TVET@Asia is an open content online journal for scientists and practitioners within the subject of Technical and Vocational Education and Training (TVET) and Vocational Teacher Education (VTE) in the East and Southeast- Asian region. To improve this example, there is a need for Indonesia to establish a framework for creating a scientific analysis neighborhood in TVET, which would be responsible for TVET trainer education, and which would work in close collaboration with TVET institutions and different TVET stakeholders, comparable to corporations, employer and employee organisations, as well as skilled associations.
Until 2013, there were hardly any particular provisions for vocational training or vocational trainer schooling besides the national framework curricula for TVET that are developed by the directorate for the event of vocational colleges (Direktorat Pembinaan Sekolah Menengah Kejuruan – Ditpsmk) in Kemdikbud’s directorate normal of secondary education.
Since the whole education system in Indonesia is meant to be competency-based, one would anticipate finding a transparent idea which classifies competencies into sure types, which defines methods and means to accumulate these several types of competencies, and which allows the determinecation of a subset of competencies or a idea which relates to the idea of transferable skills.
It is supported by and works in coordination with the Kemdikbud and the Ministry of Religious Affairs, which supervises religion-based mostly training institutions, in addition to companies coping with schooling at provincial and municipal ranges 1 BSNP develops nationwide training requirements and curriculum guidelines that are enacted through laws of Kemdikbud, while the regional and native education administrations are responsible for their implementation.
The Education Act UU 20/2003, which will be thought of an umbrella for all training laws, lists some normative values which are to be included in the faculty curriculum in article 36. The government regulation on training standards (PP 19/2005) states in article thirteen that life expertise education (Pendidikan Kecakapan Hidup) shall happen in lower and upper secondary education, together with vocational schooling.