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Current Status and Future Directions of Vocational and Technical Education in

Indonesia

KRIVET – SEAMEO VOCTECHSEOUL

21 August 2009

Losina Purnastuti

INDONESIA

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I’m looking for a job

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17,000 islands and islets

241 million people

33 provinces

300 ethnically distinct groups

583 local languages and dialects

a low or lower-middle income country ( GDP : Rp 2,082,103.7 billion or $ 208 billion)

Indonesia at a Glance

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• Ministry of National Education (MONE)Supervising quality assurance of curriculum of vocational education

• Ministry of Manpower & Transmigration (MOMT)Supervising quality assurance of system, mechanism, and implementation of vocational trainingVTET

Brief VTET in Indonesia

VTET Regulators:

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Vocational Education- secondary level : e.g. SMK - tertiary level : e.g.

Polytechnic, Academy

Vocational Training- Public : State-owned

Vocational Training Institution e.g. BLK (under auspices of MOMT)

- Private Training Institutions

VTET Providers:

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Vocational education improves the quality of Indonesian labor force, particularly for mid-level worker.

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

Vocational education fulfills the need for mid-level workers in the sectors of manufacturing, industry, construction, mining, trading, social services, tourism, information and communications technology (ICT), agriculture, technology and arts.

Vocational education reduces the level of unemployment in Indonesia.

Vocational education drives the economic growth.

Five strategic roles of vocational education:

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Policies

• The expansion access to education

• Improving quality, relevance, and competitiveness

• Strengthening management accountability and public image.

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Ratio of Students of SMK : SMA

Year Condition and Target2004 30:702005 32:682006 34:662007 36:642008 38:642009 40:60

Source: Strategic Plan Ministry of National Education The Republic of Indonesia 2005-2009.

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Enrolment

682796

1549131

2231927

778076

1623656

2401732

912434

1826528

2738962

0

500000

1000000

1500000

2000000

2500000

3000000

2005/2006 2006/2007 2007/2008

Public Private Total

Number of VSSS Students 2005/2006 – 2007/2008

Source: MoNE

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Number of VSSS Students by Province 2007/2008

Source: MoNE.

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

Art , 44391, 2%

Marine, 24195, 1%

Health, 10995,

Tourism, 174726, 6%

Community Welfare, 42266,

2%

Busieness and Management, 1304339,

47%

Agriculture and Forestry, 76644,

3%

Technology and Industry, 1062403,

39%

Source: MoNE

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

Items General Senior Secondary School

Vocational Senior Secondary School

All Workers

Labor Force Participation 67.6 77.6 66.2

% of Total Labor Force 14.8 7.1 100

% in Formal sector 56.2 66.2 31.1

% in Informal Sector 43.8 33.8 68.9

% Unemployed 18.1 17.3 10.3

% Underemployed 13.5 13.2 27.4 Earning in Rp/month (formal sector)

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

Source: SAKERNAS 2006

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Policies (programs/practices) that have been implemented

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

Number of VSSS 2005/2006 – 2007/2008

Source: MoNE

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

• founding new buildings of vocational schools,

• providing new classes, • conducting rehabilitation of the

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

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

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

• development of SMK with international standards,

• development of ICT, • development of industry participation in

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

and other educational staff, • improving quality and relevance of

TVET, • repair and maintenance of TVET

education facilities, • development of competency standards,• development of vocational school

models, development of libraries, certification of competency,

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

-

1,000

2,000

3,000

4,000

5,000

6,000

7,000

Librar

y

Keteram

pilan

Multi Purose

s Room

Health Cen

ter

Work

shop

Computer Rooms

Diesel

Rooms

2004/2005

2005/2006

2006/2007

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

Source: MoNE

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

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

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Major Issues and Challenges

• Human Resources• Facilities• Public Images• Job Market and

Industry Correlation

• Absorbtion into Job Market

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1. Human Resources

2004/2005

Qualified Teacher,

61.89

Under Qualified Teacher,

38.11

2005/2006

Qualified Teacher,

63.85

Under Qualified Teacher,

36.15

2006/2007

Qualified Teacher,

75.64

Under Qualified Teacher,

24.36

2007/2008

Qualified Teacher,

76.96

Under Qualified Teacher,

23.04

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

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2. Facilities

0.330.34

0.31

0.390.37

0.27 0.280.27

0.44

0.31

1.051.12

1.03

0.64

0.94

0.630.66 0.66

0.51 0.50

-

0.20

0.40

0.60

0.80

1.00

1.20

R. Keterampilan Multi Purposes Rooms Workshop Computer Rooms

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

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

Source: MoNE

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

(%)

68.84

67.37

65.48

69.24

63

64

65

66

67

68

69

70

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

Source: MoNE

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3. Public Image • VTET still suffered from the

negative image.• VTET is still perceived as an

education for those from economically and academically disadvantaged group only.

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

• Vocational education has suffered from being perceived as a second class education.

• Low prestige attached to vocational education is a common perception in Indonesia.

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4. Job Market and Industry Correlation

• Link and match between education and industry is still problematic.

• The quality and relevance of education is still low.

• The quality of academic education and relevance of vocational courses are generally not well regarded by employers.

• Questions remain about the relevance of vocational courses, including the gap between the courses and industry needs as well as the slow response to changing labor market needs and technological advances.

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5. Absorbtion into Job Market

The employment absorbtion rate of VSSS graduate into job market is relatively low.

80%-85% VS 60%

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Future Plans

• Period 2010-2015: Service Empowerment

• Period 2015 – 2020: Regional Competitiveness

• Period 2020 – 2025: International Competitiveness

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THANK YOU