Activities Report of Harmonization of Long Term Care (LTC) Training Certificate for Care Givers between Indonesia and Japan

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Collaboration between Centre for Ageing Studies (CAS) Universitas Indonesia with Keishin Gakuen Educational Japan Held on 30 October– 1 November 2016

December 22, 2016

Merry Christmas, Happy Holidays, and Happy New Year!!!

December 22, 2016

National Elderly Day (HLUN) dated

July 22, 2015

Meeting

Jakarta, 17 November 2014 (Take Ogawa, Hidefumi Shida, Tri Budi W. Rahardjo & Dinni)

1. Meeting with Mr. Ando Takeshi – JICA

• JICA is helping the Ministry of Health and Ministry of Social in developing the curriculum for the nurse/care giver
• JICA has no project for Elderly, but still there is possibility
• There is CSR from Japan company such as senior living at the Jababeka industrial estate

2. Meeting with Mr. Tri Nugroho & Ms. Lilis Dwi Kristyaningrum – PPSDM /Center for Development of Human Resources:

• There is a need to provide care giver training certificate as a global and national demand
• PPSDM will identified model of training for care giver (formal or informal model)
• Care giver curriculum will be from health and social perspectives
• CAS UI and Japan (AABC & Kyushu University) have curriculum and resource person to conduct the training, can share with PPSDM
• PPSDM will conduct the workshop regarding the care giver issue soon

3. Meeting with Mr. AB Susanto – Jakarta Consulting Group(JCG)/Private Sector

• Discuss possibility to conduct training for care giver in informal level

 

Jakarta, 20 November 2014 (Takeo Ogawa and Hidefumi Shida)

Meeting with Dr. Tadashi Ogawa – Director General & Regional Director for Southeast Asia, Japan Foundation:

• There is a grant of citizen’s exchange program, date line 1 December 2014. This opportunity will be follow up by making draft as soon as possible

 

Yogyakarta, 18 November 2014 (Take Ogawa, Hidefumi Shida, Tri Budi W. Rahardjo, Dinni and Team of Respaty University Yogyakarta)

 

1. Meeting with Vice of Governor of Yogyakarta represented by Regional Secretary (Drs. H. Sulistyo, SH.MSi – Government Assistant and Social Affairs)

• There is no Specific Government Rule regarding Older Person (OP) in Regional, but still Government protect the OP through related institution
• Yogyakarta has the “Graha Lansia” (House of OP) but there is no program yet
• AABC offering the training program for caregiver with global standard and quality: for short or certified program with Kyushu University which has been developed the standard program for caregiver collaboration with Ministry of Education of Japan; MOU with Fukuoka city with support of JICA; inviting for ACAP Meeting 2016 in Fukuoka
• MOU will be University to University and to City

2. Field visit to :
3. Yayasan Cita Sehat (Cita Sehat Foundation) which has been conducting age friendly clinic at Bantul Regency, Yogyakarta. Their program are: Posyandu lansia, Home visit, Reresik omah/Cleaning house and environment elderly’s house, Health education class, Personal health education for family, Mobile transport for health access for elderly, Friendly clinic, Blood pressure, blood glucose check, Cholesterol and Uric acid , Providing gift packages for the elderly and poor families

1. Karet village, Bantul Regency, Yogyakarta,  to observe directly several elderly activities carried out by the community, and also home care activity

Workshop, Yogyakarta, 19 November  2014

(Take Ogawa, Hidefumi Shida, Tri Budi W. Rahardjo, Dinni and Team of Respaty University Yogyakarta, representative of District Health Community Center, District Social Affairs, Cadres, Regional Commission of Older Person, and NGO)

 

Introduction

The number of older people who are no longer able to look after themselves in developing countries including Indonesia is forecasted  to quadruple by 2050. Many of the very old lose their ability to live independently because of limited mobility, frailty or other physical or mental health problems. Many require long-term care (LTC) including home-based nursing, community, residential and hospital-based care.

LTC in Indonesia is commonly done at home and in community-based facilities. Recently care givers  for LTC are needed not only in Indonesia but there is also great demand for LTC carers abroad. There is still no standardization of LTC certification to assure quality of care giver work.  Efforts are needed to standardize and harmonize the issuance of certification of various care training programs in Indonesia.

On the other hand, Japan is in confront with staring a new policy of inviting foreign human resources of nursing and caring which is a strategy beyond the bilateral economic partnership agreement (EPA). Some Indonesian candidates of nurse and certified care workers went back to their homeland already, although they got through the Japanese National Examination. In the status quo, there are many cases in which returnees cannot use of their experience in Japan. Even if Japanese government is tend to invite foreign technical intern trainees of caring, furthermore, we need to develop the concept of brain circulation between Indonesia and Japan.

We are going to conduct a workshop on seminar and workshop on : “Harmonization of LTC Training Certificate for Care Givers between Indonesia and Japan”

Objective: To develop a recommendation of  LTC training program for care givers

Vanue:  Faculty of Health Sciences ,University of Respati Yogyakarta

Jl. Raya Tajem KM 1,5  Maguwohardjo, Depok, Sleman, Yogyakarta

Telp 62 274 443888, Fax 6227437999

 

Result and Recommendation 

The results of the development of harmonized training workshop on long-term care for the elderly:

1. Rector of URINDO and Head of Social Services Special Region of Yogyakarta welcomed the workshops and hoped that the workshop resulted recommendations for the development program for the elderly services in Yogyakarta/DIY, including care giver program for long-term care.
2. Prof. Tri Budi Rahardjo provide an overview of the development of the elderly population in Indonesia, especially DIY with highest proportion of elderly people (13.5%)  exceeds from the national rate of about 7%.  In addition, the high proportion of hypertension, stroke, and osteoarthritis, as well as increasing the number of disability with age, an indicator of the need of LTC. As a sample: curriculum of care giver/pramurukti  of  Panti Rini Hospital can be used as a reference. That illustration also delivered in an interview with TV ADI Yogyakarta, with the  support of Komda Lansia DIY (Regional Commission of Older Person DIY).
3. Prof.TakeoOgawaexplainedthat theneed forlong-term careinJapanis not matched byan adequateamount ofcare giver, becauseyoung workersabsorbedinemploymentof the economysectors. Yet,Japanremainsopeneducationalcare giverfor the elderlyin the category: Award(short course), certificatesanddiploma. The third categoryneeds tobe harmonizedwiththe education/training ofcare giver/pramuruktiinIndonesia, includingYogyakarta. This conditions isalsodeliveredinan interviewwithTVADIYogyakarta, with the support of  Komda Lansia DIY (Regional Commission of Older Person DIY).
4. Dr. Probo explain indication of long-term treatment of aspects of geriatric syndromes and magnitude of various diseases in the elderly are generally multi pathologys.  He gave an example in design training materials for the care giver/pramurukti, that include aspects: Care for daily activity , knowledge of geriatric issues, communication, ethical, social, emotional and spiritual aspects that are quite comprehensive.
5. Thomas Aquino Erjin, MNurse, explaining the role of the nurse in the care for the elderly, including long-term care. In this case, nurse as educator for promotion activities, providers of nursing care, and physician partners as well as health and social teams in preventive, curative and rehabilitative action. Thus training for care giver/pramurukti for the elderly, nursing is the main coach, together with other resources from a variety of related fields.

6. Results ofthe formulationof long-termcaretrainingharmonizationforcare giverisasfollows:Level of training / education for long-term care for the care giver comprising: Award (Short Course / Short Course), Certificate (Certificate) and Diploma.

1. Award (Short Course / Short Course)
1.1.Participants:
Indonesia:

can be derived from the cadre elements of society, families with elderly, people who handle and care of elderly, youth, scout, literacy
Japan:

school children, volunteers, informal care giver, family members, police, shop steward, bank employees, teachers, and everyone who is interested can attend training
1.2. Educator
Indonesia and Japan have the same criteria, namely nurses, physicians, gerontology, public health experts, expert of physio and occupational therapy, midwives, pharmacologists, psychologists, social rehabilitation, social and cultural experts, nutritionists / nutrition, dentists, experts in the care giving.

1.3. Training time:
Indonesian:  minimal training 6 days x 8 hours, consisting of theory and practice in the form of simulation.

Japan: a minimum of one week of training, consisting of theory and observation (or simulation form)

1.4. Level of Competence:
Indonesia:  the participants are expected to be able to do friendship / mentoring and helping the elderly to perform basic daily activities.
Japan: the ability for friendship, mentoring and contact / communication with the elderly.
1.5. Knowledge level:
Both Indonesia and Japan, knowledge that must be understood by the trainees are basic knowledge of the aging process and care giving / treatment / counseling.
1.6. Skill level:
Indonesian participants are expected skilled in basic self-care assistance in the activity of daily living (Activity of Daily Living / ADL) and treatment delegated by the professional nurse. While for Japanese more emphasize for ADL assistance.
1.7. Training Module;
In Indonesia and Japan:  the training module includes materials for health and social care (see Probo dr material, Panti Rini and Japan model, attached)
1.8. Career Path:
Both in Indonesia and Japan, this level of training is no career path.
1.9. Role of Government:
Indonesian :
• Making regulation

• Setting the standard
• Coordinatecross-sector training
• Tasks and functions of each department
• Training facilities
• Providefinancial supportfortraining
• Providesupportfor trainingby empoweringcoachfrom institutions includinguniversities.
• Evaluatethe performance ofthe technical implementing regional unit(health centers, social, etc.)

Japan:

the role of government is a member of subsidy implementation of training organized by various parties

1:10. Role of Civil Society Organizations / Non-Governmental Institutions
Indonesia:  community organizations or private institutions that are interested in organizing training can do it with networking
Japan:  particular training providers in Fukuoka coordinated with local government by empowering the community and private organizations.
1:11. The Role of Higher Education Institutions in particular
Indonesia and Japan: the role of universities is to conduct research, giving recommendations to the government and other stakeholders, as resource persons, as well as conducting training level TOT (Training of the trainers)
1:12. Business role
Indonesia and Japan:  in CSR and businesses opportunities. Sample:  in Japan many products is to support long-term care, such as wheelchairs, bath, bed, toilet, etc. specifically for seniors who need long-term care.
2. Certificate (Certificate)
2.1. Participants:
Indonesia: there is a needs to be an adjustment to the terms of Japan conditions
Japan: those who want to work as a professional care giver, minimum high school graduation
2.2.  Educator
Indonesia and Japan have the same criteria, namely nurses, physicians, gerontology, public health experts, expert physio therapy, occupational care specialists, midwives, pharmacologists, psychologists, social rehabilitation, social and cultural experts, nutritionists / nutrition, dentists, experts in the care giving.

2.3. Training time:
Indonesia:  the training time of 466 hours, 74 hours of theory and 392 hours for practice. when going to Japan, need additional knowledge and practice in accordance with the requirements and conditions of the elderly in Japan. This will started with curriculum in Indonesia, compared with the curriculum in Japan, and in conformity conversion
Japan:  training for beginners at 130 hours.  As for on the job training certificate of 450 hours of theory and 3 years of practice / experience.  Previous policy, from another country must be a nurse. The new policy establishes Intensive Technical Training (TIT).

2.4. Level of Competence:

Indonesia: the participants should be able to achieve value of knowledge, attitudes and behavior in accordance with the standards of passing into care giver / pramurukti professional.
Japan: graduates must be able to perform maintenance in accordance with procedures based on knowledge and basic skill as a professional care giver.
2.5. Knowledge level:
Both Indonesia and Japan, graduates must understand long-term care in the home, community and institutional

2.6. Skill level:
To Indonesian participants are expected to be skilled in doing long-term care in the home, the community and the institution as a whole.
2.7. Training Module;
In Indonesia and Japan, the training module includes materials for health and social care (see Dr. Probo’s material, Panti Rini and Japan model, attached)
2.8. Career Path:

In Indonesia career paths need to be formed, while in Japan there are several career paths stick staffing qualifications as care giver in long-term care, attendant certified care giver in the community, nursing management as assessors, and as a trainer / educator (there 7 levels)
2.9. Role of Government:
Indonesian:
• Making regulation

• Setting the standard
• Coordinatecross-sector training
• Tasks and functions of each department
• Training facilities
• Providefinancial supportfortraining
• Providesupportfor trainingby empoweringcoachfrom institutions includinguniversities.
• Evaluatethe performance ofthe implementingunits  (health centers, social, etc.)

• Monitor and evaluate the implementation of TOT
Japan:

member of subsidy implementation of training organized by various parties, standardizing education and training and conducting oversight on the implementation of TOT
2.10. Role of Civil Society Organizations / Non-Governmental Institutions
Indonesia:  community organizations or private institutions that are interested in organizing training can do it with networking
Japan:  government as a partner and make recommendations to the government as a consultant.

2.11. The Role of Higher Education Institutions in particular
In Indonesia and in Japan the role of universities is to conduct research, giving recommendations to government and other stakeholders, as resource persons, as well as conducting training level TOT (Training of the trainers)
2.12. Business role
In Indonesia and Japan’s role of business is in CSR and also business opportunities. Such as: in Japan many products are to support long-term care, such as wheelchairs, bath, bed, toilet, etc. specifically for seniors who need long-term care.
3. Diploma
3.1. Participants:
Indonesia:  there is needs to be an adjustment to the terms of participants in Japan, especially for polytechnic / vocational program
Japan:  there are diploma for long-term care for caregiver at secondary school level and polytechnic / vocational program.
3.2. Educator
Indonesia and Japan have the same criteria, namely nurses, physicians, gerontology, public health experts, expert physio therapy, occupational care specialists, midwives, pharmacologists, psychologists, social rehabilitation, social and cultural experts, nutritionists / nutrition, dentists, experts in the care giving.
3.2. Training time:
Indonesia: the humber of training time, has not been established, can adjust the time of education in Japan

Japan: the education time of 1800 hours.
3.3. Level of Competence: Have not been discussed.
3.4. Knowledge level: Not yet discussed
3.5. Skill level: Not yet discussed

3.6. Training Module;
In Indonesia and Japan, the training module includes materials for health and social care (see Dr. Probo’s material, Panti Rini and Japan models, attached)
3.7. Career Path:
Indonesia: career paths need to be established.
Japan:  there are a few career path based on qualifications of personnel such as care giver in long-term care, attendant certified care giver in the community, nursing management as assessors, and as a trainer / educator (there are 7 levels)

3.8. Role of Government:
Indonesian:
• Making regulation

• Setting the standard
• Coordinatecross-sector training
• Tasks and functions of each department
• Training facilities
• Providefinancial supportfortraining
• Providesupportfor trainingby empoweringcoachfrom institutions includinguniversities.
• Evaluatethe performance ofthe implementingunits  (health centers, social, etc.)

• Monitor and evaluate the implementation of TOT
Japan: the role of government is a member of subsidy implementation of training organized by various parties, standardizing education and training and conducting oversight on the implementation of TOT

3.9. Role of Civil Society Organizations / Non-Governmental Institutions
Indonesia:  community organizations or private institutions that are interested in organizing training can do it with networking
Japan: civil society organizations as government partner and make recommendations to the government as a consultant.

3.10. The Role of Higher Education Institutions in particular
In Indonesia and in Japan the role of universities is to conduct research, giving recommendations to the government and other stakeholders, as resource persons, as well as conducting training level TOT (Training of the trainers)
3.11. Business role
In Indonesia and Japan’s role of business is in CSR and business opportunities. Example:  in Japan many products are to support long-term care, such as wheelchairs, bath, bed, toilet, etc. specifically for seniors who need long-term care.