2011年-世界发展银行全球_Revitalizing_Public_Training_Centers_in_Indonesia___Challenges_and_the_Way_Forward_58页_774kb

Summary of "Revitalizing Public Training Centers in Indonesia: Challenges and the Way Forward"

Core Content

This report analyzes the challenges and potential reforms for the Public Vocational Training Centers (BLK) in Indonesia, focusing on system-level and institutional-level improvements. It evaluates the current state of BLK operations, their alignment with labor market needs, and the effectiveness of their training programs. The report also examines the role of private training providers and outlines recommendations for enhancing the performance and relevance of the vocational training system in Indonesia.

Main Findings

BLK Overview

• Variation in Operations: BLK at central, provincial, and district levels show significant differences in size and capacity. In 2009, the central level had 1,300 BLK, while provincial and district levels had 650 and 340 respectively.
• Training Focus: There has been a shift towards community-based training and Mobile Training Units (MTU), indicating strong demand from rural areas.
• Course Relevance: Courses in agriculture, agricultural processing, and husbandry and fishery are underutilized, despite their importance to the rural workforce. In contrast, the hotel and tourism industry, though promising, is not well supported by BLK.
• Certification and Standards: While the national competency standards (SKKNI) are well developed, only a small number of BLK have fully implemented Competency-Based Training (CBT) and use the national certification system.

Human Resources

• Managers: The average age is around 50, with 47% having below undergraduate qualifications and 97% being male. Most managers lack prior experience in training and have held their positions for less than two years.
• Instructors: There is a serious shortage of instructors, exacerbated by their aging workforce. Only 36% of managers claim to have relevant industry experience. Over 412 instructors have left the service in the past 20 years, with only 251 new instructors added, resulting in a net loss of 161.

Training Equipment

• Outdated and Poor Condition: A large proportion of BLK equipment is outdated and in poor condition, with 67% not receiving new equipment since 2000. Only 17% have received new equipment in the last five years.
• Impact on Training: The lack of modern equipment limits the ability of BLK to provide relevant training for industries that require up-to-date technology.

Funding and Efficiency

• Central Government Funding: 54% of BLK funding comes from the central government, with a significant portion of funds allocated to salaries rather than training materials.
• Cost Efficiency: The average cost per graduate at central BLK is Rp 17 million, which is similar to the cost of one year of tertiary education. Central BLK spend almost twice as much as provincial and four times as much as district BLK.

Key Challenges

• Implementation of CBT: Despite the existence of national standards, only a few BLK have fully implemented CBT. Challenges include outdated equipment, lack of SKKNI standards in certain skills, and insufficient instructor training.
• Funding Mechanisms: The current funding is input-based and does not consider output or efficiency. BLK are heavily dependent on central government funds, limiting their autonomy and responsiveness.
• Instructor Shortage and Ageing: The aging and shrinking workforce of instructors poses a major obstacle to the quality and relevance of training.
• Stakeholder Engagement: There is limited interaction between BLK and local employers, which affects the relevance and effectiveness of training programs.

Recommendations

System Level Reforms

1. Reinforce Comparative Advantages:
   • Centrally managed BLK should act as mentors and resource centers.
   • Local BLK should strengthen their linkages with local communities.
2. Establish a Quality Assurance System:
   • Define roles and responsibilities for all stakeholders.
   • Include trainee competency standards, assessments, performance reporting, impact evaluations, and accountability mechanisms.
3. Provide Performance-Based Incentives:
   • MoMT should facilitate performance-based funding to local administrations and BLK.
   • Consider the establishment of a Vocational Training Fund (VTF) to distribute funds based on performance and output.
4. Increase Private Sector Involvement:
   • Emphasize the role of private training providers in offering relevant and efficient vocational training.
   • Encourage public-private partnerships and competition to improve training outcomes.

Institution Level Reforms

1. Improve Manager and Instructor Training and Incentives:
   • Provide better training and incentives for managers and instructors.
   • Develop a system for selecting and training BLK managers with a focus on understanding local labor market needs.
   • Encourage instructors to gain industry experience through in-work placements.
2. Enhance Autonomy and Accountability:
   • Grant BLK higher levels of autonomy in business planning, hiring, and equipment updates.
   • Establish a training management board with employer and DISNAKER representatives to oversee operations and ensure accountability.
   • Increase local government funding and encourage employer contributions to support BLK operations.

Conclusion

The report highlights the need for comprehensive reforms to improve the effectiveness and efficiency of the BLK system in Indonesia. These reforms should focus on enhancing the quality of training, aligning it with labor market needs, and improving the governance and funding mechanisms to support better outcomes. The involvement of private training providers and the establishment of a robust quality assurance system are also critical to the long-term success of vocational training in the country.