Company

LOGO

Road Map of Road Map of Vocational Secondary School Vocational Secondary School Indonesia 2010 - 2014Indonesia 2010 - 2014

Second Meeting of the Monitoring and Advisory (MAC) of the Second Meeting of the Monitoring and Advisory (MAC) of the Vocational Education and Training (VET) Programme for Vocational Education and Training (VET) Programme for

Organization of Islamic Conference (OIC) Member Country Organization of Islamic Conference (OIC) Member Country (OIC-VET)(OIC-VET)

11 – 12 May 2010, Antalya Turkey11 – 12 May 2010, Antalya Turkey

Directorate of Technical and Vocational EducationDirectorate General of Management of Primary and Secondary Education Ministry of National EducationRepublic of Indonesia mustaghfirin@yahoo.com

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C O N T E N T SC O N T E N T S

2. Future challenges of SMK2. Future challenges of SMK

4. Students’ profile of SMK4. Students’ profile of SMK

3. Statitical data of Man Power 3. Statitical data of Man Power

7. Revitalization VSS Competencies7. Revitalization VSS Competencies

1. Introduction1. Introduction

6. VSS Education system in Indonesia6. VSS Education system in Indonesia

5. Road Map of VSS 2010- 20145. Road Map of VSS 2010- 2014

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More education with less independenciesMore education with less independencies

Source: BPS, Susenas 2003

20.07 14.98

1.49

22.56 12.22 28.67

19.71 13.52

1.78

28.59 9.87 26.53

18.8 10.3

2.03

39.2 6.23 23.44

15.13 7.5

2.55

60.872.26

11.69

6.14

3.28

3.12

83.180.35

3.93

0% 20% 40% 60% 80% 100%

< Elementary Sch

Element Sch

JSC

SS

HE

Self Entrepreneur Entrepreneur + Non Permanent workersEntreprep+Permannt worker WorkerFeelance Family worker

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INDONESIAN MAN POWER STRUCTUREINDONESIAN MAN POWER STRUCTURE

Skill Skill WorkersWorkers

Unskilled WorkersUnskilled Workers

Expert

81,1 million

20,4 million

04,8 million

Sources : BPS 2006

Moving targetsFuture supply of upper-secondary graduates

0

2,000,000

4,000,000

6,000,000

8,000,000

10,000,000

12,000,000

14,000,000

China EU India US Indonesia

2003

2010

2015

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Education Level, work force, employee, and Education Level, work force, employee, and unemployment in 2006unemployment in 2006

Education Level

Structure of Work Force

Employees structure Unemployment structure

Million % Million % 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. Vocational Sec. Sch Sch 7.13 7.13 6.71 6.71 5.93 5.93 6.23 6.23 0.80 0.80 7.20 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

Amount 106.28 100 95.18 100 11.11 100

Sources : BPS 2006

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CONSIDERATIONS INCONSIDERATIONS IN

DEVELOPING DEVELOPING

TECHNICAL AND TECHNICAL AND VOCATIONAL EDUCATIONVOCATIONAL EDUCATION

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THREE PILARS OF THREE PILARS OF MINISTRY OF NATIONAL EDUCATION POLICIESMINISTRY OF NATIONAL EDUCATION POLICIES

ACCESSACCESSENLARGMENTENLARGMENTIN EDUCATIONIN EDUCATION

M O N EM O N E

QUALITYQUALITYIMPROVEMENTIMPROVEMENT

ANDANDRELEVANCERELEVANCE

ACCOUNTABILITYACCOUNTABILITYANDAND

PUBLIC IMAGEPUBLIC IMAGE

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INTRODUCTIONINTRODUCTION

1.1. SMK is an integral part of economical sector that devoted SMK is an integral part of economical sector that devoted to support national economic growth. It is therefore SMK to support national economic growth. It is therefore SMK systems needs to be improved both in quality and quantity;systems needs to be improved both in quality and quantity;

2.2. SMK quality reflects the Indonesian manpower quality, that SMK quality reflects the Indonesian manpower quality, that needs to be developed continuously to improve the needs to be developed continuously to improve the competitiveness of the Indonesian human resources;competitiveness of the Indonesian human resources;

3.3. SMK plays an important role to reduce jobless index in the SMK plays an important role to reduce jobless index in the state-wide;state-wide;

4.4. To be able to perform in the labour market SMK’s should To be able to perform in the labour market SMK’s should work hand in hand with the industries partner and work hand in hand with the industries partner and employers should have a significant role in enhancing employers should have a significant role in enhancing technical and vocational education policies.technical and vocational education policies.

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STUDENTS’ PROFILESTUDENTS’ PROFILE

SpirituallyIntelligence

Be able to actualize through hearth and mind for growing and strengthening faith, pious, and excellent characters, includes wise and excellent personality.

Competitive

• supreme personality and respect in Excellency

• high spirit• be autonomous • never to give up• networking

enhancer• ready for change • Innovative and

agent of change • Productive• Quality awareness• Globally

orientation• Life long learning

Emotional & Social

Intelligence

Be able to self-actualize and sensitize for improving sensitivity and appreciation toward gentleness and beautiful in both art and cultural, and having competence to express its.

Be able to actualize by means of social interaction to: creating and fertilizing mutual interaction; democratic, empathy and sympathy, respect in human right, cheerful confidence, respect to diversity in unity to society and state; having nation hemisphere to aware with right and duty as a citizens.

Intellectual Intelligence

Be able to actualize through thinking for having competency and autonomy in both science and technology;

Be able to actualize to be critical, creative, and imaginative person;

Kinestical Intelligence

Be able to actualize through sport for creating health, fit, endure, efficient, skillful, and quick moving;

Be able to actualize to be a fit person

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POLICIESPOLICIES

1.1. Instilling entrepreneurship subject in any Technical and Instilling entrepreneurship subject in any Technical and Vocational Training. The promotion of self-employment is Vocational Training. The promotion of self-employment is regarded as a forward-looking concept which will help to ease regarded as a forward-looking concept which will help to ease the labor market situationthe labor market situation

2.2. Particular attention should be given to planning the Particular attention should be given to planning the development and expansion of vocational education by giving development and expansion of vocational education by giving high priority in national development agendas, evaluating high priority in national development agendas, evaluating national needs, providing appropriate current and future national needs, providing appropriate current and future allocation of financial resourcesallocation of financial resources

3.3. Employer should have greater involvement in national Employer should have greater involvement in national technical education policy making and they should be technical education policy making and they should be consulted in the major technical education and training consulted in the major technical education and training initiativesinitiatives

4.4. Strengthening Training in Mastery of Key Competencies (Basic Strengthening Training in Mastery of Key Competencies (Basic Skill of Literacy, Math (numeric), Communication Skill - Skill of Literacy, Math (numeric), Communication Skill - Problem Solving, Adaptation to New Technology (Digital Problem Solving, Adaptation to New Technology (Digital Literacy), and TeamworkLiteracy), and Teamwork

5.5. Providing Continuing Education and TrainingProviding Continuing Education and Training6.6. Developing competency standards and recognition and Developing competency standards and recognition and

certification of Skillcertification of Skill

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MILESTONEMILESTONE MoNE 2010 - 2014 MoNE 2010 - 2014

1. Participation rate for secondary education reaches 62.5%2. School grant for SS/SMK starts to be applied with regard to

selective school3. 75% school facilities meet the criteria of National Standard4. Rebuilding SS/SMK 100%5. At least 1 business unit comes with every SMK6. 100% of SS/SMK has a library7. Every district/town has at least 1 pioneering outstanding

local-based SMK or international standardized SMK8. 50% of SS/VSS having access to apply ICT based learning9. 1 texts book/student for the subject to be rationally

examined10. Student Ratio of SS : SMK/VSS = 60 : 4011. 100% SS/SMK implements school-based management well

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Vocational TeachersVocational Teachers

IDEALIDEAL

TeacheTeachersrs

EXISTINGEXISTING

TeacherTeacherss

NEEDSNEEDS

- - Normative Normative TeachersTeachers 29,65129,651 45,69745,697

(16,0(16,046)46)

- - Adaptive Adaptive TeachersTeachers 59,30259,302 53,32253,322

5,985,98

00

- - Productive Productive TeachersTeachers 88,95388,953 70,78870,788

18,118,1

6565

TOTALTOTAL177,90177,90

66 169,807169,807

• Normative Teacher is teacher for Religion, sport, Indonesian Language subject matters.Normative Teacher is teacher for Religion, sport, Indonesian Language subject matters.

• Adaptive Teachers is teachers for science, Math, Chemistry, ICT and Biology.Adaptive Teachers is teachers for science, Math, Chemistry, ICT and Biology.

• Productive Teachers are teachers for occupational skill subject matters (automotive, cooking, Productive Teachers are teachers for occupational skill subject matters (automotive, cooking, etc)etc)

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CHALLENGE OF SMK /VSSCHALLENGE OF SMK /VSS

SMKSMK

Obsolescent of School Facilities

Teachers Quality and

Quantity

Development of Technology

Economic Globalization

Changing of Economic Structure

Changing of Work Pattern

Concept of Local

Advantages

Population Growth

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ECONOMIC GROWTHECONOMIC GROWTH

Gross Domestic Products (GDP) based on Constant Price 2002 (Billion Rp)

0

100

200

300

400

500

600

700

2002 2003 2004 2005 2006 2007* 2008*

Manufacturing Industry

Trade, Hotel &Restaurant

Agriculture, Livestock,Forestry & Fishery

Mining & Quarrying

Services

Financial, Ownership &Business Services

Construction

Transport &Communication

Electricity, Gas &Water Supply

Source : BPS 2006 &

Depnakertrans 2006

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ECONOMIC GROWTHECONOMIC GROWTH

Labour Development and its Distribution in IndonesiaBased on Primary Work Fields (in thousand) (in thousand)

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000

45,000

50,000

2004 2005 2006 2007* 2008*

Agriculture, Livestock,Forestry & Fishery

Trade, Hotel &Restaurant

Manufacturing Industry

Services

Transport &Communication

Construction

Financial, Ownership &Business Services

Mining & Quarrying

Electricity, Gas &Water Supply

Source : BPS 2006 &

Depnakertrans 2006

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NUMBER OF STUDENTS BASED ON ECONOMIC SECTOR NUMBER OF STUDENTS BASED ON ECONOMIC SECTOR

Number of Students Based On Economic Sector

0

0.2

0.4

0.6

0.8

1

1.2

2006 2007 2008 2009

Years

Nu

mb

er o

f S

tud

ent

(mill

ion

))

Processing Industries

Trading, Hotel, andRestaurant

Agricultural, Plantation, and Fishery

Community

services & others Mining & Excavated

object

Finance

Transportation and Communication

Building

Electricity, Gas and Drinking Water

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Legend :

SSSS

Multi Entri & Multi Entri & Multi Exit Multi Exit

system system

JSS

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FLEXIBLE PATHWAYSFLEXIBLE PATHWAYS

To cope with continuous and radical change of technology To cope with continuous and radical change of technology and economic environment, SMK should provide training and economic environment, SMK should provide training that are flexible, on demand, interactive, and applying that are flexible, on demand, interactive, and applying multiple entry and exit in responding to these changesmultiple entry and exit in responding to these changes

In vocational and technical education system as well as at In vocational and technical education system as well as at the post school, it is necessary to provide flexibility so the post school, it is necessary to provide flexibility so that people who make one choice are not subsequently that people who make one choice are not subsequently locked out of access to other courses or education locked out of access to other courses or education system. system.

As identified that there are many potential SMK student or As identified that there are many potential SMK student or workers those are willing to study while they are working. workers those are willing to study while they are working. This needs to be made possible through bridging courses This needs to be made possible through bridging courses so there is no need for people to start from the beginning so there is no need for people to start from the beginning when they want to extend their knowledge and skill.when they want to extend their knowledge and skill.

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PATHWAYS TO COMPETENCY CERTIFICATESPATHWAYS TO COMPETENCY CERTIFICATES

Certificate of Competency could be achieved through one or a mixture of each process

STTB/Diploma could be achieved either from formal or non-formal courses and On the Job Training through Recognition of Prior Learning (RPL)

Transferability between pathways is done through RPL, bridging courses / training

This figure shows the ways in which certify Cates of competency and formal academic qualifications can be achieved

FormalCourses

STANDARDS based on INDUSTRY -

ENTERPRISE -PUBLIC INSTITUTION

needs

Skills Passport

CERTIFICATE of

COMPETENCY

STTB /DIPLOMA

EXAMINATIONEXAMINATION ASSESSMENTASSESSMENT

RPLBridging program

RPLBridging program

RPLBridging program

Non-formalCourses

On the JobTraining

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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.

CERTIFICATION SYSTEMCERTIFICATION SYSTEM

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Revitalization of VSS’ Competencies

1. In 2010 Indonesia has 7800 VSS with 3.4 Million student. Total Teachers 2.783.321;

2. Indonesia has 173 VSS programs;

3. Every program has own standard competencies

4. Every program has 2- 3 competencies;

5. Every 4-5 years, representative person from industry doing review the programs;

6. Every 5 years accreditation for every program in VSS by National Accreditation Committee;

7. In every VSS has at least 1 Testing Center for 1 competencies.

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“ Mechatronics “ is blended competencies from Mechanics, Electronics and ICT

“ Mechatronics “ is blended competencies from Mechanics, Electronics and ICT

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“Restaurant Service” “Restaurant Service”

“ Cookery”“ Cookery”

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“ Ladies & Men’s Hairdressing “

“ Ladies & Men’s Hairdressing “

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”Cabinet Making””Cabinet Making”

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“AUTOMOTIVE“and “ CAD” Machine

“AUTOMOTIVE“and “ CAD” Machine

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“ Ladies Dressmaking ““ Ladies Dressmaking “

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multi intelligences develop the skills

Notebook assembly

31

MULTIPURPOSE HAND TRACTOR

32

MULTIPURPOSE HAND TRACTOR

33

Assembly motor cycle to develop comprehensive skills

34

Assembly motor cycle to develop comprehensive skills

35

Production skills = Foundry Facilities, cooperation with SME

36

Camshaft Production

37

Machining Intake Manifold

Facing & drilling on milling machine

Casting Parts

38

Crank Shaft Casting Part

39

Machining Components Machining Components ProductionProduction

40

Engine

Esemka 1.5i

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THANK YOU