Speaker
Description
In professional educational programs, including pharmacy, where continuing competence is required due to current scientific and regulatory advances, lifelong learning is widely acknowledged as an important characteristic of higher education. The quality assurance system in pharmacy education in Indonesia has been reinforced by the National Competency Examination (Uji Kompetensi Nasional), national accreditation requirements as an external quality assurance mechanism, and outcome-based education. Prior to professional registration, pharmacy graduates have been required to take the National Competency Examination since 2017. Current pass rates demonstrate the persistent challenges higher education institutions have in aligning their curricula to these shifting standards. Nonetheless, the majority of existing systems are still compliance-focused, emphasizing documentation, adherence to accreditation, and examination outcomes.
A transition from compliance-based quality assurance to a "learning assurance" model that actively fosters lifelong learning is recommended. Analysis of institutional curriculum implementation and quality management reveals that current practices, especially reliance on grade-based evaluation and limited integration of reflective learning strategies, constrain the development of self-directed learning. A three-tiered framework is proposed for this change: (1) structural quality assurance; (2) learning assurance through portfolio-based and reflective evaluations; and (3) a culture of continuous lifetime learning. To transform systems into relevant learning environments, institutional leadership and governance are essential. For Indonesian pharmacy education institutes, this approach provides valuable knowledge.
Keywords:
Lifelong learning, Quality assurance, Learning assurance, Pharmacy education, Competency-based education
