Evaluating competence-based vocational education in Indonesia

Figures & data

Figure 1. Indonesian education system

Table 1. Policy documents relevant for the competence-based education in Indonesia

No	Documents	Content	Source
1.	Law No. 20/2003. Indonesian National Education System	The National Education System as the highest source of educational regulation in Indonesia	MoNE, 2003
2.	Presidential Regulation No. 8/2012 concerning The Indonesian Qualification Framework.	The desciption of competencies needed for jobs.	MoLHR, 2012
3.	Government Policy No. 19/2005 concerning National Standards of Education.	The standards and outputs that educational programmes should meet.	MoLHR, 2005
4.	Ministry Decree No. 23/2006 concerning Standard of Graduate Competence.	The general qualifications of students that are expected to perform when finishing learning trajectories, covering knowledge, attitudes, and skills.	MoNE, 2006a
5.	Ministry Decree No. 22/2006 concerning Standard of Contents.	The more detailed explanation about the knowledge, skills, and attitudes of students that are expected to perform for each level of competence.	MoNE, 2006b
6.	Ministry Decree No. 41/2007 concerning Standard of Process.	The standard of teaching and learning to facilitate students reaching competencies required in the curriculum.	MoNE, 2007a
7.	Ministry of National Education Decree No. 20/2007 concerning on Standard of Asssessment.	The standard of assessment procedure in evaluating student learning’ outcome.	MoNE, 2007b
8.	The Professional Service of Curriculum 2004.	The effective principle of teaching and learning to support the piloting of KBK. The government issued this guideline as a supplement to KBK curriculum documents.	MoNE, 2003
9.	The Guidelines of Curriculum Development for primary and (general & vocational) secondary education.	The description of guideline for helping schools to implement the policies regarding competence-based education. The government issued this guideline as a supplement of KTSP curriculum documents.	BSNP 2006

Table 2. Mean score of realisation CCBE principles as rated by school principals (N = 41)

Principles		Min	Max	Mean	SD
1	competence profile	2	5	4.19	0.89
2	vocational core problems	2	5	4.10	0.83
3	authentic learning	2	5	4.15	0.84
4	integration KSA	1	5	4.48	0.91
5	assessment	3	5	4.11	0.44
6	self-reflection	2	5	4.49	0.75
7	self-responsibility learning	2	5	3.66	0.72
8	flexibility	1	5	2.45	1.12
9	learning guidance	1	5	4.08	1.01
10	life-long learning, career and citizenship	1	5	4.17	0.86

Note: Scale from (1) not competence-based until (5) fully competence-based.

Table 3. Mean score and the t-test of CCBE principles as perceived by teachers (N = 428)

Principles		Min	Max	Mean	SD	t-test	p-value
1	competence profile	3.50	4.64	4.13	0.24	30.01	0.00
2	vocational core problems	3.52	4.55	4.10	0.20	35.45	0.00
3	authentic learning	3.07	4.50	4.01	0.27	23.91	0.00
4	integration KSA	3.47	4.87	4.18	0.26	29.01	0.00
5	assessment	3.05	4.62	4.03	0.30	22.24	0.00
6	self-reflection	3.11	4.59	3.98	0.30	20.68	0.00
7	self-responsibility learning	3.45	4.79	4.06	0.29	23.44	0.00
8	flexibility	1.71	4.18	2.81	0.50	−2.38	0.02
9	learning guidance	3.79	4.79	4.37	0.22	39.77	0.00
10	life-long learning, career and citizenship	3.73	4.80	4.35	0.23	36.94	0.00

Note: Scale from (1) never until (5) always.

Table 4. Mean score and t-test of CCBE principles as perceived by students (N = 2219)

Principles		Min	Max	Mean	SD	t-test	p-value
1	competence profile	3.09	4.39	3.95	0.25	24.12	0.00
2	vocational core problems	3.39	4.50	4.11	0.21	33.60	0.00
3	authentic learning	2.89	4.10	3.76	0.23	21.44	0.00
4	integration KSA	2.86	4.18	3.73	0.25	18.46	0.00
5	assessment	2.75	3.83	3.49	0.21	14.96	0.00
6	self-reflection	2.83	4.07	3.63	0.22	18.46	0.00
7	self-responsibility learning	3.57	4.27	4.03	0.14	45.49	0.00
8	flexibility	1.93	3.14	2.52	0.29	−10.30	0.00
9	learning guidance	3.14	4.56	4.13	0.25	28.38	0.00
10	life-long learning, career and citizenship	3.29	4.47	4.04	0.23	28.76	0.00

Table 5. Competentiveness scores of agricultural schools (N = 41)

Variable	Min	Max	Mean	SD	SE Means	Varians
Competentiveness Score	2.47	4.13	3.52	0.35	0.05	0.12

Figure 2. Number of schools with the range of competentiveness score and length of esatblishment

Table

	Principle	Not CB	Starting to be CB	Partially CB	Largerly CB	Completely CB
1	The study programme is based on core tasks, working processes, and competences (the qualification profile)	During the development of the study programme the qualification profile is not synchronized with professional practice. Teachers are not familiar with the qualification profile	During the development of the study programme the qualification profile is seldom used and the programme is not synchronized with professional practice. Teachers are seldom familiar with the qualification profile.	During the development of the study programme the qualification profile is partially used and the programme is partially synchronized with professional practice. Teachers are moderately familiar with the qualification profile.	During the development of the study programme the qualification profile is often used and the programme is largerly synchronized with professional practice. Teachers are familiar with the qualification profile.	During the development of the study programme the qualification profile is at all times used and the programme is synchronized with practices and developments in the profession. Teachers are familiar with the qualification profile.
2	Complex vocational core problems are central.	Complex vocational core problems are not central to the study programme.	Complex vocational core problems are occassionally central to the study programme. Occassionally students work on vocational core problems.	Complex vocational core problems are central to some parts of the study programme.	Complex vocational core problems are often central to the study programme and are assessed in different contexts. The compexity of the problems does not increase during the study programme.	Complex vocational core problems are at all times central to the study programme and are assessed in many different contexts. The compexity of the problems increase during the study programme.
3	Learning activities take place in different concrete, meaningful vocational situations.	Students learn in school. Learning in practice is of subordinate importance.	Students learn occassionally in practical settings but classroom work is predominant. A link is seldom made between classroom learning and learning through practical experience.	Learning activities (both in and outside school) take place partially in concrete, meaningful practice settings. A link is sometimes made between classroom learning and learning through practical experience.	Participants often work (both in and outside school) individually and in teams on learning activities that take place in several meaningful, concrete practice settings. A link is often made between classroom learning and learning through practical experience.	Participants always work (both in and outside school) individually and in teams on learning activities that take place in various meaningful, concrete practice settings. A link is always made between classroom learning and learning through practical experience.
4	Knowledge, skills and attitudes are integrated.	Knowledge, skills and attitudes (K, S and A) are separately developed during the learning process. The three aspects are assessed separately.	K, S and A are seldom integrated in the learning process. K, S and A are assessed separately.	K, S and A are integrated in some parts of the study programme. K, S and A are assessed separately.	K, S and A are often integrated in the learning process. Assessment of K, S and A is integrated as much as possible.	K, S and A are always integrated in the learning process. K, S and A are assessed as an integrated whole.
5	Students are regularly assessed	Assessment is the final stage of a learning task and is qualifying. Vocational practice is not involved during the assessment.	Assessment takes place at several times during the learning process and is qualifying. The students’ competence development is seldom assessed. Vocational practice is seldom involved during the assessments.	Assessment takes place at several times and is qualifying. Sometimes the students’ competence development is assessed. Vocational practice is sometimes involved during the assessments.	Assessment takes place at before, during and after the learning process and is both qualifying and focused on the competence development of students. The timing and format of the assessments are the same for all students. Vocational practice is often involved during the assessments.	Assessment takes place at before, during and after the learning process and is both qualifying and focused on the competence development of students. Students determine the timing and format of the assessments themselves. Vocational practice is at all times involved during in the assessments.
6	Students are challenged to reflect their own learning.	Students are not challenged to reflect their own learning.	Students are seldom challenged to reflect on their learning and the learning outcomes.	Students are sometimes challenged to reflect on their learning and the learning outcomes.	Students are often challenged to reflect on their learning and the learning outcomes.	Students are at all times challenged to reflect on their learning, the learning outcomes and the occupation.
7	The study programme is structured in such a way that the students increasingly self-steer their learning.	There are no possibilities during the study programme for self-steering. The teacher is responsible for the learning process of the student.	The study programme seldom offers possibilities for self- steering. The teacher is responsible for the learning process of the student.	The study programme partially offers possibilities for self- steering. Students have an influence on their own learning process. The teacher and the student are jointly responsible for the learning process of the student.	The study programme often offers possibilities for self- steering. Students have an influence on their own learning process. The teacher and the student are jointly responsible for the learning process of the student.	The study programme offers at all times possibilities for self- steering. Students design their own learning process. The student’s self steering of their learning process increases during the programme. Each student is ultimately self-responsible for his/her learning process.
8	The study programme is flexible	The study programme is the same for each student. There are no possibilities to alter the study programme for a specific student.	The study programme is the same for each student. There are possibilities for the students to follow the courses at their own pace.	The study programme is the same for each student, but there are possibilities to alter the programme based on the accomplished competences of the students and earned dispensations.	The study programme is the same for each student, but can be followed at a student’s own pace. The students can choose between different learning activities.	The study programme is flexible and planned with the coach based on the characteristic of the student.
9	The guidance is adjusted to the learning needs of the students.	The teacher is an expert. Transfer of knowledge is crucial.	The teacher is an expert. The teacher offers guidance which is seldom adjusted to the learning needs of the students.	The teacher is a coach and an expert. The teacher offers guidance which is partially adjusted to the learning needs of the students.	The teacher is a coach, mentor and an expert. The teacher offers varied guidance which is often adjusted to the learning needs of the students.	The teacher is a coach, mentor and an expert. The teacher offers varied guidance which is at all times adjusted to the learning needs of the students. Students are stimulated to help each other.
10	In the study programme attention is paid to learning, career, and citizenship competencies.	No attention is paid to learning, career, and citizenship competencies during the study programme.	Attention is seldom paid to learning, career, and citizenship competencies during the study programme. These competencies are not integrated during the study programme.	Some attention is paid to learning, career and citizenship competencies during the study programme. These competencies are not integrated during the study programme.	Attention is oftenpaid to learning, career and citizenship competencies during the study programme. These competencies are integrated with vocational core problems.	Attention is often paid to learning, career and citizenship competencies during the study programme. These competencies are integrated in the study programme.

Source: Sturing et al. (2011)

BSNP. 2006. Panduan penyusunan kurikulum tingkat satuan pendidikan jenjang pendidikan dasar dan menegah [A Guideline to Develop School-based Curriculum for Primary and Secondary Schools]. Jakarta: Badan Standar Nasional Pendidikan [Board of National Standard of Education], Departemen Pendidikan Nasional.

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Sturing, L., H. J. A. Biemans, M. Mulder, and E. De Bruijn. 2011. “The Nature of Study Programmes in Vocational Education: Evaluation of the Model for Comprehensive Competence-Based Vocational Education.” Vocations and Learning 4 (3): 191–210. doi:10.1007/s12186-011-9059-4.

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