Jakarta, August 22, 2026 - The Ministry of Primary and Secondary Education (Kemendikdasmen) continues to strengthen its commitment to ensuring the quality of education, including at course and training institutions (LKP). This effort was carried out by the Directorate of Courses and Training through a Focus Group Discussion (DKT) on Alignment of the Internal Quality Assurance System (SPMI) and Evaluation of Course Institution Performance as a Step Toward National Accreditation in 2026, held in Jakarta on Thursday (August 20).
This activity is a crucial part of efforts to align the ongoing education system to improve the quality of LKP. The event was opened by Suparto, Secretary of the Directorate General of Vocational Education, Special Education, and Special Service Education. In his address, he emphasized the importance of course education in supporting competency development and improving the quality of human resources.
"Standardization at LKP isn't just about the number of graduates. We also want to see how many have been absorbed into the workforce, as well as how LKP's performance is managed, leading to continuous quality improvement . We want to ensure LKP meets public expectations," Suparto explained.
In his directive, Suparto encouraged the use of this momentum as a forum for discussion with stakeholders, from LKP managers, local governments, and partner organizations. He explained that there are generally two quality assurance systems: internal and external. Therefore, joint discussions are necessary to help LKP managers better understand and develop a culture of quality, from the standard-setting process to evaluation and follow-up improvements.
Echoing Suparto's view, Toni Toharudin, Head of the Primary and Secondary Education Policy Agency (BKPDM) at the Ministry of Education and Culture, welcomed the quality assurance efforts in course education. He stated that this aligns with Ministerial Regulation No. 24 of 2025 concerning Course Institutions, which serves as a technical reference for designing quality assurance systems in educational institutions.
"Because LKP is a non-formal education unit, its educational services must be of good quality, and its processes and graduate competencies must be accountable," said Toni.
On the same occasion, Bakrun Dahlan, Secretary of the National Education Standards and Accreditation Agency (BSANP), further explained the standards policy and roadmap for non-formal education accreditation. He emphasized that the course accreditation process is inseparable from the SPMI assessment and performance evaluation.
"Assessment no longer focuses on document perfection, but rather on performance results and achievements," Bakrun said.
Maila Dinia, the Minister of Elementary and Secondary Education's Special Staff for Science, Technology, Engineering, and Mathematics (STEM) Improvement and Teacher Competence, also emphasized the importance of standardization in the delivery of diverse courses. According to Maila, these standards need to be developed with the needs of the workplace and society in mind.
"Standardization must be aligned with the needs of the workplace and society. Essentially, the quality system must be robust, yet adaptive," he explained.
Meanwhile, Director of Courses and Training, Yaya Sutarya, stated that strengthening the quality assurance and performance evaluation systems is part of the transformation to create more impactful education. According to him, accredited course institutions will have greater opportunities to participate in various national priority programs, such as the Vocational Skills Education (PKK) and Entrepreneurship Skills Education (PKW).
"This alignment is important so that course institutions don't face siloed quality assurance mechanisms. This way, the process can be more effective and institutions won't have to do repetitive work," said Yaya.*** (Writer & Photographer: Shaka)
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