Vocational education — Indonesia vs Taiwan
Category | Indonesia (SMK / Vocational sector) | Taiwan (TVE / vocational sector) |
Competencies (core) | Technical job-specific skills aligned to local industry sectors (automotive, hospitality, ICT, etc.) plus national competency standards where available. Emphasis on employability and industry-ready technical skills. | Broad technical-professional competencies spanning middle- to higher-VET levels (senior vocational schools → colleges of technology). Strong emphasis on both technical proficiency and applied technologies. stats.moe.gov.tw |
Soft skills | Increasing focus on communication, teamwork, problem-solving and workplace attitudes, but studies note variability and ongoing need to strengthen soft-skills training. ResearchGate+1 | Soft skills (work ethic, teamwork, workplace adaptability, career readiness) are integrated into DSVTP/dual-system training and monitored; internship satisfaction influences job retention. SpringerOpen |
Creative / critical thinking | Growing emphasis (project-based tasks, real-world industry projects) especially in “link & match” and Merdeka/independent campus initiatives — but implementation uneven across regions. kptk.dikdasmen.go.id+1 | Encouraged via applied projects, industry problems, and technology updating; curriculum guidelines explicitly mention future-oriented problem solving and innovation. Ministry of Education Taiwan |
Programs (types) | Vocational high schools (SMK) with specializations; polytechnics and vocational higher education. National programs to align SMKs with industry (Link & Match). bpsdmi.kemenperin.go.id+1 | Middle-level TVE (vocational senior high, technical programs) and higher TVE (junior colleges, universities of technology). Also government vocational training (WDA) and dual-system programs. stats.moe.gov.tw+1 |
Craftsmanship / hands-on practice | Workshops/labs in SMKs vary widely; national push to equip SMKs with industry-standard equipment via ministry and industry partnerships. bpsdmi.kemenperin.go.id | Strong hands-on tradition: regular OJT/paid on-the-job training, apprenticeship elements, and industry labs; regional industry centers support practical training. Executive Yuan+1 |
Curriculum | Increasingly competency-based and being adjusted toward “link & match” and Merdeka/Kampus Merdeka initiatives; emphasis on tailoring curriculum to DUDI (business & industry). Implementation quality differs by school. kptk.dikdasmen.go.id+1 | National MOE TVE guidelines set frameworks; curricula combine classroom theory, workshops, and industry rotations; articulated pathways from senior vocational to higher TVE. Ministry of Education Taiwan+1 |
Policies / governance | Multiple ministries involved (Education + Industry); national strategies (link & match, competency certification) but governance fragmentation and uneven resource distribution are challenges. bpsdmi.kemenperin.go.id+1 | Centralized MOE guidance for TVE plus Workforce Development Agency for training/skills verification — coherent national policy with regional implementation support. Ministry of Education Taiwan+1 |
Partnerships (industry linkages) | “Link & Match” programs actively promote school–industry links; many SMKs partner local firms but scale/quality vary. Government incentives exist to expand partnerships. bpsdmi.kemenperin.go.id+1 | Deep, structured industry partnerships: dual-system placements, district industry centers and systematic OJT arrangements encourage sustained collaboration. Executive Yuan+1 |
Internship / OJT | Internships (Prakerin/PKL) are common and often required; ministry guidance recommends substantial industry practice (some policies push for semester-length placements), but placement quality varies. kptk.dikdasmen.go.id+1 | Strong, institutionalized OJT and apprenticeship models (including paid rotations); government programs support youth vocational training and link internships to credit/recognition. wda.gov.tw+1 |
Pedagogy (teaching methods) | Mix of classroom, hands-on lab, project-based learning and growing industry-led projects; teacher skill/update and industry exposure for teachers are ongoing needs. kptk.dikdasmen.go.id | Applied, workplace-oriented pedagogy with industry mentors, problem-based learning, and periodic industry rotations; emphasis on continual teacher upskilling. Ministry of Education Taiwan+1 |
Certification & recognition | National competency certification schemes exist (BNSP/KKNI frameworks reflected in some programs); push to align school output with industry certification but coverage is uneven. kptk.dikdasmen.go.id | Systematic skill evaluation and certification via government agencies (WDA skill evaluation units); clearer pathways for recognized skill credentials tied to employment. wda.gov.tw |
Mindset (students/industry) | Focus on employability and practical outcomes; however many students still see higher-education academic routes as preferable — vocational prestige is improving but uneven. InJoe | Vocational routes are more established and socially accepted as valid career pathways; government programs also promote lifelong learning and re-skilling. stats.moe.gov.tw+1 |
No comments:
Post a Comment