for Investment and Industry (MPA) in JABODETABEK Area" which was approved by the ministerial levels of Japan and Indonesia in October 2012. Next to being a partner of AUN, Japan also has some (recent) activities in the higher education sector:  Technical cooperation: Project for Research and Education Development on Information and Communication Technology in Institut Teknologi Sepuluh Nopember, Phase 2 (2012-2014)  Technical cooperation: Project for Improving Higher Education Institutions through University-Industry-Community Links (Hi-Link) in Gadjah Mada University (2006-2009)  Technical cooperation: Advisor for Establishment of Indonesia Accreditation Board for Engineering Education (IABEE) (2013-2014)  Loan: Development of World Class University at University of Indonesia （2008-2018)

22  Loan: Hasanuddin University Engineering Faculty Development Project （2007-2016)  Loan: Development of Bandung Institute of Technology (III) （2009  2018）  Professional Human Resource Development Project (4) (2014-2020)

JICA Indonesia has also been facilitating the human capacity building (“knowledge co-creation program”) for those who have the potentials in contributing to the socio- economic development of Indonesia, especially for institutional development and system improvement within the society, through the provision of various types of training courses held in Japan, Indonesia, as well as other (neighbouring) developing countries. They also have a community empowerment program in collaboration with non-governmental organizations.

3.1.3 Australia (AusAid) Australia (through AusAid) currently spends around 500 million USD (2013/14, estimation of 379 million USD for 2015/16) in Indonesia through its aid program, making it the second largest donor behind Japan, and the largest grant donor (Japan’s bilateral aid is mostly in the form of concessional loans). Australia’s development program worked in 14 sectors including education, economic governance, infrastructure, social protection and health with a focus on five priority provinces which have low development indicators and are amongst the poorest in Indonesia—Papua, West Papua, Nusa Tenggara Timur (NTT), Nusa Tenggara Barat (NTB) and Nanggroe Aceh Darussalam (Aceh). In 2015, a new strategy was launched for Indonesia, which is structured around the following three objectives (in line with RPJMN priorities) : - Effective economic institutions and infrastructure - Human development for a productive society: - An inclusive society through effective governance Within the second objective, human development, two programs concern education: - The Australia’s Education Partnership is developing a national system to improve school management and leadership. It also supports Indonesian-led efforts to improve teacher quality and learning outcomes. It has also worked on the utilisation of research finding, to promote national evidence-based policy and programing, while also assisting 1,500 Islamic schools to improve their quality against national standards. The program also constructs and expands junior secondary schools to create new school places. - The Australia Award Scholarships delivers PhD and master scholarships (in Australia) for Indonesia’s future leaders in economics, engineering, health and education as well as people-to-people linkages between Indonesians and Australians. In 2015, 866 Australia Awards scholarships were provided to Indonesian citizens. The awards are allocated through a highly competitive, merit-based process agreed between the Governments of Australia and Indonesia.

23 Australia is also helping to build the capacity of researchers and decision makers to create and use evidence to inform policy development through the Knowledge Sector Initiative. The Knowledge Sector Initiative (KSI) seeks to improve the lives of the Indonesian people through better quality public policies that make better use of research, analysis and evidence. KSI supports: - Knowledge production, by assisting research institutions to improve the quality and relevance of their research, and to strengthen their core capacities by adopting strategic management models, sound financial planning, and sustainable human resource management. - Knowledge demand and use, by supporting policy making organisations to improve the way that evidence needs are formulated and knowledge is used to inform policy decisions. - Knowledge intermediation, by supporting better communication of research results in order to inform public debate and policy making processes and to enhance evidence-informed advocacy and reporting. - The development of a thriving knowledge sector, by identifying and mitigating systemic barriers that limit interaction between knowledge production, intermediation, demand and use. This includes supporting assessments of Indonesia’s knowledge needs, advocating for the introduction or review of policies to promote knowledge-to- policy transfer, and fostering private sector participation in research. AusAid therefore supports a number of existing research institutions, governments, and civil society organisations:

Name Type (location) AIPI Independent institution for advising science policy (Jakarta) AKATIGA Research institute (Bandung) Article 33 Indonesia Research based policy advocacy organisation (Jakarta) Bandung Institute of Governance Research institute for conservation of Studies (BIGS) forest (Central Java) Centre for Strategic and International Think tank (Jakarta) Studies (CSIS) The Institute for Policy Research and Human rights policy advocacy Advocacy (ELSAM) organisation (Jakarta) IRE - Institute for Research and Independent academic based institution Empowerment (Yogyakarta) Kemenko PMK – Kementerian Ministry for Human Development and Koordinator bidang Pembangunan Culture Manusia dan Kebudayaan Knowledge center Recognised knowledge repository and connector of Indonesian development experiences

24 KPPOD - Komite Pemantauan Research organisation (Jakarta) Pelaksanaan Otonomi Daerah (Regional Autonomy Watch) Lembaga Advokasi HIV AIDS (LAHA) Advocacy institute for HIV/AIDS (Kendari) Lembaga Kajian Keislaman dan Institute for Islam and society Kemasyarakatan (LK3) (Banjarmasin) PKMK - Pusat Kebijakan dan Research and consultation centre under Manajemen Kesehatan UGM (CHPM – the structure of Universitas Gadjah Centre for Health Policy and Mada Faculty of Medicine (Yogyakarta) Management Universitas Gajah Mada) Politics & Government Research Centre Research centre for local knowledge for Jurusan Politik dan Pemerintahan, natural resource management Universitas Gadjah Mada (POLGOV (Yogyakarta) UGM) Poros Photo Project for a visual ethnographic study to improve welfare of traditional fishermen (Yogyakarta)

PPIM Pusat Pengkajian Islam dan Research centre based at the Masyarakat, UIN (Centre for the Study Universitas Islam Negeri Syarif of Islam and Society) Hidayatullah (Jakarta) Praxis Resource Management and Development Institute for Social Transformation PSHK Pusat Studi Hukum dan research and advocacy centre (Jakarta) Kebijakan (Indonesian Centre for Law and Policy Studies) PUSAD Paramadina Pusat Studi Independent institution under Agama dan Demokrasi, Universitas Paramadina Foundation (research and Paramadina (Centre for the Study of advocacy; Jakarta) Islam and Democracy) Pusat Kajian Antropologi, Departemen Research centre based at the Antropologi, Fakultas Ilmu Sosial dan Universitas Indonesia (Depok) Ilmu Politik, Universitas Indonesia (PUSKA FISIP UI) Pusat Kajian Pendidikan dan Research centre for local values and Masyarakat (PKPM) traditional institutions (Aceh) Pusat Penelitian HIV AIDS, Atma Jaya University based (Atma Jaya Catholic (AIDS Research Centre) University of Indonesia) research centre (Jakarta) Pusat Telaah dan Informasi Regional Regional studies and information centre (PATTIRO) (Jakarta) Puskapol UI Centre for Political Studies, Research institution under the University of Indonesia coordination of the Department of Political Science at the University of Indonesia (Jakarta) Sajogyo Institute Agrarian research centre (Bogor) Seknas Fitra National Secretariat of the Advocacy NGO (Jakarta) Indonesian Forum for Budget

25 Transparency SMERU Public policy research institute (Jakarta) SurveyMETER Non-governmental research institute (Yogyakarta) Tempo Institute Center for excellent journalism (Jakarta) Yayasan Kemaslahatan Ummat (YKU) Foundation for the benefit of the Ummat (Aceh) Yayasan Pikul Kupang Foundation for community-based water management (Nusa Tenggara) Source: http://www.ksi-indonesia.org/

3.1.4 Germany (GiZ)5 Indonesia is one of Germany’s priority partner countries in the context of its international cooperation, making it the third largest donor of Indonesia (2013/14). GiZ implements the majority of German aid. Germany agreed with the Indonesian Government that bilateral development cooperation should focus on three priority areas:  energy and climate change  inclusive growth  good governance and global networks.

GIZ’s office in Jakarta is also responsible for regional projects implemented in conjunction with the ASEAN Secretariat. Giz has around 36 ongoing projects in different subsectors:  Sustainable infrastructure (energy, urbanisation, transport, etc.)  Security, reconstruction and peace (rural support after volcano eruption)  Social development (social protection, health)  Governance and democracy (institutional capacity development ASEAN, women’s rights, anti-corruption, innovation)  Environment and climate change (agriculture, forestry, environment, climate change)  Economic development and employment (TVET, local and regional economic development, competition policy and law, Inclusive Business Hub South East Asia (RIBH SOA),

The German DAAD (German Academic Exchange Service) is a joint organisation of German institutions of higher education. Its aim is to promote academic co-operation world-wide, especially through the exchange of students, scholars, academics, and scientists. There is a DAAD regional office in Jakarta since 1990 and it is an official partner of AUN. The DAAD offers a large number of scholarships to Indonesians. Most of its scholarship programs are addressed to university- teachers (from public or private universities), to researchers from public institutions and to professionals working in the public or in the private sector. For undergraduates from the field of German studies, the DAAD offers summer courses at German universities and study scholarships for one semester. In 2013, DAAD awarded 693 new scholarships to Indonesians.

5 From GiZ website

26 They are working with two Papuan universities, the University of the South Pacific in Fiji, and the University of Göttingen to develop innovative approaches for biodiversity assessment that integrate ecological, social and economic approaches. The programme aims to develop international expertise and links, and train students to understand the importance of interactions between humans and nature in designing and implementing regional action. The DAAD also developed an International Deans’ Course, aimed at leaders in higher education. It has engaged with over 200 senior university staff from all over the world since 2008, including 47 Indonesians. In April 2016, Indonesia will host the first ProGRANT (Proposal writing for research grants: Practical-orientated Training for New Researchers) course.

3.1.5 US (USAID) The U.S. Agency for International Development (USAID) spent around 218.6 million USD in Indonesia in 2013/4. USAID has just developed a new strategy for Indonesia (2014-2018) in which it has identified 4 broad objectives in its strategy: 1. Democratic governance strengthened 2. Essential human services for the poorest and most vulnerable improved 3. Global development priorities of mutual interest advanced 4. Collaborative achievement in science, technology, and innovation increased The fourth objective is of particular relevance to this fact sheet as it focuses on research and higher education. In the paragraphs below, we will detail this fourth objective in the basis of the 3 results areas that USAID has identified for this objective.

1 - ACADEMIC CAPACITY AND SCIENTIFIC RESEARCH STRENGTHENED

This results area focuses on higher education elements that are critical to the overall strengthening of Indonesia’s academic infrastructure.

1.1 – Merit‐based research improved

Improving standards for competitive research funding is a core component of the Science & Technology infrastructure in any country and a key missing element in Indonesia. USAID wants to support the creation of an Indonesian Science Fund (ISF). As a precursor that will help build the foundation for an ISF, USAID will seek to establish a bilateral fund for scientific research that will jointly fund priority projects of mutual importance. This joint fund would be a mechanism not only for funding collaborative science, but also for transferring the technical expertise and best practices of grant‐making and administration of scientific funding to Indonesia.

1.2 – Domestic and global knowledge exchange strengthened

27 In addition to support for high‐quality research, Indonesian scientists and their colleagues from academic institutions across Indonesia must have greater access to global science. Potential activities of USAID include: a digital library portal through which universities and ministries can streamline journal publication practices and information sharing by taking content online and the provision of subscriptions to major international scientific databases that would give researchers access to international publications and the latest scientific advancements.

1.3 – Quality and opportunity in higher education improved

USAID also focuses on addressing institutional barriers which stymie productive research, enhancing institutional management to strengthen academic quality, and increasing the production of qualified graduates and scientific research. USAID considers creating a research culture in higher education institutions as a critical need. One of the striking barriers to creating more opportunities for higher education institutions is the current strict regulation that obligates faculty to focus on teaching duties with only a small share of time for research. USAID will work with the government on regulation to incentivize the higher education institutions to cultivate a research culture and provide students and faculty with incentives to conduct research and increase linkages by the application of theoretical knowledge and practical research skills.

2 - EVIDENCE‐BASED DECISION‐MAKING ENHANCED

This results area focuses on: enhancing mechanisms for influence of data analysis on policy and programs, improving analytical capacity, and strengthening advocacy and demand for the use of evidence.

2.1 – Mechanisms for influence of data analysis on policy and programs enhanced

Support will be given to convene government, university, and industry partners in forums addressing common concerns that require greater knowledge sharing in order to discuss, develop, and refine policies. USAID can use its convening power to create a forum where stakeholders from government, academia, and private companies come together and share perspectives on important issues Members

28 would be invited to periodically participate on a current issue such as water scarcity, agriculture, genetically‐modified organisms, or health care for rural areas.

2.2 – Analytical capacity improved

USAID will work with academic groups and investigators to produce quality research. However, USAID finds that without links to policy, research will not have an impact on development. USAID will help empower local entities who are champions of science policy and who can play a lead role in producing evidence‐based expert opinions by drawing on the best research in

Indonesia and elsewhere to answer important development questions.

A potential activity is the strengthening of the Indonesian Academy of Sciences (AIPI) that inhabits a space between scientific experts and policymakers and plays an important function in

“science‐for policy.” AIPI is well‐positioned to convene objective panels of experts to analyze research findings and communicate informed opinions and recommendations to decision‐making centers.

2.3 – Advocacy and demand for data collection and analysis strengthened

Another important element in the USAID strategy is the need to enhance public understanding and the role of non‐experts in advocating for informed decision‐

making. Young and early‐career scientists are particularly well‐placed to do this as their role will only increase as future leaders who are the credible voices on important

29 issues. An illustrative activity is the creation of a Young Indonesian Academy of Sciences.

3 - INNOVATIVE APPROACHES TO DEVELOPMENT UTILIZED

This results area focuses on driving the demonstration, adoption, and scaling of proven technologies and other novel approaches to development.

3.1 – Proven technologies demonstrated and adopted

The introduction of proven new technologies can have major impacts on development outcomes. USAID seeks to strengthen the ability to design and conduct pilot studies, analyse the results, and incorporate the effective approaches into the relevant technical sectors for scale‐up. An important component to the increased

use of technology is the robust testing of new technologies in‐country. USAID will continue to support pilot projects that have the potential to be scaled and have a high development impact, with the ultimate goal of creating platforms and systematic approaches that can be led by Indonesia. Another important opportunity is that researchers and their partners can be encouraged to obtain patents for their research products.

3.2 – Private sector initiatives increased

USAID also wants stimulate the role of the private sector. Its involvement is key to the adoption and scale of new technologies and innovations and to new ways of influencing development. These partnerships could include new industry‐university programs in higher education to better link industry needs to university curriculum to produce more qualified and work‐ready graduates. Other private sector models of cooperation include incentive mechanisms such as challenges and prizes that can be

30 used to harness big data (e.g. crowdsourcing) or bring non‐traditional actors into efforts to utilize technology for development.

Scholarship programs There are many scholarship programmes between Indonesia and the USA. The USAID’s Program to Extend Scholarships to Achieve Sustainable Impacts (PRESTASI) provided scholarships to 232 Indonesians since 2007. It is one of the many US backed scholarship programs in Indonesia. Examples of other USA- Indonesia scholarship programmes:  The Ford Foundation International Fellowships Program  The Fulbright Programme  Indonesia English Language Study Program  ExxonMobil Geoscience Scholarship Program  GE Foundation Scholar-Leaders Program  SMBC Global Foundation Scholarship Program  Indonesian Scholar Dissertation Award Program  The Paiton Energy Indonesian Young Leaders Scholarship Program  Asian Studies in Asia (ASIA) Fellows Awards  The Rockefeller Foundation Bellagio Center

3.1.6 France (AFD) L’agence française de développement (AFD) only recently began activities in Indonesia with the opening of its office in Jakarta in 2007. In 2013/14, France was the fifth largest donor of Indonesia (114.7 million USD). As in the other emerging countries, AFD operates in Indonesia in the framework of a mandate focused on protecting “Global Public Goods”. AFD has four operational objectives in Indonesia: - Provide low-carbon solutions to the country’s needs of energy; - Mitigate the environmental footprint of cities; - Support sustainable management of forest resources; - Support the development of the "Blue Economy".

In May 2011, a partnership with DFID (UK Department for International Development) was initiated, and renewed in 2013, to promote low-carbon investments in Indonesia. A large part of the funds (totalling € 22.2 million), provided by DFID and managed by AFD using its own procedures, was focused on the energy sector and was mobilized as diverse modalities (technical assistance, zero-interest loan, quasi-equity). The forest sector was also included in the first phase of this cooperation.

3.1.7 The European Union (EU) 1. a) Bilateral cooperation

31 The EU-Indonesia stategy paper, covering the 2007-2013 period, outlined the following cooperation priorities  basic education,  trade and investment,  law enforcement and judicial reform (especially good governance)

The EU has not developed a new strategy paper for Indonesia, but has developed a EU-Indonesia Partnership and Cooperation Agreement (PCA) which entered in force in 2014. The agreement is the first of its kind between the EU and an ASEAN country. Development cooperation becomes part of an enhanced partnership which provides the opportunity to expand EU engagement in support of the Indonesian government’s policies. Four priorities have already been agreed covering education (with a focus on basic education, higher education through regional cooperation – see b)), democracy and human rights, economic cooperation, and the environment. Politically, the PCA confirms and deepens a shared commitment to respect democratic principles and human rights, and it increases the potential scope, scale and pace of collaborative engagement between the EU and its Member States, and Indonesia. The PCA will further enhance cooperation on pressing global challenges, where both Indonesia and the EU are playing an increasingly important role, such as in the G20. As announced during the official visit of President Joko Widodo to Brussels on 21 April 2016, the EU and Indonesia intend to start official negotiations for a Comprehensive Economic Partnership Agreement (CEPA) which will free the flow of goods, services and investments between Indonesia and the EU.

b) Regional cooperation Other EU aid is organised as part of a regional approach. In 2014, the Commission adopted its regional Multiannual Indicative Programme (MIP) for EU-Asia cooperation (2014-2020), with an allocation of 889.5 million Euro. In line with the Strategy document (2007-2013), 5 sectors are identified in the MIP : - Regional integration in South-East Asia: ASEAN’s integration efforts will be further supported in the 2014-20 period, which contributes to trade, poverty reduction and sustainable economic growth, as well as to preserving peace and stability in South East Asia. There are three intervention areas: o 1. improved connectivity through sustainable and inclusive economic integration and trade; with special attention for research, innovation and people-to-people contacts o 2. increased resilience to climate change, protection of the environment and improved disaster management; o 3. deeper understanding and convergence of vision on key global and regional challenges. - Other regional integration and support: the EU will continue to foster regional integration in Asia, as a means to promoting political stability and economic prosperity.

32 - Aid to uprooted people: support will be provided to reintegrate or integrate uprooted people, including support to local communities, intercultural dialogue and resettlement areas. - Promotion of a green economy: the adoption of sustainable consumption and production techniques by Asian manufacturers and service providers and the leveraging of investment funding in green infrastructure that will limit greenhouse gas emission and increase resilience to climate change. - Higher education: Higher education remains a strategic sector for sustainable development and poverty reduction in Asia, and support is highly sought-after by Asian partner countries. EU support will thus continue though it is not funded directly through the Asia Regional MIP, but this will be programmed under a separate "Erasmus+" programme. Since 2004, more than 1,000 Indonesian students and scholars have benefited from the scheme, which also supports cooperation among universities in Europe and other parts of the world.

The European Commission is also funding the Trans-Eurasia Information Network (TEIN) which intends to bridge the digital divide of less developed countries in Asia by improving the Internet connectivity for research and education institutions. It provides large capacity Internet connection to universities, research centers and academic institutions to increase the exchanges of knowledge among them and make big international research projects real. TEIN4 (the fourth generation of TEIN network, launched in 2010) is supported by the Commission with a contribution of €8 million covering 50% of the project costs. The remaining funds are provided by the partners on the basis of a cost- sharing model.

The seventh European Higher Education Fair (EHEF) was held from 31 October to 1 November 2015 in Jakarta. Showcasing 140 higher education institutions from 14 European countries, and providing an opportunity for prospective Indonesian students to meet representatives of European universities and gather information, the fair was organised in response to the growing interest of Indonesian students to pursue higher education in Europe. In 2015, the number of Indonesian higher education students in Europe reached 5,800, three times higher than in 2011. In total, almost 9,000 Indonesians are currently studying in Europe.

c) Other An international science cooperation network deepening science and technology (S&T) cooperation between Europe and Southeast Asia is funded by the European Union's Seventh Framework Programme for research, technological development and demonstration. SEA-EU-NET2 is the second project that has been set up to expand scientific collaboration between Europe and Southeast Asia (SEA) in a more strategic and coherent manner. The four-year long project was launched in October 2012 and involves 21 institutions from the two regions. They strengthen the bi-regional dialogue, create an annual exchange forum for researchers, innovation stakeholders, policy makers and private business

33 (ASEAN-EU Science, Technology and Innovation Days) and they want to jointly tackle societal challenges in the field of health, food security and safety, and water management.

3.1.8 UK (DfID) The Department of International Development (DfID) works in Indonesia on climate change and sustainable development. Support to Indonesia is now channelled through the cross-Government UK Climate Change Unit (UKCCU), which combines the Department for International Development (DFID), the Foreign and Commonwealth Office (FCO) and the Department for Energy and Climate Change (DECC), working in the areas of sustainable development and climate change. The purpose of the UKCCU is to support Indonesia in meeting its national objectives and targets on low carbon, sustainable development (including forestry and land-use change) and on achieving a progressive global deal through international climate negotiations.

3.1.9 Netherlands (EP-Nuffic) For obvious, historical reasons, the Netherlands is also an important donor for Indonesia. For the 2014-2017 period, the Netherlands will focus on: - Water - Agro/food and horticulture - Security and rule of law - Higher education - Investment Climate

For higher education, the Netherlands will mainly award scholarships and strengthening institutional cooperation between knowledge institutions in both countries. EP-Nuffic is the expertise and service centre for internationalisation of Dutch education at all levels. They have an office in Jakarta (Neso – Netherlands Education Support office), which main task is to promote Dutch higher education and foster international institutional cooperation in order to increase student and staff mobility and related activities. The offices also serve as a channel for information and provide support and liaison for the academic communities of the Netherlands and of the country they are situated in. They provide information and guidance regarding the choice of an international course or programme of education or training. In April 2016, they updated their Education Market Information Factsheet. The increasing number of Indonesian students in the Netherlands as well as the growing interest for academic partnerships show the potential of the country, so they conclude that now is probably a good time for Dutch institutions to become active or intensify activities in Indonesia. During the recent visit of Indonesian President Joko Widodo to the Netherlands, a broad Memorandum of Understanding (MOU) was signed on Higher Education and Science Cooperation.

EP-Nuffic has different programmes for capacity building in higher education, of which NICHE (Netherlands Initiative for Capacity development in Higher Education) is important for Indonesia. This Netherlands-funded development cooperation

34 programme wants to contribute to economic development and poverty reduction by sustainably strengthening higher education and TVET capacities in Dutch partner countries. In consultation with the Netherlands Embassy and the Indonesian government, they support projects in the following two sectors: - Economics and investment climate: within this sector the following focus themes have been selected: logistics, water management & sanitation and agribusiness. - Good governance: within this sector the following focus themes have been selected: legal cooperation, high level civil servants training, and support the training of the Indonesian National Police. As an example, a €1.2 million Niche project, which is running from 2014 to 2018, aims to strengthen the fish processing technology department at Jakarta Fisheries University (JFU). With demand rising for professional skills and knowledge in Indonesia’s fish processing sector, the project consortium, which consists of a team of food experts from Wageningen University in the Netherlands and international practitioners from the private sector, is providing support and technical assistance to JFU to improve the curriculum and develop facilities for practical teaching sessions and market-led industry research. EP-Nuffic also manages various scholarship and funding programmes on behalf of the Dutch government, the European Commission (Erasmus+, see 3.1.7) as well as programmes from bilateral agreements with specific countries. StuNed (Studeren in Nederland) is a scholarship programme that is a part of the bilateral cooperation between the Dutch and Indonesian government. The main objectives of StuNed are to strengthen the human resources in Indonesian organisations and the bilateral relations between the Netherlands and Indonesia at the same time. Currently more than 200 Indonesian students per year are granted a StuNed scholarship. StuNed Scholarships for master studies, short courses and customised training programmes are available for Indonesian professionals with at least two years' work experience in a development- related organisation. Next to StuNed, there are more than 50 other scholarships available for research or study on different levels in Netherlands.

3.1.10 Cooperation Belgium – Indonesia Indonesia is no longer on the list of bilateral development cooperation, so Belgian donor aid goes through non-governmental organizations (NGOs) and institutional actors (e.g. university cooperation) (see also annex 1 for an overview of Belgian funded development cooperation in and with Indonesia, 2012-2014, official ODA records).. In 2014, according to NGO open boek, 6 NGOs were active in Indonesia for a total of 1.9 million euros. Together with the institutional actors, 2 million euros went to Indonesian development cooperation in 2014.

35 In 2015, the Belgian government started to prepare a reform of the sector of non-governmental development cooperation. All actors active in Indonesia were asked to elaborate a Joint Context Analysis (JCA). 8 actors made an in depth analysis of civil society, the decentralised administrations and public institutions and the conditions which enable their strengthening. The actors presented this for the sectors of agriculture, education, health, governance, human rights, trade & enterprising and environmental protection. This analysis made it possible to make a Joint Strategic Framework (JSF) for Indonesia in 2016 with 4 actors that want to be active (with DGD funding) in Indonesia from 2017 to 2021. Participated at JCA Participated at JSF 11.11.11 X X ARES X Institute for Tropical X Medicine Caritas International X Handicap International X Vredeseilanden X X VLIR-UOS X X Decent Work Asia X Avocats sans X Frontières (ASF)

The JSF presents 4 common strategic goals on which the actors want to work as of 2017: - Sustainable agriculture becomes an attractive business, providing sustainable and improved livelihoods for farmers and people who are dependent on the sector (Vredeseilanden, 11.11.11) - Ensure and improve access to knowledge, improve research and stimulate innovation in order to contribute to development (VLIR-UOS) - A sustainable management of natural resources guided by the respect of HR, local needs, and of the needs of future generations (11.11.11, ASF) - Support civil society organisations to promote access to justice for vulnerable populations (ASF, 11.11.11)

36 The JSF also mentions possible synergies and complementarities between Belgian and international actors, as it is a priority for the Belgian government.

3.2

37 1.1 VLIR-UOS Activity in/with the Country The first projects of VLIR-UOS in Indonesia started in 2005 (See annex 2 for past and present VLIR-UOS programmes and scholarships). They are in the field of agriculture, agroforestry and water resources (management). Indonesia is a rather small country in the financial envelope of VLIR-UOS. Some Flemish universities also have other scientific cooperation with Indonesia, outside the VLIR-UOS framework (See annex 4 ).

38 Opportunities for cooperation and strategic options- input for the discussions during the North Seminar See annex 3 for matrix of Indonesian development priorities and thematic areas in which development cooperation actors are active.

On the basis of the elements described in the previous chapters we can identify a number of general strengths, weaknesses, opportunities and threats for future university cooperation between Flanders and Indonesia. These are summarized in the table below:

Strengths Weaknesses  Higher education (education, research ánd - Limited budget allocation to higher extension) is a top priority of the Government of education Indonesia - Limited research incentives for Indonesian o RPJMN o MP3EI academics  Existing relationships between Indonesia and - Weak research base in most universities Flanders - Language issues  LDPD & high demand for scholarships - …  New Ministry of Research, Technology and Higher Education  … Opportunities Threats  Presence of other international actors that work on research capacity  Indonesia remains on DGD list?  Presence of other international actors that work  … on research extension (link research-policy)  ASEAN  JSF (synergy/complementarity)  …

It is quite clear that Indonesia has high potential for university cooperation. It also has various interesting development challenges. Question is: how can we optimise the impact of university cooperation by defining the target institutes, target areas (geographically) and priority themes? Our starting questions for the discussion are:

What are your priorities for the Indonesia country strategy in terms of: - Thematic areas (what?) - Geographic areas of intervention(where?) - Partner institutions (with who?) - Cooperation modalities (how?)

39 List of Resources and interesting Links

Some interesting references used for this document: - AusAid (2014) Aid Program Performance Report 2013-14, http://goo.gl/B5Q3dZ - EU - Indonesia-European Community Strategy Paper 2007-2013, http://goo.gl/dhM9v4 - World Bank (2012) Country partnership strategy for Indonesia FY2013-2015, http://goo.gl/VJi4df - USAID (2013) Investing in Indonesia: A stronger Indonesia advancing national and global development. USAID strategy for Indonesia 2014-2018, http://goo.gl/XojxaF - Hill, Hal, and Thee Kian Wie. "Indonesian universities in transition: catching up and opening up." Bulletin of Indonesian Economic Studies 48.2 (2012): 229-251. - Sulistyanto, Didik (2014) Improving teaching and research capacity in indonesia education through ASEAN collaboration. International Conference on Education and Language (ICEL) 2nd ICEL 2014 Volume 1, http://goo.gl/riI6dY - UNESCO Indonesia (2014) Country programming document 2014-2017 , http://goo.gl/z9fvBq - UNESCO (2014) Higher Education in Asia: Expanding Out, Expanding Up. The rise of graduate education and university research, http://goo.gl/MIvQOD - William H. Frederick and Robert L. Worden, editors. Indonesia: A Country Study. Washington: GPO for the Library of Congress, 2011. - OECD/Asian Development Bank (2015), Education in Indonesia: Rising to the Challenge, OECD Publishing, Paris. http://dx.doi.org.10.1787/9789264230750-en - EU-Indonesia-Blue Book 2016, Development Cooperation in 2015, https://goo.gl/jlnQLA

Some interesting links used for this document: - Website AUN: http://www.aunsec.org/ - ASEAN: http://www.asean.org/ - CIA factbook: http://goo.gl/4TQkQb - Aid statistics: http://www.oecd.org/dac/stats/ - Data world bank: http://data.worldbank.org/country/indonesia - Data higher education UNESCO: http://data.uis.unesco.org/ - KSI initiative: http://www.ksi-indonesia.org/ - Country profile UNDP : http://hdr.undp.org/en/countries/profiles/IDN - Nuffic : https://www.epnuffic.nl/ - USAID: https://www.usaid.gov/indonesia - GIZ: https://www.giz.de/en/worldwide/352.html - DAAD : https://www.daad.de/en/ - AFD: http://www.afd.fr/lang/en/home/pays/asie/geo-asie/indonesie - JICA: http://www.jica.go.jp/indonesia/english/

40 ANNEXES

Annex 1 – Overview Belgian Funded Interventions in Indonesia (2012-2014) Expense Title Actor Sector 2012-2014 15150 - Overheid & Civiele Beleidsimpact door 16 partners in de ASEAN-regio rond de Maatschappij - Democratische thema's van handel, IFI's, natuurlijke rijkdommen en klimaat, en participatie en inspraak van de capaciteitsopbouw van deze partners door 11.11.11 / Indonesie 11.11.11 burgers € 748 472,00 15150 - Overheid & Civiele NGO 11.11.11 - Programma 2014-2016 - Indonesië - Versterking Maatschappij - Democratische CMOs en hun impact op het beleid inzake het beheer van de participatie en inspraak van de natuurlijke rijkdommen 11.11.11 burgers € 249 203,00 Project van universitaire ontwikkelingssamenwerking - Eigen Initiatief 2010 - Biologische landbouw in West- en Centraal-Java met het oog op een veilige en milieuvriendelijke voedselproductie en om de inkomens van kleine boeren te 31182 - Landbouw en veeteelt - verzekeren VLIR Onderzoek € 125 431,00 31110 - Landbouw en veeteelt - Politieke aspecten van de ontwikkeling van duurzame Landbouwbeleid en landbouwketens VREDESEIL administratief beheer € 290 196,00 31110 - Landbouw en veeteelt - Consumenten aspecten van de ontwikkeling van duurzame Landbouwbeleid en landbouwketens VREDESEIL administratief beheer € 188 009,00 31110 - Landbouw en veeteelt - Leeraspecten van de ontwikkeling van duurzame Landbouwbeleid en landbouwketens VREDESEIL administratief beheer € 161 143,00

41 31110 - Landbouw en veeteelt - Economische aspecten van de ontwikkeling van duurzame Landbouwbeleid en landbouwketens VREDESEIL administratief beheer € 1 200 311,00 Investeren in kleinschalige landbouw: Betere leefomstandigheden voor kleinschalige boeren en boerinnen 31110 - Landbouw en veeteelt - door de ontwikkeling van duurzame landbouwketens in Landbouwbeleid en Indonesië. VREDESEIL administratief beheer € 1 205 872,00 Sociale Bescherming, een recht voor kwetsbare werknemers 16010 - Sociale infrastructuur - (sters) in Indonesië WSMco Sociale diensten € 155 113,00 16020 - Sociale infrastructuur - Werkgelegenheidsbeleid en Sociale dialoog voor waardig werk - programma 2012-2014 SYNDIC IIAV administratief beheer € 657 042,00

Indonesie: ondersteunen van arbeid(st)ers (waaronder kwetsbare groepen), die werken en leven in precaire omstandigheden om te beschikken over betere arbeidsvoorwaarden en sociale bescherming en het verhogen 16020 - Sociale infrastructuur - van hun kansen op tewerkstelling (o.m. inkomensgenererende Werkgelegenheidsbeleid en initiatieven) WSMco administratief beheer € 315 774,00 Capaciteitsversterking van onderzoek over veronachtzaamd 12181 - Gezondheid - Medisch besmettelijke ziekten ITG ANTWERPEN onderwijs en vorming € 5 072,00 74010 - Humanitaire hulp - Risicobeoordeling en beperking van de vulkanische gevaren in Preventie van en voorbereiding the Ijen Caldera - Indonésie ARES op rampen € 252 262,00 74010 - Humanitaire hulp - Versterking van de capaciteiten van het Indonesische Rode Kruis Preventie van en voorbereiding mbt vermindering van risico's van rampen CRB - CF op rampen € 635 305,00

€ 6 189 TOTAL 205,00

42 Annex 2 – Overview of VLIR-UOS Interventions in Indonesia (2003 – 2016)

43

44 Annex 3 – Matrix matching Indonesian priorities, international donors & Belgian actors

Neth Belgi SUB- USA AF er an THEMES THEM JICA AusAid GiZ EU UK ID D -land actor ES s s

45 Qualit y and access of public health (incl. health assura nce) Nutriti on Health X X X X Preve ntion and contro l of diseas es and enviro nment al health Economic Sustai X X X X X X X X X develop nable ment agricu lture and minin

46 g Manuf acturi ng indust ry Moder nizati on of the servic es sector Scien ce, techn ology and innov ation Good Qualit X X X X X X governan y of ce public servic es Qualit y of law enforc ement

47 Preve ntion of corrup tion Partici pation in intern ationa l forum s Qualit y of public servic es (trans parent Rural , develop X X X X effecti ment ve and efficie nt) Decen tralisa tion

48 Basic infrastr ucture (housin g, clean water, sanitati on, and electric ity) Infrastru Ensure cture water, X X X X develop food ment and energy Develo p the urban mass transit system Public- Private partner ship Environm Enviro X X X X X X X X ent & nment Natural Disast Resource er s mitiga

49 tion / resilie nce Climat e chang e Increa sing produ ction capaci ty Comp etitive ness of farmin g and fisher y comm odities Manag ement miner al resour ces Energ

50 y Biodiv ersity CROSSCUTTING/ SUPPORT DOMAINS Acces X s to X (bilate educa ral) tion Qualit y of educa X tion X X X (bilate (prim Educatio ral) ary- n and secon Research dary) Qualit y of X X X X X higher X (scholarships) (scholars X (DAA (regio (Nuf (JSG educa hips) D) nal) fic) 2) tion Resea X X X X rch X (DAA (regio (JSG (KSI) policy D) nal) 2)

51 Annex 4 – Other scientific cooperation of Flemish universities with Indonesia Indicative list of PhD's linked with Indonesia Pro Partner Flemish End Name moto Start year status institutions institution year r Brun o Dem eulde RATIH SUSILO Cynthia r (Arch itectu KU Leuven ur) 2011 2013 PhD Bart Raey maek Lumowa Valentino ers (HIW KU Leuven ) 2006 2010 PhD Bart Raey maek ers Limahekin Antonius (HIW Bastian KU Leuven ) 2014 PhD Domi niek Santoso Anindito Reyn KU Leuven aerts 2010 2014 PhD onbek. Institut Teknologi KU Leuven

52 Bandung Airlangga onbek. University goedgekeurd Chris door de Trias Wahyuni tel faculteitsraa Rakhmawati UHasselt Faes 2012 d Karin Koni Johanna Octavia UHasselt nx 2007 2011 verdedigd Ziv Shke Setia Pramana UHasselt dy 2007 2011 verdedigd Geert Diana Kusumastuti UHasselt Wets 2006 2011 verdedigd Jose phus Rikrik Ilyas UHasselt Raus 1995 1996 verdedigd Koen Universiteit Verh Raden Murwantara Antwerpen oest 2014 Patri ck De Pels Universiteit mack Nathalia Purnawirawa Antwerpen er 2014 Arjen van Wittel Universiteit oostu Dendi Ramdani Antwerpen ijn 2014

53 Universiteit Peter Bagus Sartono Antwerpen Goos 2014 Mich el Universiteit Walr Imam Syafganti Antwerpen ave 2013 Universiteit Peter Syafitri Utami Dyah Antwerpen Goos 2012 Indraprahasta, Galuh Ben Syahbana Deru Ugent dder ongoing Mushthofa, Mushthofa Marti ne De Ugent Cock ongoing Edwin, Romy Nele Suryaningrat De Ugent Belie ongoing Sutarto, Herman Dirk Aeyel Ugent s ongoing Suprayogi, Muhamad Marti Nanang n Valck Ugent e ongoing Wijaya, Wahyu Paul Van Der Meer Ugent en ongoing Priharto, Neil Ugent Wolt ongoing er

54 Prins Saputro, Arifin Dwi Koen Dew ettinc Ugent k ongoing Sasmita Julyantoro, Peter Pande Gde Bossi Ugent er ongoing Ganendra, Giovanni Nico Ugent Boon ongoing Nusantoro, Bangun Koen Dew ettinc Ugent k ongoing Kurniawati, Heny Philip pe Vann Cau wenb Ugent erge ongoing Setiawan, Nuri Nurlaila Kris Verh Ugent eyen ongoing Damanik Ambarita, Mery Brun o De Meul enae Ugent r ongoing Bustami, Mirni Ulfa Stefa an Werb Ugent rouck ongoing

55 Damanik Ambarita, Minar Peter Naomi Goet Ugent hals ongoing Diah Setiowati, Arima Paul Van Der Meer Ugent en ongoing Izzati, Tazkiyah Stefa an De Ugent Smet ongoing Amalia, Okky Stefa an De Ugent Neve ongoing Ekasari, Julie Peter Bossi Ugent er ongoing Situmorang, Magdalena Peter Lenny Bossi Ugent er ongoing Er zijn ongeveer 17 lopende PhDs aan de KU Leuven waarvan weinig gegevens

bekend zijn

Indicative list of international cooperation with Indonesia Flemish Universit y/ Name Flemish Universit Partner Funding Promoter y college institution Project Title Local contact Begin End

56 Non-VLIR-UOS funded projects between Flemish higher education institutions and institutions in the partner country Central Universitas Agreement. International KU Gadjah First contacts, Office Leuven Mada no partnership yet. LPDP MoU. First (INDONESI contacts, no A partnership International KU ENDOWME mr. Azman yet. Reciprocal end of 2014 end of 2018 Office Leuven NT FUND Muammar visits took FOR place last EDUCATIO year. N) MOU met Parahyanga Parahyangan MoU UHasselt n Catholic 20.02.2013 19.02.2018 Catholic University University Participation in other networks/financing organisms involving higher education institutions in the partner country (EU, Nuffic, AUA, ...) KU Leuven Ministry of faculty of religious yet to be theology affairs confirmed March 2015 EMA2: KU Bogor EXPERTS Leuven University 2010 2015 Interfacultaire KU UN Habitat, Studietrip naar feb/15 1/03/2015 Raad voor Leuven Universitas Indonesië (20 Ontwikkelingssa faculteit Lambung studenten menwerking Architect Mangkurat( Architectuur) uur Banjarmasin ) Universitas

57 Diponegoro (Semarang) andere vormen van samenwerking Facultair akkoord Sociale wetenschappe n - Prof. Leen KU Universitas Gezamenlijke D'Haenens Leuven Indonesia publicaties Hendriyani Losse Institut samenwerking Pertanian sverbanden Bogor / binnen de Bogor faculteit bio- KU Agricultural ingenieurswet Leuven University enschappen in de jaren '80: samenwerking vanuit de Institute of faculteit KU Technology ingenieurswet Leuven Bandung enschappen Universitas Mahasaras Prof. Reinhilde KU wati Tandheelkund Jacobs Leuven Denpasar e Sediment load Prof. Seppe KU Brawijaya in agroforestry Deckers Leuven University landscape

58 Institute of KU Technology Materiaalkund Prof. Ludo Froyen Leuven Bandung e Research The Centre for development Horticulture of regional and &Miscellane national Prof. Rony KU ous Crops, multiplication Swennen Leuven Jakarta centres”

59