Twin degrees - perfect combination for students<\/p>\n
Rudijanto, Contributor\/Jakarta<\/p>\n
The partnerships between Indonesian and overseas universities
\nin providing more international curricula and offering double
\ndegree programs in many ways constitute a blessing for many
\nstudents here.<\/p>\n
Obtaining two degrees simultaneously, one from an established
\nforeign university and another from an Indonesian one, seems to
\nbe the perfect combination for some Indonesians, who will
\nwillingly pay whatever it takes.<\/p>\n
While the tuition fees are much higher for double degree
\ncourses, compared to the cost of studying overseas one would have
\nto agree that enrolling in a double degree program here will be
\nfar more economical.<\/p>\n
In addition, pursuing double degrees in Indonesia means that
\nthe students do not have to give up their current jobs. This is
\npossible because most of the lectures are held after office
\nhours.<\/p>\n
Though some students seek double degrees purely for prestige
\nreasons, the rest have more practical reasons. The Indonesian
\ndegree enables them to apply for certain jobs here that need the
\nrelevant qualifications, or in certain cases accreditation by the
\nIndonesian education department. The foreign degree helps them
\nfulfill the prerequisites for working abroad or in major
\nmultinational companies both here and in other countries.<\/p>\n
The dream of obtaining a double degree is nowadays easier to
\nrealize as a number of universities here have started to provide
\nthe necessary programs. For instance, the Jakarta-based
\nUniversitas Tarumanagara (Untar) has commenced a dual-degree
\nprogram in partnership with the University of Western Australia
\n(UWA).<\/p>\n
The lectures in English are given by lecturers from UWA's
\nGraduate School of Management (GSM) and from Untar. Graduates of
\nthis dual-degree program can obtain Master of Management (MM)
\ndegree from Untar and an MBA degree from UWA's Graduate School of
\nManagement (GSM).<\/p>\n
Another large university in Jakarta, Trisakti, also offers a
\nsimilar program called its \"MM-MBA Twinning Program\", which it
\noffers in partnership with the University of Technology, Sydney.
\nAfter completing this 22-month program, which is conducted after
\nworking hours, students can earn both an MM and MBA degrees.<\/p>\n
For those who are interested in the continental European
\neducational system, the Swiss German University (SGU) offers it
\nto students right here. Located in Tangerang, Banten province,
\nthe SGU adheres to Swiss and German educational quality
\nstandards. The SGU has also started a PhD program.<\/p>\n
Partnerships between domestic and foreign universities are a
\nrelatively new phenomenon in Indonesia. Applying one of the most
\nbasic economic principles, that of supply and demand, the
\nmushrooming of such partnerships indicates the existence of a
\nlarge demand here.<\/p>\n
However, the disturbing question is why some Indonesians crave
\nforeign education and thereby chase double degrees? Why can't
\ntheir needs be satisfied with the existing Indonesian education
\nsystem and curriculum?<\/p>\n
A former dean of Atmajaya University in Jakarta, who is also a
\nprofessor at the University of Indonesia (UI), Harimurti
\nKridalaksana, believes that the pursuit of foreign degrees
\nsuggests that many Indonesians lack self-confidence.<\/p>\n
\"We lack confidence in our own education system, even though
\nmany Indonesian graduates have been successful. Some even teach
\nin foreign countries. Our system, in my opinion, is already good,
\nbut the problem is that there are certain factors that reduce the
\nstudents' confidence in our universities,\" said Harimurti.<\/p>\n
He said that besides the economic factor, the world was
\nbecoming more materialistic. To attract qualified people to any
\nprofession, even as teaching staff, Harimurti is of the opinion
\nthat faculty members must be paid good salaries.<\/p>\n
\"Universities need people who are concerned and idealistic
\nabout education. We already have a number of such people teaching
\nin our universities. Those who are willing to teach for less pay,
\nI mean. But getting more lecturers and so forth will, in
\nrealistic terms, mean we will have to pay them well,\" he said.<\/p>\n
It is a widely known albeit a sad fact that lecturers'
\nsalaries, particularly in state universities here, are among the
\nlowest in the world. As a result, many lecturers have to earn
\nextra money by doing side jobs such as serving as consultants
\nelsewhere.<\/p>\n
Education expert Mochtar Buchori believes that there are
\nvarious shortcomings affecting Indonesian university curricula.
\nHe said that a curriculum is actually a blue print that reflects
\nthe kind of graduates that will be produced by an educational
\ninstitution.<\/p>\n
\"Our curricula do not clearly the direction in which students
\nwill be led. We are lagging behind foreign universities in many
\naspects, for instance, in imparting skills and professional
\nethics to our students. As a result, we have legal experts who
\nviolate instead of implement the law,\" he said.<\/p>\n
Given such conditions in the country's institutes of higher
\neducation, it is not surprising that many students are more than
\nwilling to enroll in those local schools and universities that
\noffer foreign-based curricula and degrees.<\/p>\n
Another disturbing question that arises is whether the
\npartnership programs between local and overseas universities will
\nbe able to produce good graduates. The curricula applied by major
\noverseas universities such as Monash and Harvard are unarguably
\nfirst rate, but the question remains whether they are applicable
\nor teachable in Indonesia.<\/p>\n
Education expert Mariana Setiadarma questions how far local
\nlecturers can apply the curricula correctly and whether the
\nprograms are applicable in the Indonesian context. Her remarks
\nseem relevant as most of the universities that apply overseas
\nprograms also employ local lecturers.<\/p>\n
\"I hear that less than 20 percent of the local lecturers are
\nqualified,\" commented Mariana, who is currently the chairperson
\nof the Laurensia Foundation. Previously, she was the dean of
\nAtmajaya University and the chairperson of the Kalbe Economics
\nPolytechnic Foundation (Yayasan Sekolah Tinggi Ekonomi Kalbe).<\/p>\n
Harimurti also questioned the suitability of such curricula in
\nIndonesia. He revealed that some companies expressly said they
\npreferred the graduates of local universities to those graduating
\nfrom Jakarta-based international schools.<\/p>\n
\"Their curricula is actually not always better than ours.
\nBesides, such curricula are only suitable in the countries where
\nthey were developed. I doubt if they will be suitable here,\" said
\nHarimurti.<\/p>\n
Clearly, the experts are unable as yet to measure the success
\nof such partnerships -- the twin or double-degree programs -- as
\nthe success of their graduates will only become apparent in the
\nyears to come. The existence of such programs, however, has
\nwidened the gap between the haves and the have-nots in this
\ncountry.<\/p>\n
While admitting that good education does not come free here,
\nMochtar is worried about the potential repercussions of this
\nwidening gap. \"A good education must be accessible to everyone,
\nincluding those who can't afford it. But today's harsh reality is
\nthat there are two kinds of education that are extremely
\ndifferent. One for the rich and the other for the poor,\" he
\nlamented.<\/p>\n
If this gap keeps widening, ultimately the image of schools
\nand universities alike -- in fact, centers of learning generally
\n-- will be damaged. It seems that education is being
\ncommercialized to such an extent that only the rich can now enjoy
\nit and will one day be the only ones to reap its rewards. For
\nothers, education will become an unattainable luxury.<\/p>\n
When the most important criteria for admission is how thick
\none's wallet is rather than his or her qualifications, then the
\nquality of graduates will also be questionable. If this trend
\ncontinues, universities here may simply turn into lucrative
\nbusinesses.<\/p>\n
\"We have to be very careful about the impending dangers of
\ncommercialization. We have to start thinking about how qualified
\npeople, who may be \"unqualified economically\", can also enjoy a
\ngood education in this country. It is time to seriously think
\nabout improving our own education system and other related issues
\nso that we can provide a good education for all,\" said Harimurti.<\/p>\n
One of the hurdles that must be crossed before this goal can
\nbe achieved is the need to increase the country's budget
\nallocation for education. Unfortunately, it is among the lowest
\nin the world.<\/p>\n
According to The Center for the Betterment of Education (CBE),
\nIndonesia's education budget in 2004 amounts to only one percent
\nof the country's GDP. The CBE reveals that the education budget
\nin most advanced countries often reaches between 4.5 percent and
\n7 percent of their GDPs, while in a number of developing
\ncountries, the budget ranges between 2.5 percent and 7.5 percent
\nof their total GDPs.<\/p>\n
Obviously, one way of competing with other countries is to
\nimprove the country's entire education system and facilities, and
\nother relevant aspects. All this will mean a huge expenditure.
\nBut this will be money well spent and well invested for the
\nfuture of the nation. The last hurdle that remains is political
\nwillingness. It is high time that this became apparent as, after
\nall, the country's future is at stake.<\/p>",
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