krivet seameo voctech 2

KRIVET:SEAMEO

VOCTECH

f

oint International

Seminar

Cunent

Stolus

ond

Future

Directions of

Vocolionol

qnd

Technicol Educqtion in Koreo

ond

Southeqst

Asio

Augusi 21. 2009

CONTENTS

Abstract

lntroduction

Overview of Singapore

Part

I

-

Economic Development

and

WE

Strategies

Part

ll

-

The

Journey of Transformation

12

current

status

and

Future

Directions

of

vocational

and Technical

Education

in

Indonesia

By

Losina Purnastuti

Lecturer, Jurusan Pendidikan Ekonomi

Yogyakarta

State

University

?urrewt.Status

awd Future Directions

of

vocationat

and rcchnicat

€_duestion

ln

Korea and -southeast

Asia'

Current

Status and

Future Directions

of

Vocational

and

Technical

Education in

Indonesia

(Losina Purnastuti)

Yogyakarta State University

Indonesia

I.

Introduction

This paper presents a

brief

overview

of

Indonesian Vocational and Technical Education and

Training.

It

focuses on Vocational Senior Secondary Education. The

report is organized as

follows.

Section

I

provides a brief background

of

the

country-Section

2

reviews

the

current status

of

Vocationa! and Technical Education and

Training

(VTET).

Section 3 discusses recent developments in

VTET in

Indonesia and

policies (programs/practices) that have been implemented. Section

4

reviews major

issues and challenges. Finally, section 5 outlines future plans.

A.

Indonesia at a Glance

Indonesia

is the

largest archipelago

in

the world.

Located

in

Southeast

Asia,

Indonesia consists

of

more

than

17,000 islands and islets, 6,000

of

which are inhabited. The population

of

Indonesia is

widely

dispersed and many

of

the

people

are

located

in

remote

and

isolated areas.

In

2008,

the

population

of

Indonesia

is

estimated

at

about

241 million.

Currently, Indonesia

is the

fourth most populous country after the People's Republic

of

China,

Indi4

and the United

States. The country is divided into 33 provinces and each province is governed by a governor. There are more than 300 ethnically distinct groups who speak about

583 local languages and dialects. The average population density is

slightly

over 100 persons per sq.km. However, there is

wide

variation

in

population density, ranging

from

a few people per sq.km.

in lrian

Jaya province,

to

nearly 1000 per

sq.km- in densely populated provinces on Java. The national language is 'Bahasa

Indonesia'

or

Indonesian,

and

it

is the

medium

of

instruction

in

schools from

primary up

to

higher education.

[n

several areas, local languages are also used as the medium

of

instruction in the first two years of primary education.

Indonesia ranks as

a low

or

lower-middle income country,

with

a

real

Gross Domestic Product

of

Rp 2,082,103.7

billion

(2008). Manufacturing is the

largest contributor

to

GDP.

In

terms

of

HDl,

Indonesia's

ranking

remains

disappointing

at

109 out

of

179 countries,

in

2008. The education

profile of

the

labor force

is

dominated

by

the

labor force having

only,

at

most,

primary

education,

which

is 52o/o. The labor force holding senior secondary education is

22%o. Nineteen percent have

junior

secondary education, and

only

7%o

gradu*d

'curreu-t 'Status awd Future Directions

of

vocationat

and

rechnlcal

€_ducatlon

in

l<orea and .Southcast

Asia,

B.

Brief

vocational

and

rechnical

Education

and rraining

(TVET)

_in

lndonesia

Technical and

vocational education

had

been

in

Indonesia

before

the

proclamation

of

independence. The main purpose

of

the

education was

to

give

basic knowledge

and skills

needed

by

tndonesian

people.

At

that time,

the knowledge and the level of skills supporting national dlveiopment were not taken into account. (Soenaryo et al., 2OOZ).

VTET

plays

a

key

role

in

providing

_employable

skills

to

_{youths and}

adults, enabling them to avail _{the opportunities for-better employment and higher}

earnings resulting in a better standard

of living

for them and their families. VTET

certainly has

a

strategic

position

for

_{designing school-to-work-transition and}

forms

an

important basis

for

life-long

tearning.

Therefore

VTET

must

work

together to develop human resources for _{emerging knowledge economy (Masriarn} Bukit, 2009).

Technology

development

requires

the

establishment

of

vocationalr

education owing _{to the changes in the current social and economic structures}

thil

lead

to

the

global

paradigm. Such

changes

will

provide many

more

job

opportunities among countries. However,

the

compeiition

_{among countries}

b

tighter. To _{improve the competitive-capacity through free trade, tou!'t, competirirc} power

is

needed, such as the capability

of

*unu[.*"nt,

technology and

hunrr

resources. Hunran resource

is

an

active

resource

that

can

determine

life

a

achievement

in

the

competition.

Education has

a

strategic

role

in

pioduci qualified human resources

to

compete in the free market.

G

tnis case, vocati education prepares students

or

human resources

to

have the working'capacity r

medium-skilled

workers

to

meet

the

demands

of

the

business

und inarsri

sectors.

The role

of

vocational education

in

Indonesia

is

becoming

significant due

to

the research showing _{that vocational senio. secondary} "s

contribute

to

the local

economic

growth and

specifically vocationai

_sch

majoring

in

technology_

make

a

positive contritution

to

the growth

of

manufacturing industry (DpSMKu, 200g; DpSMKb, 200g).

In

summary there are at least

five

strategic roles ihat vocational ed

plays:

a)

vocational

education improves

the quality

of

the

Indonesian force, particularly for mid-level workers.

b)

vocational education ensures

life

skills

and employment readiness

those not _{continuing on to postsecondary educaiion}

c)

vocational

education

fulfills

the

need

for

mid-level

workers in

sectors

of

manufacturing,

-

industry,

construction,

mining,

social services, tourism, information _{and communications te}

(lCT),

_{agriculture, technology and arts.}

d)

Vocational education reduces the lever

of

unemployment in I

-'current

status

awd Future Directions

of

vocational and rcchnical Educstiom im l<orea and Southeast

Asia.

II.

Current

Status _{of Vocational and Technical Education and}

Training (VTET)

A. Policies.

In

general, vocational and technical _{education and training}

in

_Indonesia can be

divided into

two

groups, formal vocational education and non-formal

vocational education.

In

the

formal

_{education area, vocational education in} Indonesia starts at the level

of

senior secondary school. The length

of

study at

schools is three years.

By

considering the scope and the level of cimpetency that

should be achieved,

if

the board

of

national standard

for

competency wants to

extend the length of the study for more than three years, the maximum length

of

study could be extended for two semester or to four years in total.

Non-formal vocational education

is

pertbrmed

by

developing

skills

and

expertise

through Training

_{Providers/lnstitutions}

lLembaga

-pendidikan

Keterampilan: LPK/Kursus),

Job

Training centers,

Community

colleges

or Career Centers

to

gain

certain

skills

or

expertise. Usually,

skills

train-ing is

conducted

by

private institutions under

the

supervision

of

the

Directorate

of

Course and Institution, the Directorate General

of

Out

of

School Education, the

Ministry of National Education, and Job Training Center training is conducted by the Ministry of Manpower and Transmigration, for community c6lleges training is

conducted

by

vocational Secondary Schools, colleges having study program

of

vocational education, or other education institutions.

Before independence, schools

in

Indonesia were classified as schools for

women, schools of engineering, schools of agriculture, and schools of

commerce-After

independence schools

were

classified

as

schools

of

household affairs, engineering education, and agriculture education (Soenaryo _et

al., zaoT.

_Since August 2008, the spectrum of vocational senior _{secondary education expertise has} been classified into

6

fields

of

study: technology and Lngineering; information

and

communication

technology;

crafts; tourism;

agribusiness;

and

agro

technology; business and management..

In

response

to

human resources development

in

Indonesia,

a

strategic

decision was made

by

the

govemment

to

increase

the

proportion

of

vrET

students population compared

to

general school students. According

to

the

Indonesian National Strategic Plan,

by

202s,

the

comparison

betw."n

vTpr

students population with the general school population

ii

expected to be 70yo to

30%. The trend of changing the student population

in

several cities or regions is

showing positive signs. There

are

increasing numbers

of

so

called

*city

of

vocational'

in

many

municipalities

in

Indonesia.

This

trend

of

vrET

development shows that, in Indonesia, VTET is increasingly considered as one

of

the three pillars

of

the educational system along

with

general school education

and university education.

To

strengthen human resources

in

the areas such as

forestry,

agriculture,

and

plantation,

the

Ministry

of

National

Education in

Indonesia

has

developed

TVET

schools

through

collaboration

with

several

Departments

such

as

Forestry,

Agriculture,

Plantation,

industry

and

Trade

(Masriam Bukit.2008).

'Curr

€

nt.status

_{and Futurc oirections}

of

_vocational

and

_rechnical €_{ducation [,n}

l<orea a nd -southcast

Asia'

plan of the Ministry of National Education, the policy regarding the development

of

vocational schools

is

getting more

attention.

The

expansion

of

access to

SMA/SMK

(General Senior Secondary Schools/Vocational Senior Secondary

Schools)

policy

is

more directed towards the expansion

of

vocational schools

rather than general senior high schools in order

to

reach a balanced composition

in the number of general high schools and vocational high school students (MoNE,

2005).

To

fulfill

the

needs

of

middle-level employment

in

the

sectors

of

manufacture, industry, construction, mining, trading, social services, tourism, ICT,

agriculture, and technology and arts,

the

govemment

will

ensure

that

student

enrollments

in

Vocational Schools (SMK) would be significantly increased in

2009.

Source: Strategic Plan Ministry of National

Education The Republic of Indonesia 2005-2009.

Along with the main policies of the National Education Development

the

Directorate

for

Vocational Schools has set

up

several maiq targets to

improve vocational schools capable

of

deaiing

with

the competitive global environment.

l.

The expansion of access to education:

new SMKs.

establishing new SMKs.

2.

Improving quality, relevance, and competitiveness:

workshops

and Communication Technology Centers as

well

as computer

labs and internet access.

materials.

I

l

I

Table 1. Ratio of Students of

SMK:

SMA [image:8.595.203.457.296.431.2]

'current

_{'statu-s a'Ld Future Directions}

of

_vocationat

and

Technical €_ducetlon

in

/<orea and -southeast

As[a,

3'

Strengthening management accountability _{and pubric image.}

B. Enrollment

In

line with (GSSS:VSSS), _the constantly increase

VSSS student was students jumped _to

the. gov-ernment policy

to

_{change the ratio befween SMA:SMK} goal is

for

the number

of

vocaiionar _{Senior Secondaryltudent} [image:9.595.26.585.34.670.2]

year

by

year.

In

the period

of

_{2005/2006, the totar number}

of

?,??1,927. tn the period

of

2007/200g the rotal number

of

VSSS 2,739,962.

Figure

1.

Number of VSSS _Students

2005t2006 _2007t2008

Source: MoNE

Table 2 _{shows detailed information about the}

province lrom the academic year

of

2005/2006 to

in

the

number

of

VSSS students occured

in

all

number of VSSS students rose by 22.72oh.

number

of

VSSS students

in

each

2007/2008.

A

_{significanr increase} provinces. _{Over three years, the}

3000000

2500000

2000000

1500000

'1000000

500000

0

2005/2006 _2006t2007

Ioe,o11"-a'$g

9_!gt; l

?urrent.Status

awd Future Directions

of

vocatlonal

and

rechnical €_ducstion

in

[image:10.595.123.572.153.575.2]

Korca and .southcast

Asla'

Table 2. Number of VSSS Students by Province 2005t2006

-2007n008

:006.:{x}t

Provinri Pror,ince

DKIJa!*na

Jarra Barrt BaaEu

Jana fcngah DIYogl'rliaria

6 Jarva fimur

7 Nrrrggroc .{6qh S;rt}i5xleo

8 S11ot163 l:1:u"

9 Stunatera Buat

10 Riau

11 Kepularna RLru

1) J: mb r

13 Susatcra Selatan

1-1 Baogrkr Belittrog

15 Beogkulu

16 Larnpug

17 Kalim.atanBant

l8 Krlimrnlafl Ti1grh

19 Kalim.nf-n Selar5

16 _{l(atimrqttr Tirfir}

Sula.r'esi Uara Gorontalo

Sutan'esi Tergrh Sulauesi Sclatrl

Strla*csi Brrat

Sula.*'esi Teoggnra

Ilaluku

MalukuUtra

Bali

Nusa Telggara B:rat

Nusa Tcaggare Tirtn Papua

Pepua Barat

1"d;;;;I.

)) 23 :4 25 26 17 28 29 l0 31 )2 33

)scgtri Srrasta

hiblic ?tivare

+:_c:f l5:.6f:

5,'! t-{6 5l _i05

1:.._i3r ]1.9-]6

9?.51; :9-l.JS9

2-1.9:: _i 1.9_::

9i.6tr 308.s0{ :s c{l i.s]l

:0..119 l{l I 15

2r.2r2 16.1-tS

::.0115 I g.c0l

3.66.1 6.I 13

9.36t 10206

:8.08i 2306;

-1.6t9 i.33i

3.560 -1.830

1: i6l .18.536

!f--r39 16.1_i:

7.!39 L?9.r

13.6.11 6.71{

19.09_5 16.961

t3.c:9 8.r::

6.06i l.c0(l

10.091 1.i9r

30.94.1 29.86:

3--104 :_313

9.9:t5 1.999

5-691 2.49i

3.695 l9$.r

13.916 t7.6t ?

t;.:l.l ,2)) r6.2:l 1:.1?6

'7.6:0 _6i05

l.ro.r

r.661

631'.196 l*<{gJ.rl

Jumlah \cgtri

Ioral Public

19-l-699 {i.lt: 316.661 19.:69

3J t?0 l5.lBl

38i.S16 96._rr9

:6 90+ 16.{51

.lcl.-10s 111.019

:3.31+ 10.6i8

r8l.i-Lr lr.69l

13 {0 -?0.:J1

i_i.00i t;.180

9.8?l -1.:01

10.669 10.J1_{

46.1;0 10.06l

ll-49.! 5.110

1_l.lgc 10 otl

6l_1:1 18.i90

It-:r6 l3jtr 10.1t; 8.lsr

20.35i 15-3-3

i6 0i6 :1.011

:l sil r{.998

j.06i _6.9.-l l:..rs2 I l.;?i

59.S11 1.1.634

6.111 3.830

I l.9lr l1--t8l

E,1Sl 6.94i

:.er9 4.494

31"59i t59il 20.4J6 19.-121

il-rgl lB-{:l

1.1.1J5 9.378

7.166 6.516

:00?i1008 Ssasta

.}irs;e Jumlah \agtri

Srasta

Icrnl Aib&s Rixrc

16l.l:_: :96.-q0 J:.61i ;s0.1s:

115.-116 ji6.t.Il 96.i16

-i10.61r-;5.356 90--\{l 18.0:6 37.-i;l

l0-i.5r-1 +0t.89: lcg.?]: -i36.:96

31.;11 -!9.13f l3,rrl -r7.1;c

112.323 {i.S+r I ji.l?l -r-{6.?r I

6.61-1 17,:11 I j jo_i :.;t6

11r.9:8 19L6-t9 :3.983 161.05r

l5.ltr i6.36s ji.s6-i :9.:Il lg.s_j-l 3t.01.1 t0.6lr l.l.6l;

6.;56 10.91S i.t66 7.?5 r

10.923 ll..r38 11.3f: 12.r?9

:9..1?6 {9.i+3 ta.i89 32J60

j-659 11.819 5-lrl 8.-l-i9

:.i?: 1i.100 rl.rig 6.01i

+9.53: 63.3i1 21.&; :3,9S-t

1'!.?l-: i!.050 15.!06 19.5.t3

i.Il6 1r.301 10.16: i_6-s-r

r.110 ll-JSC l,-2li S.oCl

13.0c8 39,0"1_i l{.f15 :!.lrs 9.319 t.r.3tj i59-11 tC.:!C

!.lt; 8.190 ?.9:: 1,-l_i0

6.10i l].s:; 1,:.49s :.iOr

-r0..1ll 65.0+6 {0.67: 3{.18:

t.??6 6.606 5.103 i.6rl

t.t 1-: Ii.tgJ ll-ill :,4;9

1.451 9.397 3.9]t i.130

2.069 6-t6i 6 r54 2_555

rs.93_r ld.86i tg.?li 2:.1;l

-1.920 l3t{l ll.ll? 1998

15.?gl i,t.l05 20.69-s 17.756

?.108 16_586 11.161 8'r9 !.9i1 8.163 'i.789 t.:20

:.t0t.i31 9l2.r3j

r !tl or:

Source: MoNE

In

terms

of

the demographic distribution

of

VSSS students, there are five provinces,

which

had more than 200,000 students

in

academic year

of

200712008-Jawa

Timur

is the province

with

the highest number

of

VSSS students

-

480,182,

followed by Jawa Tengah

-

446,348, Jawa Barat

-

416,943,

DKI

Jakarte

*

227,808,

and Sumatera Utara

-

216, 043.

'current

_-status and Futurc >irections

of

uocatiomat

and

TZchnical €_dueation

in

Korea and -southeast

Asia.

Figure 2. Number of VSSS _{Students by} province

2007t2008

600000 500000 400000 300000

;.:,.,

I

Source: MoNE.

Based on vocational program, _{the distribution of VSSS students in the academic year}

of 200712008 is described in figure 3. Of the vocational programs, _{the Business Management}

group has the highest number of VSSS students

with

1,302,339 or 47yo.The Second largest

vocational program for of VSSS students belongs to the Technology and Industry group

*ith

1,062,403 students or 39o/o.

,l

IE eE2iE

qE

=z;E

g=

gE

€

E

=

ES*

=

= F

=

?

=i

-o

EiiaEE

*-E

iEEssEE;EEs;tEg!=

2..==

i FE EiEz= :E;:

S

i6-

r

i

;-

5E

==c'=6

s;5E ';a ;

=

*

z

r'-Ae

l7=36

"dEId

a-€

._ :. > -d

=cE c #,o 'r

"ta

z.

;i

[image:11.595.67.539.153.457.2]

?urrent

'statks

afud _{Future >ircctions}

of

_vocationat

and

rechnical edueatlon im

[image:12.595.77.578.116.493.2]

l<orea a nd .southcast

As[a.

Figure

3.

_{Number of vocationar senior secondary Schoor}

students Vocational p _{rograms 2007/200g} by

Health, 10995,

Tourism, 174126,

60/o

Agriculture and

Forestry, 76644, 3%

I

Technology and

lndustry, 1062403, 39%

Community Welfure, 42266,

2o/o

Busieness and

fianagement, 1304339,

47o/o

MoNE

C. Employment

Relevance _{in technical and vocational education}

is assessed _{through employer}

satisfaction _{with the}

qT{itv

_{of graduates and}

labor _{ma.k"i ourcomes.}

vsss

_graduates comprise 25Yo

of

_{the skilled labor force}

and.outperi".*

g."arates

of

_{generar schools.} They have

a

_{higher labor force purti"ipution rate}

than- Gene.ar

s"iioi

_se"ondury

School (GSSS) _{Eraduates-about}

iol"

_r,igt

".

o""ruri

uremproyment rates are lower

than

for

_{diploma, academy,}

o.

_uni'rr"rriay

graauat"*'ir,"

wage returns are arso

impressive as these graduates

not only

_out[".ro.rn -GSSS _graduates

'current

_'status arud _{Future >trections}

of

_vocational

and

rechmicat €dueatlor+

in

[image:13.595.93.492.169.327.2]

Korca and southeast

Asia,

Table 3. Labor Force

participation

_{and Earnings 2006}

rnd (ISSS _,l--r

Item _{General Senior}

Secondary School

Vocational Senior Secondary

School

All Workcn

Labor Force Participaiion _67.6

77.6 66.-2

orce

7.1 100

Yo n Formal sector

66.2 _3I-l

o/_{/o n Informal}

Sector _4J.E

33.8 _68.9

7o Unemployed _{I 8.1}

t7.3 10.3

/ u vrruer 9trtutuYEu

tr6*:-- :- n- l 13.5 13.2 27.4

\P/ rrrurl[il (torTnal

sector) I,04s,303 I,079,590 997,000

Recent

Developments

implemented

and

Policies (programs/practices)

that

have

been

Source: SAKERNAS 2006

The development

of

_{vocational senior secondary education}

in

Indonesia has

been achieved through. several changes made

for

the sake

of

improvement.

This

_is

obviously seen

from

the

govern."rit',

efforts,

r,uning from

_{the procurement and}

improvement

of

_{facilities, graduates' as well as teache#}

quality, and the revision

of

the curriculum'

Hence,

in

the

future

vocational

Senioi s""onau.y--s"ioot,

*

expected

to

be able

to

meet the challenge

of

_the

o*loprn"nt

of

_{the country. The}

policy _{regarding the development}

of

_{vocational schools}

is getting more attention, for

example,

by

expanding

the

implementation

of

_{vocational schools}

in

the form

of

vocational _{senior Secondary Schools, such as}

vocational schools in industrial areas,

long-distance vocational senior secondary schools

in

rriu-i"

_{boarding schools/other} institutions, vocational schools

in

bordei areas,

,o"u,ionut

schools

in

remote

ar",*

and villages, open vocational schools, and integrat"a ,""onaary schools. _{To meet the} needs

of

_{middle-skilled workers in the manufaJtu.ing}

r""io.,

manufacturing industry, construction, mines, trade, _{social services, tourism,} "t"t""oamunication,

information

and _{communication, agricurture, technoiogy}

unJ

ua,

_(curturar

"onr"*utory),

the

g.ov:Tment

is

_planning

to

_increase

the nlmber

of

vocational schools, students

significantly until 2009 (pusat Informasidan Humas

o"piimr*

_,2007).

To improve the quality

of

the graduates _from

Slnior

_{vocational Schools,} the

Department

of

_{Education and culture}

iince t99:,

has

"ppri"a a link

*J-"i"t

policy

at the schools' The

link

and match concept focuses _{on providing competency to the} students (theory _{at schools) and practice with industry to obtain}

a _{balance between the}

educational and industrial sectors, relevant

to

_{demand. Even the orientation}

of

_the demand is _{developed by considering local, national, regional and}

global/international demand' The Directorate of VocatiJnal Education has 6een making several _{efforts to}

improve the quality

of

_{the graduates}

of

_{vocational senior secondary schools- The}

application of the rink and _{match phirosophy through the duar}

,yri"*'i, u"ri'

inor,,

effort to improve the _{quality of} the graduaiei (Direkiorat Menengah _Kejuruan,

'current Status

and Futur€ _>irectiows

of

_vocational

and

_{Technical Educetion}

in

/<orea and Southcast

Asia,

u1e 4. Number of VSSS 2005t2006 _2007/2008

Tooo 5000 5000 4000 3000 2000 1000 0

200s/20o5

2AA6/20A7

2007/2008

n Public

:

private ac Total

Source: MoNE

2.

The improvement

of

quality,

guidance to several vocational

In

line

with

national

policy

and by _{considering several problems as}

well

_as

strategic issues

in

_{developing national education}

in

_{the 2006-2010 road map}

of

_the

management of vocational schools, the priority

of

the development and improvement program

of

_{the vocational schools has been established gradually and continuously.} The priority _{is directed to:}

(l)

_{The enlargement and fair distribution of the vocational} school access

by

maintaining

quality levels;

(2)

The

_improvemenr

of

_quality,

relevance, _{school competition, as well}

as

_{guidanc" io}

,"u..ul

_{vocational international}

schools;

and

(3) The improvement

of

vocational school management

by

_applying good govemance principles.

l

'

_{The enlargement and}

fair

_distribution

of

_{the vocational school}

access by

maintaining quality levels:

One

of

the

implementation policies

is to

_{enlarge and distribute access,}

focused

on

increasing

the

number

of

Junior

High

School graduates

continuing their studies in the Vocational Senior Se-condary Schools; for example,

by

founding

new

buildings

for

vocational

scholls,

providing

new classes, conducting rehabititation

of

_{the school buildlngs, foundin!} new _{building units, developing long distance vocational schoo-ls at Islamic} Boarding Schools and other institutions, founding nerv school buildings in

the borders, developing vocation cities, pioneeriig _{vocational program at}

Junior

High

Schools, develop.ing _{community-baied vocational boarding}

schools, providing

aid for

_{students, and other programs. The grorvth}

of

Vocational _{Senior Secondary Schools}

from

_{2005 haoa}

to

_200"7/200g

is

shown in figure 4.

relevance, school competition, as well international schools.

&<rrcnt.stfrtus

and Futurc olrections

of

vocationat

and

rcchnical €_ducatlon

ln

Wrca a nd .southeast

As[a,

The efforts

to

improve

the quality,

_{relevance, and competition}

of

_the vocational schools is _{directed at improving the quality of the teaching and}

leaming process as

well

as the

graduatei.

ttris

policy

is

_impleminted

through strategic issues, such

as:

deveropment of

s'uK

with international

standards, development

of

ICT, deveropment

of

_{industry participation in}

sMK,

development

of key

competencies, deveroprnent

of

entrepreneurship,

improving

_competencies

of

teachers

and

_other

educational staff, improving quality and relevance

of TVET,

repair and

maintenance

of

rvET

education facilities, development

of

competency standards, development

of

_{vocational school models, development}

oi

libraries, certification

of

competency, development

of

_{talent and interest} clubs, certification

of

English language, scholarships, _{the aids}

of

_quality [image:15.595.107.443.412.600.2]

management operation

of

_{vocational schools, and student competitions.}

Figure

5

_{illustrates Vocational Senior Secondary Schools main facilities} over three years from 2004/2005 to 2006/2A07.

Figure

5.

Number 0f VSSS Facilities 2004t2005 -2a06t2007

7,000 i

I

6000:

*Gffil

l,lll

Lrc*

"1"{""*-"-

"$.""'"1;

$.sJ

Source: MoNE.

3.

The

improvement

of

vocational school

governance principles. To assure quality Secondary Schools

in

Indonesia are

900 I :2000 quality management system.

.2004/2005

r

2005/2006

-

200612007

management

by

applying good management, _{Vocational Senior}

compelled

to

adopt

the

ISO

""""

"Current.Status awd Futur€ _Directions

of

vooational arud T-cchwtcal €_dueatlow

ln

Korea and southcast

Asfa'

IV.

Major

issues and challenges

Although

the

govemment has performed several actions

and

policies to improve the condition

of

Vocational Senior secondary School

in

Indonesia, many

problems and challenges still exist and need to overcome. a. Human Resources

The data

of

the

Ministry

of

National Education show that,

in

the academic

year

of

200412005,

only

6l.89yo

of

teachers

of

Vocational Senior Secondary

Schools could be categorized

qualified.

Four years afterwards, in the academic year

of

200712008,

the

percentage

of

qualified teachers increased

to

76.96Yo.

'Findingr

from

field

study conducted

by

the Curriculum Center, Research and

Development Agency,

Ministry

of

National Education, show that

(i)

there are

several teachers

with

limited

mastery

of

information and technology, facilities, information access

(ii)

several teachers do not have the experience to practice in

the industrial sector,

(iii)

inadequate knowledge of teachers for new subjects, and

(iv) the mismatch between the teachers' fields of study and their teaching subjects

(Puskur, 2OO7). Furthermore,

ADB

(2008) states that good teachers with industry

experience are rare.

Figure 6. Percentage of Qualified and _{Under Qualified} Teachers in VSSS

2004/2005 -200112008

2005r2006 Urder

Quatif!€_d

Teacher, 36.15

Teacher, 63.A5

with the qualifications

of

Graduate Program

of

Note: Qualified teachers are teachers

Teacher Training and above Source: MoNE

t2

2004/2005

Under Oualified Teacher, 38.1 1

200612007 Under

Qualified Teacher, 24.36

@

Qualified Teacher, 75.64

2007t2008

Under Qualified Teacher, 23.O4

@ry

Qualified

'carrent.status

and Future Dlrections

of

vocat[onal awd rechnical €_ducation

in

r,.J.cA _{and .southeast}

Asia,

b. Facilities

Another problem faced _{by Vocational Senior Secondary School is the} inadequacy

of

facilities to support the learning process. Vocational education

is a type of education with _{more practicum than theory. The gap between the}

number of facilities compared with the number of available vocational schools

shows

that not

all

Vocational Senior Secondary Schools have adequate

leaming facilities.

[f

a

vocational school does

not

have facitities,

ilike

practicum room, computer room, garage, laboratory)

it

will

constrain the

teaching and learning process.

It

is

difficult

for the school

if

it

does not have adequate facilities for practicum. This

will

have on impact to the quality of the students.

Although _{the government has conducted some programs}

to

_{increase the} number

of

_{school facilities, such}

as

_{laboratories, libraries, and computer}

rooms, the lack

of

these facilities remains

a

problem.

[n

terms

of

absolute

number,

the

quantity

of

school

facilities

in

Vocational Senior Secondary

Schools has significantly increased. _{However, the available school}

facilitiei

are insufficient. Figure 7 shows that, in 2005/2006 and 2006/2007, the ratio

of

school facilities

(skill

room,

multi

purposes rooms, workshop rooms, and

computer rooms)

to

school

is

smaller than

l.

This indicates that there are a [image:17.595.21.595.30.817.2]

number of vocational schools that do not have school facilities.

Figure

7.

Ratio School Facilities to school

z}Lzna08

_-200612007

Keterampilan Multi Purposes Rooms Workshop Computer Rooms

i E 20022003 . zOO3t2Ooi a2}clit2}Os o 20Os/2006 . 2}o6t2oo7

Ratio

of

library

to

school

65.48%.

ln

200712008 the ratio

2004/2005 to 200612007 declined from 68.84% to

rose

to

69.24. During the period

of

200412005

-Source: MoNE

'Current StatLG and Futurc Dircctlons

of

vocatlonat

and

rechwical €_ducation

in

Kor€a ayr,d Southeast

Asia'

200712008 the ratio

of

library to school is smaller than

l.

These data demonstrate that

not all vocational schools in Indonesia have a library.

Figure 8. Ratio of

Library

to Schoot

(vsss)

2004r200s _-2007/20a8

(%)

200/'t2005 200t2006 _200712008

d. Public Irnage

Although Vocational

and

Technical

Education

and

Training

are

now becoming more popular,

V'I'ET

still

suffers

from a

negative image.

Vlpf

is

still

perceived

as

an

education

for

those

from

economically

una

academically.

disadvantaged groups

only.

The

general

public perception

is

that the quality

of

VTET is lower than general education. Vocational education has suffered from being

perceived

as

a

second class education.

The

low

prestige attached

to

vocational education is a common perception in lndonesia.

e. Job Market and Industry Correlation

Link

and match

between education

and industry

is

still

problematical. Relevancy between education and industry is more than just _{transferring knowledge}

or

specific skills required by the industry. The industry also needs

*o.k"r.

who are

capable

of

thinking, communicating, interacting, and working

in

a team. The qualitl

and the relevance

of

education is

still

low. The quality

of

academic education and

relevance

of

vocational courses

are

generally

not

well

_regarded

by

_employers.

Questions remain about

the

relevance

of

vocational

.ou.s"s,

including

the

gap

between the courses and industry needs, as

well

as the slow response to* changing

labor market needs and technological advances.

200€.t2007

Source: MoNE

[image:18.595.65.557.127.420.2]

[Dr,f _{-srrpaz{s and Future olrcctrou,s}

of

_{vocattonar au.d Technicar €ducation}

in

f. "{bsorbtion into Job Market

The employment absorbtion rate

of

vsss

_{graduates into}

job

_{the market}

is

oefimi'ely

low'

_{The ideal rate}

of

_employment

abso-rCtion

i,

u",*een

g0o/o

to

g5%.

ff"louever'

in

_{2006, t!-"^lu]"}

of

employment absorbtion

of

_{vSSS graduates is about}

6l?b- The totar

of

vSSS

graduai"r'

in

2006 was

_{62g,2g5 students,}

whire

the

cmployment absorbtion projection or the demand for

vsis

graduate _{workers in2007}

nre

385,986 _{workers or about 6r.43% (Baritbang}

lu*u

i"ngah.

2009).

fl-

Future

Period PIans

201 0-20 15: _{Service Empowerment}

It,::T::

c1lj1-attentio.n

to

the need

for

_{ongoing development}

in

_{order to}

il

i:x:..^,"":l:?:

lti

l:"h

i n g.

a

m

?re . ruuo.uu i3

- ;ffi

";;.

;H;;',"

r"'rlLll

f;:H:"ll

lIly.Y.:.'T,n

iil

to:T:"i'

on

inl

i

*,

G;

fi;

;;

r

;:iilil,

:il:J:

H

ffj"r:"

:::""1i:

iT::

ryi

t ive educatl ; ; :

rh",*s"#

o

;:"j:il

:;

;::rH:

*::ll,o:"::,:l,ol:,:T:r:L1lr,'o-,h.;;;;i";^:;;;:;:::.'";i1',il:fl

XT;

H1l' y*1'

y:l

":

i n anti i i pat,

"

ri:

g.o

*

in g .n

;

;;?;

;iffi

_"" i

"? o "l

"lili}J"6*"

*::",

:,Tt.:.y"^:

:*

:,.T"

g

i.,,,Ii

r

i

u J ir,

"

,"i r

iJ.,*

;;

;

il

.il#il;T#':lT:ff

these _{initiatives to rift both the quantity}

aspects and the quarity aspects.

Period 2015

-

_{2020: Regional Competitiveness}

The

period

of

_{2015_2020}

will

focus

on

the

_qualit,v*

of

encompasses _{regional competitiveness among}

ASEAN

countries.

quality

of

_{standard in this period is expected}

to

be relevant

to

the

The regional market-oriented program _{becomes an essential factor in}

education that

The sustainabte

ASEAN marker.

order to achieve standardization, the _{desirable competitiveness.'Thi management}

of education through quality assurance, and accreditation

wiil

_{6e a focus in}

irri,

_p".ioa.

Period 2020

-

2025: International _{Competitiveness}

standards.

The period

of

_{2020-2025 focuses} ^on _{the qualiity}

ol

educatilon _{reaching OECD}

***

?urrcnt.StatusandFuturc>irectionsofvocationalandrcchnicat

€

ducatioruin

Korea and southeast

As[a'

Referencies:

ADB.

2008. Report

and

Recommendation

of

the

President

to

the

Board

of

Directors,

Proposed Loan and Technical Assistance Grant Republic

of

Indonesia: Vocational Education

Strengthening Project

BALITBANC

Jaw'a

Tengah.

2009.

Penelitian

Tentang Keterkaitan

Pendidikan dan

Penyediaan Lapangan Kerja di Jawa Tengah.

DPSMK". 2008. Peran

SMK

_{Dalam Mendukung pertumbuhan Ekonomi Daerah, Direktorat} Pembinaan Sekolah Menengah Kejuruan Direktorat Jenderal Manajemen pendidikan Dasar dan Menengah Departmen Pendidikan Nasional, Jakarta

DPSMKb.

2008.

Peranan

SMK

Kelompok Teknologi

Terhadap Pertumbuhan Industri

Manufaktur,

Direktorat

Pembinaan

Sekolah

Menengah

Kejuruan Direktorat

Jenderal

Manajemen Pendidikan Dasar dan Menengah Departmen Pendidikan Nasional, Jakarta

Masriam Bukit. 2008. Standardizatiop of TVET Teacher Education in Indonesia: The Road

to Quality Improvement. Paper presented at The First World Congress on Teacher Education

for TVET. Bandung

2l-23

July 2008.

Ministry

of

National Education. 2005. Strategic Ptan N'linistry

of

National Education The

Republic of Indonesia 2005-2009.

Pusat Informasi dan Humas Departemen Pendidikan Nasional, (2007), Rencana Strategis

Departemen Pendidikan Nasional 2005-2009, Pusat Informasi

dan

Humas Departemin Pendidikan Nasional, Jakarta

Puskur. 2007. Naskah Akademik

Kajian

Kebijakan

Kurikulum,

SMK,

pusat Kurikulum

Badan Penelitian dan Pengembangan Departemen Pendidikan Nasional, Jakarta

Soenaryo et al, (2002), Sejarah Pendidikan Teknik dan Kejuruan

di

Indonesia: Membangun Manusia Produktif, Departemen Pendidikan Nasional, Direktorat Jenderal pendidikan Dasar dan Menengah, Direktorat Pendidikan Menengah Kejuruan, Jakarta

Yadi Mulyadi, Sumarto. 2008. The Challenges and Risk of Development Vocational Education in tndonesia.