SKILL GAP ANTARA LULUSAN PT DAN KEBUTUHAN PASAR KERJA K omisi Pendidikan dan Pengajaran AFEBI

1. SKILL GAP ANTARA LULUSAN PT DAN KEBUTUHAN PASAR KERJAKomisi Pendidikan dan Pengajaran AFEBI Disampaikan pada SIdang Pleno Afebi di Universitas Lampung 30 Maret 2017

2. Broad competencies: Employers expect them to become more important Source:Conference Board. (2006). Are they really ready to work? (p. 49, Table 12)

3. Asia’s economic growth and employment challenges – a review • Youth Unemployment rates high and rising - 45% of all unemployed youth come from Asia and the Pacific • … Total and youth unemployment rates, most recent period (%) Note: Youth aged 15-24, except Hong Kong, China (aged 15-19); Macau, China (aged 16-24); Pakistan (aged 15-19); Singapore (Residents aged 15-29) and Viet Nam (aged 20-24). Source: National statistical offices; ILO: Key Indicators of the Labour Market, 7th Edition (Geneva, 2011). …young people still 3-5 times more likely to be unemployed than adults.

4. Asia’s economic growth and employment challenges – a review Youth unemployment does not always follow the same trend as total unemployment – example Indonesia Indonesia – Youth and total employment rates Source ILO GET 2011 ….so special initiatives required to tackle youth employment challenge – reducing skills mismacth ….

5. Percentage of Diploma & University Graduated Unemployment in Indonesia Total unemployement: 7.24 million (2014); 7.56 million (2015); 7.17 million (2016)

6. Implications for your students “Suddenly more people from more different places could collaborate with more other people on more different kinds of work and share more different kinds of knowledge than ever before.” —Thomas Friedman (2005) “Highly skilled people with roughly the same qualifications are competing directly with each other, no matter where they are located on the globe.” —the New Commission on the Skills of the American workforce (2007) Sources:1) National Center on Education and the Economy. (2007). Tough choices or tough times: The report of the New Commission on the Skills of the American workforce. San Francisco, CA: Jossey-Bass. (p. 19) 2) Friedman, T. L. (2005). The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus and Giroux. (p. 81)

7. More important in the 21st Century Postsecondary education and training Academic knowledge and skills Practical literacies: The ability to use knowledge of math, English, science, civics etc. to meet real-world challenges. Broader competencies: Critical thinking and problem solving, communications and collaboration, creativity, self-sufficiency etc.

8. Broad Competencies: Which are most critical? The 3 C’s! • Critical thinking and problem solving • Labor economists Levy & Murnane call it “expert thinking” • Communication/Collaboration • Levy and Murnane call it “complex communications” • Creativity

9. Communication & Collaboration: What are the most critical sub-skills? Source:Conference Board. (2006, October). Are they really ready to work? New York: Author. (pp. 32-34, Tables 6-8)

10. Why we do have Skills Mismatch (ILO 2010) Lack of coordination between ‘economic and employment growth strategy’, and ‘skills dev. strategy’ Limited industry, employers’ voice and Trade Union’s reflected on qualifications (and thus training contents) Limited linkage between employers and Training Institutes Outdated standards/curriculum Challenge in identifying skills demand in changing environment.

11. PROBLEM – Skill Gaps for Employability Skills are seen as a bottleneck by a significant share of firms in several countries Vacancies for skilled workers are hard to fill in several countries …but youth unemployment and/or employment in under-qualified/low-productivity jobs is also an issue in some countries

12. Reported from World Economics Forum (2014) noted: Many advanced economies and some developing countries, sinificant investment in education are not accompanied by job growth foster hight rate of graduate unemployment and mismacth in qualification Imbalance between supply and demand for people with different skill exist in all economies and some time inevitable

13. FORMS OF SKILL MISMACTH (OECD 2011):

14. CAUSES – What are the causes? • Possible causes for these skill gaps can include: • Demand-side factors (demand for skills) • Supply-side factors (supply of skills) • Broader labor market issues • Employers across the region offer some insights, pointing to: • Insufficient quality and relevance of skills and skill supply • Job turnover, low starting wages, emigration of skilled workers in some cases • Much less emphasis on other reasons

15. CAUSES – Demand for Skills Demand for skills is sustained in the region and should therefore not be a big obstacle …but it may not be strong enough to absorb out-of-school and unskilled workers who get skilled Demand for skills has been changing (focus on service sector; increasing need for work-related generic skills; etc) generating skills mis-matches as the supply of skills has still not adapted

16. CAUSES – Supply of Skills Quality and relevance are the main constraints: • Gaps in leadership skills, problem solving, foreign language, and practical knowledge of the job • Lack of relevance and responsiveness to labor market needs of formal education (curriculum and pedagogical relevance) • Low quality of skills training programs and growing but still limited opportunities of skills upgrading in several countries • But the still limited opportunities of skill development for the unskilled may hinder the provision of sufficient skills as demand grows

17. The challenges Skills needs identification is often very complex It is not possible to predict the demand so accurately if it is only based on surveys and Analysis. Identification of demand is a part of multiple interventions, which are required for matching skill demand and supply.

18. Critical: Need for Stronger link between ‘education and training sector’ and ‘world of work’ “Given the uncertainties about future skill demands, policies are needed to create tighter linkages between education and the workplace”(P. Cappelli, a workshop on ‘Research Evidence related to Future Skill Demands’ in the US, 2007)

19. This is a joint effort! Consultations and involvement of key stakeholders from • Governments, • Academia, • Industry, • Training Sector, • Workers’ organisations ARE CRITICAL

20. 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 Sumber: SS Knowledge (2015)

21. HIGHER EDUCATION GRADUATES EMPLOYERS GOVERNMENT AUTHORITIES REDUCING MISMACTH IMPROVING EDUCATIONAL SYSTEM

22. Mismatch in Skills (Survey SS Knowledge 2015) Mismatch between worker availability and required skills Most companies (80%) have no difficulty finding candidates for jobs, problem is finding candidates with necessary skills

24. Workers Lack Required Skills Less than 50 per cent of employers felt the workers available would have the required skills

25. 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

27. Finding survey in Indonesia (2015) 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 Sumber: SS Knowledge 2015

28. continue... Most employers are not satisfied with the skill levels of their new tertiary hires, whether these are graduates from universities or vocational schools. Lack of technical training, inadequate English, and deficient soft skills, such as the ability to work in teams, critical thinking, and innovative capability still issues Little to address the core problem which is to strengthen linkages with the institutions themselves

29. Entering job market READINESS TO ENTER JOB MARKET SCHOOL BASED LEARNING WORK BASED LEARNING ACADEMIC AND KNOWLEDGE WORK EXPERIENCE OPPORTUNITY, TRAINING, INTERNSHIP

30. QUESTION??? Kebutuhan Lapangan Pekerjaan, ataukah Keilmuan terlebih dahulu? Fenomologis, semua ilmu itu berguna Pragmatis, ilmu harus sesuai dengan kebutuhan lapangan pekerjaan

31. Dunia kerja memilih PT yang lulusannya memiliki ‘karakter’. Karakter yg dinilai PENTING oleh Dunia Kerja adalah: (Versi Majalah “TEMPO”) 1. Mau bekerja keras 2. Kepercayaan diri tinggi 3. Mempunyai Visi kedepan 4. Bisa bekerja dalam Tim 5. Memiliki kepercayaan matang 6. Mampu berpikir analitis 7. Mudah beradaptasi 8. Mampu bekerja dalam tekanan 9. Cakap berbahasa Inggris 10. Mampu mengorganisasi pekerjaan

32. SOFTSKILLS is important ALL OF US: STUDENTS, LECTURERS, AND SUPPORTING STAFF

33. KULIAH DAN TUTORIAL MAHASISWA BELAJAR KOMPETEN ? SEMINAR TUGAS PRESENTASI MEMBUAT MODEL Pengembangan Soft Skill

34. KONDISI GLOBAL :PERSAINGAN PERSYARATAN KERJA PERUBAHAN ORIENTASI PERUBAHAN KOMPETENSI LULUSAN PERUBAHAN KURIKULUM PERUBAHAN PARADIGMAPENGETAHUAN, BELAJAR DAN MENGAJAR PERUBAHAN PEMBELAJARAN PERUBAHAN

35. kurikulum ORIENTASI KEBUTUHAN PASAR PT Analisis Informasi Kebutuhan TRACER STUDY penyesuaian Penerapan Pembelajaran

37. LEMBAGA SERTIFIKASI IJAZAH KOMPETENSI UTAMA JENIS PEKERJAANATAU LAPANGAN KEHIDUPAN TERTENTU PROGRAM PENDIDIKAN AKADEMIK (S1) STANDART KOMPETENSI GENERIC SKILL (TRANSFERABLE SKILL) KOMPETENSI PENDUKUNG KOMPETENSI LAINNYA LEMBAGA PELATIHAN Training SERTIFIKAT TUGAS MASYARAKAT PEMANGKU KEPENTINGAN TUGAS PERGURUAN TINGGI

38. BIDANG KERJA Mahasiswa Baru ProsesPembelajaran Pasar kerja Leader SPMI Pengakuan Masyarakat Masyarakat akademik Dosen -pimpinan Dokumen Kurikulum Pustaka Dana Laboratorium Pegawai Organisasi Resources BNSP BAN PT BSNP KKNI STANDAR KOMPETENSI LULUSAN STANDAR KOMPETENSI KERJA 2 3 LEARNING OUTCOME PERGURUAN TINGGI 8 6 4 1 ASOSIASI PROFESI 7 5 endrop3ai@ its.ac.id

39. BASIC SKILL GENERIC SKILL TRANSFERABLE SKILL STANDART KOMPETENSI PROFESI / BID. KERJA TUJUAN PENDIDIKAN TINGGI PADA PRINSIPNYA ADALAH MEMPERSIAPKAN SESEORANG DENGAN KUALIFIKASI KESARJANAAN, YANG SIAP MENYESUAIKAN DIRI DENGAN PERUBAHAN CEPAT YANG MUNGKIN DIHADAPINYA DALAM PROFESI ATAU LAPANGAN KERJA YANG DIGELUTINYA.

40. Kebutuhan Stakeholders Lulusan • Lulusan Perguruan tinggi diharapkan mempunyai kompetensi yang sesuai kebutuhanstakeholdersberupa : • Kebutuhan kemasyarakatan(societal needs) • Kebutuhan dunia kerja(industrial needs) • Kebutuhan profesional(professional needs) • Kebutuhan generasi masa depan(aspek scientific vision)