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Competence formation and post graduate education in the public water sector in Indonesia

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Figure

Fig. 1. Hypothetical T-shaped competence profile for a technical water specialist.
Table 1. Three aggregate competences and one meta-competence for continuous learning and innovation for professionals in the water sector,based on Alaerts and Kaspersma (2009) and Sultana (2009).
Table 2. Interview respondents in seven sub-groups based on theirparticipation in local post-graduate education or international post-graduate education and their recruitment in one of the phases(phase I = 1970–1987, phase II = 1987–1998, and phase III = 1998–present).
Table 3. Survey respondents per sub-group, based on their par-ticipation in local post-graduate education or international post-graduate education and their recruitment in one of the phases(phase I = 1970–1987, phase II = 1987–1998, and phase III = 1998–present).
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