Vocational education in Indonesia: History, development, opportunities, and challenges
Vocational education in Indonesia: History, development, opportunities, and challenges
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DOI：
10.1016/j.childyouth.2020.105092
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发表时间：
2020-08-01
影响因子：
3.3
通讯作者：
Harjanto, Budi
中科院分区：
文献类型：
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作者：
Suharno;Pambudi, Nugroho Agung;Harjanto, Budi
本研究旨在全面描述印尼职业教育的兴衰，包括其历史、发展、机遇和挑战。这方面的研究很少，但有必要在不断的批评中揭示出来。本研究采用横断面设计的定性研究方法。然而，由于变量的复杂性和难以获取原始形式的来源(初级来源)，本研究使用了政策文件和相关研究工作。增加了数据分析，包括：归纳、演绎和荟萃分析。数据来源于职业高中的校长、学生和教师。此外，本研究采用有目的的抽样方法，以44名校长、152名教师和202名学生为研究对象。选择目的性抽样是因为它对职业教育有深入的了解。然而，并非所有印度尼西亚的校长和教师都是以职业为基础的。数据来自职业教育领域的专家，通过访谈、观察、记录和编制和验证问卷指南获得。结果表明，印尼的职业教育在国家独立前和改革后就已经存在。然而，在独立前，荷兰组织了职业教育，被称为万隆理工学院(ITB)，目前仍在发展中。独立前的职业教育分为女子学校、工程学校、农业学校和职业学校4个专业领域。1998年改革后，不同的学校合并为一个学校，即拥有142个技能谱的职业学校(SMK)。此外，2008年职业教育的发展也发生了变化。印尼政府将高中：职业学校的比例从70%：30%改为30%：70%。建立一所新学校与可行性研究不平衡，导致毕业生很难找到工作。他们学习的方法往往是理论化的，与劳动力市场的相关性较小。此外，由于社会课太多，74%的学生在学习过程中感到无聊。面临的一些挑战是设施、教师和行业支持不足。然而，对该行业角色的明确监管是重要的解决方案之一。可以申请强有力的行业支持，职业毕业生有能力满足劳动力市场的需要。
This study aims at comprehensively describing the ups and downs of vocational education in Indonesia, which includes its history, development, opportunities, and challenges. Researches in this field are rarely conducted, but necessary to be revealed in the midst of the incessant criticism. This study uses a qualitative approach with a cross-sectional design. However, due to the complexity of the variables and the difficulty in accessing sources in their original form (primary sources), this study utilizes policy documents and relevant research work. Data analysis has been added, including: inductive, deductive, and meta-analysis. Data were obtained from principals, students and teachers of vocational high schools (SMK). Furthermore, purposive sampling was selected to obtain data, giving a sample population consisting of 44 principals, 152 teachers, and 202 students. Purposive sampling was chosen due to its in-depth understanding on vocational education. However, not all principals and teachers in Indonesia are vocational based. Data were obtained from experts in the field of vocational education through interview, observation, documentation, and questionnaire guidelines compiled and validation. The results showed that vocational education in Indonesia has been in existence before the country gained independence, and after reform. However, before independence, the Netherlands organized Vocational Education, known as the Bandung Institute of Technology (ITB), which is still developing. Vocational education before independence was divided into 4 areas of expertise, namely feminine, engineering, agriculture and trade schools.After reform in 1998, the different schools were merged into one, namely vocational school (SMK) having 142 spectrums of skills. Furthermore, the development of vocational education was changed in 2008. The Indonesian government changed the ratio of senior high schools: vocational schools from 70%: 30% to 30%: 70%. The establishment of a new school was not balanced with a feasibility study, and this resulted in graduates finding it difficult to get a job. They learned approaches which tended to be theoretical and less relevant in the labour market. In addition, 74% of students were bored during learning due to the numerous social lessons. Some of the challenges faced were the inadequate facilities, teachers and industry support. However, the clear regulation on the industry's role is one of the important solutions. Strong industry support can be applied and vocational graduates have the competence in accordance with the needs of the labour market.