Road Map of
Vocational Secondary School
Indonesia 2010 - 2014
Second Meeting of the Monitoring and Advisory (MAC) of the
Vocational Education and Training (VET) Programme for
Organization of Islamic Conference (OIC) Member Country
(OIC-VET)
11 – 12 May 2010, Antalya Turkey
Directorate of Technical and Vocational Education
Company
Directorate General of Management of Primary and
Secondary
Education Ministry of National Education
LOGO
Republic of Indonesia
mustaghfirin@yahoo.com
CONTENTS
1. Introduction
2. Future challenges of SMK
3. Statitical data of Man Power
4. Students’ profile of SMK
5. Road Map of VSS 2010- 2014
6. VSS Education system in Indonesia
7. Revitalization VSS Competencies
2
More education with less independencies
3.28
HE
83.18
6.14
3.93
3.12
SS
15.13
0.35
60.87
7.5
11.69
2.55
JSC
18.8
2.26
39.2
10.3
6.23
23.44
2.03
Element Sch
19.71
28.59
13.52
26.53
9.87
1.78
< Elementary Sch
20.07
22.56
14.98
12.22
28.67
1.49
0%
20%
Self Entrepreneur
Entreprep+Permannt worker
Feelance
Source: BPS, Susenas 2003
40%
60%
80%
100%
Entrepreneur + Non Permanent workers
Worker
Family worker
3
INDONESIAN MAN POWER STRUCTURE
Expert
Skill Workers
Unskilled Workers
Sources : BPS 2006
4
04,8
million
20,4
million
81,1
million
Moving targets
Future supply of upper-secondary graduates
14,000,000
12,000,000
10,000,000
8,000,000
2003
2010
6,000,000
2015
4,000,000
2,000,000
0
China
EU
India
US
Indonesia
Education Level, work force, employee, and
unemployment in 2006
Education Level
Structure of Work
Force
Employees structure
Million
Million
%
%
Unemployment structure
Million
%
Elementary school
or less
56.47
53.13
52.95
55.63
2.84
25.60
Junior HS
21.90
20.61
19.04
20.01
4.02
36.23
Senior Secondary
14.80
13.93
11.96
12.57
1.68
15.13
Vocational Sec.
Sch
7.13
6.71
5.93
6.23
0.80
7.20
Associate
(Polythecnics)
2.45
2.30
2.15
2.26
0.45
4.08
University
3.53
3.32
3.16
3.31
1.31
11.76
106.28
100
95.18
100
11.11
100
Amount
Sources : BPS 2006
6
CONSIDERATIONS IN
DEVELOPING
TECHNICAL AND VOCATIONAL
EDUCATION
7
THREE PILARS OF
MINISTRY OF NATIONAL EDUCATION POLICIES
MONE
ACCESS
ENLARGMENT
IN EDUCATION
8
QUALITY
IMPROVEMENT
AND
RELEVANCE
ACCOUNTABILITY
AND
PUBLIC IMAGE
INTRODUCTION
1. SMK is an integral part of economical sector that devoted
to support national economic growth. It is therefore SMK
systems needs to be improved both in quality and quantity;
2. SMK quality reflects the Indonesian manpower quality, that
needs to be developed continuously to improve the
competitiveness of the Indonesian human resources;
3. SMK plays an important role to reduce jobless index in the
state-wide;
4. To be able to perform in the labour market SMK’s should
work hand in hand with the industries partner and
employers should have a significant role in enhancing
technical and vocational education policies.
9
STUDENTS’ PROFILE
Spiritually
Intelligence
 Be able to actualize through hearth and
mind for growing and strengthening faith,
pious, and excellent characters, includes
wise and excellent personality.
• supreme
 Be able to self-actualize and sensitize for
personality and
improving sensitivity and appreciation
respect in
toward gentleness and beautiful in both art
Excellency
and cultural, and having competence to
• high spirit
express its.
Emotional &
• be autonomous
Social  Be able to actualize by means of social
• never to give up
interaction to: creating and fertilizing mutual
Intelligence
interaction; democratic, empathy and
• networking
sympathy, respect in human right, cheerful
enhancer
Competitive
confidence, respect to diversity in unity to
• ready for change
society and state; having nation hemisphere
• Innovative and
to aware with right and duty as a citizens.
agent of change
 Be able to actualize through thinking for
• Productive
having competency and autonomy in both
• Quality awareness
Intellectual
science and technology;
• Globally
Intelligence
 Be able to actualize to be critical, creative,
orientation
and imaginative person;
• Life long learning
 Be able to actualize through sport for
creating health, fit, endure, efficient,
Kinestical
skillful, and quick moving;
Intelligence
 Be able to actualize to be a fit person
10
POLICIES
1.
2.
3.
4.
5.
6.
11
Instilling entrepreneurship subject in any Technical and Vocational
Training. The promotion of self-employment is regarded as a
forward-looking concept which will help to ease the labor market
situation
Particular attention should be given to planning the development
and expansion of vocational education by giving high priority in
national development agendas, evaluating national needs,
providing appropriate current and future allocation of financial
resources
Employer should have greater involvement in national technical
education policy making and they should be consulted in the
major technical education and training initiatives
Strengthening Training in Mastery of Key Competencies (Basic Skill
of Literacy, Math (numeric), Communication Skill - Problem
Solving, Adaptation to New Technology (Digital Literacy), and
Teamwork
Providing Continuing Education and Training
Developing competency standards and recognition and
certification of Skill
MILESTONE MoNE 2010 - 2014
1.
2.
Participation rate for secondary education reaches 62.5%
School grant for SS/SMK starts to be applied with regard to
selective school
3. 75% school facilities meet the criteria of National Standard
4. Rebuilding SS/SMK 100%
5. At least 1 business unit comes with every SMK
6. 100% of SS/SMK has a library
7. Every district/town has at least 1 pioneering outstanding
local-based SMK or international standardized SMK
8. 50% of SS/VSS having access to apply ICT based learning
9. 1 texts book/student for the subject to be rationally
examined
10. Student Ratio of SS : SMK/VSS = 60 : 40
11. 100% SS/SMK implements school-based management well
12
Vocational Teachers
S IDEAL
EXISTING
NEEDS
Teachers Teachers
29,651
45,697 (16,046)
- S Normative Teachers
59,302
53,322
5,980
- S Adaptive Teachers
88,953
70,788
18,165
- S Productive Teachers
177,906
169,807
TOTAL
• Normative Teacher is teacher for Religion, sport, Indonesian Language subject matters.
• Adaptive Teachers is teachers for science, Math, Chemistry, ICT and Biology.
• Productive Teachers are teachers for occupational skill subject matters (automotive, cooking,
etc)
13
CHALLENGE OF SMK /VSS
Obsolescent
of School
Facilities
Teachers
Quality and
Quantity
Concept of
Local
Advantages
Changing of
Work Pattern
SMK
Population
Growth
Economic
Globalization
Changing of
Economic Structure
14
Development of
Technology
ECONOMIC GROWTH
Gross Domestic Products (GDP) based on Constant Price 2002 (Billion Rp)
700
Manufacturing
Industry
600
Trade, Hotel &
Restaurant
Agriculture, Livestock,
Forestry & Fishery
500
Mining & Quarrying
400
Services
300
Financial, Ownership &
Business Services
200
Construction
100
Transport &
Communication
Electricity, Gas &
Water Supply
0
2002
15
2003
2004
2005
2006
2007*
2008*
Source : BPS 2006 &
Depnakertrans 2006
ECONOMIC GROWTH
Labour Development and its Distribution in Indonesia
Based on Primary Work Fields (in thousand)
50,000
Agriculture, Livestock,
Forestry & Fishery
45,000
40,000
Trade, Hotel &
Restaurant
35,000
Manufacturing
Industry
Services
30,000
25,000
Transport &
Communication
20,000
Construction
15,000
Financial, Ownership &
Business Services
10,000
Mining & Quarrying
5,000
Electricity, Gas &
Water Supply
0
16
Source : BPS 2006 &
2004
2005
2006
2007*
2008*
Depnakertrans 2006
NUMBER OF STUDENTS BASED ON ECONOMIC SECTOR
Number of Students Based On Economic Sector
Number of Student (million))
Processing Industries
1.2
Trading, Hotel, and
Restaurant
Agricultural, Plantation,
and Fishery
Community
1
0.8
services & others
0.6
Mining & Excavated
object
Finance
0.4
0.2
Transportation and
Communication
Building
0
2006
2007
2008
Years
17
2009
Electricity, Gas and
Drinking Water
Multi Entri &
Multi Exit
system
Legend :
SS
JSS
18
18
FLEXIBLE PATHWAYS
To cope with continuous and radical change of technology
and economic environment, SMK should provide training
that are flexible, on demand, interactive, and applying
multiple entry and exit in responding to these changes
In vocational and technical education system as well as at
the post school, it is necessary to provide flexibility so
that people who make one choice are not subsequently
locked out of access to other courses or education system.
As identified that there are many potential SMK student or
workers those are willing to study while they are working.
This needs to be made possible through bridging courses so
there is no need for people to start from the beginning
when they want to extend their knowledge and skill.
19
PATHWAYS TO COMPETENCY CERTIFICATES
STANDARDS based on
INDUSTRY ENTERPRISE -PUBLIC
INSTITUTION
needs
RPL
Bridging
program
Formal
Courses
This figure shows
the ways in which
certify Cates of
competency
and
formal
academic
qualifications can be
achieved
RPL
RPL
Bridging
program
Bridging
program
Non-formal
Courses
On the Job
Training
 Certificate of Competency could be
achieved through one or a mixture
of each process
 STTB/Diploma could be achieved
EXAMINATION
ASSESSMENT
either from formal or non-formal
courses and On the Job Training
through Recognition of Prior
Learning (RPL)
 Transferability between pathways
Skills Passport
STTB /
DIPLOMA
20
CERTIFICATE
of
COMPETENCY
is done through RPL, bridging
courses / training
CERTIFICATION SYSTEM
It is importance to open access for other
training provider to a system of skills
certificates so that the competencies
learned by students/workers can be
recognized, regardless time and venue
constrains.
It is also designed to give students a clear
statement of their skills attainment which
they can show to prospective employers
by providing skills passport.
21
Revitalization of VSS’ Competencies
1.
2.
3.
4.
5.
6.
7.
In 2010 Indonesia has 7800 VSS with 3.4 Million student.
Total Teachers 2.783.321;
Indonesia has 173 VSS programs;
Every program has own standard competencies
Every program has 2- 3 competencies;
Every 4-5 years, representative person from industry
doing review the programs;
Every 5 years accreditation for every program in VSS by
National Accreditation Committee;
In every VSS has at least 1 Testing Center for 1
competencies.
22
“ Mechatronics “ is blended competencies from Mechanics,
Electronics and ICT
23
“Restaurant Service”
“ Cookery”
24
“ Ladies & Men’s
Hairdressing “
25
”Cabinet Making”
26
“AUTOMOTIVE“and “
CAD” Machine
27
“ Ladies Dressmaking “
28
multi intelligences develop the skills
29
Notebook assembly
MULTIPURPOSE HAND TRACTOR
31
MULTIPURPOSE HAND
TRACTOR
32
Assembly motor cycle to develop comprehensive skills
33
Assembly motor cycle to develop comprehensive skills
34
Production skills = Foundry Facilities, cooperation
with SME
35
Camshaft Production
36
Machining Intake Manifold
Casting Parts
Facing & drilling on milling machine
37
Crank Shaft Casting Part
38
Machining Components Production
39
Engine
Esemka 1.5i
40
THANK YOU
41