Chapter 5: Conclusion
5.1 Research Summary
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CHAPTER 5
CONCLUSION
5.1 Research Summary
There are main reasons caused the poor education standard in Aceh. First of all,
it was in the nearly 30 years of conflict between separatist movements in Aceh against
the Indonesian central government. This conflict, of course, brought more harm than
good. Many teachers and students were killed, over 500 of school were burned, over
500 teachers fled from the province for security reason. This conflict also caused
people displaced to the camps and had to quit the school. Even the worse, some
students were forced to take part in conflict by becoming child soldiers. The second
reason is due to Indian Ocean earthquake and tsunami. Aceh was the closest point of
land to the center. This has made the western coastal areas of this province were
completely destroyed, including thousand of schools. It is estimated that almost
200.000 civilians were killed in this earthquake and tsunami tragedy. In the end,
students were left without schools to attend to and teacher to teach.
Therefore, in 2005 the Government of Aceh has provided a full scholarship for is
citizens who want to continue their higher education overseas. By establishing
Institute of Human Resource Development, a scholarship commission board right
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under the Governor of Aceh, the Government of Aceh hope that this may improve the
education standard in Aceh as well as improve the human resources skill, living
standard, and prosperity. The type of scholarship given is a full scholarship. IHRD
fully covers all the expenses of the selected students. It includes tuition/credit fee,
living expenses, housing expenses, health insurance, international airfare, as well as
book allowance.
In addition, in 2010 in order to broaden the scholarship program network, IHRD
had agreed to work together with Taiwan Ministry of Education, in this case, it is
represented by ESIT. It is an institution under the Ministry of Education of Taiwan
whose aims to provide services for the higher education cooperation between Taiwan
and Southeast Asian countries, including Indonesia. The responsibilities of ESIT are
to assist IHRD with the initial interviews with the scholarship recipient candidates
prior to their coming to Taiwan, link the students and university with the IHRD, assist
students to apply ARC, and assist IHRD distributing the scholarship expenses to
students in Taiwan. This becomes a great opportunity for the students of Aceh who
want to continue their higher degree in Taiwan. Also, it is expected that this
cooperation may become a great prospect in the near future, not only in the field of
education but also will encompass other fields.
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5.2 Research Implication
This research has proved that currently this higher educational cooperation has a
number of advantages, not only to tighten the relationship between Aceh and Taiwan,
but also more and more Acehnese people have a chance to continue their higher study
overseas. First of all, the cooperation between these two sides, which officially was
established since 2010, has developed well. There are many cooperation after
cooperation come between universities from Aceh and Taiwan, such as double degree
program, visiting scholars program, and etc. Moreover, due to this higher educational
cooperation, Acehnese people have better understanding about Taiwan. Before, only
a few of them have an idea that ROC, which is an abbreviation of Republic of China,
means Taiwan, while others think that ROC is mainland China. For Taiwan side, this
can become one of the good ways to promote Taiwan internationally.
The second of all, this scholarship program has provided many chances to
students who want to continue their higher study overseas, particularly in Taiwan. It,
also, has provided them to experience to live abroad and study in international system.
Studying abroad will not only make them much stronger personally, but also will
make them to struggle to live in a place I never been before.
Furthermore, the awardees also have a chance to meet new people while studying
in Taiwan as well as have a chance to mingle with both local and international
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students. Besides, meeting international students will help them to expand my link
through overseas. Acehnese people strongly agree that this scholarship program is a
good decision from the Government of Aceh in order to improve the education
quality in their province.
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REFERENCES
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Masyrafah, H., & McKeon, J. M. (2008, November). Post-Tsunami Aid Effectiveness
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Morris, P. (1996). Asia's Four Little Tigers: A compartion of the Role of of Education
in their Development. Comparative Education , 95-110.
Mulcahy, K. V. (1999). Cultural DIplomacy and the Exchange Programs: 1938-1978.
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Perseus Books.
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Psacharopoulos, G. (2004). Education and Development Review. The World Bank
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Ross, M. (2005). Resources and Rebellion in Aceh, Indonesia. In P. Collier, & N.
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Rozario, P. (2005). Zheng He and the Treasure Fleet (1405-1433). Singapore: NSP
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Schoepges, E. H. (2011). The Importance of Cultural Diplomacy. Retrieved May 17,
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6.2 References in Indonesian
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unities-in-the-rise-of-china
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Badan Pusat Statistik. (2014). Retrieved February 8, 2014, from http://aceh.bps.go.id/
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Syarif, S. M. (2013, 6 1). News. Retrieved 9 6, 2013, from Atjeh Post:
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APPENDIX 1
QUESTIONNAIRE FOR PARTICIPANTS OF THE SURVEY
The purpose to conduct the survey is to get first-hand answers from the IHRD
awardees regarding the effectiveness to increase the education standard of Aceh by
giving them chance to experience to study overseas, particularly in Taiwan, by
examining work performances, implemented policies, and administrative system of
IHRD in running this scholarship program together with ESIT. All the information in
this questionnaire will be kept confidential and used for the purpose of thesis’
research only.
RESPONDENT’S PERSONAL DATA
1. Sex:
a. Male
b. Female
2. Origin in Aceh:
a. Banda Aceh (capital city)
b. Northern District
c. Eastern District
d. Southwestern District
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f. Islands
3. Age
a. 20 – 24 years old
b. 25 – 29 years old
c. 30 – 34 years old
d. 35 – 39 years old
e. Above 40 years old
4. Last Education
a. Senior High School
b. Bachelor Degree
c. Master Degree
5. Religion
a. Islam
b. Catholicism
c. Protestantism
d. Buddhism
e. Hinduism
f. Confucianism
6. Duration of stay in Taiwan
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a. Lest than 1 (one) year
b. 1 (one) year
c. 2 (two) years
d. 3 (three) years
e. More than 3 (three) years
TYPE OF SCHOLARSHIP
1. Who is financing your study in Taiwan?
a. Scholarship
b. Own
c. Others (please define)
2. If you are on a scholarship program while studying in Taiwan, what kind of
scholarship did you get?
a. The Government of Aceh Scholarship
b. Taiwan Ministry of Education Scholarship (MOE)
c. International Cooperation and Development Fund Scholarship (ICDF)
d. University Scholarship
e. Others (please define)
3. If you are on a scholarship program while studying in Taiwan, what type of
Scholarship did you get?
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a. Full scholarship
b. Partial scholarship
c. Others (please define)
4. How much do you get your monthly stipend as a scholarship recipient?
a. Below NT$ 5,000
b. NT$ 6,000 – NT$ 10,000
c. NT$ 11,000 – NT$ 15,000
d. NT$ 16,000 – NT$ 20,000
e. Above NT$ 20,000
TYPE OF STUDY
1. In which university is you enrolled to?
2. What is your major?
3. In which language the study process is conducted in your department?
a. Full English language
b. Full mandarin Chinese language
c. Partial (English and Mandarin Chinese)
TYPE OF LIVING SITUATION
1. Where do you live while studying in Taiwan?
a. School dorm
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b. A single studio room
c. Shared apartment
d. Others (please define)
2. Please describe about your current living situation and why did you choose to live
there?
3. What are the obstacles while you are living there?
ADJUSTING IN LIVING IN TAIWAN
1. Do you find it difficult to adapt living in Taiwan?
a. No, it is not difficult. I am able to adjust easily living here.
b. Yes, it was quite difficult at first, but now I can adjust living here.
c. Yes, it is very difficult and I am hardly able to adjust living here.
2. What are the most difficult things to be adapted? (you may choose more than one
option)
a. Food
b. Weather
c. Culture
d. Language
e. Others (please define)
3. Do those things disturb your concentration while studying?
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a. Yes, it does
b. No, it doesn’t
4. What are your difficulties while studying in Taiwan?
5. Have you studied abroad before? If so, where?
6. What do you hope to accomplish while at graduate school?
FUTURE PLAN
1. After graduated, will directly you return to Aceh?
a. Yes, I will definitely
b. No, I plan to stay in Taiwan for a while
c. I am not sure
2. What is your plan after finishing your degree in Taiwan?
a. Continuing to study
b. Working
c. I have not decided yet
3. After finishing your degree, do you plan to work in Aceh or Taiwan?
a. In Aceh
b. In Taiwan
c. I have not decided yet
d. Other place (please define)
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4. If you are willing to work after finishing your degree, in which part you are
interested to work as?
a. Teacher or lecturer
b. Researcher
c. Government official
d. Entrepreneur
e. Others (please define)
5. Why will this scholarship help you in your career goals?
INPUT TO IHRD
These questions below are only for the Government of Aceh scholarship recipients.
1. What is your opinion regarding this scholarship program?
2. How do you think about the management of IHRD in order to manage this
scholarship program?
3. What is your opinion regarding the cooperation between IHRD and ESIT?
4. What is your suggestion in order to improve the IHRD’s quality in managing this
program?
5. Do you think it is necessary to have language training (Chinese mandarin) before
departing to Taiwan? Why or why not?
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6. How will you dedicate yourself to develop Aceh after getting your degree,
especially in term of educational?