Freedom to learn–independent campus policy: Do we really find our freedom?

Abstract

What the job market demanded in the last few decades is overwhelming. Universities are working hard to meet the quality required by the job markets and it took a lot of effort, physically and mentally. Recently, the Minister of Education and Culture Republic of Indonesia releases a policy that opens up the door to unlimited resources of learning. Students will be facilitated to choose their learning sources from outside the classroom, with real professionals. It is hoped that the quality of education in Indonesia will be enhanced and universities can produce graduates who have competencies that are relevant to the needs of industry, business, and the world of work. This research mainly reviews the Freedom to Learn–Independent Campus (FLIC) policy as an opportunity to conduct independent learning. Independent to choose the more contextual source of learning. Our study context is the implementation of the FLIC program specifically at the School of Business. The researchers conducted interviews with stakeholders related to the implementation of this policy (students, faculty members, co-educators). As a result, FLIC is perceived to have a positive impact on improving student abilities. However, there are still some obstacles that can be used as a basis for policy improvement.

Learning Management and Leadership Skills of Madrasah Principals in Implementing Freedom to Learn Policy

“…The existence of independence, innovation, freedom, and autonomy given is the essence of learning activities that lead to independent learning [26,27]. However, the meaning of independent learning is not that simple, but independent learning also needs to pay attention to the norms and rules that have been made [2,7,28]. The essence of independent learning needs to start from the principal's skills in interpreting the concept of an freedom to learn policy, therefore through the skills possessed by the principal, it is hoped that it can facilitate learning independence in schools.…”

The synergy between workforce, students, and lecturers in collaborative learning

“…In collaborative learning, students work with lecturers and practitioners of the workforce to complete projects or assignments relevant to the industry [13], [34]. Project-based learning (PjBL) is a collaborative learning technique that allows students to learn through significant, results-oriented projects [40], [41]. PjBL can be applied in office practice learning by providing projects that demand cooperation and joint problem-solving.…”

Paradigm of Law and Human Rights as a Protection of Academic Freedom in Indonesia

“…The phenomenon of attacks on academic freedom, ranging from physical and psychological attacks to various other forms of attacks on academics (Norris, 2020) within the international and Indonesian scope (Blell et al, 2022;Petcharamesree, 2022;Suissa & Sullivan, 2021;Ferber, 2018), is showing very worrying symptoms (Adebayo, 2022;Feldman, 2023;Fernandez et al, 2024;Garry, 2023;Masduki, 2022;Nugroho et al, 2023;Pfeifer, 2022;Wiratraman, 2022;Wright et al, 2022;Adiprasetio, 2020). While existing research on academic freedom in Indonesia has delved into various facets, such as the role of the Indonesian National Research and Innovation Agency (BRIN), procedural aspects for lecturers, and the current applicable higher education policy named the Freedom of Learning Independent Campus (Merdeka Belajar Kampus Merdeka), there remains a notable gap concerning the paradigm of law and human rights as a protective framework for academic freedom in the country (Christanti & Sukoco, 2022;Dzadit Taqwa et al, 2022;Sahputri et al, 2022). The existing literature often needs to include the intersection between legal principles,…”