|Project Name||Polytechnic Development Project|
|Project Type / Modality of Assistance||Technical Assistance
|Source of Funding / Amount||
|Strategic Agendas||Inclusive economic growth
|Drivers of Change||Governance and capacity development
|Sector / Subsector||
Education - Non-formal education - Technical and vocational education and training
|Gender Equity and Mainstreaming|
The impact of the project is that polytechnic education system contributes to national socio-economic development objectives in selected industries. The expected outcome is that polytechnic education is more accessible, relevant and responsive to labor market needs, technological and entrepreneurial innovation. The performance targets are (i) the number of polytechnic students enrolled in programs in the 4 priority sectors increases by 25%, with at least 30% of these female; (ii) the number of polytechnic graduates entering the workforce in-creases by 25% in 4 priority sectors, with at least a 15% increase of these female, and (iii) the percentage of polytechnic graduates finding relevant employment within 6 months of graduation increases 25% by Year 5 at four Centers of Excellences (COEs) and 12 satellite polytechnic institutions. The proposed project has the following outputs:
(a) Output 1: Increased Quality and Relevance of Polytechnic System, Public and Private. The project will: (i) strengthen standards in collaboration with industry and align with the Indonesian Qualification Framework (IQF). Standards will be packaged into professional teaching programs to address skills requirements in 4 industry sectors; (ii) lecturer skills enhancement program to be implemented; (iii) revise accreditation systems, national assessment systems, and quality assurance systems according to IQF and ASEAN policies and guidelines; (iv) Improve facilities and equipment in 4 COEs and 12 satellite polytechnic institutions; (v) facilitate engagement with industry and implement projects funded through a National Skills Fund.
(b) Output 2: Increased and more equitable access to polytechnic education. The project will: (i) increase participation rates in four priority sectors; (ii) revise entry requirements and access policies to increase enrolments; (iii) assess through RPL 20000 students; (iv) link with vocational schools and private providers to establish seamless pathways and provide multiple entry points into the system, (v) fund equity strategies to ensure access by females and disadvantaged groups.
(c) Output 3: Increased private sector involvement in polytechnic sector. The project will: (i) establish an institutional framework for private sector involvement; (ii) implement training programs and methods relevant to industry skills needs; (iii) enable industry to support delivery and assessment of training.
(d) Output 4: Strengthened governance, management and financing of polytechnic institutions. The project will: (i) review and revise the regulatory, employment, management and financing frameworks and systems for polytechnic institutions to be better aligned with government policy objectives.
|Project Rationale and Linkage to Country/Regional Strategy||Indonesia saw rapid growth and declining poverty in the early 1990s, followed by sudden economic deterioration and heightened poverty over the period 1997-2000, following the Asian financial crisis. Since the crisis, the country has undertaken significant economic reforms and has seen its economic growth increase substantially. At the same time, the focus on macroeconomics and debt reduction has led to a diminished emphasis on development spending. As a result, progress toward the Millennium Development Goals (MDGs) has been mixed. The Government?s Medium-Term Development Plan 2005-2009 seeks to raise levels of sustainable economic growth, create jobs and accelerate the achievement of the MDGs. The ADB?s Country Strategy and Program (CSP) for 2006-2009 has identified a lack of competitiveness as a key constraint on economic growth (in 2008/09, Indonesia ranked 55th on the Global Competitiveness Index) and seeks to help the Government achieve higher levels of pro-poor sustainable growth and enhance social development. It will also have a positive impact on the country?s investment climate and business development by helping to meet the expected demand for skilled labor. It will also support a number of the broad areas of engagement in the CSP, including the development of infrastructure, accelerated attainment of the MDGs and increased emphasis on private sector expansion. Improvements in the performance of polytechnics would also complement government efforts to strengthen vocational education at the senior secondary school level.|
|Impact||The polytechnic system is more responsive and relevant to labor market demand.|
|Description of Outcome||An agreed design for a loan project, suitable for ADB financing, that will enhance the quality and relevance of the polytechnic system and produce graduates with skills relevant to the labor market.|
|Progress Toward Outcome|
|Description of Project Outputs||
(i) An assessement of the role of polytechnics in the broader technical and vocational education;
(ii) A strategy for the reform of the polytechnic sytstem;
(iii) A critical review of sector contraints and experiences of previous projects completed, and critical issues in reforming polytechnic identified;
(iv) A completed project outline that addresses key constraints and projected labor market needs;
(v) A detailed project design based on the DMF.
|Status of Implementation Progress (Outputs, Activities, and Issues)|
|Summary of Environmental and Social Aspects|
|Stakeholder Communication, Participation, and Consultation|
|During Project Design||The Directorate General of Higher Education has sought the development of this project. Ministry of National Education (MONE) consulted with ADB in preparing the TA concept during the preparation of the Country Operations Business Plan 2008-2010, and the 2008 Country Program and Confirmation process. There is a general recognition that the current Technical Vocational Education Training (TVET) sector faces many challenges and that a particular weakness is its inability to develop workers with skills that are relevant to the needs of the economy. There is also recognition that graduates of Vocational Schools have access to too few options for further developing their skills. To address this, the focus of the TA will be on lifting the quality and relevance of both public and private polytechnics by increasing the participation of the private sector in the planning and provision of skills training in Indonesia. Close consultation with employers, industry groups and chambers of commerce will ensure that the resulting systems are responsive to labor market needs.|
|During Project Implementation||
The Executing Agency for the PPTA PDP is the Directorate General of Higher Education (DGHE) of the Ministry of National Education (MoNE). The implementation of the PPTA is supervised by the Director of the Directorate for Learning Programs and Student Affairs (till recently named the Directorate of
Academic Affairs). An advisory counterpart team of DGHE to work with the TA has been appointed under the supervision of the Director of Learning Programs and Student Affairs consisting of professional staff of Polytechnic Institutions (7 members) and MoNE (10 members). In the inception phase, the counterpart team presented its draft Strategic Plan for Polytechnic Development 2010-2014 indicating preferred directions for the intended project, which were taken into account by the PPTA team in the design of the project during the second phase. The draft Plan had been developed in early 2010 in anticipation of the ADB support to the sector. Also, the planning of the PPTA project was discussed in the inception phase with the objective to align the activities of both teams, to agree on working arrangements and cooperation in preparation for the Polytechnic Development Project. Since the start of the project there has been a series of meetings of the counterpart team with the PPTA experts' team on the planning and activities of the TA and especially on the development of the Problem Tree and the DMF for the project. There have also been joined field visits for the sector assessment, and the PPTA experts were invited to three workshops in which all state Polytechnics participated to present and discuss the initial design of the PDP. The workshops provided an opportunity to inform all state Polytechnics on the intended PDP and to receive their feedback and recommendations on the implementation of the PDP. A major concern of the counterpart team has been the timely production of the final project document for the PDP loan to allow the use of earmarked GoI funds for the PDP in 2011.
An important approach was the conducting of interviews and discussions with relevant stakeholders all
over Indonesia. A large number of polytechnics, other TVET and higher educational institutions,
education and training support institutions, industries, industrial associations, ministries and donor
agencies were visited for interviews, discussions, meetings, collecting information and informing them on
the intended PDP. Some 32 visits were made to different public and private polytechnics, some 16 visits
to different industries, 8 visits to supporting agencies (BNSP, LSP, Kopertis, BAN-PT, ASPI,
SEAMOLEC), and 7 visits to Ministries other than MONE. Around 95 interviews were conducted with one
or more resource persons.
A workshop with the donor community and stakeholders from the polytechnic education sector was held
in the Ministry of Education on 29th July 2010, in which the PPTA was presented and discussed to inform
the international donor community and stakeholders on the intended PDP. Several donors, including
ADB, presented their visions and plans in the context of overall skills development policies and
requirements in Indonesia, and options for donor coordination and alignment were discussed.
The series of meetings and workshops with the MoNE counterpart group and involving representatives of
the Polytechnics were an important venue to socialize the project objectives and approach and to get
feedback in the process of defining the project design and the technical approaches for its
implementation. Some 16 meetings were held with the counterpart group till May 2011. Of special
importance were the meetings with all polytechnic directors and management staff arranged by the
counterpart group, respectively in Manado, Surabaya, Batam and Jakarta. The objectives of the PDP
were socialized and intensively discussed with the polytechnic directors and managing staff, including
For the definition of the Problem Tree based upon the findings of the assessment phase, and for the initial
design of the DMF, the project team had a series of intensive focus group discussions by which both
documents gradually took shape and were prepared for further consultation with the ADB and
stakeholders at the central and institutional levels.
An international consulting firm will be engaged in accordance with ADB's Guidelines on the Use of Consultants (2007, as amended from time to time). The selection and engagement of the international consulting firm will be through the quality and cost based selection method using a full technical proposal and standard quality-cost ratio of 80:20. The TA will be carried out in two phases, with a 3-4 week break in between for the Government and ADB to consider the recommendations arising from the sector assessment. For Phase 1, the TA will provide 4 international consultants (12 person-months) and 4 national consultants (12 person-months). For Phase 2, the TA will provide 9 international and 10 national consultants for 18 and 20 person-months of international and national consultancy services respectively. Some time allocations and tasks may change.
For Phase 1, the team leader will submit a brief inception report within one month of starting the TA, a midterm report after 2.5 months, a draft final report after four months and the final report after 4.5 months. The same reports will be submitted for Phase 2: inception report after one month of beginning Phase 2, a midterm report after three months, a draft final report after five months and a final report after 5.5 months.
|Responsible ADB Officer||Wolfgang G. Kubitzki|
|Responsible ADB Department||Southeast Asia Department|
|Responsible ADB Division||Indonesia Resident Mission|
Ministry of Education and Culture
Dr. Djoko Santoso
firstname.lastname@example.org or email@example.com
|Concept Clearance||04 Nov 2008|
|Fact Finding||07 Nov 2008 to 17 Nov 2008|
|Approval||15 Dec 2009|
|Last Review Mission||-|
|PDS Creation Date||05 Dec 2008|
|Last PDS Update||30 Mar 2012|
|Approval||Signing Date||Effectivity Date||Closing|
|15 Dec 2009||09 Apr 2010||09 Apr 2010||31 Dec 2010||15 Apr 2013||-|
|Financing Plan/TA Utilization||Cumulative Disbursements|
|1,200,000.00||95,900.00||300,000.00||0.00||0.00||0.00||1,595,900.00||15 Dec 2009||1,259,088.93|