Indonesia - Preparing Indonesian Youth for Transition : Issues and Policy Agenda for Senior Secondary Education
With the globalized economy, well-educated youth will be critical to Indonesia s competitiveness in the future. Demand for skilled workers will increase with skill-oriented technological change. In addition, a large pool of skills also facilitates...
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| Format: | Policy Note |
| Language: | English en_US |
| Published: |
Washington, DC
2013
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| Online Access: | http://documents.worldbank.org/curated/en/2012/12/17137408/indonesia-preparing-indonesian-youth-transition-issues-policy-agenda-senior-secondary-education http://hdl.handle.net/10986/12317 |
| Summary: | With the globalized economy,
well-educated youth will be critical to Indonesia s
competitiveness in the future. Demand for skilled workers
will increase with skill-oriented technological change. In
addition, a large pool of skills also facilitates knowledge
spillover and attracts technology imports. In the past
decades, significant changes of Indonesia s labor market
have already taken place. Non-agricultural jobs increased
significantly, and skilled labor in non-agricultural sector
is on higher demand. In the meantime, higher level
professional and managerial jobs have also increased. In
contrast, unskilled, agricultural, and administrative
workers are on lower demand. Overall, the earnings
differentials between people with different education levels
are significant. The marginal returns to higher levels of
education - senior secondary or tertiary level - are
increasing. How to educate the youth and turn them into
productive labor force and future leaders is closely linked
to the country s future. This sector report assesses
Indonesia s senior secondary school system from three
angles: (1) how well does the senior secondary education
prepare the Indonesian youth for transition? What are the
outcomes? Is there equitable access? (2) How are the senior
secondary schools in Indonesia prepared for delivering their
promises? Do they have adequate resources and inputs? (3)
How is the system prepared? Are there effective quality
assurance mechanisms? Is the system financing arrangement
adequate? The report ends with policy recommendations. |
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