REGIONAL SEMINAR ON WOMENS

EMPLOYMENT, ENTREPRENEURSHIP
AND EMPOWERMENT
Lessons Learnt from
INDONESIA VOCATIONAL EDUCATION
STRENGTHENING PROJECT (INVEST) Loan 2416-INO
Bangkok, 20-22 May 2015

The views expressed in this paper are the views of the authors and do not necessarily reflect the views or policies of the Asian
Development Bank (ADB), or its Board of Governors, or the governments they represent. ADB does not guarantee the accuracy of
the data included in this paper and accepts no responsibility for any consequence of their use. The countries listed in this paper do
not imply any view on ADB's part as to sovereignty or independent status or necessarily conform to ADB's terminology.

Education System of Indonesia

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

Students in SMK (1)

Technology and Engineering

Laptop Assembly

Motorcycle Assembly

CNC Assembly

Car Assembly

Students in SMK (2)

Agriculture & Agro-Industry

Poultry

Vegetable

Seaweed

Livestock

Students in SMK (3)

Tourism Industry

Table Manner and Pastry & Cookery

Students in SMK (4)

Business & Management

Secretarial, Accounting & Financial Management and Garment

Secretarial

Garment

Business Incubator

Business Center
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Students in SMK (5)

Arts and Crafts

Craft and Traditional Dancing

Challenges in Development
Schools
Facility
Local
Wisdom
Concept

Population
Growth

Number &
Quality
Teachers

SMK

Cultural Genders
Issues

Globalisation
Economy
Concept

Changing
Working
Pattern
Technology
Development

INVEST Project (Loan 2416-INO)

2009 - 2013
Output 1: refocused vocational school
management using a business approach
Output 2: improved quality of teachinglearning in model and alliance schools
Output 3: strengthened school-industry
linkages
Output 4: enhanced entrepreneurship focus

10

Model Schools
5

13
46

Technology &
Engineering
Business and
Management
Hotel, Tourism, Beauty

22

Arts and Crafts

Agriculture and
Agroindustry

11

Gender Participations

Teachers & Students in 90 Model Schools

Teachers: 25,045 persons

Students: 141,951 persons

20,000

90,000

18,000

80,000

16,000

70,000

14,000

60,000

12,000

50,000

10,000

40,000

8,000

30,000

6,000
4,000

20,000

2,000

10,000

Male

Female

Male

Female

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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
womens 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. Womens 40% employment rate
after graduation also shows changing perceptions of
women in non-traditional occupations.
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