Revitalizing Public Training Centers in Indonesia : Challenges and the Way Forward
The goal of this report is to examine the effectiveness and efficiency of the public vocational training centers (Balai Latihan Kerja, hereinafter BLK) in Indonesia. Its findings and recommendations will contribute to the ongoing effort of the Mini...
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| Format: | Other Education Study |
| Language: | English en_US |
| Published: |
Jakarta
2014
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| Online Access: | http://documents.worldbank.org/curated/en/2011/10/18600819/revitalizing-public-training-centers-indonesia-challenges-way-forward http://hdl.handle.net/10986/16763 |
| Summary: | The goal of this report is to examine
the effectiveness and efficiency of the public vocational
training centers (Balai Latihan Kerja, hereinafter BLK) in
Indonesia. Its findings and recommendations will contribute
to the ongoing effort of the Ministry of Manpower and
Transmigration (MoMT) to revitalize the BLK training system.
There are wide variations in terms of the size and
capacities of BLK operating at central, provincial and
district levels. This is indicated by the average number of
graduates from the centers at each of these different levels
in 2009, with 1,300 centrally managed BLK, compared with
only around 650 and 340 at the provincial and district
levels respectively. The variation in the average number of
graduates may indicate deep differences in the operations of
the training centers at the three levels. Due to these
differences, various approaches at each of the different
levels may be required to improve the centers. The emphasis
and orientation of BLK programs has changed since their
first establishment. In particular, there has been a
continuing growth in community based training and in the
activities of the Mobile Training Unit (MTU). This indicates
that a large portion of demand for BLK training is from
communities in rural areas. Given this, the stagnation or
decline of the courses that would be beneficial to the
greatest percentage of the working population in these
areas, such as courses related to agriculture, agricultural
processing, and husbandry and fishery, is of great concern.
The national training system is well-established in terms of
skills standards and the continuing development of training
package by the government to support training activities at
BLK. Therefore, the mechanisms and systems for implementing
Competency-Based Training (CBT) throughout BLK at the
central level are in place. |
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