The Indonesian national competency standards in technical and vocational education and training: An evaluation of policy implementation in Indonesia

Sayuti, Muhammad

doi:10.1201/9781315166568-3

Cited by 10 publications

(15 citation statements)

References 1 publication

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“…Secondly, it can be viewed from several indicators including: (1) the suitability between the program and beneficiaries; (2) the conformity between the program and the implementing organization; (3) the suitability between the beneficiary group and the implementing organization. This is in a good agreement with literature (Sayuti, 2016).…”

Section: The Impact Of Kkni-based Curriculum Policy Implementationsupporting

confidence: 94%

The Implementation of National Standard-Based Curriculum in Private Islamic Higher Education: Leadership Impact

Rusdiana

Nasihudin

2018

Jurn. Pend. Islam

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The implementation of KKNI (Kerangka Kualifikasi Nasional Indonesia/national standard-based curriculum), especially in PTKIS (Perguruan Tinggi Keagamaan Islam Swasta/Private Islamic Higher Education) demands the role of its study program leaders. The purpose of this study was to explore the implementation of KKNI curriculum on several perspectives: role, performance, teaching steps, understanding factors related to the distribution KKNI, and impact to education in Indonesia. This study used a descriptive qualitative method, including interview, observation, and documentation as technique for collecting data and triangulation technique for ensuring data validity. The results indicated that the performance of eight heads of PAI (Pendidikan Agama Islam/Islamic education) Study Program was not in optimum condition as a determinant of the direction, representative of spokesperson, communicator, mediator, and integrator. The implementation of the curriculum was also not effective yet. Then, the factors that influence the implementation are the lack of resources, time, campus ethics, knowledge support, professional interests and attitudes. To understand this condition, we also investigated the impact of knowledge, in which the result showed no information regarding what the policy/program offers, what the target group needs, and why the average student's score is still low. National accreditation, in the eight PAI Study Programs, did not reach the excellence category. Thus, the performance on the study program has not been accountable and will have implications for the weakness of social legitimacy.

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Section: The Impact Of Kkni-based Curriculum Policy Implementationsupporting

confidence: 94%

The Implementation of National Standard-Based Curriculum in Private Islamic Higher Education: Leadership Impact

Rusdiana

Nasihudin

2018

Jurn. Pend. Islam

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“…(Menteri Tenaga Kerja dan Transmigrasi Republik Indonesia, 2012). In Indonesia, the concept of SKKNI grew from a skills passport that was first proposed by the Ministry of Education and Culture (Sayuti, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Analysis of Implementation of SKKNI Sub Funding and Services for Graduate of Vocation in Banking Sector

Trisanty

2021

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The Indonesian National Work Competency Standards (SKKNI) are efforts to produce graduates ready for work according to industry needs. This includes the SKKNI for the sub-field of Funding and Services, covering four levels of qualifications for a prospective banker that include Teller, Customer Service, Funding Sales Representative, and Funding Product Development Manager. This study aims to determine the implementation of the SKKNI for Sub Financing and Services for Diploma III graduates at the current SMK level. This research is a qualitative descriptive study using observation and interview methods for data collection. The population in this study were all commercial banks and Islamic banks in Yogyakarta. From the questionnaires distributed to users, fourteen banks consisted of 9 (nine) conventional banks, and 5 (five) Islamic banks filled out the questionnaire. Constraints in the application of the SKKNI are caused by the qualifications of the positions regulated in the SKKNI. The gap between the provisions in the SKKNI and the regulations in force in banking is an obstacle for vocational schools in preparing graduates who meet industry demands.

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“…This included a listing of the specific knowledge and skills required for the position, and a description of the expected levels of engagement with peers and supervisors. An outcome of this activity was the identification of the relevant operational levels involved in this occupation which could be mapped onto the Indonesian Qualifications Framework (KNNI) (Sayuti, 2016).…”

Section: People: International Journal Of Social Sciences Issn 2454-5899mentioning

confidence: 99%

“…As part of the project, the facilitators conducted a workplace assessor capability development workshop. The workshop participants were purposively chosen to not only reflect government, sector-wide agencies [Lembaga Sertifikasi Profesi] (Sayuti, 2016) and industry associations, but also to integrate a representative sample of views from the vocational education sector. The premise for integrating Assessor development in parallel with Occupational Standards development was to ensure that deployment of the standards was universally consistent across the many stakeholders undertaking the certification.…”

Section: Building Local Workplace Assessor Capabilitymentioning

confidence: 99%

Building Indonesian Human Capability: Reducing Dependency on Foreign Expertise in the Further Education and Training Sector

Fairman¹,

Voak²,

Maliki³

2020

pijss

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Foreign expertise holds a revered status in the Indonesian Further Education and Training sector, with the notion of 'Bule' playing a pivotal role in how international interventions are resourced.Foreign expertise often brings with it many local assumptions, particularly around the sharing of contemporary and start-of-the-art western knowledge, but often in reality this is not practically manifested. It is for these reasons that Maconick (1999) contends that greater emphasis needs to be placed on defining the operational role of local capacity building. The authors believe that greater emphasis should be placed on building local human capital, and this paper describes the engagement process in the design of occupational standards challenging the conception that foreign expertise and influence should be unfettered. While foreign skills and talent can play a pivotal role in developing local human capability, it must be recognised that these interventions must be cultural appropriate and look towards creating a sustainable future where indigenous

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The Indonesian national competency standards in technical and vocational education and training: An evaluation of policy implementation in Indonesia

Cited by 10 publications

References 1 publication

The Implementation of National Standard-Based Curriculum in Private Islamic Higher Education: Leadership Impact

The Implementation of National Standard-Based Curriculum in Private Islamic Higher Education: Leadership Impact

Analysis of Implementation of SKKNI Sub Funding and Services for Graduate of Vocation in Banking Sector

Building Indonesian Human Capability: Reducing Dependency on Foreign Expertise in the Further Education and Training Sector

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