Alpha Amirrachman's research while affiliated with University of Amsterdam and other places
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Publications (5)
According to the author, a “technological state” is one with “a political economy that is largely structured by a macro vision of socioeconomic transformations which places a strong emphasis on state-led rapid technological development” (pp. 9–10). He posits three essential features of the technological state that differentiates it from the develop...
This chapter examines Indonesia’s experience of decentralisation in education. It is argued that with little experience of
local democracy, unclear legislative guidelines, lack of local capacity building, ongoing factional politics, corruption and
co-option of the decentralisation process by local politicians, resistance on the part of key official...
This article examines patterns of decentralisation in education in Indonesia, which were prompted by forces of globalisation and the World Bank in particular. The authors conclude that decentralisation in a country with little experience in local autonomy and democracy is unlikely to produce desirable outcomes in terms of quality schooling, account...
Citations
... Regulatory capacity, including quality assurance, is still limited, as is the quality of many HEIs. Late 1990s decentralization (albeit less in higher education) also inhibits further developments (Amirrachman et al. 2008). Characterized as decentralizing corruption, the process was at times co-opted by local authorities for their own ends (Welch 2012b). ...
Reference: Higher Education in Indonesia
![[object Object]](https://i1.rgstatic.net/ii/profile.image/278738131537922-1443467757125_Q64/Anthony-Welch-2.jpg)
... This lack of training has created variation in interpretations of central government guidelines that result in confusion and chaotic implementation at the local level [59]. Furthermore, a lack of knowledge of how to develop their own school-based curriculum means that educators retain their old teaching materials and practices that emphasize mastery of basic knowledge, where students simply memorize facts and content [60]. However, despite this lack of training in some local areas, some other local authorities, such as Bali and Banten, have had positive responses to the schoolbased curriculum by localising it and giving directives to teachers [61]. ...
