Revitalizing Public Training Centers in Indonesia : Challenges and the Way Forward
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Jakarta
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The goal of this report is to examine
the effectiveness and efficiency of the public vocational
training centers (Balai Latihan Kerja, hereinafter BLK) in
Indonesia. Its findings and recommendations will contribute
to the ongoing effort of the Ministry of Manpower and
Transmigration (MoMT) to revitalize the BLK training system.
There are wide variations in terms of the size and
capacities of BLK operating at central, provincial and
district levels. This is indicated by the average number of
graduates from the centers at each of these different levels
in 2009, with 1,300 centrally managed BLK, compared with
only around 650 and 340 at the provincial and district
levels respectively. The variation in the average number of
graduates may indicate deep differences in the operations of
the training centers at the three levels. Due to these
differences, various approaches at each of the different
levels may be required to improve the centers. The emphasis
and orientation of BLK programs has changed since their
first establishment. In particular, there has been a
continuing growth in community based training and in the
activities of the Mobile Training Unit (MTU). This indicates
that a large portion of demand for BLK training is from
communities in rural areas. Given this, the stagnation or
decline of the courses that would be beneficial to the
greatest percentage of the working population in these
areas, such as courses related to agriculture, agricultural
processing, and husbandry and fishery, is of great concern.
The national training system is well-established in terms of
skills standards and the continuing development of training
package by the government to support training activities at
BLK. Therefore, the mechanisms and systems for implementing
Competency-Based Training (CBT) throughout BLK at the
central level are in place.
Palabras clave
ACCREDITATION, ADVANCED SKILLS, APPROPRIATE TRAINING, AREA OF SKILLS, ASSESSMENT PROCESS, ASSESSMENT TRAINING, BASIC EDUCATION, BASIC KNOWLEDGE, CAREER, CAREER COUNSELING, CERTIFICATION SYSTEM, CIVIL SERVICE, COST OF TRAINING, COST PER GRADUATE, COURSE CONTENT, COURSE DURATION, CURRICULA, CURRICULUM, DECENTRALIZATION, EDUCATION CAPACITY, EDUCATION INSTITUTIONS, EDUCATION OFFICES, EDUCATION SECTOR, EDUCATIONAL ATTAINMENT, EDUCATIONAL STANDARDS, EMPLOYMENT, EMPLOYMENT OPPORTUNITIES, ENTREPRENEURIAL SKILLS, FORMAL EDUCATION, FORMAL EDUCATION SYSTEM, FORMAL TRAINING, FREQUENCY OF VISITS, GRADUATES WITH SKILLS, HIGH SCHOOL, HIGH SCHOOL GRADUATES, HIGH SCHOOL LEVEL, HUMAN DEVELOPMENT, HUMAN RESOURCE DEVELOPMENT, HUMAN RESOURCES, INSTITUTIONAL AUTONOMY, INSTRUCTORS, INTENSIVE COURSES, JOB MARKET, JOB SEEKERS, JOB TRAINING, JUNIOR SECONDARY, JUNIOR SECONDARY SCHOOL, LABOR MARKET DEMAND, LABOR MARKET NEEDS, LABOR MARKET REQUIREMENTS, LEARNING, LEVEL OF ACHIEVEMENT, LOCAL LABOR MARKET, MENTORS, MIGRANT WORKERS, MOBILE TRAINING, NATIONAL EDUCATION, NEEDS ASSESSMENT, NUMBER OF STUDENTS, PEDAGOGY, PERFORMANCE INDICATORS, POLYTECHNICS, PREFERENTIAL TREATMENT, PRIMARY SCHOOL, PRIVATE INSTITUTIONS, PRIVATE PARTNERSHIPS, PRIVATE TRAINING, PRIVATE TRAINING INSTITUTIONS, PROFESSIONAL DEVELOPMENT, PROFESSIONAL QUALIFICATIONS, PUBLIC INSTITUTIONS, PUBLIC TERTIARY EDUCATION, PUBLIC TERTIARY EDUCATION INSTITUTIONS, PUBLIC TRAINING, QUALITY ASSURANCE, QUALITY TRAINING, REGULAR TRAINING, RESOURCE CENTERS, RURAL AREAS, SCHOOL CERTIFICATE, SCHOOL GRADUATES, SCHOOL YEAR, SECONDARY SCHOOL, SECONDARY SCHOOLS, SKILL DEVELOPMENT, SKILLS DEVELOPMENT, SKILLS TRAINING, SMALLER NUMBER, TEACHING, TECHNICAL SKILLS, TENURE, TERTIARY EDUCATION, TRAINEES, TRAINING ACTIVITIES, TRAINING CENTERS, TRAINING COURSES, TRAINING FACILITIES, TRAINING INSTITUTIONS, TRAINING MATERIALS, TRAINING NEEDS, TRAINING PROGRAMS, TRAINING RESOURCES, TRAINING SERVICES, UNIVERSAL ACCESS, VOCATIONAL SCHOOL, VOCATIONAL SKILLS, VOCATIONAL TRAINING, VULNERABLE GROUPS, YOUNG PEOPLE, YOUTH