Project Background

The IT/STEM sector in Indonesia is a rapidly growing industry with the potential to significantly impact the economy. In 2023, Statistics Indonesia recorded the IT/STEM sector as the seventh-highest contributor to Indonesia’s GDP, adding IDR 884T (~USD 55T) to the economy. The government is committed to accelerating national digital transformation and developed the “Indonesia Digital Roadmap” as a guide, which projects growth of IDR 2,000T (~USD 124T) by 2025, which is 40% of ASEAN's digital economy.

Despite growth in the sector, Indonesia has one of the lowest representations of women in the tech sector in Southeast Asia as only about 22% of the IT workforce is female. In 2020, UNESCO reported that only 37% of STEM graduates in Indonesia were women. The Ministry of Women's Empowerment and Child Protection (MoWECP) noted that only 2 out of 10 women pursue professional careers in STEM.

Within TVETs, we should logically see a high proportion of female students studying relevant STEM/IT courses that go on to secure employment in a related IT/STEM field, but this is not the case as numbers are low. Based on observations in the previous grants when Plan was doing capacity building training for the TVET staff, they noted certain issues within the TVETs:

• Outdated curriculum that is not aligned with industry standards causing students to not be equipped with the latest knowledge and skills in their subject matter
• Weak relationships between corporates and TVETs that make it hard for students to find and secure employment opportunities
• Staff require further development of their teaching abilities
• Lack of a supportive and gender aware learning environment for female students (e.g. lack of female examples in curriculum/study materials, lack of female mentoring support/programs that female students can turn to for advice/help, lack of programming that helps females build confidence in their job search process, lack of awareness and understanding of potential biases against females from corporates and during the placement process)

  The project will strengthen focus areas in Greater Jakarta with several considerations. The TVETs in Greater Jakarta face several key issues, including a curriculum that is not aligned with the needs of Industry 4.0 and a shortage of competent teaching staff. Additionally, the lack of synergy with industries hampers training programs that meet labor market demands. The optimization and utilization of TVETs also need to be improved to address unemployment, especially among youth and women.

  The Opportunity

  The TVET officer will support TVET Coordinator in developing collaboration with TVET Institutions. She/he should ensure the training by TVET partners had meet the project expectation and conducted in timely manner.

  Accountabilities for The Role

  Program Quality

  • Development online and off-line learning lesson plan.
  • Monitor TVET delivery quality and ensure the program achieve its goal and objective
  • Alert Project Manager as well as TVET Coordinator, and coordinate with internal related staff as well as external stakeholder (if required) if there are any variations from initially agreed workplan and TVET strategy
  • Develop relations and network with stakeholders to lead certification/accreditation process.
  • Building relations with training institutions (government and private based) to increase reach & possibility

    Building Capacity

    • In collaboration with TVET stakeholder, develop ToT materials to be used in delivering the online and offline training
    • Advise other project staff member on ways to improve project quality
    • Providing capacity building for appointed partner to deliver high quality training which ensure safety and health concern in COVID 19 context
    • Support continuous learning of other technical staff through workshops, seminars and conferences.

      Learning

      • Documented learning in project documents and reports
      • Share learning and best practices and insure that they are incorporated into future work
      • Help to develop and oversee ToRs for TVET-related activities

        Networking and advocacy

        • Initiate and maintain relationship with TVET institutions that can support the achievement of the project
        • Networking and coordination with general TVET stakeholder
        • Represent YPII in TVET related forums as requested by Project Manager

          Safeguarding Children and Young People (Safeguarding) and Gender Equality and Inclusion (GESI)

          • Ensures that Plan International’s global policies for Safeguarding Children and Young People and Gender Equality and Inclusion are fully embedded in project design, during implementation and as principles applied in day-to-day work;
          • Participates actively in capacity building and learning event on Safeguarding Children and Young People and Gender Equality and Inclusion;