TVET, Climate Change and Green Jobs - International leadership training February 2013 - november 2013
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
TVET, Climate Change and Green Jobs International leadership training February 2013 – november 2013 jointly implemented by:
KapItel
Content
editorial ..................................................................................................................... 4
profile of gIZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
International leadership training (Ilt) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
tvet, Climate Change and green Jobs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
structure .................................................................................................................... 7
schedule .................................................................................................................... 8
module descriptions ...................................................................................................... 9
a variety of teaching methods ........................................................................................ 11
Countries at a glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Ilt participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
pFIFF - Internship placement Centre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
expert partners .......................................................................................................... 22
Contacts and legal notice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Impressum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
3
International Leadership Training | February 2013 – November 2013
Editorial
Development means change experience change processes first hand in real life. German
However, not only organisations and systems undergo reunification, the transformation of large industrial regions
change, but people also change organisations and systems. into service and science centres, the country’s advanced
orientation towards sustainability in society and economy,
That is the reason why Human Capacity Development (HCD) and the development of the European Union provide a rich
is a core element of German development cooperation. The source of stimulation for ILT participants to take action.
International Leadership Training (ILT) provides opportuni- The course structure promotes intercultural management
ties for highly qualified and motivated people from develop- competence and an orientation towards socially responsi-
ing and emerging countries to prepare specifically for future ble behaviour of executives and repeatedly encourages the
leadership in their home countries. Tailor-made courses are international exchange of experiences between courses. We
designed to meet the needs of various sectors and regions in would like to use this opportunity to thank all enterprises
the world, all of them following the same practice-oriented and institutions that have sponsored ambitious internships
holistic concept. If you study the schedule of the ILT pro- for many years. The internship module provides the basis for
gramme in this brochure, you will find topics and methods gaining intensive experiences and presents the biggest chal-
we wish to disseminate. However, ILT is much more. The lenge at the same time. Participants dive into German work
main objective of all ILT courses is to promote leadership and real life; they learn first-hand about current standards of
competences. Competences cannot be taught. To become the relevant industry, experience organisational development
competent, each individual is responsible for applying, re- and make many contacts. Various studies have proven that
flecting and expanding the knowledge and experience gained after returning to their home countries and previous em-
and adapting his/her own behaviour to specific values. Thus ployers, ILT graduates are prepared to accept a high degree of
the ILT also enhances self-learning competences and con- responsibility with regard to initiating and managing change
tributes to developing conceptual, networking and anticipa- processes. They remain networked with German businesses,
tory thinking. Competence development will be particularly scientific institutions and civil society organisations.
successful in a stimulating learning environment with a
generous time frame to facilitate experiential learning and Deutsche Gesellschaft für Internationale
sound guidance. Germany has a lot to offer. Participants can Zusammenarbeit (GIZ) GmbH
Profile of GIZ
Comprehensive know-how for sustainable develop- Efficient support for development
ment – All under one roof. We offer our partners demand-driven, tailor-made and
Efficient, effective and partner-oriented – this is our ap- effective solutions for sustainable development thus ena-
proach to supporting humans and societies in developing, bling them to reach their long-term development goals
emerging and industrialised countries when it comes to independently. Furthermore, we operate in many fields in-
developing their own prospects and improving their living cluding economic development and employment promo-
conditions. The Deutsche Gesellschaft für Internationale tion, governance and democracy, peacemaking, security,
Zusammenarbeit (GIZ) GmbH stands for these goals. reconstruction and civil conflict transformation, health
and basic education as well as environmental protection,
Since January 1, 2011, GIZ has pooled the competences resource conservation and climate protection.
and long-standing experiences of the German Develop-
ment Service (DED), the German Agency for Technical We also advise our clients and partners in strategic and
Cooperation (GTZ) and InWEnt – Capacity Building In- conceptual issues, delegate development aid workers and
ternational, all under one roof. As an enterprise owned by place integrated and returning professionals. Advanced
the Federal Government, we support the German Gov- training of specialist personnel is an essential part of our
ernment in achieving its objectives in the field of inter- services. Besides cooperation in the development field, we
national cooperation for sustainable development. offer young people an opportunity to acquire professional
4
KapItel
experiences worldwide. Exchange programmes for young We cooperate intensively with the German private sec-
professionals are the foundation for successful careers in tor and contribute to promoting meaningful synergies
national and international labour markets. between development and foreign trade activities. Long-
standing experiences with alliances in partner countries
gIZ’s Clients and in Germany are important pillars in the field of busi-
The German Federal Ministry for Economic Cooperation ness, sciences, culture and the civil society. GIZ operates
and Development (BMZ) is GIZ‘s key client. Furthermore, in more than 130 countries. In Germany the enterprise is
GIZ also operates on behalf of other German ministries, represented in almost all federal states. GIZ has registered
federal states and communities as well as public and pri- offices in Bonn and Eschborn.
vate sector clients both at home and abroad.
International Leadership Training (ILT)
GIZ offers a demand-driven portfolio of diverse educa- several months. This internship module provides valuable
tion formats to promote leadership skills. Promoting impetus for future assignments and successful networking
self-learning competence and developing conceptual, with German business partners.
networking and anticipatory thinking are characteristic
features of all these formats which empower participants A good command of foreign languages is an essential fac-
to assume responsibility for development processes. The tor for success. For this reason the ILT programme “TVET,
International Leadership Training (ILT) is the format with Climate Change and Green Jobs”, starts with a preparatory
the largest number of participants. The modular course English course in the participants home countries that will
design of ILT programme “TVET, Climate Change and be continued in Germany. In addition, a compact German
Green Jobs”, comprises vocational preparation in the par- language course is also offered.
ticipants‘ home countries and a training period in the Re-
public of Korea. Here the programme focus is on specific Since 2005, we have performed the International Lead-
experiences within the “Green Economy” and catch-up ership Training every year in more than 20 sector- and
development in the Asian region. This part is followed by country-specific course designs for approximately 400
a practical eight-month technical face-to-face period in participants. Our partner organisations abroad propose
Germany, including a two-month internship giving the applicants for the ILT; most of them are graduates from
participants a chance to combine theoretical knowledge institutions of higher education and have two years of
and practical experiences. On-the-job opportunities dur- professional experience.
ing the transfer phase to implement the transfer project
round off the ILT. GIZ selects potential holders of scholarships according to
ILT criteria. ILT participants and their employers agree on
Competences cannot be taught. They can only be acquired a manageable change project which they will work on in
by each individual and must be consolidated by combin- Germany. After the participants’ stay in Germany, i.e. dur-
ing knowledge, skills, experiences and values. Sustainable ing the following transfer phase, GIZ offers on-the-job
success of competence-driven further training is closely consultancy to implement the transfer projects.
linked with the learning environment, which sends posi-
tive signals fostering the learning process. GIZ attaches great importance to promoting interdiscipli-
nary and intercultural exchange between ILT participants. As
To this end, Germany and Korea provide an excellent early as during their training period, several ILT classes work
learning environment as regards their technological, eco- together utilising GIZ’s training platform Global Campus 21.
nomic and societal background. The very heart of the ILT Assuming sole responsibility, ILT graduates work together in
is the integration of the participants in the labour process network projects within GIZ’s Alumni Community.
of specialised institutions and enterprises in Germany for
5
International Leadership Training | February 2013 – November 2013
TVET, Climate Change and Green Jobs
It is one of the major challenges of the 21st century to consideration of the economy’s requirements for green
prevent climate change and its impacts such as rise of sea skills on all levels of the national TVET system.
level and flooding in some areas and extreme droughts
and desertification in others. Climate change is caused by By means of capacity building in the fields of curricula de-
emissions of CO2 and other so-called greenhouse gases velopment, facility and institution management for train-
all around the world. As much as 80% of these gases occur ing and promoting green jobs GIZ aims at contributing to
when fossil fuels are mined, converted and burnt. There- fostering green growth in Laos, Vietnam and Indonesia. It
fore, one of the key tasks of the 21st century is to use en- is vital to equip TVET institutions of these countries with
ergy and resources more efficiently and to employ renew- well-trained staff who is able to apply their knowledge
able resources wherever possible. and skills gained in Germany, who can qualify further
people, set up train-the-trainer programmes and build
Technical Vocational Education and Training (TVET) plays professional networks to further promote this greening
an essential role in preventing climate change since it is process. How this is done in detail, how this integration is
the skilled workers and experts who deal with energy and managed and how it works in practice are issues of the ILT
resources in their jobs and at their workplaces efficiently programme “TVET, Climate Change and Green Jobs”.
and sustainably - or not. Efficient use of energy and re-
sources on the job is not only the task of specialists, but of Target group
every employee. So, related issues have to be implemented The training programme addresses TVET experts with
in training regulations, in the profile and equipment of technical qualifications and work experience in the fields
vocational training centres, in initial and further training of waste water management and supply, renewable en-
of teachers and instructors, and in training courses. This ergies and energy efficiency in construction. They have
cannot be done by merely transferring best practices from responsibilities on different TVET levels, particularly as
one country to another, but with consideration of relevant TVET planning experts, curriculum developers, managing
developments and trends (technical, economic and social), staff in colleges and other vocational training centres, as
needs and interests of stakeholders as well as characteris- vocational teachers and instructors, university lecturers
tics of the respective country or region. in teacher training, experts and managers in ministries,
authorities, energy suppliers, energy agencies and research
Although many things are still to be improved and im- institutes, or as human resource personnel in companies.
plemented in a more holistic manner, Germany has a They have a university degree or a similar qualification
lot to offer to learn from. In Germany, green economy is and have already several years of experience in their field
booming. More than two million jobs have been created in of work.
this sector. The highest growth rates can be found in the
segment of renewable energies. In 2010, almost 367,000 Objectives
people were employed in manufacturing, operation and At the end of the training the participants will be able to
maintenance of renewable energy facilities, the supply of prepare forecasts and derivations in relation to new quali-
biogenic fuels, and in jobs financed by public and non- fication requirements particularly for the Green Economy
commercial funding. The number of people employed has sector and to conceive, plan and implement relevant qual-
thus more than doubled since the first systematic estimate ification profiles, curricula and models for implementing
for 2004 (160,500). Biomass (a total of 122,000 jobs) and so- them in TVET. In their future jobs working as experts and
lar energy (120,900 jobs) contributed about one third each multipliers the participants will contribute to initiating
to gross employment. They were followed by wind energy and organising change processes in their institutions and
with just under 26% (96,100), geothermal with about 4% environments.
(13,300) and hydropower with 2% (7,600). Publicly funded
research and administrative jobs account for a share of In particular, participants will
about 2% in gross employment. In the renewable sec- →→ acquire in-depth knowledge of fundamentals, theories
tor more than 80% of people employed have completed and structures of TVET for sustainable development,
vocational training - the average for all industrial sectors →→ study various methods for training needs analysis and
in Germany is just below 70%. These figures show: Key to curriculum development and apply them to specific top-
this success story are the well-trained workers and the ics in selected environmentally relevant business sectors,
6
KapItel
→ develop concepts for and adapt training materials to transfer project
the needs of specific target groups, Transfer projects are a key element of training aiming at
→ plan and implement green campus concepts and qual- implementing and spreading the acquired knowledge
ity criteria, in the participants’ institutions in their home countries.
→ develop a multiplication, transfer and training system Transfer projects are individual in nature designed to
for “Train-the-Trainer” geared to local and regional overcome (development) obstacles or introduce innova-
demand, tions within their organisations. With regard to scope,
→ effectively utilise and arrange networking with part- time required and scope of responsibility, the partici-
ner organisations on national and transnational level, pants will be enabled to cope with the task. The projects
and are designed in Korea and Germany and after completed
→ pass on to local multipliers the knowledge and skills advanced training they will be implemented and further
acquired in vocational training in the field of “Climate developed in the relevant home countries.
Change and Green Jobs”, e.g., by developing a transfer
project.
Structure
The International Leadership Training (ILT) is subdivided Module 1: Introduction to Green Growth and Green Jobs
into three phases: preparation, training and transfer. In Module 2: Training Needs Assessment
the preparatory phase the participants perform a content Module 3: Didactics and Curricula Development
analysis of existing activities, policies and development Module 4: Internship
goals in relation to climate change and green jobs in In- Module 5: TVET Management approaches to establish
donesia, Laos and Vietnam. Furthermore, within a time “Green Campus” Concepts within Institutional
frame of four to six weeks prior to programme start-up, Development of TVET Providers
the participants deepen their knowledge of English. Sub- Module 6: Transfer Project
sequently, the nine-month technical training course com-
mences. It consists of six modules which are supported by The first phase of face-to-face training lasting six weeks
up to four seminars and accompanying tutorials. takes place in Korea. During this phase the focus of
training is on disseminating fundamentals in the fields
of sustainable development and green skills (Module 1),
training needs assessment (Module 2) and curricula de-
velopment (Module 3). The ILT programme’s second
phase of face-to-face training lasting 7.5 months takes
place in Germany. This second phase also comprises
eight weeks of practical training (internship) at a voca-
tional school or in an enterprise. Besides deepening and
applying the fundamentals (Modules 2 and 3), in this
phase priority is given to the development of concepts
for sustainable design and development of vocational
training institutions (Module 5). By preparing a transfer
project, the participants have an opportunity to prove
their learning progress in all five areas. On comple-
tion of the face-to-face training phase the participants
will implement the transfer project within their home
institutions.
7
International Leadership Training | February 2013 – November 2013
Schedule
Period Place Content
until November 2012 Indonesia, Laos, Selection workshops
Preparatory phase
Vietnam
until February 2012 Indonesia, Laos, English language course
Vietnam Deepening the knowledge of English, country specific analysis
of green growth strategies and demands
Feb. 26 – April 5, 2013 Seoul, Korea Technical studies, Part I
Module 1: Introduction to Green Growth and Green Jobs
Module 2: Training Needs Assessment (foundations)
Module 3: Didactics and Curricula Development
(fundamentals)
April 8 – April 12, 2013 Saarbrücken, Entry module:
Germany Programme presentation and introduction
April 15 – May 24, 2013 Magdeburg, Technical studies, Part II
Germany Module 2: T raining Needs Assessment (implementation)
Module 3: D idactics and Curricula Development
(implementation)
Training phase
Module 4: Preparation of the Internship
Module 6: Transfer Project
May 27 – July 26, 2013 Various places, Module 4: Internship
Germany
July 29 – Nov. 1, 2013 Magdeburg, Technical studies, Part III
Germany Module 4: Post-Processing of the Internship
Module 5: TVET-Management approaches to establish
“Green Campus” Concepts within Institutional
Development of TVET Providers
Module 6: Transfer Project
Nov. 4 – Nov. 15, 2013 Berlin, Germany Final module
incl. evaluation and festive farewell ceremony
Transfer phase
November 2013 – Indonesia, Laos, Transfer projects
April 2014 Vietnam in home country, alumni programmes and networking
8
KapItel
Module descriptions
Module 1 Module 2
title title
Introduction to Green Growth and Green Jobs Training Needs Assessment
module objectives module objectives
(Professional competences incl. 20% key competences): (Professional competences incl. 20% key competences):
The participants The participants
→ are familiar with currently existing policies, strategies → are familiar with different methods of training needs
and concepts on green growth, green skills and green assessment
jobs; → apply methods of TNA
→ understand contexts and relationships between green → assess training needs and develop qualification objec-
jobs within green growth strategies; tives in selected green jobs
→ understand the relevance of the development of ap- → draw conclusions about the link between TNA results
proaches of green jobs for employment, economic and and learning objectives
social development; → derive learning objectives based on TNA results
→ are aware of political and social fundamentals in the
sustainable development debate with special consid- Contents
eration of the situation in their home countries; Methods to Analyse Qualification Demands
→ analyse and assess existing situations and demands → In-company production processes
for development of green skills and green jobs in their → Objectives of modern TVET
home countries. → TNA methods/instruments to collect and quantify data
about qualification demands, esp. function analysis and
Contents DACUM
Development and Climate Change → Development of learning objectives
→ Links between climate change and development Application of TNA Methods in Selected Occupational Areas
→ Political debate about sustainable development Relevant to Green Jobs
→ Concepts of climate and environmental protection → Structuring of work processes
→ Accelerating innovation and technology diffusion – → Elaboration of qualification profiles
contexts for TVET → Derivation of employees’ competences and potentials
Green Growth and Green Jobs → Target performance comparison
→ Definition and historical development of sustainability → Qualification needs analyses of ”green jobs” in the fields
→ Green economy principles and strategies of water supply and waste water management, renewable
→ Green products and markets energies and energy efficiency in the construction sector.
→ Energy complex in Korea
→ Green jobs und green skills
→ Qualification profiling Module 3
TVET in Sustainable Development
→ Basic approaches to include concepts of sustainable title
development in TVET Didactics and Curricula Development
→ Contexts between TVET for SD for employment
generation module objectives
→ Challenges for curricula development and (Professional competences incl. 20% key competences):
consequences for changes in TVET teacher training The participants
→ know different approaches to curricula development
→ apply methods and quality criteria of performance
measurement and evaluation
→ transfer learning objectives based on TNA into curricu-
la and instructional designs
9
International Leadership Training | February 2013 – November 2013
→→ compare and apply different forms of self-regulated Contents
learning →→ Cultural stereotypes and intercultural characteristics
→→ use different learning and teaching media →→ Analysis of company structures and their training
→→ plan, organise, realise and evaluate work-process and processes
project-oriented learning. →→ Evaluation methods
→→ Quality assessment
Contents →→ Work planning and organisation
Foundations of Didactics and Curricula Development →→ Application of green technologies
→→ Didactic models and concepts →→ Reflection of experiences in a report
→→ Methods of Curriculum development →→ Presentation of the reflection results
→→ Modular versus traditional curricula
→→ Learning objectives and learning domains
→→ Learning and teaching media, e.g., poster presentation Module 5
→→ learning assessment and performance evaluation
Development of Curricula for selected Green Jobs Title
→→ Training programmes for selected green jobs in the TVET Management approaches to establish “Green Campus”
field of water supply and waste water management, re- Concepts within Institutional Development of TVET Providers
newable energies and energy efficiency in the construc-
tion sector on the basis of a previous TNA Module Objectives
→→ Action-oriented learning and teaching methods, esp. role (Professional competences incl. 20% key competences):
play, simulation game, case study, open space method, The participants
future workshop, project and guidance script method →→ know about the concept and the fields of action of
→→ Development of learning and teaching media, e.g., vid- greening TVET institutions
eos and virtual learning environments →→ are familiar with requirements on learning media,
workshop design and equipment in the relevant occu-
pational fields
Module 4 →→ have a knowledge base to develop facility plans for a
TVET institution to put green TVET training into practice
Title →→ know different management systems
Internship →→ are able to identify the relevant skills requirements of
their staff and to develop skills development plans
Module Objectives →→ are familiar with concepts and examples of involving
(Professional competences incl. 20% key competences): people in greening processes of their TVET institutions
The participants →→ are able to establish co-operation with regional compa-
→→ are familiar with German company culture (incl. work nies that offer potential learning sites.
organisation, values, norms, intercultural aspects)
→→ analyse structures, training and course planning pro- Contents
cesses of their internship institution School, Campus and Institutional Management
→→ prepare and apply observation tasks for strategic reflec- →→ Concept and criteria of greening TVET institutions
tions on work processes →→ Developing a vision of greening TVET institutions and
→→ reflect structures and processes of vocational training and in- strategic development goals with regard to Participants’
tegration of SD into practice of vocational training processes sending institutions
→→ analyse concepts of vocational education and training →→ Relevant fields of action with regard to energy and re-
on the basis of theoretical models and are able to com- source efficiency, renewable energies and the sectors
pare and evaluate them in real work environments represented in the seminar on local, regional and na-
→→ apply theoretical concepts of TVET in green jobs by re- tional level
flecting practical experiences →→ Quality management systems, environmental manage-
→→ present their reflections in front of a professional ment systems, occupational health and safety systems
audience. and integrated management approaches.
10KapItel
Implementation of Green Campus Concepts → describe different roles and functions in a project
→ Planning, development and establishment of training → plan, organise, lead and evaluate professional projects
workshops, laboratories and equipment for energy and re- → present their project in front of a critical professional
source efficiency and renewable energies in TVET institutions audience
→ Consideration of safety and accident prevention regulations → give constructive feedback on transfer projects to other
→ Technical and media equipment TVET experts;
→ People-oriented greening change management concepts → develop ideas and plans for transfer projects in groups;
→ Green communities and learning regions. → combine reflections and experiences made with their
transfer projects during seminars and internships.
Module 6
Contents
title → Changing work and company processes
Transfer Project → Basic terms and steps of project management
→ Project cycle
module objectives → Definition of objectives and project planning
(Professional competences incl. 20% key competences): → SWOT, stakeholder and project conditions analysis
The participants → Project structure plans, work packages, budget planning
→ reflect project management in changing economic and edu- → Project documentation
cation processes and use project management in these contexts → Presentation techniques and feedback rules
A variety of teaching methods
The advanced training course consists of various teaching technical excursions
and learning formats. Excursions offer a chance to visit specific organisations, col-
lect information and gather hands-on experience on site.
seminars Potential destinations of excursions include, among others,
Seminars aim to engage participants in scientific work on Trinkwasserversorgung Magdeburg TWM (Magdeburg Wa-
theoretical and practice-related questions in a pro-active ter Utility), SMA Solar Technology, Oberstufenzentrum Ti-
exchange between teachers and learners. In addition, an em (Comprehensive Technical &Vocational School) and the
important element of seminars is learning by teaching, i.e. World Skills Vocational Training Fair. To ensure maximum
deepening the knowledge acquired by disseminating it to possible learning gains from these excursions, they will be
other members of the study group. subject to intensive preparation and follow-up.
tutorials project seminars
Tutorials are held to deepen fundamental methods, skills Projects aim at developing comprehensive capabilities and
and competences. Furthermore, they provide an oppor- skills to enable participants to do scientific work indepen-
tunity to respond in more detail to questions and ideas of dently and come up with practice-oriented solutions to
individual participants. holistic problems. In particular, projects help acquire the
competence to carry out work processes from the concept
Colloquia phase to implementation and evaluation.
Colloquia offer a forum for in-depth scientific dialogue
between teachers and learners by focusing on selected Internships/practical lab work experience
problems. In the scope of the ILT programme “TVET, Due to the hands-on work experience gained during internships/
Climate Change and Green Jobs”, colloquia provide op- practical lab work, they help consolidate knowledge gained in
portunities to advance and thoroughly discuss transfer course work and develop practical skills. In general intern-
projects. ships provide opportunities to critically test and compare var-
ious solution strategies employed to solve vocational problems.
11International Leadership Training | February 2013 – November 2013
Countries at a glance
Indonesia dominate the market. Wind power in Indonesia is best
exploited through offshore systems because of the lack
of wind this close to the equator. As an island nation,
the country also has significant potential for hydro and
marine power. Its potential is estimated at 75.600 MW.
Another significant potential lies with Indonesia’s bio-
mass resources which are estimated at almost 50.000 MW.
However, so far only 5% of the available energy resources
are being used. Bio-oil as a representative of biofuels has
been identified as the renewable energy focus in Indone-
sia. Biofuel development alone could create some 3.5 mil-
Analysts worldwide consider Indonesia a consolidated lion jobs.
democracy with promising economic prospects. The
country’s macroeconomic data have been excellent for Under the country’s President Yudhoyono the educa-
several years. Indonesia is one of the largest and most at- tion sector has gained increasing attention in the last few
tractive domestic markets in Southeast Asia. In the last 10 years. The country strives to further improve the quality
years the country has developed from a rather centrally of education, but it is also committed to providing access
controlled system with a planned economy into a mar- to educational institutions for all people throughout the
ket-driven economy, although with quite strong elements country. A law adopted in 2003 stipulates that 20% of the
of state intervention still. national budget is to be invested in education. This goal
was reached for the first time in 2009.
Indonesia has vast natural resources, including natural
gas, coal, petroleum, tin, nickel, copper, bauxite, and gold. Based on the information provided by the German Fed-
Late in 2004 Indonesia became a net crude oil importer eral Ministry of Education and Research (BMBF), Indo-
and left OPEC in the meantime. However, Indonesia is a nesia’s educational system can be described as follows:
net exporter of natural gas and coal. The country has large Indonesia has compulsory education for the 6-to-15
timber reserves and is a major exporter of agricultural year-old population with six years of primary education
products, including rubber, palm oil (the world’s largest for children aged 6 to 12 and three years of junior second-
exporter), cocoa, tea, coffee, and tobacco. Furthermore, ary education for the age group 13 to 15 years. From high
the labour-intensive textile, clothing, shoe and furniture school age to the age of about 18, students can choose
industries are important business sectors. It should be from a variety of subjects and courses of study leading to
underlined that two thirds of the country’s export per- a variety of degrees and leaving certificates. In principle,
formance is generated by the informal sector. Agriculture lessons are held in the Indonesian language, however, in
still is a dominating element in Indonesia’s economy. the first three years a regional language may be preferred.
If this is the case, this regional language will continuously
The archipelago is highly vulnerable to climate change be taught besides Indonesian. English is a compulsory
and the third largest emitter of greenhouse gases mostly subject starting in Grade 4.
through energy. That is why the Government pledged to
reduce the country’s greenhouse gas emissions by 26% In the past the Government’s focus was increasingly di-
until 2030 – although Indonesia is not obliged by the Kyo- rected at motivating young people to attend school long-
to Protocol to do so. Indonesia is also participating in the er, e.g., by offering various types of support/grants/schol-
ASEAN Energy Awards programme, especially concerning arships. Although more than 90% of all students complete
energy efficiency in buildings and industry. The country’s compulsory education, many are forced to start working
potential for using renewable energies is tremendously to earn their livelihood.
high. Indonesia disposes of 40% of the world’s geothermal
resources, representing some 27.000 megawatts (MW). Its The Ministry of National Education is responsible for ap-
location on the equator also offers very considerable solar proximately 75 state universities and more than 1,000
power resources leading to 4.8 kilowatt-hours per square private universities. The institutions of higher education –
metre per day. Off-grid, solar home systems currently state-run, private or religious - offer primarily Bachelor’s
12KapItel
and Master’s degrees, sometimes PhD courses. In addi- Laos
tion, Open Universities offering distance learning degree
courses are gaining importance.
In the field of vocational education, secondary schools
tailored to the needs of various sectors as well as individ-
ual institutions are available specialising, for example, in
administration or medical engineering. These schools are
subordinated to the competent ministries. The number
of vocational qualifications has increased in recent years
while illiteracy sharply declined.
Since the mid 1980s, Laos has pursued a policy of decen-
references: tralising control and encouraging private enterprise re-
→ Clean Energy Info Portal REEGLE (n.d.): sulting in growth rates between 6 and 8%. The “Millenni-
Energy Profile Indonesia. Available at:http://www.ree- um Development Goals” of the United Nations have been
gle.info/countries/indonesia-energy-profile/ID, last integrated in the National Socio-Economic Development
retrieved 08/02/2013, 11:45 am. Plan (NSEDP) for growth and poverty alleviation. The
→ Baumann, F. –A., Jenewein K, Müller, A. (2013): Final Government hopes to reach the most important MDGs by
Report (Draft): Green Jobs and Climate Change. In- 2015 and is committed to have Laos join the circle of de-
ternational Workshop in Magdeburg, Saxony-Anhalt, veloped countries by 2020.
Germany, from December 10 to December 13, 2012.
→ International Energy Agency (2008): Energy policy re- Approximately 75% of the population are employed in
view of Indonesia. Paris: Organisation for Economic agriculture generating some 30% of the gross national
Co-Operation and Development (ed.), available at: product (GNP). Recent years have witnessed a clear shift
http://www.iea.org/publications/freepublications/ from subsistence agriculture to an industrialised type of
publication/name,15765,en.html, last retrieved on agriculture. Mining, energy generation, light industry, and
08/02/2013, 12:13 pm tourism have become important drivers of the economy
→ Kooperation International (ed.) (2010): Bildungsland- leaving their mark increasingly on the country’s economic
schaft: Indonesien, available at http://www.kooper- development (industry including mining and the service
ation-international.de/index.php?id=1163, last re- sector contribute to the GNP with 27% and 40%, respec-
trieved on 05/02/2013, 1:47 pm (according to Schaub, tively). Major exports include mineral raw materials (cop-
H. & Zenke, K.G. (2000): Wörterbuch Pädagogik, 4th ed., per, gold, iron ore), hydroelectricity, textiles, agricultural
dtv 32521; Zeeb, E. (2003): Alumni des DAAD in Indo- and timber and wood products.
nesien; Deussen, A. & Dierlof, J. (2001): Praktikumsber-
icht – World University Service Komitee Indonesia The country’s population is very young offering great poten-
(WUSKI)). tials. For this reason investments in education and training are
particularly important. Increasingly foreign investors come
to the country, investing, e.g., in the textile trade and service
sector. Moreover, Laos is rich in natural resources. The Laotian
Government launched a large-scale reforestation programme
which aims to increase the forest stand from currently just
under 40% to 70% by 2015. The country’s tremendous hydro-
power reserves play an important role for the future; the same
is true of ecotourism which could be further expanded.
One of the fundamental goals of the education policy pursued
by Laos is to improve the country’s literacy rate, which is cur-
rently at about 69%. However, the situation is much better in
the age group of the 15 to 40 year olds because in this group
13International Leadership Training | February 2013 – November 2013
the literacy rate is approximately 87%. According to UNESCO, Vietnam
every year some 83% of all boys and girls start primary school
at the age of six. The Laotian school system is subdivided into
twelve grades, including 5 years of primary school, followed
by four years of lower-secondary school and three years of
upper-secondary schooling. The language of instruction is
Lao. English is the most important foreign language. Upper-
secondary schools can either be schools offering general edu-
cation or vocational schools. Students who have completed
lower-secondary school may enrol in three-year vocational
training. Children who have only completed primary school
can participate in a four-year vocational training programme Vietnam has set itself the ambitious goal to reach the sta-
at special institutions. Furthermore, there are specialised tus of an industrialised country by 2020. Since the mid
technical schools/colleges providing three- or four-year pro- 1980s the country has pursued a policy of opening its
grammes at stage II secondary level. When students have suc- economy. The country’s economy is developing gradu-
cessfully passed the final exams at the end of stage II second- ally from a planned to a market-driven economy. In the
ary level, they get a leaving certificate which is the basis for meantime a rigorous reform programme and persistent
access to a university, college or a private educational estab- investments in infrastructure, institutions and qualifica-
lishment. For students enrolled at a university it takes about tion measures have started to pay off.
5 to 7 years to earn a Bachelor’s degree; for a Master’s degree
students have to add another one and a half to two years of For several years Vietnam has been one of the most dy-
study and for obtaining a PhD at least three more years of namic and fastest growing economies in the world. The
study are necessary. Furthermore, specialised courses lasting country is well positioned to reach all Millennium Devel-
three to five years are also available. opment Goals by 2015. For example, the Government’s
policies pursued in the field of economic and social devel-
In Laos’ vocational education, several diverse training pro- opment to combat poverty resulted in remarkable pro-
grammes are available at upper-secondary level: Courses last- gress. The country succeeded to reduce the percentage of
ing less than 6 months, advanced training for professionals extremely poor people from 58% in 1993 to 13% in 2008.
lasting up to 3 years, and two-to-three year certificate courses In 2010, the threshold of an annual income per capita of
or courses leading to a qualification degree. Furthermore, 1,000 US dollars was exceeded. Now the World Bank classifies
there is a large number of vocational education and training Vietnam as one of the so-called “Middle Income Countries”.
centres offering a variety of vocational training programmes
in a number of different subject areas. In recent years the Vietnam is rich in raw materials, including petroleum,
Government of Laos has taken a host of measures to further natural gas, bauxite, coal, and iron ore. To date these re-
upgrade and expand the education system, particularly the sources are only developed to some extent. The country’s
system of vocational training and to increase equitable access agricultural production comprises a wide range of prod-
to these schools for a larger percentage of the population. ucts. Vietnam is among the world’s largest exporters of
rice, coffee, cocoa, pepper, and cashew nuts.
References:
→→ Auswärtiges Amt (ed.) (2012): Kultur- und Bildungs- Vietnam is highly prone to climate change. Since the 1960s,
politik Laos, available at http://www.auswaertiges-amt. temperature means in Vietnam have increased by 0.5 to
de/DE/Aussenpolitik/ Laender/Laenderinfos/Laos/ 0.7°C. Due to droughts, floods or untreated industrial and
Kultur-UndBildungspolitik_node.html, last retrieved construction waste the environment is further strained. As
on 06/02/2013, 11:25 am regards the use of renewable energies, solar, wind and hydro-
→→ UNESCO-IBE (2011): World Data on Education VII power play a major role in the country’s sustainable develop-
Ed.2010/11, available at http:/www.ibe.unesco.org/filead- ment. Solar radiation is said to be between four and six Kilo-
min/user_upload/Publications/WDE/2010/pdf-versions/ watts (KW) per hour in the Southern and Central regions of
Lao_PDR.pdf, last retrieved on 06/02/2013, 10:55 the country. In these particular regions, rural electrification
is rather advanced through grid extension which facilitates
14KapItel
feeding solar power generated electricity into the grid. As the Vocational qualification can be obtained either at the coun-
country is located in the monsoon wind zone, the total wind try‘s Vocational Training Centres (VTC), in Vocational Train-
energy potential could be up to 713,000 MW. Hydropower ing Schools (VTS) and Secondary Technical Schools (STS) or
currently accounts for around 40% of the Vietnamese en- Professional Secondary Schools (PSS). Vocational Training
ergy supply. The biomass potential is still largely untapped; Centres – there are approximately 150 – tailor their courses
geothermal energy does also not receive due attention in Vi- to the economic needs of the region. They primarily of-
etnam’s renewable plans. The potential for more biofuel gen- fer short-term training courses. Most courses last three
eration is limited because arable land is increasingly limited months, however, some run over a period of one year. There
due to urbanisation, industrialisation and the consequences are courses which are structured into several modules,
of climate change. By 2012, 5% of Vietnam’s renewable ener- e.g., for electricians, running over a period of 9 months. A
gy potential has been used. The Vietnamese Government sets number of module course programmes are interrupted by
itself the target to reach 11% by 2020. periods of employment so that they may last even several
years. Vocational Training Schools primarily address future
The education system is subject to continuous reform. In skilled workers and other technical professionals. Depend-
recent years clear progress has been made in this area. In ing on a person’s technical knowledge and previous general
the meantime the literacy rate could be increased to more education, training programmes may last from about 1 to
than 93%. The Ministry of Education has launched an “Ed- 3 years. Approximately 226 recognised trades/occupations
ucation Campaign” aimed to further improve education in are offered. Secondary Technical Schools provide full-time
the country. To this end, first measures granted the higher courses for future middle management personnel. There
education institutions more autonomy by decentralising are Vocational Training Schools specialised, for example, in
curricula regulations and extending their room to ma- teacher training, medicine and technical disciplines with
noeuvre. In addition, higher education institutions were a focus on training primary school teachers, caring staff –
made accountable for their financial situation. Further- trained beyond the level of nurses – and professionals in the
more, the higher education system should be increasingly fields of business, finances, culture and arts (crafts).
opened to international cooperation.
references:
Based on the information provided by the German Federal → Clean Energy Info Portal REEGLE (n.d.): Energy Profile Viet-
Ministry of Education and Research (BMBF) and the Federal nam, available at: http://www.reegle.info/countries/vietnam-
Institute for Vocational Education and Training (BIBB), Viet- energy-profile/VN, last retrieved on 08/02/2013, 2:45 pm.
nam’s educational system is structured as follows: The Viet- → Kooperation International (ed.) (2009): Bildungsland-
namese education system comprises 12 years of general ed- schaft: Vietnam. http://www.kooperation-international.
ucation, subdivided into two levels, i.e. primary level (Grades de/index.php?id=65, last retrieved on 07/02/2013, 3:22 pm
1 to 5), secondary level I (Grades 6 to 9), and secondary level → Hai, L.D., Lien, N.T.H. (2009). Renewable energy policies
II (Grades 10 to 12). Primary education is compulsory for for sustainable development in Vietnam. VNU Journal of
all children. Entrance exams have to be taken to continue Sciences 25, p.133-142, available at http://tapchi.vnu.edu.
education at upper secondary school. On completion of sec- vn/khtd_3_09/2.pdf, last retrieved on 08/02/2013, 3:13pm
ondary level II exams must be passed to prove aptitude for → NL Agency (n.d.): Vietnam - Sustainable Energy sector:
higher education (“A” levels or technical diploma). Energy Efficiency (EE) & Renewable
→ Energy (RE), available at http://www.agentschapnl.nl/
Universities offer a number of full-time courses lasting sites/default/files/bijlagen/Vietnam%20Sustainable%20
from 4 to 6 years. Students can also select from various Energy.pdf, last retrieved on 08/02/2013, 1:56 pm
college programmes lasting 3 years. Many institutions of → Thang, D.N., Khoi, D.K. (2010): Environment. In: Joint
higher education offer part-time, intensive and distance Country Analysis of Vietnam. United Nations Vietnam (ed.),
learning programmes. In general, depending on the field available at: ww.un.org.vn/en/.../184-joint-countryanaly-
of study undergraduate studies lead to a Bachelor’s degree sis-of-viet-nam.html, last retrieved on 08/02/2013, 3:34 pm
or diploma while postgraduate studies are often complet- → Vietnam Net Bridge (2012): Just 5 pct renewable energy ex-
ed with a Master’s or doctorate degree (PhD). ploited in Vietnam, available at http://english.vietnamnet.vn/
en/environment/21921just-5-pctrenewable-energy-exploit-
ed-in-vietnam.html, last retrieved on 08/02/2013, 10:45 am
15InternatIonal leadershIp traInIng | February 2013 – november 2013 ILT Participants Participants from Indonesia Yendi Kesuma ALAM Azis Abdul AZIZ Age: 28 (born in 1984) Age: 34 (born in 1978) Employer: national vocational training and development Employer: state vocational school 2 tasikmalaya Centre bbplKdn (nvtdC), bandung (light vehicle engineering department), tasikmalaya Position: Instructor of mechanical technology Position: Chief of engine maintenance and repairing workshop, Education: diploma in mechanical engineering instructor of maintenance and repairing of electrical vehicles, (refrigeration and air Conditioning) student internship programme advisor Competences: CnC machine (turning& milling), Education: bachelor of mechanical engineering education CadCam laboratory (CImatron) Competences: Workshop management Learning objectives/transfer project: application of air Learning objectives/transfer project: Cassava as an alternative conditioner wastewater as an aquadest substitute energy source for motor vehicles Languages: Indonesian, english, german (basics) Languages: Indonesian, english Yusi ARISANDI Dela CHAERANI Age: 34 (born in 1978) Age: 29 (born in 1984) Employer: national vocational training and development Employer: state vocational school 1 Kota bekasi, Kota bekasi Centre pppptK boe/ vedC, malang Position: teacher, secretary of the multimedia department Position: trainer and head of the study programme Education: bachelor of It management “environmental management technology” Competences: Computer science Education: degree in Chemistry, degree in environmental Learning objectives/transfer project: planning, building and Chemistry, degree in teaching maintaining a green roof to improve the overall energy efficiency Competences: Competence mapping, regional networking within a building Learning objectives/transfer project: use of wastewater from Languages: Indonesian, english pCb etching with the solidification technique for economically and ecologically friendly construction Languages: Indonesian, english 16
KapItel
Soni FAHRURI Ajen KURNIAWAN
Age: 35 (born in 1979) Age: 27 (born in 1986)
Employer: house of representatives Employer: ministry of manpower and transmigration republic
of the republic of Indonesia, Jakarta of Indonesia (section for productivity and entrepreneurship Co-
Position: expert staff of renewable energy, energy data analyst operation development), Jakarta
and supervisor of ministries and companies Position: analyst for management materials training program
Education: bachelor of marine engineering, master of Coastal Education: bachelor of english language and literature, master
management and engineering of management
Competences: legislation, budget review Competences: microsoft office, green productivity and material
Learning objectives/transfer project: optimization of the en- flow cost accounting, food safety management and food trace-
ergy mix for electricity supply in 2030 and 2050 ability, energy efficiency
Languages: Indonesian, english Learning objectives/transfer project: management of office
spaces and its used materials (reduce, reuse, recycle)
Languages: Indonesian, english
Nur FARIZAL Setyoko PRAMONO
Age: 31 (born in 1982) Age: 34 (born in 1978)
Employer: national vocational training and development Centre Employer: ministry of Industry
bbplKdn (nvtdC), bandung (Central for Industrial and educational training), Jakarta
Position: head of programmes, instructor of automotive tech- Position: trainer for government and
nology small-and-medium-sized enterprise employees
Education: bachelor of engineering Education: bachelor of english literature,
Competences: occupational competency testing master of human resource management
Learning objectives/transfer project: development of national Competences: modern teaching devices,
standard Competencies (sKKnI) and skill qualifications for green sme diagnosis consultancy
jobs, training of trainers Learning objectives/ transfer project: awareness raising
Languages: Indonesian, english for energy efficiency in industries
Language: Indonesian, english, german (basics)
17InternatIonal leadershIp traInIng | February 2013 – november 2013
Muhammad RUSMAN Phouvieng LANMISAY
Age: 41 (born in 1971) Age: 37 (born in 1975)
Employer: state vocational school 2 sombaopu, sungguminasa Employer: dongkhamxang agriculture technical school, vientiane
Position: teacher Position: head of Forestry department, head of school depart-
Education: bachelor in machine technology, ment, teacher and trainer of forestry, dats consultant council,
master of vocational technology Qa board of dats
Competences: Welding, business consultation Education: bachelor of science in Forestry, master of science
Learning objectives/ transfer project: use of wind energy for air (parks and recreation)
circulation in classrooms Competences: gps, hypsometers, Compass, set of carpentry tools,
Language: Indonesian, english field work, nursery maintenance, chain saw machine
Learning objectives/transfer project: training of co-workers and
students about renewable energies; modern technologies and
techniques for green jobs; improvement of work safety and health;
Participants from Laos improvement of the water supply system of dats.
Languages: lao, english
Saythong INSARN Bountong XAIYAVONG
Age: 32 (born in 1980) Age: 29 (born in 1983)
Employer: lao-german technical school, vientiane Employer: vocational education development Centre, vientiane
Position: teacher for theory and practice of welding Position: head of Curriculum, development unit, lecturer in
Education: diploma in Welding and plumbing, teacher education
bachelor of general english Education: diploma of automotive technology, higher diploma
Competences: mIg/ mag welding machine, of auto mechanic in vocational teacher education
tIg and arC welding machine Competences: Curriculum development, training,
Learning objectives/transfer project: development of a rice repairing of cars and motorcycles
husk stove using stainless or mild steel Learning objectives/ transfer project: building awareness for
Languages: lao, english sustainable water supply and waste water treatment, inclusion
of environmental management in vocational curricula, building
cooperations between enterprises and vocational institutions
Languages: lao, english, thai
18You can also read
