Evaluating Competence-Based Vocational Education in Indonesia

Autor/inn/en	Misbah, Zainun; Gulikers, Judith; Dharma, Surya; Mulder, Martin
Titel	Evaluating Competence-Based Vocational Education in Indonesia
Quelle	In: Journal of Vocational Education and Training, 72 (2020) 4, S.488-515 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2019.1635634
Schlagwörter	Foreign Countries; Competency Based Education; Vocational Education; Educational Policy; Educational Practices; Documentation; Principals; Administrator Attitudes; Teacher Attitudes; Student Attitudes; Agricultural Education; Program Implementation; Secondary Education; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Ausbildung; Berufsbildung; Politics of education; Bildungspolitik; Bildungspraxis; Dokumentation; Principal; Schulleiter; Lehrerverhalten; Schülerverhalten; Agriculture; Landwirtschaftliche Ausbildung; Landwirtschaft; Sekundarbereich; Indonesien
Abstract	This paper investigates the realisation of competence-based education (CBE) in vocational education in Indonesia. It examines the extent to which CBE design principles of the Comprehensive Competence-Based Education Framework developed in a Western context exist in Indonesian policy documents and school practices. This study reviews educational policy documents and collects cross-sectional survey data from 41 school principals, 453 teachers, and 2219 students from 41 agricultural vocational schools in five provinces of Java, Indonesia. Results showed that the ten CCBE principles listed in the framework exist to large extent in Indonesian policy documents. School principals, teachers, and students noticed the realisation of CCBE principles in the study programme to differing degrees, except for the principle of flexibility that was largely absent. The level of CBE implementation varied, from the level of "starting competence-based" to that of "largely competence-based" education. The findings contribute to the discussion of CCBE design principles and lesson learned of CBE implementation in a non-western perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01