1. School-to-Work Information Bases in Selected Developing Countries of Asia and the Pacific
The Case of Indonesia
Presented by
Iwan Kustiawan
Faculty of Technology and Vocational Education Universitas Pendidikan Indonesia

2. MAJOR GENERAL CHALLENGES
Projection: Workforce will increase from million in 2010 to million in The share of women will increase.
Workforce with vocational education background is estimated to increase from million in 2010 to million in 2014.
Central government has a target to reach 70% vocational education in upper secondary education by the time period (in terms of student numbers).
Since 2005 national work competency standards (SKKNI) are being developed (among others to asses occupational and professional competencies).

3. Tracking Skill Needs (1)
Challenges
Low share of “workforce in formal sector” (31.41%) and of “workforce in informal sector” (68.59%) in February 2010
Decentralisation (since 1999):
33 Provinces, 399 districts/cities
Responsibilities with district/city governments
Responsibilities distributed between different ministries
Problems in cooperation between government and corporate world
Concepts for tracking skill needs are little elaborated
no list of “occupations”
TVET research landscape is poorly developed

4. Tracking Skill Needs (2)
Policies
Existing legal framework for tracking labour market information: Indonesian Govt Regulation, PP No. 15/2007 defines regular surveys, but there is insufficient skill needs information included.
No comprehensive surveys defined for specifically tracking employers’ or workforce’s skill needs.
Tracking employers skill needs is done incidentally in few selected sectors, and/or in a few regions.
No activities at all for tracking worker’s skill needs.
Examples of best (??) practice
Introduction of work competency standards (SKKNI), which define competence requirements for work tasks/jobs.
Incidental district surveys on company’s needs for workers training
Employment opportunities survey in some districts/provinces
There are a number of policies and regulations which are intended to enhance the engagement of employers in TVET development, but no specific provision on improving the school to work transition situation or on collecting respective data

5. Labour market (1) Challenges Policies
Low share of “workforce in formal sector” (31.41%) and of “workforce in informal sector” (68.59%) in 2010
Poorly developed social security system – no unemployment insurance
Unattractiveness of labour administration for employers and employees
Poorly developed TVET research
Policies
Legal basis for collection of labour market information by labour administration is in place
Labour administration’s data collection is not running satisfyingly
Legal basis for running regular workforce and socio-economic surveys is in place, surveys are carried through
Surveys do not include detailed enough data

6. Labour market (2) Policies (continued) Examples of best (??) practice
Schools collect tracing information for promotional purpurses
Independent tracer studies on school leavers are not available *(because of poorly developed TVET research)
Examples of best (??) practice
Cooperation between schools and local labour administration (BKK)

7. Employer engagement (1)
Challenges
Traditional reluctance of private companies against working with government institutions
Few employers think they should engage in TVET development
Employers seem to try avoiding (financial) investment in TVET matters
Policies
Legal basis for the development of employer participation (tripartite councils, companies engagement in education sector) is in place
TVET schools are required to cooperate with companies
Development and implementation of SKKNI shall be driven by the corporate world

8. Employer engagement (2)
Examples of best (??) practice
Badan Koordinasi Sertifikasi Profesi (BKSP) are mainly organised by Indonesian Chamber of Industry and Commerce (KADIN)
Professional associations (can) contribute to the development of SKKNI and certification infrastructure (LSP)
Isolated examples of really successful school-company cooperation
Expressed willingness of single regional KADIN/BKSP to improve the situation

9. RECOMMENDATIONS TO NATIONAL GOVERNMENT
A “list of occupations” should be adopted for the use for statistical purposes, and the quality of SKKNI should be improved (matching of statistical and competency definitions)
A policy on acquisition of accurate data and information about the situation of school-to-work transition should be developed and implemented in order to inform TVET planning and development
It is of immense importance that the corporate sector participates in the planning, shaping, and provision of TVET
Informality on the labour market must be reduced significantly
INDONESIA

10. PROPOSED AREAS OF INTERVENTION FOR UNESCO
Support the development of TVET research in Indonesia, so that universities and other research institutions (think tanks) are enabled to give policy advice to e.g. governmental and employer institutions
Specific:
Encourage Indonesia to adopt a “list of occupations”
Support Indonesia to develop “specifications of occupations”
For developing data collection there is already support from other institutions (e.g. World Bank, ILO, German development cooperation)
INDONESIA