REGIONAL SEMINAR ON WOMEN’S EMPLOYMENT, ENTREPRENEURSHIP

AND EMPOWERMENT

Lessons Learnt from INDONESIA VOCATIONAL EDUCATION STRENGTHENING

PROJECT (INVEST) Loan 2416-INO

Bangkok, 20-22 May 2015

1

Education System of Indonesia

2

Mission of DTVE

Empowered SMK to equip the graduates with the entrepreneurships spirit, employable,

smart, competitive, strong national identity, capable to develop local wisdom and compete

internationally

3

Students in SMK (1) Technology and Engineering

Laptop Assembly

CNC Assembly Car Assembly

Motorcycle Assembly

4

Students in SMK (2) Agriculture & Agro-Industry

Seaweed

Poultry Vegetable

Livestock 5

Students in SMK (3) Tourism Industry

Table Manner and Pastry & Cookery

6

Students in SMK (4) Business & Management

Secretarial, Accounting & Financial Management and Garment

Secretarial

Business Incubator

Garment

Business Center 7

Students in SMK (5) Arts and Crafts

Craft and Traditional Dancing

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Challenges in Development

SMK

Schools

Facility

Number &

Quality

Teachers

Technology

Development

Globalisation

Economy

Concept

Cultural Genders

Issues

Changing

Working

Pattern

Local

Wisdom

Concept

Population

Growth

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INVEST Project (Loan 2416-INO) 2009 - 2013

• Output 1: refocused vocational school management using a business approach

• Output 2: improved quality of teaching-learning in model and alliance schools

• Output 3: strengthened school-industry linkages

• Output 4: enhanced entrepreneurship focus

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Model Schools

Technology &Engineering

Business andManagement

Hotel, Tourism, Beauty

Arts and Crafts

Agriculture andAgroindustry

22

13

5 4

46

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Gender Participations Teachers & Students in 90 Model Schools

-

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

18,000

20,000

Male Female

-

10,000

20,000

30,000

40,000

50,000

60,000

70,000

80,000

90,000

Male Female

Teachers: 25,045 persons Students: 141,951 persons

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Gender Action Plan Achievements

• 56,937 out of 141,951 students (40%) were female

• 24,945 out of 62,860 (39.7%) were female (new entrants)

• 178 out of 728 school committee members (24.5%) were women; all committee members received gender training

• All 90 model and 230 alliance schools provided separate toilets and facilities to boys and girls

• 4,509 out of 9,659 teachers trained were female (47%)

• M/F students received equal treatment in job fairs and internships;

• Female participation in the “traditionally-male-dominated trades (technical, engineering, agriculture) was 15 %

• 40% female graduates are employed, around 30% continue to tertiary education; 10% self employment

• Participation of female students in business incubator was 40%

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How to improve employability

• Schools develop partnerships (MOUs) with Industries for:

Student apprenticeship

Skills competence test

Curriculum review and update

Job recruitment

Teaching industry & specific projects/income generating activities

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Improving entrepreneurial skills

School store, teaching factories, entrepreneurship training, moving workshop, exhibition, etc.

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Lessons Learned (1)

Access to employment is facilitated by strong school-industry linkages for both men and women.

Improving technical level of training in traditionally female occupations improved women’s productivity and the applicability of training to labor market needs.

Technical training of female teachers significantly improved their training methods.

The provision of block grants ensured that schools were built and rehabilitated with separate facilities for boys and girls which positively impacted girls’ access.

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Lessons Learned (2)

Deliberate effort by schools to attract female students to male dominated courses began to challenge the cultural stereotypes regarding female occupations. Potentially 15% of future jobs in traditional male occupations will be held by women in the Indonesian labor market which is a good start to build on.

Anectodal evidence shows that there is now more family support of women studying non-traditional courses and at school there is more acceptance and support from male students and teachers. Women’s 40% employment rate after graduation also shows changing perceptions of women in non-traditional occupations.

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