Summary of "Diskusi Publik: Urgensi Pendidikan Lanjutan Kebijakan Publik di Indonesia"

Summary of “Diskusi Publik: Urgensi Pendidikan Lanjutan Kebijakan Publik di Indonesia”

Overview

This video records a public discussion forum organized by Atma Jaya Catholic University Indonesia, focusing on the urgency of advancing public policy education in Indonesia. The event features opening remarks, a keynote speech by an international expert, panel discussions with Indonesian academics, bureaucrats, and practitioners, and a Q&A session with participants.

The forum aims to:

Share problems, challenges, and opportunities in public policy education.
Promote evidence-based policy making.
Foster collaboration between academia, government, and civil society.
Discuss the development of curricula and competency frameworks for public policy education.
Address the role of public policy education in supporting Indonesia’s national development goals (Indonesia Emas 2045).

Main Ideas and Concepts

1. Importance and Urgency of Advanced Public Policy Education in Indonesia

Public policy education is essential for producing qualified policy analysts and public servants capable of designing smart, evidence-based, and ethical policies.
Indonesia faces challenges such as low policy quality, bureaucratic inefficiencies, lack of evidence-based decision-making, and fragmented policy processes.
Specialized public policy education programs are needed to bridge the gap between academic knowledge and practical policy-making needs.

2. Key Challenges in Indonesian Public Policy and Bureaucracy

Policy formulation often lacks a strong evidence base, relying instead on intuition or viral trends.
Overlapping regulations and sectoral egoism hinder coherent policy implementation.
There is a significant gap between academic research and bureaucratic practice.
Bureaucracy requires transformation towards agility, integrity, digital competence, and meritocracy.
Uneven distribution of qualified civil servants (ASN) across regions.
Need for improved coordination between central and local governments.
Public participation in policy-making remains limited.

3. Role of Public Policy Education

Equip future policy analysts and public servants with interdisciplinary knowledge, technical skills, political competence, and ethical standards.
Foster critical thinking, evidence-based analysis, and practical skills in policy formulation, implementation, and evaluation.
Serve as a bridge between knowledge producers (academics/researchers) and policy users (government officials).
Build communities and networks of public policy professionals.
Support the transformation and modernization of Indonesia’s public sector.

4. International Perspective: Cornell University’s Brook School of Public Policy

Keynote by Prof. Thomas Pepinski

Public policy education must address six foundational questions:

Who are the students? Domestic, international, undergraduates, mid-career professionals.
What degrees are offered? Undergraduate, master’s, PhD, executive programs.
Who are the faculty? Dedicated public policy faculty vs. faculty with joint appointments.
What are the focus areas? Examples include inequality, development, security, health, environment, data science, race.
What resources are needed? Funding, tuition, philanthropy, partnerships.
What impact is expected? Engagement and real-world influence over publication counts.

Additional points:

Emphasis on leadership, commitment, partnership, and managing uncertainty.
Importance of diverse classrooms embracing differences as learning opportunities.
Ethical standards and truthful engagement to avoid rent-seeking and corruption.
Cornell’s broad, interdisciplinary approach covering multiple policy levels.

5. Curriculum and Competency Development in Indonesia

Curriculum must meet future policy analysts’ needs, emphasizing evidence-based policy, political economy, interdisciplinary knowledge, and practical skills.
Training modules and practical guides support policy analysis education.
Required competencies include:
- Technical analytical skills (data-driven, evidence-based)
- Political competence (communication, persuasion, lobbying)
- Entrepreneurial skills (combining technical and political abilities)
- Critical thinking and collaboration
Integration with bureaucratic reforms, digital transformation, and merit-based human resource management is necessary.

6. Role of Universities and Public Policy Schools

Universities should act as knowledge hubs, innovation incubators, and policy laboratories.
Facilitate co-creation platforms involving government officials, researchers, and the public.
Public policy education programs should be interdisciplinary and adaptive to policy dynamics.
Microcredentials, continuing education, and digital leadership training are important.
Universities can help build an ecosystem supporting policy professionalism and capacity building.

7. Panel Discussion Highlights

Emphasis on the gap between policy education and real-world bureaucratic needs.
Importance of aligning public policy education with national development goals (Indonesia Emas 2045).
Need to address cultural and systemic barriers within government institutions.
Encouraging active public participation and bridging dialogue between policymakers and citizens.
Recognition of limited availability of advanced public policy education programs in Indonesia and the need to expand access.
Role of storytelling and public pressure in opening “policy windows” for reform.
Challenges in coordinating scholarships, career development, and competency certification for civil servants.

Methodology / Instructions Presented

Six Foundational Questions for Building a Public Policy School (Cornell Model)

Identify target student populations.
Define degree offerings (undergraduate, master’s, PhD, executive).
Determine faculty composition and appointments.
Decide on focus areas and strengths.
Plan resource allocation and funding strategies.
Set goals for impact and engagement measurement.

Curriculum and Competency Framework for Policy Analysts (Based on Indonesian and International Experience)

Include modules on:
- Policy process and cycle (problem definition, formulation, implementation, evaluation).
- Evidence-based policy and data analysis.
- Political communication and stakeholder engagement.
- Ethical standards and public accountability.
- Interdisciplinary approaches incorporating economics, law, political science, and management.
Develop skills in:
- Technical analysis.
- Political persuasion.
- Collaboration and partnership building.
- Critical thinking and problem-solving.
Use case studies and simulations for practical learning.
Foster continuous learning agility and adaptation to technological changes.

Strategies for Public Policy Education Development in Indonesia

Build ecosystems involving universities, government agencies, and civil society.
Promote interdisciplinary and flexible program structures that do not disrupt existing academic programs.
Encourage scholarship and capacity-building programs aligned with national human resource planning.
Utilize digital tools and e-learning platforms.
Engage students from diverse backgrounds and foster inclusive learning environments.
Ensure alignment with bureaucratic reform agendas and meritocratic principles.

Speakers and Sources Featured

Keynote Speaker

Prof. Thomas Pepinski Walter H. and Leonore C. Annenberg Professor of Government and Public Policy, Cornell University, USA. Expert on Southeast Asia and public policy education.

Moderators

Prof. Rosdiana Sjabat, PhD Expert in macroeconomics, business economics, and digitalization, Atma Jaya Catholic University Indonesia.
Dr. Lisa Pujiartanti Lecturer in communication science, Atma Jaya Catholic University Indonesia.
Dr. Dwi Agus Yuliantoro Educator with expertise in curriculum and education policy, chairman of SGPP School of Government and Public Policy.

Panel Speakers / Resource Persons

Dr. Salvatori Simarmata Director, Institute of Public Policy, Atma Jaya Catholic University Indonesia.
Mr. Dr. Muhammad Taufik Head of the State Administration Institution (LAN), expert in bureaucratic reform and public policy.
Mr. Katmoko Ari Deputy Assistant for Merit System Development and ASN Management Evaluation, Ministry of Administrative and Bureaucratic Reform (PAN RB).
Ms. Andita Utami (Ms. Afu Tami) Founder and CEO of Think Policy, public policy advocate and influencer, Harvard University graduate.
Mr. Tatang Muttaqinos, Sos, M.Ed, PhD Director General of Vocational Education, Ministry of Basic Education, Indonesia.
Dr. Augustine Prasiantoko Academic in finance, banking, and economics, former chancellor of Atma Jaya.
Dr. Ishak Fatoni Public policy expert with international experience, senior policy analyst at Indonesian Policy Analyst Association.
Dr. Yusarto Huntoyungo, M.Pd. Head of Agency for Domestic Policy Strategy (BSKDN), Ministry of Home Affairs.

Conclusion

The forum highlighted the critical need for advancing public policy education in Indonesia to produce skilled, ethical, and competent policy analysts and public servants. Drawing lessons from international models like Cornell’s Brook School of Public Policy, the discussion emphasized interdisciplinary curricula, strong ethical standards, and practical engagement with real-world policy challenges.

Indonesian bureaucratic reforms and national development goals require a robust ecosystem of education, research, and policy practice supported by universities, government, and civil society collaboration. The event underscored the importance of leadership, commitment, partnership, and adaptability in shaping the future of public policy education in Indonesia.

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Summary of "Diskusi Publik: Urgensi Pendidikan Lanjutan Kebijakan Publik di Indonesia"