Vocational education in Indonesia: History, development, opportunities, and challenges

Abstract

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.