Satryo Soemantri Brodjonegoro

(1)

Pendidikan Tinggi:

Pemberdayaan dan Tantangan

Perubahan Global

(2)

Dampak Pendidikan Bermutu

• _{Mempunyai nilai tambah;} • _{Berbasis potensi lokal;}

• _{Mampu memberdayakan masyarakat;}

• _{Meningkatkan pertumbuhan ekonomi secara riil;} • _{Mampu meminimalkan disparitas antar wilayah;} • _{Mampu meminimalkan kesenjangan ekonomi di}

masyarakat.

(3)

Prasyarat kemajuan ipteks

• _{Indonesia harus punya industri dasar yang kuat sehingga tidak}

tergantung kepada negara lain;

• _{Pendidikan sains terutama matematik (terkait dengan daya nalar)}

harus dilakukan sejak pendidikan dasar, tentu dengan memperhatikan metoda yang sesuai dengan tingkat perkembangan anak;

• _{Industri harus diberi insentif untuk melakukan R&D supaya ada nilai}

tambahnya (biaya R&D harus diawali oleh pemerintah atau mereka diberi keringanan/pembebasan pajak);

• _{Lembaga riset dan kampus harus diberi insentif untuk}

mengembangkan ipteks (dengan dana dan otonomi pengelolaan);

• _{Pemerintah menangani kegiatan ipteks yang cost-center sedangkan}

pihak swasta menangani kegiatan ipteks yang profit-center, tidak perlu ada kompetisi pemerintah dengan swasta, tapi justru harus saling

mengisi.

(4)

Pengakuan mutu pendidikan secara

universal

• _{Kemampuan/kompetensi hasil didik untuk bersaing}

global;

• _{Kemampuan/kompetensi hasil didik untuk kolaborasi}

global;

• _{Eksistensi jati diri bangsa ditentukan oleh adanya}

pengakuan oleh komunitas global.

(5)

Globalisasi

• _{Global village;}

• _{Tidak ada kendala & kendali informasi;} • _{Tidak ada kendala & kendali mobilitas;}

• _{Jati diri}_{: dibedakan berdasarkan kinerja,}

bukan karena suku / agama/ kebangsaan / budaya;

• _{Kinerja mewujudkan tingkat kesejahteraan.}

(6)

Kompetisi global

• _{Eksistensi sebuah negara / masyarakat /}

kelompok ditentukan oleh besar kecilnya penguasaan ‘pasar’ global / dunia;

• _{Ukuran besar kecilnya negara / bangsa}

tidak dapat menentukan eksis tidaknya sebuah negara / bangsa;

• _{Secara transaksional maka negara maju}

(sebagai penyedia) akan menguasai negara yang belum maju (sebagai pengguna).

(7)

Tolok ukur kemajuan

• _{Diukur dengan peringkatnya terhadap}

negara lain;

• _{Pemeringkatan berdasarkan indikator yang}

terukur secara global;

• _{Tolok ukur global tidak mencerminkan}

potensi kearifan lokal, kecuali jika kearifan lokal mampu mengubah pola pikir negara / bangsa;

• _{Pola pikir (mindset) sangat menentukan}

kemajuan suatu bangsa / negara.

(8)

Kolaborasi

• _{Kolaborasi sangat dibutuhkan dalam era}

global, supaya tidak terisolasi;

• _{Kolaborasi tidak dapat dipaksakan akan}

tetapi karena saling membutuhkan dan menguntungkan;

• _{Supaya tidak terjadi ‘penjajahan’ maka}

pihak yang berkolaborasi harus mempunyai kapasitas yang sama;

• _{Kapasitas ditentukan oleh kemampuan /}

kompetensi SDM.

(9)

11/12/2015 SS Knowledge 9

(10)

Analysis of Macro vs Micro Skills

Demand

To develop view of skills demand we conducted analysis at Macro and Micro levels

1.Macro level, based on analysis of SAKERNAS data-9 economic sectors

- high level, not detailed, development of demand in the future by broad economic sector and based on past trends

2.Micro level- based on results of employer survey

-asked employers about their hiring patterns and intentions, skills needs, the impact of skill shortages, linkages with education

institutions

(11)

Projections Based on SAKERNAS Data

1. Agriculture- expected to rely on low-skilled labour (junior high school/SLTP or lower) as result of slow technological progress.

(12)

Projections Based on SAKERNAS Data

2. Mining- relatively capital intensive sector, labour

projections for 2014-2018 suggest higher level skills will be required at senior high school level and university levels.

(13)

Projections Based on SAKERNAS Data

3. Manufacturing- will benefit from a variety of

technological developments, labour projections for 2014-2018 dominated by medium skills- high school – levels (those graduating from SLTP, SMA and SMK).

(14)

Projections Based on SAKERNAS Data

4. Electricity, gas and water- expect relatively high

technological development, labour projections for 2014-2018 show future skills needs at the level of senior high schools( SMA and SMK), diploma III and university.

(15)

Projections Based on SAKERNAS Data

5. Construction and real estate- relatively labour

intensive, low technological development skills needed, labour projection for 2014-2018 shows junior high schools level or lower, increasing trend to hire SMA and SMK graduates, possible transition to higher skill levels.

(16)

Projections Based on SAKERNAS Data

6. Service sector, hotel and restaurant-

transitioning to medium-high technological development, labour projection 2014-2018 trend shows requirement for higher labour skills such as are possessed by SMA, SMK and SLTP graduates.

(17)

Projections Based on SAKERNAS Data

7. Transportation and communications- experienced

fast technological development in the past decade, labour projection for 2014-2018 presents growing demand for SMA, higher education and diploma III graduates.

(18)

Projections Based on SAKERNAS Data

8. Finance- has experienced higher technological

development compared to other sectors, high skilled labour dominates labour projection for 2014-2018, university, SMA and SMK graduates are three highest skill levels expected to be in demand.

(19)

Projections Based on SAKERNAS Data

9. Social services-labour projections for 2014-2018

show skills possessed by university and SMA graduates will be most in demand.

(20)

Conclusions from Macro-analysis

Analysis of projections of trends in skill levels 2014–18,

conducted at the macro level using SAKERNAS data, indicates: 1. There will be acceleration in skills levels required in most sectors, with the strongest growth in high-level skills demand arising in finance, transport and communications; and service sectors

2. Only sectors not showing significant increase in high-level skills are agriculture, manufacturing and construction

3. Demand will vary in different regions, information about this should be part of the development of labour market

information systems that we recommend should be developed at both region and national levels

(21)

Results from the

Employer Survey

(22)

Company Distribution and

Characteristics

• _{Employer survey conducted in four main regions of the}

country: Java/Bali, Sumatera, Kalimantan and Sulawesi

• _{Survey sample consisted of 460 companies with highest}

number of employers 269 or 58 per cent being privately-owned limited companies

• _{Sample selected for the Java/ Bali region was the largest}

with 340 companies, followed by Sumatera with 70 respondents, Sulawesi 28 and Kalimantan 22.

(23)

Company Ownership

• _{Companies in the survey sample primarily nationally}

owned with 426 out of the total 460, or 93 per cent

• _{Second category was mixed ownership (national and}

foreign), 19 companies or 4 per cent and last foreign companies, 15 or 3 per cent.

(24)

Company Economic Activity

• _{Highest number of employers interviewed during survey}

were in the tourism sector, 85 or 18 per cent

• _{Next were sea transport and shipping 56 companies (12}

per cent), forestry 51 (11 per cent); and mining and energy 50 (11 per cent)

(25)

Company employment

• _{Total number of employees in the companies sampled}

was 118,765

• _{Number of males employees was 73 per cent, managers}

and professional occupations less than 3 per cent,

supervisors 3 per cent, technical operators 21 per cent and administration employees 23 per cent

(26)

Findings from Employer Survey

(27)

Employer Hiring

1. Almost 70 per cent of employers expect to hire more workers in the next 3-5 year period

2. The highest percentage of employers expect to hire five workers or less (37%)

Number of

Sumatera Java/Bali Kalimantan Sulawesi

1- 5 ₁₃ ₈₇ ₃ ₁₂ ₁₁₅ 37

(28)

Employer Recruiting Methods

• _{Employers use a variety of methods to recruit new}

workers, less than 50% use government agencies, only 7% use on-line advertising

(29)

Mismatch in Skills

• _{Mismatch between worker availability and required skills} • _{Most companies (80%) have no difficulty finding}

candidates for jobs, problem is finding candidates with necessary skills

(30)

Workers Lack Required Skills

• _{Less than 50 per cent of employers felt the workers}

available would have the required skills

(31)

High Demand for High-skill Occupations

• _{Employers see occupations requiring higher technical}

skills and management expertise to be in highest demand over next 3-5 years

• _{Expected demand for technicians, engineers, research}

specialists, supervisory and senior management personnel; and to a lesser degree there will be a

requirement for personnel managers, machinists and metal fabricators

• _{In the lower skilled categories employers see a growing}

demand for security personnel, labourers and drivers.

(32)

Occupational areas in demand

(33)

Projected Shortage for High-skilled

Workers

• _{Employers from our survey sample across four regions}

see shortage in next 3-5 years for high skilled technical personnel, supervisors, managers

Occupation

Projected employer vacancy totals (3-5 years)

Total

Sumatra Java/Bali Kalimantan Sulawesi

Managers

specialists 12 122 4 3 141 Research

assistants 90 620 8 2 720

(34)

Importance of Soft Skills

• _{Employers see workers with strong skills as critical to}

company success

• _{More than 90% of employers surveyed felt worker soft}

skills were important or very important to their company

(35)

Importance of Technical Skills

• _{More than 90% of employers surveyed also felt worker}

technical skills were important or very important to their company

(36)

Impact of Skill Shortages

• _{About 50% of the employers surveyed were concerned}

that skill shortages slow down their existing operations, over 30 per cent felt this would slow the expansion of future operations

(37)

• More than 20 per cent of employers did not fill vacancies because of skill shortages

• Across all regions 30 per cent of employers stated they

increased their recruiting efforts to find new workers, 21 per cent increased overtime hours for existing skilled staff

Employer Response to Finding Workers

(38)

Employer Hiring of Higher Education

Graduates

• _{More than 65 per cent of employers have hired higher}

education graduates in the past three years

(39)

Employer Training Provided to

Graduates

• _{Most companies provide additional training to newly}

hired graduates, on average up to 3 months

(40)

Internships Provided by Employers

• _{Only 40% of employers interviewed provide internships}

to students

Sumatra Java/Bali Kalimantan Sulawesi

N % N % N % N % N %

(41)

Employer

Assessment of Basic Graduate

Skills

• _{Results from the survey were largely negative, with}

employers assessing graduate reading and writing skills as very poor. This was followed by work habits,

communication, and team work which were assessed by employers as poor. Skill areas in which

graduates are deficient

Percent of Responses from Employers 25 50

(42)

Employer Links with Higher Education

Institutions

• _{Employer links are very weak, study sample revealed}

only 7 per cent of employers have input into curriculum development, 12 per cent use institutions for staff

training, 7 per cent enter into joint research projects and 7 per cent have staff arrangements for instructors

(43)

(44)

Conclusions and Recommendations

From Employer Survey

(45)

Conclusions

• _{The Government’s National Medium-Term Development Plans}

2015-2025 can be expected to increase demand for skilled industry managers, engineers and technicians as production becomes more intensive and sophisticated

• _{Results from the employer survey sample show that while}

almost 70 per cent expect to hire new workers in the next 3-5 year period they are not at all confident that the education system as it currently exists will have the ability to produce graduates with required skills

• _{Issue is not one of numbers as there are many graduates,}

but of quality and unless the linkages between employers and the institutions are strengthened this situation will not change

(46)

Conclusions

• Employer survey results consistently show that employers are not satisfied with the skill levels of their new tertiary hires, whether these are graduates from universities or vocational schools.

• Main complaints from employers are the lack of technical training, inadequate English, and deficient soft skills, such as the ability to work in teams, critical thinking, and innovative capability.

• _{While employers raised concerns about worker skills and the poor}

quality of graduates, they are doing little to address the core problem which is to strengthen linkages with the institutions themselves

• Survey results show a small number of employers have input into curriculum at the institutions, participate in joint research projects or provide instructors, less than 1/2 provide opportunities for student internships

• Need to strengthen linkages between employers and training institutions

(47)

Recommendations

To Government

•_{That Government should take the lead in developing}

measures to strengthen the linkages between employers and the higher education institutions

•_{That better information sources should be developed to}

provide information about skills gaps and further develop the labour market information system in Indonesia

•_{That measures should be taken to address the identified}

need from the survey sample for higher skilled occupations as economy grows

(48)

Recommendations

To the Education Ministries

•_{In response to employer negative opinion about basic}

graduate skills the Ministry of Education should review its programming, and should conduct employer satisfaction surveys

•_{All higher education institutions should have in place active}

job placement/ career centres and involve employers in their services

•Training advisory committees should be established at each

education institution to involve employers in the development of curricula and program planning to meet local labour market needs.