Margherita Caggiano No Comments

From the desk of the CEO-March 2018 newsletter address

Our CEO, Nigel Carpenter, delivered a lecture on the challenges and opportunities in establishing a Centre of Excellence focused on industry-led and the Australian TVET experience at the proposed location in Bandung.

Indonesia is currently undergoing a transition phase as it develops to become a knowledge-based economy focused on increased competitiveness, growth and productivity. Skills are significant obstacles in this respect, and the country’s government is investing more in the development of the nation’s education and training system to close these gaps and to transform the Indonesian technical and vocational education and training (TVET) system into one that provides demand-driven programmes, aimed at improving employability and participation in lifelong learning.

To continue Indonesia’s economic expansion President Widodo started an infrastructure development program to help bring more of the population out of poverty. The program requires millions of skilled people that are not available in Indonesia. To address this issue President Widodo instructed his Ministries to make vocational education reform a priority to improve the quality and competitiveness of his country’s human resources. Currently there is a significant mismatch between skills development and industry skill needs.

The main challenges currently facing TVET in Indonesia come down to a lack of engagement with industry and understanding of the demands of the labour market. The skills of the Indonesian workforce do not meet the demands of the labour market. Addressing this skill mismatch supports higher productivity, competitiveness and growth.

National TVET Centre of Excellence

As part of the national TVET reform Indonesia is establishing a new national TVET Centre of Excellence. I was invited to review the plans and deliver a lecture in Bandung last week on the challenges and opportunities of establishing the Centre.
Development of the Centre of Excellence for TVET in Indonesia will address the fundamental mismatch between training outcomes and industry needs. The objective is to influence the broader Indonesian TVET ecosystem to support students in finding the ‘right training’ at the ‘right time’ for the ‘right job’. It’s about having the right people in the right places.

The Indonesian Government recognises that the TVET system must be competency-based with standards pertaining to industry. In effect it must be demand-driven.
Further objectives of the Centre of Excellence are to:

• Open and develop new training programs relevant to the job market
• Develop a research and development centre, which will serve as a reference centre and vocational education policy analysis centre
• Establish and develop a teacher certification program
• Establish and develop a qualified teacher training and education centre
• Work with policy makers to drive change to TVET systems
• Develop equal access to quality job opportunities for all
• Ensure people have the skills needed by the job market

The Centre of Excellence recognises the need to work with Industry to identify Industry’s skills needs and help people graduating from TVET colleges find a job and address the quality of Indonesian teachers and lecturers.
During my visit we discussed many aspects of a successful TVET ecosystem including the following six principles:

• Competency based
• Industry led, stakeholder friendly
• Flexible, scalable and customisable
• Integrated soft skills
• Data driven
• Focused on vocational outcomes

Whilst recognising outcomes are based on a shared responsibility between government, industry and training organisations, we also discussed the importance of Industry’s role:

• Industry involved at every step-in qualification development and implementation (training) and training regulation
• Ultimately, industry is the primary ‘client’ of any TVET system, central to increasing human capital development
• While industry may ‘know’ what it needs, only an effective TVET system can help translate those needs into actionable skills development for the nation’s workforce capability while supporting a growing economy
• Both industry and training providers, supported by the TVET ecosystem as a whole, have a ‘hand-in-glove’ relationship
• The basis of this relationship is an approach to curriculum design and teaching that can support the priorities of both and lead to quality outcomes for students

The Centre of Excellence is in the design phase of determining how it can influence better outcomes. Sustainable Skills is helping to explore how it can influence the broader Indonesian TVET ecosystem and develop the human resource skills and TVET systems needed to support students in finding the ‘right training’ at the ‘right time’ for the ‘right job’.

Sustainable Skills develops, supports and assists effective technical and vocational education and training (TVET) systems worldwide.


To get our latest updates follow Sustainable kills:

Margherita Caggiano No Comments

16-29 March 2018: Open E-Discussion About Lifelong Learning Launched by ILO

ILO Centenary Initiative on the Future of Work (FOW): E-Discussion About Lifelong Learning

Created in 1919 as part of the Treaty of Versailles that ended World War I, the Geneva-based International Labour Organization (ILO) is the U.N. agency that brings together governments, employers and workers of 187 member States , to set labour standards, develop policies and devise programmes promoting decent work for all women and men. In preparation to its Centenary next year, ILO has launched in 2016 the “Future of Work initiative (FOW)” aimed to understand and respond effectively to the new challenges that the world of work is facing due to a major process of change.

The Global E-discussion about Lifelong Learning (LLL), opened between 16th and 29th March to all the stakeholders of the TVET sector, is one of the initiatives that forms part of the FOW program. This E-discussion aims to bring together representatives of government, education and training institutions, the private sector, workers, academia, and international organisations to discuss concrete policy options in developed and developing countries for promoting LLL.

According to the Glossary of VET prepared by the Australian National Centre for Vocational Education Research (NCVER), Lifelong Learning is  the process of acquiring knowledge or skills throughout life via education, training, work and general life experiences. Challenges posed by the advent of new technologies, climate changes, and globalisation are significantly transforming the world of work, and the capacity of workers to upskill and shift to new jobs is crucial to determine the sustainability and stability of the economic system. LLL is central to managing the different transitions that workers will face over the course of their life by ensuring that they successfully enter the labour market, continually upskill while in employment, and reskill to take advantage of emerging jobs throughout their careers. In this scenario, national education and training systems can play a pivotal role to ensure equal access to job opportunities for all throughout their life.

People who intend to participate to the e-discussion promoted by ILO are invited to read the Issue Brief ‘Skills Policies and Systems for a Future Workforce’ prepared for the 2nd Meeting of the Global Commission on the Future of Work, and to reflect on a number of key questions about LLL:

1. How can the model of LLL be adapted to cater to a future world of work? What are the building blocks of a well-functioning LLL system?

2. What governance mechanisms will be suitable for the efficient provision of and engagement in relevant LLL for all? What are the respective roles of governments, the private sector and the social partners?

3. What financial mechanisms might be used to encourage the provision of and participation in training; who should bear the cost and how? What are investment priorities for LLL to harness economic growth and minimise social risks?

4. What strategies, policies and incentives will be needed to increase the uptake of LLL?

5. What are the appropriate delivery mechanisms of LLL that will make learning accessible and relevant for youth, adults and older workers, embrace new technologies and forms of learning and balance needs for wide access, flexibility and quality in the learning offer?.

The E-discussion can be easily accessed by visiting the ILO skills for employment website, scrolling down to the “Your Comments” section, and posting comments and observations about LLL.