Slides from presentation on survey on TVET challenges. Includes responses from APEC members, good practices, and suggestions

Transcription

1 Indonesia References (2012). TVET challenges and educational response in Asia-Pacific region. Presented by China at Third APEC Education Pre-Ministerial Research Symposium. Moscow. Slides from presentation on survey on TVET challenges. Includes responses from APEC members, good practices, and suggestions Abdullah, H. (2013). The role of VET providers in training partnerships with industry in East Java, Indonesia. Politeknik Negeri Malang, & Victoria University, Australia. Explores the existing four VET providers/industry training partnerships in East Java and reveals environmental influences upon partnerships, process, and the role of people and relationships. Uses case study built from surveys, document analyses and interviews with 22 participants. Akira, T., & Miyata, S. (2007). Urbanization, educational expansion, and expenditures inequality in Indonesia in 1996, 1999, and Washington, D.C.: IFPRI. Paper considers urban-rural location and education as the main causes of expenditure inequality and attempts to examine inequality changes associated with urbanization and educational expansion from , using monthly household consumption expenditure data. Introduces a hierarchical framework of inequality decomposition by population subgroups, which enables researchers to analyze inequality resulting from differences in educational attainment as well as inequality within each educational group. Concludes that urban inequality is likely to remain high AmCham Indonesia. (2013). The impact of the US foreign direct investment on the Indonesian economy. USAID. Comprehensive study to build research capacity, describe impact of US FDI, and recommend improvements for overall business environment. Both quantitative and qualitative research methods used. Topics covered in qualitative discussion include the general investment climate, regulatory framework, social contribution and more, on the part of key senior executives of the 35 participating US companies

2 Arlianti, R. (1998). Workforce 2020: An Indonesian approach to labour-market driven VET. Identifies key policy shifts in the VET system, details the National Council for Vocational Education, and lists the four main components of the new vocational secondary education policy directions: quality improvement; equity in educational opportunities; efficiency and effectiveness; support for private SMKs Asian Development Bank. (2009). Good practice in technical and vocational education and training. Manila: Asian Development Bank. Covers organizing and managing TVET, matching TVET to respond to skills and demand, design issues, and the application of key lessons Biavaschi, C., Eichhorst, W., Giulietti, C., Kendzia, M., Muravyev, A., Pieters, J.,... Zimmerman, K. (2013). Youth unemployment and vocational training. Washington, D.C.: World Bank. Details facts on global youth unemployment; core indicators, explanations, impacts of vocational ed, impacts of labor market policy programs, the role of career and educational guidance. Concludes with policy recommendations Briones, R. M. (2010). Workforce development initiatives for out-of-school youth- What works? A participatory research with youth and communities in Southern Philippines. Newton: Education Development Center. Examines the effect of EQuALLS2 Workforce Development (WFD) offerings on youth and their communities, with the goal of identifying factors contributing to the success of WFD programs. Data collected by field investigation covering youth, employers, parents of completers, and community leaders in the EQuALLS2 areas. Based on qualitative evidence: interviews to generate open discussion on the issues of demand for skilled workers, supply of skilled work, training outcomes, and effectiveness of WFD programs Canning, M., Godfrey, M., & Holzer-Zelazewska, D. (2007). Vocational education in the new EU member states: Enhancing labor market outcomes and fiscal efficiency. Washington, D.C.: World Bank.

3 Report explores the fiscal aspects of vocational education reform in the context of secondary education as a whole, and considers the implication of any changes in the VE system for post-secondary and other modes of skill development. Argues it is neither possible nor advisable to fund a traditional VE system to provide ready-to-work recruits with narrowly specialized skills for the economy s enterprises; parents and students are showing an increasing preference for GE over VE. Lists propositions to converge general and vocational education; calls for reform of general education in terms of teaching/learning strategies, financing, and management alike Chen, D. (2009). Vocational schooling, labor market outcomes, and college entry. Human Development Sector Department, East Asia and Pacific Region: World Bank. Paper examining the differentiated outcomes of vocational and general secondary academic education, particularly in terms of employment opportunities, labor market earnings, and access to tertiary education in Indonesia. Paper tracks a cohort of high school students in 1997 to examine their schooling and employment status in Findings demonstrate: attendance at vocational secondary schools results in neither market advantage nor disadvantage in terms of employment opportunities and/or earnings premium; attendance at vocational schools leads to significantly lower academic achievement as measured by national test scores; there is no stigma attached to attendance at vocational schools that results in a disadvantage in access to tertiary education. It is the lower academic achievement associated with attendance at vocational school that lowers likelihood of entering college Creative Associates International. (2011). Indonesia education and professional certification for youth employment technical assistance: Phase 2/project design final report. Washington, D.C.: Millennium Challenge Corporation. Review of youth employment technical assistance program, which intends to link unemployed youth with private training to train, certify, and match them with domestic and overseas jobs, formal or informal. Assesses project s logic and activities, determining changes needed to meet proposed improvements, and ensuring the proposed project design meets MMJC criteria. Covers the rationale, context, design and approach of project

4 Cully, J. H. (2007). Core issues that must be addressed to improve vocational education and training in Indonesia: and institutional analysis. Online: ERIC. Article arguing the nation needs to adjust from labor intensive to a skilled and technically adept workforce to sustain global market growth. A major barrier to this is that the informal economic sector absorbs the highest percentage of youth leaving school, due to limited education and lack of practical abilities. Lists and addresses core issues of: curriculum, teaching methodologies, theoretical and practical skills, resources, students abilities, accreditation, gender and equal opportunities, and socio-cultural attitudes di Gropello, E., Kruse, A., & Tandon, P. (2011). Skills for the labor market in Indonesia: Trends in demand, gaps, and supply. Washington, D.C.: Human Development Department, World Bank. Hanafi, I. T. (2012). Overview of the education sector in Indonesia 2013: Achievements and challenges. Jakarta: Ministry of Education and Culture. Overview of education system, especially in light of changes from economic development that took place in late 1990s, and historical and political context. Report on changes, current status of sector, and where it is headed. Detailed review on all levels of education; stresses link between economic strength and education access and quality Indriyanto, B. (2013). Review of a decade of gender mainstreaming in education in Indonesia. Jakarta: Ministry of National Development Planning. Evidence-based review of teaching and learning processes including curricula, textbooks, learning materials, the learning environment, teacher development and student achievement. Defines gender equality by four dimensions: equality of access, equality in the learning process, quality of outcomes and equality of external results between males and females. Reviews regulatory and institutional frameworks established for gender equality objectives. Finds lack of clear strategic direction for gender mainstreaming in education and limited specialist technical capacity. Recommends strategies for scaling-up good practices and new strategies for extending and strengthening gender mainstreaming in education

5 policy making, planning, and educational service delivery Ministry of National Development Planning. (2010). Regarding the national medium-term development plan : Book I, National Priorities. Presidential Republic of Indonesia. Presidential regulation on national medium-term development plan, which contains the national development strategy, general policies, programs of ministries/agencies, regional and cross-regional programs, and macroeconomic framework. This Book I contains the strategy, general policies and macroeconomic framework on how President and VP will achieve their vision of a just, prosperous and democratic Indonesia, as well as their mission, action program and eleven national development priorities Tong, D., & Waltermann, B. (2013). Growing pains, lasting advantage: Tackling Indonesia s talent challenges. Jakarta: Boston Consulting Group. Report on necessities for companies economic growth. Posits shortage of talent at all management levels (top, middle, and entry). Companies should develop their own talent and leadership through eight proposed building blocks, rather than poaching talent. Emphasizes importance of developing these practices for long-term implementation World Bank. (2010). Education, training and labor market outcomes for youth in Indonesia. Jakarta: Human Development Department, World Bank. Report on labor market difficulties: unemployment and job quality. Discusses vocational versus general secondary education, and addresses meeting the demand for skills. Presents conclusions on cognitive, non-cognitive, and vocational skills, and the resulting implications for the education sector. Data presented in graphs World Bank. (2010). Jobs report: Towards better jobs and security for all. Jakarta: World Bank. Outlines four priorities for the government to implement for the benefit of both employers and employees: negotiate a grand bargain on regulatory reform; develop a comprehensive skills training strategy to equip workers for better jobs; launch active labor programs designed to protect the most vulnerable; invest in research to support evidence-based policy

6 making. Overviews labor market trends, jobless growth, labor market segregation, minimum wages, and hiring and firing regulations. Discusses the skills market and building a skilled workforce World Bank. (2012). Broadening lifelong learning opportunities: Towards and integrated education and skills development system in Indonesia. Jakarta: Human Development Department, World Bank. Argues skills will positively influence economic growth by: enabling the workforce to compete on the basis of high productivity rather than low wages; helping the country move to a higher income status through building an innovative, knowledge-based economy; and promoting inclusive growth with access for all to education and training. Emphasizes need for all forms of formal and informal learning as part of a lifelong learning education strategy. Develops policy priorities based on lifelong learning education strategy