ABSTRACT The Role of Higher Education in Vocational School Revitalization Program 2017-2019 in Indonesia M Bruri Triyono bruritriyono@uny.ac.id Graduate School Yogyakarta State University Revitalization of vocational education in Indonesia is implemented based on Presidential Instruction (Inpres) No. 9 of 2016 on Revitalization of Vocational Schools (SMK) to Improve the Competitiveness of Human Resources of Indonesia. This Inpres became the foundation of the Directorate of Vocational Education in the ministry of education and culture as a work unit directly mandated to carry out the realization of SMK revitalization. Road Map revitalization of SMK 2017-2019, referring to four challenges of education in Indonesia, (1) The fourth new Industrial Revolution just present, (2) ASEAN-level globalization which has been enforced through ASEAN Economic Community, (3) The fulfillment of human resource in the 2045 gold generation by utilizing the momentum of demographic bonus, and to (4) the presence of millennial generation of Indonesia. The revitalization of SMK is done gradually taking into account the vast and diverse potential of Indonesia's territory, resources, and real labor needs to support the economic development and development of the region. Considering the foregoing matters, the Directorate of Vocational Education for the fiscal year 2017 together with the team of higher education has selected 125 SMKs focusing on four areas of expertise as piloting the implementation of the SMK Revitalization Program covering areas of expertise: (1) Agriculture (agribusiness and agro technology for food resilience), (2) Maritime, (3) Tourism and (4) Creative Industries. Higher Education in this case is the university preparing teachers and vocational workers are expected to play an active role to jointly with other vocational education and training institutions involved in preparing, managing strategies, implementing, directing and supervising revitalization activities in several vocational schools as pilot projects. The focus of revitalization activities involves curriculum alignment, institutional, learning or instructional innovation, capacity building of teachers and education personnel, standardization of facilities and infrastructure, and industrial cooperation. In general, there are two roles of higher education in this context, first in terms of preparing and developing vocational teachers (pre-service and in-service training), and second, as part of SMK revitalization. A. Preparation and Development of Vocational Teachers Vocational teachers preparation in this era should be in accordance with the world of work. Digitalization in various sectors greatly affects the teacher's current and future proficiency. Dealing with millennial generation who has been familiar with various media devices and easily explores information fast is a challenge for teachers to begin changing and utilizing information to complement their instructional methods, models and strategies in interacting with students. These conditions should be included in the curriculum and instructional activities organized by higher education. Teachers in Indonesia must have a Bachelor degree or similar level to a Bachelor degree (KKNI level 6), whereas in order to obtain a professional teacher certificate (KKNI level 7), they must join the PPG program of Teacher Professional Education. Figure 1 shows the education scheme in Indonesia.
Doktor (S3) Doktor Terapan (S3) Spesialis 2 Sistem matrikulasi Sistem RPL Magister (S2) Magister Terapan (S2) Spesialis 1 Profesi Bachelor (S1) Diploma 4 (D4) Diploma 3 (D3) Diploma 2 (D2) Diploma 1 (D1) Senior High School/ Vocational School Gambar 1: Skema Pendidikan di Indonesia a. Pre-Service Training PPG participants are university graduates of Bachelor (S1) or Diploma 4 (D4) degree from various study programs. Particularly for the vocational teacher profession, the vocational skill is expected to be in accordance with the S1/D4 diploma they have. The PPG program is conducted by higher education for two semesters, especially in universities organizing teacher preparation. The first semester contains the SSP (Subject Specific Pedagogy) conducted at the university according to the study program preparing vocational skills, including micro teaching implementation. In the next semester participants must attend the PPL (Field Experience Practice) held in the designated vocational school. During the Vocational School, the participants should practice their role as a teacher both in the teaching preparation and delivery of the instructional subject in accordance with the real conditions in the school. At the end of the program, they will take an on-line exam to obtain a professional teacher certificate. The succeed of the test is determined by assessment during the PPG process and the on-line exam scores. The teaching profession certificate is given by the Ministry of Research and Higher Education. b. In-Service Training 1. Teacher certification policy by the government have an impact on senior teachers who have long been teachers. Previously, there is no requirement for teachers to have a professional certificate. For this condition, PPG program is implemented in the form of PPG in-service training. Participants who have become teachers will attend a training for four months or one semester. The training contains a review and update of learning materials that have been adapted to the technology development in the world of work. Furthermore, at the end of the program, they will take an on-line exam to obtain a professional teacher certificate. The succeed of this program is similar to PPG preservice, which is an assessment during the PPG process and on-line exam scores. 2. In fact, other in-service programs related to the condition of vocational teachers in Indonesia, especially teachers whose ability to teach in the subject of Laboratory and Workshop practice is very small in amount of about 40,000 teachers. This program is
implemented by the Ministry of Education and Culture in various vocational schools that have been designated as a Resource School. The program lasts for two semesters and participants are chosen from vocational teachers who will switch to teach a new skills, for example from physics teacher switching to be electronic practice teacher. In the first semester the participants will be at the referral vocational school according to the type of expertise required, they will immediately learn how to teach directly in the workshop accompanied by experienced teachers at the referral school. In the second semester, participants will return to their respective schools. At the school of origin, they will practice their learning experience during in the referral vocational school. Evaluation will be perfomed during and after the participant finished the second semester. 3. Other in-service programs are usually conducted by the teacher training and development center. This program is usually in form of up-grading and addition or skills up-dating in accordance with technological developments in the world of work. In the last two programs, usually the university play the role as the partner of the organizer and presenters. Conceptually, the implementation of pre-service and inservice training is necessary because there are several aspects including, the development of skills due to increased use of technology in the world of work, a reflection of the needs of vocational education practitioners who want a specific differentiation from general education, expansion and change of professional responsibilities, and the need for teachers to continue working professionally throughout their life. Figure 2 shows the relationship between the needs and requirements of pre-service and in-service training on the related aspects. Figure 2: Pre-service, in-service and four aspects in education and training (Deitrich,2014) B. SMKRevitalization The role of higher education is divided into two team activities, namely the main team and the assistance team. The main team plays a role in preparing the implementation strategy and accompaniment tools, while the assistance team consisting of the lecturers of university will be directly involved in the location of the vocational school to assist the process of determining the main program development in SMK, planning and executing the activities according to the stages that have been determined. Through the assistance of SMK revitalization program is expected to give a positive impact on improving the quality of SMK as well as give influence to the quality of vocational graduates who will become development resources in Indonesia.
The focus of revitalization according to Inpres No. 9/2016 are six areas as presented in the beginning, namely: 1. curriculum alignment, 2. institutional, 3. learning or instructional innovation, 4. capacity building of teachers and education personnel, 5. standardization of facilities and infrastructure, and 6. industrial cooperation. Further information on the contents and implementation strategies is taken from the Road Map of revitaliuzation of vocational education in the province (DitPSMK, 2017). 1. Improve and align the curriculum with competencies according to the needs of the graduates (link and match); curriculum alignment is targeted for 9 Fields, 46 Programs, 142 Competencies and 1,161 Expertise Certificates completed and implemented in all Vocational High Schools. The strategies include: - Intensification of cooperation with BSNP, BNSP, and DUDI for curriculum improvement and alignment. - Cooperation with Provincial Government to establish local content curriculum. - Strengthening character, competence and basic literacy education. 2. Improving Institutional Governance. Target at the end of 2019: integration of Vocational School with 1,000 Course Institutes and 350 SMA-LB. Revitalization is not only targeting as vocation but at least with two related institutions that organize vocational training vocal training institutions and special needs schools. Institutional governance in every SMK will certainly adapt to local conditions. At the Provincial level, revitalization will have an impact on the refocusing of the Skills Program at Vocational School according to local development needs. The strategies include: - Revision of Permendikbud No. 36 of 2014 on Guidelines for Establishment, Change and Closing of Basic and Secondary Education Units. - learning resource sharing between Vocational School-SMALB-Course Institute. Note that, there are three institutions providing vocational education, including Vocational School, SMALB (Special High School) and Course Institute, which has been running independently. Revitalization is a momentum to integrate the three institutions to be more efficient, effective and productive. Cooperation in sharing resources (teachers and education personnel, infrastructure, information) as well as curriculum alignment and testing/certification system is indispensable. 3. Expanding and Strengthening Cooperation with Business/Industry (DUDI) and Universities. Target at the end of 2019: A total of 1,650 Vocational Schools into Vocational School- Referrals that implement dual systems (learning: in school and in industry). Strategies performed, are: - Improved DUDI role for teacher apprenticeship and industrial industry work practices - Guide of Road Revitalization Roadmap - Absorption of Vocational School Graduates by DUDI - Strengthening mentoring by universities - Procurement of educators and education - Certification of teachers and graduates - Curriculum alignment (industry-based) - On the job training - Guest teacher 4. Certification and Accreditation is an activity that must be carried out together with various related institutions in accordance with the field of certification. Its main purpose is to improve access to graduate certification. Target at the end of 2019, at least 1 million Vocational School graduates obtain professional certification. The strategies include: - Increase the capacity of 1,650 Vocational School Referrals for licensed LSP-P1 which oversees the student's 800 TUK (Place Competency Test). - With the Ministry of Transport for certification of shipping and aviation
- With the Ministry of Tourism for certification of tourism for teachers and graduates and pembentuka LSP in Vocational School Tourism Field - With the Ministry of PUPR certification in the competence of concrete stones and construction - With the Ministry of EMR certification in the field of electricity - With Ministry of Agriculture certification for in the agribusiness of food crops and horticulture - With the Ministry of Marine Affairs and Fisheries certification of teachers and students in the competence of agribusiness processing of fishery products - With the Land Agency, Agrarian Survey and mapping - Oracle academy, teacher certification and graduate - With the Ministry of SOEs, certification of marketing competence with Pertamina Rata - With the Ministry to strengthen the cooperation with BNSP and BSNP. 5. Increase the number and competence for educators and education personnel. The target to be achieved in 2019 is the addition of 45,000 productive teachers. The strategy undertaken through the Dual Expertise Program (PKG) for teachers is normative and adaptive to be productive teachers - Recruitment and Certification of Educators from Industry as Teachers - Recruitment, apprenticeship and certification of University graduates as Teachers. - Teacher training in industry, both at home and abroad. 6. Improving the Completeness and Quality of Learning Infrastructure. Targeted at the end of 2019, as many as 1,650 Vocational School Referrals have had the completeness of a quality learning infrastructure, including 1,000 of whom have Teaching Factory. The strategy is done: - Provision of block grant infrastructure procurement to Vocational School. - Strengthening cooperation with DUDI for procurement of infrastructure in schools. - Bebagi resource (resource sharing) with DUDI. - Resource sharing (resource sharing) between Vocational School-SMALB-Course Institute. The six focus areas of revitalization in SMK is supervised by universities appointed by the Directorate of PSMK. The number of universities involved in this revitalization program are 12 universities as follows: 1. Universitas Pendidikan Indonesia 2. State University of Yogyakarta 3. Universitas Negeri Surabaya 4. State University of Semarang 5. State University of Padang 6. State University of Medan 7. State University of Malang 8. State University of Makassar 9. State University of Jakarta 10. Surabaya Shipping Polytechnic 11. State Shipping Polytechnic of Jember 12. Bandung Higher Education The mentoring mechanism is regulated and determined by the PSMK Directorate in order to gain the level of program achievement that can be measured better nationally. The lecturers from appointed university should make a direct visit to SMK at least 2 times during the period of assistance, which are at the beginning and before the end of the time period of assistance. Each visit is held within a duration of at least 5 effective working days. The duties of faculty mentoring are as follows:
a. Determining the level of feasibility of the revitalization program prepared by the SMK, b. Accompanying SMK in preparing road maps for the medium and long term strategic goals to improve SMK revitalization development. The compilation of this roadmap is based on supporting data and SMK profile in accordance with real conditions, c. Seeking to gain access to information on various related parties in the context of mentoring the revitalization of SMK, d. Reviewing the allocation of grants in the framework of revitalization, e. Providing input advice to SMK in the learning process, structuring vocational practices and facilities, f. Conducting the mapping of educators and education personnel as staff development in support of the revitalization program of SMK, g. Preparing and submitting reports to the Directorate of Vocational Development related to the implementation of Vocational Revitalization Assistance activities. The role of assistants in the implementation of the revitalization program of SMK is crucial to the achievement of the revitalization program itself. Advisory activities at SMK are expected to enable schools to revitalize in accordance with program priority scale, able to transfer work culture, develop short-term and long-term school development strategies, strengthen school cooperation with industry as partner institutions, and make changes on teachers and educational personnel mindset to be able to produce graduates who have superior competitiveness at the national and global level. Conclusion The revitalization program of vocational education in Indonesia is implemented based on Presidential Instruction No. 9 of 2016. The first phase of this revitalization program is implemented in 125 SMKs from 4 priority areas: maritime, creative industries, tourism and agriculture. The focus of revitalization has six aspects: (a) Curriculum development and alignment, (b) Standardization of main facility and infrastructure, (c) Increasing number and competence of teacher productive certified teachers, (d) Learning innovation aspect and, (e) School cooperation with industry and higher education and (f) Institutional management and arrangement. Advisory mechanism involves 12 universities with the same implementation standards.