Indonesia

Penilaian lapangan – Pemagangan di Indonesia

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Document

Content Type:

Penilaian lapangan – Pemagangan di Indonesia

Language:

Employers invest in training in order to improve productivity, innovate and adopt new technologies, and compete in changing markets. Case studies and research from individual employers and associations of employers on the Global KSP deal with apprenticeship and workplace skills provision, quality assurance and governance of training institutions, and employers’ roles in anticipating skill needs and in influencing national and sector policies on skills development.

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skpEmp

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employers-organizations

ILO

The International Labour Organization is the tripartite U.N. agency that promotes Decent Work through employment, social security, labour standards and social dialogue. Its work on skills development is guided by the conceptual framework on Skills to improve productivity, employment growth, and development agreed in 2008 by representatives of Governments, Employers’ Associations and Workers’ Associations. Research, policy advice, and pilot projects and technical cooperation programmes to apply good practices in different circumstances across its 185 member States aims to boost the employability of workers, the productivity and competitiveness of enterprises, and the inclusiveness of economic growth. The ILO Secretariat in offices in 40 countries works with Ministries of Labour, employers’ organizations, and trade unions to integrate skills development into national and sector development strategies in order to better meet current labour market needs and to prepare for the jobs of the future; to expand access to employment-related training so that youth, persons with disabilities and other vulnerable groups are better able to acquire skills and secure productive and decent work; and to improve the ability of public employment services to provide career guidance, maintain labour exchange services, and deliver active labour market programmes.For more information regarding the ILO’s work on skills and employability go to: http://www.ilo.org/skills/lang--en/index.htm; for ILO/Cinterfor's Knowledge Management Plarform, see: http://www.oitcinterfor.org

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skpILO

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ilo

TVET institutions

Technical and vocational education and training (TVET) institutions play an important role in equipping young people to enter the world of work and in improving their employability throughout their careers. The Global KSP collects and shares information from TVET institutions on how they respond to changing labour market needs, adopt new training technologies, expand the outreach of their training, and improve the quality of their services including in the areas of governance, financing, teacher education, and industry partnerships.

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skpTVET

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tvet-institutions

Topics:

Access to training

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Access for all to good quality education, vocational training and workplace learning is a fundamental principle of social cohesion and economic growth. Some groups of people may require targeted attention if they are to benefit from education, training and employment opportunities.

This is particularly the case for disadvantaged youth, lower skilled workers, people with disabilities, and people in rural communities. The attractiveness of vocational education and training is enhanced when combined with entrepreneurship training and when public policies encourage utilization of higher skills by business.

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skpATSU

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access-to-training

Knowledge Products:

Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues.

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research-papers

Publication Date:

15 Mar 2016

Open

wcmstest4_168256.pdf

Melalui survei ini, diketahui bahwa perusahaan-perusahaan tidak memahami peran APINDO dalam hal pemagangan. Oleh karenanya, inisiatif APINDO melalui pengembangan jaringan pemagangan di lingkungan dunia usaha yang disebut INAN (Indonesia National Apprenticeship Network) diharapkan dapat menumbuhkan kesadaran tentang pentingnya pemagangan bagi dunia usaha. Lebih lanjut INAN diharapkan memfasilitasi dalam berbagi pengalaman praktek-praktek terbaik pemagangan, dan dapat memberikan kontribusi bagi pengembangan kerangka kebijakan pemagangan nasional mendatang.

Subject Tags:

Apprenticeships

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apprenticeships

Identifier

639

Education and training

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education-and-training

Identifier

116

Employers

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employers

Identifier

672

Skills and training policy

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skills-and-training-policy

Identifier

666

Skills upgrading

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skills-upgrading

Identifier

657

Vocational training

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vocational-training

Identifier

124

Youth

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youth

Identifier

319

Regions:

Asia and the Pacific

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Countries and territories:

A complex formula: Girls and women in science, technology, engineering and mathematics in Asia

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Document

Content Type:

															A complex formula: Girls and women in science, technology, engineering and mathematics in Asia
													

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English

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english

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skpEng

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Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

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skpIntOrg

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international-organizations

Other sources

Experts from many international, regional and national agencies generously share their views, experiences and findings on skills, helping policy-makers among other stakeholders to understand the linkages between education, training and the world of work, and how to integrate skills into national development planning to promote employment and economic growth.

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skpOSource

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other-sources

Topics:

Case studies and good practices

Case studies that document good practices and illustrate the benefits and lessons learnt of particular approaches or methods in real practice.

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skpCaseStdy

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case-studies-and-good-practices

Research papers

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skpRPS

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research-papers

Publication Date:

18 Sep 2015

Open

wcmstest4_151693.pdf

The report looks at gender differences in participation in science, technology, engineering and mathematics (STEM) education. It analyzes female participation in these fields and examines factors that influence their choices to study STEM subjects. The report is based on seven country studies in Cambodia, Indonesia, Malaysia, Mongolia, Nepal, the Republic of Korea and Viet Nam.

Subject Tags:

Gender

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294

Identifier

294

Regions:

Asia and the Pacific

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Countries and territories:

Cambodia

Indonesia

Malaysia

Nepal

Republic of Korea

Viet Nam

Field assessment -Apprenticeship in Indonesia

Type:

Document

Content Type:

Field assessment -Apprenticeship in Indonesia

Language:

English

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english

Identifier

skpEng

Sources:

Employers' organizations

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skpEmp

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employers-organizations

ILO

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Identifier

skpILO

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ilo

TVET institutions

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Identifier

skpTVET

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tvet-institutions

Topics:

Access to training

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Identifier

skpATSU

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access-to-training

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

03 Jul 2015

Open

wcmstest4_147453.pdf

Report on visits to companies in Balikpapan and Greater Jakarta This book is a survey report concerning the apprenticeship practices conducted by the companies in Jabodetabek (Jakarta-Bogor-Depok-Tangerang-Bekasi) area and Balikpapan. The survey was conducted by a consultant selected by APINDO, the Employers’ Association of Indonesia, and ILO. It uses in-depth interviews with a number of companies, employing a qualitative methodology. It does not focus on the number of companies being surveyed but rather on the variety of business types and the size of the company to capture a number of apprenticeship practices. This report reflected various aspects in apprenticeship such as recruitment of apprentices, program and duration of apprenticeship, organization of apprenticeship, certification, recruitment of the worker from the result of apprenticeship, etc.

The result of the survey showed that there are common and different implementation of apprenticeship schemes among the companies. Common practices include: getting workers with the qualified skills needed by the company; and, written agreements between the company and the apprentice, as well as an allowance for the apprentice. Meanwhile, differences include the duration of apprenticeship, where in labour intensive companies this period is shorter than in the capital intensive companies. It is also interesting to note that there are some companies that give opportunities to workers with disabilities to participate in the apprenticeship program.

Subject Tags:

Apprenticeships

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apprenticeships

Identifier

639

Employers

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employers

Identifier

672

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Skills upgrading

Slug

skills-upgrading

Identifier

657

Vocational training

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vocational-training

Identifier

124

Youth

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youth

Identifier

319

Regions:

Asia and the Pacific

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Countries and territories:

Indonesia

Field Assessment- Apprenticeship in Indonesia: Report on visits to companies in Balikpapan and Greater Jakarta

Type:

Document

Content Type:

															Field Assessment- Apprenticeship in Indonesia: Report on visits to companies in Balikpapan and Greater Jakarta
													

Language:

English

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english

Identifier

skpEng

Sources:

ILO

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skpILO

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ilo

Topics:

Access to training

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Identifier

skpATSU

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access-to-training

Lifelong learning

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There is a critical need for a greater overall investment in education and training, particularly in developing countries. Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories.

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skpPSLLL

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lifelong-learning

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Case studies and good practices

Case studies that document good practices and illustrate the benefits and lessons learnt of particular approaches or methods in real practice.

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Identifier

skpCaseStdy

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case-studies-and-good-practices

Publication Date:

18 Jun 2015

Open

wcmstest4_144653.pdf

An apprenticeship is a training organized by a company to a potential worker in work site to obtain specific skill. For company, the purpose of apprenticeship is to have a worker who has qualified skill as needed by the company. While for the apprentices, the purpose is to obtain the skill needed to get job in line with the skill obtained during the apprenticeship. Therefore, the apprenticeship is a relation between the skill seeker and skill provider within the employment environment. Apprenticeship is not a training given by the company to a student as a condition to obtain specific skill as the requirement in school curriculum.

This book is a survey report concerning the apprenticeship practices conducted by the companies in Jabodetabek (Jakarta-Bogor-Depok-Tangerang-Bekasi) area and Balikpapan. This report reflected various aspects in apprenticeship such as recruitment of apprentices, program and duration of apprenticeship, organization of apprenticeship, certification, recruitment of the worker from the result of apprenticeship, etc.

Subject Tags:

Apprenticeships

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apprenticeships

Identifier

639

Employability

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employability

Identifier

643

Job matching

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job-matching

Identifier

649

Skills and training policy

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skills-and-training-policy

Identifier

666

Skills re-training

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skills-re-training

Identifier

655

Vocational training

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vocational-training

Identifier

124

Regions:

Asia and the Pacific

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Countries and territories:

Indonesia

Innovative Asia: Advancing the knowledge-based economy - Country case studies for the People’s Republic of China, India, Indonesia, and Kazakhstan

Type:

Document

Content Type:

															Innovative Asia: Advancing the knowledge-based economy - Country case studies for the People’s Republic of China, India, Indonesia, and Kazakhstan
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

Other sources

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Identifier

skpOSource

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other-sources

Topics:

Case studies and good practices

Case studies that document good practices and illustrate the benefits and lessons learnt of particular approaches or methods in real practice.

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Identifier

skpCaseStdy

Slug

case-studies-and-good-practices

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

25 May 2015

Open

wcmstest4_143454.pdf

This report presents the case studies of the People’s Republic of China, India, Indonesia and Kazakhstan in their knowledge-based economy approaches. It identifies a range of policies and initiatives that these economies need to consider to strengthen innovation-led growth and make a transition from middle-income to high-income levels.

This report argues that it is absolutely essential for emerging economies in Asia to transition into Knowledge-Based Economies (KBE) to sustain their economic development, while preparing effectively for the future challenges of an increasingly connected global economy. In fact, pursuing KBE development could help emerging economies effectively position themselves better to capitalize on market opportunities by using their unique endowments and strengths. The times are opportune for Asia to accelerate knowledge based economy development.

Subject Tags:

Information and communication technologies

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information-and-communication-technologies

Identifier

346

Skills upgrading

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skills-upgrading

Identifier

657

Technology

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technology

Identifier

345

Regions:

Asia and the Pacific

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Countries and territories:

China

India

Indonesia

Kazakhstan

UIL policy brief 4 -Community matters: Fulfilling learning potentials for young men and women

Type:

Document

Content Type:

															UIL policy brief 4 -Community matters: Fulfilling learning potentials for young men and women
													

Language:

English

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english

Identifier

skpEng

Sources:

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Identifier

skpIntOrg

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international-organizations

Topics:

Lifelong learning

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Identifier

skpPSLLL

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lifelong-learning

Youth employability

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Globally, nearly 68 million young women and men are looking for and available for work, and an estimated 123 million young people are working but living in poverty. The number who are not in employment, education or training (NEET) stands at 267 million, a majority of whom are young women. Significantly, young people are three times as likely as adults (25 years and older) to be unemployed.

Skills development is a primary means of enabling young people to make a smooth transition to work. A comprehensive approach is required to integrate young women and men in the labour market, including relevant and quality skills training, labour market information, career guidance and employment services, recognition of prior learning, incorporating entrepreneurship with training and effective skills forecasting. Improved basic education and core work skills are particularly important to enable youth to engage in lifelong learning as well as transition to the labour market.

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skpYoEmp

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youth-employability

Knowledge Products:

Policy and strategy

Recommendations and advice on resolving policy challenges related to skills development systems and their linkages to the world of work. Concise syntheses of experience from the international organizations.

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skpPolOp

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policy-and-strategy

Publication Date:

22 May 2015

Open

wcmstest4_143254.pdf

Part of the UNESCO Institute for Life Long Learning (UIL) policy briefings series The fourth policy brief in the UIL series recommends youth engagement in multipurpose community learning spaces and centres. The aim is to improve their access to full participation in learning and community development activities. It is based on discussions from the International Policy Forum on Literacy and Life Skills Education for Vulnerable Youth through Community Learning Centres held on 20 – 22 August 2013 in Jakarta, Indonesia. UIL Policy Brief 4 Community Matters: Fulfilling Learning Potentials for Young Men and Women describes features of community learning centres, which have different names in local languages across world regions. Furthermore, it illustrates how community learning centres from Bangladesh, Indonesia, Japan, Mongolia, Thailand, and the United Kingdom engage young men and women in the planning and implementation processes.

Subject Tags:

Lifelong learning

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lifelong-learning

Identifier

400

Skills and training policy

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skills-and-training-policy

Identifier

666

Skills recognition

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skills-recognition

Identifier

656

Regions:

Asia and the Pacific

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Europe and Central Asia

Region Image

Countries and territories:

Bangladesh

Bangladesh has a strong track record of growth and development, even in times of elevated global uncertainty. A robust demographic dividend, strong ready-made garment exports, resilient remittance inflows, and stable macroeconomic conditions have supported rapid economic growth over the past two decades. A strong recovery from the COVID-19 pandemic continued in FY22, although a recent surge in commodity prices has presented new headwinds.

Bangladesh reached lower-middle income status in 2015. It is on track to graduate from the UN’s Least Developed Countries list in 2026. Poverty declined from 43.5 percent in 1991 to 14.3 percent in 2016, based on the international poverty line of $1.90 a day (1).

Like many of its Asian neighbours, Bangladesh faces a major challenge trying to develop modern, employability skills for tens of millions of young women and men. It has a large informal sector, which accounts for 94.7 percent of the total employment in 2017 (2). Youth continue to be highly affected by the lack of opportunities, with the share of youth aged 15-24 not in employment, education or training (NEET), estimated at 27.8 percent in 2020 (3).

TVET has a huge role to play in equipping the vast young labour force of 15-29 years referred to as the country’s “demographic dividend” with employability skills and providing enhanced support services to ensure a better transition from school to work. TVET may also contribute to reducing poverty by providing employability skills, particularly to those who drop out of school early and to a large number of unemployed and underemployed adults.

Despite many reform initiatives by the government, the TVET sector needs further strengthening through reform of policies and systems in the labour market. Enhancing industry-relevance of TVET qualifications will furthermore require closer Government cooperation with the private sector. For one and a half decade, the ILO has worked closely with the Government of Bangladesh and its Social Partners to reform the TVET sector and to improve access for people to increase their skills and employability, in particular youth, women and people from other marginalized groups.

The impact of the COVID-19 pandemic had detrimental effects on the TVET sector, due to the nation-wide closure of all educational institutes for one and a half years, starting on 17 March 2020. Most students’ learning was effectively abolished for this duration, and learning and certification was only possible through limited online learning facilities in existence at the time. Only recently has the TVET returned to its prior activity level.

The ILO landmark programmes aim to strengthen and improve the environment for industry skills development, address the mismatch between the supply and demand for skills training, and drive the increased employability of millions of young women and men. ILO’s support to develop the skills system in Bangladesh has focused on skills system governance, development of skills policies and qualifications frameworks; delivery of quality skills training, expanding access to TVET, and involvement by the private sector.

Sources

(1) https://www.worldbank.org/en/country/bangladesh/overview

(2) https://ilostat.ilo.org/topics/informality/

(3) https://ilostat.ilo.org/topics/youth/

Country Assessment and Priority (CAP) – Bangladesh strategy for skills and lifelong learning (2022)

Situation Analysis of Bangladesh TVET Sector (2019) https://www.ilo.org/wcmsp5/groups/public/—asia/—ro-bangkok/—ilo-dhaka/documents/publication/wcms_735704.pdf_

Indonesia

Japan

Thailand

United Kingdom of Great Britain and Northern Ireland

Indonesia: Literacy for life skills and entrepreneurship

Type:

Document

Content Type:

Indonesia: Literacy for life skills and entrepreneurship

Language:

English

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english

Identifier

skpEng

Sources:

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Identifier

skpIntOrg

Slug

international-organizations

Topics:

Lifelong learning

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Identifier

skpPSLLL

Slug

lifelong-learning

Knowledge Products:

Case studies and good practices

Case studies that document good practices and illustrate the benefits and lessons learnt of particular approaches or methods in real practice.

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Identifier

skpCaseStdy

Slug

case-studies-and-good-practices

Publication Date:

18 May 2015

Open

wcmstest4_142658.pdf

This case study on promising Education for All (EFA) initiatives in Indonesia was commissioned by UNESCO Bangkok with support from the Japanese Funds-in-Trust (JFIT) as one of five country case studies from the Asia-Pacific region. The Asia-Pacific region is full of successful and innovative initiatives that have helped governments accelerate EFA progress at the country level. Governments in the region and beyond can learn from these experiences. It is in this context UNESCO Bangkok has embarked on the documentation of such practices.

Among the policies and strategies in Indonesia that have contributed to progress made towards the achievement of the EFA goals, the Literacy for Life Skills and Entrepreneurship (LLSE) programme is highlighted in this study and is viewed as a promising practice for accelerating efforts to achieve EFA Goal 4. The case study examines the LLSE intervention and explores its role in terms of national literacy achievements, particularly the EFA goal on adult literacy. The study also explores the relationship between literacy and increased entrepreneurship competencies of adults.

Subject Tags:

Entrepreneurship

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entrepreneurship

Identifier

182

Lifelong learning

Slug

lifelong-learning

Identifier

400

Poverty alleviation

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poverty-alleviation

Identifier

149

Regions:

Asia and the Pacific

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Countries and territories:

Indonesia

Education in Indonesia: Rising to the challenge

Type:

Document

Content Type:

Education in Indonesia: Rising to the challenge

Language:

English

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english

Identifier

skpEng

Sources:

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Identifier

skpIntOrg

Slug

international-organizations

Topics:

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

26 Mar 2015

Open

wcmstest4_136852.pdf

Indonesia is one of the major economies of Southeast Asia and the government has set itself ambitious goals for its social and economic development, for which human capital development is crucial. Despite great regional divergences which limit access to quality education for many, Indonesia has made impressive progress on many fronts in the education sector since the 1997-98 Asian crisis, such as coverage of basic education. Many challenges remain including expanding enrolment in secondary and tertiary education, increasing quality and relevance and making governance and finance more responsive.

This report covers the full range of education from early childhood through to tertiary education, including aspects of non-formal education, across both the system of the Ministry of Education and Culture and the Islamic system of the Ministry of Religious Affairs. It uses information from the Country Background Report prepared by the Education Sector Analytical and Capacity Development Partnership (ACDP) at the request of the Indonesian authorities, as well as information supplied in the course of site visits to Jakarta, East Kalimantan, South Sulawesi, South Sumatra and West Java. This review offers an in-depth study and recommendations on the structure and scale of provision, student access and inclusion, student progression, teaching and learning, standards and accreditation, financing, and governance of the pre-primary, basic, secondary, vocational and higher education sectors. Other recommendations cover assessment, education and skills formation and the changing labour market, relevance, the transition from education to work, and adult learning.

DOI: 10.1787/9789264230750-en

Subject Tags:

Inclusion

Slug

inclusion

Identifier

665

School-to-work transition

Slug

school-to-work-transition

Identifier

652

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Vocational training

Slug

vocational-training

Identifier

124

Youth

Slug

youth

Identifier

319

Regions:

Asia and the Pacific

Region Image

Countries and territories:

Indonesia

Indonesia's higher education system: How responsive is it to the labor market?

Type:

Document

Content Type:

Indonesia's higher education system: How responsive is it to the labor market?

Language:

Sources:

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Identifier

skpIntOrg

Slug

international-organizations

Topics:

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

23 Feb 2015

Open

wcmstest4_132455.pdf

Indonesia is at a development crossroads. It successfully weathered the 2008 international financial crisis, and it has shown resilience in the current turbulent times. Its economy is now one of the largest 20 economies in the world and it has ambitious plans to achieve high-income status and join the G-7 by 2030. Yet the challenges it faces are daunting.

This paper presents a framework to look at incentives and argues that without the right system in place, the tendency of the education sector will not necessarily be to align its supply with the demands of the labour market. Section 2 discusses some key features of the system in Indonesia. Section 3 looks at the performance of higher education graduates in the labour market, their labour force participation, unemployment rates, the types of jobs they obtain and trends in the returns to higher education. Section 4 takes patterns in employment and returns to education, as well as employer surveys, to find signs of misalignment between supply and demand in the types of degrees of graduates, the sectors where they are employed and the skills they bring with them. Finally, section 5 concludes with some suggested policy directions and future research.

Subject Tags:

Education and training

Slug

education-and-training

Identifier

116

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Skills mismatch

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skills-mismatch

Identifier

654

Regions:

Asia and the Pacific

Region Image

Countries and territories:

Indonesia

Jobs and skills for youth: Review of policies for youth employment of Indonesia

Type:

Document

Content Type:

Jobs and skills for youth: Review of policies for youth employment of Indonesia

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

Slug

ilo

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Identifier

skpIntOrg

Slug

international-organizations

Topics:

Youth employability

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Identifier

skpYoEmp

Slug

youth-employability

Knowledge Products:

Research papers

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Identifier

skpRPS

Slug

research-papers

Publication Date:

03 Feb 2015

Open

wcmstest4_130052.pdf

This report is jointly produced by the International Labour Office (ILO) and the Understanding Children’s Work (UCW) Programme. It aims to support Indonesia’s efforts to address the difficult transitions into the labour market experienced by various segments of young people in Indonesia. The report reviews policies and institutions related to youth employment.

Subject Tags: