Regional Seminar On Women's Employment, Entrepreunership and Empowerment...Development Vocational Schools for empowerment student girls

1. 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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2. Education System of Indonesia
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3. 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
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4. Students in SMK (1)
Technology and Engineering
Laptop Assembly
CNC Assembly Car Assembly
Motorcycle Assembly
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5. Students in SMK (2)
Agriculture & Agro-Industry
Seaweed
Poultry Vegetable
Livestock
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6. Students in SMK (3)
Tourism Industry
Table Manner and Pastry & Cookery
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7. Students in SMK (4)
Business & Management
Secretarial, Accounting & Financial Management and Garment
Secretarial
Business Incubator
Garment
Business Center7

8. Students in SMK (5)
Arts and Crafts
Craft and Traditional Dancing
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9. 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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10. 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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11. Model Schools
Technology &
Engineering
Business and
Management
Hotel, Tourism, Beauty
Arts and Crafts
Agriculture and
Agroindustry
22
13
5 4
46
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12. 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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13. 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% 13

14. 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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15. Improving entrepreneurial skills
School store, teaching factories, entrepreneurship training, moving workshop,
exhibition, etc.
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16. 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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17. 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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