Assistance for youth leadership training and skills...

Restricted UNDP/INS/80/004 Terminal Report INDONESIA

Assistance for Youth Leadership Training and Skills Development

Project Findings and Recommendations

Serial N o . F M R / S H S / Y T H / 8 8 / 2 4 5 ( U N D P )

United Nations Educational, United Nations Scientific and Development Cultural Organization Programme

Paris, 1988

I N D O N E S I A

ASSISTANCE FOR YOUTH LEADERSHIP TRAINING AND SKILLS DEVELOPMENT

Project Findings and Recommendations

Report prepared for the Government of the Republic of Indonesia by the United Nations Educational, Scientific and Cultural Organization (Unesco) acting as Executing Agency for the United Nations Development Programme (UNDP)

United Nations Educational, Scientific and Cultural Organization

United Nations Development Programme

UNDP/INS/80/004 Terminal Report FMR/SHS/YTH/88/245(UNDP) 26 September 1988

© Unesco 1988 Printed in France

(i)

Table of Contents

Summary

I. INTRODUCTION

Project background Project preparation Project agreement

II. PROJECT OBJECTIVES AND CONTENT

Development objective Immediate objectives National needs Project content

III. PROJECT ACTIVITIES AND ACHIEVEMENTS

Main activities Curriculum development Curriculum evaluation Curriculum outcomes Preparation of training sites UN volunteers Equipment Follow-up activities Youth Communications Centre Youth Extension Service Linking leadership training with vocational training Bank credits Training activities Fellowships TCDC project-related activities Project revision

IV. CONCLUSIONS

Project appropriateness Constraints Project achievements

APPENDICES

A. Unesco Expert and Consultants B. Fellowships C. List of Equipment D. Extract from the End-of-Assignment Report by

Mr W. Treanor, the Unesco Consultant in Youth Policies E. Extract from Progress Report by the Unesco Expert

Mr U. Lundberg F. Extract from Draft End-of-Assignment Report by

Mrs K. Goodman, the Unesco Consultant in Training Methodology

Page

(ii)

1 - 2

1 1 1

2 - 5

2 2 4 4

5-11

5 5 6 6 7 7 7 8 8 8 8 8 9 10 10 10

11 - 12

11 11 12

13 14 15

16

21

30

(ii)

Summary

Total Government contribution: RS 472,065,000

Total UNDP contribution: USg 443,958

Objectives

The project's development objective was originally to contribute to the promotion of skills leading to gainful occupation on the part of 16,500 unemployed young people. However, with the changes in the status and responsibilities of the former Junior Ministry, the project's development objective changed to that of assisting MENP0RA*to reduce problems posed and the national opportunities lost through the prevalent extensive youth under-employment.

The project's immediate objectives were the provision of an infrastructure for training young people for gainful occupations, for establishing a communications and feed-back system and to initiate self-employment pilot projects.

The project objectives may fairly be considered to have been adequately and satisfactorily attained.

Outputs sought

The outputs expected were as follows:

a) Creation of a National Youth Leadership Training Centre (at Cibubur);

b) Creation of a National Youth Communications Centre to conduct research, provide documentation and serve trainers and youth workers throughout Indonesia;

c) Creation of at least three regional training centres for youth leadership training at provincial levels;

d) Training of some 150 National Youth Leaders (KADER) specialized in leadership and in the entrepreneurial non-formal training of young people in the provinces;

e) Training of some 500 Provincial Youth Leaders (PEMUKA);

f) Publication of a periodical designed to provide back-up and curricular upgrading for Kader and Pemuka operating in the field, and production of curricular packages, both in print and in a wide range of audio-visual media, to make the training process more efficient and productive.

g) Conduct of research on and evaluation of the training outcomes to provide feed-back for programme revision and reform (this and the preceding activity to be carried out by the National Youth Communications Centre);

h) Provision of follow-up vocational training and/or small bank credits and/or opportunities for resettlement in potentially profitable cooperative agricultural projects;

i) Provision of international and regional fellowships to enable those associated with the training programme and its design to learn more about leadership and skill training programmes in other Member States and to exchange views with those responsible.

SfMENPORA: State Ministry of Youth and Sports

(iíi)

Activities

In order to achieve the above outputs the following activities were carried out:

a) The preparation and field testing of a curriculum for provincial level youth leaders (Pemuka);

b) The preparation of training sites for the first outputs of provincial youth leaders;

c) The processing and forwarding of requests for equipment foreseen in the project budget;

d) The consideration and planning of follow-up activities for the trainees.

In addition, training itself and evaluation and follow-up of trainees became central issues as the programme moved from planning to operations.

Findings and Recommendations

The project has demonstrated that a demand exists, at both national and provincial levels, for youth-leadership training. The focus of this training in considerable demand among young people and supported with considerable interest by provincial and urban authorities, is appropriately two-fold:

a) The propagation of social skills among young people who are out-of-school and out-of-work, so that they can act effectively as models to others in their communities, and

b) The spread of practical self-employment skills to enable young people to start or improve their small business ventures.

The main constraint on project execution was the budget and operational mandate of the new State Ministry of Youth Affairs and Sport. The counterpart inputs foreseen in the project document were slow in being provided although significant progress was made in the project's later stages. Despite this the staff working on the project achieved notable results. Much, of course, still remains to be done. However, MENPORA has been rapidly increasing its scope and competence, and it may be expected to be able to greatly increase the range of its services to the country's young people. In particular, it should soon be able to extend its services at the local level throughout the provinces, and so make a valuable contribution to diminishing the unemployment problems of so many of the young people.

INS/80/004 - Assistance for Youth Leadership Training and Skills Development

Terminal Report

I. INTRODUCTION

Project background

1. Indonesia's population has a high and growing proportion of young people: in 1970 some 32 million or 27% of its 137 millions were aged between 15 and 30 years, and these figures were expected to rise to 44 million and 29% of the projected 1983 population of some 150 million.

2. Further, the national statistics available during the project period showed that out of 4,253,000 educated young people, a mere 120,000 were employed while of the 36 million uneducated young people little more than half were employed.

3. There are many socially useful and economically productive tasks of pressing importance for the country's development which unemployed young people could perform, while with training, many of these could be so employed. Therefore, in mobilising the country's human resources, to achieve the national development objectives, the Government has attached particular importance to enlisting the energy and adaptability of the young. To this end it created, in 1978, a Junior Ministry of Youth Affairs, within the Ministry of Education and Culture.

4. The same year the Government established a Coordinating Body for the Implementation of Youth Development. The main task of this was to formulate policies and programmes for the training and development of youth in a comprehensive and integrated manner, based on short, medium and long-term periods, and to carry out coordination and control of youth development in the framework of a general government policy. In 1983, the Junior Ministry of Youth Affairs was raised to the status of Ministry of State and became the State Ministry of Youth and Sports (MENPORA)T with coordinating oversight over all youth programmes carried out by government departments and agencies.

Project preparation

5. As a result of a visit in 1978 to Unesco Headquarters by the Junior Minister of Youth in the Department of Education and Culture, a draft Project Document was prepared in 1979 by the Junior Ministry, with the assistance of a Unesco staff member, and was approved by the Ministry for National Planning and Development (BAPPENAS) early in 1980.

Project agreement

6. The Project Document was signed on 4 September 1981 by the Government, the United Nations Development Programme (UNDP) and Unesco. The starting date remained the unamended draft one of July 1981, but the project did not in fact begin until October, 1982. The project's duration was put at 18 months. It in fact terminated on 31 December 1984 after a duration of 2 years and 3 months. The total UNDP contribution was US$ 443,958 compared with the US$ 410,800 originally foreseen.

- 2 -

7. The Project Document incorporated a detailed work-plan and laid down three prior conditions for project implementation. These were that :-

(a) A counterpart staff of administrators, trainers and national experts and/or consultants for project implementation be appointed ;

(b) A counterpart budget for curriculum development, training centre operations and evaluation of the project outputs be established ;

(c) Agreements be made with one or more banks to provide small crédit facilities at the local level for successful and accredited trainees.

II. PROJECT OBJECTIVES AND CONTENT

Development objective

8. The project's development objective stated in the Project Document was to contribute to attainment of the development objective of a then current programme of the Junior Ministry of Youth Affairs. This objective was to promote skills leading to gainful occupation on the part of 16,500 unemployed young people.

9. With the changes in the status and responsibilities of the former Junior Ministry, and with related changes in its objectives, staffing and budget and approaches, and with the passage of time, the project's development objective changed to that of assisting MENPORA to reduce the problems posed and the national opportunities lost through the prevalent extensive youth underemployment.

10. This the project was to achieve by creating a pilot national and provincial infrastructure for providing leadership training programmes for unemployed and out-of-school young people. These programmes would aim to train leaders - themselves young - to generate among these people the motivation and skills acquisition essential for self-employment.

11. Such employment - to be expected mainly in the informal service and handicraft sectors and in commercial cooperative agricultural schemes associated with the Government's transmigration policy - would both benefit the persons concerned and create employment opportunities for other young people.

12. The pilot scheme in leadership training was to be incorporated in the skill-development training programmes of those Ministries engaged in the vocational training of out-of-school young people.

Immediate objectives

13. The Project Document stated that the project's contribution would be to provide an infrastructure for training young people for gainful occupations, for establishing a communications and feed-back system and to initiate self-employment pilot projects.

- 3 -

14. The Project Document further stated the project's immediate objectives were to :-

(a) Create a system which would prepare Youth Leader Trainers, with a target of 150 such leaders to be available by the end of the project. The Youth Leader Trainers would organize skill-training programmes, based on full exploitation of local human and material resources and related to the provision of employment and self-employment opportunities ;

(b) Develop systematic preparation of junior skill-trainers - with a target of 400 junior skill-trainers provided by the end of the project period - to carry out most of the working-skill training ;

(c) Establish a communication centre where experiences gained would be analysed to evaluate progress and where information would be gathered to assist in improvements to programme implementation ;

(d) Strengthen the National Youth Leader Training Centre and establish four additional regional centres ;

(e) Initiate pilot projects near one or more of the regional training centres to help establish self-employment opportunities for young people; lessons learnt in the pilot projects being used to develop a system to facilitate the creation of employment and self-employment opportunities for the young.

15. With the changes noted above the project's immediate objectives came to be to :-

(a) Create a National Youth Leadership Training Centre (at Cibubur) ;

(b) Create a National Youth Communications Centre to conduct research, provide documentation and serve trainers and youth workers throughout Indonesia ;

(c) Create at least three regional training centres for youth leadership training at provincial levels ;

(d) Train some 150 National Youth Leaders (KADER) specialized in leadership and in the entrepreneurial non-formal training of young people in the provinces ;

(e) Train some 500 Provincial Youth Leaders (PEMUKA) ;

(f) Publish a periodical designed to provide back-up and curricular upgrading for Kader and Pemuka operating in the field, and produce curricular packages, both in print and in a wide range of audiovisual media, to make the training process more efficient and productive ;

- 4 -

(g) Conduct research on and evaluation of the training outcomes to provide feed-back for programme revision and reform (this and the preceding activity to be carried out by the National Youth Communications Centre) ;

(h) Provide follow-up vocational training and/or small bank credits and/or opportunities for resettlement in potentially profitable cooperative agricultural projects ;

(i) Provide international and regional fellowships to enable those associated with the training programme and its design to learn more about leadership and skill training programmes in other Member States and to exchange views with those responsible.

National needs

16. The main national needs which MENPORA recognizes as motivating its activities, of which the project forms a spearhead, are those to :-

(a) Improve the level of labour force participation among the young generation in order to increase national productivity so as to maintain political, social and cultural stability, and to provide for national security ;

(b) Provide an integrated programme, at both the central and provincial levels, to develop youth participation in religion, education and culture, agriculture, trade, cooperation, society, law and health ;

(c) Create standards for an appropriate utilization of facilities and infrastructure for youth development in order to contribute to national development ;

(d) Maintain and improve idealism, patriotism, nationalism, and creativity among young people through the improvement of youth organization cooperation and communication ;

(e) Continuous development of a self-employment spirit as a response to the challenge posed by the social and economic problems faced by the young generation ;

(f) Confront the problem of drug abuse among the young.

Project content.

17. To enable the project to achieve its objectives the Project Document provided for UNDP financing to a total of US$ 443,958. distributed among :-

(a) International staffing : US$ 216,942

Unesco expert - 12 m. Unesco consultants - 13.7 m/m. UN volunteers - 48 m/m

- 5 -

(h) Training : US$ 43,130

23 m/m of Fellowships

(15.5 m/m. Regional and 7.5 International)

(c) Equipment US$ 155,667

(d) Miscellaneous US$ 9,337

The Indonesian Government contribution was put at Rs. 472,065,000.

III. PROJECT ACTIVITIES AND ACHIEVEMENTS

External staff

18. The international consultant, Mr, William Treanor, was on assignment with the Ministry from October 1982 to February 1983. From late January 1983 until the end of his mission, Mr. Treanor worked with the expert, Mr. Lundberg.

Main activities

19. In the first months of the project, principal activities were the :-

(a) Preparation and field testing of a curriculum for provincial level youth leaders (Pemuka) ;

(b) Preparation of training sites for the first outputs of provincial youth leaders ;

(c) Processing and forwarding requests for equipment foreseen in the project budget ;

(d) Consideration and planning of follow-up activities for the trainees.

20. Except for (c) above, these activities remained the principal foci of project implementation. In addition, training itself - begun at, Pemuka level in April 1983 and at national level in April 1984 - and evaluation and follow-up of the trainees became central issues as the programme moved from planning to operations.

Curriculum development

21. Curriculum development began before the arrival of the international consultant and continued throughout the project. At the time of the consultant's arrival Unesco had already provided the Ministry with the services of a consultant in training methodology (Ms. Nanette Bray) for a National Seminar on Training, held in December 1981.

22. Furthermore, the Ministry had engaged the services of the Teacher Training College at Lembang, West Java (IKIP-Bandung) to prepare curricular materials before implementation of the project. (This was a preparatory activity foreseen

- 6 -

in the Work Plan appended to the Project Document). Fifty-four booklets, containing curriculum plans, lesson plans and readings for both trainers and trainees had been produced by October of 1982.

23. With the arrival of the first international consultant and then of the international expert, field testing of the curriculum was carried out during a youth training course held in Bandung for three weeks in February, 1983. This was the culmination of a series of pilot training courses held by IKIP staff and had the dual purpose of testing the curriculum on 41 young persons selected from throughout Java and of providing practice for prospective trainers recruited from various provincial youth facilities throughout the island. Moreover, preparation and testing of the curriculum provided an early 'running-in' for the Youth Ministry and Education and Culture counterparts, who have worked with the project ever since.

Curriculum evaluation

24. Evaluation, of the curriculum was also a continuing project activity. The training at Bandung gave rise to serious questions about the formal and perhaps overly-bookish nature of the training materials and of the teaching process -which relied heavily on lectures. Later, in April 1983, a week of vocational activity practice was included in the training to provide the trainees with a more active and experiential grounding.

25. Subsequently, a one-month curriculum reform exercise was carried out in connection with the curriculum for National Leadership Training (March-April 1984). Rigorous evaluation techniques were included in the training materials and the teaching of appropriate evaluation activities was central to the curriculum. In addition, the audio-visual materials acquired through the project were used to provide simple and effective procedures for an active, experience-based and participatory method of training provincial-level trainees.

26. No curriculum, however, is final, especially in non-formal education. Therefore the staff of the Department of Education and Culture's non-formal education division was added to the counterpart planning and materials development team. The Audio-visual Development Group was assigned the necessary materials and expendable equipment funds to :-

(a) develop action-learning packages, and

(b) train trainers to use project equipment and locally available materials to develop their own audio-visual packages.

Curriculum outcomes

27. While the work done on the curriculum may not ensure effective teaching or good results from training, it has enabled the Ministry to refine its evaluation criteria and to identify other training and evaluation elements that called for more rapid implementation of the project's research and development component - the National Youth Communications Centre, the headquarters of which, in the Senayan-TVRI complex, were due for completion in October, 1984.

- 7 -

28. More intensive follow-up of the trainees was another positive result of the 1984 curriculum evaluation and reform. The need for a stable staff of trainers, initially overlooked in the project's initial work-plan, was re*-emphasiz.ed through the curriculum planning process. Finally, the need for continuous, practical research on unemployed out-of-school young people was highlighted.

Preparation of training sites

29. During the early months of project execution, both the first international consultant and the international expert spent considerable time working with the Ministry on the problem of acquiring, upgrading and staffing the provincial training sites. Five training centres were envisaged in the Project Document: a National Leadership Training Centre at Cibubur, about 20 kilometres from Jakarta, and four Provincial Training Centres, at Pandeglang (West Java), Nganjuk (East Java), Solok (West Sumatra) and Ujung Pandang (South Sulawesi).

30. Except for Nganjuk, where a Department of Agriculture training facility was adapted to the Youth Training Programme needs, the additional centres were delayed by budgetary restrictions and difficulties in keeping to the schedule foreseen for construction and staffing. The first provincial training session took place in April, 1983 at Nganjuk, and Pandeglang started operating in August of that year.

31. Subsequently, the Government advised that resources were not available for the planned training site in Sulawesi and the project was revised accordingly. Finally, Solok was reported not to be ready for operations on the arrival of the present consultant and considerable efforts were made by the Ministry, the international team and the Youth Development Secretariat of the Department of Education and Culture to prepare it on time for the opening planned for January, 1984.

UN volunteers

32. The two UN volunteers assigned to the project, Miss Maja Matulac and Mr. Moffakharel Islam, who began their assignments in April and December 1983 respectively were posted, the former to Pandeglang and the latter to Solok. They were actively engaged in the preparation and training activities at the sites, but because no site functions continuously (Pandeglang and Nganjuk were not again operating until December 1983 and January 1984) Mr. Islam was assigned to the provincial youth office responsible for Solok, in the city of Padang, and Miss Matulac requested a transfer to Bandung (the provincial capital responsible for Pandeglang). This permitted the UN volunteers to participate more directly in planning and evaluation activities and was anyway necessitated by the lack of resident staff at the Centres.

Equipment

33. The first international consultant advised the Ministry on questions of equipment (much of which was foreseen in the Project Document as inputs for the National Youth Communications Centre). On 29 December 1982 a full set of

- 8 -

requests was forwarded to Paris for acquisition and approximately US$ 156,000 for this component was assigned and quickly disbursed.

34. The material included a printing and type-setting machine, photocopying machines, typewriters, photographic, audio, move and videotape equipment and teaching aids such as cassette recorders and overhead projectors. Owing to the Ministry's new status and its separation from the technical services of the Department of Education and Culture, and to the non-continuous operation of the training sites, absorption of the equipment was rather slow in 1983.

Follow-up activities

35. The planning and preparation of follow-up activities for trainees at Pemuka level involved four main areas of activity :-

(a) The Youth Communications Centre;

(b) The Youth Extension Service;

(c) Linking leadership training with vocational training;

(d) Bank credits.

Youth Communications Centre

36. This has been slow to take form owing to construction delays at Cibubur and to the decision to transfer the Centre (PKP) to Ministry Headquarters by October, 1984. The Ministry arranged for production of a newsletter for youth trainers (FACILITATOR) at national and provincial levels. Books, periodicals and other materials for the Communications Centre library were acquired by a newly-designated team of Ministry officials.

Youth Extension Service

37. Consideration was given to establishing a Youth Extension Service comprising ex-trainees with leadership qualifications and others with productive skills. This possible follow-up activity was the subject of a feasibility study carried out by the international expert and the UN volunteers in the Pandeglang area. The field evaluation of former trainees carried out in West Java and West Sumatra used a questionnaire designed to specify the follow-up needs of those trained in these provinces.

Linking leadership training with vocational training

38. Direct links were made between the Pandeglang training activities in leadership and vocational training for young people preparing for resettlement on a nearby New Economic Settlements (NES) estate.. In early May 1984, the first 45 families moved onto the hybrid coconut plantation and 55 more families followed.

Bank credits

39. The Ministry engaged in talks with various national banks to advance small starter sums of 100,000 - 150,000 rupiahs to provincial-level ex-trainees, under suitable supervision and guidance.

- 9 -

Training activities

40. Training activities developed only slowly. By 12 December 1983, only 102 young persons had received Pemuka-level training at inaugural courses held in Nganjuk (East Java) and Pandeglang (West Java). Subsequently, a smaller group was trained at Pandeglang in December 1983, but there seemed to be considerable administrative and financial constraints on putting the entire system into operation, originally planned for early January 1984.

41. The consultant worked closely with a special team of officials brought together by the Project Manager to solve these problems. By late January all four training sites went into simultaneous operation: Solok was inaugurated in the presence of the Resident Representative; Pandeglang and Nganjuk increased their enrolments significantly and Cibubur was used as a Pemuka-level provincial training centre for young people from the urban areas surrounding Jakarta. In all 280 young people were trained during this operation of the Centres. Further Pemuka training courses were scheduled for July to September at Solok and Pandeglang.

42. Leadership training for Kader - training of trainers and follow-up staff for Pemuka - it was first thought, could be postponed because a number of people with training experience or leadership competence existed in the provinces selected for pilot operations.

43. By the end of the January-February Pemuka training cycle, it was decided to re-examine the project's needs for a stable staff of specially trained trainers and to revise the curriculum for both Kader and Pemuka in the light of recent experience. Since those to be trained already had training experience and university degrees, the programme was designed to be short (two weeks), intense and experience-oriented.

44. Preparation proceeded in three phases. First, a team was constituted to revise the curriculum along non-formal educational lines, with emphasis on participatory, experiential learning. The team included Ministry staff, curriculum development experts in non-formal techniques (from the Ministry of Education and Culture), the head of the training operational staff in the Youth Development Directorate of the same Ministry, audio-visual experts from the non-formal education project in Jakarta, and an evaluation expert from the United States Agency for International Development.

45. Once changes in the curriculum were planned, mataríais were ordered from the Audio-visual Ministry Centre (the State Ministry of Youth and Sport still lacked its Communication Centre) to fit curricular needs and be used with most of the equipment provided under the project. Purchase of these materials - such as slides, cassette tapes, overhead projector transparencies and posters - was made from the project's books budget.

46. Finally, a system of daily evaluation of training performance was devised and was later implemented by the UN volunteers, who formed part of the training staff. Training, held at the Ministry's Cibubur Campus took place from 25 April to 8 May and from 15 May to 30 May. One hundred and fifty national trainers, drawn from a number of Ministries and organizations active in the youth field went through this programme.

- 10 -

Fellowships

47. Four regional and two international fellowships were awarded. Three one man-month regional fellowships were taken up in 1983, to the Republic of Korea and to Malaysia. A further six-month regional fellowship to India, Japan and the Republic of Korea was due to begin at the end of June.

48. Two international fellowships were awarded, one in 1983 and one in 1984 but the first - a four-month one - was cancelled owing to the candidate's unexpected withdrawal for personal reasons and the second (a two-week, high-level study tour) was postponed because the holder, a Ministry official, was unexpectedly detained by pressing business. The consultant, in concert with Ministry officials, prepared and submitted a schedule for full use of the remaining fellowships.

TCDC project-related activities

49. In late 1983, the international expert and the Ministry staff prepared a draft proposal requesting UNDP cooperation in holding a seminar on youth training in Indonesia with participants drawn from developing countries in the region and around the world. A sub-Project Document was prepared by the Ministry with the assistance of the consultant in April 1984. Approved by the Government, this seminar was due to be held in Jakarta towards the end of October.

50. In March 1984, the TCDC Unit at UNDP, New York, informed the Jakarta office that funding could be envisaged for a TCDC expert exchange relevant to an on-going project. The consultant was asked to discuss this with the Youth Ministry and a sub-Project Document was drafted requesting the services of experts for two-week missions in technical fields relevant to youth training. Those currently requested were :-

(a) an expert in small commercial farming ventures (Zimbabwe);

(b) an expert in youth pioneering (Botswana);

(c) an expert in bio-mass technology and its application to youth employment and transmigration schemes (India);

(d) an expert in the use of social indicators for youth policy development and evaluation (Republic of Korea).

Project revision

51. A revision of the project was made on 4 May 1983, reflecting the updated needs at that point in its execution. The revision envisaged the following amendments to the original project document :-

(a) Postpone until January 1984 the output of 150 Youth Leader staff (trainers and follow-up youth workers), to be trained at the National Youth Training Centre at Cibubur;

(b) Increase the training output of Junior Youth Leaders from 400 to 500, to be trained at the Provincial Training Centres - Nganjuk, Pandeglang and Solok;

- 11 -

(c) Drop the construction of the planned Centre at Unjung Pandang (South Sulawesi);

(d) Decrease budget line 17-10, National expert, to 12 man-months from 18 man-months.

These changes were made to reflect existing budgetary constraints and to respond to the priorities of Repelita IV, the five-year national development plan for 1984-1989.

IV. CONCLUSIONS

Project appropriateness

52. The Government has made abundantly clear in Repelita IV that youth under-and unemployment are priority problems facing development efforts.

53. The project has demonstrated that a demand exists, at both national and provincial levels, for youth-leadership training. The focus of this training, in considerable demand among young people and supported with considerable interest by provincial and urban authorities, is appropriately two-fold, being on :-

(a) the propagation of social skills among young people who are out-of-school and out-of-work, so that they can act effectively as models to others in their communities, and

(b) the spread of practical self-employment skills to enable young people to start or improve their small business ventures.

Constraints

54. The main constraint on project execution was the budget and operational mandate of the new State Ministry of Youth Affairs and Sport. This did not make clear what resources the Ministry was to have to meet the staffing, financial and other needs of a leadership training programme. Nor were the legal and institutional implications of the Ministry's coordinating role among operational departments adequately clear.

55. Thus, the counterpart inputs foreseen in the Project Document were slow in being provided although significant progress was made in the project's later stages. The lack of an integral, fully staffed, project implementation unit (comprising MENPORA personnel and officials of other departments concerned with youth training) resulted in significant delays in project execution.

56. These delays hindered due implementation of numerous project elements, including: meeting conditions listed as prerequisites for project execution;, full staffing of the training centres, provincial and national, so that they could function more continuously; follow-up credits and other facilities for trainees; provision of the full physical plant, budget, personnel, and facilities for the Youth Communications Centre; coordinated programme execution of leadership training-vocational training linkages in the provinces; and full functioning of pilot self-employment schemes linked to the training centres in each of the three provinces.

- 12 -

57. Throughout fiscal 1983, the programme faced the serious problem of the absence of a budget. This was, of course, due to the creation of the new Ministry and the inevitable process of institutional design and financial resources redirection thus entailed.

58. These constraints in turn placed the project's international staff in a setting that lacked full-time counterpart advice and administrative support. Although the pace of project execution noticeably improved towards the end, counterpart institutions to carry on, improve and expand youth leadership training did not take definite shape.

59. The obstacles encountered in the project's implementation could well be taken as indications of structural problems likely to be inherent in any subsequent activities in the youth training field.

Project achievements

60. Despite these constraints the Ministry staff that has worked on the project, together with the staff often made available from the Department of Education and Culture, has achieved notable results, and the project's objectives may fairly be considered to have been adequately and satisfactorily attained.

61. In view of the extent and variety of Indonesia and its problems, much of course still remains to be done. However, MENPORA is a young and vigorous entity which has been rapidly increasing its scope and competence, and it may confidently be expected before long to be able greatly to increase the range of its services to the country's young people.

62. In particular, it should fairly soon be able - especially if it receives adequate external support - to extend its services at the local level throughout the provinces, and so make a most valuable contribution to diminishing the unemployment problems which now cause so much distress among so many of the nation's young people.

- 13 -

APPENDIX A

Unesco Expert and Consultants

Name Country of origin

Field of Specialization

Duration of Contract To From

Expert

U. Lundberg (CTA) Sweden

Consultants

W. Treanor USA

T. Forstenzer USA

K. Goodman (Ms) USA

Teacher Training, social sciences, civics

Youth Leadership, training and administration

History and social science

01.1983

Management

10.1982

12.1983

10.1984

12.1983

02.1983

07.1984

12.1984

- 14

-

>> O

S H

Z 3 O 9-« O 3 H

CO

O etí

M <$

•< <r¡

z 33

OS

P

U

CO

S¿¡ E

d CO

3 3

-

Q

Z „

H h

h „S

S O

te

H

<3 3t

CO

î*$

Cd

. .

tO

3 3

Q

te

Z •<

M

•< ae to

t¿ CO

3 3

Z <C

M

Z

Cd pg

Sí 9¿

Cd Q

te

tO

3 P

as s te

to

• os 3 Q

O •

i-t O

o iH

O

O •

rH

O

o • vO

O

vO •

O

o

sr • rH

O

sr rH

O

sr rH

O

00

o o

03

X!

M

Q

Z Cd te Pu <

IPS

Bi to S

O

•J 1-3 C

d te

H

Sj H

C

O

9H

a OF STU

o hJ w

M

te

m

O

CM

O

C

O

00 o. •H

X

i CO h leader

u •

3 m of yo cu u CO

>

•>

CO

ao B

•

H

C 11 tral

•H

J¿ CO

<4 m

o ON o co oo

rH

iH lp & ski

j= CO leader

£ 4J S

o

9*

rH

O

CT\

o CO oo

rH

rH ip & ski

x: CO

ing leader

e xi

•H

4J «

S

h O

•U

¡H

m

CM

vO

o sr eo hip CO

u

ing leade

C

Xi

•H

U

(S

3 U

O

4J

9-1

sr CM

t-( rH

sr oo

£ H 3 o

9*

CO

O

rH

rH

ST 00

.e u S

o 9-<

CO

o rH rH

sr 00

.

Xi

u 3 O

9-<

CO

O

rH

iH

sr 00

Xi

u 3 o 9*

CM

C

M

rH

rH

sr co

h O

t-4 elopment > eu culum d

•H x: h

4-1 U

3

3 O

O

9s

W

5 z

M

hJ < N

as A

35 < N

S

« P*

Q

t 33 CJ < A

te 3 as

3 z M N

< M

M

H

3 9-t < CO

£ as o H A

O

33 < 03 M

< Z

o 9-OS

< Z Cd O

to

NO, SOETAl

o 9" M

H

Cd O

10 O

H

PU

M

<-> H

O

U

o a * Cd hJ < Q

3 < CO

S

< z to •< s M

S

M

CO

-u o

O

•-> Q

Cd pa Cd O

C

O

- 15 -

APPENDIX C

List of Equipment

5 Elmo Model 2600AF Sound Cameras

5 Elmo Model ST-1200HDM Sound Projectors

1 SST1418TR-25 Camera 94A83-2 LS # 166

1 N1500-25 Xenon Printer 191A83-2 (Platemaker)

1 VFC27P-25 Contact Frame 241A83-14 195L82-6

1 SL-F1E Video Cassette Recorder W/ST.Access.

1 HVC-2000PEVideo Color Camera W/ST. Access

1 Solna 125 Single Colour Offset Press complete with Standard equipment

1 Power Spray Gun and Compressor & spare parts

5 N/.1560 Stencil Machine S/NS 41B6512, 6194, 6536, 6195 and 6487

5 840AX Sound Slide Projectors (WlOll)

5 Canon NP-400 Copying Machines + Access

1 Sorter with Sorter Kits

1 Document Feeder

1 Machine à Ecrire Modèle ES 101/43,5V S/N 00492096

5 Machines â Ecrire ES101/33 A S/NS 00502027,28,29,30 & 31

Accessories for typewriters.

1 IBM Computer PC64KB Memory One Drive 320K Keyboard Monochrome Display Cable Diskette Drive 320K NEC Spinwriter +• Interface Package Wordstar & Software

2 IBM M/6705 Correcting Selectric III Typewriters W/Balls

Ribbons - tapes

Books

Spare parts and electrical equipment

Projector and related equipment (screen, write-on transparencies, filter, etc.)

- - 16 -

AFPENDIX D

Extract from the End-of-Assignment Report* by Mr. W. Treanor, the Unesco Consultant in Youth Policies

Curriculum Development

Before the Consultant's arrival, considerable curriculum-related work had been undertaken by the Department of Education and Culture in conjunction with the IKIP Teacher Training Institute in Lembang, West Java, and 54 curriculum books were produced. Later, substantial progress was made in refining the extensive curriculum and making it practicable.

During a three-week period in February 1983, the Youth Ministry conducted a final trial of the curriculum in Lembang. Part of this training session was attended by the Expert and the Consultant, and 41 young adults from throughout Java attended the Youth Leadership Training sessions. The trial was well organized and the staff and trainees from all over Java were keen and able.

The 41 trainees were chosen from 150 applicants from Java's five provinces, with eight from each province. All of the Youth Leader trainees were between 20 and 30 years old, and 20% of them were women. The Youth Ministry developed four criteria for selection:

a) A test to determine the degree of interest that a young person has in becoming a Youth Leader;

b) A test of the applicants' entrepreneurial abilities and predilections;

c) Completion of secondary school and some prior leadership experience;

d) Assessment of an essay written by each applicant on a local youth problem of which he or she had first-hand knowledge.

On the basis of these criteria, the 41 students were chosen.

The trial had three objectives, to:

a) Motivate the Youth Leaders to develop themselves and others ;

b) Train them so they could persuade the Government, the communities and unemployed young people to participate in economic development;

c) Take action in creating small businesses, cooperatives and other enterprises that would help alleviate youth unemp1oyment.

* Restricted document

- 17 -

APPENDIX D (Cont'd)

Evaluation of this third and final trial was reviewed by the entire Youth Ministry team to improve the curriculum before the start of training at the Pandeglang and Nganjuk Regional Youth Leadership Training Centres. Through use at the Centres, the curriculum will be continually monitored, and modified as may prove desirable.

Youth Leadership Training Facilities

The first stage in developing facilities was the establishment of one national and three regional training centres, the intention being ultimately to establish a training centre in each of Indonesia's 27 provinces. While the Ministry has desires to produce the best possible designs for its training centres it encounters difficulties because of uncertainties as to just what kinds of leadership and of entrepreneurial and vocational training will be offered at each Centre.

Delays in the. construction of the Centres were caused by funds for this being assigned to the budgets of the Departments of Manpower and Transmigration, and of Agriculture. This caused some facilities to stay only partly completed while one of the agencies involved waited to obtain the funds needed to undertake its part of the construction.

The four Centres are:

a) The Pandeglang Regional Training Centre: this is in West Java and was the first youth leadership training centre to open. It is located in a rural area on the western coast of Java, about four hours drive from Jakarta.

b) The Nganjuk, East Java Regional Training Centre. This is on the site of a former Department of Agriculture training centre.

c) The Solok Youth Leadership Training Centre. This is located in the mountains two hours by car from Padang, West Sumatra.

These three regional youth leadership training centres are well located to serve the training needs of youth leaders. Each of the sites has a great deal of natural beauty and has the potential to develop into an excellent facility for its intended purpose. Each faces the problem of recruiting, training and retraining staff of an adequate quality who will live and work in a rural setting. These three Centres are intended to form the nucleus of the 27 provincial centres.

d) The National Youth Leadership Training Centre is located in Cibubar, 18 kilometres from Jakarta.

- 18 -

APPENDIX D (Cont'd)

Staffing

An excellent group of professional educators was assembled to develop the curriculum for this programme, attention being concentrated on training the youth leaders rather than on training the staff. Criteria are yet to be set for engaging managerial staff for the Centres but a programme to train managers is being developed.

There is an important role for part-time staff and consultants who can provide specific training in technical skills and in entrepreneurial and business techniques. However, to rely upon them to carry out a programme as complex as this one, especially in remote rural areas, would be unrealistic.

The staff at the Centres could be effectively supplemented by U.N. Volunteers and Butsis (young Indonesian volunteers who are college graduates).

Youth Extension Service

During the planning phase for the Youth Leadership Training Centres, the need for a support programme for graduates of the Centres became evident. On the initiative of the officials concerned with the Solok, West Sumatra Centre, the concept of a Youth Extension Service was developed in conjunction with the Unesco Consultant and Expert.

. The concept is in need of additional refinement but at this stage it appears its objectives should be to:

a) Collect data on entry to the labour market;

b) Assess future needs of the labour market;

c) Counsel and support Youth Leadership Training Centre ex-trainees and assist them in their dealings with the Government and banks in starting small businesses;

d) Provide feed-back to the Youth Leadership Training Centres on the success of their former trainees so that the curriculum can be modified and improved.

National Youth Communications Centre

The National Youth Communications Centre, at a prime location in Jakarta, is to be an extensive facility including a library on subjects of interest to young people and youth workers. With Unesco assistance the staff completed an extensive list of international youth service publications.

- 19 -

APPENDIX D (Cont'd)

Unesco Fellowships

Three candidates for Unesco Regional Fellowships were selected.

Equipment

In late 1982, two orders for equipment to a total of $144,812, were placed through Unesco Headquarters. The equipment consisted primarily of printing supplies and machinery, office equipment, graphic art equipment, and supplies. The equipment will be used to increase the training and performance capability of the regional training centres, the national centres and, especially, the National Youth Communications Centre.

Organizational Structure and Management Plans

It is in the area of organizational development and management that the most difficult and least addressed problems lie in establishing a national system to train youth leaders. Many of the issues were raised in the Consultant's memo, of 16 November 1982 to the Permanent Secretary of the Youth Ministry and in a memo, of 12 February 1983 to the U.N.'s Resident Representative in Indonesia.

The Youth Ministry has not yet taken the necessary steps to establish a sound administrative structure for the programme. Senior officials in the Youth Ministry are called upon to undertake a broad variety of assignments. These senior officials are few in number and some have only limited experience in implementing and managing new projects. In addition, the Youth Ministry suffers from over-centralization of authority and decision-making, with its attendant lack of proper delegation of authority. This often resulted in decisions not being made in a timely manner or at the appropriate management level.

Thus far not much consideration has been given to how the emerging national youth leadership training system can be managed. Three options appear feasible, to:

a) Continue to operate without any national professional staff assigned full-time to administering the project and to deal with problema on an ad hoc basis;

b) Establish a sub-unit of the Youth Ministry with its own Director-General to manage and develop the youth leadership training system;

c) Continue to administer the programme within the current Youth Ministry structure while establishing a centre for the training of mid-level managers and teaching staff for the regional youth leadership training centres. Initially such a centre could perhaps be located in Lembang, West Java until the construction of the National Youth Leadership Training Centre at Cibubur is completed and this vital function can then be transferred there.

- 20 -

APPENDIX D (Cont'd)

Budget

As a result of unavoidable delays in the start of INS/80/004, the budget contained in the 4 September 1981 Project Document was overtaken by time and subsequent events. Upon the Consultant's arrival in Jakarta, he ascertained that there were several slightly different versions of the INS/80/004 budget in circulation. In consultation with the Youth Ministry and UNDP, he developed a new spread-sheet for the project which he discussed in detail with the appropriate Youth Ministry and UNDP officials. This budget was forwarded to Unesco for approval.

Revisions were needed in several categories. During the Consultant's debriefing in Paris on 10 March 1983, the budget was reviewed with Unesco's Youth Division staff and a realistic and programmatically sound budget was jointly developed.

- 21 -

APPENDIX -E

Extract from Progress Report* by the Unesco Expert, Mr. U. Lundberg

YOUTH LEADERSHIP TRAINING

First Training Course

Qn 11 August 1983 the first course in Leadership and Skills for Junior Youth Leaders was held in Cigeulis/Pandeglang. The opening ceremony was attended by the Minister of Manpower, the State Minister of Youth Affairs and Sports and officials from the central and provincial offices of the two Departments.

The one-month course- was attended by 52 young people selected from among candidates proposed by all the towns in West Java. Selection was based upon interviews and written tests - the results of which were used in the guidance of trainees during the course. Eleven representatives from different Government sectors were appointed as «facilitators», and an assessment and evaluation team evaluated these as well as the trainees.

Curriculum

The curriculum covered (figures in brackets denote hours):

Youth Existence (4)

Moral Studies:

a) Broad Outlines of State Policy, National Law (25;

b) Islamic Religion (8);

c) National Security and Awareness of Law (8).

Intellectual Studies:

a) Leadership (16);

b) Social Psychology (10);

c) Economics, Industry and Cooperatives (8).

Management Skills:

a) Communication (6);

b) Planning (6);

c) Organization (4);

d) Entrepreneurship (6);

e) Management (4);

* Restricted document

- 22 -

APPENDIX E (Cont'd)

f) Capital and Marketing (4);

g) Directing (4);

h) Supervising (4);

i) Apprenticeship/Field Placement (40); 6 days.

Field Work

The final activity of the training course was field work. Trainees were placed in four agricultural farm centres, 13 persons in each, and were expected to assist in farm work without pay. Each group had a member of the training staff as a field supervisor. The «facilitators» acted as coordinators.

It was hoped that during field work trainees would put theory.into practice, especially in respect of management skills. A further purpose of such work was to enable the trainees to gain experience, knowledge and ideas for use in starting a small-scale production unit or a business.

The trainees were required also to prepare both a group report on their field work activities and on their individual work programmes. These would emphasize the writers' plans after having gained knowledge in the four branches of study and from their field experiences. These individual work programmes are now used by the monitoring and supervising team to follow the progress and development of the trainees' work on assisting unemployed youth after their initial training.

Role of UN personnel

The UN Volunteer and the national one were actively involved before and during the training course, their activities including:

a) Attendance at meetings with Government officials concerned with planning and programming of the training course; and participation in discussions on staff responsibilities and approaches to be used;

b) Attendance at the training course and participation as staff members in evaluation, reporting and training;

c) Assisting the «facilitators» during the course;

d) Conducting group dynamics during intervals between sessions;

e) Observing and recording trainees' activities and progress for reference in evaluating implementation of the course;

f) Assistance in evaluating trainees/ performance, and participation in counselling;

- 23 -

APPENDIX E (Cont'd)

g) Preparation of a weekly narrative report on the progress of the course;

h) Participation in supervision;

Conclusions

Participants in the course gained valuable knowledge and experience in both theory and practice, especially in respect of employment activities in which they might become involved in their own towns and villages.

Second Training Course

A second course in Youth Leadership Training was held at the Pandeglang training site in December 1983, with the cooperation of the Department of Agriculture. The 30 participants came from the nearest towns in Pandeglang and West Java, selection requirements being having attended junior high school and experience in agriculture and small businesses.

After this course the trainees, together with 10 ex-trainees from the first training course, will be trained by the Department of Agriculture for three months in: skill training covering:

a) Land clearance;

b) Horticulture;

c) Planting of Coco Hybrida and «Keladai» (a common bean);

d) Livestock.

The trainees and their families will, after the courses, move into the village of Desa Pemuda - a Youth Village close to the training site where 100 houses have been constructed. The trainees will sign a 3-year contract and will be supervised, re-trained and monitored during the period so as to be able to earn a living in the village. Part of the coconuts produced will be purchased by the Indonesian Government. The UN and the national volunteers took part in the course but the expert did not, as it started just before his departure.

YOUTH EXTENSION SERVICE

Background

During implementation of the Youth Leader courses it became evident that an improvement and development of the Youth Extension Service (YES), to give follow-up support, after training, is needed to achieve the project's objectives,

- 24 -

APPENDIX E (Cont'd)

since training alone seems not to solve the problem of unemployment. Means and organization are needed to turn the trained Youth Leaders into motivators and agents of change in the fields of employment and self-employment.

The educational systems, technological research, development strategies and extension agencies of most developing countries have been built on the assumption that the latest technology is the best choice for rural development and is a neutral process, leading toward more productive and efficient solutions to problems in rural areas.

This technology is then offered to the rural peoples through systems of extension agents exposed to the new technology and trained in persuasive techniques, and failure of the rural peoples to adopt this technology is usually attributed to a conservative resistance to change and/or ineffective training of extension workers in both content and persuasion.

In recent years, much evidence has suggested that almost all these assumptions about technology in rural development have been wrong. Technologies tend instead to incorporate cultural values and reflect the relative availability of different production factors, including capital, labour and raw materials. They reflect also basic attitudes about the natural world and the satisfaction of human material wants.

«Appropriate technology» is a term now being used to indicate technology that takes these factors into account. Traditional technological strategies are not always sufficient for the needs of the villages: indeed, very often they no longer seem to meet communities' needs. Changes are therefore needed, as may be new external inputs to complement local conditions.

According to this view, external inputs should be selected which can work with all possible traditional technology alternatives so as to meet the basic needs of the local people without significantly changing the concept behind the technology. There appears to be a substantial group of very low-cost village-level technologies, relatively uncomplicated in design and operation, that could have a significant impact on the quality of life in rural areas without years of education in abstract concepts being needed to understand them.

Proper choice of technological inputs into a rural community requires an intimate knowledge of social structures, habits and the ways in which the people there think. A complete survey technique therefore is crucial as is a clear understanding of what causes the success or failure of traditional technologies.

Youth Extension Service (YES) Concept

This new concept of technology is basic to the development of the Youth Extension Service (YES) which has now been started by the State Ministry of Youth Affairs and Sports with the assistance of project INS/80/004. This Service is a post-training activity designed to provide follow-up support and in-service

- 25 -

APPENDIX E (Cont'd)

training for Youth Leaders after their initial training. It has a programme of integrated services for unemployed young people in the villages, designed to meet the interests, needs and difficulties of the young in their efforts to create self-employment, and to participate in the communities' development.

YES Objectives

YES's development objective is to contribute to increasing the numbers of young people employed and self-employed by supporting the youth leaders after their initial training in this area. Its immediate objectives are to:

a) Identify and classify village needs with regard to various types of technology;

b) Identify and propagate technological ideas that may help to overcome the unemployment situation among the young;

c) Spread information about such matters as the availability of bank credits for new business ventures, how to establish cooperatives, the market situation and provincial manpower needs ;

d) Identify how to use available resources for training activities;

e) Supervise and provide guidance for self-employment;

f) Coordinate existing youth activities.

Implementing YES

A survey on the unemployment situation among young people in Pandeglang shows that under-employed young people mostly aspire to starting small businesses, and that the main obstacles to doing so are lack of:

a) Capital to start a business;

b) Skill training;

c) Guidance and supervision.

To identify how these obstacles could be diminished, a proposed YES programme will be implemented in Pandeglang as a precursor of different pilot projects planned for various parts of Indonesia during 1984. In the light of these, a YES-structure will be developed. '~

One problem for the implementation of YES-programmes is that the State ilinistry of Youth Affairs and Sports has no provincial or regional offices and

- 26 -

APPENDIX E.(Cont'd)

therefore no funds for direct assistance of the young unemployed. This could be solved by giving more responsibilities and authority to the youth officers in respect of funds for the organization of training activities and for tools and equipment. Also the UNVs could be attached to the youth officers' offices, these being extended where necessary.

Seminar on the Young Unemployed

To develop ideas on how to solve the problem of the huge numbers of unemployed young people in rural areas, the Unesco Expert prepared a MENPORA seminar, to take place in Jakarta in mid May 1984, with participants from developing countries and financing by TCDC (Technical Cooperation between Developing Countries).

CONCLUSIONS AND RECOMMENDATIONS

Imp 1 ementat ion

While a great deal of work has been done to develop and implement the project it inevitably takes a long time to make all the necessary preparations for a full-size programme to train Youth Leaders in the important field of assistance to the young unemployed, mainly because previous experiences in this field are few in Indonesia.

Nevertheless, some of the steps in implementing the project could well have been taken at earlier stages, especially the appointment of staff and the receipt of applications for fellowships. One explanation for the delays experienced has been lack of a full-time national expert and of a national counterpart to work in close collaboration with the international expert. Some decisions now taken at senior official level could easily be delegated to such a counterpart. There is a lack also of middle management staff who could see that all necessary administrative steps are promptly taken. Some of the training courses have been delayed. One important reason for this is the lack of a 1983 counterpart budget because of the restricted national budget. Progress of the project cannot but be adversely affected if the required budget allocations are not made.

Training Courses

The content of the curriculum for Youth Leadership training could well be elaborated to meet more clearly the needs of the youth leaders when they work with the young unemployed, e.g. how to identify specific priority skills which rural young persons would need to master before becoming self-employed. The expert has suggested that youth-leader training courses should result, in those attending them being :

a) Able to identify self-employment opportunities in the local environment ;

- 27 -

APPENDIX E (Cont'd)

b) Able critically to examine the nature and extent of such opportunities;

c) Aware of the basic components of self-employment enterprises;

d) Able to handle inter-personal aspects of specific employments;

f) Skilled in assessing needs for specific products and services;

h) Skilled in organizing training courses;

i) Aware of the nature and extent of local and regional resources;

j) Skilled in dealing with cooperative organizations;

k) Skilled in survey techniques.

Training programmes should include a significant number of training activities that allow the trainees to apply theoretical concepts to practice through exercises at the training centres, in the communities or at work sites. By the end of training, the trainees should be equipped with workable plans to start up enterprises or participate in project development.

Use of problem-solving exercises, in the form of case studies, critical incidents and role playing, could provide valuable learning experiences for the trainees. If they work in small groups to produce possible solutions to problems, there is a good chance that cohesive working groups will form which could provide support and discharge an additional problern-solving function in the field.

YES Development

Further development of the Youth Extension Service is already identified in the report and should be an important part of any future action. If the youth leaders trained are left to themselves when they go back to their communities there is likely to be little impact - or even none - on the unemployed youth problem.

Since the Junior Ministry became the State Ministry for Youth and Sport in April 1983, procedures and planning have become faster and more effective. The expert therefore believes that an extension of the project should not meet with the same initial problems, and there are already sound programmes for youth leaders' training and for extended follow-up services.

However, even though the training model is already created it would be advisable for some external assistance to be provided, especially in further curriculum development, research on unemployment and implementation of the Youth Extension Service programmes.

28

-

cu c 3

•"5

oo O

í

i W

X

M

W

Ol

5í

CO

cu

•i-I

4-1

•r-l

>

•i-l 4J

u

<

! M

C

•H

tí

•i-l

nj

M

H

U-l

O

>

-ce)

s o

u

en

oo

en

i-i

i-i

•w

H

a.

<l

a

o

M



o

z 4J

O

o o.

cu

00 3 <

3

0) tí 3 o.

a to

Z

Cd M

Z M

CO

'*• a

. o

. en

co

• a

' o

-S3-

• <

• a

o

en

~-»

CO

-»» co

. o

. en

S H

Z CJ

I

O

H

Ü

S »s

. o

. on

. co . <

•

Q

• O

• e

n

.1

• a

• o

^0-

. CO

I . O

. en

. co

I S

. CO

O

•tf

^ CO

»̂ O

--.

«cr

TO

T

:§ . o

T

cn-

y

Si

H

O

¡H

CO

pá psi

O

W

M

Q

5 Cd

"•J l-J

a

z H

Z H

- 29

-

•—\

T3

4J

C

O

CJ

N

^

Pd

X!

M

Pd

eu

ft •l

Pd

Pá

H

P

Z

Pd

CJ

• >

P

d

P

Pd

PS

B!

Pd

CJ

Z

O

M

H

<3

O

M

Z D

ã o

CJ

rtí H

D

O

¡H

Pd

-C

J

M

>

04

Pd

co

z o

H ENS

H

S

Pd

PC

H

P

O

?"

"

Qá

caca

IBU

o

Pd

U

M

>

Pá

Pd

co

Z

o

M ENS

H

X

Pd

PE! H

P

O

í*

B

H

P

O

ÍH C

O

Pá

ä§ O

Pu

Z

Pm

M

O

>

g

cá

cu

->

co P-4 P

S

Ü

co C

d >

*

m

m

m

m

m

m

m

m

m

m

m

m

m

m

m

m

m

m

m

m

m

m

m

m

m

m

m

m

m

m

m

m

m

m

m

m

m

m

m

m

m

co

z o

CO

Pá

Pd

ft

O

Z P

O

>*

p

Cd

¡H

O

J eu X P

d

z p

PM

H

X

2 P

Cd

Z

S co

Pi

Pá

Pd

cd

p

á

SS

P

d E

d

hJ

—

H

P

Z

H

Pd

P S

O

C

d

>4

O

^ ^

P

Z

Pd

2

J

S

J

H

Z

í¿

W

co p

¡X

Pd

tJ

h

J

3rf Z

S*á

O

CO

C

O

M

Pá

H

co

Pd

CJ

J

§

| O

•

Pd

>

>

* X

en

C

M

m

•«

tu

o

o

ã

H

H

CO

H

CO

z o

u

CO

PM

P

O

Pá

CJ

1

CO

Pd

O

4J

-o

u

cd

00

(U

M

¿S

•U

•H

S

eu

00

cd

i—

1

(—1

•r-l >

cd

"4-1 o

ca

•O

(U

cu

e

cu

¿3

4-1

• fs

ca

ca pi

cu

O

e -n

O

'M

U

4J

ca

cd

3

3

ft •

-a

4J

r-a

•>

,

-r-l 4

3

TJ

4J

co

0

0 C

U

Cd

C

r-l "

cu

o

ü

co

•o

S

, m

•r-l

Cd ¿

¿

>

tí -M

H

C

!j

*J

Cd

O

43

cd

CJ "r-l

¡"1

• r4 4

J <+4

<D

M

B

) O

ft

O

3

O

r-l 4J

>

»

O

O

«i-I 4J

CJ

tí

C0 -r-l

00 4

3

r-l 4

3

O

¡*<-l

IH

•r-l ca

ca

cd

I-I CJ

•tf 0 cd

P». •J-I •H

4-1

Ci

cu

•tí •r-l

o

H •

1-í

• •

CO

3 s O

PS

,0

O

a>

j-i

U-l O

CO



H

C0

J)

flí'-l

4J

CU

Cd r-l

I i-I

J3

4

3 >

,*r-l cd

C

J O

C

d

4J

Cd r-l

>

C0

cu

o

, cd

ai

4->

a

DU

O

"Ö

Ö

43

4J

tí 3

4J

cd

_

S



1<

±4

4-1

4J

co

3

o

•r-l M

cd

>

•M a

«

um

bo

) tí a

o cu

cu

o

<4-i u

n

a

y

tí 3

.,4

h

'H

U

CU tí

o

>

o

cu

H

O H

>

• •

(N

en

• u

CU

5

o

ft

s cd a

I-I

o

IM

CO

•o

cu

CU

Ci

» CO

0). CJ

tí

•r-l >

o

í-l ft

cü

43

4J

TJ

d

cd

Ei >

Pd

rJ

Z O H

I

hJ

P

d

>

Pd

H

4

CJ

Z M

>

P-l

1-3

Pd

> Pd

•J

Pd

O <S

hJ

- 30 -

APPENDIX F.

Extract from Draft End-of-Assignment Report by Mrs. K. Goodman, the Unesco Consultant in Training Methodology

Mission Activities; Summary

The mission lasted from 4 October 1984 to 31 December 1984, its objective being to assist the Government of Indonesia's Ministry of Youth Affairs and Sports (MENPORA) in implementing the Youth Leadership Training Project, INS/80/004.

The mission's main activities were to:

a) Assist the Ministry in planning and implementing an international seminar conducted under the Technical Cooperation between Developing Countries (TCDC) Programme;

b) Prepare and present at the seminar a paper on Rural Extension Systems;

c) Assist MENPORA in planning and implementing two cycles of youth-leadership training programmes in the three regional centres established under INS/80/004 and in the National Youth Training Centre;

d) Assist MENPORA in planning for a nation-wide youth-leadership training programme to be conducted in 27 provinces;

e) Assist MENPORA in developing a proposal for a second follow-up UNDP-sponsored project which would focus on youth leadership training; meet with representatives from various Ministries and United Nations Agencies, prepare background papers, and assist the Unesco-sponsored project development specialist;

f) Assist MENPORA in planning an international expert exchange to be supported under the UNDP Technical Cooperation for Developing Countries Programme;

g) Visit the Regional Project Training site in Padang, West Sumatra, and observe a part of the training programme in operation and meet with participants in previous training programmes;

h) Visit the National Training Centre in Cibubur, Java, participate in the training conducted at that site, and meet with participants and trainers;

i) Supervise two UN Volunteers and two National Volunteers working in INS/80/004; meet with each three times and

- 31 -

APPENDIX F (Cont'd)

develop a system of monthly correspondence with them (second annual reviews for both UN Volunteers were completed during this period);

j) Assist in the planning and implementation of six fellowship programmes.

k) Assist MENPORA in planning the purchase of some $12,000 worth of books and equipment, thus completing scheduled expenditures;

1) Participate in the opening of the National Youth Communications Centre and assist in planning the move to that facility;

m) Development of an informal English Language Conversation Group for MEÑP0RA officials who wish to travel to English-speaking, countries for specialized training;

n) Assist in the preparation of proceedings for the Conference on Methodology for Unemployed Young People.

Assistance for youth leadership training and skills...

Documents

Transcript of Assistance for youth leadership training and skills...