Compilation youth convention · YOUTH EMPLOYMENT CONVENTION WEST JAVA, BANTEN & DKI JAKARTA PROVINCES, UNIVERSITY OF INDONESIA NOVEMBER 18, 2003. 2 Youth for Youth Consultation in

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YYYYYouth for Youth for Youth for Youth for Youth for Youth Consultationouth Consultationouth Consultationouth Consultationouth Consultationin Indonesiain Indonesiain Indonesiain Indonesiain Indonesia

YOUTH EMPLOYMENT CONVENTION,

SURABAYA,

UNIVERSITY OF SURABAYA

OCTOBER 13-14, 2003

YOUTH EMPLOYMENT CONVENTION

JOGJAKARTA & CENTRAL JAVA PROVINCES,

UNIVERSITY OF MUHAMMADIYAH, JOGYAKARTA

OCTOBER16-17, 2003

YOUTH EMPLOYMENT CONVENTION

WEST JAVA, BANTEN & DKI JAKARTA PROVINCES,

UNIVERSITY OF INDONESIA

NOVEMBER 18, 2003

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Youth for Youth Consultation in Indonesia

Copyright@International Labour Organization 2004

First published 2004

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ILOInternational Labour Organization, 2004

“Youth for youth consultations in Indonesia”

Title in Bahasa Indonesia: “Konsultasi oleh Pemuda untuk Pemuda di Indonesia”

ISBN 92-2-016121-4

The designations employed in ILO publications, which are in conformity with United Nations practice, and the presentationof material therein do not imply the expression of any opinion whatsoever on the part of the International Labour Officeconcerning the legal status of any country, area or territory or of its authorities, or concerning the delimitation of its frontiers.

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Printed in Jakarta, Indonesia

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ForewordForewordForewordForewordForeword

To address the challenge of youth employment the ILO is participating in the UN Secretary-General’sYouth Employment Network (YEN), created within the framework of the Millennium Declarationwhere Heads of State and Government resolved to “develop and implement strategies that give youngpeople everywhere a real chance to find decent and productive work”. The Network is a partnershipbetween the UN, the World Bank and the ILO to bring together leaders in industry, youth and civilsociety representatives, and policy makers to explore imaginative approaches to the challenge of alleviatingyouth unemployment.

Indonesia has volunteered to be a “lead” country in the YEN initiative. In May 2003, the CoordinatingMinister of Economic Affairs established the Indonesian Youth Employment Network (IYEN), with aCoordinating Team that involves senior policy-makers as well as prominent representatives of the privatesector and civil society. The main tasks of the IYEN Coordinating Team include the expansion of thework of the Youth Employment Network and the development and implementation of an IndonesiaYouth Employment Action Plan (IYEAP).

The ILO is supporting IYEN efforts through a technical cooperation project on Addressing the Challengesof Youth Employment in Indonesia (INS/02/50M/NET) funded by the Government of the Netherlands.This falls within the ILO’s broader agenda of Decent Work.

An understanding of the concerns and perceptions of young men and women is a key factor in thedevelopment and implementation of effective policies, strategies and programmes that address youthemployment, unemployment and underemployment issues. In order to provide an opportunity for inputsby young people and to foster an understanding of the difficulties that they face in finding employmenta series of Youth for Youth Consultations was held. The Consultations were convened in Surabaya on 13and 14 October 2003, in Yogyakarta on 16 and 17 October, 2003 and in Jakarta on 18 November, 2003.This report articulates the issues, ideas, recommendations and suggestions raised and discussed duringthe Consultations.

The Report outlines the objectives of the Consultations, and provides a summary of the contributionsand discussions that focused on the four internationally identified youth employment priorities:Employability, Employment Creation, Equal Opportunity and Entrepreneurship. Annexes provide more detailedinformation where necessary.

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The ILO wishes to acknowledge the enthusiasm and hard work put in by the coordinating teams ofyoung men and women from the Universities of Indonesia, Surabaya, Muhammadiyah (Yogyakarta) andGajah Mada, without whom the Consultations could not have taken place and this report would nothave been possible. We also acknowledge the work of EdPro in consolidating the three workshopreports into this Report. The overall management of the Consultations was provided by the ILO’s youthemployment project team.

Alan BoultonDirectorILO Jakarta Office

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I. Executive Summary 7

II. Introduction 9

III. General Issues 29

IV. The four E’s 33

1. Employability 332. Employment Creation 393. Equal Opportunity 424. Entrepreneurship 45

IV. Annexes 49

TTTTTable of Contentsable of Contentsable of Contentsable of Contentsable of Contents

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This report is a compilation of three reports from the Youth Employment Conventions heldin Surabaya on October 13 – 14, 2003, in Jogyakarta on October 16 – 17, 2003, and in Jakarta onNovember 18, 2003. This report articulates issues, ideas, recommendations and suggestions raisedduring all three conventions, and contains the following sections: Executive Summary, BackgroundInformation, General Discussions, Parallel Discussions, and Annexes.

The Background information section briefly describes the background, objectives, and resultsof each convention. The General Discussion section describes the results of the general discussionsheld at the three conventions. The section on Parallel Discussions covers the four priorities:Employability, Employment Creation, Equal Opportunity, and Entrepreneurship. The last chapterconsists of Annexes, which contain documents supporting the previous chapters.

The background to the three conventions is the problem of youth unemployment, whichhas reached 6.1 million, or 76% of the total number of unemployed people in Indonesia. To solvethis problem for Indonesia, the active participation of all stakeholders, especially youth, is reallyneeded. ILO, supported by the government, felt the need to organize these conventions with theobjective of hearing the aspirations, opinions, and ideas of young people. These conventions canhopefully contribute some ideas to the national action plan for solving the problem of youthunemployment.

The General Discussions section describes the results of the discussions and recommendationsfrom the three Youth Employment conventions in Surabaya, Jogjakarta, and Jakarta. The ParallelDiscussions section presents the results of group discussions about the four priorities: Employability,Employment Creation, Equal Opportunity, and Entrepreneurship. Recommendations are describedafter the description of each priority area.

The Annexes consist of documents supporting the previous chapters, and are divided intofour sub-chapters. The first is Comments from Participants, which describes some comments fromthe convention participants; the second is Media Coverage, which describes articles related to theconventions; the third contains the agendas of the conventions; and the last is a list of the participants.

ExExExExExecutive Summaryecutive Summaryecutive Summaryecutive Summaryecutive Summary

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IntroductionIntroductionIntroductionIntroductionIntroductionThis chapter briefly outlines the background, objectives, and general issues discussed in the

three Youth Employment Conventions in Surabaya, Jogyakarta and Jakarta, including: the YouthUnemployment Problem, the Indonesian Youth Employment Network (IYEN) and The Four ‘Es’ ofIYEN.

The YThe YThe YThe YThe Youth Unemployment Problemouth Unemployment Problemouth Unemployment Problemouth Unemployment Problemouth Unemployment Problem

Population density and corrupt practices are two major problems in Indonesia. Added tothese is the problem that the richness of Indonesia’s natural resources only makes people lazy.These conditions together have triggered problems experienced by people from all walks of life,including youth.

Young people in Indonesia face social problems such as illicit drugs and infectious diseases likeAIDS. They also face difficulties in finding jobs. All these factors contribute to youth unemployment.

According to the Minister of Manpower, in 2002, the total number of unemployed youth inIndonesia was 6.1 million, or 76% percent of the total number of unemployed; thus, youthunemployment has become a serious problem for Indonesia.

If jobs are not provided for young people, they will neither realize their potential, nor have theincome they need to support themselves and their families, and so they will live in poverty. Thegrowing number of unemployed youth will raise the number of poor people in Indonesia.

Some policies and strategies should be implemented to reduce the number of unemployedyouth in Indonesia. This is why Indonesia needs an action plan concerning this issue. This actionplan will be developed by the Youth Employment Network (YEN).

Indonesian YIndonesian YIndonesian YIndonesian YIndonesian Youth Employment Network (IYEN)outh Employment Network (IYEN)outh Employment Network (IYEN)outh Employment Network (IYEN)outh Employment Network (IYEN)

On May 19, 2003, the Minister of Economics Coordination set up an Indonesian YouthEmployment Network (IYEN) Team to prepare an action plan to solve the youth unemploymentproblem in Indonesia. Its objective is to open and broaden opportunities for the creation of decentjobs for Indonesian youth, and hopefully, through this strategy, to reduce the number of poorpeople in Indonesia.

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Active participation of all stakeholders, especially young people themselves, is really needed tofind the solution to this problem. ILO, supported by the government, found it important to conduct anactivity to allow the aspirations, opinions, and ideas of youth to be heard through a series of YouthRegional Conventions.

Three conventions were organized to contribute suggestions, ideas, and recommendations to thenational action plan that the Youth Employment Network Team will prepare. The objectives of thethree conventions were as follows:

1. To support the active participation of youth in designing and implementing policies and programsfor youth employment

2. To give a chance to young people to present their aspirations and ideas about how the stakeholdersinvolved in youth employment should design and implement their programs.

3. To enhance the knowledge, understanding, and consideration of policy makers, employers andinstitutions related to the labor force about the conditions of youth employment in Indonesia.

The Four ‘Es’ of IYENThe Four ‘Es’ of IYENThe Four ‘Es’ of IYENThe Four ‘Es’ of IYENThe Four ‘Es’ of IYEN

ILO has a global program on youth employment with four priorities: Employability, EmploymentCreation, Equal Opportunity, and Entrepreneurship. In Indonesia, this program is called theIndonesian Youth Employment Network (I-YEN). ILO, Depdiknas [National Department of Education]and Depnakertrans [Department of Labor and Transmigration] are working together to find solutions tothe youth unemployment problem.

The conventions focused on the four “Es” and the solution to the youth employment problem.Besides the need to create more job opportunities, the participants felt there was a need to help youngpeople to create their own jobs through entrepreneurship. ILO, Depdiknas, and Depnakertrans havebeen working together to develop programs on how to become entrepreneurs. Hopefully, the results ofthe conventions can contribute some ideas to enrich the national action plan.

General IssuesGeneral IssuesGeneral IssuesGeneral IssuesGeneral Issues

This chapter describes the compiled results of the general issues raised and recommendationsproposed by the three Youth Employment conventions in Surabaya, Jogyakarta, and Jakarta. Therecommendations are presented following the description of the six main issues.

The six main issues raised in the three conventions are: No Link-and-Match between Educationand the Job Market, Unclear Government Programs, No Solid labor Force Network, YouthEntrepreneurship, Women’s Burdens, and Fear of AFTA. A number of recommendations resulted fromthe general discussion of each of these issues.

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1.1.1.1.1. No LinkNo LinkNo LinkNo LinkNo Link-and-Match between Education and the Job Mark-and-Match between Education and the Job Mark-and-Match between Education and the Job Mark-and-Match between Education and the Job Mark-and-Match between Education and the Job Marketetetetet

Opportunities for Indonesian youth to enter the job market are decreasing. This is mostly caused bythe big gap between young people’s knowledge and abilities and the demands of the job market, by theunclear focus of the government’s labor program, and by the low rate of absorption of youth into jobs inthe domestic market. These issues should become the government’s main concerns, because the numberof unemployed people is skyrocketing, reaching 6.1 million.

In the Labor force context, education—the most important factor in the preparation of competentemployees—should provide students with the skills, knowledge, and competencies that are needed. Ifthe education system fails to cater to these needs, there must be something wrong with that system.

Educational institutions in general are still unable to equip their graduates with the knowledge theyneed to make them ready-to-work. There is an incompatibility between the knowledge they learn andthe demands/requirements of the job market. Consequently, the job market prefers to absorb onlyexperienced workers, which limits job opportunities for new graduates.

2.2.2.2.2. Unclear Government ProgramsUnclear Government ProgramsUnclear Government ProgramsUnclear Government ProgramsUnclear Government Programs

The government has implemented several programs to open employment opportunities and to improvethe competence of youth, such as training and apprenticeship programs, but there are many obstaclesthat hinder their effectiveness. Therefore, it is necessary to evaluate the formats of these programs, andhow they are implemented, as well as the specific activities included in the programs.

Young people sense that local governments have not seriously focused on providing jobs for youngpeople, due to the limited networks linking government institutions, business institutions, and privateand non-private companies to schools and universities.

There should be a transparent socialization of the government’s programs so that youth can optimallybenefit from the information and job opportunities these programs offer.

3.3.3.3.3. No Solid Labor Force NetworkNo Solid Labor Force NetworkNo Solid Labor Force NetworkNo Solid Labor Force NetworkNo Solid Labor Force Network

The Labor force network for youth needs greater attention since the respective roles and therelationship between the various elements of the network have not been fully exploited. For example,educational institutions rarely produce graduates who are ready-to-work.

There are also problems concerning limitations on the information and knowledge needed to anticipatethe dynamic conditions of the job market. To make matters worse, the government’s role as mediatorand facilitator for a harmonious relationship between job market and educational institutions does notfunction as it is meant to function. Therefore, the government needs to work harder so that it can builda labor force network, especially for youth. Without a solid network, it will be difficult to provide youthwith adequate jobs.

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4.4.4.4.4. YYYYYouth Entrepreneurshipouth Entrepreneurshipouth Entrepreneurshipouth Entrepreneurshipouth Entrepreneurship

The employment problem in Indonesia starts with the mainstream thinking that everyone must gethigher education, take many courses, send application letters to big companies, and then work, getmarried and have a house. They have to keep themselves updated with the latest news, and be able tosolve their household problems.

So far, education has only prepared students to work for companies, although the term ‘working’has a much broader meaning, including the option of setting up one’s own business. Consequently,people often overlook the spirit of entrepreneurship. In a society that has high regard for social status,entrepreneurship is often avoided, although the creation of new job opportunities will ultimately dependon the emergence of such entrepreneurs.

The above assumptions trap the majority of Indonesians into a homogeneous mindset and mode ofaction. Young people with the ability to see opportunities or take initiatives to create jobs have becomescarce.

The education system can’t help young people to overcome the employment problem. The numberof unemployed people in Indonesia has reached 40 million, of which nine million are young people.

The tendency toward homogeneous patterns of thinking in Indonesia could actually benefit youngpeople who dare to create something different. Society tends to welcome alternative products becausethey are easily bored with existing products, and is always looking for something new (different from theusual). Young people who want to create alternative jobs must think about choices of work (profession)that have never yet been considered by other people.

The motivation to be different could be a starting point for cultivating entrepreneurship in youngpeople. It can be enhanced by publicizing examples of young people (under 30 years old) who aresuccessful in managing business in this alternative sector.

Unfortunately, it is not easy to entrench entrepreneurship, because technically, it is difficult tostart a new business, especially with very limited capital, lack of collateral, and difficulties in gettingloans.

One way to overcome this problem is by borrowing money from family or friends. But this is nota good solution since it is not a standardized system, in terms of the number of people who can providethe money.

5.5.5.5.5. WWWWWomenomenomenomenomen’s Issues’s Issues’s Issues’s Issues’s Issues

Women face challenges twice as hard as men’s. Women are second-class citizens from the perspectiveof marital laws, where they only have roles as homemakers, while men are the breadwinners. Womenalso face discrimination in terms of allowances. They don’t get allowance for their children and husbands,even though they may be the heads of their households.

Women in rural areas who don’t have proper skills will usually go to cities to find jobs. Those whocannot find jobs inside the country, because of poor education and skills, will look for jobs abroad.

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The crux these problems: (1) There is no policy that supports women at the implementation level;(2) women have a double burden, because of people’s negative mindset towards women; and (3) existingpolicies do not support young people (particularly women) in improving themselves.

Culture also erects more barriers to women in overcoming employment problems. Public control isstrongly needed in the creation of equality of opportunity in work for women.

6.6.6.6.6. AFTAFTAFTAFTAFTAAAAA

The execution of AFTA also poses a serious challenge for youth. In general—as revealed in researchconducted by a number of international organizations—the skills, knowledge and abilities of Indonesianworkers are considered to be much lower than those of Malaysian, Singaporean, Thai, or even Philippineworkers.

Young people strongly need to improve their work skills in order to develop our country. This canbe done through both formal and informal education. The skill potential of Indonesian youth has yet tobe optimally utilized, as the brain usage of young people in Indonesia is still less than 1%—comparedwith 3% among young people in Germany—and can actually still be increased to 5%.

Young people in Indonesia must prepare themselves seriously if they don’t want to be left behind.They must broaden their perspectives by reading a lot, discussing and socializing with other people, andsearching for alternative ways to overcome the employment problem. The government should play animportant role in fostering youth employment creation, as well as providing proper jobs and workingconditions.

Indonesia is among the world’s worst countries in terms of human trafficking, especially womanand child trafficking. This problem shows that Indonesia lacks a system for attending to and nurturingyoung people. Organizations of young people in Indonesia, such as KNPI, are only used as politicalmedia, to identify young people’s needs but not to nurture them, unlike the Philippines, which has ayouth parliament. Serious political will is needed from the government in order to overcome the existingproblems, and serious efforts are needed to nurture young people.

RecommendationsRecommendationsRecommendationsRecommendationsRecommendations

Youth should consider four factors (employers, business players, investors and business owners) toopen up job opportunities.

Things the government should do:

a. Map the needs of the labor force through university researchb. Build cooperation between government and private sectors to provide information on job

opportunities for youth.c. Establish continuous cooperation between government, youth organizations, NGOs, and

educational institutions.d. Set up partnerships for a continuously increasing number of new small businesses, in order to

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make small business work with universities, related departments, and other small and medium-sized enterprises.

e. Include an entrepreneurship curriculum in training programs for youth, with business activitiesto prepare young people to start their own businesses.

f. Allocate funds to aid small businesses in business development.

Young people are not ready for AFTA because of their low skills, poor foreign language competence,lack of spirit for advancement, and other negative influences of culture and environment. Efforts toovercome these problems would include:

a. Competency-based education.b. Improvement in the quality and quantity of foreign language training programs.c. Enhancing the importance of foreign language competence by the government.

d. Supportive environments in families to educate children from childhood so that they possessgood personalities and high IQs, EQs, and SQs.

The Four E’sThe Four E’sThe Four E’sThe Four E’sThe Four E’s

This chapter describes the compiled results of the Parallel Discussions related recommendationsfrom the three Youth Employment conventions in Surabaya, Jogjakarta, and Jakarta. The ParallelDiscussions concerned the four priorities: Employability, Employment Creation, Equal Opportunity,and Entrepreneurship. The recommendations are presented following the descriptions of each of thefour priorities.

1. Employability1. Employability1. Employability1. Employability1. Employability

The group discussions on Employability can be summarized as follows:

a. Formal education is producing a ‘not-ready-to-work’ labor forceb. Non-formal education is needed for youth skill enhancementc. There is a lack of Training Centers and Job Informationd. Entrepreneurship as an alternative solutione. Recommendations

a. Formal Education is Producing a ‘Not-Ready-to-Work’ Labor force

Basically, preparing the youth for life at work is carried out through teaching and learningprocesses, either in families, schools, or society. Families, due to their limitations, depend onschools to educate their children, and sometimes also leave their children’s education to society.In terms of employability, the Indonesian education system already provides job training and

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apprenticeship programs to prepare youth for the job market. But too often these programs donot match the needs of the job market, since information concerning these needs cannot befully accessed.The education and training curriculum is often not suitable for the job market, since theory isweighted more than practice, whereas the job market calls for more practical skills. But there isalso a lack of opportunity in the provision of apprenticeship, in terms of the numbers, amountof time spent, and the intensity of involvement of the apprentices, as well as a lack in thedevelopment of the creative ability of the apprentices. Facilities in the education and trainingcenters are limited, while technology in the job market grows fast. This creates a big gap betweenthe education and training centers and the job market.Another weakness of the formal education sector is that it does not provide career guidance andother forms of assistance needed to make students really ready-to-work after graduation. Thiscauses the students to have less exposure to the requirements and real demands of the jobmarket (although the Department of Manpower claims to provide all of the information neededby youth).

Existing teaching-learning methods are not aimed at developing the students’ initiative andcreativity. Counseling programs in high schools can give guidance to students about careerssuitable to their talents and interests. However, educational background and skills cannotguarantee that a person will secure a job. Job seekers sometimes stumble because they don’thave “connections” with employers.

b. Non-formal Education for Youth Skill Enhancement

Formal education has not been able to provide a ready-to-work labor force, so it is necessary toprovide other training programs (foreign language training, computer courses, and vocationaltraining in areas such as sewing, cooking etc.).Young people need to prepare themselves to get jobs through additional training programs in jobhunting and interview techniques (both in English and Indonesian), in writing winning letters ofapplication in English and accessing job vacancy information.As a consequence, non-formal educational institutions such as those offering vocational courses—although not all provide good quality education—become one of the means to bridge the gapbetween the knowledge gained from schools and the demands of the job market, through theirtraining and apprenticeship programs. One of the strengths of such institutions is that theyprovide job placement services.One of the obstacles facing the job seekers is their poor ability to write a good application letter,along with lack of information concerning selection tests. And even though there is a lot ofinformation available on how to write good application letters, young people are still unable tocompose a good application letter. And books cannot help the job seekers to handle the jobinterview.Young people need practical skills to enable them to work in the job market, including:· Skills in computer applications, filing systems, administration and finance management, or

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public relations (provided by vocational schools).· Entrepreneurship knowledge needed by the job market (universities).· Creativity and organizational experience.

Without these skills and creativity, there is no guarantee that a young person will get a job.So it is necessary for the government to take action, in order to improve its approach to solvingproblems related to the improvement of youth’s capability to work in any job field.

c. Lack of Training Centers and Job Information

The limited number of professional training centers to produce a qualified labor force, and theinadequate output of educational institutions both contribute to unemployment problems.Government efforts to enhance people’s capacity to work can be seen in the development of anumber of Job Training Centers (BLK) in every province and district (Kabupaten). The BLK isused as a place to develop the job skills of participants and to help them to get jobs. But thecondition of each BLK is not standardized. Publicity about the BLK in the general communityis still low.It is difficult to get information about job vacancies due to limited socialization efforts on thepart of the government, and limited links between schools and the companies that needemployees.With advances in information technology, vocational school graduates will have more informationabout job vacancies through newspapers, the Department of Manpower, and announcements ateducational institutions.In addition to easier access to job information, there should be equal information access formale and female job seekers to find information about job opportunities, although culturalfactors may sometimes hinder job seekers from getting the jobs, e.g. patriarchal culture.

d. Entrepreneurship as an Alternative Solution

The related ministries (Ministry of National Education, Coordinator of Private Universities(Kopertis), Ministry of Manpower and Transmigration) should emphasize the importance ofentrepreneurship, since most schools do not have career counseling and apprenticeship programsto prepare the students to enter the job market.

Most young people do not realize the benefit of owning a business over working for others. Thisis because they face obstacles such as: no entrepreneurial spirit, and the insufficient attentionpaid to small business by Indonesian big businesses. This can be seen from the high interest ratesand complicated bureaucracy involved in getting loans to set up small and medium-sizedenterprises.

e. Recommendations:

· Reform the education system

1. There should be cooperation among lecturers, students, parents, government, and business

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people to improve the competence of youth. Lecturers need to improve their skills intransferring knowledge to their students. Students must realize that learning is crucial fortheir future. Business people must help students to understand problems in the job field.Government must make some changes in the national curriculum to fulfill the needs of jobmarket.

2. Education should be able to cater to the needs of the job market, so there will be a link andmatch between the two.

3. Revision of the formal education system should be carried out to produce the output neededby the job market, for example by providing opportunities for apprenticeship.

4. The vision of education in Indonesia should include equipping students to make themready-to-work and independent.

5. People’s mentality and paradigms should be reoriented from dependency on employers toentrepreneurship.

6. Extra-curricular activities that improve job skills should be designed and developed.7. Entrepreneurship courses based on simple skills should be introduced in public schools.

8. Every school, especially every vocational school, must establish business units related tothe subjects learned (competency-based education)

9. Competence-based education should start early, from elementary school, and continue touniversity level to produce a professional labor force.

10. Job seekers should equip themselves not only with skills but also with attitudes to personaldevelopment focusing on service quality.

11. Career counseling should be introduced in high schools to help students to choose theircareers.

12. Tuition fees should be made affordable to more people.13. The distribution of high quality lectures/teachers, especially to remote areas, should be

improved.14. The possibility of moving the BLKs under the supervision of the Department of Education

should be considered, to change people perceptions about the BLKs.15. The high dropout rate is mainly caused by financial difficulties. The government must allocate

a bigger budget for youth education, and build up the awareness of large companies (publicor private) in order to provide scholarships for students coming from poor families.

· Provide training centers

1. The government should set up training centers for the education of independent and ready-to-work youth.

2. The government should create programs for people who do not complete formal education3. Local government, Depnakertrans and the educational system should make efforts to

socialize, promote and improve the BLKs.

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4. BLK facilities, especially district BLKs, should be improved.5. The quality of teachers/lectures who teach business entrepreneurship skills should be

improved.6. The government should facilitate the BLKs (training centers) in providing vocational courses

and employment for society.

· Provide information centers

1. The government should adopt a commitment to make employability a first priority, byestablishing an information system on job vacancies, and family programs that internalizework ethics.

2. Mass media should provide information on job and business opportunities.3. Valuable information from joint programs between the private sector and educational

institutions should be used to:

- Reduce the over-supply of the work force with obsolete skills, and provide work forceprojections on the skills needed by the business world

- Reduce barriers to apprenticeship- Provide opportunities to improve entrepreneurship (independent job creation)

4. The government and the private sector should open access to information concerning formaland nonformal job opportunities.

5. The need to seek local potential resources should be explored through cooperation by allparties.

6. The government and the private sector should provide consultation and training for theunemployed.

2. Employment Creation2. Employment Creation2. Employment Creation2. Employment Creation2. Employment Creation

The group discussions on Employment Creation can be as summarized follows:

a. No Supporting Policy from the governmentb. The government’s Low Commitment to Solving Unemployment Problemsc. Problems in the Education Systemd. Recommendations

a.a.a.a.a. No Supporting Policy from the GovernmentNo Supporting Policy from the GovernmentNo Supporting Policy from the GovernmentNo Supporting Policy from the GovernmentNo Supporting Policy from the Government

Though labor force policy has been aimed at creating employment, the policy is not wellcoordinated with the related departments (for example Depnakertrans, and Depperindag havesimilar programs), and the available information is not fully disseminated to youth.The government is not capable of creating an environment that can support the development ofnew entrepreneurs. Licensing, Credit Allocation, Tax, and Security can be used as incentive

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tools to create new job opportunities.Macro economic factors that can create employment are:a. Law enforcement

b. Governmentc. Good corporate governanced. Competence-based educationThere should also be a policy that compels the private sector to accommodate not only theready-to-work groups, but also ready-to-be-trained ones. A recruitment system should be designedthat can accomodate both groups.

One local policy related to creating employment in the long run is the policy of including localcontent in the curriculum, such as local resources, local policy or other issues that can broadenthe students’ horizons about things they can do in their own areas after graduating from schools.Local policies that can create employment involve the management of local regulations. Localgovernments should have a system for evaluating local policy that includes employment creation,and should overcome the impacts of local regulations that trigger many problems with respectto employment creation.

b.b.b.b.b. The GovernmentThe GovernmentThe GovernmentThe GovernmentThe Government’s Low Level of Commitment’s Low Level of Commitment’s Low Level of Commitment’s Low Level of Commitment’s Low Level of Commitment

Although the government tries to provide job vacancies, it has not socialized its programs properly,so that the programs are inefficient. Another problem has to do with low commitment. Often,government officials consider employment programs as projects that have to be completed assoon as possible, without evaluation.Some programs do not reach youth because the participants in the programs are always the samepeople. The government is unable to create an environment that provides equal opportunity tothe youth labor force to enter the job market. For example, there are some job advertisementsthat require the candidate to have certain work experience. This shows that the governmentdoes not give enough guidance to the private sector on how to effectively handle the employmentcreation problem.The government does not pay much attention to job seekers either. The government sets upBLKs under Depnakertrans supervision, but the information is not socialized properly. Jobseekers cannot easily access the information system on the job market. The government has notmade any regulations to take care of these job seekers.Informal job opportunities should be more fully exploited, since they absorb a great number ofpeople into the labor force. Unfortunately, the government doesn’t pay much attention to informalbusiness, and this is reflected in its regulations — for example, in regulations governing theeviction of street vendors. Actually, they are the ones who need protection from the government.Therefore, it can be concluded that there is no relation between the job market and the outputof educational institutions; there is no information system concerning the job market that canbe easily accessed by job seekers; the government does not pay much attention to informal

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business, but only to big business; nor does it think about job seekers.Given this situation, young people cannot just depend on the government. Rather, they mustfind their own independent and creative solutions.

c.c.c.c.c. Problems in the Education SystemProblems in the Education SystemProblems in the Education SystemProblems in the Education SystemProblems in the Education System

Formal education is still unable to provide job employment because there is no connectionbetween the job market and educational institutions. The formal education system is unable torespond to the demands of the job market. Job seekers cannot easily access the job marketinformation system. Besides, the number of job seekers is greater than the number of jobvacancies, and some job seekers have low quality skills.Employment creation is related to educational issues, in terms of how well educational institutionscan produce a ready-to-work labor force, in accordance with the educational background of theworkers, and how well the link-and-match concept can be applied in the job market.Apprenticeship programs provide youth with work experience. Unfortunately, they are not easyto implement. Schools do not make apprenticeship programs any easier. They function only asadministrative bodies that give permits to students to participate in an apprenticeship program.Employment creation requires an entrepreneurial spirit, which can creatively generateopportunities, rather than depending solely on formal education. Entrepreneurial spirit is stilllow among youth. People consider the young generation spoiled and uncompetitive becauseyong people depend too much on formal jobs and education.

d.d.d.d.d. RecommendationsRecommendationsRecommendationsRecommendationsRecommendations

· On No Supporting Policy from the government

1. Employment creation is related to several factors: government, law, the education system,and government officials. To date, there is no effective government policy supportingemployment creation.

2. There should be a revision of the government’s existing employment creation programs,such that these programs can be measured, evaluated, and revised.

3. The government should provide an information system on regional employment to enableall of society to overcome the unemployment problem.

4. The government should design a better information system, leading to more effectivesocialization of job creation.

5. The government should work on improving coordination among related departments.6. The government and the community should be proactive in finding and sharing information.

· On the Government’s Low Commitment

1. The government, NGOs, educational institutions, companies and private institutions shouldestablish a network among themselves so that youth and the unemployed can get information

21

about job, training and placement opportunites, and guidance after job placement.2. The socialization system should include:- government

- regions- countries- volunteer labor placements- a labor-intensive system- an effective training system3. The government should pay more attention to small-medium sized enterprises (SMEs) by:- providing capital for SMEs- developing business units- issuing regulations that give equal opportunity to small businesses- issuing regulations that protect SMEs- protecting both formal and informal workers- providing a transparent fund allocation program

4. Market information management and work guidance should be made accessible to the laborforce:

- Establish a network concerning job market information in the universities

· On Problems in the Educational System

1. There should be local content in the school curriculum at all educational levels to anticipatethe dynamics of the job market.

2. Schools should improve their curricula.3. Government should revise the educational system by:- developing an educational curriculum suitable to job market needs (formal and informal)- promoting competency-based education to enhance skills and knowledge- promoting education based on skills and field practice- taking initiative when opportunities are seen

3.3.3.3.3. Equal OpportunityEqual OpportunityEqual OpportunityEqual OpportunityEqual Opportunity

The group discussions on Equal Opportunity can be summarized in terms of three main issues andrecommendations:

b. People’s Perceptions of Genderc. Unequal Treatment Based on Genderd. Other forms of Discrimination

22


e.e.e.e.e. RecommendationsRecommendationsRecommendationsRecommendationsRecommendations

a.a.a.a.a. People’s Perceptions of GenderPeople’s Perceptions of GenderPeople’s Perceptions of GenderPeople’s Perceptions of GenderPeople’s Perceptions of Gender

Gender stereotyping caused by discrimination between men and women creates unequalopportunities to get jobs. Women are still perceived as only suitable for domestic work, such asthe work involved in being a homemaker. Even though women work in the public domain, theirjobs are still tied to feminine values, in jobs as sales promotion girls or secretaries.In the education sector, children are still very much influenced by gender stereotyping. Forexample, they regard cooking as an activity only for girls. For another example, Javanese cultureplaces men higher than women, so that equal education for men and women has not beenimplemented in areas strongly influenced by Javanese culture.Cultural factors—which play a role in the social constructions of gender differences—becomethe dominant factors contributing to this problem. They strongly influence formal education.Consequently, it will take a long time to change the paradigm. The influence of cultural factorsis reflected in the maintainance of stereotypes dealing with types of jobs suitable for women insociety, such as sewing, typing or filing.Gender differences are subject to a variety of interpretations. For example, certain job vacanciesthat are open only to women can be interpreted in two ways. One is to consider them as a formof discrimination against male workers; the other one is to consider them as a form of humiliationof women.

b.b.b.b.b. Unequal TUnequal TUnequal TUnequal TUnequal Treatment Based on Genderreatment Based on Genderreatment Based on Genderreatment Based on Genderreatment Based on Gender

Discrimination doesn’t stop with perception, but goes beyond that to affect other importantissues, such as differences in salary between men and women holding the same jobs; the factthat married men get allowances for their families whereas married women do not.There is unequal treatment in the male and female youth labor force. This inequality includesboth wages and the fulfillment of basic biological rights. For example, the right to maternityleave and other related rights are not available to some female workers.Some government policies trigger this inequality, for example, the policy of giving family, child,or recreation allowances to male workers only. The standards for minimum wages have notconsidered female workers’ biological needs, especially those concerning reproductive needs.Women are considered second-class citizens from a legal perspective. Gender discriminationexists in practice with respect to:a. [Perceived] differences in men’s and women’s capabilities, qualities and productivity in doing

certain jobs.b. Vested interests of investors.c. Indonesian social, cultural and legal factors.d. Discrimination in wages and job recruitment practices.

23

Besides women, men also suffer from job opportunity discrimination based on gender. In somecases, men may also face difficulties in getting jobs, especially jobs perceived as woman’s jobs.For example, garment factories in Rancakekek, Bandung employ more women than men (1 manto 500 women) because those in factory management think that women are more meticulousand patient, and easier to control than men. That is why there are many unemployed men in thisarea.Some fields (such as journalism) do provide equal opportunities to both men and women. Andsome jobs that are perceived as men’s jobs, such as taxi driving or bus conducting, are sometimesoccupied by women.

c.c.c.c.c. Other forms of DiscriminationOther forms of DiscriminationOther forms of DiscriminationOther forms of DiscriminationOther forms of Discrimination

Aside from unequal opportunity based on gender, there are also some forms of discriminationwith different causes, such as: educational background, physical disability, physical appearance,age, seniority, or connections. Youth and Labor organizations are still not effective in advisingtheir members about such discrimination issues.

d.d.d.d.d. RecommendationsRecommendationsRecommendationsRecommendationsRecommendations

· On People’s Perceptions of Gender

1. There should be a system that integrates gender into every regulation and labor policy.2. The educational system should be continuously improved, especially in relation to gender

values, to eliminate aspects of culture that promote gender inequality.3. Societal awareness of gender equality should be increased.4. Women should be mentally prepared to compete with men in job hunting.

· On Unequal Treatment Based on Gender

1. Improve consultation services for workers in matters related to gender.2. Develop women’s personal competence through education.3. Companies/investors should not practice discrimination against women.4. Set up independent institutions to monitor company policies dealing with gender in the

labor force.5. Provide affirmative action or support activities as strategies to implement equal opportunity.

6. The attainment of equal opportunity is hindered by government regulations, namely thesystem of contract-based employment. This system prevents the contract workers fromgetting equal opportunities to access facilities/benefits even though they have the sameduties and responsibilities as permanent workers. This can lead to frustration and lay-offs.Solutions to overcome problems based on government regulation and policy are:- Setting quotas (the proportion between the old and youth) for workers and accelerating

the replacement process.

24


- Involving youth in the making of Labor Force Law.- Socializing laws that regulate the equal rights of workers and citizens.- Opening discrimination-free job opportunities.

- Creating balanced labor policies.7. Changing the old paradigm or perceptions.

- Changing people’s paradigm or perceptions about jobs based on gender (No jobdiscrimination based on gender).

8. Creating equal job opportunities.- Company policies.- Creating jobs based on talents.

9. Self-Development.- Motivating individuals to think creatively and productively.

10. Advocacy.- Establishing sector-based organizations that support the weak, such as labor organizations

for disabled people, women, etc.

· On Other Forms of Discrimination

Problems of unequal opportunity apply not only to men and women, but also to thehandicapped and transsexuals. The recruitment process should be based on competenceand the ability of the people recruited to perform well. However, this does not exist in reallife. The decision to hire an employee is sometimes based on considerations of gender,family ties, money, cultural background, physical appearance, and age.

4. Entrepreneurship4. Entrepreneurship4. Entrepreneurship4. Entrepreneurship4. Entrepreneurship

The group discussions on Entrepreneurship can be summarized in terms of three main issues andrecommendations:

b. The Character of Entrepreneurshipc. Entrepreneurship in Educationd. Problems in Running Businesse. Recommendations

a.a.a.a.a. The Character of EntrepreneurshipThe Character of EntrepreneurshipThe Character of EntrepreneurshipThe Character of EntrepreneurshipThe Character of Entrepreneurship

Actually, some young people have done things to be more creative, make better use of existingopportunities, and solve the unemployment problem by running their own businesses. Manyparticipants in this meeting have done and are still trying to run their own businesses.It takes more than courage to develop a small business into a bigger one. There are manyimportant things needed to support a business: ambition, creativity, original ideas, knowledge,

25

wide horizons, determination, and last but not least, money. Entrepreneurship is a social, economicand cultural phenomenon because it involves all of these aspects.All those things mentioned above should be inherent within individuals. But there are otherimportant factors that shape entrepreneurship, namely: education, organization and government.The slow development of characteristics of entrepreneurship in people is also influenced by thenarrow definition of working. The term ‘working’ is mostly defined as working or doing activitiesin companies, or working for other people. Running one’s own business is not considered as‘working’. This notion hinders efforts to develop a character condusive to entrepreneurship. Soit is understandable when young people finally stop running their own businesses due to familydemands.

b.b.b.b.b. Entrepreneurship in EducationEntrepreneurship in EducationEntrepreneurship in EducationEntrepreneurship in EducationEntrepreneurship in Education

Education has not emphasized entrepreneurship to students. This is reflected in the schoolcurriculum. Students and high school graduates are not prepared to compete in the job market,whereas youth organizations and labor organizations are mainly concerned about the organizationand not their individual members.So far, the values and culture of entrepreneurship have not been developed, especially in formaleducation. Schools and universities, with the exception of vocational schools and a certain fewuniversities, have not yet provided knowledge of entrepreneurship. While some efforts to developentrepreneurship have been made for quite some time, they have not been effective enough tocreate a culture of entrepreneurship.Subjects dealing with self-development and managerial capability have been taught in universities,but there is no specific information concerning entrepreneurship; neither are there any realactivities available as a follow up on what is taught, to generate a culture of entrepreneurship.

The entrepreneurial character is mostly shaped by the environment, and during the school period.It is shaped by extracurricular activities that force students to interact with the environmentoutside school. Ideas for creating employment will come up when these students interact withentrepreneurs.Education is unable to provide youth with ideas about how to run a business, because it is latein providing knowledge about entrepreneurship to youth. Entrepreneurship is not taught in theformal education curriculum; most people obtain this knowledge by themselves throughexperience. School graduates learn entrepreneurship outside their formal education by observingtheir parents’ running a business. Self-development, management, and leadership skills are alsotaught in schools and universities through student bodies or organizations.

c.c.c.c.c. Problems in Running a BusinessProblems in Running a BusinessProblems in Running a BusinessProblems in Running a BusinessProblems in Running a Business

To set up a business, young people must internalize entrepreneurship characteristics(determination, honesty, loyalty, and consistency), and set up networks, since they are in schooland need to prepare the money they will need.

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Some problems related to running a business include:- Not paying attention to the market- Giving up easily and not having faith in the midst of uncertainty

- An inappropriate educational system that fails to produce independent people- Lack of support from parents- Lack of knowledge about entrepreneurship and lack of entrepreneurship talent- Not having the courage to try

The government has not yet supported the entrepreneurial spirit. The government hasn’tformulated a specific education curriculum or implemented significant activities to supportentrepreneurship. The government could make efforts to provide starting capital or facilities foryouth. The Vocational Training Schools (BLKs) have not functioned as they should.Government regulations are still counter-productive to the spirit of entrepreneurship, for example:high interest rates, all the red tape at government offices when setting up a business, taxes, etc.

d. Recommendations

· On the Character of Entrepreneurship

The involvement of social organizations in the formulation of public policies concerningentrepreneurship is essential. Through these organizations, people can learn how to cooperateto improve entrepreneurship. Through this, it is hoped that the processes of production anddistribution can be regulated together to achieve better results.

Entrepreneurship should be treated as an important issue that needs to be socialized andimplemented in a variety of programs.

· On Entrepreneurship in Education

Education is the most important factor in improving personal competence. Unfortunately,the education system hasn’t been supportive of youth entrepreneurship. Therefore, it isnecessary to change the curriculum.Youth should ask the government to provide more opportunities for youth to obtainentrepreneurship knowledge, and provide entrepreneurship knowledge to students in highschools, D3, and S1 level of education. Schools should give guidance about jobs to studentsso that they can choose suitable jobs. This is necessary to prevent problems in the job field.It is important to embed the subject of entrepreneurship in the school and universitycurriculum, followed by integrated implementation. This way, entrepreneurship would notonly be taught, but also internalized by the student entrepreneur groups.It is urgent for Government to include entrepreneurship education in the curriculum ofevery formal educational institution. Government and related organizations should give asmany opportunities as possible to youth to improve their skills, either by setting up skill-based education centers, or by subsidizing career-oriented activities for youth.

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· On Problems in Running a Business

The government should be able to create a supportive business atmosphere by providinglow interest loans. Government should also be more proactive in supporting youthentrepreneurship. It can provide additional capital and job market access to small businessesand young people, and guidance to large-scale entrepreneurs on how to help youngentrepreneurs.The scope of youth employment creation should be broadened. Both the involvement ofsmall business people and guidance for business people are needed to create effective povertyreduction programs.

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29

General IssuesGeneral IssuesGeneral IssuesGeneral IssuesGeneral Issues

1. Opportunities for Indonesianyouth to enter the job marketare decreasing:

• the widening gap betweenyouth knowledge andability and the demandsof the job market

• the inappropriateness ofthe government’s laborprogram

• the low rate of absorptionof the domestic jobmarket

2. It is necessary to evaluate theformats and theimplementation of severalgovernment programsrelated to employmentcreation.

3. The labor force network foryouth needs greater attention:

• Elements of the networkhave not been fullyexploited

• Government should builda solid labor force

1. Youth should consider fourfactors (employers, businessplayers, investors, andbusiness owners) to open upjob opportunities.

2. Youth sense that localgovernments have notseriously provided jobs, dueto the limited networkslinking governmentinstitutions, businessinstitutions, and private andnon-private companies toschools and universities.

3. Things the governmentshould do:

• Map the needs of thelabor force throughuniversity research.

• Collaborate with theprivate sector to giveinformation on jobopportunities for youth.

• Cooperate continuouslywith youth organizations,NGOs, and educationalinstitutions.

1. The employment problem inIndonesia starts with themainstream thinking thateveryone must achieve a highlevel of education, take manycourses, send applicationletters, and work in a bigcompany.

2. The ability to seeopportunities or to takeinitiative to create new fieldsof work has become scarceamong young people.

3. The motivation to bedifferent could be a startingpoint to encourageentrepreneurship in youngpeople. It can be enhancedby publicizing examples ofyoung people (under 30years old) who are successfulin managing businesses in thisalternative sector.

4. An increase in young people’swork skills through bothformal and informaleducation is strongly needed.

Youth Employment ConventionSurabaya, October 13th-14th,

2003

Youth EmploymentConvention, DIY and Central

Java Provinces, Jogjakarta,October, 16-17, 2003

Youth EmploymentConvention, West Java, Banten

and Jakarta Provinces,November 18, 2003

30


network, especially foryouth

4. There are some problemson the educational side:

• The output ofeducational institutions isoften considered not‘ready-to-work’.

• The government’s role asmediator and facilitatorbetween educationalinstitutions and the jobmarket does not functionas expected.

• Incompatibility betweenthe knowledge learnedand the requirementsneeded by the job marketlimit opportunities fornew workers.

5. It is not easy to entrenchentrepreneurship:

• People look down uponthe status ofentrepreneurs.

• It is difficult to start abusiness with limitedcapital, no collateral, andno loans.

6. The execution of AFTAwill present a seriouschallenge to thecompetitiveness ofIndonesian youth, becausetheir skills, knowledge, andabilities are lower than thoseof Malaysian, Singaporean,Thai, and Philippine youth.

• Continually increasepartnerships for new smallbusinesses to make smallbusiness work withuniversities, relatedgovernment departmentsand other small andmedium businesses.

• The government needs todesign an entrepreneurshipcurriculum that is applied intraining and businessactivities, in order to prepareyoung people to startbusinesses.

• Funds allocated to aid smallbusiness should be focusedon business development.

4. Youth are not ready for AFTAbecause of their low skills, lackof foreign languagecompetence, lack of spirit foradvancement, bad cultural andenvironmental influences. Someefforts to overcome theseproblems include:

• Competency-based education

• Improvement in the qualityand quantity of foreignlanguage training

• Enhancing the importanceof foreign languagecompetence by thegovernment

• Supportive environments infamilies to educate childrenfrom childhood so that theypossess good personalities

5. The potential skills of youngpeople in Indonesia are notmaximally utilized becausetheir brain usage is only lessthan 1%, compared withyoung people in Germanywhose brain usage hasreached 3%. The brain usageof Indonesian youth can beincreased to 5%.

6. Young people in Indonesiamust prepare themselves ifthey don’t want to be leftbehind. Young people mustbroaden their minds, read alot, discuss and socialize withother people, and keepsearching for alternatives toovercoming the employmentproblem.

7. The government should playa key role in protecting youthemployment creation, also inproviding proper jobs andworking conditions, and itmustn’t restrain people’srights to get a job through itspolicies.

8. Women face challenges twiceas hard as men’s. Women aregiven lower priority, forexample in marriage laws,where a woman is only seenas a homemaker, and a manas the breadwinner. In thecase of allowances, a womandoesn’t get any allowance for

YEC SurabayaYEC DIY and

Central Java ProvinceYEC Wext Java, Banten dan

DKI Jakarta Province

31

and high IQs, EQs, andSQs.

5. There should be a transparentsocialization of thegovernment’s programs so thatyouth can acquire informationabout and benefit from theopportunities these programsoffer.

her child and husband, eventhough she is the head of thehousehold.

9. The crux of these problems:

• There is no policy thatsupports women at theimplementation level;

• Women have a doubleburden because of people’smindset;

• Existing policies do not yetsupport young people(particularly women) inbecoming more developed.Culture also presents morebarriers to women inovercoming employmentproblems. Public control isstrongly needed in thecreation of equality of workopportunities for women.

10. The quality of theIndonesian labor force isvery low compared to otherASEAN countries, andIndonesia is also included inthe list of the worstcountries for humantrafficking and woman andchild trafficking.

11. Indonesia doesn’t have asystem to give attention toand to nurture young people.Organizations of youngpeople in Indonesia such asKNPI are only used aspolitical media — to gather

YEC SurabayaYEC DIY and



32


KTKM SurabayaYEC DIY and



young people’s needs, ratherthan nurture them, in contrastto the Philippines, which hasa youth parliament.

12. Serious political will from thegovernment to overcome theexisting problems, andserious attempts to nurtureyoung people are needed.

33

The Four E’sThe Four E’sThe Four E’sThe Four E’sThe Four E’s

1. Families, due to their limitations, depend onschools to educate their children, and sometimesalso leave their children’s education to society.

2. The education system has prepared youth forthe demands of the job market by providingjob training and apprenticeship programs, butoften, these programs do not match the needsof the job market, since the informationconcerning these needs cannot be fully accessed.

3. There is also lack of opportunity in theseapprenticeship programs in terms of thenumbers that can participate, the amount oftime that is spent, or the intensity ofinvolvement, as well as a lack of developmentof the creative ability of the apprentices.

4. As a consequence, non-formal educationalinstitutions like those offering vocationalcourses—although not all these institutions canbe considered to provide good qualitytraining—become one of the means to bridgethe gap between the knowledge gained fromschools and the demands of the job market,through their training and apprenticeshipprograms. One of these institutions’ strengths isthat they promise to place their graduates in thejob market.

5. The formal education sector does not providecareer guidance and other forms of assistance

1. Strengthen networks that involve thegovernment, private sector, educationalinstitutions, NGOs, and families, by forming adefinite program that has synergy.

2. The government should commit to makingemployability its first priority. It can do this, forexample, by establishing a readily accessiblesystem of information about job vacancies, andfamily programs that internalize work ethics.

3. Revise the formal education system in such away that it can produce the output needed bythe job market, for example by providingeffective apprenticeship programs.

Discussion Results Recommendations

EMPLEMPLEMPLEMPLEMPLOOOOOYYYYYABILITYABILITYABILITYABILITYABILITY

YYYYYouth Employment Convention, Surabaya, October 13th-14th, 2003outh Employment Convention, Surabaya, October 13th-14th, 2003outh Employment Convention, Surabaya, October 13th-14th, 2003outh Employment Convention, Surabaya, October 13th-14th, 2003outh Employment Convention, Surabaya, October 13th-14th, 2003

34



needed by their graduates to render them reallyready-to-work.

6. One of the obstacles is that job seekers havepoor competence in writing good applicationletters, and lack information concerning theselection tests.

7. Thus, it is necessary for the government to takeaction to improve its approach to solvingproblems related to the improvement of youth’scapacity to work in any job field.

35


1. Formal education has not been able to providea ready-to-work labor force, so it is necessary toset up other forms of training (foreign languagetraining, computer courses, additional training inareas such as sewing)

2. The relevent departments (Disdiknas, Kopertis,Disnakertrans) should emphasize the importanceof entrepreneurship, since most schools do nothave career counselling or apprenticeshipprograms to prepare their students to work.

3. Young people need skills to enable them towork in the job market, for example through:

• Training in computer applications, filingsystems, administration and financemanagement, or public relations (VocationalSchools)

• Subjects dealing with the entrepreneurshipskills needed in the labor market

• Courses that enable youth to become morecreative and get organizational experience

5. There are a limited number of professionaltraining centers to produce a qualified laborforce, and inadequate output from educationalinstitutions.

6. It is difficult to get information on job vacanciesdue to limited socialization from thegovernment and limited networking betweenschools and the companies that need employees.

7. Without other skills and creativity, there is noguarantee that youth can get jobs.

8. Equal access to information is needed for maleand female job seekers to find informationabout job opportunities (although sometimesculture hinders the job seekers from getting ajob, e.g. patriarchal culture).

YYYYYouth Employment Convention, DIY and Central Java Provinces,outh Employment Convention, DIY and Central Java Provinces,outh Employment Convention, DIY and Central Java Provinces,outh Employment Convention, DIY and Central Java Provinces,outh Employment Convention, DIY and Central Java Provinces,Jogjakarta, October 16-17, 2003.Jogjakarta, October 16-17, 2003.Jogjakarta, October 16-17, 2003.Jogjakarta, October 16-17, 2003.Jogjakarta, October 16-17, 2003.

1. There are several things that can help youngpeople to prepare themselves to get the jobs,namely:

a. Providing competence-based education,from elementary school through to university,to produce a professional labor force.

b. Opening access to information concerningformal and non- formal job opportunities byrelevant departments and companies insociety.

c. Facilitating the BLKs (training centers) toprovide courses and employment for society.

d. Providing counseling and training for theunemployed.

e. Providing inexpensive education, or freeeducation if possible

2. The mass media should provide information onjob and business opportunities.

3. The government should create programs forpeople who do not complete their formaleducation.

4. The vision of education in Indonesia should bebased on competence, making students ready-to-work and independent.

5. Improve the national mentality and people’sparadigms through campaigns motivatingpeople to be more independent.

6. Set up training centers for educatingindependent and ready-to-work youth.

36



9. Young job seekers need to prepare themselvesthrough vocational courses: training in jobhunting and interview techniques (both inEnglish and Indonesian), and in writing letter ofapplication in English, and in accessing jobvacancy information.

10. School dropouts are mostly a result of financialdifficulties. The government needs to allocate abigger budget for youth education, and raisethe awareness of large companies (public orprivate) in order to provide scholarships forpoor students.

11. Most young people do not realize that owninga business is better than working for others.This is because they face certain obstacles, suchas: lack of a spirit of entrepreneurship, and thefact that not much attention is paid to smallbusinesses by Indonesian big businesses. Thiscan be seen from the high interest rates andcomplicated bureaucracy involved in applyingfor credit.

37


1. Government efforts to enhance people’scapacity for working can be seen in thedevelopment of Training and Working Centers(BLK) in every province and district(kabupaten).

2. The BLK can be used as a place to developpeople’s skills and ability to work, so that everyparticipant of the BLK can get a job.

3. But the condition of each BLK is notstandardized. Promotion of BLKs in thecommunity is still limited.

4. The education and training curriculum is notsuitable to the job market, since theory isweighted more than practice, while the jobmarket needs more practical skills.

5. Facilities in the education and training centers arefew, while technology grows fast outside. Thiscreates a gap between the education and trainingcenters and the job market.

6. Existing teaching-learning methods are not ableto encourage initiative and creative behavioramong the students.

7. Counseling programs in high schools can giveguidance to students about careers suitable totheir talents and interests.

8. However, educational background and skillsalone cannot guarantee someone will get a job.Job seekers sometimes stumble because theydon’t have “connections.”

YYYYYouth Employment Convention, Wouth Employment Convention, Wouth Employment Convention, Wouth Employment Convention, Wouth Employment Convention, West Java, Banten and Jakest Java, Banten and Jakest Java, Banten and Jakest Java, Banten and Jakest Java, Banten and Jakarta Provinces,arta Provinces,arta Provinces,arta Provinces,arta Provinces,November 18, 2003November 18, 2003November 18, 2003November 18, 2003November 18, 2003

1. There should be cooperation between lecturers,students, parents, government, and businesspeople to improve the competence of youth.Lecturers need to improve their skills intransferring knowledge to their students.Students must realize that the learning process isimportant for their future. Business people musthelp students understand problems in the jobfield. Government must make some changes inthe curriculum to fulfill the needs of job market.

2. Education should be able to cater the needs ofthe job market, so that there is a link and matchbetween the two.

3. The development of job market information asa result of cooperation between business andeducation can take the form of:

• Information on the problems of theoversupply of labor with obsolete skills

• Apprenticeship programs

• Information about entrepreneurship (selfemployment)

• Job market information

• Information on apprenticeship for highschool students

4. The socialization of the BLKs established bylocal government, Depnakertrans, and theeducational system is important. Facilities fortraining centers should be improved.

5. There is a need to seek potential local resourcesby working together with all parties.

6. There should be quality improvement, withlecturers running businesses.

38



7. Reform in education includes:

• Empowerment of extracurricular activitiesto the support job market

• Entrepreneurship classes in schools based onsimple skills

• Every school, especially every vocationalschool, must have business units related tosubjects learned in school (skill-basededucation)

• Competency-based education

• Preparing the right attitudes in job seekers,with personal development focused onservice excellence

• Improvement of counseling in schools todirect the students’ talent and interests

• Affordable tuition fees

• Deploying qualified lecturers, especially inremote areas

• Changing people’s perceptions by putting theBLK under the supervision of the EducationDepartment.

39


1. Although the government has tried to providejob vacancies, it does not socialize its programsproperly.

2. Another problem is dealing with lowcommitment. Often, government officialsconsider the employment creation program as aproject that has to be finished as soon aspossible, without evaluation.

3. The government is also unable to create anenvironment that can give equal opportunities toyoung workers to enter the job market. Forexample, there are some job advertisements thatrequire the candidate to have a certain amountof work experience.

4. There should be a policy compelling the privatesector to accommodate not only the ready-to-work groups, but also ready-to-be-trained ones.A recruitment system should be designed in sucha way that it can accommodate both groups.

5. The government is not yet capable of creatingan environment that supports the developmentof new entrepreneurs. Licensing, CreditAllocation, Tax, and Security can be used asincentive tools to create new job opportunities.

6. One local policy for creating employment in thelong run is to give the curriculum local content,by focusing on local resources, local policy andother local issues that can broaden the students’horizons about things they can do in their ownareas after graduating from school.

7. Local policies that can create employmentinclude the management of local regulations.Local governments should have a system for the

The Four E’s: EMPLThe Four E’s: EMPLThe Four E’s: EMPLThe Four E’s: EMPLThe Four E’s: EMPLOOOOOYMENT CREAYMENT CREAYMENT CREAYMENT CREAYMENT CREATIONTIONTIONTIONTION


1. There should be a revision of the employmentcreation programs conducted by thegovernment so that these programs can bemeasured, evaluated, and revised.

2. Provide an information system on regionalemployment in order for the whole of societyto overcome the unemployment problem.

3. There should be local content in the curriculumat all levels of education to anticipate thedynamics of job market.

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1. Though labor force policy has attempted tocreate employment, the policy is not wellcoordinated among relevant departments. Forexample, Depnakertrans, and Depperindag havesimilar programs, and the available informationis not fully disseminated to youth.

2. Macro economic factors that can create jobemployment are:

• law enforcement

• good government

• good corporate governance

• competence-based education

3. Formal education is still unable to provide jobemployment

4. There are more job seekers than job vacancies

5. Low quality labor force

YYYYYouth Employment Convention, DIY and Central Java Provinces, Jogjakouth Employment Convention, DIY and Central Java Provinces, Jogjakouth Employment Convention, DIY and Central Java Provinces, Jogjakouth Employment Convention, DIY and Central Java Provinces, Jogjakouth Employment Convention, DIY and Central Java Provinces, Jogjakarta,arta,arta,arta,arta,October 16-17, 2003.October 16-17, 2003.October 16-17, 2003.October 16-17, 2003.October 16-17, 2003.

1. The government should design a betterinformation system, leading to bettersocialization of job creation.

2. Improve coordination among departments

3. The government and the community should beproactive in finding and sharing information.

4. The socialization system should include:

• coordination between governments

• coordination between regions

• coordination between countries

• volunteer labor placements

• a labor-intensive system

• an effective training system

5. Improve the education curriculum.

6. Establish networks of Government, NGOs,educational institutions, companies and privateinstitutions so that youth and the unemployedcan get information about job and trainingopportunities, placement, and guidance after thejob placement.

evaluation of local policy that includesemployment creation, and should overcome theimpact of local regulations that trigger manyproblems with respect to employment creation.

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1. Employment creation requires anentrepreneurial spirit, which can creatively seeopportunity and is not stuck to formaleducation alone. Entrepreneurial spirit is stilllimited among youth. People consider theyoung generation spoiled and uncompetitivebecause they depend too much on formal jobsand education.

2. Employment creation is related to educationalissues in terms of how well educationalinstitutions can produce ready-to-workworkers in accordance to their educationalbackgrounds, and how well the link-and-matchconcept can be applied in the job market.

3. Efforts have been made to provide workingexperience through apprenticeship programs.Unfortunately, the implementation of suchprograms is not that easy. Schools don’t makeapprenticeship programs easier. They functiononly as administrative bodies that give permitsto students to take an apprenticeship program.

4. Informal job opportunities should beexploited more, since they absorb a greatnumber of laborers. Unfortunately, thegovernment doesn’t pay much attention toinformal business, and that is reflected inregulations, for example, those involving theeviction of street vendors. Actually, they are theones who need protection from government.

5. The government does not pay much attentionto job seekers. The government has set upBLKs under the supervision ofDepnakertrans, but information on the BLKsis not socialized properly. Information on thejob market system is not easy to access for jobseekers. The government does not have anyregulation to take care of these job seekers.


1. Government should pay more attention tosmall-medium size business (SME) by:

• providing capital for SMEs

• developing business units

• issuing regulations that provide equalopportunity to small business

• issuing regulations that protect SMEs

• protecting both formal and informalworkers

• running a transparent fund allocationprogram

2. Revision of the education system:

• an educational curriculum suitable to jobmarket needs (formal and informal)

• competency-based education to enhance skilland knowledge

• education based on skills and field practice

• teaching people to take initiative when theysee opportunity

3. [Job] market information management andcareer guidance that can be accessed by thelabor force:

• Network concerning job market informationin universities

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1. Entrepreneurship is a social, economic, andcultural phenomenon because it involves all ofthese aspects.

2. So far, the values and culture ofentrepreneurship have not been developed,especially in formal education. Schools anduniversities, with the exception of vocationalschools and a certain few universities, have notyet provided knowledge of entrepreneurship.

3. Subjects dealing with self-development andmanagerial capability are taught in universities,but there is no specific information concerningentrepreneurship, neither there are any realactivities to serve as follow up for theassimilation of the culture of entrepreneurship.

4. The entrepreneurial character is mostly shapedby the environment, and during the schoolperiod. This character is shaped byextracurricular activities that force the students tointeract with the environment outside theirschool.

5. The slow development of the character ofentrepreneurship is also influenced by thenarrow definition of working. The term‘working’ is mostly defined as working or doingactivities in companies, or working for otherpeople. Running one’s own business is notconsidered 'working'. This notion hindersefforts to develop the character ofentrepreneurship. So, it is understandable thatyouth finally stop running their own businessesdue to family demands.

The Four E’s: ENTREPRENEURSHIPThe Four E’s: ENTREPRENEURSHIPThe Four E’s: ENTREPRENEURSHIPThe Four E’s: ENTREPRENEURSHIPThe Four E’s: ENTREPRENEURSHIP


1. Embed the subject of entrepreneurship inschool and university curricula, followed byintegrated implementation. By doing so,entrepreneurship will not only be taught, butalso internalized by student entrepreneur groups.

2. Treat entrepreneurship as an important issue thatneeds to be socialized and implemented in avariety of programs.

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1. Young people can prepare to set up businessesby:

• Internalizing entrepreneurial characteristics(determination, honesty, loyalty, andconsistency)

• Setting up networks, since they are in schools

• Preparing capital

2. Entrepreneurship in Education:

• Education is unable to advise youth on howto run a business, because it is late inproviding knowledge about entrepreneurshipeducation to youth.

• Entrepreneurship is not taught in the formaleducation system, and most people obtainthis knowledge by themselves

3. School graduates learn entrepreneurship outsidetheir formal education by observing theirparents’ businesses.

4. Self-development, management, and leadershipskills are taught in schools and universitiesthrough student body organizations.

5. Problems in running business include:

1. Not paying attention to the market

2. Giving up too easily and not having faith inthe face of business uncertainty

3. An inappropriate education system that doesnot produce independent people

4. Lack of support from parents

5. Lack of knowledge about entrepreneurshipand lack of entrepreneurship talent

6. Not having the courage to try


1. Provide entrepreneurship knowledge to studentsin high schools, D3 and S1.

2. Give career guidance to students so that they canchoose suitable jobs. This is necessary to preventproblems in the job field.

3. Ask the government to provide moreopportunities for youth to acquireentrepreneurship knowledge.

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1. It takes more than courage to develop a smallbusiness into a bigger one. There are someimportant things needed to support a business:ambition, creativity, original ideas, knowledge,wide horizons, determination, and last but notleast, capital.

2. All the above-mentioned things are inherent toevery individual. But there are other importantfactors that shape entrepreneurship, namely:education, organizations, and government.

3. So far, education has not emphasizedentrepreneurship to students. This is reflected inthe curriculum. Students and high schoolgraduates are not prepared to compete in thejob market, whereas youth organizations andlabor organizations are still mainly concernedabout their organizations and not their individualmembers.

4. The government hasn’t yet supportedentrepreneurship, nor has it formulated aspecific educational curriculum or implementedsignificant activities to support entrepreneurship.

5. Government regulations are still counter-productive to entrepreneurship, for example:high interest rates, the red tape in governmentoffices when setting up business, taxes, etc.


1. Education is the most important factor inimproving personal competence. Unfortunately,the education system hasn’t supported youthentrepreneurship; therefore it is necessary tochange the curriculum. It is urgent for thegovernment to include entrepreneurshipeducation in the curriculum of every formaleducational institution.

2. The government and related organizationsshould give as many opportunities as possible toyouth to improve their skills, either by setting upskill-based education centers, or by subsidizingyouth.

3. The involvement of social organizations informulating public policy concerningentrepreneurship is essential. Through theseorganizations, it is hoped that the policies can beregulated together to achieve better results.

4. The government should be able to create asupportive business atmosphere with low loaninterest rates.

5. The government should be more proactive insupporting youth entrepreneurship. It can do soby providing additional capital and access to thejob market and to small business for youth.

6. The involvement of small business people andthe guidance of business people are needed tocreate an effective poverty reduction program.

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1. Male and female youth labor forces are subjectto unequal treatment. This inequality includesunequal wages, and inequality in the fulfillmentof basic biological rights; for example, the rightto maternity leave and other related rights arenot available to some female workers.

2. Some government policies trigger this inequality,for example, the policy of giving family, child,or recreation allowances to male workers only.The standard for minimum wages does notconsider female workers’ biological needs,especially reproductive needs.

3. Inequality also occurs in the education sector. Itis often found in the internalized awarenessamong children of ideas about activities that aresuitable to their gender, for example, the ideathat cooking is only for girls.

4. Cultural factors—by playing a key role in socialconstructions of gender differences—becomethe dominant contributing factors of thisproblem. They ultimately influence formaleducation. These cultural factors are reflected inthe maintenance of stereotypes dealing with thetypes of jobs considered appropriate forwomen in society, such as sewing, typing, oradministrative jobs.

5. Gender differences can have manyinterpretations. For example, certain jobvacancies that are open only to women can beinterpreted in two ways. One is to considerthem as a form of discrimination against maleworkers; the other is to consider them as a formof humiliation of women.

The Four E’s: EQUAL OPPORTUNITYThe Four E’s: EQUAL OPPORTUNITYThe Four E’s: EQUAL OPPORTUNITYThe Four E’s: EQUAL OPPORTUNITYThe Four E’s: EQUAL OPPORTUNITY


1. There should be a system that integrates genderconcerns into every regulation and labor policy.

2. Continuously make the necessary changes in theeducational system, especially those related togender values, to eliminate aspects of culturethat promote gender inequality.

3. Improve societal awareness of gender equality.

4. Improve consultation for workers on mattersrelated to gender.

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1. Because Javanese culture places men higher thanwomen, equal education has not been providedfor men and women.

2. Though there is no discrimination of men andwomen in labor law, there are some forms ofdiscrimination in practice:

• Assumptions about differences in thecapabilities, qualities and productivity of menand women for certain jobs

• Vested interests from the investors

• Social, cultural and legal factors in Indonesia

• Discrimination with respect to wages and jobrecruitment practices

3. Gender stereotyping is caused by discriminationbetween men and women.

4. Women are considered to be second-classcitizens from legal perspectives.

5. There is no equal opportunity for thehandicapped


1. Improve the personal competencies of womenthrough education.

2. Companies/investors should not practicediscrimination against women.

3. Set up independent institutions to monitorcompany policies dealing with gender in thelabor force.

4. Provide affirmative action or support activitiesas a strategy to implement equal opportunity.

5. Prepare the mentality of women to competewith men.

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1. There are forms of discrimination that createunequal opportunities to get jobs, especiallyunequal opportunity based on gender. Womenare still perceived as suitable only for domesticwork, such as the work done by homemakers.Even though women are working in the publicdomain, their jobs are still tied to femininevalues in jobs as sales promotion girls orsecretary.

2. Discrimination doesn’t stop with perception, butextends to important issues: differences in salarybetween men and women with the same jobs,or the fact that there are family incentives in aman’s salary but not in a woman’s salary.

3. Besides women, men also suffer from jobopportunity discrimination based on gender,since men have to cover women’s expenses. Insome cases, men also face difficulties in findingjobs, especially jobs perceived as women’s jobs.

4. There are some work areas that provide equalopportunities to men and women, such asjournalism. Some jobs that are perceived asmen’s jobs have been taken by some women,for example, women who work as busconductors or taxi drivers.

5. Besides unequal opportunity based on gender,there are also some forms of discriminationwith different causes, such as discriminationbased on educational background, disability,physical appearance, age, seniority andconnection.

6. Youth organizations and labor organizations arestill not effective in advising their membersabout these issues.


1. Problems of equal opportunity apply not onlyto men and women, but also to thehandicapped and to transsexuals. Therecruitment process should be based oncompetence, and the ability of the peopleaccepted to perform well. This does not happenin real life. The decision to accept an employee issometimes based more on a consideration ofgender differences, connections, money, culturalbackground, physical appearance, and age.

2. The attainment of equal opportunity is hinderedby government regulations, namely the systemof contract-based employment. This systemprevents workers from getting equalopportunities to access facilities/benefits, despitethe fact that they have the same duties andresponsibilities as the permanent workers. Thiscan lead to frustration and lay-offs.

3. Based on government regulation and policy:

• Set worker quotas (the proportion betweenthe old and the young) and accelerate theregeneration process

• Involve youth in the making of Labor ForceLaw

• Socialize laws that regulate the equal rights oflaborers and citizens

• Open job opportunities that are notdiscriminative

• Create balanced labor policies

4. Change people’s paradigm or perceptions

• Change people’s paradigm or perceptionsabout jobs based on gender (No jobdiscrimination based on gender)

5. Create equal opportunity

• Company policies

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• Create jobs based on talents

6. Self-Development

• Develop individual understanding of how tothink creatively and productively

7. Advocacy

• Establish organizations based on sectors thatare weakened, such as labor organizations forpeople with disabilities, women, etc.

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ANNEXESANNEXESANNEXESANNEXESANNEXESThese annexes contain documents supporting the previous chapters. This chapter consists of four

parts. The first is Comments from Participants, which describes some comments from the participants; thesecond is Media Coverage, which describes articles related to the conventions; the third is the agenda ofthe conventions; and the last is a list of the participants.

1. Comments from Participants

The topic of this program overall is good. But I wasn’t too satisfied with the parallel discussion. I joined the employabilitygroup. I didn’t find any results that really covered all the elements. It was only a debate between people who were promotingtheir own institutions, for example, what had been done by BLK element in my group. The impression I got was that aSenior High School Student doesn’t have any skills. I think that’s very wrong.

As Senior High School Students, we felt that they didn’t pay attention to our opinions, and it was unfair. They should notonly put the vocational school up front; we think that, as Senior High School Students, we can be more relied on,academically and theoretically.

As Senior High School Students, we felt that they let us fall rather than helping us. For the next convention, it would bebetter that the topic could be made more specific. For example, our employability topic could be more focused on one elementof employability.

(Intan Amalia, SMUN 54, Youth Employment Convention Jakarta)

The program and the audience are cool. The people are nice. I am one of those people who find it very difficult to socialize,but here I could make friends. The topic was a little bit heavy. Because we joined up with university students and employees,the language was a little bit difficult to understand. The discussion was difficult to follow because it was dominated by ‘bigpeople’ and the language used was complicated. I joined the employment creation class. All we did was just send letters to ourfriends sitting next to us and give our signatures to each other. For the next convention, it would be better if the shape of thediscussion were a circle. That could motivate us to speak.

(Eka, SMU Gonzaga, Youth Employment Convention Jakarta)

The audience is nice, sociable; the way they talk and think is way ahead. The topic is good, even though I don’t reallyunderstand it. I joined the employment creation class. The class was lively, especially the people from Depnaker. Themoderator could summarize the discussion into language that was easier to understand. It was quite difficult to understandthe people from Depnaker because the language they used was very difficult to understand. For the next convention, it shouldbe more disciplined in time.

(Ii, SMK 12, Youth Employment Convention Jakarta)

The program is good, but not enough. It needs implementation by outside parties, for example, like ILO, who provide specialinstitutions for labor. This program is good to nurture young people. I joined the entrepreneurship class. I saw that manystudents had their own skills in developing their entrepreneurship. I could only absorb a little from the discussion because the

50


language used was very ‘complicated’. Things that have to be considered in the next convention are better coordination, timediscipline, and clear information on the place to be used for the convention.

(Tego, SMU 78, Youth Employment Convention Jakarta)

People should be given enough facilities to support the development of marine and agricultural [employment]. This should notjust become a slogan, but a real help for the people.

(Bidin, Malang, Youth Employment Convention Surabaya)

The government should take real action to handle gender problems, especially those concerning the protection of labor rights,to keep people from being harassed. The government should also establish groups to empower laborers after working abroad.The government should synchronize the educational curriculum to make it clearer.

(Nuraini, South Sulawesi, Youth Employment Convention Surabaya)

The appropriate age to be considered for work is 18. It’s necessary that study should be compulsory up to SMU (HighSchool) level.

(Dian, Pusat Hak Asasi Manusia-Pusham, Youth Employment Convention Surabaya)

Inputs for the equal opportunity group: it should review whether government policy has been supportive in solving theunemployment problem or in supporting youth. In reality, government policy often becomes a ‘boomerang’ for laborers. Forexample, high taxes for a foreign company, SONY— up to 30%, became one of the main reasons SONY moved out ofIndonesia.

(Oetomo, Singaraja, Youth Employment Convention Surabaya)

We have a problem of discrimination about working experience. This can be seen in the requirements of job vacancies thatgive priority to those who have 2-3 years of working experience. If it stays like this, how can fresh graduates get jobs?

Talking about equal opportunity rights, I know that in a plantation area in Jember, there are many women and childrenwho work in the plantation. They push the plantation management to hire them as workers. The plantation doesn’t havebudgets for these workers. But the women and children workers are willing to be paid any amount of money. The Universityof Jember conducted a research study on these women and children laborers. They were paid Rp.1,000 per day, but they didthe job willingly without pressure. How to solve this problem? Keep in mind that the company never asked them to workthere, they were the ones who asked.

About the gender problem: there are some jobs that prioritize woman. This kind of practice treats men unequally.

(Saptarian, Jember, Youth Employment Convention Surabaya)

About Entrepreneurship and Employability. There is little entrepreneurial content in education, and no applied programsfor students to become entrepreneurs. If we look over the curriculum or the subjects in education, probably only a few subjectsdeal with vocational skills and product knowledge. The skills that are taught now should be adjusted to job market needs.If we want to produce entrepreneurs, we have to adjust the skills to the job market needs. So that after graduating, studentsare ready to compete. Education right now is still normative.

(Imron, Pasuruan, Youth Employment Convention Surabaya)

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Inputs for the Entrepreneurship group: Families should nurture entrepreneurial spirit, and not only focus on education. Thereare formal, non-formal, and informal parties, not only the government. To solve the entrepreneurship problem, we have toinvolve all of the basic elements.

Inputs for Employment Creation: There are some unclear and limited programs. These programs still need some applicationto answer problems related to investment. We sometimes are fooled by one-sided considerations of our own needs, and we don’tconsider other needs, such as the company’s needs. We know that companies recruit their workers based on their needs, so theirrequirements should also be discussed. Why don’t we try not to put one party in the corner?

Inputs for Employability: There are a number of elements involved, and the first one is culture. Indonesian culture is differentfrom other national cultures. Good things in our culture should not be changed, and good things from other nations can belearned. About equal opportunity, if we want to implement equal opportunity, then male workers can ask for maternityleave. We really need a clear definition of equal opportunity, and we can study the allowance system in Japan and the equalrights system in America. Hopefully this convention can provide some inputs to the authorities for making decisions.

(Abdulrahman, IP3, Youth Employment Convention Surabaya)

Related to matters of Employability, and people’s paradigms about work and professionalism, we hope we can change people’sparadigm that working is wearing ties and working in the office. How can we change this paradigm?

We know we need some education about entrepreneurship, both in the family and at school. Two examples in society areKarang Taruna [neighborhood youth associations], and PKK [women’s family welfare programs at village level]. But thisis still not concrete. If we want to take action on this issue, how should we implement it?

(Nesty, Pusdakota-Surabaya, Youth Employment Convention Surabaya)

The discussion of entrepreneurship suggests that business knowledge should be introduced from kindergarten through tocollege levels of education. In kindergarten we learn about the psychology of education. Is it suitable for people to be taughtabout entrepreneurship from the time they are in kindergarten? Ideally, entrepreneurship should be introduced at the juniorhigh school level of education, so students are motivated to work. But for this, we need to conduct extensive research.

We have also discussed marginal society. We found that there are many children who become street singers and beggars in bigcities. We need some policies to solve the problem of child exploitation.

Indonesia has lost its identity because of its weak character. Extra activities and boy scouts are expected to be included inthe educational curriculum. These are needed to build the national character. There are a lot differences between present andpast conditions. We can see that our younger sisters/brothers prefer to watch international cartoon movies like Doraemonand Digimon rather than cartoon movies from our country. We need to consider these conditions in our national characterbuilding.

Another thing that needs our consideration is the social gap. Now, we can see that someone who steals a chicken is punishedheavier than the corruptos. We should try [to reverse] that in the future; then no more social gap like this would exist.

(Didik, Malang, Youth Employment Convention Surabaya)

The common problem faced by everyone is getting a job after graduation. Universities should maintain their image asinstitutions that produce students who can get jobs after graduation. For this reason, the curriculum should be changed andadjusted to professions in the job market.

(Suwandono, Pasuruan, Youth Employment Convention Surabaya)

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2.2.2.2.2. Media CoverageMedia CoverageMedia CoverageMedia CoverageMedia Coverage

From the three conventions, only two convetions submitted reports of articles related to theconventions that were published by the media. The Youth Convention in Surabaya report includedseven (7) articles related to the convention, and The Youth Convention in Yogyakarta included three (3)articles. No articles were found about the convention in Jakarta. Synopses of the media coverage articlesfollow:

A.A.A.A.A. Articles about the YOUTH EMPLOYMENT CONVENTION in Surabaya:Articles about the YOUTH EMPLOYMENT CONVENTION in Surabaya:Articles about the YOUTH EMPLOYMENT CONVENTION in Surabaya:Articles about the YOUTH EMPLOYMENT CONVENTION in Surabaya:Articles about the YOUTH EMPLOYMENT CONVENTION in Surabaya:

· Surabaya: Host of Youth Convention, Jawa Pos, October 8, 2003.Content: The number of unemployed youth is increasing. ILO, together with the Department of

Manpower and Transmigration, held a convention to discuss the problem of youth unemploymentand to try to find solutions as a basis for formulating a policy. This convention included sixprovinces of Eastern Indonesia and 10 regencies from East Java; with participants from theyouth labor force, aged 15-29. This convention was held in Surabaya as this city has a high rateof unemployment.

····· YYYYYouth Convention Discusses Unemployment, Jawa Pouth Convention Discusses Unemployment, Jawa Pouth Convention Discusses Unemployment, Jawa Pouth Convention Discusses Unemployment, Jawa Pouth Convention Discusses Unemployment, Jawa Pos, October 13, 2003.os, October 13, 2003.os, October 13, 2003.os, October 13, 2003.os, October 13, 2003.

Content: The main discussion in the Youth Convention in Surabaya was about youthunemployment, which keeps on increasing each year. Peter Rademaker, the Deputy Directorof ILO, stated that local governments, such as the Surabaya Municipal Government, shoulddo something to overcome this problem. The convention, followed by six provinces, is anattempt to involve youth, especially young people from the eastern parts of Indonesia, inproducing youth employment programs. There are four things to be discussed in thisconvention: opportunities to get jobs, equal opportunity, entrepreneurship, and employmentcreation.

····· 66. 29% of the Labor Force in East Java: Elementary School Graduates, Kompas,66. 29% of the Labor Force in East Java: Elementary School Graduates, Kompas,66. 29% of the Labor Force in East Java: Elementary School Graduates, Kompas,66. 29% of the Labor Force in East Java: Elementary School Graduates, Kompas,66. 29% of the Labor Force in East Java: Elementary School Graduates, Kompas,October 8, 2003.October 8, 2003.October 8, 2003.October 8, 2003.October 8, 2003.

Content: 66.29% of the labor force in East Java consists of elementary school graduates, whichshows the low quality of the labor force. Unskilled labor will have serious problems infinding jobs. It is reported that there are 846,295 unemployed youth. Disnaker of East Javahas tried to overcome this problem by improving labor force skills by creating the BLKs,sending workers abroad, placing workers in informal sectors, establishing capital-intensivebusiness, and giving guidance and counseling to unskilled workers so that they can getdescent jobs and wages. Disnaker is also willing to become a facilitator for ILO programs inorder to get good inputs for government policy.

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· ILO: Finding Solutions For Unemployment, Harian Surya, October 8, 2003.

Content: ILO held a youth convention on October 13-14, 2003 to find out about the aspirationsof youth, especially those who live in the eastern parts of Indonesia. Gita F. Lingga, ILOMedia Relations, said that there are 6.1 million unemployed young people in Indonesia.This convention stressed the sharing of experiences and hopes by youth, and the types ofeffective programs needed. Government, working hand-in-hand with ILO, created I-YEN(Indonesian Youth Employment Network), whose main task is to develop an action planfor youth employment opportunity.

· Convention about Unemployment in Surabaya, Suara Pembaruan, October 9,2003.

Content: ILO, together with Depnakertrans and Ubaya, held a youth unemployment convention,which was attended by 100 unemployed youth and 50 government officials. Thisconvention discussed the job opportunities wanted by the youth, and tried to find out aboutthe aspirations of youth as a form of feedback for the formulation of appropriate laborpolicy. This convention also examined four things, namely: fairness in getting jobs, equalemployment opportunity between men and women, entrepreneurship, and employmentcreation.

· Productive Age Unemployment: Alarming!, Radar Surabaya, October 8, 2003.

Content: Gita F. Lingga stated that youth unemployment in Indonesia is caused by competitionand low skills. ILO held a youth unemployment convention to find out people’s reactions tothe existence of I-YEN (Indonesian Youth Employment Network). Sularto from DiknakerEast Java stated that unemployment in Java has a close relation to low economic growth(3.2%-3.5%). This low economic growth shows that there are limited job opportunities,caused by low quality labor, unequal distribution, and imbalanced industrial relationships.East Java Depnaker has tried to overcome these problems by sending workers toapprenticeship programs in Japan and Korea, increasing training centers or “BLKs” anddeveloping work exchange services.

· A Picture of Poverty in Our Country, Bernas, October 8, 2003.

Content: Globalization and modernization have created poverty and social gaps that lead to lowquality of life, malnutrition, inability to access education, unaffordable health costs, andunemployment. It is projected that unemployment in Indonesia will reach 11.19 million in2005. Unemployment will cause other problems — a high crime rate. Government shoulddo the following: first, improve the quality of human resources, especially of governmentofficials; second, create employment that can be accessed by poor people; third, enforce thesupremacy of law, fourth, issue regulations that protect poor people, and the last, carry outan evaluation program.

54


B.B.B.B.B. Articles about the YArticles about the YArticles about the YArticles about the YArticles about the YOUTH EMPLOUTH EMPLOUTH EMPLOUTH EMPLOUTH EMPLOOOOOYMENT CONVENTION in YYMENT CONVENTION in YYMENT CONVENTION in YYMENT CONVENTION in YYMENT CONVENTION in Yogyakogyakogyakogyakogyakartaartaartaartaarta

····· ILILILILILO Involving YO Involving YO Involving YO Involving YO Involving Youth in Planning Wouth in Planning Wouth in Planning Wouth in Planning Wouth in Planning Work, Kedaulatan Rakyat, October 16, 2003.ork, Kedaulatan Rakyat, October 16, 2003.ork, Kedaulatan Rakyat, October 16, 2003.ork, Kedaulatan Rakyat, October 16, 2003.ork, Kedaulatan Rakyat, October 16, 2003.

Content: Indonesian youth unemployment has reach 6.1 million people, which could lead to ahigh crime rate. Peter Rademaker, Deputy Director of ILO, stated that there should be newopportunities for youth to get decent and productive jobs. The Indonesian government haslaunched I-YEN (Indonesian Youth Employment Network), a cooperative program of theILO and the Indonesian government. ILO held a convention to facilitate youth involvementin formulating policy and programs for youth employment.

· High Unemployment in Indonesia, Kedaulatan Rakyat, October 8, 2003.

Content: Indonesia will have a pilot project for handling youth unemployment, since the numberof unemployed youth has reached 6.1 million people and 57% to 60% of them are elementaryschool graduates. To overcome this problem, the government established a network calledI-YEN, and worked together with ILO to hold a convention on Challenge, Opportunity,and Strategy for dealing with youth unemployment in Indonesia.

····· Unemployment Number Keeps Growing, Bernas, October 17, 2003.Unemployment Number Keeps Growing, Bernas, October 17, 2003.Unemployment Number Keeps Growing, Bernas, October 17, 2003.Unemployment Number Keeps Growing, Bernas, October 17, 2003.Unemployment Number Keeps Growing, Bernas, October 17, 2003.

Content: The number of unemployed people in Indonesia keeps growing; it is up to 100 millionand 6.1 million of them are unemployed youth. This high rate of youth unemployment iscaused the existence of few job opportunities, in comparison with the many job seekers.The solution to this problem should include building a network among government, businessplayers, and educational institutions. ILO held a youth unemployment convention to buildthe network between the three parties.

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3.3.3.3.3. Convention AgendasConvention AgendasConvention AgendasConvention AgendasConvention Agendas

This sub-chapter contains the itineraries of the three conventions.

A. YOUTH EMPLOYMENT CONVENTION, SURABAYA, UNIVERSITY OFSURABAYA, October 13-14, 2003.

First Day, October 13, 2003.

1. Opening Speeches

· Chairman of the Committee· ILO Deputy Director· Rector of the University of Surabaya

· Dirjen Depnaker (Director General of the Department of Labor)2. Press Conference3. Interactive Dialogues4. Parallel Group Discussions

Second Day, October 14, 2003.

1. Final Presentations of the Parallel Discussions2. Reviews of the Final Presentations3. Conclusions4. Closing speech by Kadinasker Jatim (Head of the East Java Labor Department).

56


B.B.B.B.B. YYYYYOUTH EMPLOUTH EMPLOUTH EMPLOUTH EMPLOUTH EMPLOOOOOYMENT CONVENTIONYMENT CONVENTIONYMENT CONVENTIONYMENT CONVENTIONYMENT CONVENTION, JOGJAK, JOGJAK, JOGJAK, JOGJAK, JOGJAKARTARTARTARTARTA & CENTRAL JAA & CENTRAL JAA & CENTRAL JAA & CENTRAL JAA & CENTRAL JAVVVVVAAAAAPROPROPROPROPROVINCESVINCESVINCESVINCESVINCES, MUHAMMADIY, MUHAMMADIY, MUHAMMADIY, MUHAMMADIY, MUHAMMADIYAH UNIVERSITYAH UNIVERSITYAH UNIVERSITYAH UNIVERSITYAH UNIVERSITY, JOGJAK, JOGJAK, JOGJAK, JOGJAK, JOGJAKARTARTARTARTARTA, October 16-17, 2003.A, October 16-17, 2003.A, October 16-17, 2003.A, October 16-17, 2003.A, October 16-17, 2003.

Time Program

Thursday, 16th October 2003

08:00-09:00 Participant registrations

09:00-10:00 Opening Ceremony

· Speech by the Rector of UMY

· Speech by ILO

· Speech by the Indonesian Labor Department

10:00-12:00 Interactive General Study and Dialogue

Speakers:

· Drs. Pardjo (DIY Labor Department)

· Sri Natin, SH., SU (UGM Women’s Study Center)

· Buyung Johansyah, SE (Desanta Learning Institute)

· Ir. Joko Ismanu Herlambang (Entepreneur)

Moderator:Indah Fatmawati, SE, M. Si (Professor from the EconomicsDepartment of UMY)

12:00-12:30 Group Assignment and Discussion

12:30-13:30 Lunch Break

13:30-16:00 Group Discussion

Friday, 17th October 2003

09:00-11:30 Presentation of the Group Discussion results

Moderator: Sutrisno Wibowo, SE, MM

11:45-13:00 Lunch Break

13:00-14:00 Discussion and Questioning Session

14:00-14:30 Summary of Convention

14:30-15:00 Closing Ceremony

57

A.A.A.A.A. YYYYYOUTH EMPLOUTH EMPLOUTH EMPLOUTH EMPLOUTH EMPLOOOOOYMENT CONVENTIONYMENT CONVENTIONYMENT CONVENTIONYMENT CONVENTIONYMENT CONVENTION, WEST JA, WEST JA, WEST JA, WEST JA, WEST JAVVVVVA, BANTENA, BANTENA, BANTENA, BANTENA, BANTEN, AND DKI JAK, AND DKI JAK, AND DKI JAK, AND DKI JAK, AND DKI JAKARTARTARTARTARTAAAAAPROVINCES, UNIVERSITY OF INDONESIA, November 18, 2003.PROVINCES, UNIVERSITY OF INDONESIA, November 18, 2003.PROVINCES, UNIVERSITY OF INDONESIA, November 18, 2003.PROVINCES, UNIVERSITY OF INDONESIA, November 18, 2003.PROVINCES, UNIVERSITY OF INDONESIA, November 18, 2003.

Tuesday, November 18, 20031. Opening Speech

· ILO· Depnakertrans (Department of Labor and Transmigration)

2. Interactive Dialogues3. Parallel Discussions4. Plenary Discussions

4.4.4.4.4. List of ParticipantsList of ParticipantsList of ParticipantsList of ParticipantsList of Participants

Participants In The Youth Employment Convention,Jogjakarta & Central Java Provinces

Muhammadiyah University (Umy), Jogjakarta, October 16-17, 2003

Category: Youth /Youth Organization, Province of DI Yogyakarta

No Name Institution

1 Anggi Puspa Pradhini SMUN I Yogyakarta

2 Wiwien Apriliani SMUN I Yogyakarta

3 Muh. Latif Fauzi Univ. Islam Indonesia

4 Eko Riyadi Univ. Islam Indonesia

5 Al Kadri Univ. Muh. Yogyakarta

6 Zeki Mubarak Univ. Muh. Yogyakarta

7 Abdi Ramdhan Univ. Muh. Yogyakarta

8 Farizal Univ. Muh. Yogyakarta

9 Muh. Abu Univ. Muh. Yogyakarta

10 M. Effendi Univ. Negeri Yogyakarta11 Unik Ambarwati Univ. Negeri Yogyakarta

12 Maryadi Nurhadi Prayitna Univ. Atmajaya Yogya

13 Monika Novena Univ. Atmajaya Yogya

14 Sunu Widianto AMP YKPN

58


15 Yunani AMP YKPN

16 Hudan Mudarris IAIN Sunan Kalijaga

17 Khotimatus Saadah IAIN Sunan Kalijaga

18 Alwi Ismail Dian Desa

19 Dwi Pramudyatno Dian Desa

20 Sri Rejeki APIKRI

21 Lasmanu Rukiyanto APIKRI

22 Mohammad Ridwan KKB Indonesia Bangkit

23 Wawin Endang Widiastuti KKB Indonesia Bangkit

24 Sigit Isnugroho PP AI Munawwir Krapyak

25 Sarwani PP AI Munawwir Krapyak

26 Sofriatno Soleh PW Pemuda Muhamadiyah

27 M. Irfan Islami PW Pemuda Muhamadiyah

28 Anne Permatasari, SIP PSW UMY

29 Yoni Astuty PSW UMY

30 Dra. Iin Kristianti LPK Desanta

31 Daimatun Nafiah LPK Desanta

32 Nurul Saadah, SH CIQAL

33 Ari Kurnaiwan, S. Ant. CIQAL

34 Rio Muda Irawan HIMAMA

35 Amir Yudo Winarno HIMAMA

36 Ranto Subangkit SMSR

37 Ika Yulianti SMSR

38 Imam Machali Elstra

39 Idnah Khozimatun Nur Elstra

40 Ahamd Rifai GP Anshor

41 Hamdanuddin GP Anshor

42 Suryadi Rumah Singgah Ahmad Dahlan

43 Wiyadi, S. Ag. Rumah Singgah Ahmad Dahlan

44 Layin Fauziah, S. Ag. Nasyiatul Aisyiah

No Name Institution

59

No Name Institution

45 Eni Ernawati Nasyiatul Aisyiah

46 Kembar Abadi Panti Sosial Bina Remaja

47 Giyono Panti Sosial Bina Remaja

48 Oktariningsih Panti Sosial Bina Remaja

49 Sri Wahyuni Panti Sosial Bina Remaja

50 Ibi Satibi PW IPNU

51 Mahfudz Rifai PW IPNU

52 Badrun Hermawan, ST TKPMP

53 Eka Novaianto MAN 2 Yogyakarta

54 Wardatul Ushad MAN 2 Yogyakarta

55 Bertha Cahyani HIPMI Yogyakarta

56 Haris Setyawan HIPMI Yogyakarta

57 Dian Aprilia MAN 1 Yogyakarta

58 Ikhsan Tanjung MAN 1 Yogyakarta

59 Ahmad Ma’ruf INSPECT

60 Ardi Hamzah INSPECT

61 Agung Setyabudi SMKN I Yogyakarta

62 Susanti SMKN I Yogyakarta

63 Abdul Rozaq Karang Taruna Desa Kemusuk

64 Yulianti Widyasari Karang Taruna Desa Kemusuk

65 Sigit Pramono SMKN I Wates66 Andini Widyawati SMKN I Wates

67 Sisca Wulandari SMU Stella Duce II Yogyakarta

60


No Name Institution

Category: Youth /Youth Organization, Province of Central Java

1 Aris Fajar Rokhani Universitas Diponegoro

2 Nuniek Akhiriani Universitas Diponegoro

3 Fery Jayanta Universitas Negeri Surakarta

4 Fajar Suharmanto Universitas Negeri Surakarta

5 Nuhim Universitas Muhammadiyah Purworejo

6 Yuli Permana Sari Universitas Muhammadiyah Purworejo

7 Mardiyan Universitas Negeri Semarang

8 Fitri Maulida Universitas Negeri Semarang

9 Nasrudin IAIN Walisongo

10 Nur Lailiy Mazkiyatun F. IAIN Walisongo

11 Hasan A. Aziz PURA Group

12 Atmo Suwito Rabban PURA Group

13 Wagino LSM Bina Bakat Surakarta

14 Tamtomo LSM Bina Bakat Surakarta

15 Fuad Hasan MAN Salatiga

16 Syarif Nurrohmah MAN Salatiga

17 Nita Triadisti UM. Surakarta

18 Dedi Pujakesuma UM. Surakarta

19 Armi Yuniani Maharanie LSM PAHAM Semarang

20 Devi LSM PAHAM Semarang

21 Mahardika Agung P., ST LPPSP Semarang

22 Niken Laras W., S. Kom LPPSP Semarang

23 Merlin Adriani SMU Sedes Sapientiae

24 Kristi Natalia SMU Sedes Sapientiae

25 Wijanarko LSM Persepsi Klaten

26 Sri Indarti LSM Persepsi Klaten

27 M. Suharmanto SMU Muhammadiyah I Surakarta

28 Ratih Anggraeni SMU Muhammadiyah I Surakarta

29 Christanto Wibisono Universitas Kristen Saya Wacana Salatiga

30 Jesica Arumsari Universitas Kristen Saya Wacana Salatiga

61

31 Eko Prasetyo Universitas Jenderal Soedirman

32 Rini Cahyani M. Universitas Jenderal Soedirman

33 Rommy Chandra I. SMU Negeri I Semarang

34 Natalia A. Maharany SMU Negeri I Semarang

35 Kusworo Aji SMU Negeri I Temanggung

36 Novika Primanigrum SMU Negeri I Temanggung

37 Taufik Hermawan STM Negeri I Cilacap

38 Rohmat Nur Hidayat STM Negeri I Cilacap

Category: Government Institutions, Province of DI Jogjakarta

1 M. Syarif Said Disnakertrans DIY

2 Pudji Christiatmi Disnakertrans DIY

3 Drs. Sudewo Disnakertrans DIY

4 Drs. Agus Suryono Disnakertrans DIY

5 Budi Haryono Disnakertrans Bantul

6 Subiyono Disnakertrans Sleman

7 Suyanto Hidayat Disnakertrans Kulon Progo

8 Drs. Hargiyono Disnakertrans Gunung Kidul

9 Winarno Bappeda Prop. DIY

10 Kadri Renggono, M. Si. Bappeda Kodya Yogyakarta

11 Bambang Triyanto, SH Bappeda Bantul

12 Drs. Abdur Rosyid Bappeda Sleman

13 Drs. Daldiri, M.M Bappeda Kulon Progo

14 Sri Suhartanta, SIP, M. Si. Bappeda Gunung Kidul

15 Hudiyono Disdiknas Provinsi DIY

16 Drs. Ponidi Disdiknas Provinsi DIY

No Name Institution

No Name Institution

62


1 Drs. Joko Sutarto Disnakertrans Jateng

2 SR. Christiangsih Disnakertrans Jateng

3 Djoko Minarto Disnakertrans Jateng

4 Tjatur Juniarto Disnakertrans Jateng

5 Suhardo Disnakertrans Magelang

6 Bandari Kusudi Atmaji Disnakertrans Temanggung

7 Dra. Rofiatun Disnakertrans Kudus

8 Imam Irjanto Disnakertrans Pati

9 Drs. Sarbini Disnakertrans Surakarta

10 Agus Joko Santoso Disnakertrans Sragen

11 Marjono HS Disnakertrans Purworejo

12 Agus Samekto Disnakertrans Cilacap

13 Drs. Syamsul Huda Disnakertrans Purwokerto

14 Dra. Widya Fitriana Disnakertrans Kota Semarang

15 Drs. Gunanto Bappeda Kota Semarang

16 Arif Mulyono, BA Bappeda Kudus

17 Danarsih Wudyastuti, SE Bappeda Sragen

18 Kuspartondo Bappeda Purworejo

19 Ir. Muhammad Hadjid, MM Bappeda Cilacap

20 Budi Sutrisno Bappeda Pekalongan

21 Supomo Puji Atmoko Disdiknas Jateng

22 Mardi Utomo Bappeda Magelang

23 M. Susanto Bappeda Temanggung

24 Ir. Soemarno Bappeda Purwokerto

No Name Institution

Category: Government Institutions, Province of Central Java

63

No Name Media

Press Conference ParticipantsYouth Employment Convention

University Of Surabaya, October 7, 2003

1 Dian Wahyudi Surabaya Pagi

2 Indah Jawa Pos

3 Indah Surabaya News

4 Ery JJFM

5 Dony Radio Mercury FM

6 Edy ANTARA

7 Heariyanto SWA

8 Dheny Y Surya

9 Dyan Radar Surabaya

10 Nita Kompas

11 Erna Sonora FM

12 Hijrah Harian Bangsa

13 Kistoro RRI

14 Charles Warta Ubaya

Press Conference ParticipantsYouth Employment Convention

University Of Surabaya, October 13, 2003

1 Grace Imelda Utomo Warta Surabaya

2 Hijrah Harian Bangsa

3 Yunanto Surya

4 Kim Jawa Pos

5 Dyah Radar Surabaya

6 Indah Surabaya News

7 Edy ANTARA

8 Dwi Harian Bangsa

9 Tanjung Jawa Pos

10 Jujuk Surya

No Name Media

64


11 Agus S Surabaya Pagi

12 Baby Warta Ubaya

13 Lia Kompas

14 Dony Radio Mercury FM

15 Charles Warta Ubaya

16 Achmad Surabaya Pagi

Participants In The Youth Employment Convention,Province of West Java, Banten and DKI Jakarta

Universitas Indonesia, 18 November 2003

1 Sahlan UPN Veteran

2 Iwang Untag

3 Wiwi Minarti Untag

4 Sonang H.S IISIP

5 Zainul A. MH Thamrin

6 Yusri Khaldidj UBK

7 Rustiana STIENUS

8 Eka Widya Weku Usakti

9 Paramita Laksmiandita YAI

10 Puji Rahayu Gunadarma

11 Rina UNJ

12 Yunita Zelvita UI

13 Dina Hardiana UI

14 Eka SMU Gonzaga

15 Indah Amalia SMUN 54

16 Tami STIENUS

17 Risza Restu Rianty SMIP Jawis

18 Sri Sukaesih SMKN 12

No Name Media

No Name Institution

65

19 Yulianty Amelia SMK Paramita

20 Yunita STIENUS

21 Eko Pramono SMKN 5

22 Rudi Setiawan SMK Malakal 23

23 Mega Maulana STM Telkom

24 Tego Hadi Pujianto SMUN 78

25 Rinaldi S. SMUN 89

26 Doni Kristanto SMU Patriot Bekasi

27 Ridwan Hardiansyah SMU PGRI 24

28 Minar Magdalena Karyawan/Pekerja

29 Dwi Mulyani BLK Condet

30 Martha DP Gurning Karyawan/Pekerja

31 Nia Kurniasari YAI

32 Juniati Christine BLK

33 Bunga Kusumadewi IISIP

34 Rafika P. Agustina YAI

35 Adi Nugraha Utama SMU BPSK

36 Willy FMN

37 Darwadi BLK Condet

38 Eko FMN

39 Latief FMN

40 Billy HS YAI

41 Bonny Hargens Pemuda Katolik

42 Benedictus Karyawan/Pekerja

43 Remon FMN

44 Dwi Winarno PMII

45 Guntur Wicaksana KGM

46 Kojek SPED

47 Dewa Gede D Hindu

48 Agus Setiawan WP

49 Viktor PEKAT

No Name Institution

66


50 Panel Barus STIENUS

51 Dian PEKAT

52 Dwi Kartika Ayu Lulusan Baru

53 Liya Mandra Melawai

54 Nur Hasanah SBIP

55 I Made Budi Arsika KMHDI

56 Restu KAB

57 Amie KAB

58 Ady Mulyawan FHUI

59 Yustina Tutu Sr. Bina Swadaya

60 Ari Ayu Rembulan MAPALA UI

61 Mila IISIP

62 Aisah UPI

63 Arianti Sofiah Universitas Padjajaran

64 Agustian Setya Danarko STT Telkom

65 Rohmat S SMKN 4

66 Ahmad Fauzan Unisba

67 Imam Kesuma Dilaga UIB

68 Muhammad Yusuf ITB69 Arif Ahmad Haryadin BLK Bandung

70 Andreas Pranajaya BLK Bandung

71 Dipta Rahmadito BLK Bandung

72 Lilik Kristianto BLK Bandung

73 Regi Unpad

74 Rahmat Sodikin Karyawan/Pekerja

75 Normalinda Unpad

76 Dyah Ayu Paramita Arifien SMUN 5

77 Davidta Hadi W Unpas

78 Tika SMU BinMuda

79 Sukmana Disnakertrans Jawa Barat

80 Robiatul Adawiyah STAIN

No Name Institution

67

81 Aliyah Syah Ehan MA Anyer

82 Muhadi STIE Al-Khairiyah Cilegon

83 Guna Sukma SMK KS

84 Afud Mahmudin SMKN I

85 Susi Anggraini SMKN I

86 A. Nouvan Hidayat UNMA

87 Ipik Permana Untirta

88 Evni Yunita STAISMAN

89 Irza UPTD – Balai Pelatihan Kerja Kab. Bogor

90 Joko Labo UPTD – Balai Pelatihan Kerja Kab. Bogor

91 Then Kok Teng Pencari Kerja

92 Kevin Lodewijk Maramis Universitas Pakuan

93 Steisi IPB

94 Anto Pencari Kerja

95 Ika Wahyu LIPS

96 Rulas Lebardo Pencari Kerja

97 Joe Andika Orus Gobel ITI

98 Joko STIE Muhammad

99 Esih Asiah STIE Ahmad Dahlan

100 Ria E. Pah Karyawan/Pekerja

101 Widianti SMUN 7

102 Yandi SMKN 2

103 Adhe Dandy Pencari Kerja

104 Semut Pencari kerja

105 Abdul Wasi Ayafiyah

106 Iwan Ridwan UNISMA

107 Endah Utari Bina Insani

108 Tunda Hakim Agustina UNKRIS

109 Arafat Helmi SMUN 5

110 Putra Abdurrahman SMK Abadi

111 Wita SMEA Gelora

No Name Institution

68


112 Arum SMUN 10 Bekasi

113 Anika Widiana UBAYA

114 Ivana Atmojo AIESEC

115 Wisnu Wiboyo UNAIR

116 Rini Juni Astutui UMY

117 Nurul S. Andriani CIQAL

118 Aris Fadjar UNDIP

119 Rio Muda Irawan Universitas Muhammadiyah Yogyakarta

No Name Institution

Documents

Compilation youth convention · YOUTH EMPLOYMENT CONVENTION WEST JAVA, BANTEN & DKI JAKARTA PROVINCES, UNIVERSITY OF INDONESIA NOVEMBER 18, 2003. 2 Youth for Youth Consultation in