Indonesia is presently undergoing a transition phase as it develops to develop into a knowledge based economic system focused on elevated competitiveness, progress and employment performance. Only by the tip of 2012 first informational activities, like concept presentations, seminars and conferences of the new curriculum, had been applied by the ministry of education and tradition. The skill to form the world of work or the society, which for instance is a crucial goal of German vocational education, shouldn’t be talked about at all. Vocational training is offered on the higher secondary level in vocational faculties (Sekolah Menengah Kejuruan – SMK -vocational middle faculties). There isn’t any scientific analysis neighborhood engaged on defining transferable skills.
The list of competencies for vocational faculty graduates (see Table 1) is similar to the checklist of competencies for upper secondary faculty graduates, except for item 23. The regulation as well as contains numerous partly subject-specific competencies for each examine topic inside the normative and adaptive topics. Rencana Strategis Departemen Pendidikan Nasional 2005-2009 (Strategic Plan of the Ministry of National Education 2005-2009). Based on the listing of competencies in Table 1, an Indonesian definition of transferable skills for the time span from 2006 to 2013 could possibly be derived.
Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 70 Tahun 2013 tentang Kerangka Dasar dan Struktur Kurikulum Sekolah Menengah Kejuruan/Madrasah Aliyah Kejuruan (Regulation of the minister of education and culture 70/2013 on the essential frame and construction of curricula of vocational schools). The term ‘life abilities’, nonetheless, can neither be found within the ministerial regulation on the content of elementary and secondary schooling (Permendiknas 22/2006), nor within the one on competency standards for graduates of main and secondary education, including vocational education (Permendiknas 23/2006). Upon profitable completion of any coaching program, the trainee will need to have the opportunity to have his acquired competencies licensed in opposition to the National Work Competence Standards (Standar Kompetensi Kerja Nasional Indonesia – SKKNI), national requirements of a professional group, or worldwide requirements.
Instead the second regulation defines an inventory of 23 competences to be acquired by vocational students (see Table 1). Somehow this seems like a step again on the path to an internationally-acknowledged concept for competency-based mostly training. In fact, different approaches have been taken to integrating the transferable expertise concept into vocational schooling in Indonesia, akin to structuring and restructuring of a number of competencies inside the continuously-reformed vocational curriculum. The ministerial regulation on the essential framework of the curriculum for primary and secondary education (Permendikbud 70/2013) splits the ‘attitudes’ into religious and social competencies, leaving the other 2 dimensions unchanged but naming all of them ‘core competencies’ (kompetensi inti).
Instead, they normally earn their deserves in associated expertise and science subjects which prevents them from growing a sound TVET knowledge base and analysis tradition in TVET disciplines and vocational pedagogy. An expert group, which was established by the directorate of instructing staff growth throughout the National Ministry of Education and Culture is engaged on an idea for the so-known as Professional Teacher Education Program (Pendidikan Profesi Guru – PPG) aimed at vocational teachers. Through SKKNI, vocational middle faculty (SMK) graduates were expected to have their competencies certified.