PRESENTASI KRIVET SEAMEO VOCTECH

(1)

Current Status and Future Directions of

Vocational and Technical Education in

Indonesia

KRIVET – SEAMEO VOCTECH SEOUL

Losina Purnastuti

(2)

I’m looking for a job

(3)

17,000 islands and islets

241 million people

33 provinces

300 ethnically distinct groups

583 local languages and dialects

a low or lower-middle income

country ( GDP : Rp 2,082,103.7 billion or $ 208 billion)

(4)

• Ministry of National Education (MONE)

Supervising quality assurance of curriculum of vocational education

• Ministry of Manpower & Transmigration (MOMT)

Supervising quality assurance of system, mechanism, and implementation of vocational trainingVTET

Brief VTET in Indonesia

(5)

Vocational Education

- secondary level : e.g. SMK

- tertiary level : e.g.

Polytechnic,

Academy

Vocational Training

- Public : State-owned

Vocational Training

Institution e.g. BLK

(under auspices of

MOMT)

- Private Training Institutions

(6)

Vocational education improves the quality of

Indonesian labor force, particularly for mid-level worker.

Vocational education ensure life skills and employment readiness for those not continuing on to postsecondary education

Vocational education fulfills the need for mid-level workers in the sectors of manufacturing, industry,

construction, mining, trading, social services, tourism, information and communications technology (ICT), agriculture, technology and arts.

Vocational education reduces the level of unemployment in Indonesia.

Vocational education drives the economic growth.

(7)

Policies

• The expansion access to

education

• Improving quality,

relevance, and

competitiveness

• Strengthening

management

accountability and public

image.

(8)

Ratio of Students of SMK : SMA

Year

Condition and Target

2004

30:70

2005

32:68

2006

34:66

2007

36:64

2008

38:64

2009

40:60

(9)

Enrolment

682796 1549131

2231927

778076 1623656

2401732

912434 1826528

2738962

0 500000 1000000 1500000 2000000 2500000 3000000

2005/2006 2006/2007 2007/2008

Public Private Total

Number of VSSS Students 2005/2006 – 2007/2008

(10)

Number of VSSS Students by Province 2007/2008

(11)

Number of Vocational Senior Secondary School Students by Vocational Programs 2007/2008

Art , 44391, 2%

Marine, 24195, 1% Health, 10995,

Tourism, 174726, 6%

Community Welfare, 42266,

Busieness and Management, 1304339,

47%

Agriculture and Forestry, 76644,

Technology and Industry, 1062403,

39%

(12)

Labor Force Participation and Earnings 2006 (VSSS and GSSS Graduate)

Items General Senior

Secondary School

Vocational Senior Secondary

School

All Workers

Labor Force Participation _67.6 _77.6 _66.2 % of Total Labor Force _14.8 _7.1 ₁₀₀

% in Formal sector _56.2 _66.2 _31.1

% in Informal Sector _43.8 _33.8 _68.9

% Unemployed _18.1 _17.3 _10.3

% Underemployed _13.5 _13.2 _27.4

Earning in Rp/month (formal sector)

1,045,303 1,079,580 997,000

(13)

Policies (programs/practices) that have

been implemented

1. The enlargement and fair distribution of the vocational school access by maintaining the quality.

Number of VSSS 2005/2006 – 2007/2008

Source: MoNE

The program is focused on increasing the number of Junior High School graduates to continue studying to the Vocational Senior Secondary Schools:

• founding new buildings of vocational schools,

• providing new classes,

• conducting rehabilitation of the school buildings,

• founding new building unit, • providing aids for students, • and other programs.

(14)

2. The improvement of quality, relevance, school competition, as well as the guidance to several vocational international schools.

The program is directed to improve the quality of the teaching and learning process as well as the graduates:

• development of SMK with international standards,

• development of ICT,

• development of industry participation in SMK,

• development of key competencies, • development of entrepreneurship, • improving competencies of teachers

and other educational staff,

• improving quality and relevance of TVET,

• repair and maintenance of TVET education facilities,

• development of competency standards, • development of vocational school

models, development of libraries, certification of competency,

• development of talent and interest clubs, certification of English language, scholarships, student competitions, etc.

-1,000 2,000 3,000 4,000 5,000 6,000 7,000 Libra ry Ket e

ram pila

Mul ti Pu

rose s Ro

om Hea

lth C ent e

r Wor ksho p Com pute r Roo

ms Die

sel R oom

2004/ 2005 2005/ 2006 2006/ 2007

Number 0f VSSS Facilities 2004/2005 – 2006/2007

(15)

3. The improvement of the vocational school management by applying good governance principles.

To assure the quality management, Vocational Senior Secondary Schools in Indonesia are compelled to adopt the ISO 9001:2000 quality management system.

(16)

Major Issues and Challenges

• Human Resources

• Facilities

• Public Images

• Job Market and

Industry

Correlation

• Absorbtion into Job

Market

(17)

1. Human Resources

2004/2005 Qualified Teacher, 61.89 Under Qualified Teacher, 38.11 2005/2006 Qualified Teacher, 63.85 Under Qualified Teacher, 36.15 2006/2007 Qualified Teacher, 75.64 Under Qualified Teacher, 24.36 2007/2008 Qualified Teacher, 76.96 Under Qualified Teacher, 23.04

Note: Qualified teachers are teachers with the qualification of Graduate program of Teacher Training and above Source: MoNE

(18)

2. Facilities

0.33 0.34 0.31 0.39 0.37

0.27 0.280.27 0.44 0.31 1.05 1.12 1.03 0.64 0.94

0.63 0.66 0.66

0.51 _0.50 -0.20 0.40 0.60 0.80 1.00 1.20

R. Keterampilan Multi Purposes Rooms Workshop Computer Rooms

2002/2003 2003/2004 2004/2005 2005/2006 2006/2007

Ratio School Facilities to School 2002/2003 – 2006/2007

(19)

Ratio of Library to School (VSSS) 2004/2005 – 2007/2008 (%)

68.84

67.37

65.48

69.24

63 64 65 66 67 68 69 70

2004/2005 2005/2006 2006/2007 2007/2008

(20)

3. Public Image

• VTET still suffered from the

negative image.

• VTET is still perceived as an

education for those from

economically and academically

disadvantaged group only.

• The general public perception

is that the quality of VTET is

lower than general education.

• Vocational education has

suffered from being perceived

as a second class education.

• Low prestige attached to

vocational education is a

common perception in

Indonesia.

(21)

4. Job Market and Industry Correlation

• Link and match between

education and industry is still

problematic.

• The quality and relevance of

education is still low.

• The quality of academic

education and relevance of

vocational courses are

generally not well regarded by

employers.

• Questions remain about the

relevance of vocational

courses, including the gap

between the courses and

industry needs as well as the

slow response to changing

labor market needs and

technological advances.

(22)

5. Absorbtion into Job Market

The employment absorbtion rate of VSSS graduate into

job market is relatively low.

(23)

Future Plans

• Period 2010-2015:

Service

Empowerment

• Period 2015 – 2020:

Regional

Competitiveness

• Period 2020 – 2025:

International

(24)

(1)

Ratio of Library to School (VSSS) 2004/2005 – 2007/2008 (%)

68.84

67.37

65.48

69.24

63 64 65 66 67 68 69 70

2004/2005 2005/2006 2006/2007 2007/2008

(2)

3. Public Image

• VTET still suffered from the negative image.

• VTET is still perceived as an education for those from

economically and academically disadvantaged group only.

• The general public perception is that the quality of VTET is lower than general education. • Vocational education has

suffered from being perceived as a second class education. • Low prestige attached to

vocational education is a common perception in Indonesia.

(3)