.jpg)
Comparative TVET Curriculum: Indonesia and Philippines Based on Indonesia's Vision 2045
Abstract
Indonesia's Vision 2045 in the employment aspect, the first stage, is to anticipate job market disruption by facilitating access to reskilling and upskilling institutions in STEM areas of expertise. One of the reskilling and upskilling institutions in Indonesia is LKP. Based on this, this research aims to compare the LKP curriculum in Indonesia with the NCIII curriculum in the Philippines, which has been integrated with the STEM framework. The qualitative research approach of literacy study is applied in this study. The level of explanation in this study is a comparative study. To compare 2 curricula at different qualification levels, the AQRF framework is needed as an equalizer. Both curricula need to be converted according to the level in the AQRF, to produce an equivalent level. The results of comparing the two curricula show similarities and differences. In terms of similarities, both the LKP curriculum in Indonesia and the NCIII curriculum in the Philippines both adhere to the SILO approach to STEM, This approach indicates that each branch of science stands separately. Meanwhile, the difference is in the achievements of each element, for the LKP curriculum in Indonesia, competencies are separated based on work abilities, knowledge, attitudes, and values, whereas in the Philippines, the NCIII curriculum for each element of competency achievement is determined by the thinking skills domain, multiliteracies (is a soft skill in terms of literacy, for example, digital literacy, numeracy, and cultural literacy) in the STEM framework. NCIII is a national certification under the auspices of TESDA as the employment distribution authority in the Philippines. National certification is often used as a requirement for applying for jobs. Employment acceptance in Indonesia can accommodate employment acceptance in the Philippines, by using certification as a prerequisite for entering the workforce. The certification is proof that the candidate worker has adequate competence in the STEM field.
Keywords
Full Text:
DOWNLOAD [PDF]References
Ahmadov, D. (2020). STEM Effect on GDP in EU Countries: Labor Force Perspective. Journal of Eastern European and Central Asian Research, 7(1), 114–121. https://doi.org/10.15549/jeecar.v7i1.236
Amalina, I. K., Suherman, S., Vidákovich, T., Puspita, L., & Supriadi, N. (2023). The comparison of hungarian and indonesian curriculum: a case study of isced 2 mathematics and sciences curriculum. Jurnal Pendidikan IPA Indonesia, 12(1), 112–122. https://doi.org/10.15294/jpii.v12i1.41976
Amri, R., Pengembangan, P., Anak, P., Dini, U., Masyarakat, P., Barat, J., Pendidikan, K., Kebudayaan, D., & Kurniawan, D. (2018). Evaluasi Implementasi Kurikulum Pada Lembaga Kursus Dan Pelatihan Program Menjahit Di Kabupaten Bandung Barat. In Jurnal Pendidikan Luar Sekolah (Vol. 2, Issue 2). https://repository.upi.edu/46083/
ASEAN. (2019). AQRF Referencing Report Of The Philippines. https://pqf.gov.ph/Uploads/PH%20AQRF%20Referencing%20Report%20Final.pdf
ASEAN. (2020a). Asean Qualifications Reference Framework (AQRF) Referencing Guideline. https://asean.org/wp-content/uploads/2017/03/AQRF-Referencing-Guidelines-2020-Final.pdf
ASEAN. (2020b). ASEAN Qualifications Reference Framework Referencing Report of Indonesia. http://kkni.ristekdikti.go.id
Bacovic, M., Andrijasevic, Z., & Pejovic, B. (2022). STEM Education and Growth in Europe. Journal of the Knowledge Economy, 13(3), 2348–2371. https://doi.org/10.1007/s13132-021-00817-7
Badan Pusat Statistik. (2022). Indikator Pekerjaan Layak di Indonesia 2022. https://www.bps.go.id/id/publication/2024/04/30/8fe6c4f34d5f1b9953903873/indikator-pekerjaan-layak-di-indonesia-2023.html
Budhrani, K. S., D’Amico, M. M., & Espiritu, J. L. D. (2018). Developing a Skilled Workforce Through Technical and Vocational Education and Training in the Philippines (pp. 693–718). https://doi.org/10.1007/978-3-319-50911-2_28
Cheng, Y. C., & So, W. W. M. (2020). Managing STEM learning: a typology and four models of integration. International Journal of Educational Management, 34(6), 1063–1078. https://doi.org/10.1108/IJEM-01-2020-0035
Grimes, P. W., Lopus, J. S., & Amidjono, D. S. (2022). Financial life-skills training and labor market outcomes in Indonesia. International Review of Economics Education, 41(100255). https://doi.org/10.1016/j.iree.2022.100255
Herlinda, S., Hidayat, S., & Djumena, I. (2017). Manajemen Pelatihan Hantaran dalam Meningkatkan Kecakapan Hidup Warga Belajar di Lembaga Kursusdan Pelatihan. Journal of Nonformal Education and Community Empowerment, 1(1), 1–9. https://doi.org/https://doi.org/10.15294/jnece.v1i1.14758
ILO, & TESDA. (2021). STEM in TVET Curriculum Guide. https://www.ilo.org/publications/stem-tvet-curriculum-guide
Kanwar, A., Balasubramanian, K., & Carr, A. (2019). Changing the TVET Paradigm: New Models for Lifelong Learning. International Journal of Training Research, 17(sup1), 54–68. https://doi.org/10.1080/14480220.2019.1629722
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. In International Journal of STEM Education (Vol. 3, Issue 11). Springer. https://doi.org/10.1186/s40594-016-0046-z
Kementerian Komunikasi dan Informatika Republik Indonesia. (2018). Daftar Unit Kompetensi Okupasi Dalam Kerangka Kualifikasi Nasional Indonesia Bidang Teknologi Informasi Dan Komunikasi (TIK). https://ppid.kemendagri.go.id/front/dokumen/detail/300011476
Kementerian Pendidikan Kebudayaan Riset dan Teknologi. (2022). Kurikulum Kursus Dan Pelatihan Pemrograman Web Jenjang IV. https://kursus.kemdikbud.go.id/kurikulum-berbasis-kompetensi
Kementerian Perencanaan Pembangunan Nasional/Bappenas. (2019). Visi Indonesia 2045. https://perpustakaan.bappenas.go.id/e-library/file_upload/koleksi/migrasi-data-publikasi/file/Policy_Paper/Dokumen%20lengkap%202045_final.pdf
Kenayathulla, H. B. (2021). Are Malaysian TVET graduates ready for the future? Higher Education Quarterly, 75(3), 453–467. https://doi.org/10.1111/hequ.12310
Kim, N. Y., Kim, H. J., & Kim, S. H. (2022). Are satisfied citizens willing to participate more? An analysis of citizens’ life satisfaction in the public service domain and public participation. International Review of Public Administration, 27(3), 211–227. https://doi.org/10.1080/12294659.2022.2119650
Lailla, M., & Fitri, A. (2021). Perbandingan Hasil Pemeriksaan Hemoglobin Secara Digital Terhadap Hasil Pemeriksaan Hemoglobin Secara Cyanmethemoglobin. Jurnal Pengelolaan Laboratorium Pendidikan, 3(2), 2654–251. https://doi.org/https://doi.org/10.14710/jplp.3.2.63-68
Mayombe, C. (2024). Promoting youths’ skills acquisition through experiential learning theory in vocational education and training in South Africa. Higher Education, Skills and Work-Based Learning, 14(1), 130–145. https://doi.org/10.1108/HESWBL-10-2022-0216
Mccormack, B., & Titchen, A. (2014). Original Practice Development and Research No beginning, no end: an ecology of human flourishing. International Practice Development Journal, 4(2). http://www.fons.org/library/journal.aspx
Njenga, M. (2023). How do vocational teachers learn? Formal and informal learning by vocational teachers in Kenya. International Journal for Research in Vocational Education and Training, 10(1), 24–45. https://doi.org/10.25656/01:26299
Nurdin, S. (2017). Pengembangan Kurikulum Dan Rencana Pembelajaran Semester (RPS) Berbasis Kkni Di Perguruan Tinggi. Al-Fikrah: Jurnal Manajemen Pendidikan, 5(1), 21–30. https://doi.org/http://dx.doi.org/10.31958/jaf.v5i1.813
Nurtanto, M., Pardjono, P., Widarto, W., & Ramdani, S. D. (2020). The effect of STEM-EDP in professional learning on automotive engineering competence in vocational high school. Journal for the Education of Gifted Young Scientists, 8(2), 633–649. https://doi.org/10.17478/JEGYS.645047
Quang, L., Hoang, L., Chuan, V., Nam, N., Anh, N., & Nhung, V. (2015). Integrated Science, Technology, Engineering and Mathematics (STEM) Education through Active Experience of Designing Technical Toys in Vietnamese Schools. British Journal of Education, Society & Behavioural Science, 11(2), 1–12. https://doi.org/10.9734/bjesbs/2015/19429
Rahmawati, L., & Juandi, D. (2022). Pembelajaran Matematika Dengan Pendekatan STEM: Systematic Literature Review. Teorema: Teori Dan Riset Matematika, 7(1), 149. https://doi.org/10.25157/teorema.v7i1.6914
Rozental, D. C. (2017). Developing Socio-Emotional Intelligence In Early Years Scholars [Thesis (Doctoral), Bournemouth University]. https://staffprofiles.bournemouth.ac.uk/display/thesis/293463
Saputra, W., & Sunarya, Y. (2024). Perkembangan Penelitian Kualitatif Dalam Pembelajaran Membaca: Sebuah Kajianstudi Literatur. Jurnal Education and Development, 12(3), 64. https://doi.org/10.37081/ed.v12i3.6359
Sherlin Talento, M. D., Tandang, N. A., Anne Rogelio, R. O., Ann Araña-Roldan, R. S., & Journal, P. (2022). Factors Influencing Employment of Female Graduates of Technical and Vocational Education and Training Program in the Philippines. Philippine Journal of Science, 151(3), 1171–1184. https://doi.org/https://doi.org/10.56899/151.03.30
Shi, Y., & Bangpan, M. (2022). Young people’s participation experiences of technical and vocational education and training interventions in low- and middle-income countries: a systematic review of qualitative evidence. Empirical Research in Vocational Education and Training, 14(1). https://doi.org/10.1186/s40461-022-00136-4
Suharno, Pambudi, N. A., & Harjanto, B. (2020). Vocational education in Indonesia: History, development, opportunities, and challenges. Children and Youth Services Review, 115(105092). https://doi.org/10.1016/j.childyouth.2020.105092
Susilowati, R. (2023). Partnership Strategy of Course and Training Institutions in Guaranteing the Quality of Education with the World of Work Industry: A Review. Jurnal Penelitian Pendidikan IPA, 9(12), 1316–1322. https://doi.org/10.29303/jppipa.v9i12.6020
TESDA. (2023). 8 Out Of 10 Tech-Voc Graduates Got Hired, Tesda Reports. https://www.tesda.gov.ph/Media/NewsDetail/20209#:~:text=Based%20on%20the%20preliminary%20results,effectiveness%20of%20tech%2Dvoc%20programs.
UNESCO. (2021a). TVET Country Profiles Indonesia. https://unevoc.unesco.org/home/Dynamic+TVET+Country+Profiles/country=IDN
UNESCO. (2021b). TVET Country Profiles Philippines. https://unevoc.unesco.org/home/Dynamic+TVET+Country+Profiles/country=PHL
Warsito, Choiro Siregar, N., Gumilar, A., & Rosli, R. (2023). STEM Education and the Gender Gap: Strategies For Encouraging Girls to Pursue STEM Careers. Jurnal Pendidikan Matematika, 7(2), 191–205. https://doi.org/http://dx.doi.org/10.31000/prima.v7i2.8411
Zalzulifa, Nasaruddin, & Purnomo. (2019). Review of Indonesian National Work Competency Standards From the Professional Standardization National Agency in Creative Media Standard Polytechnics Jakarta. Publipreneur Polimedia: Jurnal Ilmiah Jurusan Penerbitan Politeknik Negeri Media Kreatif, 7(2). https://doi.org/10.46961/jip.v7i2.87
DOI: https://doi.org/10.31764/ijeca.v8i1.28574
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Hanif Aulia Kusuma, Lismi Animatul Chisbiyah, Wulidah Ning Tiasari, Ghasa Faraasyatul 'Alam, Ramadhana Setiyawan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
IJECA (International Journal of Education and Curriculum Application) already indexed:
___________________________________________________________________
| |
____________________________________________________________________
IJECA Publisher Office: