印尼與台灣的雙向關係研究 - 以台灣與亞齊高等教育合作為例（2010- 2015） - 政大學術集成

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(1)國際研究英語碩士學立學程 INTERNATIONAL MASTER’S PROGRAM IN INTERNATIONAL STUDIES (IMPIS). 國立政治大學 – 台北台灣 NATIONAL CHENGCHI UNIVERSITY TAIPEI TAIWAN. 政治大 A BILATERAL RELATION BETWEEN INDONESIA AND TAIWAN – 立 A CASE STUDY OF HIGHER EDUCATIONAL COOPERATION BETWEEN. 學. ACEH AND TAIWAN (2010-2015). ‧. 馬戴西. io. SYARIFAH DETI MASHITAH. sit. Nat. y. By. er. ‧ 國. 印尼與台灣的雙向關係研究 - 以台灣與亞齊高等教育合作為例（2010‐ 2015） . al. n. v i n THESIS SUBMITTED FOR C h THE DEGREEUOF MASTER OF ARTS engchi. 指導教授: 楊聰榮 ADVISOR: EDWIN TSUNG-RONG YANG. 中華民國一零六年 January 2017.

(2) Abstract. Institute of Human Resource Development (IHRD) is an institution commissioned right under the Governor of Aceh to manage the scholarship program. The aim of this program is to improve the human resource skill as well as to increase the living standard. IHRD has established the cooperation with Elite Study In Taiwan (ESIT) in order to run this program well. ESIT is a representative institution under the Ministry of Education in Taiwan. Its purpose is to provide necessary services for the higher cooperation which exists between Taiwan and other Southeast Asian countries, including Indonesia. Education plays an importance role in one’s development. Also, education is a fundamental right for everyone and key to the future of any country. Investment in education can put people on a path towards good health, empowerment and employment as well as it can help to build more peaceful societies. Inadequate education produces high costs for society in terms of public spending, crime, health, and economic growth. The author is particularly interested to study whether or not more on this higher education cooperation may become a mean in order to tighten the bilateral relations between Aceh and Taiwan. In doing so, a secondary approach has been utilized by examining work performances, implemented policies, and administrative system of IHRD in running this scholarship program together with ESIT. In addition, an expert case study has been conducted to show case an in depth and practical analysis for this research. The study finds out that current scholarship program is not only effective to increase the education standard of Aceh by giving the awardees chance to experience to study overseas, but also bring a number of benefits toward the bilateral relationship between Aceh and Taiwan through this higher education cooperation.. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. Keywords: higher educational cooperation, scholarship program, bilateral relations Elite Study in Taiwan, Institute for Human Research Development. ii .

(3) Every Challenging work needs self efforts as well as guidance of elders especially those who are every close to my heart. My humble effort I dedicate to my sweet and loving. Father and Mother, Whose affection, love, encouragement, and prays of day and night make me able to get such success and honor.. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. iii . i n U. v.

(4) ACKNOWLEDGMENTS. This research would not have been possible without the support of many people. I wish to thank my committee members who were more than generous with this expertise and precious time. A special thanks to my advisor, Prof. Edwin Yang, for his countless hours of reflecting, reading, encouraging, and most of all patience throughout the entire process. I also thank my committee members, Prof. Wei Bai-ku and Prof. Prudence Chou, who offered guidance and support. Besides, I would like to. 政治大 in this university that assisted me with this research, especially thanks to the IMPIS 立 extend my thanks to the beginning professors, teaching assistants, and administrators. department for providing me any assistance requested. Their excitement and. ‧ 國. 學. willingness to provide feedback made the completion of this research a memorable. ‧. experience.. sit. y. Nat. Next, I would like to express my gratitude to the Institute of Human Resource. io. er. Development and The Government of Aceh that have fully sponsored me and have given me a chance to become one of the awardees of their scholarship program, as. al. n. v i n C h particularly inUTaiwan. In addition, I want to well as to experience to study overseas, engchi deliver my deepest appreciation to the Elite Study In Taiwan that has helped me with all the administrative issues since the day I arrived in Taiwan until I graduate. My special thanks go to my family for their endless love, support, and encouragement throughout my life. Thank you for supporting me to chase my dreams. To all my friends who endured this long process with me, thank you for your encouragement. Your friendship makes my life a wonderful experience. Lastly, thank you to all the respondents and the interviewee for all their full cooperation that made them a big part of this research.. iv .

(5) TABLE OF CONTENTS. Abstract .......................................................................................................................... ii Dedication ...................................................................................................................iii Acknowledgment .......................................................................................................... iv Table of contents ............................................................................................................ v List of Tables ................................................................................................................ vii List of Charts................................................................................................................ vii. 政治大 List of Abbreviations...................................................................................................viii 立. List of Pictures ............................................................................................................. vii. Chapter 1: Introduction .............................................................................................. 1. ‧ 國. 學. 1.1 Research Background ...................................................................................... 1. ‧. 1.2 Research Motivation ....................................................................................... 10. Nat. sit. y. 1.3 Research Questions ........................................................................................ 17. n. al. er. io. 1.4 Literature Review ........................................................................................... 17. i n U. v. 1.5 Research Methodology ................................................................................... 24. Ch. engchi. 1.6 Operational Definition ................................................................................... 25 1.7 Research Limitations ...................................................................................... 26 Chapter 2: Historical Overview Of Indonesia – Taiwan Bilateral Relations ....... 29 2.1 Indonesia – Taiwan Bilateral Relations ......................................................... 29 2.2 Aceh – Taiwan Bilateral Relations ................................................................. 36 2.3 The Government Effort to Improve Educational Standard ............................ 37 Chapter 3: Research Methodology ......................................................................... 45 3.1 Data Collections of Interview Section ........................................................... 45. v .

(6) 3.1 Data Collections of Questionnaire Section .................................................... 51 Chapter 4: Research Findings and Analysis ........................................................... 64 4.1 How this scholarship program can tighten the bilateral relations between Aceh and Taiwan, especially regarding educational cooperation? ................ 65 4.2 How effective is this scholarship program and how to measure whether or not this program is successful ...................................................................................... 72. 4.3 How this scholarship program will bring beneficial impacts towards. 政治大. educational development of Aceh? .............................................................. 76. 立. Chapter 5: Conclusion ............................................................................................... 79. ‧ 國. 學. 5.1 Research Summary ........................................................................................ 79 5.2 Implications of the Research .......................................................................... 81. ‧. References ................................................................................................................... 83. sit. y. Nat. io. er. 6.1 References in English .................................................................................... 83 6.2 References in Indonesian ................................................................................ 89. al. n. v i n Appendix 1: Questionnaire forCParticipants of the Survey .................................... 93 hengchi U. vi .

(7) LIST OF TABLES Table 1. Cooperation Agreements between Indonesia-Taiwan ..................................... 3 Table 2. Taiwan Top Trading Partners in 2012 (in TWD) ........................................... 4 Table 3. Number of Aceh students who study in Taiwan ............................................ 41 Table 4. The list of participants of Taiwan Higher Education Fair ............................. 68 Table 5. List of universities in Taiwan that has double degree program with Aceh ... 70 Table 6. List of universities in Aceh that were visited on August-September 2015 ... 76. 政治大 Chart 1. The Number of Indonesian Workers in Taiwan............................................... 5 立 LIST OF CHARTS. Chart 2. The number of LPSDM scholarship recipients from 2005-2011 ................... 40. ‧ 國. 學. Chart 3. The Distribution of Respondent’s Sex ........................................................... 53. ‧. Chart 4. Kind of Scholarship Received by Acehnese Students in Taiwan .................. 54. sit. y. Nat. Chart 5. Students’ Plan after Finishing Their Study in Taiwan ................................... 59. io. n. al. er. Chart 6. Type of Work Chosen by Students after Finishing Their Study .................. 60. LIST OF PICTURES. Ch. engchi. i n U. v. Picture 1. The Map of Indonesia .................................................................................... 8 Picture 2. The Map of Aceh ........................................................................................... 9 Picture 3. Cakra Donya Bell in Banda Aceh, Aceh Province ...................................... 17. vii .

(8) LIST OF ABBREVIATIONS. ADS. Australian Development Scholarship. ASAT. Aceh Students Association in Taiwan. ESIT. Elite Study In Taiwan. GAM. Gerakan Aceh Merdeka (Free Aceh Movement). GDP. Gross Domestic Product. ICDF. International Cooperation and Development Fund. IETO. Indonesian Economic and Trade Office. IHRD. Institute of Human Research Development. MOE. Ministry of Education. OECD. Organization for Economic Cooperation and Development. y. sit er. io. al. n. v i n C h Students Assessment Program for International engchi U. RTI. Radio Taiwan International. TETO. Taipei Economic and Trade Office. viii . ‧. Nat. PISA. 學. ‧ 國. 立. 政治大.

(9) CHAPTER 1 INTRODUCTION. 1.1. Research Background This thesis will be about the cooperation between Taiwan and Aceh in the field. of higher education. Started from 2005, the Government of Aceh had provided the full. 政治大. scholarship for its citizens who wanted to continue their masters or Ph.D. in Taiwan. 立. through Institute for Human Research Development (IHRD), a scholarship. ‧ 國. 學. commission board right under the Governor of Aceh. The aim of this program is to. ‧. improve human resources skill, increase the living standard, and increase prosperity.. Nat. io. sit. y. In 2010, the Government of Aceh had agreed to work together with Ministry of. er. Education in Taiwan. This cooperation has a great prospect in the future. It is expected. al. n. v i n C h their hometownUright after they return to Aceh, that the students will enable to develop engchi while Taiwan can promote its well educational system internationally. Also, there is a recent phenomenon that has shifted the trend in studying abroad. Previously, Asian students go to the West (the US or Europe) to study, while, nowadays, many Asian students go to other Asian countries to continue their higher degree. This phenomenon happens because of several factors, and one of them is a regional cooperation between one country to another one. The scholarship program. 1 .

(10) offered by the Government of Aceh to its citizen will become my case study in explaining how the relations between these two countries can become closer through expanding the cooperation in the field of education. Therefore, the author would like to conduct research, whether or not this scholarship program can be a catalyst to tighten the bilateral relations between Taiwan and Aceh as well as can become one of the ways to improve the human resource skill. 政治大. in Aceh. The author would like to analyze the effectiveness of this program through. 立. policy and administration evaluation. Also, the author is also eager to analyze what. ‧ 國. 學. kind of obstacle faced during studying in Taiwan, since there are some differences. ‧. between Aceh and Taiwan, starting from language, studying environment, culture, and. Nat. io. sit. y. through the weather.. er. Before going further into the analysis, the author would like to explain briefly. al. n. v i n C h between Taiwan about the history of bilateral relations e n g c h i U and Indonesia, including the relations between Taiwan and Aceh. After that, the author will continue to break down. about the condition of Aceh, since it is not that well known. The 30-year conflict and tsunami disaster became the main reason for poor education in Aceh, and this makes the government of Aceh puts its high attention on the education to develop this province.. 2 .

(11) 1.1.1 Indonesia-Taiwan Bilateral Relations. The bilateral relation between Indonesia and Taiwan has been started since 1971 through establishing the representative office on both sides which called Taiwan Chinese Chamber of Commerce (TETO, 2012). In 1989, in order to make this relationship come closer in various fields, Taiwan Chinese Chamber of Commerce was changed to Taipei Economic and Trade Office (TETO). In 1994, through Presidential. 政治大. Decree number 48/1994 dated July 7, 1994, Chamber of Commerce upgraded to. 立. Indonesian Economic and Trade Office (IETO) in Taipei as an economic institution is. ‧ 國. 學. non-government under guidance by the Secretary of Commerce (KDEI, 2010). Besides,. ‧. there are several cooperation agreements between Indonesia and Taiwan in many. sit. y. Nat. io. al. n. the table as follow:. er. different fields. The list of agreements between Indonesia and Taiwan can be seen in. Ch. engchi. i n U. v. Table 1. Cooperation Agreements between Indonesia-Taiwan. Source: http://www.roc-taiwan.org/id_en/index.html [Last Assessed: April 10th, 2014]. 3 .

(12) According to Taiwan Economic and Trade Office, Indonesia is Taiwan’s 11th trading partner. Taiwan's main exports are petroleum products, electronic products, metal products, textiles, clothing, machinery parts, machine tools, automobile parts and other products. Meanwhile, the main imports are oil, coal, copper and gold alloy, wood and rubber and other raw materials. In addition, Taiwanese state oil company CNPC and Indonesia have signed a long-term contract for the supply of natural gas (TETO,. 政治大. 2012). For more details, the author has attached a table that describes Taiwan’s top. 立. trading partner in during 2011. The table can be seen as follow:. ‧ 國. 學. Table 2. Taiwan Top Trading Partners in 2012 (in TWD). ‧. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. Source: http://www.roc-taiwan.org/id_en/index.html [Last Assessed: April 10th, 2014]. To enhance the promotion of trade between Taiwan and Indonesia, Ministry of Economic Affairs of Taiwan together with a non-commercial organization established the Public Foundation Taiwan External Trade Development Council (Taiwan External 4 .

(13) Trade Development Council, TAITRA) and Taiwan Trade Center was established in Jakarta, Indonesia, (Taiwan Trade Center, Jakarta, http://jakarta.taiwantrade.com.tw/) Moreover, in the field of labor, the number of Indonesian workers in Taiwan gradually increased since a cooperation agreement was signed in December 2004. In accordance with Sri Setiawati’ report, Director of Labor Department in Indonesia Economic and Trade Office in Taiwan, the total number of Indonesian workers in Taiwan was nearly. 政治大. 200.000 people by the end of 2013. Below is the chart that illustrates the increase. 立. number of Indonesian worker in Taiwan since 2000.. ‧ 國. 學. Chart 1. The Number of Indonesian Workers in Taiwan. ‧. n. er. io. sit. y. Nat. al. Ch. engchi. i n U. v. Source: Sri Setiawati, Director of Labor Department, Indonesian Economic and Trade Office in Taipei On the other hand, in academic exchanges, many of cooperation have been established between Taiwan and Indonesia. The Taiwan Economic and Trade Office in Jakarta have been maintaining academic exchange with Universities and research center. There are several top Indonesian public universities have been becoming 5 .

(14) partners of TETO such as the University of Indonesia in Jakarta, Institut Teknologi Sepuluh Nopember in Surabaya and the University of Brawijaya in Malang (TETO, 2012). Also, cooperation with research center is established with Indonesian Institute of Sciences and the Habibie Center (TETO, 2012). Through those co-operations, Taiwan and Indonesia are conducting academic exchange and research. Furthermore, through Ministry of Education (MOE), International Cooperation. 政治大. and Development Fund (ICDF), and Elite Study in Taiwan (ESIT), Taiwan provides. 立. many scholarships for Indonesian student who has the interest to continue their study in. ‧ 國. 學. Taiwan (TETO, 2012). These scholarships fund covers all expenses including life. ‧. expenses while the student in Taiwan. Moreover since 2000 - 2009 there is 55 inter-. Nat. io. sit. y. university cooperation between both sides that provide an opportunity for Indonesian. er. students to obtain their master or doctoral level under the dual degree program (Aditya,. al. n. v i n C hin academic exchange 2013). Those many opportunities e n g c h i U have been increasing the number of Indonesian students in Taiwan into 1.923 students with diverse backgrounds like academician, government official, and businessman academic exchange is happening through interest from both sides (Aditya, 2013). On Taiwan side, there is a need to increase Indonesia and Taiwan discourse through academic exchange while on the other hand, Indonesian students as an intellectual community are hoping for a better life once they obtain their degree in. 6 .

(15) Taiwan (Aditya, 2013). Once they come back to Indonesia, there is a significant opportunity for them to get a certain position in the top managerial level, an academic institution as well as government official which could give positive effect for the development of Indonesia – Taiwan relation in the future.. 1.1.2 Introduction to Aceh Province. Aceh is one of the regions in Indonesia which is located at the northern end of. 政治大 Sumatra Island. The capital and the largest city is Banda Aceh, located on the coast 立. ‧ 國. 學. near the northern tip of Sumatra. Administratively, this province has 18 regencies and 5 autonomous cities. Aceh is governed not as a province but as a special territory, an. ‧. sit. y. Nat. administrative designation intended to give the area increased autonomy from the. n. al. er. io. central government in Jakarta. This province is leaded by a governor and adopts. Ch. i n U. v. Sharia customs and laws due to its highest proportion of Muslims. According to the. engchi. Board of Indonesian Statistics, in 2014 it is estimated that the population of Aceh is 4,731,705, with the population growth rate is 2.06 (Statistic, 2016) For more details regarding Aceh Province, the author has attached the map of Indonesia and the map of Aceh that can be seen below. In picture 1.1, the map of Indonesia, Aceh region is marked with green color. In addition, below map of Indonesia is also attached below map of Aceh. In picture 1.2, the map of Aceh, it is also showed all districts inside Aceh region. These two maps can be seen as follow: 7 .

(16) Picture 1. The Map of Indonesia. 立. 政治大. Picture 2. The Map of Aceh. Nat. n. al. er. io. sit. y. ‧. ‧ 國. 學. Source:https://www.http://grahabudayaindonesia.at.webry.info/201104/article_ 7.html [last Assessed: October 25th, 2016]. Ch. engchi. i n U. v. Source:http://www.aktual.com/pemerintah-aceh-diminta-optimalkan-dana-otsu s/ [last Assessed: October 25th, 2016]. 8 .

(17) Aceh is a diverse province and has several ethnic and language groups. The majority ethnic groups are the Acehnese. Besides, there are also a significant number of Chinese populations. Usually, these Chinese people are leading in business and financial things. In addition, some Arab, Portuguese, and Indian descent can also be found in Aceh. It is because their ancestor landed in Aceh in the early of the 12th century due to some missions, it was either for trading or spreading the religion (Dahlia, 2013).. 立. 政治大. In accordance with the most recent census in 2014, the total population of Aceh. ‧ 國. 學. is 4,731,705 people (Depkes, 2014). The languages widely spoken in Aceh are. ‧. Indonesia, as the national language, and Acehnese dialect. According to the Central. Nat. io. sit. y. Statistical Agency, Muslims citizens dominate Aceh province with more than 98% and. er. followed by Protestant, Buddhist, Hindu, and Catholic (Statistik, 2014). Religious. al. n. v i n CAceh. issues are often very sensitive in is very strong support for Islam across h e nThere gchi U the province and sometimes other religious groups feel that they are subject to social or community pressure to limit their activities. For example, in 2012 nine Christian churches and five Buddhist temples were closed in Banda Aceh on the orders of the Aceh provincial government because they did not have the appropriate permits (Saragih, 2012).. 9 .

(18) 1.2. Research Motivation There are a couple of reasons that motivate the author to write this topic. The. first one is regarding the educational situation in Aceh. According to Department of Education in Aceh, in 2005 education grade in Aceh was reported as the 3rd worst in Indonesia. Moreover, it has also been reported that the final exam grades from elementary through high school students dropped dramatically year by year (Statistic,. 政治大. 2014). The 30 years of conflict and tsunami disaster became two of the main factors. 立. worried about the quality of education in Aceh.. 學. ‧ 國. cause this poor educational situation in Aceh. This situation made the government. ‧. Firstly, for nearly 30 years, the province of Aceh was embroiled in a separatist. Nat. io. sit. y. struggle against the Indonesian government. The conflict in Aceh escalated when. er. there was the unequal distribution of profit between central government and Aceh. al. n. v i n C hhas substantial oil and province in the 1970s, since Aceh e n g c h i U natural gas (Institute, 2014). Hasan Ditiro led the call for Independent Aceh. Lately, this movement is called Free. Aceh Movement or in Indonesian is called Gerakan Aceh Merdeka (GAM). In 1976, he proclaimed Aceh independence (Ross, 2005). In the end, this movement made Hasan Ditiro had to live in Sweden (Institute, 2014). This movement was getting bigger and bigger through the years, even though the leader had settled abroad. After left by its leader, this province followed Soeharto’s policy of economic. 10 .

(19) development and industrialization. During late 80s several security incidents prompted the Indonesian central government to take repressive measures and to send troops to Aceh. Human rights abuse was rampant for the next decade, resulting in many grievances on the part of the Acehnese toward the Indonesian central government. In 1990, the Indonesian government initiated a martial law by deploying more than 12,000 Indonesian armies in the region (Ross, 2005). It was such a special. 政治大. operation against Free Aceh Movement.. 立. In the late of 1990s, coincide with the Asian financial crisis, the chaos in Java. ‧ 國. 學. and an ineffective central government gave an advantage to Free Aceh Movement and. ‧. resulted in the second phase of the rebellion, this time with large support from the. Nat. io. sit. y. Acehnese people (Ross, 2005). The war was still going on even when the Tsunami. er. Disaster of 2004 struck the province.. al. n. v i n Cand During thirty years of social h epolitical h i Ubetween GAM and Indonesian n g cconflict. military brought more harm than good, especially to the society of Aceh. History showed that wars and armed conflicts has destroyed social institutions more than provided constructive impact (Wiryono). It was exposed clearly in the social life, for example, the destruction of educational institutions. It is reported that many teachers and students were killed during the conflict, 546 schools were burned during the conflict, and more than 514 teachers left the province for security reasons (Liputan6,. 11 .

(20) 2002). Many children displaced to the camps (numbers reaching 16,352 students at one point) and had to quit school, at least temporarily (Bailey, 2008). Ironically, some of the students were forced to take part in the conflict, such as became a child soldier (Report, 2008). This conflict, which raged most actively between 1976 and 2005, led to the deaths of between 15,000 to 20,000 people, the dislocation of families and massive. 政治大. destruction of public and private property (Miller and Bunnell, 2010 in Samuels,. 立. 2012). Also, the most tragic incident happened when Prof. Dr. Safwan Idris, a director. ‧ 國. 學. from a private university, was shot in September 2000 and in the following year the. ‧. same incident happened again to the Rector of Unsyiah, Dr. Dayan Dawood (Raihan,. Nat. io. sit. y. 2004). This conflict has created a worse atmosphere for a learning process. Besides. n. al. er. the physical damage, the other impact was the traumatic feelings and fears felt by the. Ch. engchi. people who lived in the conflict surround area.. i n U. v. Second, of all, another factor caused the poor educational situation in Aceh was the effects of Indian Ocean earthquake and Tsunami in 2004. On Sunday, December 2004 the Indian Ocean was hit by the mega thrust earthquake, and then 45 minutes later it continued to result in a tsunami. The epicenter of the quake was located undersea. The scientists estimated the magnitude of this earthquake up to magnitude 9.0 (Times, 2014). That made this as one of the deadliest natural disaster in the world. 12 .

(21) record (BBC, BBC News, 2005). Aceh was the closest point of land to the center of the 2004 Indian Ocean earthquake and tsunami, which devastated much of the western coast of this province. The western coastal areas of Aceh were completely destroyed. It was including Banda Aceh, the capital city of Aceh, which got hardest hit among the western coastal regions. Furthermore, most of the rest of the western coast of Aceh was severely. 政治大. damaged. Many towns completely disappeared. Meanwhile, the north and east coast. 立. region were slightly affected or destroyed. It is estimated that 95,000 people were. ‧ 國. 學. killed and 133,000 went missing or presumed dead in the disaster, while about. ‧. 500,000 were left homeless (BBC, BBC News, 2005). Before the tsunami, the. Nat. September 2005, was 4,031,589 (Statistic, 2014).. al. er. io. sit. y. population of Aceh was 4,271,000 (2004) (Statistic, 2014). The population as of 15. n. v i n C hthe estimation of the The World Bank reported that e n g c h i U total damage and losses from. the disaster was up to the US $ 4.45 billion (Tempo, 2005). Of the total, 66 percent is damage (including 2,087 schools were destroyed), while 34 percent is in the form of loss of economic revenue (Bank, The World Bank Indonesia, 2005). It was estimated that over 2000 schools were destroyed, 2,500 teachers killed, and 160,000 students were left without a school to attend as a result of this series of disasters (Commonwealth of Australia, 2008).. 13 .

(22) Surprisingly, the disaster triggered generosity from domestic and international communities in those countries affected by the tsunami. It was estimated that about US$7.7 billion was committed by a number of funders from the Government of Indonesia, bilateral and multilateral donors, international NGOs, and communities both within and outside Indonesia towards the reconstruction program (Masyrafah & McKeon, 2008). Up to 34 countries and 600 agencies from overseas came into this. 政治大. province bringing funding and trying to help Aceh not only in rebuilding but also. 立. building it back better, in term of infrastructure, health, education, and others (Fertiq,. ‧ 國. 學. Foster, & Nicholas, 2005). Besides, the aid given did not only consist of cash but also. ‧. consist of medical supply, blankets, clothes, foodstuffs, and many expertise, such as. Nat. sit er. io. others.. y. doctors, nurses, therapists, psychologist, engineers, architect, teachers, and many. al. n. v i n Cdonating Taiwan also participated in h e n ga csignificant h i U amount of financial support. and sending the medical personnel. Several NGOs from Taiwan have participated as well in volunteering helping Aceh with post-disaster rehabilitation. Among of them were two Buddhist groups, such as the Tzu Chi and Dharma Drum Mountain foundations (Front Page, 2005). Moreover, in 2005 Taiwan helped rebuild a public university in Aceh because education plays a major role in social development (Front Page, 2005). It is so showing that the 2004 tsunami disaster has highlighted some. 14 .

(23) factors regarding the coordination and delivery of international aid. Another motive that leads the author to focus on this topic was cultural relations between Aceh and Taiwan. It started even before 1971, when the official relations between Indonesia – Taiwan started. Aceh has been close to Chinese Culture beforehand. For instance, majority Chinese population in Aceh is Hakka people (Statistic, 2016). Similarly, the Hakka population in Taiwan is about 15 to 20% of the. 政治大. population in Taiwan and form the second-largest ethnic group on the island.. 立. Moreover, history said that Admiral Cheng Ho played an important role to bridge. ‧ 國. 學. the Chinese Muslim culture into Aceh community a long time ago. According to a. ‧. book written by Slamet Muljana, a historian from Indonesia, (Jakarta: 1968), during. Nat. io. sit. y. his voyages from 1405 to 1433 Cheng Ho had stopped in Indonesia several times;. er. such as in Samodra Pasai (Aceh), Palembang, Jakarta, Cirebon, Semarang, and. al. n. v i n C h of China's history Surabaya. Gan Kok Hwie, the observers e n g c h i U and the author of Chinese. martial arts stories who comes from Semarang, explained throughout his time in Indonesia Cheng Ho was not only stopped by to do the cultural exchange but also taught the locals about farming. It is also mentioned that Cheng Ho visited Indonesia seven times. There is at least one of the evidence legacies from Cheng Ho in each of his stops in any city in Indonesia. For instance, during his voyage towards Samodra Pasai (Aceh), he brought. 15 .

(24) a gift of a giant bell as the offerings of the Chinese Empire to the kingdom of Samudra Pasai. The people of Aceh named it the Chakra Donya Bell and until today the historic bell can still be seen in the Museum downtown Banda Aceh (Foundation, 2014). Below is the picture of Chakra Donya bell gave by Cheng Ho. Picture 3. Cakra Donya Bell in Banda Aceh, Aceh Province. 立. 政治大. ‧. ‧ 國. 學 sit. y. Nat. er. io. Source:http://atjehliterature.blogspot.tw/2013/02/lonceng-cakra-donya-lambangkedigdayaan.html [Last Assessed: September 14th, 2016]. al. n. v i n C hCheng Ho and hisU voyage to Indonesia has also In addition, the fact regarding engchi discussed in a seminar in Aceh, Indonesia. The seminar was presented by a researcher from Taiwan, Prof. Nabil Lin (Warsidi, 2010). He is a professor of Islamic Studies at National ChengChi University. His paper also explained about the relations between China and Aceh in the past. It is also mentioned that Admiral Cheng Ho had sailed to the Kingdom of Aceh to look for the spice trade in the early twentieth century (Lin, 2010). In short, it can be concluded that Cheng Ho's arrival along with the fleet to the. 16 .

(25) land of Indonesia would bring the acculturation between two different cultures. Acculturation is evident from the many developing Chinese culture in some areas of the country (Alfian & Nahrasiyah, 1994). 1.3. Research Question 1.3.1 How this scholarship program can tighten the bilateral relations between. Aceh. cooperation?. 立. and. Taiwan,. especially. regarding. educational. 政治大. 1.3.2 How effective is this scholarship program and how to measure whether. ‧ 國. 學. or not this program is successful?. ‧. 1.3.3 How this scholarship program will bring beneficial impacts towards. Nat. Literature Review. sit. n. al. er. io. 1.4. y. educational development of Aceh?. Ch. engchi. i n U. v. The purpose of this research is to discuss the educational cooperation between Aceh and Taiwan in the field of higher education. The Government of Aceh has agreed to work together with Ministry of Education in Taiwan since 2010 in order to run this project. This cooperation is expected can tighten the bilateral relations between these two sides, especially in term of higher education. In order to support the argument in this writing, the author has found several resources regarding the importance of bilateral relations, international education, higher educational 17 .

(26) cooperation, and administration and evaluation policy. In addition, there are also a number of resources state education plays a significant role in developing one particular district. To begin with, the first resource is about the bilateral relation. As mentioned earlier, bilateral relations is a relationship between two independent regions in term of education, cultural, economic, political, and others. Similarly, in accordance with. 政治大. Kruse and Kaya, point of views’ described in their paper that strong bilateral relations. 立. are characterized by close cooperation between institutions and persons at. ‧ 國. 學. administrative and political level, as well as in the private sector, academia and civil. ‧. society which includes general knowledge, understanding and public awareness about. Nat. io. sit. y. the other country and the ties existing between them (Kruse & Kaya, 2013). In the. er. same way, Amadeo believes that the bilateral relation brings more good than harm.. al. n. v i n She also mentioned that one C of h the advantages ofUbilateral relations is easier to engchi negotiate or cooperate each other since they only involve two countries (Amadeo, 2016). This means they can go into effect faster and reap the benefits more quickly. Lastly, Amadeo also stated that bilateral agreement is commonly used if negotiations for a multilateral agreement fail (Amadeo, 2016).. In this case, educational cooperation, as one of bilateral relations cooperation between two sides, plays a significant role in order to succeed the educational. 18 .

(27) program of one particular country. Based on Merriam-webster dictionary, higher educational cooperation can be described as an arrangement in which two or more entities engage in a mutually beneficial activity of a formal learning that occurs after secondary education often delivered at universities, academies, the college that award academic degree. The main goal of this educational cooperation is to increase each others’ educational growth. Therefore, it is believed that educational cooperation. 政治大. plays a strategic role in the development of one’s education system. Many countries. 立. across the glove have established strong bilateral relations in the field of education. ‧ 國. 學. with other countries, such as sister universities, double degree program, student. ‧. exchange program, etc.. Nat. io. sit. y. The next used resource is international education. Actually, there is no simple. er. definition of international education to which all would subscribe. The term. al. n. v i n international education has a C number meanings. Marshall provides a h e nofgdifferent chi U helpful overview regarding international education in which that term is used. He points out that international education is someway related to development education (Marshall, 2007). It can be considered as an interpretation when focusing on the awareness of development issues in schools. In addition, he also links international education with comparative education, which he believes that comparative education is sometimes used interchangeably with international education (Marshall, 2007).. 19 .

(28) According to Hayden, comparative education means to compare and to examine two or more entities by putting them side by side and looking for similarities and differences among them (Hayden, 2006). She also emphasizes that, in the field of education, this comparison can be applied to examine the systems of education from both sides. Similarly, Clarkson implies that the comparative education concerns with the analysis and interpretation of educational practices and policies in different. 政治大. countries and cultures (Clarkson, 2009). This concept, therefore, is quite suitable to be. 立. applied in the scholarship program offered by the Government of Aceh, where. ‧ 國. 學. students from Aceh are sent to study in Taiwan. This may become a good way for. ‧. students to experience international education as well as international curriculum. Nat. but also about the relationship between wider societies.. al. er. io. sit. y. abroad. So, they might have an understanding not only of the international education. n. v i n The last one used resourceCishpolicy and administration evaluation. The author, engchi U. also, would analyze the scholarship program offered by the government of Aceh through a couple of evaluations, namely policy evaluation and administration evaluation. Firstly, policy evaluation is needed to evaluate or to check the effects of the policies, whether or not the program is effective, efficient, and brings good than harm. Moreover, evaluating the administration process evaluation is also important in managing any particular program/project, because without good administration, one’s. 20 .

(29) cannot be well organized. These evaluations will be used to improve the future program. If this scholarship program gains its succeed, the government of Aceh has success as well in enlightening its people through education, since it is expected that those students will contribute to the development of Aceh after returning home. It is believed that globalization is one of the factors that have provoked expanding the field of an educational and cultural program, especially international. 政治大. education and higher educational cooperation. Most of the definitions of globalization. 立. begin with the idea the development of new information, communication, and. ‧ 國. 學. transportation technologies that compress time and space, as well as creating a world. ‧. of interconnected and open systems (Anderson, 2001).. Nat. io. sit. y. There are several issues of globalization in the field of comparative education. er. that are worth highlighting; for instance, the scholarship is one of the evidence how. al. n. v i n C h to increasingUfiscal constraint among states economic globalization has contributed engchi (Mundy & Hayhoe, 2008). The authors agree that education is seen as an investment. in human capital for competitiveness than as part of range or measure of social provision and protection to ensure the welfare of all citizens. Those two authors share the same point of view with the previous UN Secretary General, Kofi A. Annan. He, once, stated that there is no tool for development more effective than the education (Annan, 2004).. 21 .

(30) Similarly, according to Psacharopoulos, education does play a significant role in economic development. The author also states that education will give an essential contribution to the economic growth. In the end, the author concludes with an optimistic assessment of the contribution of educational investment to the development process and improvements in the quality of instruction and when it is accompanied by cost-recovery at the higher levels of education (Psacharopoulos, 2004).. 立. 政治大. Paul Morris also agrees that the importance of education will bring good to the. ‧ 國. 學. development. In his paper, he examines the role of formal education has played an. ‧. important role in the process of development, especially in the Asian Tigers countries,. Nat. io. sit. y. namely; Hong Kong, Singapore, South Korea, and Taiwan (Morris, 1996). He defines. er. these four countries as the new Asian Tigers which rapidly developed during the. al. n. v i n C hknown as newly industrializing post-war period. So, they are well Asian economies. engchi U. The author also mentions that, in 1990, South Korea’s GDP was the same as Sudan’s, while Taiwan’s was the same as Zaire but nowadays their GDP are much higher than a couple of decades ago. Therefore, the economic success of some of the countries within the East Asian region has generated a range of studies which have attempted to identify the sources of that growth and, of course, the role of technical education and the school curriculum are the key role of this success (Morris, 1996).. 22 .

(31) In addition, in the World Bank Journal also it is written that quality of the schools can lead to improving the educational outcomes since individual earnings are systematically related to cognitive skills (Hanushek & Wobmann, 2007). The distribution of skills in society appears closely related to the distribution of income. Most importantly, the worker’s skills strongly affect economic growth. Moreover, the existing research provides strong reasons to believe that quality of education is. 政治大. causally related to economic outcomes. The authors also add that quality may come. 立. from formal schools, from parents, or from other influences on students. But, a more. ‧ 國. 學. skilled population results in stronger economic performance for nations (Hanushek &. ‧. Wobmann, 2007).. Nat. io. sit. y. The same condition applied in Japan post-war era. The education system played. er. a central role in Japan’s economic take-off in the post-war era. After the atomic bombs. al. n. v i n were dropped in both NagasakiC and U Japanese Emperor, Hirohito, h Hiroshima e n g c hcity,i the then asking about how many teachers were still alive? This story was widely spread, and it was so showing that the Japanese leader was thinking of education as a matter of fundamental importance to rise, to win, and to become strong (Baswedan, 2013). He realized that only qualified human resources that could make Japan into a strong country. As a result, the high level of educational achievement continues with Japan ranked near the top of the OECD in the Program for International Student Assessment. 23 .

(32) (PISA) (Jones, 2011). So, this priority on education is in line with the government’s goal of shifting investment “from concrete to people.” Hence, education should never be regarded as sectoral affairs, but it is a fundamental thing to develop a nation (Jones, 2011) Based on the explanation above, it can be concluded that education becomes one of the factors that trigger the development. People’s life will become much better. 政治大. through development, especially development in economic sectors. It is just like what. 立. Peet and Hartwick explain in their book regarding development. According to them,. ‧ 國. 學. development means making a better life for everyone (Peet & Hartwick, 1999). The. ‧. authors also mention that the methods and purposes of development are subject to. Nat. io. sit. y. popular, democratic decision making. Meanwhile, according to Pieterse, development. er. has carried very different meaning; for instance, in modern development thinking, the. al. n. v i n core meaning of development isCeconomic (Pieterse, 2010). It is believed that h e n ggrowth chi U through increasing the economic growth will lead to reducing poverty in one particular country. From the definition above, it can be concluded that development is a desirable goal to make people have a better life, both socially and economically.. 1.5. Research Methodology In doing this research the author would like to use the qualitative method through. analyzing all the literature from the related topic. How this cooperation in the field of 24 .

(33) education makes the relations between Aceh and Taiwan become closer. Moreover, in analyzing this research, the author would like to also spread some questionnaire to the scholarship recipients in order to know more about the advantages and the weaknesses of this program from the students’ point of view. In addition, interviewing some official officers who work in the government of Aceh or IHRD is also needed in this research in order to make the result of this research more reliable. 1.6. Operational Definition. 立. 政治大. In accordance with Kruse and Kaya, bilateral relations refer to the relationship. ‧ 國. 學. between two independent regions. The relationships can be in term of cultural,. ‧. economic, and political (Kruse & Kaya, 2013). Positive bilateralism comprises the. Nat. io. sit. y. most common alliance type. Independent regions have many reasons for seeking a. er. positive relationship with another area. Often, a friendly region can make a strong. al. n. v i n C enhance bilateral trade partner and thus and commerce. h e n geconomy chi U. Thus, bilateral. relations can be explained as a practice between two sides through agreements. In this research, thus, the author would like to explain about bilateral relationship between Indonesia and Taiwan especially in term of higher education. In addition, this higher educational cooperation will be more specific, that is between Aceh, one of the regions in Indonesia which is located at the northern end of Sumatra Island, and Taiwan.. 25 .

(34) Oxford Dictionary defines higher education as an education at universities or similar educational establishments, especially to degree level. Similarly, in accordance with Cambridge Dictionary, it explains higher education as an education at a college or university where subjects are studied at an advanced level. Therefore, higher education can be described as a final stage of formal learning that occurs after secondary education often delivered at universities, academies, the college that award academic degree.. 立. 政治大. On the other hand, according to Merriam-webster dictionary, cooperation means. ‧ 國. 學. a situation in which people work together to do something for a common purpose or. ‧. benefit. In the same way, Oxford dictionary also defines cooperation as an action or. Nat. io. sit. y. process of working together to the same end. Hence, in this writing cooperation can. n. al. er. be described an arrangement in which two or more entities engage in a mutually beneficial activity.. Ch. engchi. i n U. v. In short, it can be concluded that this writing will be about a process of working together between Aceh and Taiwan in term of university level of education for the common or mutual benefit. 1.7. Research Limitations Although this research was carefully prepared, the author is still aware of its. limitations and shortcomings. Firstly, the research was about higher educational. 26 .

(35) cooperation between Aceh and Taiwan and it was conducted in Taiwan. Therefore, the author can only communicate the official officers who work in Aceh through electronic media, such as email and whatsapp, while visiting the IHRD office in order to get the real data can be only done during summer vacation. In addition, the slow network also became one of the reasons this research took longer time. Secondly, since this higher educational cooperation between Aceh and Taiwan is. 政治大. still relatively new, the literature sources regarding this educational cooperation are. 立. rarely found in English, mostly available either in Indonesian or Mandarin. Since the. ‧ 國. 學. author has limitations in Mandarin, this has become an obstacle for the author. In. ‧. addition, many sources are only available in Indonesian, and some are only writing in. Nat. sit er. io. written.. y. accordance with the history that occurred in Aceh, while from the Taiwan side is not. al. n. v i n Cstudents Next, among 180 Acehnese that are currently studying in Taiwan, only heng chi U. eighty of them responded to the given questionnaire. Even though those eighty students’ feedbacks can be still used well in this research, the author expected that, at least, 70% of Acehnese who are actively studying in Taiwan shared their thoughts through the given questionnaire in order to make this research more reliable. Finally, since the author conducted this research along with the internship period at Indonesian Economic and Trade Office (IETO), it was unavoidable that, to some. 27 .

(36) extent, the author got overloaded work that affected to this thesis writing. Nevertheless, doing intern at Indonesian Economic and Trade Office (IETO) for several months does give a lot of advantages to the author in getting deeper understanding regarding bilateral relations between Indonesia and Taiwan, especially in the field of higher education.. 立. 政治大. ‧. ‧ 國. 學. n. er. io. sit. y. Nat. al. Ch. engchi. 28 . i n U. v.

(37) CHAPTER 2 HISTORICAL OVERVIEW OF INDONESIA – TAIWAN BILATERAL RELATIONS. 2.1. Indonesia – Taiwan Bilateral Relations The Indonesia-Taiwan relation has developed a strong foundation now as it is. 政治大. based on both- shared values and interests, allowing the two economies to refocus. 立. their cooperation and to optimize opportunities. It is learnt that there are still plenty of. ‧ 國. 學. areas that could be improved upon and expanded to reduce asymmetrical problems,. ‧. and to redesign a comprehensive scheme to be more equal, complementary and. Nat. io. sit. y. mutually beneficial for closer and deeper cooperation. Taiwan is an old friend and a. er. long-term trading partner of Indonesia. Bilateral relations between Indonesia and. n. al. i n C Taiwan, which began in the late 1960s, h eincreased i U n g c hrapidly.. v. As explained briefly before in the previous chapter, officially Indonesia and Taiwan established their formal ties in 1971 when both countries agreed to open representative offices in Taipei and Jakarta. In 1989, the Taiwan Chinese Chamber of Commerce changed its name into Taipei Economic and Trade Office (TETO) to enhance ties between both countries in several areas (TETO, 2012). TETO is Taipei Economic and Trade Office. Basically, TETO does not have diplomatic relations with. 29 .

(38) Indonesia. So, in countries where Taiwan do not have such relations, it sets up Taipei Economic and Cultural (or Trade) Office instead of formal embassies to take care of Taiwan’s interests. TETO will issue visas, handle the economic, trade, cultural, social, labor relations with Indonesia, and also protect Taiwanese people who live in Indonesia. Approximately, there are about 235.000 Indonesians are currently living in Taiwan: at least there are 230.000 migrant workers, while the rest are students (KDEI,. 政治大. 2015). Meanwhile, there are about 10,000 Taiwanese living in Indonesia; and the. 立. number is increasing by year (TETO, 2012).. ‧ 國. 學. Despite no diplomatic ties between Jakarta and Taipei, non-diplomatic relations. ‧. between these two sides have developed substantially, in particular in economic. Nat. io. sit. y. relations, trade, agriculture, education, and tourism. Initially, bilateral relations. er. between Indonesia and Taiwan developed due to a convergence of security outlook. al. n. v i n C h The existenceUof real economic opportunities and complementary economic interests. engchi. has made cooperation both, profitable and sustainable. Andrew L. Hsia, the current TETO representative, states that the economic, cultural, and social relations between two countries are increase gradually (Post, 2012). There are at least three fields which mostly cooperated between Indonesia and Taiwan; trade, labor, and education.. 30 .

(39) 2.1.1. Trade Firstly, in term of trading, as mentioned by Andrew Hsia, the current. representative of TETO, trade, and investment are also becoming more and more substantial. Over the same period, Indonesia’s and Taiwan’s trade relations produced a surplus of $2.29 billion for Indonesia, while Taiwan’s investment in Indonesia as of September 2011, hit $14.52 billion, covering 1,409 projects (TETO, 2012). Recently,. 政治大. Indonesia is number nine investor. Taiwan has technology, small-medium enterprises. 立. while lacking labor and a big market. On the other hand, Indonesia has a big market,. ‧ 國. 學. and natural resources to offer.. ‧. Statistically, Indonesia and Taiwan’s cooperation in trading volume is getting. Nat. io. sit. y. higher year by year. Based on the report shown from the official website of Taiwan. er. Economic Trade Office, the trade volume from January to November 2011 reached. al. n. v i n C h (TETO, 2012).U Indonesia’s exports value to $11.2 billion, an increase of 17,61% engchi. Taiwan reached $6.78 billion, up by 24,77% (TETO, 2012). Thus, it can be clearly seen that there is a significant increase in the field of trade between these two sides Furthermore, the data shown by The Investment Coordinating Board prove that 1,475 Taiwanese investors had invested a total of US$14.68 billion in Indonesia up to June (BKPM, 2012). Taiwan is now Indonesia’s No. 9 foreign direct investment source, creating about 1 million job opportunities in Indonesia, while managerial and technical. 31 .

(40) personnel from Taiwan number around 8,000. And last year, 212,000 Taiwanese tourists visited Indonesia with 88 flights per week between the two countries (BKPM, 2012). On the other hand, Taiwan is Indonesia's third largest trading partner behind Japan and China. Trade between the two economies has doubled in past five years, from US$4.1 billion in 2007 to US$10.8 billion in 2011 (Anthoni, 2012). In 2011, Taiwan`s. 政治大. investment into Indonesia reached US$243.2 million with 87 projects. Taiwan's. 立. investments in Indonesia are mainly in furniture, textile, shoes, non-iron ore, metal. ‧ 國. 學. products, trade service, agriculture, and the forest farming industry.. ‧. However, there are several issues between Taiwan and Indonesia. One of them is a. Nat. io. sit. y. lack of understanding. Despite the fact that Indonesia has performed quite well over the. n. al. er. past two years, only a few Taiwanese realize that Indonesia is a democratic country.. Ch. engchi. Indonesians elect the regent, members of city. iv n council, U and. president directly.. Taiwanese don’t know that Indonesia has a free society, the people, and the press enjoys the freedom of association, expression, religion, and more. They also don’t know that Indonesia is politically and socially stable. The image that most Taiwanese people have about Indonesia is negative: the tsunamis, volcanoes, demonstrations, but that’s not true. So, according to Andrew Hsia, Indonesia is a good place for investment, since Indonesia has natural resources, skilled workers, huge market, climate, which are. 32 .

(41) better than some other countries, especially for agriculture and aquaculture (Post, 2012). Only several improvements regarding infrastructure are still needed. In contrast, every year Taiwan gets hit by typhoons. Thus, people who have invested in fish farming here for twenty years and they said there hasn’t been any here. Just like Andrew Hsia, Rahimah Abdulrahim, Executive Director of the Habibie Center, also mentioned that Indonesia is rich in natural resources and has a large pool of. 政治大. cheap labor, as well as a big domestic market, while Taiwan is a rapidly developing. 立. industrial economy possessing capital and technological advantages (Anthoni, 2012).. ‧ 國. 學. Each has something that the other needs and wants. This is perhaps unsurprising given. ‧. the economic status of each country within its respective region: Indonesia as the. Nat. io. sit. y. largest economy in Southeast Asia and Taiwan as one of the most developed economies. er. in East Asia (Anthoni, 2012).. al. n. v i n Moreover, in accordance C with Anwar, chair of the Institute for h Dewi e n gFortuna chi U. Democracy and Human Rights at The Habibie Center, in her excellent keynote speech, despite geopolitical constraints, the opportunities for widening and deepening bilateral relations between Indonesia and Taiwan have grown (Suryakusuma, 2012). Then she also adds that the liaison has always been open and upfront. Also, the statistics results on Indonesia-Taiwan relations are sharply increased each year, it is not only in trade. 33 .

(42) and investment, but also science and technology, intelligence, education and in the socio-cultural sphere (Suryakusuma, 2012). 2.1.2. Labor Secondly, regarding labor, there are about 233,000 Indonesian migrant workers in. Taiwan, currently ranks No. 1 among Southeast Asian migrant workers (KDEI, 2015). The number has increased by 30,000 over the past two years. Taiwan and Indonesia. 政治大. have a long history of cooperation. At this moment, the relations are getting better and. 立. better. Those numbers are showing that Taiwanese like working with Indonesians, and. ‧ 國. 學. quite a few of them treat Indonesian migrant worker like family members. In addition,. ‧. Indonesian workers enjoy working in Taiwan as well, and they also covered with. Nat. io. sit. y. national health insurance. Therefore, the number of Indonesian workers in Taiwan has. er. increased by so many, since Taiwan does not set a quota for each country; it lets the. al. n. v i n C hIn the upcoming years, market decide instead (Post, 2012). e n g c h i U there will be more migrant workers and students heading to Taiwan. 2.1.3. Education Lastly, in terms of education, there are more than 3,000 Indonesian students in. Taiwan, and this number is sharply increased over the next few years since there are plenty of promotions in term of education either from The Government of Taiwan or. 34 .

(43) the University which offers excellent quality of education and full scholarship for foreign students, including from Indonesia. Furthermore, many of cooperation have been established between Taiwan and Indonesia. The Taiwan Economic and Trade Office in Jakarta have been maintaining academic exchange with Universities and research center. There are several top Indonesian public universities have been becoming partners of TETO such as the. 政治大. University of Indonesia in Jakarta, Institut Teknologi Sepuluh Nopember in Surabaya. 立. and the University of Brawijaya in Malang (TETO, 2012). Also, cooperation with. ‧ 國. 學. research center is established with Indonesian Institute of Sciences and the Habibie. ‧. Nat. io. sit. conducting academic exchange and research well.. y. Center (TETO, 2012). Through those co-operations, Taiwan and Indonesia are. er. Besides, cultural, and educational exchanges are also being promoted. In 2009,. al. n. v i n C h International andUthe Central News Agency sign Andrew Hsia helped Radio Taiwan engchi memorandums of understanding on news exchange with Antara in Jakarta (Huang, 2009). RTI has an Indonesian language service for more than 130,000 migrant workers in Taiwan from Indonesia (RTI). Antara and the CNA will organize photo exhibitions in each other's country as a starter for a closer partnership. In the future, the relationship between Indonesia and Taiwan can become so much better if both sides work harder regarding the exchange of information. Therefore,. 35 .

(44) Taiwan will continue to be one of Indonesia's most important investment partners, either in field of trade, labor, education, or any other spheres.. 2.2. Aceh – Taiwan Bilateral Relations Despite the formal bilateral relations between Indonesia – Taiwan that has been. established since 1971, Aceh – Taiwan relations started becoming close at the beginning of 2005; right after the 2004 Indian Ocean earthquake and tsunami. 政治大. happened. Taiwan, through Tzu Chi and Dharma Drum Mountain Foundations,. 立. participated in donating a significant amount of financial support and sending the. ‧ 國. 學. medical personnel. Tzu Chi and Dharma Drum Mountain Foundations, along with. ‧. other NGOs, have volunteered to help Aceh with post-disaster rehabilitation (Front. sit. y. Nat. io. n. al. er. Page, 2005). Tzu Chi provided relief in particular to Aceh province. The help offered. i n U. v. from Taiwan is not only about medical things, but also in term of education, Moreover,. Ch. engchi. in 2005 Taiwan helped rebuild a public university in Aceh, especially in medical supplies, housing, and education (Front Page, 2005). According to Vice Premier Yeh Chu-lan, the government of Taiwan had boosted its aid up from US$ 5 million to US$ 50 million, including US$ 20 million of worth rice, US$ 15 million worth of medical supplies, and US$ 15 million for in community and harbor reconstruction (Guilloux, 2009). Since education plays a significant role in social development, 2005 Taiwan also 36 .

(45) helped to rebuild a public university in Aceh in 2005. The post-tsunami relief effort of Taipei residents and the city government facilitated the launch of an e-learning center in Aceh. The center was built with NT$37 million which is donated by the civil groups, individuals and Taipei City Government staff (Yan-chih, 2006). It will offer free Internet and Chinese language courses to about 2,000 high school students each year. Taipei Mayor Ma Ying-jeou said he expected the center to open a window of. 政治大. knowledge for local students by helping with long-term reconstruction efforts, such as. 立. providing information technology education for local people.. ‧ 國. 學. Besides sponsoring the establishment of the e-learning center, the city. ‧. department also cooperated with civil groups in helping 30 Aceh students continued. Nat. io. sit. y. their education in Taiwan last year. After completing their four-year college education. er. in Taiwan, they will return to Aceh. Afterward, several education co-operations. al. n. v i n Ctohstart; one of themUis co-operation between IHRD between Aceh and Taiwan began engchi and ESIT. 2.3. The Government Effort to Improve Educational Standard As mentioned earlier, the higher educational cooperation is scholarship. collaboration between Aceh and Taiwan that was started since 2010. The primary motive of this scholarship cooperation is due to the poor educational situation in Aceh. Thus, this is also one of the Government of Aceh efforts to improve the educational. 37 .

(46) standard in that region. The World Bank reported that 2,087 schools were destroyed due to tsunami tragedy in Aceh province in 2004. The Government of Aceh will continue to do all kinds of best efforts to develop and fix the standard of education. These efforts should be supported by several factors, namely education infrastructure and equipment, teaching staffs, and so on. In 2006, former Aceh Governor Irwandi Yusuf promised to. 政治大. improve the quality of teaching in Aceh after destroyed by the tsunami. He also stated. 立. that Aceh is currently in the process of waking up and bounced back from a tragedy. ‧ 國. 學. (Aulia, 2010). In improving the quality of education in Aceh also needed support and. ‧. community participations in total.. Nat. io. sit. y. Since the schools’ infrastructure had been successfully rebuilt through foreign. er. aid and aid agencies support until the condition is even much better than before, the. al. n. v i n C toh maximize the services Provincial Government continued e n g c h i U and improve the quality of education through giving the scholarships for orphans, poor, and brilliant students. This is one of the efforts done in order to improve access to education for the community. Everyone deserves to obtain the proper education. Moreover, the government of Aceh provides the scholarship to Acehnese to continue their study into university level, both at home and overseas. The opportunity to get the scholarship is widely opened. The Head of Department of Education Aceh,. 38 .

(47) Drs Bakhtiar Isaac, expected that higher education in Aceh would be more qualified day by day. Therefore, to support this expectation, the Government of Aceh has been to allocate funds as much as Rp. 41,149 billion per year (Aulia, 2010). Later on, the author will describe more regarding Institute for Human Resource Development (IHRD), Elite Study In Taiwan (ESIT), and the cooperation between both institutions. 2.3.1. 政治大. Institute for Human Resource Development (IHRD). 立. Institute for Human Resource Development (IHRD) is a scholarship program. ‧ 國. 學. provided by the Government of Aceh to Acehnese in order improves the human. ‧. resources. It is also commissioned right under the Governor of Aceh. It has been. y. Nat. al. er. io. sit. working since 2005, after the 2004 Indian Ocean Earthquake and Tsunami tragedy.. v. n. This institution provides the scholarship to the orphans, the poor, specialists, Muslim. Ch. engchi. i n U. religious leader candidates, and brilliant students. The scholarship is provided both at home country and overseas. The fields of studies are varied, starting from science, information and technology, tourism, political science, history, linguistic, business, accounting, agriculture, Islamic studies, and many others. The scholarship will be given for those who meet the requirements. The data shows that from 2005 to 2011, IHRD has given scholarship up to 2114 students to continue their education at the university level both in Indonesia and abroad (LPSDM, 2005). In addition, the 39 .

(48) graphic that show the number of scholarship recipients from 2005 to 2011 can be seen as follow. Chart 2. The number of LPSDM scholarship recipients from 2005-2011. 立. 政治大. Source: http://www.lpsdm.acehprov.go.id/ [last assessed: April 10th, 2014]. ‧ 國. 學. Base on the new Governor Regulation No. 14 of 2011, dated May 13, 2011,. ‧. About the Institute for Improvement of Human Resources, IHRD Aceh has some. Nat. io. sit. y. goals in order to assist the Governor in formulating policies to provide scholarships,. n. al. er. educational cooperation, research, and training to improve human resources Aceh. Those goals are as follow;. Ch. engchi. i n U. v. 1. Formulating policies to provide higher education scholarships 2. Cooperating with higher education institutions and research institutes at home and abroad 3. Managing higher education scholarships and abroad 4. Managing educational assistance at home and abroad 5. Facilitating the provision of training to improve the quality of human resources. 40 .

(49) 6. Facilitating the financing of the implementation of the flagship research area 7. Facilitating the placement of those who have finished studying. In addition, in accordance with the data that can be seen in IHRD website, here are the numbers of Aceh students that study in Taiwan from 2007 until 2015; Table 3. Number of Aceh students who study in Taiwan Name of Program. Year. Bachelor. Master. PhD. 2. 7. 3. 2007. 2012 2014 TOTAL. 5. 19. 3. 1 5. 2. 40 3. Nat. 2015. 37. ‧. 2013. 1. 2. 學. 2011. 31. 2. y. 2010. io. sit. 2009. 6 1 治政 22 5 大 Starting from 立 this year, LPSDM has cooperated with ESIT 2. ‧ 國. 2008. 166. 23 th. n. al. er. Source: http://www.lpsdm.acehprov.go.id/ [last assessed: May 5 , 2015] 2.3.2. Ch. ESIT (Elite Study in Taiwan). engchi. i n U. v. The Elite Study In Taiwan (ESIT) Program Office is commissioned by the Ministry of Education and is located at Chung Yuan Christian University in Chungli, Taoyuan, one of the cities in northern Taiwan. Its purpose is to provide necessary services for the higher education cooperation that exists between Taiwan and Southeast Asian countries as well as to create new opportunities. The Leader of ESIT project is Dr. Wan-Lee Cheng, the former President of Chung Yuan Christian. 41 .

(50) University. The Office Director and one of the Co-hosts is Dr. Po-Tsang Huang, Assistant Professor in the Department of Industrial and System Engineering, the other Co-host is Dr. Yung Tsan Jou, of Chung Yuan Christian University Department of Industrial and System Engineering. The Elite Study In Taiwan Office, Ministry of Education has brought together 57 of Taiwan's universities and colleges to form the ESIT Consortium, members of which. 政治大. will offer English-language master's and doctorate programs in various fields (ESIT,. 立. 2009). Part of its role will be to provide a bridge between the students of Southeast. ‧ 國. 學. Asian countries and the ESIT Consortium schools and allow more students who hope. ‧. to come to Taiwan to study to learn more about Taiwan's high-quality higher. io. sit. y. Nat. education system.. er. In order to promote higher education cooperation between Taiwan and Southeast. al. n. v i n Asian countries and further theCobjective h e n gof ctraining h i Uinternational professionals, the Elite Study In Taiwan office has created a program for mutual development for Southeast Asia. For instance, under the agreement with Vietnam, there are currently four major programs aimed at training professionals. Of these in the north of Vietnam there is the VEST 500; in the central Da Nang area there is a program designed to select certain candidates for study abroad; in the far south, there is the Mekong 1000 Project (ESIT, 2009). There is also a program designed to assist the Indonesian. 42 .

(51) Government with public funded students who will be sent to Taiwan for education purposes as well as a project aimed at supporting the Aceh Provincial Government with training professionals. Taiwan and the Singapore government also have an agreement to send state-funded students to Taiwan to study bachelor's degrees. Furthermore, Taiwan and Thailand have the Elite 600 Project; and in addition to these, the ESIT Office is also currently moving forward with other areas of cooperation with Southeast Asian countries.. 立. IHRD – ESIT Educational Cooperation. 學. ‧ 國. 2.3.3. 政治大. Starting from 2010, the Government of Aceh has agreed to work together with. ‧. Taiwan Ministry of Education. In this case, IHRD will cooperate with ESIT. In. Nat. io. sit. y. addition, there is also another meeting set up in June 2013, the newly elected Vice. er. Governor of Aceh and the representative of ESIT signed cooperation in education in. al. n. v i n Chung Li City, where the officeCofhESIT is located (Syarif, e n g c h i U 2013). This collaboration is getting more intense when 16 universities from Taiwan attended The Taiwan Higher Education Fair in Aceh on October 2013 (Dinamika, 2013).. ESIT 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. The responsibilities of ESIT are to assist IHRD with the initial interviews with the scholarship recipient candidates before their coming to Taiwan,. 43 .

(52) link the students and university with the IHRD, support students to apply ARC, and assist IHRD distributing the scholarship expenses to students in Taiwan (ESIT, 2009). IHRD fully covers all the expenditure of the selected students. It includes tuition/credit fee, living expenses, housing expenses, health insurance, international airfare, and book allowance. This becomes a great opportunity for the students of Aceh who want to continue their higher degree in Taiwan.. 政治大. For a start, Aceh Province will select 75 publicly sponsored students to study for. 立. master and doctoral degrees in Taiwan. Taiwan Minister of Education, Wu Ching-ji,. ‧ 國. 學. also emphasize that at the beginning of 2011, 50 students will be selected every year. ‧. to study in Taiwan (Taiwan, 2013). Wu also stated that Aceh Government would sign. Nat. io. sit. y. a memorandum of understanding with the Elite Study in Taiwan Program Office to. er. help ensure that the Aceh scholarships are delivered to the students in Taiwan. In the. al. n. v i n Cthree future, Taiwan will send two or teachers to Aceh province to help h e nMandarin gchi U prepare the students who have been chosen to study in Taiwan to give them a preparation in studying Mandarin, for instance, the government of Taiwan will pay their salaries, while the government of Aceh will provide accommodation for them. . 44 .

(53) CHAPTER 3. RESEARCH METHODOLOGY. 3.1. Data Collection of Interview Section This chapter will provide the results of interview and questionnaire survey. Both. these transcripts were to obtain the primary data regarding cooperation between IHRD. 政治大. and ESIT in term of higher education scholarship program. The findings of these. 立. surveys have successfully served the purpose of this research.. ‧ 國. 學. To begin with, the author had conducted an interview with one of IHRD. ‧. coordinators, Johnny Lee. Johnny is the coordinator for Taiwan and Thailand at. sit. y. Nat. io. n. al. er. Institute for Human Research Development, the Government of Aceh and has been. i n U. v. working there for almost three years. This interview was conducted via emails, and all. Ch. engchi. of the questions are answered on May 6th, 2015. In addition, the author also conducted a survey towards Aceh students who are currently studying in Taiwan to know more about the advantages and the weaknesses of this higher education scholarship program from the students’ point of view. Shortly, it is expected this also can be as an evaluation to IHRD for their better management.. 45 .