KRIVET:SEAMEO VOCTECHf oint International Seminar

Cunent Stolus ond Future Directions of Vocolionol qnd

Technicol Educqtion in Koreo ond Southeqst Asio

Augusi 21. 2009

Seoul Koreo

CONTENTS

Abstract

lntroduction

Overview of Singapore

Part I - Economic Development and WE Strategies

Part ll - The Journey of Transformation 12

References 27

current status and Future Directions ofvocational and Technical Education in

Indonesia

ByLosina Purnastuti

Lecturer, Jurusan Pendidikan EkonomiYogyakarta State University

Indonesia

?urrewt.Status awd Future Directions of vocationat and rcchnicat €duestion lnKorea and -southeast Asia'

Current Status and Future Directions of Vocational and TechnicalEducation in Indonesia

(Losina Purnastuti)Yogyakarta State University

Indonesia

I. IntroductionThis paper presents a brief overview of Indonesian Vocational and Technical

Education and Training. It focuses on Vocational Senior Secondary Education. Thereport is organized as follows. Section I provides a brief background of the country-Section 2 reviews the current status of Vocationa! and Technical Education andTraining (VTET). Section 3 discusses recent developments in VTET in Indonesia andpolicies (programs/practices) that have been implemented. Section 4 reviews majorissues and challenges. Finally, section 5 outlines future plans.

A. Indonesia at a GlanceIndonesia is the largest archipelago in the world. Located in Southeast

Asia, Indonesia consists of more than 17,000 islands and islets, 6,000 of whichare inhabited. The population of Indonesia is widely dispersed and many of thepeople are located in remote and isolated areas. In 2008, the population ofIndonesia is estimated at about 241 million. Currently, Indonesia is the fourthmost populous country after the People's Republic of China, Indi4 and the UnitedStates. The country is divided into 33 provinces and each province is governed bya governor. There are more than 300 ethnically distinct groups who speak about583 local languages and dialects. The average population density is slightly over100 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 persq.km- in densely populated provinces on Java. The national language is 'BahasaIndonesia' or Indonesian, and it is the medium of instruction in schools fromprimary up to higher education. [n several areas, local languages are also used asthe medium of instruction in the first two years of primary education.

Indonesia ranks as a low or lower-middle income country, with a realGross Domestic Product of Rp 2,082,103.7 billion (2008). Manufacturing is thelargest contributor to GDP. In terms of HDl, Indonesia's ranking remainsdisappointing at 109 out of 179 countries, in 2008. The education profile of thelabor force is dominated by the labor force having only, at most, primaryeducation, which is 52o/o. The labor force holding senior secondary education is22%o. Nineteen percent have junior secondary education, and only 7%o gradu*dfrom higher education institutions.

'curreu-t 'Status awd Future Directions of vocationat and rechnlcal €ducatlon inl<orea and .Southcast Asia,

B. Brief vocational and rechnical Education and rraining (TVET) inlndonesiaTechnical and vocational education had been in Indonesia before theproclamation of independence. The main purpose of the education was to give

basic knowledge and skills needed by tndonesian people. At that time, theknowledge and the level of skills supporting national dlveiopment were not takeninto account. (Soenaryo et al., 2OOZ).

VTET plays a key role in providing employable skills to youths andadults, enabling them to avail the opportunities for-better employment and higherearnings resulting in a better standard of living for them and their families. VTETcertainly has a strategic position for designing school-to-work-transition andforms an important basis for life-long tearning. Therefore VTET must worktogether to develop human resources for emerging knowledge economy (MasriarnBukit, 2009).

Technology development requires the establishment of vocationalreducation owing to the changes in the current social and economic structures thillead to the global paradigm. Such changes will provide many more jobopportunities among countries. However, the compeiition among countries btighter. To improve the competitive-capacity through free trade, tou!'t, competirircpower is needed, such as the capability of *unu[.*"nt, technology and hunrrresources. Hunran resource is an active resource that can determine life aachievement in the competition. Education has a strategic role in pioduciqualified human resources to compete in the free market. G tnis case, vocatieducation prepares students or human resources to have the working'capacity rmedium-skilled workers to meet the demands of the business und inarsrisectors. The role of vocational education in Indonesia is becomingsignificant due to the research showing that vocational senio. secondary "s

contribute to the local economic growth and specifically vocationai schmajoring in technology_ make a positive contritution to the growth ofmanufacturing industry (DpSMKu, 200g; DpSMKb, 200g).

In summary there are at least five strategic roles ihat vocational edplays:

a) vocational education improves the quality of the Indonesianforce, particularly for mid-level workers.

b) vocational education ensures life skills and employment readinessthose not continuing on to postsecondary educaiionc) vocational education fulfills the need for mid-level workers insectors 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 Ie) Vocational education drives the economic groMh. -

'current status awd Future Directions of vocational and rcchnical Educstiom iml<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 Indonesiacan be divided into two groups, formal vocational education and non-formalvocational education. In the formal education area, vocational education inIndonesia starts at the level of senior secondary school. The length of study atschools is three years. By considering the scope and the level of cimpetency thatshould be achieved, if the board of national standard for competency wants toextend the length of the study for more than three years, the maximum length ofstudy could be extended for two semester or to four years in total.

Non-formal vocational education is pertbrmed by developing skills andexpertise through Training Providers/lnstitutions lLembaga -pendidikan

Keterampilan: LPK/Kursus), Job Training centers, Community colleges orCareer Centers to gain certain skills or expertise. Usually, skills train-ing isconducted by private institutions under the supervision of the Directorate ofCourse and Institution, the Directorate General of Out of School Education, theMinistry of National Education, and Job Training Center training is conducted bythe Ministry of Manpower and Transmigration, for community c6lleges training isconducted by vocational Secondary Schools, colleges having study program ofvocational education, or other education institutions.

Before independence, schools in Indonesia were classified as schools forwomen, 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. SinceAugust 2008, the spectrum of vocational senior secondary education expertise hasbeen classified into 6 fields of study: technology and Lngineering; informationand communication technology; crafts; tourism; agribusiness; and agrotechnology; business and management..

In response to human resources development in Indonesia, a strategicdecision was made by the govemment to increase the proportion of vrETstudents population compared to general school students. According to theIndonesian National Strategic Plan, by 202s, the comparison betw."n vTprstudents population with the general school population ii expected to be 70yo to30%. The trend of changing the student population in several cities or regions isshowing positive signs. There are increasing numbers of so called *city ofvocational' in many municipalities in Indonesia. This trend of vrETdevelopment shows that, in Indonesia, VTET is increasingly considered as one ofthe three pillars of the educational system along with general school educationand university education. To strengthen human resources in the areas such asforestry, agriculture, and plantation, the Ministry of National Education inIndonesia has developed TVET schools through collaboration with severalDepartments such as Forestry, Agriculture, Plantation, industry and Trade(Masriam Bukit.2008).

Vocational Senior Secondary Schools are expected to be able to meet thechallenge of the development of the country. Thus, in the 2005-2A09 sffiegic

'Curr€nt.status and Futurc oirections of vocational and rechnical €ducation [,nl<orea a nd -southcast Asia'

plan of the Ministry of National Education, the policy regarding the developmentof vocational schools is getting more attention. The expansion of access toSMA/SMK (General Senior Secondary Schools/Vocational Senior SecondarySchools) policy is more directed towards the expansion of vocational schoolsrather than general senior high schools in order to reach a balanced compositionin the number of general high schools and vocational high school students (MoNE,2005). To fulfill the needs of middle-level employment in the sectors ofmanufacture, industry, construction, mining, trading, social services, tourism, ICT,agriculture, and technology and arts, the govemment will ensure that studentenrollments in Vocational Schools (SMK) would be significantly increased in2009.

Source: Strategic Plan Ministry of NationalEducation The Republic of Indonesia 2005-2009.

Along with the main policies of the National Education Developmentthe Directorate for Vocational Schools has set up several maiq targets toimprove vocational schools capable of deaiing with the competitive globalenvironment.

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 computerlabs and internet access.

materials.

I

lI

Table 1. Ratio of Students of SMK: SMA

30:7032:68

'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. EnrollmentIn line with

(GSSS:VSSS), theconstantly increaseVSSS student wasstudents jumped to

the. gov-ernment policy to change the ratio befween SMA:SMKgoal is for the number of vocaiionar Senior Secondaryltudentyear by year. In the period of 2005/2006, the totar number of?,??1,927. tn the period of 2007/200g the rotal number of VSSS2,739,962.

Figure 1. Number of VSSS Students2005t2006 _2007t2008

Source: MoNETable 2 shows detailed information about the

province lrom the academic year of 2005/2006 toin the number of VSSS students occured in allnumber of VSSS students rose by 22.72oh.

number of VSSS students in each2007/2008. A significanr increaseprovinces. Over three years, the

3000000

2500000

2000000

1500000

'1000000

500000

02005/2006 2006t2007

Ioe,o11"-a'$g 9_!gt; l

2007t2008

?urrent.Status awd Future Directions of vocatlonal and rechnical €ducstion inKorca and .southcast Asla'

Table 2. Number of VSSS Students by Province2005t2006 -2007n008

:006.:{x}tProvinriPror,ince

DKIJa!*naJarra BarrtBaaEuJana fcngahDIYogl'rliaria

6 Jarva fimur

7 Nrrrggroc .{6qh S;rt}i5xleo8 S11ot163 l:1:u"9 Stunatera Buat

10 Riau11 Kepularna RLru1) J: mb r13 Susatcra Selatan1-1 Baogrkr Belittrog15 Beogkulu16 Larnpug

17 Kalim.atanBantl8 Krlimrnlafl Ti1grh19 Kalim.nf-n Selar516 l(atimrqttr Tirfir

Sula.r'esi UaraGorontaloSutan'esi TergrhSulauesi SclatrlStrla*csi BrratSula.*'esi Teoggnra

IlalukuMalukuUtraBaliNusa Telggara B:ratNusa Tcaggare TirtnPapuaPepua Barat

1"d;;;;I.

))23:42526

172829l031)233

)scgtri Srrastahiblic ?tivare

+:_c:f l5:.6f:5,'! t-{6 5l _i051:.._i3r ]1.9-]69?.51; :9-l.JS92-1.9:: _i 1.9_::9i.6tr 308.s0{

:s c{l i.s]l:0..119 l{l I 152r.2r2 16.1-tS::.0115 I g.c0l3.66.1 6.I 139.36t 10206

:8.08i 2306;-1.6t9 i.33i3.560 -1.830

1: i6l .18.536

!f--r39 16.1_i:7.!39 L?9.r13.6.11 6.71{19.09_5 16.961

t3.c:9 8.r::6.06i l.c0(l10.091 1.i9r30.94.1 29.86:3--104 :_3139.9:t5 1.999

5-691 2.49i3.695 l9$.r13.916 t7.6t ?t;.:l.l ,2))r6.2:l 1:.1?6'7.6:0 6i05l.ro.r r.661

631'.196 l*<{gJ.rl

Jumlah \cgtriIoral Public

19-l-699 {i.lt:316.661 19.:693J t?0 l5.lBl

38i.S16 96._rr9:6 90+ 16.{51

.lcl.-10s 111.019

:3.31+ 10.6i8r8l.i-Lr lr.69l

13 {0 -?0.:J1i_i.00i t;.1809.8?l -1.:01

10.669 10.J1_{46.1;0 10.06lll-49.! 5.1101_l.lgc 10 otl6l_1:1 18.i90

It-:r6 l3jtr10.1t; 8.lsr20.35i 15-3-3i6 0i6 :1.011

:l sil r{.998j.06i 6.9.-ll:..rs2 I l.;?i59.S11 1.1.6346.111 3.830

I l.9lr l1--t8l

E,1Sl 6.94i:.er9 4.494

31"59i t59il20.4J6 19.-121il-rgl lB-{:l1.1.1J5 9.3787.166 6.516

:00?i1008Ssasta.}irs;e

Jumlah \agtri SrastaIcrnl 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.:9631.;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 :.;t611r.9:8 19L6-t9 :3.983 161.05rl5.ltr i6.36s ji.s6-i :9.:Illg.s_j-l 3t.01.1 t0.6lr l.l.6l;6.;56 10.91S i.t66 7.?5 r10.923 ll..r38 11.3f: 12.r?9:9..1?6 {9.i+3 ta.i89 32J60j-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.t3i.Il6 1r.301 10.16: i_6-s-rr.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_i06.10i l].s:; 1,:.49s :.iOr

-r0..1ll 65.0+6 {0.67: 3{.18:t.??6 6.606 5.103 i.6rlt.t 1-: Ii.tgJ ll-ill :,4;9

1.451 9.397 3.9]t i.1302.069 6-t6i 6 r54 2_555rs.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.r3jr !tl or:

Source: MoNE

In terms of the demographic distribution of VSSS students, there are fiveprovinces, 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.

6

'current -status and Futurc >irections of uocatiomat and TZchnical €dueation inKorea and -southeast Asia.

Figure 2. Number of VSSS Students by province2007t2008

600000

500000

400000

300000

;.:,., I

Source: MoNE.

Based on vocational program, the distribution of VSSS students in the academic yearof 200712008 is described in figure 3. Of the vocational programs, the Business Managementgroup has the highest number of VSSS students with 1,302,339 or 47yo.The Second largestvocational program for of VSSS students belongs to the Technology and Industry group *ith1,062,403 students or 39o/o.

,lIE eE2iE qE

=z;E g= gE€E = ES* = = F = ?

=i EiiaEE *-E iEEssEE;EEs;tEg!=-o 2..== i FE EiEz= :E;: S

i6- i 5E ==c'=6 =r ;- s;5E ';a ;*z

r'-Ael7=36

"dEIda-€._ :. >

-d=cE

c#,o 'r"taz. ;i

T

?urrent 'statks afud Future >ircctions of vocationat and rechnical edueatlon iml<orea a nd .southcast As[a.

Figure 3. Number of vocationar senior secondary Schoor studentsVocational p rograms 2007/200gby

Health, 10995,

Tourism, 174126,60/o

Agriculture andForestry, 76644,

3%

I

Technology andlndustry, 1062403,

39%

Community Welfure,42266,

2o/o

Busieness andfianagement, 1304339,

47o/o

MoNE

C. EmploymentRelevance in technical and vocational education is assessed through employersatisfaction with the qT{itv of graduates and labor ma.k"i ourcomes. vsss graduatescomprise 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"ondurySchool (GSSS) Eraduates-about iol" r,igt

". o""ruri uremproyment rates are lowerthan for diploma, academy, o. uni'rr"rriay graauat"*'ir," wage returns are arsoimpressive as these graduates not only out[".ro.rn -GSSS

graduates in obtainingquality jobs but also eam slightly more (ADB,'200g).

'current 'status arud Future >trections of vocational and rechmicat €dueatlor+ inKorca and southeast Asia,

Table 3. Labor Force participation and Earnings 2006rnd (ISSS ,l--rItem General Senior

SecondarySchool

VocationalSenior Secondary

School

All Workcn

Labor Force Participaiion 67.6 77.6 66.-2orce7.1 100Yo n Formal sector

66.2 3I-lo//o n Informal Sector 4J.E 33.8 68.97o Unemployed I 8.1 t7.3 10.3/ u vrruer 9trtutuYEutr6*:-- :- n- l

13.5 13.2 27.4\P/ rrrurl[il (torTnalsector)

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

Recent Developmentsimplemented

and Policies (programs/practices) that have been

Source: SAKERNAS 2006

The development of vocational senior secondary education in Indonesia hasbeen achieved through. several changes made for the sake of improvement. This isobviously seen from the govern."rit', efforts, r,uning from the procurement andimprovement of facilities, graduates' as well as teache# quality, and the revision ofthe 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. Thepolicy regarding the development of vocational schools is getting more attention, forexample, by expanding the implementation of vocational schools in the form ofvocational senior Secondary Schools, such as vocational schools in industrial areas,long-distance vocational senior secondary schools in rriu-i" boarding schools/otherinstitutions, vocational schools in bordei areas, ,o"u,ionut schools in remote ar",*and villages, open vocational schools, and integrat"a ,""onaary schools. To meet theneeds of middle-skilled workers in the manufaJtu.ing r""io., manufacturing industry,construction, mines, trade, social services, tourism, "t"t""oamunication, informationand communication, agricurture, technoiogy unJ ua, (curturar

"onr"*utory), theg.ov:Tment is planning to increase the nlmber of vocational schools, studentssignificantly until 2009 (pusat Informasidan Humas o"piimr* ,2007).To improve the quality of the graduates from Slnior vocational Schools, theDepartment of Education and culture iince t99:, has "ppri"a a link *J-"i"t policyat the schools' The link and match concept focuses on providing competency to thestudents (theory at schools) and practice with industry to obtain a balance between theeducational and industrial sectors, relevant to demand. Even the orientation of thedemand is developed by considering local, national, regional and global/internationaldemand' The Directorate of VocatiJnal Education has 6een making several efforts toimprove the quality of the graduates of vocational senior secondary schools- Theapplication 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, lgg4)-

9

'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 asstrategic issues in developing national education in the 2006-2010 road map of themanagement of vocational schools, the priority of the development and improvementprogram of the vocational schools has been established gradually and continuously.The priority is directed to: (l) The enlargement and fair distribution of the vocationalschool access by maintaining quality levels; (2) The improvemenr of quality,relevance, school competition, as well as guidanc" io ,"u..ul vocational internationalschools; and (3) The improvement of vocational school management by applyinggood govemance principles.

l ' The enlargement and fair distribution of the vocational school access bymaintaining quality levels:One of the implementation policies is to enlarge and distribute access,focused on increasing the number of Junior High School graduatescontinuing their studies in the Vocational Senior Se-condary Schools; forexample, by founding new buildings for vocational scholls, providingnew classes, conducting rehabititation of the school buildlngs, foundin!new building units, developing long distance vocational schoo-ls at IslamicBoarding Schools and other institutions, founding nerv school buildings inthe borders, developing vocation cities, pioneeriig vocational program atJunior High Schools, develop.ing community-baied vocational boardingschools, providing aid for students, and other programs. The grorvth ofVocational Senior Secondary Schools from 2005 haoa to 200"7/200g isshown in figure 4.

relevance, school competition, as wellinternational schools.

l0

&<rrcnt.stfrtus and Futurc olrections of vocationat and rcchnical €ducatlon lnWrca a nd .southeast As[a,

The efforts to improve the quality, relevance, and competition of thevocational schools is directed at improving the quality of the teaching andleaming process as well as the graduatei. ttris policy is implemintedthrough strategic issues, such as: deveropment of s'uK with internationalstandards, development of ICT, deveropment of industry participation insMK, development of key competencies, deveroprnent ofentrepreneurship, improving competencies of teachers and othereducational staff, improving quality and relevance of TVET, repair andmaintenance of rvET education facilities, development of competencystandards, development of vocational school models, development oilibraries, certification of competency, development of talent and interestclubs, certification of English language, scholarships, the aids of qualitymanagement operation of vocational schools, and student competitions.Figure 5 illustrates Vocational Senior Secondary Schools main facilitiesover three years from 2004/2005 to 2006/2A07.

Figure 5. Number 0f VSSS Facilities2004t2005 -2a06t2007

7,000 i

I6000:

*Gffill,lll Lrc*"1"{""*-"- "$.""'"1;

$.sJ

Source: MoNE.

3. The improvement of vocational schoolgovernance principles. To assure qualitySecondary Schools in Indonesia are900 I :2000 quality management system.

.2004/2005r 2005/2006- 200612007

management by applying goodmanagement, Vocational Seniorcompelled to adopt the ISO

""""

H

"Current.Status awd Futur€ Directions of vooational arud T-cchwtcal €dueatlow lnKorea and southcast Asfa'

IV. Major issues and challengesAlthough the govemment has performed several actions and policies to

improve the condition of Vocational Senior secondary School in Indonesia, manyproblems and challenges still exist and need to overcome.a. Human Resources

The data of the Ministry of National Education show that, in the academicyear of 200412005, only 6l.89yo of teachers of Vocational Senior SecondarySchools could be categorized qualified. Four years afterwards, in the academicyear of 200712008, the percentage of qualified teachers increased to 76.96Yo.'Findingr

from field study conducted by the Curriculum Center, Research andDevelopment 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 inthe 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 industryexperience are rare.

Figure 6. Percentage of Qualified and Under Qualified Teachers in VSSS2004/2005 -200112008

2005r2006

UrderQuatif!€dTeacher,

36.15

Teacher,63.A5

with the qualifications of Graduate Program ofNote: Qualified teachers are teachersTeacher Training and aboveSource: MoNE

t2

2004/2005

UnderOualifiedTeacher,

38.1 1

200612007Under

QualifiedTeacher,

24.36@QualifiedTeacher,

75.64

2007t2008Under

QualifiedTeacher,

23.O4

@ryQualified,;::JE'

'carrent.status and Future Dlrections of vocat[onal awd rechnical €ducation inr,.J.cA and .southeast Asia,

b. FacilitiesAnother problem faced by Vocational Senior Secondary School is the

inadequacy of facilities to support the learning process. Vocational educationis a type of education with more practicum than theory. The gap between thenumber of facilities compared with the number of available vocational schoolsshows that not all Vocational Senior Secondary Schools have adequateleaming facilities. [f a vocational school does not have facitities, ilikepracticum room, computer room, garage, laboratory) it will constrain theteaching and learning process. It is difficult for the school if it does not haveadequate facilities for practicum. This will have on impact to the quality of thestudents.

Although the government has conducted some programs to increase thenumber of school facilities, such as laboratories, libraries, and computerrooms, the lack of these facilities remains a problem. [n terms of absolutenumber, the quantity of school facilities in Vocational Senior SecondarySchools has significantly increased. However, the available school facilitieiare insufficient. Figure 7 shows that, in 2005/2006 and 2006/2007, the ratio ofschool facilities (skill room, multi purposes rooms, workshop rooms, andcomputer rooms) to school is smaller than l. This indicates that there are anumber 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 school65.48%. ln 200712008 the ratio

2004/2005 to 200612007 declined from 68.84% torose to 69.24. During the period of 200412005 -

Source: MoNE

ti

'Current StatLG and Futurc Dircctlons of vocatlonat and rechwical €ducation inKor€a ayr,d Southeast Asia'

200712008 the ratio of library to school is smaller than l. These data demonstrate thatnot 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 IrnageAlthough Vocational and Technical Education and Training are now

becoming more popular, V'I'ET still suffers from a negative image. Vlpf is stillperceived as an education for those from economically una academically.disadvantaged groups only. The general public perception is that the quality ofVTET is lower than general education. Vocational education has suffered from beingperceived as a second class education. The low prestige attached to vocationaleducation is a common perception in lndonesia.

e. Job Market and Industry CorrelationLink and match between education and industry is still problematical.

Relevancy between education and industry is more than just transferring knowledgeor specific skills required by the industry. The industry also needs *o.k"r. who arecapable of thinking, communicating, interacting, and working in a team. The qualitland the relevance of education is still low. The quality of academic education andrelevance of vocational courses are generally not well regarded by employers.Questions remain about the relevance of vocational .ou.s"s, including the gapbetween the courses and industry needs, as well as the slow response to* changinglabor market needs and technological advances.

200€.t2007

Source: MoNE

l4

[Dr,f -srrpaz{s and Future olrcctrou,s of vocattonar au.d Technicar €ducation in

f. "{bsorbtion into Job MarketThe employment absorbtion rate of vsss graduates into job the market isoefimi'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 about6l?b- The totar of vSSS graduai"r' in 2006 was 62g,2g5 students, whire thecmployment absorbtion projection or the demand for vsis graduate workers in2007nre 385,986 workers or about 6r.43% (Baritbang lu*u i"ngah. 2009).

fl- FuturePeriod

PIans201 0-20 15: Service Empowerment

It,::T:: c1lj1-attentio.n to the need for ongoing development in order toil i:x:..^,"":l:?: lti l:"h i n g. a m ?re . ruuo.uu i3

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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,

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these initiatives to rift both the quantity aspects and the quarity aspects.

Period 2015 - 2020: Regional CompetitivenessThe period of 2015_2020 will focus on the qualit,v* ofencompasses regional competitiveness among ASEAN countries.quality of standard in this period is expected to be relevant to theThe regional market-oriented program becomes an essential factor in

education thatThe sustainabteASEAN marker.order to achievestandardization,

the desirable competitiveness.'Thi management of education throughquality 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

***

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?urrcnt.StatusandFuturc>irectionsofvocationalandrcchnicat€ducatioruinKorea 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 EducationStrengthening Project

BALITBANC Jaw'a Tengah. 2009. Penelitian Tentang Keterkaitan Pendidikan danPenyediaan Lapangan Kerja di Jawa Tengah.

DPSMK". 2008. Peran SMK Dalam Mendukung pertumbuhan Ekonomi Daerah, DirektoratPembinaan Sekolah Menengah Kejuruan Direktorat Jenderal Manajemen pendidikan Dasardan Menengah Departmen Pendidikan Nasional, Jakarta

DPSMKb. 2008. Peranan SMK Kelompok Teknologi Terhadap Pertumbuhan IndustriManufaktur, Direktorat Pembinaan Sekolah Menengah Kejuruan Direktorat JenderalManajemen Pendidikan Dasar dan Menengah Departmen Pendidikan Nasional, Jakarta

Masriam Bukit. 2008. Standardizatiop of TVET Teacher Education in Indonesia: The Roadto Quality Improvement. Paper presented at The First World Congress on Teacher Educationfor TVET. Bandung 2l-23 July 2008.

Ministry of National Education. 2005. Strategic Ptan N'linistry of National Education TheRepublic of Indonesia 2005-2009.

Pusat Informasi dan Humas Departemen Pendidikan Nasional, (2007), Rencana StrategisDepartemen Pendidikan Nasional 2005-2009, Pusat Informasi dan Humas DeparteminPendidikan Nasional, Jakarta

Puskur. 2007. Naskah Akademik Kajian Kebijakan Kurikulum, SMK, pusat KurikulumBadan Penelitian dan Pengembangan Departemen Pendidikan Nasional, Jakarta

Soenaryo et al, (2002), Sejarah Pendidikan Teknik dan Kejuruan di Indonesia: MembangunManusia Produktif, Departemen Pendidikan Nasional, Direktorat Jenderal pendidikan Dasardan Menengah, Direktorat Pendidikan Menengah Kejuruan, Jakarta

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

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