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The Indonesian Competency Standards in Technical and Vocational Education and Training: an Evaluation of Policy Implementation in Yogyakarta Province Indonesia

Sayuti, Muhammad (2016) The Indonesian Competency Standards in Technical and Vocational Education and Training: an Evaluation of Policy Implementation in Yogyakarta Province Indonesia. Doctoral thesis, The University of Newcastle Australia.

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Abstract

To develop the Technical and Vocational Education (TVET) system in Indonesia, competency standards have been borrowed globally and implemented, as part of the national agenda for skills recognition and skills qualifications. Little research exists regarding the effectiveness of the implementation of the Indonesian version of competency standards, named Indonesian Competency Standards (SKKNI) in Indonesian TVET institutions. This study consisted of empirical surveys based on comprehensive questionnaires, followed by individual and group semi-structured interviews, as well as the analyses of relevant documents. The study involved participants from two types of institutions in Indonesian TVET which were managed by two different ministries and implementers from relevant institutions. The first type was Vocational Centres (BLK) of the Ministry of Manpower (MoM) which assumed the leadership of the development of the policy of SKKNI. The second type was Vocational Schools (SMK) of the Ministry of Education (MoEC) which was the main regulator and the provider of education and training in education institutions nationally. Findings revealed that the policy of SKKNI was poorly established, the resources for implementation was limited (financial, curricular and training workshops), there was a tension and rivalry between two ministries and lack of coordination and cooperation for implementation, he commitment of implementers was generally insufficient, however participants from a small number of TVET institutions implementing the policy showed a high commitment for implementation, the support from external stakeholders (industry and the public) was insufficient, teachers’ disposition significantly contributed as a predictor for teachers’ performance in implementing two aspects of the policy (certification aspects and curriculum aspects) and certified teachers showed better disposition and performance in implementing SKKNI. The analysis concludes that the implementation of a policy borrowed from international agencies is ineffective, in a situation where the development of a policy is not underpinned by a comprehensive study, and an implementation strategy developed in accordance with six factors pre-determined for the implementation process. In the Indonesian context, these factors are vital because of the problems of education provision caused by significant diversity in infrastructure and culture across the Indonesian archipelago. The implications of this study are significant because the effectiveness of the implementation of SKKNI will underpin the successful implementation of the broader and strategic agenda of the Indonesian Qualification Framework (IQF) which was promulgated in 2012. The main finding is the need to rebuild the policy in accordance with the key factors of effective implementation, which then needs a strategy of investment for TVET teacher certification under SKKNI as a national priority.

Item Type: Thesis (Doctoral)
Subjects: L Education > L Education (General)
Divisions: Biskom Repository
Biskom Repository
Depositing User: Muhammad Sayuti
Date Deposited: 25 Apr 2017 03:25
Last Modified: 25 Apr 2017 03:25
URI: http://eprints.uad.ac.id/id/eprint/6505

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