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Compétences pour la compétitivité (angl.)

Indonesia has charted impressive economic growth since overcoming the Asian financial crisis of the late 1990s. It has become the largest economy in the ASEAN community with a GDP per capita of USD 3’603 in 2016. Today, Indonesia is a key player on the global stage as the world’s 4th most populous nation, the world’s 10th largest economy and a member of the G-20. Poverty has been halved since 1999 to 10.9% in 2016 (World Bank, 2017).

While this is good news in principle the poverty rate decline has slowed down since 2012: 28 million Indonesians still live below the poverty line today, while 40% of the total population are considered vulnerable of falling back into poverty with incomes only marginally above the poverty line.

One of the major challenges the country faces today is the structure and dynamics of its labour market. On the one hand, the 1.7 million youth who enter the workforce each year outpace the growth in the number of jobs and result in a demand supply mismatch and people ending up in informal employment. On the other hand, technological progress: the complexity and nature of skills required on the labour market are not adequately matched with the qualifications and experiences obtainable through the national skills development system and result in a skills mismatch.

invalid
Indonésie
-6.209306
106.845652
Indonésie
Durée du projet
2018 - 2023
Financé par
  • Secrétariat d'Etat à l'économie SECO
  • Government of Indonesia

Le projet

The structure and dynamics of the Indonesian labour market poses one of the major challenges for the Indonesian economy and its future growth: the 1.7 million youth who enter the workforce each year outpace the growth in the number of jobs and the complexity of skills required are not adequately matched with the qualifications obtainable through the current Vocational Education and Training (VET) system. The Skills for Competitiveness (S4C) Programme aims to address this, is aligned to national strategies and based on clear demand from the Government of Indonesia.

The Programme has two objectives:

  • Five selected Polytechnics are efficiently managed and educate technicians/engineers in selected sectors as per the needs of the private sector. The Polys are focussing on the metal, furniture, wood and food processing sectors.
    Two outputs support this achievement focussing on the establishment of necessary management systems and processes and the development of training approaches oriented in the dual VET system. Interventions include among others the strengthening of school management capacities with focus on industrial relations, supporting the development of teaching ‘factories’ within the Polytechnics, development of a teaching approach on dual training and the upgrading and strengthening of teaching capacities.
  • The Government of Indonesia, selected sector associations and Association of Polytechnics and Industry Indonesia collaborate to develop and strengthen a tertiary dual Vocational Education and Training System in Indonesia.
    Activities aim at the establishment of a service portfolio for Poly-Industry services anchored with institutions like the Association of Polytechnics and Industry Indonesia (APII), sector associations or techno parks, supporting knowledge exchange and learning between VET system actors and contributing to overall VET system reforms.


The Programme is implemented by a Swiss Consortium consisting of the Swiss Foundation for Technical Cooperation (Swisscontact), the Bern University of Applied Sciences (BFH-CDC) and the Association for Swiss International Technical Connection (SITECO) working in close collaboration with the Centre for Industrial Human Resource Development (BPSDMI) of the Ministry of Industry (MoI) and the Ministry of Education and Culture Republic of Indonesia (MoEC).

Résultats

2018 - June 2023

Graduates’ Competency and Employment:

  • 536 (or 97.6%) graduates from Poly Kendal and AK Bantaeng passed the competency test.
  • 241 (56%) graduates in Poly Morowali, Bantaeng, Kendal, and Jember are employed for a full-time job. Meanwhile, another 7% graduates are self-employed or own good/services businesses, 5% graduates are part-time employed, 3% are freelancers, and 2% do continuing education
  • 45% of employed graduates work in a job directly related to the training and 30% of employed graduates work in a partly related job.
  • 65.7% of employed graduates earn an income at least 30% above the provincial minimum salary.
  • The average scale of graduates' perception on the relevance of the acquired competencies, skills, and attitudes for the workplace is 3.76 out of 5. It infers that most graduates perceive that their acquired competencies, skills, and attitudes are highly relevant for the workplace.
  • The employer’s perception is that most of graduates’ skills, competencies and attitudes are highly relevant 4.15 out of 5 from the user satisfaction survey.

Strengthening of school management capacities:

  • 75 trainings have been provided in the topics of strategic plan, accreditation, quality assurance, IT advancement, and branding;
  • 4 schools have been assisted with the accreditation of eleven (11) study programmes and have received the accreditation.

Development of practical facilities:

  • 49 workshops have been done to provide technical support around Teaching Factory (TEFA), Occupational Safety & Health, Competency Testing Centre-Professional Certification Institution (TUK-LSP), and laboratory layout;
  • 2 TEFAs of bakery and fish canning have been established in Poly Jember. The TEFA bakery has been accredited “B” (good) and became the benchmark for a well-developed teaching factory.

Dual-teaching approach:

  • 14 curricula (Bantaeng 3, Banten 3, Jember 2, Morowali 3, Kendal 3) have been developed or revised in close collaboration with the industry based on the method for curriculum development DACUM (Develop A CUrriculuM) methodology, to ensure the relevance of the curriculum with the needs of the industry;
  • 74 capacity building workshops have been conducted to support polys and industries implementing the industry-based curriculum (IBC)/DACUM.
  • 234 experts from related industries have been engaged in the industry-based curriculum development process;
  • 8 lecturers have become certified DACUM facilitators and available to support industry-based curriculum development in Indonesia. S4C supported BPSDMI (Ministry of Industry) to coordinate IBC Facilitators pool.

Strengthening of teaching capacities:

  • 84 trainings on technical skills (64) and methodology (20) delivered to build up the capacity of lecturers.
  • 31 lecturers from four partner schools completed the Peer Coaching and E-Didactic training, which is a key response to the rising need due to the pandemic situation;
  • 38 lecturers successfully passed in the examination of the 1st phase of the competency assessor training, which was jointly conducted with the Ministry of Industry and BNSP (National Professional Certification Agency).

Poly-private sector cooperation:

  • Partnerships with 248 companies have been established to secure internships for students. Moreover, 34 (14%) of them have continuously provided internships for 3 or more consecutive years since 2019;
  • In 2022, 91 interns from partnered polys have been hired as full-time staff by 31 companies where they completed the internship.
  • 29 trainings and workshops have been conducted for polys, students, and industries to establish and strengthen the cooperation;
  • 153 In-Company Trainers (in-CT) with international certificates are essential to implement efficient and effective internship programs for the benefits of the students and the companies.

Strengthening dVET service providers:

  • 42 institutions and 74 individual consultants have been supported to provide dVET services to polys such as industry-based curriculum development, lecturers' training, management capacity building, Career Development Centre (CDC), competency test, and Occupational Safety & Health (OSH), as well as to companies such as in-CT training and structured internship;
  • 15 In-CT training events (9 basic, 3 master, 2 master coaching, 1 master refreshment) were conducted, with participation from 216 representatives representing 116 companies.
  • 4 companies have been linked by the project through SwissCham to the service of supertax deduction scheme provided by DG Tax of Ministry of Finance.

Knowledge Management and Learning Mechanism:

  • 25 knowledge sharing and 6 peer learning events or workshops have been organized and participated by 2,712 representatives from government entities, TVET schools, TVET implementing partners, industries, chambers, and associations;

Policy issues:

  • Policy support was provided to policymakers through three activities: In-CT Training Impact Study (2020), Motivation Survey of Training vs Non-training Companies (2021-22), and Policy Dialogue on Internship feeding into the National TVET Strategy (2022).