2012年-世界发展银行全球_Indonesia_-_Preparing_Indonesian_Youth_for_Transition___Issues_and_Policy_Agenda_for_Senior_Secondary_Education_76页_5mb

Summary of "Preparing Indonesian Youth for Transition: Issues and Policy Agenda for Senior Secondary Education"

Core Content

This report analyzes the challenges and opportunities in Indonesia's senior secondary education system, with a focus on preparing youth for the transition to tertiary education or the labor market. It highlights the importance of senior secondary education in the context of global economic changes and Indonesia's demographic shifts, emphasizing the need for improved quality, equity, and system-wide support.

Main Findings

• Importance of Senior Secondary Education:
  Indonesia has set a goal to expand senior secondary education, following the extension of compulsory education to 12 years. It is a crucial stage for youth transition, as most graduates enter the labor market directly or pursue tertiary education.

  • About 60% of young Indonesians go through senior secondary education, compared to only 20% in tertiary education.
  • One out of three senior secondary graduates proceed to tertiary education, while the remaining two-thirds enter the labor market.
  • The system is increasingly inclusive, but challenges in quality and equity persist.

• Performance in International Assessments:

  • Indonesia's performance in the Programme for International Student Assessment (PISA) is low, with many students achieving only basic proficiency in reading, math, and science.
  • In reading, 88% of students scored at level 2 or below, and in math, 94% scored similarly.
  • Vocational school (SMK) graduates are slightly preferred by employers over general senior secondary (SMA) graduates, but both face quality and relevance issues.

• Enrollment Trends:

  • Senior secondary enrollment has increased significantly, with vocational schools (SMK) growing at an average rate of 12-14% annually since 2004/05.
  • Public schools have seen faster enrollment growth than private schools.
  • There are significant regional disparities in enrollment rates and school composition, with some provinces having higher GERs than others.

• School Inputs and Resources:

  • A large proportion of teachers, especially in private schools, have second jobs, which may affect their availability and performance.
  • Public schools receive more financial support per student than private schools, with teacher salaries being a key factor.
  • Private schools rely on donations and foundations for funding, while public schools benefit from government subsidies.
  • The per-student public spending on senior secondary education is lower than the average for developing and developed countries.

• System Governance and Accountability:

  • The system lacks systematic enforcement of national standards and minimum service standards.
  • There are no regular assessments or reporting mechanisms for student and school performance.
  • Teacher evaluations are not linked to rewards or sanctions.
  • Accountability mechanisms at the school level are weak, with limited consequences for poor performance.

Key Policy Recommendations

• Expand Access and Equity:

  • Prioritize junior secondary education in provinces where access remains limited.
  • Implement targeted and household-based voucher systems to support underprivileged students.
  • Address the urban/rural and income divide in access to senior secondary education.

• Improve Quality and Relevance:

  • Enhance the curriculum to better align with labor market needs and skills development.
  • Strengthen vocational education to meet the growing demand for skilled workers.
  • Promote skills upgrading opportunities for SMK graduates to ensure they remain competitive.

• Strengthen School Inputs and Resources:

  • Increase teacher salaries and reduce the burden of second jobs.
  • Improve school infrastructure, particularly in vocational schools.
  • Ensure equitable distribution of resources between public and private schools.

• Enhance System Governance and Financing:

  • Develop robust quality assurance mechanisms and regular performance assessments.
  • Improve the financing system to ensure that subsidies are more targeted and effective.
  • Strengthen the capacity of the National Accreditation Board (BAN) to monitor and evaluate schools effectively.

• Promote Integration of General and Vocational Tracks:

  • Consider merging the general and vocational tracks into an integrated system that provides both basic skills and vocational training.
  • This will better prepare students for both tertiary education and the labor market, especially as the demand for higher-level skills increases.

Key Information

• Demographic Trends:

  • Indonesia has a large youth cohort, with a low dependency ratio, indicating a potential "youth dividend."
  • The population is expected to age in the coming decades, similar to the US and Japan.

• Economic Context:

  • The demand for skilled workers is increasing due to technological change and complex production and trade patterns.
  • Higher education levels offer greater returns, but the gap in earnings between different education levels is significant.

• Financial Burden on Households:

  • Households in the poorest quintile spend up to 30% of their total expenditure on senior secondary education.
  • The current scholarship system does not effectively support those who are left out.

• Educational Infrastructure:

  • School infrastructure varies significantly across regions and school types.
  • Vocational schools often lack adequate labs and resources compared to general schools.

Conclusion

The report underscores the critical role of senior secondary education in Indonesia's development and highlights the need for a comprehensive policy agenda to improve the system's quality, equity, and efficiency. It calls for a shift in focus from merely expanding access to ensuring that education is relevant, of high quality, and adequately funded to meet the needs of a rapidly changing labor market and economy.