REGIONAL SEMINAR ON WOMEN’S EMPLOYMENT, ENTREPRENEURSHIP
AND EMPOWERMENT
Lessons Learnt from INDONESIA VOCATIONAL EDUCATION STRENGTHENING
PROJECT (INVEST) Loan 2416-INO
Bangkok, 20-22 May 2015
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Mission of DTVE
Empowered SMK to equip the graduates with the entrepreneurships spirit, employable,
smart, competitive, strong national identity, capable to develop local wisdom and compete
internationally
3
Students in SMK (1) Technology and Engineering
Laptop Assembly
CNC Assembly Car Assembly
Motorcycle Assembly
4
Students in SMK (4) Business & Management
Secretarial, Accounting & Financial Management and Garment
Secretarial
Business Incubator
Garment
Business Center 7
Challenges in Development
SMK
Schools
Facility
Number &
Quality
Teachers
Technology
Development
Globalisation
Economy
Concept
Cultural Genders
Issues
Changing
Working
Pattern
Local
Wisdom
Concept
Population
Growth
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INVEST Project (Loan 2416-INO) 2009 - 2013
• Output 1: refocused vocational school management using a business approach
• Output 2: improved quality of teaching-learning in model and alliance schools
• Output 3: strengthened school-industry linkages
• Output 4: enhanced entrepreneurship focus
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Model Schools
Technology &Engineering
Business andManagement
Hotel, Tourism, Beauty
Arts and Crafts
Agriculture andAgroindustry
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13
5 4
46
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Gender Participations Teachers & Students in 90 Model Schools
-
2,000
4,000
6,000
8,000
10,000
12,000
14,000
16,000
18,000
20,000
Male Female
-
10,000
20,000
30,000
40,000
50,000
60,000
70,000
80,000
90,000
Male Female
Teachers: 25,045 persons Students: 141,951 persons
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Gender Action Plan Achievements
• 56,937 out of 141,951 students (40%) were female
• 24,945 out of 62,860 (39.7%) were female (new entrants)
• 178 out of 728 school committee members (24.5%) were women; all committee members received gender training
• All 90 model and 230 alliance schools provided separate toilets and facilities to boys and girls
• 4,509 out of 9,659 teachers trained were female (47%)
• M/F students received equal treatment in job fairs and internships;
• Female participation in the “traditionally-male-dominated trades (technical, engineering, agriculture) was 15 %
• 40% female graduates are employed, around 30% continue to tertiary education; 10% self employment
• Participation of female students in business incubator was 40%
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How to improve employability
• Schools develop partnerships (MOUs) with Industries for:
Student apprenticeship
Skills competence test
Curriculum review and update
Job recruitment
Teaching industry & specific projects/income generating activities
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Improving entrepreneurial skills
School store, teaching factories, entrepreneurship training, moving workshop, exhibition, etc.
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Lessons Learned (1)
Access to employment is facilitated by strong school-industry linkages for both men and women.
Improving technical level of training in traditionally female occupations improved women’s productivity and the applicability of training to labor market needs.
Technical training of female teachers significantly improved their training methods.
The provision of block grants ensured that schools were built and rehabilitated with separate facilities for boys and girls which positively impacted girls’ access.
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Lessons Learned (2)
Deliberate effort by schools to attract female students to male dominated courses began to challenge the cultural stereotypes regarding female occupations. Potentially 15% of future jobs in traditional male occupations will be held by women in the Indonesian labor market which is a good start to build on.
Anectodal evidence shows that there is now more family support of women studying non-traditional courses and at school there is more acceptance and support from male students and teachers. Women’s 40% employment rate after graduation also shows changing perceptions of women in non-traditional occupations.
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