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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Bibliographic Details
Main Author: World Bank
Format: Other Education Study
Language:English
en_US
Published: Jakarta 2014
Subjects:
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
id okr-10986-16763
recordtype oai_dc
repository_type Digital Repository
institution_category Foreign Institution
institution Digital Repositories
building World Bank Open Knowledge Repository
collection World Bank
language English
en_US
topic ACCREDITATION
ADVANCED SKILLS
APPROPRIATE TRAINING
AREA OF SKILLS
ASSESSMENT PROCESS
ASSESSMENT TRAINING
BASIC EDUCATION
BASIC KNOWLEDGE
CAREER
CAREER COUNSELING
CERTIFICATION SYSTEM
CIVIL SERVICE
COST OF TRAINING
COST PER GRADUATE
COURSE CONTENT
COURSE DURATION
CURRICULA
CURRICULUM
DECENTRALIZATION
EDUCATION CAPACITY
EDUCATION INSTITUTIONS
EDUCATION OFFICES
EDUCATION SECTOR
EDUCATIONAL ATTAINMENT
EDUCATIONAL STANDARDS
EMPLOYMENT
EMPLOYMENT OPPORTUNITIES
ENTREPRENEURIAL SKILLS
FORMAL EDUCATION
FORMAL EDUCATION SYSTEM
FORMAL TRAINING
FREQUENCY OF VISITS
GRADUATES WITH SKILLS
HIGH SCHOOL
HIGH SCHOOL GRADUATES
HIGH SCHOOL LEVEL
HUMAN DEVELOPMENT
HUMAN RESOURCE DEVELOPMENT
HUMAN RESOURCES
INSTITUTIONAL AUTONOMY
INSTRUCTORS
INTENSIVE COURSES
JOB MARKET
JOB SEEKERS
JOB TRAINING
JUNIOR SECONDARY
JUNIOR SECONDARY SCHOOL
LABOR MARKET DEMAND
LABOR MARKET NEEDS
LABOR MARKET REQUIREMENTS
LEARNING
LEVEL OF ACHIEVEMENT
LOCAL LABOR MARKET
MENTORS
MIGRANT WORKERS
MOBILE TRAINING
NATIONAL EDUCATION
NEEDS ASSESSMENT
NUMBER OF STUDENTS
PEDAGOGY
PERFORMANCE INDICATORS
POLYTECHNICS
PREFERENTIAL TREATMENT
PRIMARY SCHOOL
PRIVATE INSTITUTIONS
PRIVATE PARTNERSHIPS
PRIVATE TRAINING
PRIVATE TRAINING INSTITUTIONS
PROFESSIONAL DEVELOPMENT
PROFESSIONAL QUALIFICATIONS
PUBLIC INSTITUTIONS
PUBLIC TERTIARY EDUCATION
PUBLIC TERTIARY EDUCATION INSTITUTIONS
PUBLIC TRAINING
QUALITY ASSURANCE
QUALITY TRAINING
REGULAR TRAINING
RESOURCE CENTERS
RURAL AREAS
SCHOOL CERTIFICATE
SCHOOL GRADUATES
SCHOOL YEAR
SECONDARY SCHOOL
SECONDARY SCHOOLS
SKILL DEVELOPMENT
SKILLS DEVELOPMENT
SKILLS TRAINING
SMALLER NUMBER
TEACHING
TECHNICAL SKILLS
TENURE
TERTIARY EDUCATION
TRAINEES
TRAINING ACTIVITIES
TRAINING CENTERS
TRAINING COURSES
TRAINING FACILITIES
TRAINING INSTITUTIONS
TRAINING MATERIALS
TRAINING NEEDS
TRAINING PROGRAMS
TRAINING RESOURCES
TRAINING SERVICES
UNIVERSAL ACCESS
VOCATIONAL SCHOOL
VOCATIONAL SKILLS
VOCATIONAL TRAINING
VULNERABLE GROUPS
YOUNG PEOPLE
YOUTH
spellingShingle ACCREDITATION
ADVANCED SKILLS
APPROPRIATE TRAINING
AREA OF SKILLS
ASSESSMENT PROCESS
ASSESSMENT TRAINING
BASIC EDUCATION
BASIC KNOWLEDGE
CAREER
CAREER COUNSELING
CERTIFICATION SYSTEM
CIVIL SERVICE
COST OF TRAINING
COST PER GRADUATE
COURSE CONTENT
COURSE DURATION
CURRICULA
CURRICULUM
DECENTRALIZATION
EDUCATION CAPACITY
EDUCATION INSTITUTIONS
EDUCATION OFFICES
EDUCATION SECTOR
EDUCATIONAL ATTAINMENT
EDUCATIONAL STANDARDS
EMPLOYMENT
EMPLOYMENT OPPORTUNITIES
ENTREPRENEURIAL SKILLS
FORMAL EDUCATION
FORMAL EDUCATION SYSTEM
FORMAL TRAINING
FREQUENCY OF VISITS
GRADUATES WITH SKILLS
HIGH SCHOOL
HIGH SCHOOL GRADUATES
HIGH SCHOOL LEVEL
HUMAN DEVELOPMENT
HUMAN RESOURCE DEVELOPMENT
HUMAN RESOURCES
INSTITUTIONAL AUTONOMY
INSTRUCTORS
INTENSIVE COURSES
JOB MARKET
JOB SEEKERS
JOB TRAINING
JUNIOR SECONDARY
JUNIOR SECONDARY SCHOOL
LABOR MARKET DEMAND
LABOR MARKET NEEDS
LABOR MARKET REQUIREMENTS
LEARNING
LEVEL OF ACHIEVEMENT
LOCAL LABOR MARKET
MENTORS
MIGRANT WORKERS
MOBILE TRAINING
NATIONAL EDUCATION
NEEDS ASSESSMENT
NUMBER OF STUDENTS
PEDAGOGY
PERFORMANCE INDICATORS
POLYTECHNICS
PREFERENTIAL TREATMENT
PRIMARY SCHOOL
PRIVATE INSTITUTIONS
PRIVATE PARTNERSHIPS
PRIVATE TRAINING
PRIVATE TRAINING INSTITUTIONS
PROFESSIONAL DEVELOPMENT
PROFESSIONAL QUALIFICATIONS
PUBLIC INSTITUTIONS
PUBLIC TERTIARY EDUCATION
PUBLIC TERTIARY EDUCATION INSTITUTIONS
PUBLIC TRAINING
QUALITY ASSURANCE
QUALITY TRAINING
REGULAR TRAINING
RESOURCE CENTERS
RURAL AREAS
SCHOOL CERTIFICATE
SCHOOL GRADUATES
SCHOOL YEAR
SECONDARY SCHOOL
SECONDARY SCHOOLS
SKILL DEVELOPMENT
SKILLS DEVELOPMENT
SKILLS TRAINING
SMALLER NUMBER
TEACHING
TECHNICAL SKILLS
TENURE
TERTIARY EDUCATION
TRAINEES
TRAINING ACTIVITIES
TRAINING CENTERS
TRAINING COURSES
TRAINING FACILITIES
TRAINING INSTITUTIONS
TRAINING MATERIALS
TRAINING NEEDS
TRAINING PROGRAMS
TRAINING RESOURCES
TRAINING SERVICES
UNIVERSAL ACCESS
VOCATIONAL SCHOOL
VOCATIONAL SKILLS
VOCATIONAL TRAINING
VULNERABLE GROUPS
YOUNG PEOPLE
YOUTH
World Bank
Revitalizing Public Training Centers in Indonesia : Challenges and the Way Forward
geographic_facet East Asia and Pacific
Indonesia
description 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.
format Economic & Sector Work :: Other Education Study
author World Bank
author_facet World Bank
author_sort World Bank
title Revitalizing Public Training Centers in Indonesia : Challenges and the Way Forward
title_short Revitalizing Public Training Centers in Indonesia : Challenges and the Way Forward
title_full Revitalizing Public Training Centers in Indonesia : Challenges and the Way Forward
title_fullStr Revitalizing Public Training Centers in Indonesia : Challenges and the Way Forward
title_full_unstemmed Revitalizing Public Training Centers in Indonesia : Challenges and the Way Forward
title_sort revitalizing public training centers in indonesia : challenges and the way forward
publisher Jakarta
publishDate 2014
url http://documents.worldbank.org/curated/en/2011/10/18600819/revitalizing-public-training-centers-indonesia-challenges-way-forward
http://hdl.handle.net/10986/16763
_version_ 1764434627158605824
spelling okr-10986-167632021-04-23T14:03:32Z Revitalizing Public Training Centers in Indonesia : Challenges and the Way Forward World Bank ACCREDITATION ADVANCED SKILLS APPROPRIATE TRAINING AREA OF SKILLS ASSESSMENT PROCESS ASSESSMENT TRAINING BASIC EDUCATION BASIC KNOWLEDGE CAREER CAREER COUNSELING CERTIFICATION SYSTEM CIVIL SERVICE COST OF TRAINING COST PER GRADUATE COURSE CONTENT COURSE DURATION CURRICULA CURRICULUM DECENTRALIZATION EDUCATION CAPACITY EDUCATION INSTITUTIONS EDUCATION OFFICES EDUCATION SECTOR EDUCATIONAL ATTAINMENT EDUCATIONAL STANDARDS EMPLOYMENT EMPLOYMENT OPPORTUNITIES ENTREPRENEURIAL SKILLS FORMAL EDUCATION FORMAL EDUCATION SYSTEM FORMAL TRAINING FREQUENCY OF VISITS GRADUATES WITH SKILLS HIGH SCHOOL HIGH SCHOOL GRADUATES HIGH SCHOOL LEVEL HUMAN DEVELOPMENT HUMAN RESOURCE DEVELOPMENT HUMAN RESOURCES INSTITUTIONAL AUTONOMY INSTRUCTORS INTENSIVE COURSES JOB MARKET JOB SEEKERS JOB TRAINING JUNIOR SECONDARY JUNIOR SECONDARY SCHOOL LABOR MARKET DEMAND LABOR MARKET NEEDS LABOR MARKET REQUIREMENTS LEARNING LEVEL OF ACHIEVEMENT LOCAL LABOR MARKET MENTORS MIGRANT WORKERS MOBILE TRAINING NATIONAL EDUCATION NEEDS ASSESSMENT NUMBER OF STUDENTS PEDAGOGY PERFORMANCE INDICATORS POLYTECHNICS PREFERENTIAL TREATMENT PRIMARY SCHOOL PRIVATE INSTITUTIONS PRIVATE PARTNERSHIPS PRIVATE TRAINING PRIVATE TRAINING INSTITUTIONS PROFESSIONAL DEVELOPMENT PROFESSIONAL QUALIFICATIONS PUBLIC INSTITUTIONS PUBLIC TERTIARY EDUCATION PUBLIC TERTIARY EDUCATION INSTITUTIONS PUBLIC TRAINING QUALITY ASSURANCE QUALITY TRAINING REGULAR TRAINING RESOURCE CENTERS RURAL AREAS SCHOOL CERTIFICATE SCHOOL GRADUATES SCHOOL YEAR SECONDARY SCHOOL SECONDARY SCHOOLS SKILL DEVELOPMENT SKILLS DEVELOPMENT SKILLS TRAINING SMALLER NUMBER TEACHING TECHNICAL SKILLS TENURE TERTIARY EDUCATION TRAINEES TRAINING ACTIVITIES TRAINING CENTERS TRAINING COURSES TRAINING FACILITIES TRAINING INSTITUTIONS TRAINING MATERIALS TRAINING NEEDS TRAINING PROGRAMS TRAINING RESOURCES TRAINING SERVICES UNIVERSAL ACCESS VOCATIONAL SCHOOL VOCATIONAL SKILLS VOCATIONAL TRAINING VULNERABLE GROUPS YOUNG PEOPLE YOUTH 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. 2014-01-30T21:59:28Z 2014-01-30T21:59:28Z 2011-10 http://documents.worldbank.org/curated/en/2011/10/18600819/revitalizing-public-training-centers-indonesia-challenges-way-forward http://hdl.handle.net/10986/16763 English en_US CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank Jakarta Economic & Sector Work :: Other Education Study Economic & Sector Work East Asia and Pacific Indonesia