USAID/Indonesia Ready-to-Work Accelerator Program (RWAP)

USAID/Indonesia Ready-to-Work Accelerator Program (RWAP) Annual Report #2 October 2017 to September 2018

October 31, 2018 This publication was produced for review by the United States Agency for International Development. It was prepared by RTI International.

USAID/Indonesia Ready-to-Work Accelerator Program (RWAP) Annual Report #2 – October 2017 to September 2018 Cooperative Agreement No. AID-497-A-17-00004

Prepared for:

United States Agency for International Development – Indonesia US Embassy Jakarta Jl. Medan Merdeka Selatan No.3-5 Jakarta 10110 Indonesia

Prepared by:

RTI International 3040 Cornwallis Road Post Office Box 12194 Research Triangle Park, NC 27709-2194 USA

RTI International is one of the world’s leading research institutes, dedicated to improving the human condition by turning knowledge into practice. Our staff of more than 3,700 provides research and technical services to governments and businesses in more than 75 countries in the areas of health and pharmaceuticals, education and training, surveys and statistics, advanced technology, international development, economic and social policy, energy and the environment, and laboratory testing and chemical analysis.

RTI International is a registered trademark and trade name of Research Triangle Institute.

The authors’ views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government.

RWAP: Annual Report – October 2017 to September 2018 iii

Table of Contents Section Page

List of Tables ........................................................................................................................................... iv

List of Figures ......................................................................................................................................... iv

Abbreviations .......................................................................................................................................... v

Ringkasan ............................................................................................................................................... 1

Summary ................................................................................................................................................ 4

1. Introduction ...................................................................................................................................... 8

2. Program Description and Context .................................................................................................... 8

3. Accomplished Activities .................................................................................................................... 9

3.1 Quality of CoEs ...................................................................................................................... 10

3.2 Curriculum and learning methods .......................................................................................... 12

3.3 Improved capacity of trainers ................................................................................................. 15

3.4 Public–private sector partnerships ......................................................................................... 19

3.5 Engagement of poor and vulnerable youth ............................................................................ 20 3.6 Learning and Innovation Networks ........................................................................................ 21

3.7 Cooperation with the State University of Semarang .............................................................. 23

3.8 Gender considerations, positive youth development, and social inclusion ........................... 26

3.9 The 2018 Central Java Skills Competition and Job Fair ........................................................ 27

3.10 Monitoring, evaluation, and learning (MEL) ........................................................................... 33

4. Accomplishments Against Performance Indicators ........................................................................ 36

4.1 RWAP Goal: A successful network of Centers of Excellence for the poor and vulnerable established .................................................................................................... 36

4.2 IR 1: Quality of Centers of Excellence for poor and vulnerable youth enhanced ............................................................................................................................... 37

4.3 IR 2: Learning and Innovation Networks established ............................................................ 51

Annex A: RWAP Performance Indicators ............................................................................................. 55

Annex B: RWAP Timeline of Activities .................................................................................................. 58

iv RWAP: Annual Report – October 2017 to September 2018

List of Tables Table 1. Progress of training centers, based on Quality Assurance Framework .................................. 11

Table 2. List of workshops on technical curriculum .............................................................................. 15

Table 3. List of TOTs on technical curriculum ....................................................................................... 18

Table 4. List of private companies signing MOUs with training centers ............................................... 19

Table 5. List of private-sector companies participating in the job fair ................................................... 30

Table 6. PI-03: Percentage of poor and vulnerable youth with new employment ................................ 38

Table 7. PI-12 and GNDR-2: Percentage of female participants in USG-assisted programs, FY2018 ................................................................................................................................ 51

Table 8. PI-14: Number of individuals accessing the Mitra Kunci program through RWAP as of FY2018 Q4 ....................................................................................................................... 53

List of Figures Figure 1. RWAP MEL Process ............................................................................................................. 35

Figure 2. PI-01 and PI-02: Progress of RWAP Centers of Excellence, QAF scores, FY2018 ............. 36

Figure 3. PI-04: CoEs integrating soft skills WRN! ............................................................................... 39

Figure 4. PI-05: Number of CoEs with upgraded technical curricula ................................................... 40

Figure 5. PI-06: Numbers of training center instructors trained ........................................................... 42

Figure 6. P-07: Number of new partnerships ....................................................................................... 43

Figure 7. PI-08: Student satisfaction, by training center, FY2018 Q2 .................................................. 45

Figure 8. PI-08: Student satisfaction, by training center, FY2018 Q3 .................................................. 46

Figure 9. PI-08: Percentage of P&V youth satisfied with RWAP-supported skills training ................... 46

Figure 10. PI-09: Training center enrollment data ................................................................................ 47

Figure 11. PI-10: Training center graduation data ................................................................................ 48

Figure 12. PI-11: Self-efficacy reports from students taking pre- and post-tests, from FY2018 Q1 through FY2018 Q4 (five training centers) ........................................................................................... 50

Figure 13. P-13: Number of active LIN member institutions - core and secondary ............................. 52

Figure 14. PI-14: Number of individuals accessing Mitra Kunci program through RWAP ................... 53

RWAP: Annual Report – October 2017 to September 2018 v

Abbreviations AKN Akademi Komunitas Negeri (State Community College)

APITU Association of Cooling and Refrigeration Technologies Practitioners

BBI PT Bina Busana International Tbk

BIDIK MISI central government scholarship program for poor college students

BLK balai latihan kerja (vocational training center)

BTPN Bank Tabungan Pensiunan Nasional Tbk (National Pension Savings Bank)

CoE Center of Excellence

EDC Education Development Center Inc.

EOE Equal Opportunity for Employment

FKJP Forum Komunikasi dan Jejaring Pemagangan (Internship Network)

FLIP Fun Learning Inspiring Passion (an organization under YCAB providing training on active learning)

FY fiscal year

GNDR-2 USAID’s Gender Equality and Female Empowerment Policy, Outcome 2

HVAC heating, ventilation, and air conditioning

IDR Indonesian rupiah

IR Intermediate Result

JAPRI Jadi Pengusaha Mandiri (Become an Independent Entrepreneur; Mitra Kunci project)

LIN Learning and Innovation Network

LKP lembaga kursus dan pelatihan (vocational training center)

LPK lembaga pelatihan keterampilan (skills training institute)

MEL monitoring, evaluation, and learning

MIK SEMAR Media Informasi Kota Semarang (Semarang City Information Media)

MOU memorandum of understanding

NA not applicable

P&V poor and vulnerable

PI performance indicator

PIRS Performance Indicator Reference Sheet

PT Perseroan Terbatas (Limited – Ltd.)

PYD positive youth development

vi RWAP: Annual Report – October 2017 to September 2018

Q quarter

QAF Quality Assurance Framework

RTI RTI International (registered trademark and trade name of Research Triangle Institute)

RWAP Ready-to-Work Accelerator Program

SBRI Sekolah Bisnis Ritel Indonesia (Indonesian Retail Business School)

SINERGI USAID-funded project focused on regional governance of training

SK Bupati Surat Keputusan Bupati (mayoral decree)

SMS short messaging system

SUI PT Sahabat Unggul International (International Best Friends)

TA technical assistance

TOT training of trainers

TVET technical and vocational education and training

UNNES Universitas Negeri Semarang (State University of Semarang)

UPTD Unit Pelaksana Teknis Daerah (Regional Technical Implementation Unit)

USAID United States Agency for International Development

USG United States Government

WRN! Work Ready Now!

YCAB Yayasan Cinta Anak Bangsa

YEP YouthWin through Economic Participation (Mitra Kunci project)

YES Youth Entrepreneurs Semarang

RWAP: Annual Report – October 2017 to September 2018 1

Ringkasan Laporan tahunan ini menandai perjalanan program pada fase pembuktian konsep selama 18 bulan yang ditujukan untuk menciptakan model dan proses berbasis bukti untuk pengembangan yang luas bagi lembaga-lembaga pelatihan ketenagakerjaan di Jawa Tengah (Kota Semarang, Kendal, Demak, Kota Salatiga, Kabupaten Semarang, dan Kota Surakarta). Dengan berfokus pada peningkatan pelatihan yang “komprehensif” di lembaga-lembaga pelatihan percontohan ini, kami melihat hasil yang lebih baik untuk kaum muda, terutama mereka yang kurang memapu dan rentan.

Berdasarkan penerapan instrumen Kerangka Penjaminan Mutu, RWAP telah berhasil membangun empat Pusat Keunggulan (CoE), tiga diantaranya telah divalidasi oleh pemerintah daerah dan sektor swasta.

Selama fase implementasi, RWAP mengharapkan untuk membentuk 10 CoE dan mendukung peningkatan 120 pusat tambahan dengan bantuan langsung dari 8 pemerintah kabupaten.

Melalui pelatihan dan lokakarya, RWAP memperluas jangkauan dan memperkaya “ekosistem pelatihan” (yaitu, pusat pelatihan kerja [BLK], lembaga pelatihan keterampilan [LPK], politeknik, dan universitas) di Jawa Tengah dengan membangun kemitraan penting dengan Negara Universitas Semarang (UNNES). Penyelesaian fase proof-of-concept merupakan tonggak penting untuk RWAP. Hingga saat ini, proyek telah membuktikan validitas model konseptual baru untuk meningkatkan kualitas pelatihan yang didorong oleh permintaan dan didukung oleh industri di antara kelompok percontohan BLK dan LPK. Dengan menggunakan alat Kerangka Penjaminan Mutu (QAF), RWAP menunjukkan korelasi langsung antara pelatihan RWAP dan intervensi bantuan teknis dan bidang utama peningkatan di pusat-pusat percontohan. Bidang-bidang peningkatan ini termasuk:

• Empat pusat keunggulan (CoEs) dikembangkan. Pada akhir fase pembuktian konsep, empat lembaga pelatihan mitra telah dikembangkan menjadi unggulan. Pencapaian melebihi target awal yang dinyatakan dalam indikator kinerja yang disepakati. Berdasarkan penilaian-diri, empat lembaga pelatihan mencapai tingkat batas ambang sebagai unggulan. Ini termasuk BLK Kabupaten Demak, BLK Kabupaten Kendal, LPK Sekolah Bisnis Ritel Indonesia (SBRI) Surakarta, dan LPK Vision College Semarang.

• Kurikulum lembaga pelatihan yang terus dikembangkan. Melalui pemantauan berkelanjutan terhadap pelaksanaan di lembaga pelatihan mitra dan meninjau umpan balik hasil pemantauan, kurikulum Soft Skill terus dikembangkan. Kurikulum telah dimodifikasi dan disesuaikan untuk memenuhi konteks dan kebutuhan lokal. Selain itu, kurikulum telah ditinjau dan dimodifikasi untuk mahasiswa sebagai kelompok sasaran yang berbeda dari siswa lembaga pelatihan. Kurikulum teknis untuk garmen, ritel, dan elektronik juga telah dikembangkan dan dilaksanakan oleh lembaga pelatihan yang relevan.

2 RWAP: Annual Report – October 2017 to September 2018

• Pengembangan kapasitas instruktur yang berkelanjutan. RWAP telah mengembangkan kapasitas lembaga pelatihan mitra, khususnya instruktur, melalui serangkaian lokakarya, pelatihan, dan pendampingan. Pada akhir periode pelaporan ini, ada 96 instruktur yang telah dilatih. Pencapaian ini melebihi target (30 instruktur).

• Memelihara kemitraan dengan sektor swasta. RWAP telah berhasil mendorong lembaga pelatihan dan sektor swasta untuk bermitra secara formal melalui penandatanganan nota kesepahaman (MOU). Sesuai target, ada enam perusahaan yang telah menandatangani MOU dengan enam lembaga pelatihan mitra RWAP. Beberapa perusahaan lain telah terlibat dengan lembaga pelatihan meskipun tanpa MOU. Ke depan, RWAP akan terus mendorong perusahaan untuk memiliki MOU dengan pusat pelatihan untuk memastikan kemitraan akan berkelanjutan.

• Lebih banyak kaum muda kurang mampu dan rentan terlibat. RWAP telah menyelenggarakan lokakarya dan pelatihan untuk lembaga pelatihan tentang cara menjangkau lebih banyak pemuda untuk dilibatkan di lembaga pelatihan. Untuk meningkatkan pendaftaran peserta pelatihan, lembaga pelatihan perlu bekerja di dua sisi. Yang pertama adalah membangkitkan minat pemuda untuk terlibat dalam lembaga pelatihan melalui media (cetak, media sosial) dan pertemuan dengan organisasi pemuda lokal dan pemimpin desa. Yang kedua adalah meyakinkan pemerintah dan sektor swasta untuk menyediakan lebih banyak dana untuk program pelatihan. Selama 18 bulan fase pembuktian konsep, jumlah pemuda yang terlibat dalam pusat pelatihan meningkat dari 252 menjadi 1.543.

• Perluasan program melalui Learning dan Innovation Network (LIN). RWAP telah membentuk tiga LIN awal yang mencakup 109 lembaga pelatihan dan masing-masing LIN telah melakukan pelatihan menggunakan modul yang dikembangkan oleh RWAP. Setelah pembentukan tiga LIN awal, bekerja sama dengan Dinas Tenaga Kerja Provinsi, RWAP telah mulai mengembangkan LIN di masing-masing kabupaten mitra dengan menggunakan forum yang ada (tetapi tidak berfungsi) yang disebut FKJP (Forum Komunikasi dan Jejaring Pemagangan). Dalam panduan yang dikembangkan oleh Kementerian Ketenagakerjaan, forum ini tidak hanya tentang magang tetapi juga berbagi pengetahuan, pengalaman dan informasi antar lembaga pelatihan dan antara lembaga pelatihan dan perusahaan sektor swasta. Dengan menggunakan forum ini, daripada membuat yang baru, diharapkan jaringan akan lebih sistematis, dapat diterima, dan berkelanjutan. Saat ini FKJP Kabupaten Demak telah secara resmi dibentuk melalui Surat Keputusan (SK) Bupat). RWAP akan terus bekerja untuk pembentukan FKJP di kabupaten mitra lainnya.

• Kerjasama lanjutan dengan UNNES. RWAP telah menjalin kerjasama yang baik dengan UNNES, terutama Pusat Pengembangan Karier. Selama fase pembuktian konsep, RWAP melatih 20 staf akademik, 22 pendidik sebaya, dan 454 siswa kurang mampu dalam halm soft skills. Kerjasama akan


dilanjutkan dan lebih berkembang di masa depan. Diharapkan UNNES akan menjadi pusat jaringan universitas untuk pembelajaran dan inovasi.

• Memelihara pelaksanaan Gender. Sebagaimana diamanatkan oleh USAID, RWAP menyelenggarakan lokakarya dan pelatihan tentang Gender untuk 6 lembaga pelatihan mitra serta 10 perusahaan. RWAP juga memantau tindak lanjut pelatihan untuk memastikan pusat pelatihan dan perusahaan menerapkannya dalam kegiatan sehari-hari mereka di pusat pelatihan serta perusahaan. RWAP mendorong perusahaan untuk memiliki peraturan dan prosedur operasional standar yang memenuhi kebutuhan karyawan perempuan.

• Lomba Keterampuilan dan Bursa Kerja Jawa Tengah 2018. Pada 25 Agustus 2018 RWAP berhasil menyelenggarakan Lomba Ketrampilan dan Bursa Kerja Jawa Tengah 2018 dengan para siswa lembaga pelatihan, perusahaan sektor swasta, dan pemerintah daerah. Acara ini bertujuan untuk menampilkan keterampilan siswa lembaga pelatihan dan memberikan kesempatan kerja bagi pemuda yang mengunjungi acara tersebut. Sekitar 80 siswa berpartisipasi dalam lomba ketrampilan bidang garmen, sistem pendingin udara, dan administrasi perkantoran. Lebih dari 25 perusahaan berpartisipasi dan membuka lowongan pekerjaan di bursa kerja tersebut. Acara ini dihadiri oleh 705 pengunjung, kebanyakan anak muda. Microsoft Indonesia tertarik pada acara tersebut dan memberikan sumbangan sekitar $11.000.

Rincian lebih lanjut tentang kegiatan-kegiatan selama setahun terakhir ini disajikan dalam Bagian 3. Bagian 4 menyoroti pencapaian program terhadap indikator kinerja. Lampiran A adalah tabel yang merangkum kemajuan menurut indikator kinerja RWAP. Lampiran B adalah jadwal kegiatan dari rencana kerja RWAP.


Summary This annual report marks the end of an 18-month proof-of-concept phase that aimed to create both an evidence-based model and a process for the broad-based institutional development of training centers in Central Java (Kota Semarang, Kendal, Demak, Kota Salatiga, Kabupaten Semarang, and Kota Surakarta). By focusing on the “comprehensive” improvement of training at these partner training centers, the United States Agency for International Development’s (USAID’s) Ready-to-Work Accelerator Program (RWAP) demonstrated measurable improvement in the quality of training and on employment-ready outcomes for youth, especially those who are poor and vulnerable (P&V).

RWAP achieved its target of successfully establishing four Centers of Excellence (CoEs), three of which were validated by local governments and the private sector. During the upcoming implementation phase, RWAP expects to establish 10 more CoEs and support the improvement of an additional 120 centers with the direct assistance of 8 district governments.

Through its trainings and workshops, RWAP expanded its reach and enriched the “training ecosystem” (i.e., vocational training centers [BLKs], skills-training institutes [LPKs], polytechnics, and universities) in Central Java by establishing a pivotal partnership with the State University of Semarang (UNNES).

The completion of the proof-of-concept phase represents a significant milestone for RWAP. By the end of September 2018, the project had proven the validity of a new conceptual model for improving the quality of demand-driven, industry-endorsed training among a pilot group of BLKs and LPKs. Using the Quality Assurance Framework (QAF) tool, RWAP demonstrated a direct correlation between RWAP training and technical assistance interventions and key areas of improvement at the pilot centers. These areas of improvement included:

• Established four CoEs. As noted above, by the end of the proof-of-concept phase, four partner training centers had been nurtured to become CoEs. This achievement exceeded the initial target stated for the performance indicator. Based on their self-assessments, the four training centers that achieved the CoE level of development were BLK Kabupaten Demak, BLK Kabupaten Kendal, LPK Sekolah Bisnis Ritel Indonesia (SBRI, Indonesian Retail Business School) Surakarta, and LPK Vision College Semarang.

• Implemented industry-endorsed, demand-driven curricula. By continuously monitoring the program implementation at the partner training centers and by reviewing feedback from that monitoring, the RWAP team was able to make ongoing adjustments to the soft skills curriculum to match local contexts and needs. In addition, the team modified the curriculum so it would better suit college students, given that this additional target group is somewhat different from students in technical training centers. Technical curricula on garments, retail, and electronics were developed and implemented by relevant training centers.


• Enhanced capacity of trainers. RWAP helped build the capacity of partner training centers, particularly instructors, through a series of workshops, other trainings, and coaching. By the end of this reporting period, 96 instructors had been trained. This achievement substantially exceeded the target (30 instructors).

• Increased private-sector partnerships. RWAP successfully encouraged training centers and private sector firms to initiate formal partnerships through signed memoranda of understanding (MOU). As targeted, six companies signed an MOU with all six RWAP partner training centers. Some other companies engaged with the training centers even without an MOU. RWAP will continue to encourage companies to enter into MOUs with the training centers, to ensure that the partnerships will be sustainable.

• Increased number of poor and vulnerable youth in training. RWAP provided workshops and training sessions for the training centers on how to reach and engage more youths. To increase enrollment, training centers need to take two approaches simultaneously. The first is to raise youth interest in training centers through media (printed, social media) and meetings with local youth organizations and village leaders. The second is to convince governments and private sector firms to provide more funds for training programs. During the 18-month proof-of-concept phase, the number of youths who engaged in training centers increased from 252 to 1,543.

• Scaled model through Learning and Innovation Networks (LINs). RWAP established three initial LINs covering 109 training centers. Center leaders and staff in each LIN were trained using modules developed by RWAP. After the initial three LINs had been established, in cooperation with the Provincial Manpower Office, RWAP began developing a LIN in each partner district by using an existing (but nonfunctioning) forum called Forum Komunikasi dan Jejaring Pemagangan (FKJP – Internship Network). In the guidelines developed by the Ministry of Manpower, the forum is not only about internships but also about sharing knowledge, experience, and information among training centers, and between training centers and private-sector firms. RWAP decided to use the forum rather than creating a new entity, thereby making the network more systematic and sustainable. FKJP Kabupaten Demak was formally established through a Mayoral Decree (Surat Keputusan [SK] Bupati). RWAP will continue working to establish FKJPs in other partner districts.

• Deepened partnership with UNNES. RWAP achieved a good level of cooperation with UNNES, especially its Career Development Center. During the proof-of-concept phase, RWAP trained 20 academic staff, 22 peer educators, and 454 poor and vulnerable students on soft skills. The cooperation will continue and expand in the future. It is expected that UNNES will be a hub for a university network for learning and innovation.

• Improved gender sensitivity. As mandated by USAID, RWAP conducted workshops and other trainings on gender considerations for the seven partner


training centers as well as 10 companies. RWAP also monitored afterward to ensure that the training centers and companies implemented the principles in their daily activities. RWAP encouraged companies to prepare regulations and standard operating procedures that would help them better meet the needs of female employees.

• Conducted 2018 Central Java Skills Competition and Job Fair. On August 25, 2018, RWAP successfully hosted the 2018 Central Java Skills Competition and Job Fair for training centers’ students, private-sector firms, and local governments. This event showcased training center students’ skills and offered job opportunities for youths who visited the event. About 80 students participated in the garment, air-cooling system, and office administration competitions. More than 25 companies participated and interviewed candidates for job vacancies. The event was attended by 705 visitors, mostly youths. Microsoft Indonesia was interested in the event and contributed about $ [REDACTED].

4 Training centers

nurtured to become Centers of Excellence

(target: 3)

By the numbers: Accomplishments of the RWAP proof-of-concept phase, ending September 30, 2018

3 Industry-endorsed technical curricula

enacted for better applicability to industry and students

96 Instructors

trained in RWAP-promoted skills and

methodologies (target: 30)

6 Memoranda of understanding signed between private

firms and training centers

1,543 Youths engaged in training centers

3 Local Innovation Networks established covering 109 training centers

(target: 3)

Training in soft skills for 20 academic staff

22 peer educators

454 P&V students

Training in gender considerations for

6 training centers

10 private companies

80 students

25 companies

705 visitors participated in the 2018 Central Java Skills Competition and Job Fair


More details on the activities from fiscal year (FY) 2018 are presented in Section 3. Section 4 is a narrative highlighting accomplishments, and Annex A is a table summarizing progress on RWAP performance indicators. Annex B is a timeline of anticipated activities from the RWAP work plan.


1. Introduction This is the second annual report for the United States Agency for International Development (USAID) Indonesia Ready-to-Work Accelerator Program (RWAP). This report covers program activities from October 1, 2018, through September 30, 2018. It describes the program, accomplished activities, and progress against performance indicators.

2. Program Description and Context RWAP was awarded as cooperative agreement No. AID-497-A-17-00004 to RTI International and its partners, Education Development Center Inc. (EDC) and Yayasan Cinta Anak Bangsa (YCAB) Foundation. The program was divided into two phases: a proof-of-concept phase from March 2017 to September 2018, and an implementation phase from October 2018 to September 2020. This annual report marks the end of the proof-of-concept phase.

RWAP is part of USAID’s Inclusive Workforce Development Program—the Mitra Kunci initiative. Its goal is “To establish a successful network of Centers of Excellence for poor and vulnerable (P&V) youth.”

The objectives to be achieved to reach this goal are:

• Enhanced quality of Centers of Excellence (CoEs) for poor and vulnerable youth. This objective is to be achieved through:

− Improving curricula and learning methods by developing training modules in soft skills work readiness, selected technical sectors, and pedagogy, in cooperation with local governments, the private sector, and training centers.

− Improving the capacity of training centers’ educators through a series of training-of-trainer sessions and on-the-job-mentoring.

− Strengthening public–private partnerships through workshops, meetings, and establishment of memoranda of understanding (MOUs) between training centers and relevant private sector companies.

− Engaging poor and vulnerable youth by providing easier means for them to access training centers and job markets.

• Learning and Innovation Networks (LINs) established by revitalizing and strengthening existing networks.

These objectives are expected to deliver improvements in each of the RWAP Intermediate Results (IRs) agreed upon with USAID, as follows.

IR 1: Quality of Centers of Excellence for poor and vulnerable youth enhanced

IR 1.1: Curriculum and learning methods improved

IR 1.2: Capacity of trainers improved


IR 1.3: Public–private sector partnerships strengthened

IR 1.4: Poor and vulnerable youth engaged

IR 2: Learning and Innovation Networks established

IR 2.1: Peer learning program established

As required by USAID, RWAP also worked closely with State University of Semarang (UNNES) to prepare its Career Development Center to provide soft skills work readiness training for its academic staff and P&V students.

3. Accomplished Activities Road map to RWAP accomplished activities (Section 3)

3.1 Quality of CoEs•QAF Results•District and Training

Center Cooperation

3.2 Curricula and Learning Methods•Soft Skills Review•Technical Curricula

3.3 Trainers' Capacity•Soft Skills•Gender, PYD, and

Inclusion•Technical Skills

3.4 Private Sector Partnerships•Contributions•Workshops•MOUs

3.5 Poor and Vulnerable Youth•Engagement

Training•Social Media

3.6 LINs•3 Initial LINs•FKJPs (Internship

Networks)


3.1 Quality of CoEs

RWAP provided extensive technical assistance to partner training centers aimed at establishing CoEs. The project exceeded its target by establishing four CoEs during the 18-month proof of-concept phase. RWAP provided extensive technical assistance to partner training centers aimed at establishing CoEs. The project exceeded its target by establishing four CoEs during the 18-month proof of-concept phase.

Progress continued to be made in field-testing and enhancing the Quality Assurance Framework (QAF) among seven participating centers. By the end of September 2018, all seven training centers had used the QAF rubric to self-assess and demonstrate improvements to the quality of their programs. The assessment ratings were based on 29 quality criteria, divided into five categories: Leadership, Partnerships, Access and Equity, Learning and Teaching, and Operations (see Annex A).

The centers established a baseline in August 2017, then reassessed themselves in December 2017 and again in March 2018, June/July 2018, and September 2018. Based on the most recent assessment, all seven training centers demonstrated progress, some minor and some substantial. Four centers reached the “Advancing” level on at least three out of the five categories (see Table 1), indicating that they had achieved the necessary threshold to become “CoEs”; moreover, three of them

3.7 UNNES•RWAP Expansion to

University Students•Soft Skills Training

for Educators and Students

3.8 Gender Considerations•Technical Assistance•Workshops

3.9 Skills Competition and Job Fair•Competition Rules•Industry Reps•Media Coverage

3.10 MEL•Tools•Processes


reached the final stage of being formally validated by local governments and the private sector. We expect that another training center that reached the threshold will be formally validated as a CoE soon, thereby exceeding the proof-of-concept phase target.

RWAP further demonstrated that when the participating district governments and training centers bring together stakeholders to self-assess their training and operations, they can “own” the continuous improvement process, thereby embarking on self-reliance. Each center exhibited a culture of transparency and shared accountability. The centers worked closely with the government and private sector to have their assessments validated. The use of the resulting QAF action plan allowed the centers to focus on their designated areas of growth, to monitor their progress on completing their action items, and to foster a culture of continuous improvement.

Table 1. Progress of training centers, based on Quality Assurance Framework

Training center and

location

QAF ratings, by quarter

Comments Aug 2017 (baseline)

Dec 2017

Mar 2018

Jun 2018

Sep 2018

BLK Kendal 1.69 1.86 2.63 2.82 3.02 BLK Kendal’s score increased due to changes related to leadership, vision and mission, and planning.

BLK Demak 2.03 2.21 2.39 3.01 3.09 BLK Demak’s score increased because of continuous partnerships with private sector companies, starting with the Association of Cooling and Refrigeration Technologies Practitioners (APITU).

BLK Ungaran, Semarang

1.93 2.03 2.40 2.51 2.63 BLK Ungaran’s score slightly increased because of its implementation of pedagogy training and a soft skills readiness curriculum.

LPK Muliya, Kendal

2.10 2.17 2.59 2.69 2.76 LPK Muliya’s score increased because of the implementation of a soft skills curriculum.

LPK Sekolah Bisnis Ritel Indonesia (SBRI), Surakarta

2.93 2.93 3.03 3.20 3.21 SBRI demonstrated further improvements in work readiness and partnerships.

LPK Vision College, Semarang

2.76 2.76 3.26 3.32 3.35 LPK Vision College continued improving in partnerships, and in learning and teaching.

LPK Widhya Busana, Salatiga

2.21 2.24 2.21 2.39 2.48 LPK Widhya Busana did not show significant improvement due to financial issues.

Scale: 1 = Foundational, 2 = Emerging, 3 = Advancing, 4 = Sustaining.

= Has reached full CoE status and been validated by the local government and private sector.


3.2 Curriculum and learning methods

During the proof-of-concept phase, RWAP developed and implemented four Soft Skills Basic modules, three Soft Skills Employability modules, an Active Learning module, and three technical modules on Garments, Retail, and Electronics (specifically air-cooling systems). Based on the monitoring results, all seven partner training centers adopted and implemented the modules in their training programs.

3.2.1 Workshop on soft skills Work Ready Now! (WRN!) curriculum review During the implementation of the curriculum, RWAP conducted ongoing monitoring and evaluation to collect feedback and input from the BLK, LPKs, District Manpower Office staff, the private sector, and UNNES. The feedback stated that the methodology used was appropriate and interesting, and that the content was relevant, significantly improving student confidence. However, there were concerns related to the duration and timing of the curriculum implementation—specifically, that insufficient time was available within the centers’ schedules to adequately implement.

Following up on the results of the monitoring and evaluation, RWAP held a Review Foundation Module Workshop in Solo on April 24–27, 2018, which was attended by 19 participants from BLK and LPKs, representatives of the District Manpower Office, the private sector, and UNNES to have participants contribute their ideas about revising the WRN! curriculum, its methodologies, timing, flow, etc. The overall aim of the review was to assess how to reduce the training content hours, adjusting to the limited hours available in the BLKs and LPKs; as well as to make the modules more gender sensitive and inclusive of positive youth development (PYD) approaches.

The recommendations from participants were:

• Combine some activities to simplify them

• Reduce the time from 64 hours to 40 hours

• Make some units optional rather than mandatory. For example, two sessions—Module 2, Interpersonal Communication, Session 4: Writing Work-Related Documents; and Module 3, Collaboration and Leadership, Session 4: Active Citizenship—could become optional for training centers but required by universities

• Ensure that scenarios and role playing are more gender sensitive

To increase the capacity of instructors from BLKs, LPKs (also vocational training centers) and LKPs, the District Manpower Office, and various companies, RWAP conducted a training of trainers (TOT) on the Employability module in December 2017. The TOT resulted in action plans to improve the implementation of the curriculum.

During the three quarters after the TOT session, the institutions that implemented the Employability module were Akademi Komunitas Negeri (AKN, State Community College), LPK Widhya Busana, LPK Muliya, BLK Demak, BLK Kendal, BLK Ungaran, and Apac Inti Companies. To ensure that this module was adopted in accordance


with the specified standards, RWAP staff regularly observed the facilitators to monitor their skills and capacity and to identify areas that required improvement.

While trainers said the Employability module provided contextually suitable training for the needs of the job market, the sentence structure and the steps could be simplified and the activities in each session made more practical.

RWAP held a review workshop on the Employability module in Solo, July 9–12, 2018, which was attended by 19 representatives of BLKs and LPKs, the District Manpower Office, and the private sector. The aim of the workshop was to solicit ideas for revising the soft skills curriculum in terms of content, methodologies, timing, flow, etc.

The participants recommended the following.

a. Module 1: Work Habits and Conduct

Many felt this module was practical and very useful for youth and directly related to the workplace. Résumé writing was critical, and practicing interviews was also highly valued by the youth. A new idea of bringing in guest speakers for a panel discussion in Activity 3 (Finding Employment Information) was also seen as a good addition.

b. Module 2: Safety and Health at Work

Participants felt this was a valuable module that offered practical and very much needed information to youth about safety in the workplace. Participants suggested this content could be delivered slightly more efficiently by blending Sessions 2 and 3 while still maintaining the same learning objectives. Because this module was already somewhat shorter than the others, no significant time reductions were proposed.

c. Module 3: Understanding Rights and Responsibilities of Workers and Employers

Participants felt the content of this module was valuable and that the proposed changes to the module would not impact the timing of the training, considering that it was among the shortest modules.

3.2.2 Technical curriculum To help centers implement comprehensive training curricula and improve pedagogy, RWAP conducted a series of workshops and provided on-site technical support.

Operator garment curriculum On October 18–19, 2017, RWAP led a workshop on garment curriculum development with representatives from the pilot centers and private-sector employers. The purpose of the workshop was to review the existing curriculum and to align the training to the skill needs of the employers and industry.

Retail curriculum RWAP conducted a workshop on retail curriculum development on October 20–21, 2017. Representatives from training centers, UNNES, and private sectors were involved in the workshop. The modules developed included:


• Understanding professional work ethics

• Understanding the various types of retail operations and how they are organized

• Understanding the types of products and management of retail stores

• Understanding the layout of each retail store’s products

• Understanding the causes of product loss and how to handle it

• Carrying out the right services for retail store customers

• Carrying out customer-service procedures at checkout.

Air-cooling system electronic curriculum A core objective of RWAP is to establish demand-driven, industry-endorsed technical curricula for three industry sectors—garment, retail, and cooling and refrigeration technologies—ensuring that the training at the centers aligns well with the needs of private-sector companies that eventually will hire the graduates.

In the first quarter (Q1) of FY2018, RWAP engaged partners from both the retail and garment sectors to update those technical curricula. To do so, RWAP developed a successful two-step process, which during Q2 was completed for cooling and refrigeration technologies. Specifically, in Q1, RWAP conducted an initial meeting on November 24–25, 2017, which was attended only by BLK instructors and UNNES representatives. The purpose of this meeting was to vet the current curriculum and discern whether there was agreement on the need to update it.

The second meeting conducted during February 8–10, 2018, was attended by 27 participants from BLK Demak, BLK Kendal, AKN Demak, APITU, PT Daikin, PT Panasonic, UNNES, and representatives from the District Manpower Office of Demak. It was led by the industry association and focused on reviewing the cooling and refrigeration technologies technical curriculum used by BLKs, from the perspective of both practitioners and industry partners. To provide context for current industry conditions, the participants visited a Panasonic repair and training center in Semarang City. The results of the curriculum appraisal can be summarized as follows:

• The existing curriculum should add an introduction to tools currently used in the workplace.

• The curriculum should add material on industry insights.

• Soft skills should be enhanced, especially those pertaining to communication, adaptability, and problem-solving.

• Apprenticeships should be integrated into the curriculum, not established as a separate activity.

In addition, some challenges were identified which, if mitigated, would improve the implementation of the curriculum:


• Lack of practical tools in training centers, which can make the learning process difficult.

• Few companies available and/or with capacity to host apprenticeships.

• Lack of a guarantee that the cooling and refrigeration technologies training class will be open annually.

Afterward, the RWAP team and businesses began coaching the centers on the adoption of the training curricula and on the quality of instruction delivery.

Table 2. List of workshops on technical curriculum

Date Workshop / Training Description Number of attendees Oct 17–18, 2017 Workshop for Review of

Garment Technical Curriculum

To review existing garment curriculum and to agree on a more well-developed curriculum to be used in RWAP training related to the garment industry

6 participants from 3 relevant training centers (LPK Muliya, LPK Widhya Busana, BLK Ungaran), and private-sector firms

Oct 20–21, 2017 Workshop for Review of Retail Technical Curriculum

To review existing retail curriculum and to agree on a more well-developed curriculum to be used in RWAP training on retail employment

8 participants from LPK SBRI and LPK Vision College, AKN Demak, and private sector

Nov 24–25, 2017 Workshop for Review of Electronics Technical Curriculum

To review existing electronics curriculum and to agree on a more well-developed curriculum to be used in RWAP training on electronics

7 participants from BLK Demak and BLK Kendal

Feb 8–10, 2018 Workshop for Review of Air-Cooling Technical Curriculum

To compile the air-cooling curriculum by involving companies from related industries

27 participants from, BLK Demak, BLK Kendal, AKN Demak, APITU, Panasonic, Daikin, UNNES, and District Manpower Office of Demak

3.3 Improved capacity of trainers

3.3.1 Training of trainers on soft skills During December 4–8, 2017, RWAP provided training to the pilot centers on employability skills—the second part of the training under Work Ready Now! The training was attended by 31 participants, including 18 from the pilot centers, 13 from six District Manpower Offices (Kota Semarang, Kabupaten Semarang, Demak, Kendal, Salatiga, and Surakarta), 4 from the private sector (Apac Inti Corpora [Apac], Apparel One Indonesia, Luwes Group, and Sahabat Unggul International [SUI]), and 2 from UNNES. The training comprised three major modules: (1) work habits and conduct, (2) safety and health at work, and (3) worker and employer rights and responsibilities. The workshop facilitator emphasized practice or simulation,


demonstrating techniques that are also effective with youth. The participants applied active-learning techniques in each of the modules using a “Four A’s Concept”: Activity, Analysis, Abstraction, and Application. Participants had a chance to learn directly about health and safety at work, human resources, and production processes used in the garment sector by visiting Apac in Ungaran.

All the centers created a plan for adopting the new soft skills and employability content. BLK Demak, BLK Kendal, and BLK Ungaran agreed to conduct soft skills training at the beginning and end of technical training, adding 15 lesson hours per training program (2 hours extra per day for 30 days). LPK SBRI and LPK Vision College agreed to apply all the materials in the curriculum. LPK Widhya Busana and LPK Muliya committed to allocating 40 lesson hours. Similarly, the private companies and the District Manpower Office agreed to assist the centers to modify the curriculum in line with their needs.

In the post-training evaluations, the participants expressed confidence that they could serve as soft skills WRN! facilitators. Participants also said they were convinced of the benefits of the new content for preparing youth for employment.

3.3.2 Training of trainers on gender, positive youth development, and social inclusion

In addition, RWAP led a TOT on gender, positive youth development, and social inclusion for training centers’ instructors, private-sector staff, university academic staff, and local government officials.

Many of the BLKs, LPKs and LKPs, and private-sector organizations already had relatively good gender equality indicators, such as access to jobs for both young women and young men. However, RWAP focused on deepening the understanding and practices of the centers, including bringing both men and women into nontraditional roles, understanding associated labor laws affecting gender equity, and addressing the issue of differential wage structures for male and female employees.

RWAP conducted a workshop in February 2018 with 27 participants from BLKs, LPKs, the private sector, universities, and the government to help them learn about issues related to gender concepts, gender in the workplace, and use of gender-transformative approaches to improve equality. To help the BLKs, the LPKs, and the private sector work more successfully with youth of both sexes, a positive youth development approach was introduced to help identify the potential of all youth and demonstrate how to fully develop such potential.

To address issues of social inclusion, the training also focused on improving the recruitment of men and women from poor and vulnerable families and devising ways to better retain and graduate these recruits. Participants identified various categories of P&V youth: school dropouts, people living in remote areas, residents of slum communities, poor young widows and their children, those that have lost jobs through layoffs, and street children. They discussed how to give the less fortunate youths more access to learning and work.

The feedback from participants indicated that the training was easy to understand because the methodology translated the concept of gender through real-life


examples. Participants discussed developing gender mainstreaming strategies for their organizations, including specifying and increasing targets for enrolling women as well as P&V youth.

3.3.3 Mentoring on implementation of soft skills modules The training on soft skills for students and newly employed workers was conducted using RWAP’s soft skills Foundation and Employability modules. The training helped prepare students and newly employed workers for the world of work by improving

their understanding of their personal potential and developing skills such as good communication.

After the soft skills trainings, RWAP provided mentoring and coaching for facilitators that focused on working together to identify skills and knowledge gaps and to learn what is working in the classrooms and what is not. The training also concentrated on reviewing materials and methodologies to ensure the “Four A’s” (Activity, Analysis, Abstraction, and Application) standards were applied. As of September

2018, all training centers reported that they were implementing various soft skills modules, such as:

• Personal Development: We Are Unique, Determine and Achieve Goals, Learning Strategies

• Interpersonal Communication: Nonverbal Communication, Working with Others

• Leadership and Cooperation: Helium Sticks, Human Knots, Arranging Community Needs

• Financial Literacy: One-Month “My Money” Simulation

• Employability Module: Attitudes and Behaviors in the Workplace: Writing a Résumé and Application Letter, Interview Techniques

3.3.4 TOTs on technical skills After completing the technical curriculum reviews with industry (Section 3.2), RWAP conducted trainings for the training center instructors using the new industry-validated curricula.

TOT on garment technical curriculum Following the workshop on garment technical curriculum held on October 18–19, 2017, RWAP conducted a training-of-trainers session on November 20–22, 2017 using the newly developed curriculum. Attending were 11 trainers from pilot centers that had a garment training program. The training took place at a garment factory and was facilitated by trainers from PT Bina Busana Internusa (BBI).

Participants in Monitoring • Training centers: BLK Ungaran,

BLK Demak, LPK Muliya, LPK Widhya Busana, LPK Vision College, LPK SBRI, AKN

• University: [REDACTED] • Private sector firms: [REDACTED],

[REDACTED], [REDACTED]


TOT on retail technical curriculum Using an approach like that described above for the garment sector, RWAP hosted a series of sessions focused on the retail sector during November 16–18, which was attended by 11 participants from the pilot training centers. The purpose was to improve the capacity of trainers to deliver more industry-relevant technical skills for the retail sector. The training focused on increasing instructors’ ability to develop students’ knowledge, skills, and attitudes for working at retail shops.

TOT on air-cooling technical curriculum This TOT was held April 18–19, 2018, and attended by 7 participants from BLK Demak and BLK Kendal. It was implemented by facilitators from APITU. After the training, all participants began implementing the newly developed curriculum at their training centers. By the end of September, APITU had provided technical assistance to the curriculum implementation and contributed eight air conditioning units to the training centers to use as training equipment.

TOT on technical air-cooling system curriculum, held at [REDACTED], April 17, 2018 (Photo credits:

RTI International)

Table 3. List of TOTs on technical curriculum

Date Workshop / Training Description Number of attendees Nov 20–22, 2017 TOT on Garment

Technical Curriculum To improve the capacity of training centers’ staff in delivering technical modules on garment manufacturing for their students

11 participants from BLK Demak, BLK Kendal, BLK Ungaran, LPK Widhya Busana, and LPK Muliya

Nov 16–18, 2017 TOT on Retail Technical Curriculum

To improve the capacity of training centers’ staff in delivering technical modules on retail sector for their students

11 participants from LPK SBRI and LPK Vision College

Apr 17–19, 2018 TOT on Air-Cooling Technical Curriculum

Practice air-cooling technical skills curriculum that been developed

7 participants from BLK Demak and BLK Kendal


3.4 Public–private sector partnerships

RWAP encouraged major collaborations between the training centers and the private sector from October 2017 to September 2018. RWAP’s efforts focused not only on developing and improving working relationships between private-sector employers and the pilot centers, but also on improving the capacity of employers to train their existing youth employees in WRN!

In October–December 2017, four companies contributed significantly to the RWAP project and the pilot training centers. [REDACTED] worked with three training centers to review the garment technical curriculum, train instructors, and provide facilities for training. [REDACTED] assisted LPK Muliya Kendal, K Widhya Busana, and BLK Ungaran in reviewing and developing their technical curriculum in garment and sewing operations[REDACTED] assisted LPK SBRI, LPK Vision College, and AKN Demak in reviewing and developing their technical curriculum in business retail. [REDACTED] assisted all seven training centers with training on health and human resources management. [REDACTED] also opened its facilities to RWAP training for training centers.

Table 4. List of private companies signing MOUs with training centers

No. Private sector firm Training center 1 PT Apac Inti Corpora LPK Vision College

2 Luwes Group LPK SBRI Amal Prawira

3 PT Sahabat Unggul International (SUI) LPK Widhya Busana

4 PT Bina Busana Internusa (BBI) LPK Muliya

5 APITU Central Java Unit Pelaksana Teknis Daerah (UPTD) BLK Kabupaten Demak

6 Yayasan Yatim Mandiri LPK Vision College

Between January and March 2018, RWAP conducted three workshops on engaging private-sector firms that were attended by representatives from both training centers and relevant private-sector employers. The first workshop, on the garment industry, involved PT SUI, BBI, and Apac. The second workshop was on electronics and involved two companies ([REDACTED]) and two industry associations (APITU and the Human Resources Development Association). The third workshop, on retail, involved five retail companies (Matahari Department Store, Lotte Mart, Giant Hyper Market, Pasaraya Sri Ratu, and Luwes Group).

On May 8, 2018, APITU Central Java and UPTD BLK Kabupaten Demak signed an MOU. The ceremonial signing was attended by the Head of the Manpower and Industrial Office of Kabupaten Demak.


MOU signing ceremony, APITU and BLK Demak, witnessed by District Head (Bupati),

May 8, 2018 (Photo credits: RTI International)

On May 30, 2018, BBI Group and LPK Muliya signed an MOU. Another MOU was signed between the Head of Human Resource Management at BBI Group and the Head of LPK Muliya.

MOU signing, BBI Group and LPK Mulya Kendal, May 30, 2018

(Photo credits: RTI International)

3.5 Engagement of poor and vulnerable youth

RWAP provided workshops and training sessions for the training centers on how to reach and engage more youth. To increase enrollment, training centers need to take two approaches simultaneously. The first is to raise youth interest in training centers through media (printed, social media) and meetings with local youth organizations and village leaders. The second is to convince governments and private sector firms to provide more funds for training programs.

RWAP designed and conducted training on social media as an information and promotion tool. This training was attended by training centers and local governments from six cities or districts. This training aimed to increase capacity in promoting training institutions to youth and their families, as well as to the private sector. The training was facilitated by South-East Asia Development Center and took place


June 6–7, 2018 in [REDACTED. Overall, the evaluations indicated that participants were very satisfied with the training and were pleased with their institution’s progress.

Training on social media for partner training centers in [REDACTED], June 6–7, 2018


After the workshop, RWAP continued providing technical assistance to training centers on engaging more P&V youth through various means. On March 13, RWAP conducted a focus group discussion attended by 10 organizations or institutions, including nongovernmental organizations, local governments, and industry (a bank).

Two main strategies emerged from the focus group discussion to reach out to and support poor and vulnerable youth:

• Social media. Social media can be used to inform youth about training activities at training centers. Facebook is the main option, as it is used widely among young people in Indonesia. The largest Facebook group in Central Java is MIK SEMAR (Media Informasi Kota Semarang), which as of this writing had 378,153 subscribers. MIK SEMAR posted activities undertaken by RWAP in its Facebook group.

• Direct approach. RWAP began exploring cooperation with Bank Tambungan Pensiunan Nasional (BTPN) Syariah to help reach P&V youth using its Community Officer located in Central Java. As of the end of 2017, BTPN Syariah had 954 of these officers. Each Community Officer is responsible for a minimum of 10 client groups (each group has 10–15 members). In total there are 95,400 clients. The clients are poor housewives and about 30% have children aged 18 and above.

During the 18-month proof-of-concept phase, the number of youths who engaged in training centers increased from 252 to 1,543.

3.6 Learning and Innovation Networks

Between April and September 2018, in cooperation with the [REDACTED] Office, RWAP established three initial LINs covering 109 training centers. Each LIN trained center leaders and staff using modules developed by RWAP. Next, RWAP started developing LINs in each partner district by using an existing (but nonfunctioning)


forum called Forum Komunikasi dan Jejaring Pemagangan (FKJP – Internship Network).

FKJP has legal standing and operating guidelines from the [REDACTED] at the central level. As the name of the forum indicates, its primary function is organizing internships for training centers’ students. However, the Ministry guidelines clarify that the forum is also about sharing knowledge, experience, and information among training centers and between training centers and private-sector firms. Using the forum, rather than creating a new one, should make the network more systematic and sustainable.

FKJP Kabupaten Demak (see below) was formally established through a Mayoral Decree (Surat Keputusan [SK] Bupati). Kota Semarang was in the process of formalizing the network as FY2018 ended. RWAP will continue working to establish FKJPs in other partner districts.

3.6.1 FKJP Kabupaten Demak Of the initial three LINs, the one in Demak District showed the most progress in its development. This can be seen from the district government’s commitment—through the District Manpower Office—to make this network an official organization. A board was convened of 30 core administrators, from institutions such as [REDACTED], [REDACTED], [REDACTED], [REDACTED], training centers (LPKs and BLKs), and several companies based in Demak.

As noted above, FKJP Kabupaten Demak was formally established through a Mayor’s Decree in August 2018. The next step will be preparing a work plan for the coming year.

Inauguration of the LIN FKJP Demak by [REDACTED], August 20, 2018


3.6.2 FKJP Kota Semarang Kota Semarang was the next district to begin establishing its FKJP, starting with a series of meetings with relevant stakeholders. The first coordination meeting was held


on September 28, 2018, to discuss apprenticeship regulations in Indonesia and to finalize the FKJP organizational structure. The 30 participants consisted of prospective administrators and members of the FKJP, representatives from the Central Java Provincial Manpower , and the Head of the Office of Manpower and Transmigration of Demak. The results of the meeting were as follows:

• To enhance the effectiveness and efficiency of the organization, the forum agreed to alter the draft structure of the FKJP by combining two commissions into one (the Creative Industry Commission was merged into the Entrepreneurship Commission).

• A follow-up meeting was scheduled for all the representatives to collaborate on a work plan for 2018–2020, as well as to consult with the Mayor of Semarang.

A meeting regarding the LIN FKJP [REDACTED], September 28, 2018


3.7 Cooperation with the State University of Semarang

With the signing of an agreement between USAID and the Ministry of Research, Technology, and Higher Education, RWAP expanded to include P&V students at local universities in addition to the technical training centers. RWAP cooperated with UNNES and proposed to provide training for BIDIK MISI, a national scholarship program for students who have high potential but insufficient funds to continue studies at the college level.

RWAP provided a series of soft skills trainings for the university’s academic staff, peer educators, and P&V students. In addition, RWAP assisted the university to review and modify the training modules to better fit the needs of university students. Using the modified modules, the trained academic staff and peer educators then trained students themselves.

The cooperation with UNNES will continue. By next quarter RWAP will have discussed thoroughly and established a plan for the next two years. RWAP anticipates that the UNNES Career Development Center could be developed as


special CoE to serve other higher education institutions as well as vocational high schools in Semarang and Central Java.

3.7.1 Training of trainers on soft skills for academic staff In addition to working directly with the students, RWAP brought the soft skills curriculum to lecturers from UNNES.

The training of trainers took place over five days in March 2018 in Solo, with 20 participants. The TOT consisted of:

• Personal Development (e.g., what we can and can’t control; learning strategies)

• Interpersonal Communication (e.g., addressing dissatisfied consumers)

• Collaboration and Leadership

• Financial Literacy (e.g., wants, needs, and saving; how to manage monthly finances)

• Conduct and Habits in the Workplace (e.g., women and men in the workplace; behaviors and attitudes at work)

• Health and Safety (e.g., recognizing danger at work)

• Rights and Responsibilities of Workers and Employers (e.g., exploration of individual rights and responsibilities; rules and regulations)

Each of the facilitator trainees demonstrated methods and received feedback on individual strengths and areas for improvement. The aim was to support and improve the performance of the facilitators.

3.7.2 Training of trainers on soft skills for peer educators RWAP conducted soft skills training for 22 peer educators in Solo, May 21–25, 2018. The peer educators had been selected by the UNNES Career Development Center through an application process, which included an interview and a test that measured their capacity in communication, collaboration, and leadership; their previous experience; and their ability to work hard and collaborate closely with a variety of stakeholders, including community groups and youth. They were selected from various majors in the university and ranged in age from 18 to 21 years.

The first objective of the TOT session was to assist the peer educators to become agents of change on their campus and in their community by sharing their capacity and knowledge. The second objective was to prepare them to enter the working world, through either finding employment or setting up their business, and to help other students do the same. The modules included:

• Personal Development: Setting Goals, Making Plans, and Learning New Skills

• Interpersonal Communication: Customer Services and Writing Work-Related Documents

• Collaboration and Leadership: We Are All Leaders; Active Citizenship


• Appropriate Attitudes and Behaviors at Work

• Hazards and Safety at Work

The peer educators reported that the training helped them to understand the context and the importance of soft skills in the workplace. With improved communication skills, the peer educators said they felt better able to convince youths that entering the world of work would demand a variety of soft skills to meet employer and customer requirements.

Within UNNES, the trained peer educators can now assist youths when they have problems that require consultation. They provide advice, share information about resources, etc.

3.7.3 Soft skills training for college students To increase the academic and workplace competencies of P&V students, in coordination with UNNES’s Career Development Center, RWAP conducted the soft skills WRN! training for 454 students, divided into 12 batches. The customized training included units on Personal Development, Interpersonal Communication, Collaboration and Leadership, and Financial Literacy. The facilitators of the UNNES trainings were drawn from BLK Demak and AKN, as well as lecturers from UNNES who had previously been trained and mentored by RWAP and who had experience using the soft skills curriculum within their institution.

The students reported that the workshop was helpful. Previous attempts to discuss financial literacy had left the students bored. In contrast, participants in RWAP’s workshop reported being enthusiastic about learning how to manage their funds and starting to earn an income. Almost 100% of the students expressed their satisfaction and stated that they learned a great deal through the active-learning approach. In their feedback, they suggested adding more days to learn other topics, especially on topics related to employability, since students in the eighth semester would be graduating and starting work soon. Students appreciated the fun methodology and suggested that such an approach could be used to prepare students to enter the job market. The lecturers also said they would apply similar methodologies while teaching in the faculty of education.

3.7.4 Review of soft skills modules (Foundation and Employability) for college students

As outlined above, RWAP and UNNES cooperated to implement RWAP’s soft skills modules at the university. The two objectives of this review session were to enhance implementation of the training and to improve the lecturers’ capacity to serve as facilitators of the soft skills modules.

After the initial soft skills training for UNNES students, this review was conducted June 21–23, 2018. The goal was to adjust and better adapt the modules to the needs of the university students, and to ensure the curriculum could be applied, modernized, and integrated with the needs of the labor market. Attended by 20 lecturers and the Head of the Career Development Center, the review involved active participation and inputs regarding the materials, methodologies, timing, and flow. Additional


background on the theory and concepts behind the curriculum was shared for deeper understanding. The facilitator tips in each module were especially important and served as a significant adaptation tool, because they enabled the reviewers to propose specific guidance for implementing the modules in the university context.

3.8 Gender considerations, positive youth development, and social inclusion

As mandated by USAID, RWAP provided technical assistance on gender considerations, positive youth development, and social inclusion to any interested RWAP target group. The main objective of this effort is to ensure that local governments, training centers, universities, and private-sector firms understand and are aware of the rights of youth in terms of access to high-quality training and the workplace.

To achieve the objective, during the proof-of-concept phase, RWAP conducted TOT for local government officials, training centers’ instructors, UNNES peer educators, and private companies. In total, RWAP trained 58 participants from the institutions.

RWAP conducted a workshop in February 2018 with 27 participants from training centers, private-sector companies, the university, and local governments to discuss issues related to gender equity in the workplace and strategies for improving equity through gender-transformative approaches. The workshop introduced a positive youth development approach that promotes strategies to empower youth so that they may fully meet their potential.

The training for UNNES peer educators was held on May 21–25, 2018, and was attended by 21 participants from various UNNES departments, including law, language, mathematics and science, economics, political science, communication, and computer science. The training materials were tailored to the needs of the participants, to improve their role as agents of change on campus. The materials included:

• Gender Approaches in Community Development Programs

• The Concept of Gender and Five Gender Inequities

• The Positive Youth Development (PYD) Concept

An additional workshop was held for private sector companies on August 8–9, 2018, to ensure that the companies integrate gender issues into their regulations and standard operating procedures. Attending were 10 participants, each representing a different company in Central Java.

The topics discussed were:

• Gender Concepts

• Men and Women in the Workplace

• Mainstreaming Gender in the Manpower Law


• Gender Mainstreaming in Companies (based on regulations from the National Planning Board and the Ministry of Women’s Empowerment and Child Protection)

During the workshop, the participants asserted that gender bias still happens within companies, and gave these examples:

• Recruitment process: Requirement for women to be single; assumption that married women will get pregnant within a certain period; restrictions on hiring ages for women.

• Placement: In certain positions men are prioritized—for example, male technicians; whereas in the garment industry, women are prioritized.

• Capacity building: Some companies open training opportunities only for male employees because they assume that female employees will want facilities with lots of amenities.

• Promotion/career advancement: Certain positions, such as technical supervisors, are still difficult for women to access. Women face challenges with promotions because they find it hard to move themselves or their families to other locations or to a different town.

According to workshop participants, several factors inhibit gender equality: cultural heritage and traditional mindsets, religious influence, inconsistent use or misapplication of rules, and uneven understanding of gender justice. During the workshop, the participants practiced in groups developing policies and standard operating procedures.

As the workshop concluded, the participants agreed to:

• Report and coordinate the results of the gender perspective workshop with the management of the various companies.

• Review company policies in light of gender perspectives; for example, evaluating policies regarding promotion.

• Raise the awareness of employees and their spouses about equitable distribution of domestic roles, during family-gathering activities.

• Open opportunities for women to enter the workforce in the field of refrigeration and air conditioning.

• Share information about gender perspectives with other organizations (APITU, Human Resources Development Association).

3.9 The 2018 Central Java Skills Competition and Job Fair

On August 25, at the Hall of Astina University Training Center Hotel Semarang, RWAP held a Skills Competition and Job Fair. The entrants competed in three fields: sewing, air-cooling systems, and office administration. The competition participants were 80 students from six of the seven partner training centers and a nonpartner


private vocational school from Semarang. In addition, the job fair event involved 26 companies with job openings, and six business associations.

The objectives were:

• To provide a venue for training centers’ students to compete with one another, sharpen their skills, and become more productive.

• To motivate students to learn the standards of the private sector so that they would be ready to work at any corporation.

• To encourage student productivity—i.e., to be able to work efficiently and well, and to create innovative products.

• To highlight the quality and capabilities of the training centers from the six RWAP partner districts.

• To promote the improved capacity of the training centers to others, especially governments and private sector firms.

• To increase the number of intensive partnerships between training centers and private sector companies.

• To establish relationships that could lead to regional and national cooperation in building high-quality training in work-related skills.

• To provide job opportunities for youth.

• To raise awareness and participation of the community in the ecosystem of vocational training centers.

3.9.1 Pre-event Workshop work readiness. In advance of the job fair, on August 20–21, 2018, RWAP collaborated with [REDACTED] to provide work-preparation training for 100 participants from RWAP partner training centers. The training materials covered skills related to preparing to apply for work, such as using good interview techniques, writing a job application letter, and creating a better résumé.

A press conference was held on August 21 at the [REDACTED], with guest speakers [REDACTED], RWAP Chief of Party; [REDACTED], Head of Training and Productivity, Provincial Manpower Office; and [REDACTED], Head of [REDACTED].

Overall, this event was divided into three main segments: (1) technical skills contest, testing trainees’ skills in sewing for the garment industry; heating, ventilation, and air-conditioning (HVAC) skills, and office administration skills; (2) job fair for youth; and (3) an exposition for the training centers.

3.9.2 Skills competition

Sewing operator skills competition The sewing competition was attended by 40 participants from 4 RWAP partner training centers (BLK Demak, BLK Kendal, LPK Muliya Kendal, and LPK Widhya


Busana Salatiga), each of which competed as a group. The scoring and judging of the winners were based on the quality of the products from each participant group.

HVAC air-cooling skills competition The HVAC air-cooling skills competition had 20 entrants from BLK Demak and Al Asror Vocational School Semarang. Individual winners were selected based on the precision with which they carried out the procedures and the timing of the unit installation and operation.

Office administration skills competition The office administration skills competition drew 20 participants from LPK Vision College Semarang, LPK SBRI Surakarta, and AKN Demak. Individual winners were chosen based on the quality and timing of their typing, phone call handling, correspondence, and presentation techniques.

Sewing skills competition

(Photo credit: RTI International)

Air-cooling skills competition (Photo credit: RTI International)

Office administration skills competition

(Photo credit: RTI International) A job fair booth

(Photo credit: RTI International)

Job fair Twenty-six companies from various industry sectors attended the fair, which highlighted job vacancies available to youths. Job fair visitors came not only from Semarang, but also from other districts in Central Java—Demak, Kendal, Salatiga, Surakarta, Pekalongan, Batang, Rembang, Pati, and Grobogan.


Table 5. List of private-sector companies participating in the job fair

No. Institution Sector 1 APITU Central Java Electronics

2 YES Indonesia Entrepreneurship

3 Grand Arkenso Hotel Hotel / Hospitality

4 BTPN Syariah Banking

5 YCAB Venture Banking

6 Daikin Electronics

7 PT Nusantara Building Industries Manufacturing

8 Polytron Electronics

9 Tabloid Cempaka Media

10 SS FM Radio Media

11 Suaramerdeka.com Media

12 Bina Busana Internusa Group Garments

13 Rumah Kreatif Semarang (Bank Rakyat Indonesia) Banking

14 Suyanti International Tax, Accounting, and Consultant Accounting

15 PT SMART Agrobusiness

16 Unity Agency Semarang Human Resources

17 MyRepublic Indonesia Internet Provider

18. Official Store MIK SEMAR Retail

19 MAM’s Bakery Food Service (Bakery Store)

20 Family Fun Entertainment Center

21 PT Go-Jek Indonesia Transportation Services

22 PT Bank DBS Indonesia Banking

23 Widyathara International Human Resources

24 PT Etos Nasional Human Resources

25 Manulife Indonesia Banking

26 PT Jiale Indonesia Garments


Winners of the job skills competitions (Photo credits: RTI International)

Media coverage The 2018 Central Java Skills Competition and Job Fair received substantial coverage by the mass media, both in print and online. Among the media were Suara Merdeka, Solo Pos, Metro Jateng, and Akurat (see examples below).


Media coverage – Metro Jateng Online, August 23, 2018. (Photo credit: RTI International).

Media coverage – Akurat Online, August 24, 2018. (Photo credit: RTI International).

Media coverage – Jawa Pos Online, August 25,

2018. (Photo credit: RTI International). Media coverage – Metro Jateng Online, August

26, 2018. (Photo credit: RTI International).


Media coverage – [REDACTED], August 26, 2018

3.10 Monitoring, evaluation, and learning (MEL)

During Q4 of FY2018, the RWAP MEL team continued to strengthen aspects of its data collection and analysis process, with ongoing home office MEL support to improve reporting on comparisons over time, trends, and changes in performance data from the previous quarter. The RWAP MEL advisors routinely monitor progress against 14 performance indicators. By the end of the proof-of-concept phase, RWAP had met or exceeded targets for 12 out of 14 performance indicators. The details on actions taken and progress against performance targets follow below.

3.10.1 Monitoring tools The RWAP MEL team developed and tested several data collection tools during Q1 FY2018. During Q2, all the monitoring tools were finalized and approved for use through the end of the proof-of-concept phase. Use of these tools will continue into the full-implementation phase starting in FY2019. The tools that the RWAP MEL team has created now fully address the requirements of the 14 RWAP performance indicators.

Below is a list of the data collection tools that RWAP has developed or deployed:

• Training Center Profiling – baseline data and information on each RWAP-affiliated training center

• QAF Rubric Form – data collected at baseline and every six months

• Enrollment database that includes each training center


• Graduation database that includes each training center

• Poor and Vulnerable Youth Survey, to be pulled from the general enrollment data

• Self-efficacy pre-test data survey – completed during training center students’ enrollment (tablet-based electronic survey)

• Self-efficacy post-test data survey – completed before training center students’ graduation (tablet-based electronic survey)

• Student satisfaction survey – deployed before the students end their training classes at their training centers (tablet-based electronic survey)

• EDC soft skills survey – combined with and administered jointly with the self-efficacy post-test survey (tablet-based electronic survey)

• EDC classroom observation tools for Work Readiness Now! implementation in training center classes

• Job placement data from each training center – data gathered from each training center and from private-sector employers that hire graduates, as well as from SMS surveys and social media connections

• USAID TraiNet data system – data gathered from all RWAP training and workshop activities (attendance lists, budget and expense reports)

• Pre and post evaluations for all RWAP training and workshop activities

• Soft skills Work Readiness Now! module monitoring tools (for all trained instructors)

• Fun Learning Inspiring Passion (FLIP) – Classroom Observation Tools

• FLIP – Implementation / Dissemination Interview Tools for all participants who attend Pedagogy and Fun Learning training

• Numbers of students from RWAP core and secondary training institutions (see discussion of LINs in Section 4.3)

• Cost-share data (budget and numbers of beneficiaries)

• Information on dissemination of the RWAP program to secondary institutions

To improve data quality and efficiency, RWAP uses various applications to gather performance data. The effort involves using not only paper forms but also tablet-based instruments to quickly collect all the data that RWAP needs, while minimizing errors and the need for transcription. Three applications that RWAP uses are:

• Microsoft Excel (performance indicator database)

• Magpi mobile data collection app (individual-level youth surveys)

• Dobloo SurveyToGo data collection app.

Their purpose and functions are described below.


Microsoft Excel is the platform used for the RWAP performance indicator database. In Excel, the MEL team routinely enters and updates all RWAP performance indicator data. Data collected via electronic means are transferred from data collection apps (for tablet-based collection). The MEL team also transcribes physical records—such as training centers’ records and project training records—into the database. The database is then used to analyze all the RWAP data compiled from the field.

As noted, RWAP uses two electronic, mobile data collection systems: Magpi and Dobloo SurveyToGo. These two apps are designed to facilitate mobile data collection with surveys and are installed on RWAP-owned tablets along with the RWAP-developed survey tools described above. Using these two apps for data collection helps RWAP to easily gather data while improving efficiency (paperless; reduced time and cost of manual data entry and transcription) and quality (data entry fields are designed to reduce error by limiting responses to preselected options/ranges; no transcription means no transcription error).

3.10.2 Monitoring Process From the beginning of RWAP, the MEL team developed many monitoring tools, surveys, and questionnaires to be used with training centers and all direct and indirect RWAP beneficiaries. Figure 1 illustrates the RWAP monitoring process from developing tools through reporting the data that are gathered in the field and documented. Except for new tool development, this process repeats every quarter.

Figure 1. RWAP MEL Process


4. Accomplishments Against Performance Indicators RWAP monitors progress against 14 indicators linked to the project activities and Intermediate Results and goals.

4.1 RWAP Goal: A successful network of Centers of Excellence for the poor and vulnerable established

PI-01: Number of CoEs established and validated with local government and private sectors actors

PI-02: Number of CoE formally recognized by 3.00 – Advancing score on QAF

As noted elsewhere in this report, by the end of FY2018, three RWAP-supported training centers had achieved formal CoE status (Performance Indicator 2, PI-02), having reached a QAF score exceeding 3.0 and been validated by local government and private-sector actors. Four training centers had reached a QAF score exceeding 3.0 (PI-01) at the time of this reporting. Results under PI-01 and PI-02 are shown in Figure 2 and suggest steady progress toward the RWAP goal of establishing a network of Centers of Excellence.

Figure 2. PI-01 and PI-02: Progress of RWAP Centers of Excellence, QAF scores, FY2018

In August 2017 (FY2017 Q4), RWAP selected seven training centers to join this program, to improve their capacities to deliver relevant, high-quality education services to P&V youth. All the partner training centers working with RWAP are engaged in iterative participatory self-assessments of their organizational capacity using the Quality Assurance Framework. Part of the QAF is an index which produces

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a numeric score from 1.00 to 4.00; 1.00 is the lowest score, and 4.00 is the highest possible. The QAF is designed to help training center operators and RWAP technical staff understand where the training centers are in terms of capacity across five key dimensions: Leadership, Partnerships, Equity and Access, Learning and Teaching, and Operations. PI-01 and PI-02 are concerned with the number of training centers achieving a QAF score of 3.00 or higher. The RWAP team recorded each training center’s baseline position and continued to monitor all training centers quarterly. Each training center that rates above 3.00 is considered to be an RWAP Center of Excellence (PI-02). For PI-01, training centers must not only meet or exceed a QAF score of 3.00 or higher, but also obtain independent validation of the achievement from local government and private-sector actors.

QAF data collected and compiled by the technical manager through FY2018 Q1 demonstrated that no Centers of Excellence were established as of that quarter. But in FY2018 Q2, after 9 months of engagement and technical assistance for training centers, two training centers achieved average QAF scores above 3.00. The first two training centers to achieve this status were LPK Vision College from Semarang City, with an average score of 3.26, up from a score of 2.76 in FY2018 Q1; and LPK SBRI from Surakarta City, with an average score of 3.03, up from 2.93 in FY2018 Q1. In FY2018 Q3, a third Center of Excellence was established: BLK Demak achieved a cumulative score of 3.01, up from 2.39 in Q2. And recently, in FY2018 Q4, another training center achieved a rating above 3.00: BLK Kendal achieved a rating of 3.02, an increase from its last quarter score of 2.82.

Based on these scores and component-level data from the QAF, we can confirm significant increases in training center capacity corresponding to RWAP’s interventions, including transfer of knowledge through training and workshops delivered since the start of activities in FY2017 Q4. The trainings that RWAP delivered to all training centers and other beneficiaries (including local governments and private-sector actors) were the Work Readiness Now! soft skills Foundation modules; FLIP Fun Learning Teaching Methodology (Pedagogy and Andragogy); the Employability and Safety modules; and technical training in collaboration with the private sector’s needs (garment industry, HVAC industry, and retail industry). RWAP also helped to establish new private-sector partnerships and to upgrade existing partnerships.

4.2 IR 1: Quality of Centers of Excellence for poor and vulnerable youth enhanced

PI-03: Percentage of poor and vulnerable youth with new employment following completion of training at CoEs

Based on data collected in FY2018 Q4 (see Table 6), 44% of students (380 out of 859) obtained new employment in various industries after completing their RWAP-supported training programs. This value reflects the life-of-project total at the end of Q4. The greatest gains in new employment were realized in the garment and automotive sectors.


Table 6. PI-03: Percentage of poor and vulnerable youth with new employment

FY2018 Q1 FY2018 Q2 FY2018 Q3 FY2018 Q4

43% 46% 44% 44%

The Table 6 data encompass a sample of 859 students out of 1,262 (68% of total) who graduated in Q3 and for whom RWAP obtained new data on employment status. The count of 1,262 students graduating in Q3 included 85 students from LPK Vision College who finished a short course but will return to further their studies, and 318 students from BLK Kabupaten Semarang who graduated but whose BLK staff did not have any employment information to report in time for inclusion in the Q3 report. The RWAP team will request employment data again from BLK Kabupaten Semarang in the October–December quarter.

It is important to note that data contributing to PI-03 are difficult to obtain from BLKs; BLKs rarely collect or maintain data on whether students obtain employment or not. They are more focused on training their students, and less focused on looking for employment opportunities for them.

Conversely, for LPK-type training centers, RWAP has access to good information contributing to this performance indicator. This is because one of the LPKs’ marketing strategies is demonstrating positive employment outcomes. Student employment also serves as a performance incentive for LPKs to access funds from their local Ministry of Education and District Manpower Offices. In other words, creating employment opportunities helps the LPKs to build more trust with the government and private sector.

4.2.1 Sub-IR 1.1: Curriculum and learning methods improved PI-04: Number of CoEs using integrated soft skills and work readiness modules

At the end of FY2018, all seven RWAP-supported training centers had integrated soft skills and work readiness modules into their normal course offerings, with the objective of better preparing students to engage in the labor market and succeed (Figure 3).

The seven centers marked an increase from four at the end of Q1, and five at the end of Q2. This result suggests broad acceptance and perceived usefulness and value of these modules among the beneficiary training centers.


Figure 3. PI-04: CoEs integrating soft skills WRN!

In FY2017 Q4, RWAP began implementing several trainings and workshops for all beneficiary training centers, local governments, private-sector actors, and other beneficiaries. Those trainings and workshops were the curricula induction workshop on Work Readiness Now! modules; Training of Trainers for WRN (first four modules); and Training of Trainers for Employability and Safety Modules (three modules). After the trainings were done, all the participants—particularly the training center participants—affirmed their commitment to transferring knowledge to other colleagues in their own training centers and other institutions by working together with local government or private-sector actors.

In FY2018 Q4, all training centers enrolled new students. So, based on the data gathered from the field, training centers that held training classes during that quarter were:

• BLK Demak

• BLK Kendal

• LPK Widhya Busana

• LPK Muliya

• BLK Kabupaten Semarang

• LPK Vision College

• LPK Sekolah Bisnis Retail Indonesia

All seven of these training centers worked to test and implement the Work Readiness Now! Foundation module in preparation for teaching it to all their students. The module also includes a session that involves coaching and mentoring by the RWAP Program Coordinator.

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Some differences arose in timing and approach in terms of how BLKs and LKPs were implementing the modules. For example, BLK training centers normally implement the WRN! modules in the first three days of a new training class, while LPKs generally have decided to dedicate one day per week to delivering WRN! modules. At the time of this report, all RWAP partner training centers had implemented this module.

PI-05: Number of CoEs using upgraded technical curricula to better align training with industry standards

As of FY2018 Q4, all seven partner training centers had implemented an upgraded technical curriculum as a result of RWAP assistance (see Figure 4). The intended outcome of activities related to PI-05 is to improve the technical and market relevance, and the quality, of curricula delivered to P&V students, to better prepare them to work and be successful in their jobs.

Figure 4. PI-05: Number of CoEs with upgraded technical curricula

Number of CoEs

Grouped by type of curriculum, the training centers that implemented an upgraded technical curriculum were as follows.

• (1) BLK Demak, with an air-cooling systems curriculum, worked with private-sector actor APITU and a curriculum consultant hired by RWAP to synchronize the needs of training centers and the private sector. The technical curriculum had been tested in BLK Demak, and 10 students had a chance to work with APITU as interns and continue as employees afterward.

• (2) LPK Muliya, (3) LPK Widhya Busana, (4) BLK Kendal, and (5) BLK Kabupaten Semarang implemented upgraded technical curricula for the garment industry with two private-sector companies, PT Apac Inti Corpora Inti and PT Sahabat Unggul International. This also increased the students’ chances of being hired as employees after finishing their training.

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• (6) LPK Vision College and (7) LPK Sekolah Bisnis Retail Indonesia implemented an upgraded technical curriculum in office administration and retail, with support from the Human Resources Development Association in Central Java, which specializes in human capital.

From the start of RWAP proof-of-concept activities in Central Java until the end of September 2018, RWAP had focused on these same three key sectors for improved curricula: garments, retail, and HVAC. Several other sectors were considered at the outset, such as automotive, welding, beauty classes, and cooking. Most of the training centers that RWAP is working with, however, had garment classes; and SBRI and Vision College had a service and retail program in their training centers. RWAP considered selecting electronics training, but at the time it appeared that the partner training centers were not interested. After long discussions with all training centers, RWAP finally selected HVAC systems as the last of the three industries to receive curriculum upgrades.

RWAP made progress toward this project outcome during the fiscal year. RWAP staff led curricula workshops with all training centers and private-sector actors (employers) to match their needs, share findings, and discuss gaps.

Sub-IR 1.2: Capacity of trainers improved

PI-06: Number of training center instructors trained in soft skills, workforce readiness, or pedagogy

Cumulatively, from the beginning of the project through FY2018 Q4, 93 instructors from RWAP partner training centers were trained in soft skills and related content (see Figure 5).

In FY2018 Q3, RWAP delivered a second round of training for 35 new instructors from training centers in Central Java. These new training centers are secondary members of an RWAP-established LIN (see Section 4.3) that in the implementation phase could be targeted for further assistance and development as CoEs.

In total, 46 of the 93 instructors trained were women (49.5%) and 47 were men (50.5%). In FY2018 Q2, RWAP led a training for a higher education institution, UNNES. In that training exercise, a total of 29 lecturers were trained by RWAP.


Figure 5. PI-06: Numbers of training center instructors trained

Starting in FY2017 Q4 and continuing through FY2018 Q4, RWAP convened and delivered several workshops and trainings for instructors, including:

• FLIP Fun Learning Methodology (Pedagogy and Andragogy)

• Training of Trainers Work Readiness Now! Foundation Module (4 modules)

• Training of Trainers Employability (3 modules)

• Technical curriculum trainings, synchronized with private sector firms:

− Garment Technical Training

− Retail Administration Technical Training

− HVAC Technical Training

• Training of Trainers Work Readiness Now! for higher education instructors

• FLIP Training-of-Trainers Creative Teaching Material Design

• Strategy and Communications Workshop

• Training of Trainers Work Readiness Now! for LPK LIN Solo Raya

• Positive Youth Development and Gender Inclusion Training

• Social Media as a Strategy and Communication Training

4.2.2 Sub-IR 1.3: Public–private sector partnerships strengthened PI-07: Number of new corporate sponsorships of training centers established as a result of RWAP engagement with YCAB Foundation and the private sector

No new partnerships were established in FY2018 Q4 (see Figure 6). The total of formal partnerships counted under PI-07 was six at the end of Q3. Four other

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Figure 6. P-07: Number of new partnerships

Below is a list of partnerships between private-sector entities and partner training centers as a result of RWAP’s assistance, as of September 2018.

LPK Muliya District Kendal with PT BBI These two entities partnered for training of trainers and upgrading the technical curricula, at a cost of about IDR 21,600,000. This kind of partnership could increase the number of students recruited to PT BBI. Another aspect of this partnership is a donation of equipment (sewing machines and sewing tools for training, previously used by the company), which will be given to LPK Muliya if it increases its enrollment and pipeline of graduates to be employed by the company.

LPK SBRI with PT Luwes Group LPK SBRI was connected with the Luwes Group by RWAP. PT Luwes Group is one of the largest retail groups in Central Java and was interested in participating in RWAP’s initiative. The first partnership between these two entities was aimed at upgrading the technical curricula standard for SBRI with PT Luwes Group’s help. This partnership suggests that SBRI students could be actively recruited by PT Luwes Group in the future. The cost of the partnership was IDR 7,600,000.

LPK Vision College with PT Gripac Apac Inti The partnership between Vision College and PT Gripac Apac Inti was around training on safety regulations and practices in the company. The cost incurred by PT Gripac Apac Inti for its support to Vision College was IDR 3,000,000. Because of this partnership, Vision College may see improved recruitment of its students into the company to do administrative work.

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LPK Widhya Busana with PT SUI LPK Widhya Busana and PT SUI had been working together for some time, but their partnership was informal, based on a good personal connection between the head of LPK and the Human Resources Manager at PT SUI. RWAP worked to make the agreement between these two partners more formal and better understood. The new partnership includes a deliberate effort to recruit students to work with PT SUI and upgrading of the technical curriculum, especially for the garment sector. The cost of the curriculum upgrade and some garment training was IDR 5,800,000.

For the training, a private-sector garment supervisor trained students and promoted them for hire as sewing product operators in the private sector after they finished their training. RWAP intends to help strengthen this partnership agreement further, to help LPK Widhya Busana increase student enrollment, and to reach an agreement for PT SUI to allow students to use its facilities for practical training. RWAP’s goal in this area is to train more LPK Widhya Busana students and increase their chances of working for PT SUI upon graduation.

BLK Demak with APITU The partnership between BLK Demak and APITU was a totally new one that RWAP assisted in establishing. APITU is a well-known association in Indonesia that specializes in air-cooling systems. The partnership focused on upgrading the technical curricula at BLK Demak, donating time for training in APITU facilities for classes on air-cooling systems, creating an APITU class at BLK Demak to support their type of expertise, and giving all BLK students a chance to do internships at APITU. Ideally, upon successful completion of internships, students would be hired to work for APITU. The cost of this partnership was about IDR 110,085,000. This APITU classroom-based training is an additional class held at BLK Demak with a cost share with the government (Demak District), using the BLK’s facilities and private sector support (APITU, PT Daikin Air Conditioning, and Panasonic) for tools and training. The participating P&V students come from the customer base of BTPN.

Vision College with PT Modal Venture PT Modal Venture is a cooperative institution that focuses on micro-loans and women’s empowerment programs. Students from LPK Vision College were given a chance to do internships, and upon successful completion, they would be hired as PT Modal Venture staff members. In total, seven students from LPK Vision College were awarded internships with PT Modal Venture.


4.2.3 Sub-IR 1.4: Poor and vulnerable youth engaged PI-08: Percentage of poor and vulnerable youth satisfied with training centers’ learning effectiveness and relevance

During FY2018 Q2, the RWAP MEL team developed and finalized the student satisfaction survey using the data collection instrument for PI-08 that measures student satisfaction with training. The survey covers applicability of skills training to the job market and feelings of work preparedness. This first round of the survey (labeled “I” in Figure 7) was distributed by RWAP with the assistance of three initial training centers. Importantly, the survey was given to students before they completed their training as a follow-up survey of their level of satisfaction close to the end of their training program.

In FY2018 Q3, as shown in Figure 8, RWAP collected another round of satisfaction data (labeled “II”) from a sample of 1,158 students at six partner training centers: BLK Kendal,

BLK Demak, BLK Kabupaten Semarang, LPK Muliya, and LPK Vision College. As Figure 9 shows, overall, 75% (874 out of the 1,158) of the Q3 respondents expressed being satisfied with their training program’s learning effectiveness and relevance. Student satisfaction in this second round of data collection was highest at LPK Muliya (101 out of 111, or 91%) and lowest at BLK Kabupaten Semarang II (113 out of 174, or 65%). This result demonstrates that RWAP met the target for the 18-month proof-of-concept phase (target also was 75%).

Figure 7. PI-08: Student satisfaction, by training center, FY2018 Q2

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Figure 8. PI-08: Student satisfaction, by training center, FY2018 Q3

In relation to PI-08, all the partner training centers showed interest in implementing the satisfaction survey themselves after RWAP ends. It is a positive development that the training centers have seen value in assessing student satisfaction and are becoming motivated to collect and manage their own outcome data. The RWAP MEL team obligated itself to teach them how to use the survey, conduct data entry, analyze data, and create reports around the results.

The PI-08 student satisfaction survey contains four questions asking students about their satisfaction with their training center. Each question response is rated from 1 to 5. Thus, the minimum total score is 4 and maximum is 20. RWAP applies a cutoff of 12 points or higher for a student to be considered “satisfied” with the quality of the training center and services delivered, in terms of learning effectiveness and relevance.

RWAP monitors new enrollment of students at all its partner training centers under PI-09. As of FY2018 Q4, 1,543 students were enrolled at RWAP-supported training centers (life-of-project total; see Figure 10). Approximate gender parity in enrollment has been maintained, with slightly more female (840, 54%) than male (703, 46%) students enrolled in all seven training centers. The RWAP target for enrollment, which was based on a hypothetical sample of three partner training centers, is a cumulative 900 students. This means that RWAP met its proof-of-concept phase target in FY2018 Q3, and in fact exceeded it by 71%.

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Figure 9. PI-08: Percentage of P&V youth satisfied with RWAP-supported skills training


All the students counted in this life-of-project total were enrolled into courses of varying length, with the following enrollment by program-length breakdown):

• less than one month (85, 5%)

• one month (1,030, 67%)

• three months (227, 15%)

• one year (201, 13%).

These data suggest a relatively higher demand for the one-month training courses than for longer, three-month or year-long courses; or for courses shorter than one month (least enrollment).

The RWAP MEL team has noted that the training centers have very different levels of enrollment, due to size and demand. BLKs (a total of three training centers in the current sample) represent 67% (1,030 students) of enrollment, while LPKs (a total of four training centers in the current sample) represent 33% (513 students) of enrollment. In other words, there are large differences in average enrollment between BLKs and LPKs, which means that future targets based on average enrollment should be set in consideration of both the type and the profile of future partner training centers.

Figure 10. PI-09: Training center enrollment data

PI-10: Number of poor and vulnerable youth graduated from training centers

PI-10 is a measure of how many students complete their courses (graduate) at their respective RWAP-supported training centers (Figure 11). By the end of September (no change from Q3—no new graduation data were available in FY2018 Q4), the RWAP MEL team had recorded 1,262 students having graduated from RWAP-supported training centers. Disaggregated by sex, 658 women graduated (52.1%), and 604 men (47.9%).

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This is a positive result; the data suggest that men and women enroll (PI-09) and graduate (PI-10) at similar rates. The PI-10 target for the proof-of-concept phase was 660, and based on these performance data, RWAP met and exceeded its target as of FY2018 Q3. Thus, the proof-of-concept phase target was exceeded by 91%.

Figure 11. PI-10: Training center graduation data

In FY2018 Q1, 202 students were reported as having completed their training (from four training centers). Disaggregated by sex, this represents 110 men (54.5%) and 92 women (45.5%).

FY2018 Q2 saw a substantial increase in the number of students reported as having graduated from their training centers (five training centers); 434 students were reported as graduating in Q2. Disaggregated by sex, this represents 211 men (48.6%) and 223 women (51.4%).

For FY2018 Q3 and Q4, the figure increased to 1,262 students having reported completing their training (from six training centers). Disaggregated by sex, 604 of the students (47.9%) were men and 658 (52.1%) were women.

At the remaining training center, LPK SBRI, classes will conclude toward the end of 2018, around December 20. RWAP will collect additional data for PI-08 at that time.

PI-11: Number of youths who report increased self-efficacy at the conclusion of U.S. Government (USG)-assisted training / programming

This performance indicator is a measure of the number of students who increase their self-efficacy (a personal belief in oneself to be capable and do things well).1 Since

1 Self-efficacy is a qualitative outcome indicator that RWAP is piloting. This indicator appears in the 2017 USAID/Youth Power Positive Youth Development Measurement Toolkit. RTI applies a custom

202

636

1262 1262

110

321

604 604

92

315

658 658

0

200

400

600

800

1000

1200

1400

FY2018 Q1 FY2018 Q2 FY2018 Q3 FY2018 Q4

Total Graduated Male Female


RWAP intends to measure change in self-efficacy over time, it is necessary to administer a pre-test and post-test. By the end of September 2018, RWAP’s data suggested that 659 students had improved their self-efficacy responding to participation in RWAP-supported training centers’ programs (Figure 12). This result reflects improved self-efficacy in 77.7% of students sampled who completed both a pre-test and post-test (848 total responses, pre and post).

Figure 12 shows the data for all students who were given the self-efficacy surveys, pre-test and post-test, with results obtained in Q3. From these data, RWAP also identified the number of students with score increases or decreases, or with no change in their score.

Similar to the student satisfaction surveys, the self-efficacy pre-test survey is delivered at the beginning of students’ studies at the training centers, and the post-test is delivered toward the end, but before the students complete their training. This survey is conducted by RWAP, sometimes with the assistance of the training centers. Training centers have also shown high interest in using this self-efficacy survey on their own, which has helped facilitate implementation of this measurement tool. The RWAP MEL team reviews pre-test and post-test individual scores to identify which students’ self-efficacy scores improve following training. The survey contains 12 questions and has a minimum score of 0 and maximum score of 24, with higher scores signifying higher self-efficacy.

The data in Figure 12 represent students from four BLKs and one LPK (five schools total) who agreed to participate in FY2018 Q3. Data on change in self-efficacy (pre-test and post-test) represent 848 respondents who completed both the pre-test and the post-test (more students completed the pre-test than did the post-test, and unmatched pre-tests were thrown out). Based on these data, in Q3, 357 students showed increased self-efficacy, out of a total sample of 655 students. Adding data from FY2018 Q1, 43 additional students had scores suggesting increased self-efficacy; and from FY2018 Q2, 259 students, for a life-of-project total of 659 students at the end of FY2018 Q4.

instrument that combines RTI-developed questions and modified questions provided in the PYD Measurement Toolkit. The self-efficacy post-test survey is delivered in combination with the student satisfaction survey (PI-08) for the sake of efficiency.


Figure 12. PI-11: Self-efficacy reports from students taking pre- and post-tests, from FY2018 Q1 through FY2018 Q4 (five training centers)

Number of students

Note. Self-efficacy bars represent total students taking both tests minus students reporting unchanged or decreased self-efficacy.

PI-12: Percentage of female participants in USG-assisted programs designed to increase access to productive economic resources (assets, credit, income or employment) – GNDR-2

PI-12 is also the USAID standard indicator GNDR-2. This performance indicator monitors the proportion of women participating in RWAP-supported training on job skills. RWAP applies PI-12 to enrollment in training centers. From the total life-of-project enrollment of 1,543 students, 54% were women. RWAP has observed very strong gender parity in enrollment (and other key measures), and this is a positive result.

Table 7 shows that in FY2018 Q1, with total student enrollment at 253, more than half of the participants were female (50%). The next quarter, FY2018 Q2, showed a small increase in the proportion of female enrollment, at 51%. And finally, in FY2018 Q3, another slight increase emerged in the proportion of female enrollment, up to 54%.

80

464

1119

1119

80

376

848

848

43

302

659

659

F Y 2 0 1 8 Q 1 F Y 2 0 1 8 Q 1 - Q 2 F Y 2 0 1 8 Q 1 - Q 3 F Y 2 0 1 8 Q 1 - Q 4

Pre-Test Post-Test Increase Self-Efficacy


Table 7. PI-12 and GNDR-2: Percentage of female participants in USG-assisted programs, FY2018

Q1 Q2 Q3 Q4 Change achieved

Need to achieve to

reach target 50% 51% 54% 54% 4% 0.56%

In most cases, USAID projects seek to achieve a 50/50 balance of men and women participating in core activities. At the outset of the project, RWAP was unsure to what extent gender balance would be present, or not present, in the partner training centers. RWAP’s MEL numbers suggest modest progress toward increasing female participation by 0.75% across all training centers (seven training centers reporting in Q3). RWAP’s proof-of-concept phase target of increasing female participation by 5% overall may warrant review in response to the data presented.

4.3 IR 2: Learning and Innovation Networks established

4.3.1 Sub-IR 2.1: Peer learning program established

4.3.2 Sub-IR 2.2: Peer learning forum established PI-13: Number of training centers, government partners, and private-sector partners active in Learning and Innovation Networks

After a lengthy process, RWAP-supported LINs were established in four geographic zones: Demak, Kendal, Semarang City, and Surakarta City (including the Solo Raya LIN). Based on the criteria for LINs outlined in RWAP’s PI-13 Performance Indicator Reference Sheet (PIRS), in total there are 109 LIN members, representing a combination of core and secondary members. Core LIN members are training centers that offer RWAP-supported courses directly to students. Secondary members are centers that participate in some RWAP activities but receive project assistance only indirectly. Other types of organizational LIN participants include government offices, private-sector actors, business associations and higher education representatives.

At the end of the fiscal year, there were 16 core LIN member institutions (see Figure 13). The core LIN members were very active in implementing and sharing the knowledge from RWAP and developing new methods to help other training centers (i.e., secondary LIN members) in their surrounding areas. The total number of active secondary LIN members was 93 institutions at the end of September. The LINs concentrate on building new partnerships; using RWAP assessment tools such as the Quality Assurance Framework for training centers, the private sector, and government; and disseminating the FLIP Fun Learning Methodology (Pedagogy and Andragogy) and Work Readiness Now! modules to other training centers in the areas surrounding RWAP’s Central Java project activities and partners.


Figure 13. P-13: Number of active LIN member institutions - core and secondary

PI-14: Number of individuals accessing the Mitra Kunci program activity increases

The Mitra Kunci program has six implementers: Ayo Inklusif, Equal Opportunity for Empowerment [EOE], SINERGI, Jadi Pengusaha Mandiri (JAPRI, Become an Independent Entrepreneur]), YouthWin through Economic Participation [YEP], and RWAP). The implementers are jointly responsible for providing up to 200,000 P&V youth in Indonesia with access to information, including through indirect means.

In practice, this indicator counts each individual P&V youth who participates in or benefits from activities through any Mitra Kunci project implementer. While this indicator was still under review by USAID throughout FY2018, it was discussed by USAID and RWAP in FY2018 Q1. RWAP’s most recent proposed target for PI-14 was 74,600 P&V youth reached through various means and project activities, including youth who benefit indirectly through their participation in training programs at secondary LIN members supported by RWAP’s core LIN institutions. Table 8 plots how PI-14 can be satisfied through the life of the project (proof-of-concept and full-implementation phases combined).

013

16 16

0

66

93 93

0

10

20

30

40

50

60

70

80

90

100

FY2018 Q1 FY2018 Q2 FY2018 Q3 FY2018 Q4

Core LIN Secondary LIN


Table 8. PI-14: Number of individuals accessing the Mitra Kunci program through RWAP as of FY2018 Q4

No. Components Target (no. of individuals) Source of target

1 Core training institutions 12,400 RWAP MEL Performance Indicator 9

2 Secondary training institutions 43,200 Secondary LIN members

3 Events 1,500 Number of participants expected at Central Java Skills Competition and Job Fair

4 Social media 17,400

Estimated count of viewers from (1) Facebook MIK SEMAR, (2) USAID RWAP Facebook page, (3) Instagram, (4) YouTube channel from TV and media

74,500

Figure 14 presents Q4 data for RWAP’s performance against PI-14; all these data came from either the RWAP core training centers (i.e., direct beneficiaries) or counts of BIDIK MISI (P&V) youths from UNNES. No calculation of secondary/indirect P&V youth beneficiaries was available as of this reporting time frame.

Figure 14. PI-14: Number of individuals accessing Mitra Kunci program through RWAP

252

979

2,017

10,991

125 451

850

3,771

127 528

1,167

7,220

-

2,000

4,000

6,000

8,000

10,000

12,000

FY2018 Q1 FY2018 Q2 FY2018 Q3 FY2018 Q4

Total Male Female


RWAP’s life-of-project result for PI-14 was 10,991 individual P&V youth reached at the end of FY2018 Q4. The substantial increase from Q3 resulted from the dissemination program led by the instructors from the core LIN members (training centers, District Manpower Offices, and private sector firms). They gave the following coaching and training to all secondary LIN members from the first semester of January through June 2018: training of trainers for Work Readiness Now! modules, FLIP Fun Learning and Creative Teaching Methods, Quality Assurance Framework training, and partnership model implementation.


Annex A: RWAP Performance Indicators

Number Indicator title 12-month target

18-month target

Life-of-project target

(42 months cumulative)

Achievement, 18 months

Remarks

RWAP Goal: A successful network of Centers of Excellence (CoEs) for poor and vulnerable (P&V) youth established

Indicator 1 Number of CoEs established and validated with government and private-sector actors

2 3 10 3 Initial cumulative target for 48 months: 20. Reduced to reflect limited coaching and support

Indicator 2 Number of CoEs formally recognized by “3 – Advancing” score on Quality Assurance Framework (QAF)

0 3 10 3

IR 1: Quality of CoE for P&V youth enhanced

Indicator 3 Percentage of P&V youth with new employment status (working status) following completion of training at CoEs

50% 75% 75% 44% Reduced to reflect loss of support by Private-Sector Specialist

Sub-IR 1.1: Curriculum and learning methods improved

Indicator 4 Number of CoEs using integrated soft skills and work-readiness modules

3 7 10 7 Initial cumulative target for 48 months: 20

Indicator 5 Number of CoEs using upgraded technical curricula to better align training with industry standards


Sub-IR 1.2: Capacity of trainers improved

Indicator 6 Number of training center instructors trained in soft skills, workforce readiness, or pedagogy




18-month target




Remarks

Sub-IR 1.3: Public–private sector partnerships strengthened

Indicator 7 Number of new corporate sponsorships of training centers established as a result of RWAP engagement with YCAB Foundation and the private sector

4 6 15 6

Sub-IR 1.4: P&V youth engaged

Indicator 8 Percentage of P&V youth satisfied with training centers’ learning effectiveness and relevance

55% 75% 75% 75%

Indicator 9 Number of P&V youth enrolled in CoE training centers

600 (assuming three centers)


6,000 (assuming 10

centers)

1,543 Initial cumulative target for 48 months: 12,000

Indicator 10 Number of P&V youth graduated from CoE training centers



5,000 (assuming 10

centers)

1,262 Initial cumulative target for 48 months: 8,400

Indicator 11 Number of youths who report increased self-efficacy at the conclusion of USG-assisted training/programming

Not applicable (NA) – No target for pilot Positive Youth Development (PYD) indicator

NA – No target for pilot PYD indicator

1,500 659 Initial cumulative target for 48 months: no target

Indicator 12 Percentage of female participants in USG-assisted programs designed to increase access to productive economic resources (assets, credit, income or employment) – GNDR-2

5% 5% 5% 4.44%



18-month target




Remarks

IR 2: Learning and Innovation Networks (LINs) established

Sub-IR 2.1: Peer learning program established

Sub-IR 2.2: Peer learning forum established

Indicator 13 Number of training centers, government partners, and private-sector partners active in LINs


Indicator 14 Number of individuals accessing the Mitra Kunci activity offerings increases

74,600 2,017


Annex B: RWAP Timeline of Activities October 2017 to September 2018

Code Activity Oct 2017

Nov 2017

Dec 2017

Jan 2018

Feb 2018

Mar 2018

Apr 2018

May 2018

Jun 2018

Jul 2018

Aug 2018

Sep 2018

A. Establish a Set of Quality Indicators

A.1 Support Centers of Excellence (CoEs) to develop quarterly improvement plans.

B. Assess Capacity-Building Needs for Initial CoEs

B.1 Monitor progress of each CoE improvement plan.

B.2 Update improvement plans.

C. Improve the Quality of Selected CoEs to Reach Model Status

Soft Skills Work Readiness Content and Assessment

C.1 Work with BLKs and LKPs to develop plans, including training for faculty.

C.2

Attend the soft skills training and provide mentorship and technical assistance (TA). Faculty from 3 BLKs and 4 LPKs each will provide 2 different types of training, 1 for instructors and the other for students. In total, 14 training sessions.

C.3 Provide monitoring and ongoing support, WRN!

C.4 Support non-RWAP government training centers through mentorship and TA.

C.5 Support private-sector training centers through mentorship and TA.



Nov 2017

Dec 2017

Jan 2018

Feb 2018

Mar 2018

Apr 2018

May 2018

Jun 2018

Jul 2018

Aug 2018

Sep 2018

C.6

Provide training on Employability modules for CoEs for 3 BLKs, 4 LPKs, 5 private-sector training centers, and 5 government representatives.

C.7 Discuss RWAP activities with MEL assessment faculty and learners.

C.8 Review WRN! Foundational modules.

C.9 Review WRN! Employability modules.

C.10 Provide adaptation feedback for WRN! Foundational and Employability curricula.

C.11

Lead workshop on working with youth and on gender perspectives and social inclusion with CoEs, private sector firms, and local governments.

C.12

Train private sector companies on how to integrate gender perspective and social inclusion into the companies’ policies and standard operating procedures.

C.13 Provide training to 240 P&V students (BIDIK MISI) at UNNES on WRN!

C.14 Lead end-of-pilot session learning event.

Private-Sector Partnerships

C.15 Hold workshop on identifying gaps and potential improvements in garment curricula.

C.16 Hold workshop on identifying gaps and potential improvements in retail businesses’ curricula.

C.17 Hold workshop on identifying gaps and potential improvements in electronics curricula.



Nov 2017

Dec 2017

Jan 2018

Feb 2018

Mar 2018

Apr 2018

May 2018

Jun 2018

Jul 2018

Aug 2018

Sep 2018

C.18 Assess existing and create inventory of partnership agreements between private sector and CoEs (garment).

C.19 Assess existing and create inventory of partnership agreements between private sector and CoEs (customer service).

C.20 Assess existing and create inventory of partnership agreements between private sector and CoEs (electronic).

C.21 Lead workshop on marketing strategy and promotion.

C.22

Assist in creating draft partnership agreements between private sector and CoEs and creating a template for a partnership proposal.

C.23 Organize employer engagement meeting with private sector, government, and CoEs.

C.24 Hold Central Java Skills Summit with private sector, government, CoEs (both instructors and students), and media.

Enhancing Teaching and Learning

C.25 Provide continual technical support and monitor use of improved pedagogical tools via site visits.

C.26 Train CoE trainers (TOT) on developing creative learning materials that support the creative learning method.

Technical Curriculum Improvement

C.27 Identify and review sector competencies set by the Ministry of Manpower.



Nov 2017

Dec 2017

Jan 2018

Feb 2018

Mar 2018

Apr 2018

May 2018

Jun 2018

Jul 2018

Aug 2018

Sep 2018

C.28 Train centers on electronics curriculum development.

C.29 Train centers on garment curriculum development.

C.30 Train centers on retail business curriculum development.

C.31 Introduce enhanced technical curricula at the CoEs.

C.33 Monitor and provide technical assistance to training centers on implementation of technical curriculum.

C.34 Develop linkages with private-sector firms to increase support for CoEs.

D. Develop Improved Student Recruitment and Support Mechanisms, Especially for P&V Youth

D.1 Improve sector- and institution-specific marketing materials.

D.2 Hold focus group discussions around peer-to-peer recruitment and support strategies.

D.3 Provide technical assistance on peer-to-peer recruitment.

D.4 Support and encourage youth during peer recruitment.

D.5 Coordinate with local organizations to improve student support.

E. Gather Data Through Monitoring, Evaluation, and Learning Activities

E.1 Update USAID’s TraiNet training data management system.

E.2 Review MEL Plan and Performance Indicator Reference Sheets.

E.3 Update table of RWAP performance indicators.



Nov 2017

Dec 2017

Jan 2018

Feb 2018

Mar 2018

Apr 2018

May 2018

Jun 2018

Jul 2018

Aug 2018

Sep 2018

E.4 Develop research questions to be addressed through Collaborating, Learning, and Adapting.

E.5

Analyze fidelity of implementation and learning data pertaining to work readiness, pedagogy, technical training, and implementation activities.

E.6 Report out according to project-required deadlines (quarterly, annual, ad-hoc reports).

E.7 Provide technical assistance for training centers and RWAP team regarding MEL.

F. Learning and Innovation Networks

F.1 Hold initial meeting to discuss the idea and potential process to establish LINs.

F.2 Meet to assess the progress of LIN action plan.

F.3 Assist CoEs in creating online marketing platforms and content.

F.4 Help promote CoE online platforms through videos.

F.5 Help promote CoE online platforms through advertisements.

G. Project Management

G.1 Hold quarterly planning meetings.

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