Skills for Competitiveness, Indonesia

In Indonesia, the economy faces a two-fold challenge that slows down its growth. On the one hand, the growth in the number of jobs is outpaced by 1.7 million youth who enter the workforce each year. On the other hand, the current education system does not provide enough graduates with the skillset required by the industry. Based on request of the Government of Indonesia, the S4C program aims to address this issue by developing and implementing a demand driven Vocational Education and Training (VET) system in five selected Polytechnic schools focusing on the metal, furniture, wood and food processing sectors

Steckbrief

  • Departement Architektur, Holz und Bau
  • Forschungsschwerpunkt Demand driven Vocational Education and Training
  • Forschungsfeld Vocational Education and Training
  • Förderorganisation State Secretariat for Economic Affairs (SECO)
  • Laufzeit (geplant) 01.02.2018 - 31.01.2022
  • Projektverantwortung Markus Schär
  • Projektleitung Oliver Jancke
  • Mitwirkende Projektpartner Wirtschaft Multiple Indonesian industry associations and companies
  • Mitwirkende Projektpartner Forschungsinstitutionen inkl. BFH Bern University of Applied Sciences (BFH)
  • Mitwirkende Projektpartner Organisationen Swiss Foundation for Technical Cooperation (Swisscontact)
    Association for Swiss International Technical Connection (SITECO)

Ausgangslage

The five chosen Polytechnic schools (S4C Polys) do not only focus on different industrial sectors, but also face individual challenges. While some Polys rely on substantial support from the industry, have new buildings and infrastructure, but lack appropriate staff, others are well established, but need to strengthen their industrial relations. Apart from the individual challenges, all polys must develop strategies for their future development and new, demand driven curricula. Moreover, together with the industry, all Polys need to establish a self-supporting cooperation system integrating the industry into education and training of the students, thus promoting the competencies needed. As a result, better qualified young Indonesians are able to fill middle management positions within the industry and optimize production processes. Respective companies will be more competitive, increase their international market share and therefore provide more and decent jobs, ultimately resulting in lower youth unemployment and improved life opportunities for the young generation in Indonesia.

Ziele

The S4C project has two main objectives focusing on 1) School Development and 2) System Strengthening:

1) Five Polytechnics are effectively managed and successfully educate technicians in the selected sectors as per the needs of the local industry and following best practices of sustainable development.

2) The Government of Indonesia and selected sector associations collaborate to develop and strengthen a tertiary dual Vocational Education and Training System in Indonesia.

Vorgehen

The S4C project is based on a consortium of the Swiss Foundation for Technical Cooperation (Swisscontact, leading partner), Bern University of Applied Sciences (BFH) and the Association for Swiss International Technical Connection (SITECO). The local S4C team provides the Polys with Technical Assistance (TA) and counts five permanent positions in Jakarta that are supported by 2 program officers in each Poly. Additionally, local and international experts are deployed for specific missions. These resources are used for both concrete actions on specific topics such as curriculum development workshops and local capacity building. Moreover, S4C is working closely together with Government of Indonesia and selected sector associations on the policy level in order to promote favorable framework conditions for a tertiary dual Vocational Education and Training System in Indonesia.

Lösung

  • Strengthening of school management capacities with focus on industrial relations.
  • Support the development of practice-oriented teaching ‘factories’ within the Polytechnics.
  • Upgrading and strengthening of teaching capacities.
  • Accreditation of Polys as testing centers and certification of industry teachers.
  • Establishing cooperation between sector associations, industry and Polys to strengthen sector competitiveness.
  • Capturing and sharing of lessons learned and best practices for dVET at tertiary level.
  • Capacity building to policy and decision-makers including identification of and addressing key challenges in the regulatory environment for a well-functioning tertiary VET system.