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Table 3 Recife commitments, corresponding objectives, and progress reported: Indonesia

From: Follow-up on commitments at the Third Global Forum on Human Resources for Health: Indonesia, Sudan, Tanzania

Recife commitments Objectives Progress reported
1: “To harmonize supply and demand of health workers in improving the quality of health workers”f 1.1: “to develop an annual HRH requirement plan as the reference/ consideration in processing the licensing of education institutions” Accreditation of schools of medicine and dentistry started in 2009 by the National Board for accreditation of higher education institutions; it was extended to schools of pharmacy, nursing, midwifery, nutrition, and public health in 2011. The change introduced in 2014 was that the licensing of education institutions became the responsibility of an independent Accreditation Agency for Health Professional Education Institutions (LAM-PT.Kes)
1.2: to develop an integrated HRH information system, using a HRH observatory approach as the reference by March 2014 A HRH Observatory has been established by the Ministry of Health in November 2014g and training of its personnel started in January 2015; funding was provided by WHO and 10 professionals participated.
1.3: to produce an annual HRH requirement plan by December 2013, and then every December The upgrade of the HRH information system started in 2014, with funding from the Department of Foreign Affairs and Trade of Australia (DFAT). The Annual Planning for HRH for 2015 has been developed in collaboration with multiple stakeholders, including DFAT and WHO. This planning is based on the HRH Plan 2011–2025.
1.4: to develop a distance learning program to upgrade the education level of nurses and midwives from Diploma 1 to Diploma 3 level in remote regions Distance learning activities for nurses and midwifes have been conducted in two provinces: East Nusa Tenggara, with funding from Australia, and East Kalimantan, with funding from the regional government. The digitalization of training modules was initiated at the end of 2014.
1.5: to develop a health workforce registration mechanism through competency certification (using exit exam as the certification exam) to ensure the competency of HW before registering to the health professional council A national exit exam is in place for medicine and dentistry. XA similar exam was introduced for nurses and midwifes in 2014.h It is planned to extend this mechanism to other health professions in 2016.
2: “To improve the HRH distribution and retention” 2.1 and 2. 2: affirmative action by provision of scholarships with bonding service to health workers in remote and underserved areas by December 2014 and to develop Guidelines of Scholarship with bonding service for remote underserved areas by June 2014 A program of scholarships for students accepting to work in remote regions was implemented in 2014.
2.3: to recruit students from remote and underserved regions from November 2013 onwards Recruitment of students from these regions has started in 2014.
2.4 and 2. 5: to develop a task shifting model for health workers in remote areas by April 2014 and to develop Recommendations and Guidelines on task shifting by April 2014 and modules and curriculum of training by September 2014 Recommendations for task-shifting and training modules have been developed in 2014 as planned.
  1. fWe quote commitments and objectives verbatim. The information on follow-up was obtained directly from ministries of health by country correspondents
  2. g Available only in Indonesian
  3. h