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Terms of Reference

ILO Implementation Agreement: International Academic Collaboration to support

Curriculum Development and Capacity Building in the field of Shipbuilding

Engineering with the Shipbuilding Institute of Polytechnic Surabaya (PPNS)

Prepared: December 2020

By: Dyah Retno Sudarto

I. BACKGROUND

National prosperity and poverty reduction depend on a country’s citizens being employed and productive.

However, education and vocational training systems in many middle-income countries are failing to deliver

the skills needed to support sustained growth, holding down productivity and labour market participation in

skilled jobs. The UK Skills for Prosperity Programme works with a select number of countries to tackle the skills

deficit among its citizens, resulting in increased local prosperity and living standards, including a reduction in

levels of poverty and gender inequality, together with creating mutually beneficial two-way trade

opportunities. The programme sets out opportunities to promote inclusive economic growth and increase

global prosperity through targeted interventions to improve technical-vocational training and higher

education systems in nine countries (Brazil, Egypt, Indonesia, Kenya, Malaysia, Mexico, Nigeria, Philippines

and South Africa). The International Labour Organization (ILO) has been selected as the implementation

partner to deliver the cluster of three projects in South East Asia: Indonesia, Malaysia and The Philippines

For Indonesia, the last two decades have witnessed an exceptional economic growth and seen more than half

of the population rising out of poverty. The nation’s ambitions are set on continuing the growth trajectory to

becoming a high-income country by 2045.

However, despite the positive profile at national level, systemic weaknesses and inequalities persist. Even

before the Covid 19 crisis, more than one in five young people were unemployed, and most workers are

informally employed, in short term contracts and/or are paid below the minimum wage1. Despite rising

participation in vocational education in recent years, the lack of alignment with employer needs has led to a

mismatch of skills and higher levels of unemployment among vocational graduates than is experienced by

students graduating from either university or general high school.

The pandemic has exacerbated inequalities, and with a disproportionate impact on youth, women, lower

income households and marginalised groups.

In this context, the Skills for Prosperity Project in Indonesia sets out to improve skills development policies and

systems to respond effectively to the skills demands with a focus on the growing maritime sector; taking

targeted action in promoting skills for employment and decent jobs for young women and men, including

disadvantaged groups.

As an island nation, the maritime sector has a critical bearing on Indonesia’s economic performance, and has

been identified as a priority sector by government in the Global Maritime Fulcrum master plan in 2014. The

maritime sector also been selected as a focus for this project due to the UK’s expertise and reputation in this

field.

1 OECD, 2020. Employment and Skills Strategies in Indonesia

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The project has been designed by the ILO with the objective of improving the equity, quality, relevance and

cost-effectiveness of the skills system in this sector through partnerships and interventions supporting the

development of centres of excellence through four polytechnic partners. Each polytechnic is based in a

different province and specialise in a different subsector of the maritime industry as follows:

Location Batam,

Kepulauan Riau

Manado,

North Sulawesi

Semarang,

Central Java

Surabaya,

East Java

Polytechnic

Polibatam Polimanado Polimarin PPNS

Industry Subsector Global Supply

Chain and Logistics

International

Tourism

Seafaring /

Engineering

Ship building and

maintenance

For each polytechnic, an international academic partner will support curriculum development and institutional

capacity building, in co-ordination with ILO staff, to improve the quality and relevance of the programme for

the benefit of both students and industry.

This partnership will support the overall Skills for Prosperity Indonesia outcomes of:

- Stimulating a sustained increase in the enrolment, graduation rate and progression to decent work outcomes for students including marginalized groups

- Increasing employer interaction with the polytechnic, including curriculum inputs and apprenticeship / industrial placement co-operation with a view to improving student progression to decent employment opportunities

- Delivery of pilot initiatives providing a robust evidence base leading to recommendations that can be taken forward through national and provincial policy formulation to create longer-term impacts for Indonesia’s Vocational system..

The Skills for Prosperity Project in Indonesia is endorsed under the Memorandum of Understanding in the field of Education between UK Government and the Indonesian Ministry for Education and Culture. The Project is implemented by the International Labour Organization (ILO) Country Office Jakarta for Indonesia & Timor Leste.

About the ILO

The International Labour Organization (ILO) was established in 1919 and brings together 187 member States

to set labour standards, develop policies and devise programmes promoting decent work. It is the agency

within the United Nations family with the mandate for the development of skills policies and systems, with an

inclusive approach to building competencies for the jobs of the future. The ILO currently delivers over 600

projects in more than 100 countries worldwide with the support of 120 development partners. The Skills for

Prosperity Programme in South East Asia takes a regional approach to the delivery of the three national

projects in Malaysia, Indonesia and The Philippines.

Overview of Polytechnic Partner

Politeknik Perkapalan Negeri Surabaya (PPNS) –Shipbuilding Institute of Polytsechnic Surabaya (SHIPS) is a

state polytechnic that is focused on ship manufacturing and it’s supporting technology in Indonesia. PPNS

established in 1986 through Joint Agreement Program supported by the World Bank in 1986. However, the

embryo of PPNS has actually began in 1979 under non-degree program of shipbuilding in the Institut Teknologi

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Surabaya (ITS). In 2019, the number of active students in PPNS was 2779 students spread across 14 study

programs. The 14 study programs (in D3 and D4) are managed through three Departments, namely Ship

Building Engineering, Marine Engineering and Ship Electrical Engineering. The quality of PPNS graduates is

quite good with an average GPA of 3.41 (Scale 4) and the average waiting time to get a job is 3 months.

Website: www.ppns.ac.id (Bahasa Indonesia), http://ships.ppns.ac.id/ (English)

PPNS established in 1986 through Joint Agreement Program supported by the World Bank in 1986. However,

the embryo of PPNS has actually began in 1979 under non-degree program of shipbuilding in the Institut

Teknologi Surabaya (ITS).

The Shipbuilding Engineering study program (D3) which the project will support is under Department of Teknik

Bangunan Kapal/TBK (Shipbuilding). Number of students in this Study Program is 45 (Male: 22, Female 13.

Data 2019, accumulated). PPNS is planning to have the development of D4 program for the Shipbuilding

Engineering study program, to anticipate and comply with the Government policy in development of

vocational-based higher education, which encouraged the establishment of study programs to Diploma 4 or

Applied S1.

Others study programs in PPNS (both for D3 and D4) are: 1) Occupational Safety and Health (OSH) Engineering;

2) Design and Manufacture Engineering; 3) Ship Design and Construction Engineering; 4) Welding Engineering;

5) Piping Engineering; 6) Marine Engineering; 7) Automation Engineering; 8) Marine Electrical Engineering; 9)

Business Management, 10) Waste Treatment Engineering.

The fortitude of Shipbuilding Institute of Polytechnic Surabaya (PPNS) as a vocational tertiary institution

engaged in maritime technology to become part of the Indonesian nation in the development of human

resources and maritime technology is confidently reflected in the PPNS Mission as follows:

1. Implementing vocational education and applied research programs in the field of maritime technology,

maritime support technology, and occupational safety & health techniques;

2. Participating in community activities actively and productively, to develop maritime technology, maritime

support technology, and occupational safety and health techniques;

3. Building a quality academic community that is able to compete globally;

4. Forming networks with the maritime industry sector and various related institutions to realize a

comprehensive education system;

5. Integrating personality development in the learning process and / or extra-curricular activities to increase

faith and piety in God Almighty and moral magnificence.

The paradigm change in the implementation of vocational education programs, where the implementation of

vocational programs is more emphasized on improving the quality and competence of graduates in line with

industry needs, needs to be anticipated immediately by PPNS. The application of the Teaching Factory learning

concept, which is production-based learning and the Dual System concept, namely the implementation of

industrial apprenticeship that lasts for two full semesters in Industry, are two national government policies

that must be immediately prepared and implemented by PPNS. By implementing these two concepts, it is

expected that PPNS graduates have more readiness to go into the world of industry and even compete at an

international level.

Geographical and Industry Context

PPNS located in Surabaya city, the capital of Jawa Timur (East Java) Province. East Java is Indonesia's second-most-populous province; the latest official estimate (for mid 2019) is 39,744,800. East Java is known as the

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hub and center economy of Central and Eastern Indonesia and has a high economic significance, which contributes over 15% to the Gross Domestic Product of Indonesia

East Java has a number of large industries which is well known internationally and export oriented (some got foreign direct investment), including: the largest shipbuilding shipyard in Indonesia, PT PAL in Surabaya; military industrial by Pindad in Southern Malang; largest railway industry in Southeast Asia, Industri Kereta Api (INKA) in Madiun; and PT Tjiwi Kimia, a paper mill company based in Sidoarjo, Kertas Leces based in Probolinggo. There are also plantation-based factories which mostly now shared or owned by international group: Wismilak in Surabaya, Gudang Garam in Kediri, Sampoerna in Surabaya (Phillip-Morris International) and Bentoel in Malang (British American Tobbaco/BAT). In Gresik there is PT Petrokimia Gresik – a fertilizer & chemical products group company. In Tuban there are the largest cement factories in Indonesia, namely Semen Indonesia (ex-Semen Gresik), and Semen Holcim and the Petrochemical Refinery Area. The government has established 12 industrial estate companies, including Surabaya Industrial Estate Rungkut (SIER) in Surabaya, Pasuruan Industrial Estate Rembang (PIER) in Pasuruan Regency, Madiun Industrial Estate Balerejo (MIEB) in Madiun, Ngoro Industrial Park (NIP) in the Mojokerto Regency, Jabon Industrial Zone in Sidoarjo Regency, and Lamongan Integrated Shorebase (LIS) in Lamongan Regency. Small industrial centers are spread throughout the districts and cities, and some of them have penetrated exports. The leather craft industry in the form of bags and shoes at Tanggulangin, Sidoarjo is one of the very famous small industries (and suppliers for international brands) in Indonesia.

Harbors – Due to vast sea and geographical areas, Indonesia has 3 different time zones. Surabaya act as the main Sea Transportation hub for provinces in eastern part of Indonesia (the Middle Time Zone and the East Time Zone). Tanjung Perak International Port is Indonesia's main hub port located in Surabaya city – same with PPNS. Other international ports in East Java include Gresik Port and Java Integrated Industrial and Port Estate in Gresik Regency, Tanjung Tembaga Probolinggo Port and Banyuwangi Port. National ports are Bawean Port in Gresik Regency, Pasuruan Port in Pasuruan City, Sapudi Port in Sumenep Regency, Kalbut Port and Anchor Port in Situbondo Regency, Sapeken Port in Sumenep Regency, Kangean Port in Sumenep Regency, and Muncar Port in Banyuwangi Regency.

East Java has a number of ferry ports, including Ujung Port (Surabaya), Kamal (Bangkalan, Madura) Port, Ketapang Port (Banyuwangi), Kalianget Port (Sumenep), and Jangkar Port (Situbondo). Ujung-Kamal route connects Java island (Surabaya) with Madura island, Ketapang Ferry Port connects Java Island with Bali, Jangkar-Kalianget Route connects Java (Situbondo) with Madura Island, and Kalianget also connects Madura Island with small islands in the Java Sea (Kangean and Masalembu).

A. Contract title International Academic Collaboration to provide technical support to PPNS (Shipbuilding Institute of Polytechnic Surabaya) in the upgrading of D3 to D4* study programme in Shipbuilding Engineering, in capacity building for PPNS staff, and enrichment of student curriculum. (*Note that D4 or Diploma 4 level describes a four year programme at the level of a Bachelor’s Degree)

B. Objective The overall objective is to strengthen the quality and relevance of Shipbuilding Engineering education at PPNS in line with international best practice and industry trends, in a way that promotes student employment prospects, strengthens the capability of the institution and helps reduce the skills mismatch experienced by industry

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The collaboration should be delivered as an integrated series of activities that build on the existing strengths of the institution and its resources, through the sharing and development of expertise in both the technical subject area and practical pedagogy. This will take place in co-ordination with the ILO team, utilising established ILO tools, training and best practice as relevant. Specifically this should include support for the strengthening curriculum, capacity building for PPNS staff (not limited to teaching staff only; may include management staff. The number of staff are to be discussed later after contract signing) and a series of curriculum-aligned enrichment activities for student cohort. The specific objectives are as follows:

1. Strengthening curriculum of Study Program “Shipbuilding Engineering” from D3 to D4 level towards matching with industrial needs.

2. Capacity Building and Professional Development for PPNS Staff to develop cooperation in education between PPNS and international education institution in order to improve TVET education quality to meet best education practice for international industry job market demand.

3. Enrichment of the Student Learning experience through Interactive Skills

Development The activities in the contract should support the overall Skills for Prosperity project outcomes of:

- Sustained increase in the enrolment, graduation rate and progression to decent work outcomes for students including marginalized groups

- Increased employer interaction with the polytechnic, including curriculum inputs and apprenticeship co-operation

- A robust evidence base that can be taken forward through national and provincial policy recommendations

C. Scope 1: Support for strengthening curriculum of Study Program “Shipbuilding Engineering” from D3 to D4 level towards matching with industrial needs (Note: this 1st Objective is the most urgent for PPNS and is expected to start immediately, with schedule timeline in Q1 and Q2 of 2021)

PPNS since October 2020 is already in the process of reviewing current D3 Curriculum and in organizing series of Focus Group Discussions (FGDs) with the shipbuilding industry in Indonesia, categorized in the three groups of companies: small, medium, and big industry. A Technical Assistance (TA) support of 1 National by a national curriculum development expert is already in separate ongoing process in supporting the above mentioned activities, to comply with the requirement by the Ministry of Education and Culture.

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An international academic partner is required to provide technical assistance to support for the strengthening curriculum development for the D4 Shipbuilding Ëngineering Study Programme. PPNS will present the requirement and process of strengthening the Curriculum Development from D3 to D4 to the international selected partner in the beginning of the Service Contract (e.g. criteria, timetable, etc. - similar with what PPNS had presented to the industry). The following are the Scope of Work:

1. Review/Evaluation process only on curriculum development of D4 Ship

Building Engineering study programs as an effort to develop an international

standard curriculum, especially in anticipation of international

accreditation. (International curriculum standards, for example from the UK

Engineering Council may also be used as a reference in developing Ship

Building Engineering study programs into a Four Year Diploma (D4))

2. The assistance activities by the International partner are carried out in line

with the process of developing and compiling the D4 Ship Building

Engineering curriculum. The aim of the activity is to establish an

internationally recognised curriculum, and a standard of graduates with a

skill set that is in demand and internationally competitive.

3. Review and provide technical advice on Draft Job Profiles of graduates of

the study programme as identified in the current ongoing FGDs. The

technical advice should refer to existing international standards and global

experiences. The recommendation of the job profile should be presented to

PPNS in a validation workshop, attended by the ILO Technical Officer and

the industry.

4. Analysis and identification of required Skills Competencies based on the recommended draft Job Profile.

5. Lesson planning and setting of learning objectives (or review the draft Lesson Plan – depend on the progress achieved by PPNS and S4P project in February 2021) Note: There are 8 semester lesson plans including 6 month to 12 months apprenticeship programme. A lesson plan consists of (a) description of courses, (b) learning outcomes of each course, (3) unit/topics/activities for each weeks (1 semester lesson plan consist of 14 weeks).

6. Validation of the curriculum plan 2: Capacity Building and Professional Development for PPNS Staff and Institution The Scope of Work is as follows:

1. Initial discussion/FGD between the international academic partner and PPNS on skill competency and knowledge gaps related to the curriculum of D4 Shipbuilding Engineering (of the teachers of the respective Shipbuilding Engineering study program),and current maritime higher education &

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maritime industry global affair. This may be followed by skills assessment and international benchmarking process, as necessary.

2. Sharing sessions in developing teaching materials and utilization of technology as a delivery method of teaching based on international academic standards, with focus on adaptation to changes/disruption due to Covid-19 pandemic influence in higher education and in practical learning. Both PPNS and the international partners will present their current blended learning and use of digital tool technology. Lessons learned (including on role of industry engagement) and follow up recommendations will be identified and formulated afterward.

3. Formal training programme and visit (potentially in the partner’s campus) for approximately 2-3 weeks, for teachers of Shipbuilding Engineering study progamme. The training should includes industrial updating, knowledge sharing and professional certification where relevant.

a) Conduct pre-departure training for teachers. The pre-departure training will equip teachers with things they need to prepare prior to the departure including preparation of follow up action plan that will be taken and implemented after training.

b) Conduct regular training and/or professional training and certification for teachers of PPNS in international academic and training institution. The training subjects will be based on needs and priority that will be discussed and agreed with PPNS (the max. number of staff covered by the ILO S4P Project is 10 persons; detailed to be discussed further with PPNS and the ILO in the implementation stage).

4. Conduct approximately 10 to 14 online workshops and knowledge sharing

with PPNS teachers. The topics in line with the core modules, trends in shipbuilding industry, and specific issues that impact shipbuilding business and education (e.g. impact of pandemic Covid 19, etc.) The international academic institution may required to propose the topics in the proposal although the final topic decision will be made upon discussion and finalization of agreed workplan with PPNS and the ILO – after signing of contract.

5. Knowledge sharing session on experience how to provide inclusive education environment, especially for potential disability students and to attract potential woman student in shipbuilding engineering, and on gender equality policies in the university (including on management and staffing).

6. Workshop/Training on modern higher education governance by the international education institution - to meet the challenge of Industrial Revolution 4.0 (e.g Continuous Professional Development (CPD) – but not limited to CPD) for PPNS management.

3: Enrichment of the Student Learning experience through Interactive Skills Development

1. 15 to 20 online guest lectures in 2021 and 2022 to be delivered to PPNS students in with topic on Shipbuilding (50% of the Lectures should be for Shipbuilding Engineering students as part of their curriculum course; the other could be Studium Generale. Note: Studium Generale is a term used in

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Indonesian university/higher education, meaning a guest lecturer deliver presentation on an agreed topic to all students, lecturer and civitas academica. Usually the guest lecturer is an expert in academic/industry or prominent person. Because PPNS is a shipbuilding-specialized polytechnic which all the study programs are on Shipbuilding, a valuable knowledge from the Expert is good to share with students and teachers from other study programs as well). Lead lecturer could be from the academic partner, a guest from industry, alumni or other representative. Follow up action activities or assignments should be agreed with PPNS teachers in advance and should be detailed through the reporting process.

2. At least two student projects to be facilitated for the students of the Shipbuilding Engineering by the international academic partner, with support from local teaching staff. If possible, this should include interaction with students of the international academic institution. Details, observations and future recommendations are reported in the activity report.

D. Deliverables Deliverables of this contract are as follows:

Timetable work plan agreed by Polytechnic PPNS and the ILO S4P Indonesia Project.

1: Support for strengthening curriculum of Study Program “Shipbuilding Engineering” from D3 to D4 level towards matching with industrial needs

1. Initial plan agreed with Polytechnic. 2. A constructive final review and report on the curriculum development

process that outlines institutional strengths and areas for future development.

3. On Technical advice on the draft of Job Profiles: Written advice on the draft of targeted occupation. Written advice on the draft of core competency Written advice on the draft of learning outcomes. Final draft of job profiles Activity report explaining briefly the process and result including

improvement that has been made to the job profiles. 4. Written review and recommendation for the draft Lesson Plan 5. Periodic and final reports

2: Capacity Building and Professional Development for PPNS Staff and Institution

a) Written identification from the initial skills and knowledge gaps relating to the curriculum delivery capacity and capability of the D4 Shipbuilding Engineering study programme

b) Initial skills assesment of teaching staff to be reviewed with senior management from Polytechnic, with preliminary training objectives identified and confirmed.

c) Joint workshop (and presentation paper) on developing teaching material d) Proposal for overarching capacity building programme (include dates,

participants, methodology, milestones, review dates)

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e) Detailed proposal for formal training programme to be agreed with the Polytechnic. This is for the 2 – 3 week programme that takes place at the International Partner’s campus.

f) End of programme self-reflections, feedback and individual reports g) Presentation on inclusive education environment experience in university h) Presentation on modern higher education governance in maritime and

shipbuilding i) Periodic and final reports

3: Enrichment of the Student Learning experience through Interactive Skills Development

j) Outline proposal agreed with Polytechnic (dates, times, overarching learning objectives)

k) Detailed proposal to be submitted by semester l) Lecture material, register of attendance (disaggregated by gender etc, with

support of Polytechnic) and follow up notes to be shared for each activity m) Periodic and final reports

4. Visits by the International Partner to PPNS Campus It is proposed that the International Partner makes a minimum of two visits to the Polytechnic during the two year period, subject to Covid-19 travel restrictions and policies of both countries and institutions. The visit will be in coordination with the ILO S4P Indonesia project team, including pre- and post- visit meetings in the ILO Country Office Jakarta and meeting with British Embassy Jakarta (BEJ); and accompany by the ILO S4P Project staff during the whole visit to PPNS and in Surabaya and East Java. The detail mission itinerary and agenda would be discussed later and agreed in advance before the visit. 5. Reporting Guidelines for Periodic and Final Reports Project management and coordination: The International academic partner should have a regular online meeting at least 1 (one) meeting every Quarter-Year with the ILO S4P Indonesia Project: National Project Officer (NPO) in charge for PPNS coordination and with the Chief Technical Advisor (CTA). Periodic reports are due on or by 15th March, 15th June, 15th October and 15th December until December 2022. These should be suitable to share with the ILO and the Polytechnic partner and should include the following:

n) Narrative overview of developments of the partnership in terms of curriculum development, capacity building and enrichment of student learning activities.

o) Breakdown of activities conducted within the reporting period to include dates, materials shared (e.g. powerpoint or lecture notes), participant names of teaching staff / or numbers of students with gender breakdown (provided by the Polytechnic), photos or videos were relevant, and any follow up activities.

p) Reflection on the period to include achievements, areas requiring further development, risks and recommendations for activities in the next quarter.

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q) Financial report (template to be shared) The final report, due by 31st January 2023 should be suitable for sharing with the ILO and Polytechnic Partner, with sections suitable for sharing with Government Officials and potential funding providers. The report should include a summarized version of the information presented in periodic reports, and an overall review of the set objectives including lessons learnt. Specific sections should include:

r) Feedback on the development of individuals, and recommendations for further continuing professional development

s) General feedback and recommendations for the institution’s capacity to develop programmes to international quality standards that respond to employers’ skills demands

t) Recommendations that would support the development of an ongoing partnership with the partner institution. To include, but not limited to, the development of franchised programmes, formalized progression pathways, joint-research, and lecturer and student mobility programmes

E. Contract duration

Contract will run from February 2021 to December 2022

F. Instructions for Bidders

The closing date for Technical and Financial Proposals will be Wednesday 27th January at 11.59pm UTC. We regret that proposals received after this date will not be evaluated. Technical Proposals, including any case studies, references or other supporting information be submitted by email to Mary Kent: kent@ilo.org Please title the email: TECHNICAL PROPOSAL – S4P IA PPNS Financial Proposals should include a full breakdown of the budget, presented in an excel spreadsheet, with narrative explanation added as needed. Staged payments will be based on quarterly reporting of deliverables and agreed in consultation with the ILO at the outset of the agreement. Due to the travel uncertainties imposed by the pandemic, please list the costings for the two deliverables below requiring international transport as separate items. If it is not safe or possible to travel, these costs will be deducted from the programme and an alternative solution will be agreed closer to the time. For deliverable 2e (Detailed proposal for formal training programme to be agreed with the Polytechnic. This is for the 2 – 3 week programme that takes place at the International Partner’s campus), please include indicative costs per delegate, based on 10 people. These costs should include transfer from and to the airport, meals and accommodation. (Flights will be arranged by the project). For deliverable 4 (Visits by the International Partner to PPNS Campus), please include indicative costs for two visits to Indonesia. As a guideline, this should be based on three senior members of staff being available for 4 full days’ activity,

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based in Surabaya; and should include airline transport and hotel and breakfasts. (Local transport, lunches and dinners will be provided by the project). Financial Proposals should be submitted by email to: jakarta@ilo.org Please title the email: FINANCIAL PROPOSAL – S4P IA PPNS

G. Annexes 1. Qualification and Selection Criteria and Evaluation

Annex 1: Qualification and Selection Criteria and Evaluation

Qualification Criteria Evaluation Method Scoring

Institutions with established expertise in developing and delivering degree-level [subject] curriculum.

Organisation Profile

Faculty or Study Program Profile

Academic Accreditations

The appointed international academic experts

must understand the concept of an international

standard curriculum and understand the

curriculum needs for vocational education in the

shipbuilding industry field with international

standards.

Y/N

Sufficient capacity among staff to support the project, including suitable technical expertise, project management and reporting capacity and executive sponsorship

Delivery team structure with names and job

titles. Minimum requirement would be 1 x

senior level project sponsor, 2 x experienced

faculty experts, 1 x project co-ordinator with

responsibility for project finance and periodic

reporting.

Confirmation within the proposal that the

institution intends to fully commit to the

partnership for the entire contract period

Y/N

Evidence of strategic synergy / ongoing commitment to international or Indonesian partnerships in the shipbuilding or martime sector, to provide assurance of organizational capacity and resource to develop longer term relationships

Confirmation / elaboration within the proposal

Confirmation of intention to visit Indonesian

campus (subject to Covid-19) within proposal

Y/N

Selection Criteria: Details Scoring

Technical Proposal 60%

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International reputation and Industry relevance in [subject] field

Faculty or Study Programme Profile to include

when established, ranking if available,

international student numbers (total number

and as ratio), key international partnerships,

overview of employer engagement/partnership

activity and key industry partnerships.

5%

Track record of delivering an international capacity building project in the relevant sector and /or delivering an internationally-funded cooperation project (i.e. with defined project management commitments, deliverables and regular detailed reporting deadlines) in the relevant sector

Minimum of two case studies or final project

reports with sensitive data anonymized if

necessary. Should include detail of budget,

reporting frequency, KPIs and overall project

performance. Please include end of project

feedback from the donor or international

partner where available

5%

Quality of proposal for curriculum development

Proposal should provide a structured approach

to supporting the Polytechnic in curriculum

development with indicative frequencies of

online workshops or other types of interactions.

Approach should emphasise international

standards and industry engagement and should

support ongoing capacity building of the

institution.

15%

Quality of proposal for capacity building for teachers

Proposal should provide an integrated approach

to technical and pedagogical capacity building

through a range of methods throughout the

term of the contract. Approach should place

emphasis on the development of digital and

blended modes of teaching and learning.

15%

Quality of proposal for enrichment of student learning experience

Proposal should showcase international and

industry perspectives and insights relevant to

the curriculum, as well as demonstrating

progressive and interactive teaching approaches

(for example use of multi-media, student-led

activity, project-based exercises)

15%

Alignment with the intended outcomes of the Skills for Prosperity Project in Indonesia

Proposals should consider how planned activities

would support the intended outcomes of:

Sustained increase in the enrolment,

graduation rate and progression to decent

work outcomes for students including

marginalized groups

Increased employer interaction with the

polytechnic, including curriculum inputs and

5%

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apprenticeship (structured-placement) co-

operation

A robust evidence base that can be taken

forward through national and provincial

policy recommendations

Financial Proposal 40%

TOTAL SCORE 100%