Published on Apr 9, 2015
Indonesia's education minister says the country’s school system faces “an emergency”. Less than half of the teachers have proper qualifications and students score among the lowest in the world in reading, mathematics and science tests. Al Jazeera's Step Vaessen reports from West Java.Subscribe to our channel http://bit.ly/AJSubscribeFollow us on Twitter https://twitter.com/AJEnglishFind us on Facebook https://www.facebook.com/aljazeeraCheck our website http://www.aljazeera.com/
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Gadjah Mada University
Indonesia’s three biggest universities slide dramatically in popularity rankings (2013)
Higher education programs in Indonesia are under Directorate of Higher Education (Indonesian: Direktorat Pendidikan Tinggi) (DIKTI) and accredited by the National Accreditation Board for Higher Education(Indonesian: Badan Akreditasi Nasional - Perguruan Tinggi), an external quality assurance institution under the purview of the Ministry of National Education of Indonesia (Indonesian: Departemen Pendidikan Nasional).
Higher education in Indonesia offers both theoretical degrees and vocational degrees. They are provided by the following types of institutions:
Academy, which offers vocational degrees in one or more branches in a specific field, such as a military academy and nursing academy.
Polytechnic, which offers vocational degrees in various sciences and technological sciences and, if qualified, may also offer professional degrees.
Specialised Colleges (Sekolah Tinggi), is an institution that offers mainly theoretical degrees and also vocational degrees in one common field, such as hospitality industry, and if qualified may offer some professional degrees.
Institute, offers mainly theoretical degrees and also vocational degrees in some fields of a common origin (such as technological sciences), and if qualified may offer some professional degrees.
University, offers a wide range of degrees in a various fields and, if qualified, may offer professional degrees.
Published on Nov 12, 2013
Herdian Mohammad manages two enterprises and a family in Jakarta, Indonesia -- three full time jobs. He is also a man who has earned 5 online certificates and is currently enrolled in 17 more. He does this through self-paced online learning. Herdian studies on ALISON whenever he has some free time; when the kids are in bed, while on a coffee break or when he is waiting to meet clients. He uses ALISON to upskill and provide the path to his future at no cost to himself. Herdian and millions more are turning to free online learning everyday. To find out more visithttp://alison.com.
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Published on Jun 4, 2013
[This video presented by Mike Greer, The Best Free Training website: http://www.bestfreetraining.net ]
This is a video tour of "Alison: A New World of Free Certified Learning." Alison is simply amazing! It provides 500 free courses, 60 million free lessons, over 4 million hours of study, as well as diplomas, certifications, teacher/supervisor tracking tools, and more.
From the website: "ALISON is the world's leading free online learning resource for basic and essential workplace skills. ALISON provides high-quality, engaging, interactive multimedia courseware for certification and standards-based learning.... The mission of ALISON is to enable anyone, anywhere, to educate themselves for free via interactive, self-paced multimedia. It is our belief that through ALISON, the cost of access to high-quality education can be removed....Through the ALISON learning platform we can assist people around the world in educating themselves, thereby creating a more equitable and sustainable global society."
(For more reviews of great free training and education resources, visit The Best Free Training website, http://www.bestfreetraining.net or watch the YouTube Tour here: http://youtu.be/QLche6io7Ew ) -- Or visit Mike Greer's WORTH SHARING at http://worth-sharing.net
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Massive Open Online Courses (MOOCs) have opened new doors for free online learning that lends itself well to ICT-related subjects. Meanwhile, employers seek candidates with relevant web skills. The Supply and Demand of MOOCs Infographic shows what skills are most in demand and what MOOCs are available that teach those skills, based on the results of a study conducted by the European Commission.
Top skills employers are looking for:
- Web and app design
- Domain-specific skills
- Programming languages
Top skills students want to learn:
- Web design
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- Foundation and Vocational Education
- Higher Qualifications
- Human Resources
- Information Technology
- Management and Leadership
- Media Studies
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Vocational Education and Training
Over the past decade, Asia has increasingly become the growth engine for the world economy. Along with the newly industrialised economies of China and India, the 10 ASEAN economies have experienced strong economic growth and social development. With an emphasis on the importance of knowledge and the need for a skilled workforce, the countries in the ASEAN region see vocational education as a priority if sustained economic and social development is to be ensured. ASEAN supports knowledge sharing, the alignment of educational systems through negotiation of mutual recognition arrangements and a more open labour market. These are key factors in upgrading the status of Technical and Vocational Education and Training (TVET) in order to better prepare the future workforce for an ASEAN common market.
The member countries still have several challenges to overcome, such as the lack of skilled labour, limited practical training in (vocational) secondary and higher education and restrictive labour market regulations still in force. As a result, TVET modernisation and quality enhancement have become key concerns among policy makers and practitioners in recent years. They lie at the core of the agendas for socio-economic development and ASEAN integration. Regional exchange and cooperation in the field of TVET are emphasised as drivers to enhance the skills and mobility of the future workforce, increase the productivity of the business sector and promote economic development.
In October 2012, the first Regional TVET Conference, entitled ‘TVET Quality Breakthrough’, took place in Hanoi, Viet Nam. The conference was hosted by the German Federal Ministry for Economic Cooperation and Development (BMZ) and the Vietnamese Ministry of Labour, Invalids and Social Affairs (MoLISA). More than 300 decision-makers and TVET experts from 14 countries participated, including representatives of regional and international organisations, donors and implementing organisations, as well as the research and the business sector of the broader ASEAN region.
The main issues addressed during the conference were occupational standards, cooperation with the business sector, TVET teaching staff and the financing of TVET. Amongst others, the conference stressed the necessity for outcome-based occupational standards, the need for the greater involvement of companies and policies in supporting their TVET role (in particular for occupational standards and TVET delivery). Furthermore, the participants discussed the need for solid and practical TVET teacher training including measures to raise teachers’ status and pay. Steps towards the introduction and implementation of national TVET funds as independent institutions to achieve quality and sustainability in TVET were also reviewed.
Overall, the Hanoi conference participants emphasised the need to continue the exchanges and networking between TVET decision-makers and actors in the ASEAN region, and especially to build on the experience of international cooperation with Germany. One of the means to support this will be the second Regional TVET Conference due to take place on 1-2 April 2014. Indonesia was nominated as the next host country for the second Regional TVET Conference.
Indonesia is the largest economy in the ASEAN region. With its economic growth rates of around 6% and large potential in human and natural resources, it is a driver in the development of the ASEAN community. In the field of TVET, Indonesia is promoting regional cooperation and the dissemination of its experience and know-how. Indonesia has long since established a strong partnership in TVET with Germany and sees the latter as its leading partner for the further development and strengthening of regional cooperation in this field. This is also stated in the ‘Jakarta Declaration’, signed by Indonesian President Susilo Bambang Yudhoyono and German Chancellor Angela Merkel in 2010.
Joint statement by multilateral institutions on trade facilitation assistance
Heads of seven institutions issued the following joint statement on trade facilitation assistance today at the World Bank/IMF Annual Meeting
WASHINGTON, October 13, 2013 - The Ninth WTO Ministerial Conference in Bali, Indonesia on 3-6 December 2013 offers an opportunity to conclude a WTO Trade Facilitation Agreement that will deliver tangible economic benefits for developing and least-developed countries. We urge WTO Members to seize this opportunity.
At our meetings here in Washington we had the opportunity to discuss preparations for the Bali Ministerial meeting. We are encouraged by the renewed engagement by WTO members on trade facilitation and other issues of interest to developing countries, including least-developed countries.
We would like to reiterate our strong collective commitment to support trade facilitation. A growing body of research points to the positive development impact of trade facilitation. Tackling inefficiency in clearing goods and shortening delays can reduce the cost of getting goods to market with positive effects on competitiveness and consumer welfare.
Our institutions are engaged in a broad range of trade-related infrastructure projects. Since 2008, we have disbursed USD 22 billion in concessional support for economic infrastructure and building productive capacity in developing countries. With strong evidence that trade facilitation reforms help maximize the economic impact of our trade-related infrastructure assistance, our support to trade facilitation programs has more than doubled since 2008.
A WTO Trade Facilitation Agreement would add significant momentum to efforts to increase developing country competitiveness, and provide a multilateral framework to shape and guide trade facilitation efforts taking place at the regional and national level. In July 2013, together with more than 20 other organizations and governments, we stated our strong commitment to support developing countries, and in particular least-developed countries, in the full and effective implementation of a WTO Trade Facilitation Agreement.
We recognize that concerns persist in the negotiations about access to and coherence of assistance. We will work with the WTO and its members to help ensure that the new commitments that a trade facilitation agreement would bring are supported. We will also work to ensure that our support for the implementation of commitments is coordinated with our support for complementary infrastructure development.
To implement a WTO Trade Facilitation Agreement, we recognize we will need to discuss further how to ensure a coordinated and effective response to requests for support from developing countries, and in particular least-developed countries.
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