The Nordic countries differ in how they manage the key dilemma of providing double access to the labour market and to larger education in vocational education and coaching. Instead, they often earn their deserves in related expertise and science topics which prevents them from creating a sound TVET knowledge base and research tradition in TVET disciplines and vocational pedagogy. An professional group, which was established by the directorate of educating workers growth within the National Ministry of Education and Culture is working on a concept for the so-known as Professional Teacher Education Program (Pendidikan Profesi Guru – PPG) aimed toward vocational teachers. Through SKKNI, vocational middle faculty (SMK) graduates had been anticipated to have their competencies certified.
Given the comparatively poor state of education analysis in Indonesia, just some general remarks may be made with respect to the implementation of the competence-based mostly method, and more particularly the transferable abilities method. Both paperwork apply to all teachers and college lecturers for all sorts of academic institutions, including those of vocational education.
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 training and culture 70/2013 on the essential frame and structure of curricula of vocational faculties). The time period ‘life skills’, however, can neither be discovered in the ministerial regulation on the content of elementary and secondary education (Permendiknas 22/2006), nor within the one on competency standards for graduates of primary and secondary education, including vocational education (Permendiknas 23/2006). Upon profitable completion of any coaching program, the trainee must have the chance to have his acquired competencies licensed towards the National Work Competence Standards (Standar Kompetensi Kerja Nasional Indonesia – SKKNI), nationwide requirements of a professional group, or worldwide standards.
Until 2013, there have been hardly any specific provisions for vocational schooling or vocational trainer schooling besides the nationwide framework curricula for TVET that are developed by the directorate for the development of vocational colleges (Direktorat Pembinaan Sekolah Menengah Kejuruan – Ditpsmk) in Kemdikbud’s directorate general of secondary education.
According to the regulation, life abilities schooling includes personal, social, tutorial, and vocational competences and can be built-in in either or every of the 5 studying content teams, specifically a) religion and morality, b) citizenship and personality, c) science and know-how, d) esthetics, and e) body, sports activities, and health.