In partnership with the Government and other donors, the Project is expected to increase the number of Indonesian workers with internationally competitive and entrepreneurial skills over the long term. This is consistent with the Government's economic and industry policy agenda. The medium-term outcome of the Project is expected to be expanded enrolments, improved quality, relevance and efficiency, and strengthened partnerships with industry in the model VSSS.
|Project Name||Vocational Education Strengthening Project|
|Project Type / Modality of Assistance||Loan
|Source of Funding / Amount||
|Strategic Agendas||Inclusive economic growth
|Drivers of Change||Gender Equity and Mainstreaming
Governance and capacity development
|Sector / Subsector||
Education / Technical and vocational education and training
|Gender Equity and Mainstreaming||Effective gender mainstreaming|
|Description||In partnership with the Government and other donors, the Project is expected to increase the number of Indonesian workers with internationally competitive and entrepreneurial skills over the long term. This is consistent with the Government's economic and industry policy agenda. The medium-term outcome of the Project is expected to be expanded enrolments, improved quality, relevance and efficiency, and strengthened partnerships with industry in the model VSSS. Key success indicators will include (i) a 20% increase in enrolments in model VSSS, (ii) teaching of academic subjects, especially mathematics, the sciences and English, upgraded to national standards through upgraded curricula with increased time allocations in model and alliance schools, (iii) agreements with local industry in at least 50% of model VSSS to implement student skills assessment using local industry personnel, (iv) entrepreneurship start-up programs offered in all model VSSS; (v) arrangements with international companies or agencies for mutual skills recognition trialled in at least 40 model VSSS.|
|Project Rationale and Linkage to Country/Regional Strategy|
|Impact||Increased competitiveness and employment opportunities for vocational school graduates|
|Description of Outcome||Improved quality and relevance, expanded access, and greater efficiency in senior secondary vocational education.|
|Progress Toward Outcome||Data from the Monitoring and Evaluation survey indicate an initial improvement of capacity and quality of teaching-learning facilities like classroom and laboratories, leading to an increase of enrollment in model schools by 5-10% during 2010-2011; and 10-15% in 2012; partnerships among SMKs and industries strengthened; and increased average of national exam scores of students for science subjects.|
|Description of Project Outputs||
Refocused vocational school management using a business approach
Improved quality of teaching and learning in model and alliance schools
Strengthened school-industry linkages in model vocational schools
Enhanced entrepreneurship focus in model vocational schools
|Status of Implementation Progress (Outputs, Activities, and Issues)||
Outout 1. Refocused vocational school management using a business approach
- 90 model and 230 alliance schools have been implementing their approved school business plans; block grants for 2010, 2011, and 2012 have been disbursed. Overall progress are on track. EMIS development is behind schedule, but is now completed and installed in all Model School.
Output 2. Improved quality of teaching and learning in model and alliance schools
- Major investments in Model Schools have been completed, to include construction/ rennovation of classrooms, labs, and offices; purchase of new teaching-learning equipment; teacher and staff training; and procurement of resource/teaching- learning materials;
- Curriculum update have been undertaken and implemented since 2011
- Linkages/synergy among model VSs and alliance VSs remain a challenge, some are successful, others are less successful, depending on the leadership of school principals.
-Output 3. Strengthened school industry linkages in model VSs
- schools have developed links with industry and employers. On job training, training in school production units are progressing. Many schools undertake production of spare-parts and assembling of products based on the industry orders.
- Strategy to support students into self employment being considered; but there are variation in its implementation.
- lack of M & E and data on what happens to students when they graduate in terms of employment or increased income levels.
- Industry experts conducting assessments of student competence;
- School and industries work together in recruitment of graduates through "job fair"
Output 4. Enhanced entrepreneurship focus in model VSs
- systems to support self employment not yet fully developed or implemented.
- income streams at school in many schools developed; but in some places constrained by local government regulation which prohibit schools from receiving income from communities.
|Geographical Location||Bali, Bangka-Belitung, Bengkulu, Central Java, Central Sulawesi, Daerah Istimewa Yogyakarta, East Java, East Kalimantan, East Nusa Tenggara, Kalimantan, North Sulawesi, North Sumatra, Provinsi Gorontalo, Provinsi Jambi, Provinsi Lampung, Provinsi Papua, Provinsi Riau, Provinsi Sulawesi Barat, South Kalimantan, South Sulawesi, South Sumatra, Sulawesi Tenggara, West Java, West Kalimantan, West Nusa Tenggara, West Papua, West Sumatra|
|Summary of Environmental and Social Aspects|
|Stakeholder Communication, Participation, and Consultation|
|During Project Design||Full involvement of government and beneficiaries is needed. Project preparation has taken into account positive lessons from ADB's past projects in technical and vocational education, senior secondary schools catering mainly for the poorer sections of the population and girls, the proper selection of the project sites and schools based on the industry's needs, careful targeting of beneficiaries and assessment of causes of and measures for removing constraints to poor children's enrolment in post universla nine-year education. Assessment of potential measures will cover advantages/disadvantages of different modality of program delivery (formal/non-formal), integrating assessment involving the beneficiary communities. Assessment of optimal link and matach with industry for the technical and vocational students will be made. Assessment of the roles of NGOs in the education program delivery will also be included.|
|During Project Implementation||Participation of industry in vocational education planning and implementation is the key element. Employment and increased income levels central to success of vocational training. Engagement with local government agencies involved with planning local economic development, local employer networks, schools, district education offices essential to supporting schools to develop and implement training relevant to local employers and economic development plans.|
All consultants to be financed from the loan proceeds will be selected in accordance with ADB's Guidelines on the Use of Consultants (2007, as amended from time to time). Individual national consultants will be engaged to guide the development of School Business Plans (SBPs) and to provide preparatory training to ensure a uniform approach. Institutions and firms will be engaged to help model vocational senior secondary school (VSs) prepare SBPs and the project management unit (PMU) with selecting qualified consultants. Consultants for (i) the review and refinement of SBPs and SBP implementation; (ii) management development; and (iii) monitoring, evaluation, and reporting will be engaged through firms on the basis of quality- and cost-based selection with 80:20 weighting. Ministry of National Education, through the PMU, will be responsible for selecting and hiring consultants. Individual consultants will be hired to assist the PMU.
The Project provides for four contracts for consultancy services and two individual consultants for preparatory work. Under the main contract for School Business Plan preparation and implementation, there will be 21 national consultants for a total of 207 person-months.
A. Framework for School Business Plans (SBP)
1. School Business Planning Specialists (2 individual consultants; 6 person months).
B. SBP Preparation
2. Facilitators For SBP Preparation (10 institutions or firms; 6 month duration).
C. SBP and Project Implementation (1 firm, 21 national consultants, 207 person months)
3. Education Specialist (6 person-months)
4. Education Technology/Instructional Materials Specialist (6 person-months)
5. Equipment Specialist (6 person-months)
6. Procurement Specialists (2 consultants; 12 person-months).
7. Civil Work Specialists (7 consultants; 12 person-months for SBP review and 90 person-months for SBP implementation)
8. Project Education Management Information System (EMIS) Specialist (6 person-months)
9. Financial Management Specialists (2 consultants; 24 person-months)
10. Quality Assurance Specialist (3 person-months)
11. School Industry Linkages Specialist (3 person-months)
12. Teacher Training Specialist (12 person-months)
13. Project Management Specialist (24 person-months)
14. Writer/Editor for "What Works" Publication (3 person-months)
16. Procurement Specialist (6 person-months).
D. Management Development (1 firm, 4 years, intermittent)
E. Monitoring and Evaluation (1 firm, 5 years intermittent)
|Procurement||Procurement of goods and services financed under the loan will be in accordance with ADB's Procurement Guidelines (2007, as amended from time to time). Contracts for the refurbishment of the PMU office including equipment and furniture will be awarded on the basis of shopping for contracts estimated to cost $100,000 or less, and by national competitive bidding for contracts estimated to cost the equivalent of more than $100,000 up to $500,000. Civil works, teaching materials, textbooks, furniture and instructional aids will be procured using national competitive bidding for contracts estimated to cost the equivalent of more than $100,000 up to $500,000, and shopping for contracts estimated to cost $100,000 or less. Contracts for works, goods and equipment estimated to cost more than $500,000 will be awarded on the basis of international competitive bidding.|
|Responsible ADB Officer||Budiman, Renadi|
|Responsible ADB Department||Southeast Asia Department|
|Responsible ADB Division||Indonesia Resident Mission|
Dir. Gen.for the Mgt. of Primary & Secondary Educ.
Professor B. Suyanto
Jakarta, Indonesia, Fax No. 62 21 572 5606
|Concept Clearance||04 Oct 2006|
|Fact Finding||04 Jun 2007 to 22 Jun 2007|
|MRM||22 Aug 2007|
|Approval||31 Mar 2008|
|Last Review Mission||-|
|PDS Creation Date||01 Mar 2006|
|Last PDS Update||16 Dec 2014|
|Approval||Signing Date||Effectivity Date||Closing|
|31 Mar 2008||26 May 2008||09 Jul 2008||30 Nov 2013||-||30 Nov 2014|
|Financing Plan||Loan Utilization|
|Total (Amount in US$ million)||Date||ADB||Others||Net Percentage|
|Project Cost||115.00||Cumulative Contract Awards|
|ADB||80.00||31 Mar 2008||74.03||0.00||98%|
|Cofinancing||0.00||31 Mar 2008||75.77||0.00||100%|
|Status of Covenants|
|Approval||Signing Date||Effectivity Date||Closing|
|31 Mar 2008||16 Sep 2008||16 Sep 2008||31 Mar 2010||30 Jun 2011||-|
|Financing Plan/TA Utilization||Cumulative Disbursements|
|500,000.00||0.00||165,000.00||0.00||0.00||0.00||665,000.00||31 Mar 2008||404,191.20|
|Status of Covenants|
Project Data Sheets (PDS) contain summary information on the project or program. Because the PDS is a work in progress, some information may not be included in its initial version but will be added as it becomes available. Information about proposed projects is tentative and indicative.
The Access to Information Policy (AIP) recognizes that transparency and accountability are essential to development effectiveness. It establishes the disclosure requirements for documents and information ADB produces or requires to be produced.
The Accountability Mechanism provides a forum where people adversely affected by ADB-assisted projects can voice and seek solutions to their problems and report alleged noncompliance of ADB's operational policies and procedures.
In preparing any country program or strategy, financing any project, or by making any designation of, or reference to, a particular territory or geographic area in this document, the Asian Development Bank does not intend to make any judgments as to the legal or other status of any territory or area.
|Title||Document Type||Document Date|
|Vocational Education Strengthening Project: Project Completion Report||Project/Program Completion Reports||Sep 2015|
|Vocational Education Strengthening Project||Procurement Plans||Sep 2012|
|Vocational Education Strengthening Project||Project/Program Administration Manual||Aug 2008|
|Loan Agreement for Vocational Education Strengthening Project between Republic of Indonesia and Asian Development Bank dated 26 May 2008||Loan Agreement (Special Operations)||May 2008|
|Vocational Education Strengthening Project||Reports and Recommendations of the President||Mar 2008|
|Vocational Education Strengthening Project||Design and Monitoring Frameworks||Mar 2008|
Safeguard Documents See also: Safeguards
Safeguard documents provided at the time of project/facility approval may also be found in the list of linked documents provided with the Report and Recommendation of the President.
None currently available.
Evaluation Documents See also: Independent Evaluation
|Title||Document Type||Document Date|
|Indonesia: Vocational Education Strengthening Project||Project Performance Evaluation Reports||Aug 2020|
|Indonesia: Vocational Education Strengthening Project||Validations of Project Completion Reports||Dec 2016|
|Title||Document Type||Document Date|
|Together We Deliver: 10 Stories from ADB-Supported Projects with Clear Development Impacts||Books||Apr 2014|
The Access to Information Policy (AIP) establishes the disclosure requirements for documents and information ADB produces or requires to be produced in its operations to facilitate stakeholder participation in ADB's decision-making. For more information, refer to the Safeguard Policy Statement, Operations Manual F1, and Operations Manual L3.
Requests for information may also be directed to the InfoUnit.
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Indonesia: Vocational Skills and Job TrainingAligning the course work at Indonesia’s vocational schools with the needs of industry is resulting in better job opportunities for students.
Vocational and Technical Education in IndonesiaA project supporting Indonesia's vocational and technical education system helps students from low-income families achieve their career goals.