THE POLICIES OF CURRICULUM IN TVET (TECHNICAL

VOCATIONAL EDUCATION AND TRAINING)

Vici Syahril Chairani1 Fatimah Khoerudini2Nurul Istiqomah3

Postgraduate - Yogyakarta State University

ABSTRACT
TVET is different from other general education. The goal is different for the
type of education in general. TVET maintains special attention regarding the
business world or industry. Policies on vocational education must be formulated
carefully with various confusing parties. This policy intersects with TVET
curriculum and various forms of learning related to TVET. Through literature
review, this paper will discuss TVET curriculum policies in various countries. At the
end of this paper, recommendations on TVET policies regarding the curriculum will
be given.

Keywords: Policy, Curriculum, TVET

INTRODUCTION
Technical Vocational Education and Training (TVET) schools/ colleges are
formal education at the secondary level that implements vocational education that
is ionizing to prepare students ready to work, who are able to establish businesses
independently or enter existing industries. As long as the orientation of vocational
school development always leads to the fulfillment of the demands of the
workforce, even though not all graduates directly enter the world of work because
some vocational graduates continue their studies to the university level.
Vocational education aims to prepare students to be able to live and
compete in an era of technological development. Efforts to produce graduates that
meet these expectations are to design a curriculum that is designed by following
the rapid development of technology to the future. The development of science
and technology that no longer runs linearly requires the competence of a person or
worker who does not only rely on technical abilities in a field, but requires the

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development of other aspects in an integrated manner such as adaptability, ethics,
morals, information technology capabilities, computers and so on.
Curriculum is one important aspect that need for learning. The presence of
curriculum giving many help for teacher and learner to learn. Curriculum as a
normative document represent the ideal type of a process of education, in terms of
intended results, learning contents, time allocation, etc (Pilz : 2012). The
effectiveness and efficiency of any educational program largely depends on the
philosophy of the curriculum design followed. Curriculum in TVET must be more
directed at developing students' potential across the cognitive, affective and
psychomotor aspects. The concepts of multiple intelligences, multiple
intelligence, life skills, brad based need to be applied according to their respective
contexts. The TVET curriculum is the document that drives the competency-based
program to its destination. Curriculum developed for vocational education should
not only meet the goals and objectives of training but also be implemented
effectively (Tubsree & Bunsong, 2013). The curriculum in TVET must be able to
support and follow policy of TVET system. Curriculum for vocational education
must adhere to the 'Link and Match' policy which implies human resources, future
insight, insight into quality, insight into excellence, insight into professionalism,
insight into added value, and economic insights in the delivery of education,
especially vocational education.
Each country has its own vocational education policy of curriculum,
depending on the needs of the industry and the developing technicians. The
applied curriculum needs to be implemented based on the rules in its application.
Likewise in Indonesia, because the implementation of the vocational education
curriculum can run well and can achieve the expected competencies if based on
several regulations in its application. This paper is an overview paper for the
policies of curriculum in TVET. It is important to know the policies that related to
TVET curriculum used by various countries, to see how far the policy helps to
achieve TVET goals.

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 DISCUSSION

A. Function of Curriculum in TVET

The term curriculum which originates from Latin basically means ‘the
action of running’. Curriculum is not only a static object but also a dynamic
process; it is the learning ‘track’ designed for students, the ‘running process’ of
students on this track and the individual learning experience (Z. Zhao & F.
Rauner: 2014). According to Hass (1987) “curriculum explained as the
experienced gained by learners during the education process and their
understanding of such experience. Curriculum is a prearranged knowledge
system and the method of dissemination of such knowledge system
(Block:1998).
The Indonesia Government regulation No. 19 of 2005 concerning the
National Education Standards contains an understanding of the curriculum as a
set of plans and arrangements regarding objectives, contents and lesson material
as well as methods used as guidelines for the implementation of learning
activities to achieve certain educational goals. Especially in Indonesia, the
government regulates the standards of curriculum content that apply nationally
while the materials and methods used to achieve educational goals are the
authority of the relevant educational institution.
Curriculum for Technical Vocational Education and Training (TVET)
education should not be similar to curriculum for non vocational (general)
education. The goal of vocational education is different. Graduates of vocational
education are expected to be productive individuals who are able to work as
middle-income workers and are prepared to face job competition. The presence
of vocational schools today is increasingly coveted by the community, especially
those who are directly involved in the world of work. Vocational education
graduates do have qualifications as (prospective) workers who have certain
vocational skills in accordance with their field of expertise. Zhao & Rauner
(2014) said “The fundamental difference between TVET and general education
is the goal and content of learning. The TVET aims at competence development,

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while general high-school education lays emphasis on student’s language and
mathemics skill. Because of that reason, curriculum of TVET must be different.
Efforts to achieve the quality of graduates of vocational education in
accordance with the demands of the workforce, need to be based on a curriculum
that is designed and developed with the principle of conformity with the needs of
stakeholders. The vocational education curriculum specifically has a character
that leads to the formation of graduate skills related to the implementation of
certain work tasks. These skills have been accommodated in the vocational
curriculum which includes the Normative, Adaptive and Productive groups
The vocational education curriculum is a complete written planning starting
from the objectives, syllabus, competencies, basic competencies, subject matter,
sub-subject matter, timing, assessment and reading resources. From the written
curriculum it needs to be developed into an operational curriculum, can be in the
form of learning design and continued with the learning process in which the
teacher interacts with students who are equipped with learning methods, learning
media and adequate and appropriate evaluation tools, which are expected to
achieve learning outcomes of students which is optimal according to their
talents, interests and potential.
Understanding the meaning of the curriculum that has been described as
broadly interpreted, in addition to those described above, especially in the scope
of vocational education, it will include what is related to how teachers guide,
foster, motivate in classrooms, laboratories, and outside the classroom, such as
in extracurricular activities, interpersonal relationships to students. Thus within
the limits of the more recent curriculum, especially for the vocational education
curriculum there is an emphasis on the elements of students and their potential
development.
Royal Goverment of Bhutan (2014 : 2) describes “TVET
curriculum designed to provide a complete set of learning experiences
including workshop, classroom, experiential and self-guided training
delivery recommendations that will lead to the achievement of a
desired set of competencies, which are as mentioned, derived from the
National Competency Standards and labour market needs”.

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 The effectiveness and efficiency of any educational program largely
depends on the philosophy of the curriculum design followed. The TVET
curriculum is the document that drives the competency-based program to its
destination. Curriculum developed for vocational training should not only meet
the goals and objectives of training but also be implemented effectively (Tubsree
& Bunsong, 2013). The curriculum in TVET must be able to support and follow
policy of TVET system.
B. Policies of Curriculum
Al Crisan (2012) clarify the curriculum to be four key basic concepts : (1)
School curriculum; (2) Curriculum as a process as a system of planning
documents; (3) Curriculum process as a comprehensive curriculum cycle; and
(4) Curriculum process to curriculum policy. It’s means the curriculum has a
process to be curriculum policy. A comprehensinve curriculum cycle challenge
to be curriculum process and it can be curriculum policy. Al Crisan (2012) also
describes “A curriculum development /implemetation process (cycle) that is
coherently planned and put forward by a clear political will has good chances to
become a nation-wide Curriculum Policy”.
Curriculum Policy can be defined as a “[…] dense and flexible contract
between politics/society and school related agents (administration, teachers,
students, other stakeholders)” … aiming at changes in the learning culture of
societies (A. Al Crisan, 2012, as cited in Cecilia Braslavsky, 2005). Curriculum
policy is not a ‘given fact’ or a simple development process; on the contrary, it is
a dynamic reality consisting in a continuous negotiation among different
beneficiaries, stakeholders, providers, in a word, all those concerned’. The
Curriculum Policy is a ‘cyclic process’ that transfers into action:
 A system of concepts (a Curriculum Vision, a Curriculum
Philosophy/Theory/Architecture, i.e. Structures)
 A system of professionalized institutional structures that are supposed to
carry out the development and implementation job

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  A System of strategies and approaches related to the underlying steps of
a comprehensive cycle of curriculum development and implementation
(Crisan, 2012).
Policy of curriculum has the key to improving the quality of the national
curriculum for educating students that are competitive according to international
standards. Policy of curriculum in TVET also must be improving the quality of
national unified curriculum of TVET system. The TVET curriculum is the
document that drives the competency-based program to its destination.
Curriculum developed for vocational training should not only meet the goals and
objectives of training but also be implemented effectively (Tubsree & Bunsong,
2013). The curriculum in TVET must be able to support and follow policy of
TVET system. Stephen McD, Carl. N, & Stephen.D (2010) give some
suggestions about TVET policies that should be owned by a government policy
makers to ensure their TVET system :
1. Is aligned to current and future labor market demands;
2. Engages the business community;
3. Has policies, regulations, and laws which support TVET;
4. Has a funding source to maintain the TVET system; and
5. Includes the ability to track and measure the effectiveness of the training
so that improvements and changes can be made when needed.
6. Sustainability
C. Policies of Curriculum in TVET.
1. Germany
Germany has a problem of lacking qualified workers. To overcome this,
the German government made several policies contained in the TVET
mission, namely:
 Establishing stronger links between the dual vocational education and
training system and institutes of higher education;
 Improving integration into vocational training through basic skills
and permeability; and

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  Establishing national coverage of branch-specific regional initial and
continuing training centres.

Fig 1. Education Institute System in Germany

The Features of Vocational Education in Germany :
 The philosophy of imparting technical and vocational education in
Germany is that vocational training should be closely linked, as much as
possible, to practice and should take place to a substantial degree in
companies and administrative organisations. In the Dual System of
vocational training, young people receive training in companies for three
to four days per week and for one or two days in a vocational school.
 Access to vocational training is open to all. It is not conditional on any
specific school-learning certificates. Approximately 70 % of all school
leavers go into training in the Dual System.
 The Dual System of vocational training pre-supposes the joint
responsibility and cooperation of all those involved in the world of
training and work viz employers, employees, Government and education
authorities who fully co-operate in every possible way. Such co-operation
is subject to legal regulations and has proved very successful.

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  Advanced vocational training takes place in an open system in which
training is offered by various organisations (companies, associations,
schools etc). To meet training demands on a long-term basis binding legal
directives are issued by the Federal Ministry of Education and Science.
 The responsible Ministry, e.g. the Federal Ministry of Economics, issues
training regulations with the approval of the Federal Ministry of Education
and Science.
 The Federal Institute for Vocational Training prepares the training
regulations. This involves participation from employers' associations, trade
unions and the relevant Federal Ministries. The training regulations are
harmonized with general school curricula in the regions.
 The aim of the training regulations is, despite the differences between the
training needs of the individual companies, to ensure standardised
Vocational Training in companies with equivalent requirements
throughout the companies.
 New training regulations, changing content of curricula, need for
assessment for better examination system require better qualifications of
instructors, teachers and other personnel involved in the development and
implementation of Technical and vocational education and training.
Considerable importance is being given in Germany to improve such
qualifications and help the staff to upgrade themselves.
 Information technology is being progressively introduced in the Curricula
to prepare trainees for a variety of changing work situations. In addition to
skilled competencies, social and methodological considerations are also
covered in the curricula.
Procedure to coordinate training regulations and framework curricula in the field
of vocational education and training in the dual system in 1972:
 The reason for a reform of an “Ausbildungsberuf” (recognised occupation
requiring formal training) are the altered qualification needs of the
economy. An initial application approach is made to the federal ministry
responsible that defines the respective educational policy parameters for an

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 “Ausbildungsberuf”. These include, amongst other things, details of the
duration and structure of the vocational training, the nature of the final
qualification with respect to its scope and specialisation as well as
descriptions of the training content in the form of a catalogue of the
qualifications to be taught. In this preliminary phase, a leading Land
monitors the content-related and structural design of these educational
policy parameters with the Secretariat of the Standing Conference on
behalf of the Committee for Vocational Education and Training of the
Standing Conference of the Ministers of Education and Cultural Affairs.
To this end, they attend the corresponding meetings of the specialist
federal ministries with the social partners.
 The elaboration and coordination phase begins with the consent of the
Coordination Committee of the Federation and Länder “Training
regulations and framework curricula” to the parameters agreed in the
application approach. After this, the Länder establish a frame-work
curriculum committee made up of experienced teachers from all 16 Länder
for the specific “Ausbildungsberuf”. This committee prepares a draft of
the framework curriculum for the Standing Conference of the Ministers of
Education and Cultural Affairs under the coordination of the Secretariat of
the Standing Conference of the Ministers of Education and Cultural
Affairs. The federation constitutes a committee of experts made up of
representatives of the employers to prepare a draft of the training
regulation. The draft is prepared in joint and separate meetings. During the
separate meetings, the other side is represented by an observer and the
results of the meetings are shared between the parties. At least one final
joint meeting is usually held to coordinate the content and timing of the
drafts for the training regulation and framework curriculum. Both sides
agree to clarify all questions related to the content by a consensus
wherever possible throughout the overall procedure and to each submit a
resolved draft.

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 In the adoption phase, the coordinated drafts of the training regulation,
after a hearing in the main committee of the Federal Institute for
Vocational Education and Training, and the framework curriculum, after
its approval by the Committee for Vocational Education and Training of
the Standing Conference of the Ministers of Education and Cultural
Affairs, are submitted to the Coordination Committee of the Federation
and Länder “Training regulations and framework curricula” for resolution.
The training regulation is promulgated by the pertinent specialist federal
ministry and announced in the German Federal Law Gazette. The
framework curriculum is resolved by the Standing Conference of the
Ministers of Education and Cultural Affairs and provided on the homepage
of the Standing Conference of the Ministers of Education and Cultural
Affairs at http://www.kmk.org. In addition, the training regulation and the
framework curriculum are published jointly in the Federal Gazette and in
the resolutions archive of the Standing Conference of the Ministers of
Education and Cultural Affairs.
2. Indonesia
Based on the functions and main objectives of vocational education that
will prepare graduates to be ready to enter the workforce, then most of the
curriculum content is directed to equip students with skills that are in line
with the demands of the workforce. In the implementation in the field, it turns
out that many graduates are interested and able to continue their studies to
tertiary institutions, so that some of the content of the vocational curriculum
is also equivalent to the general school curriculum.
According to the Minister of National Education Regulation No. 22 of
2006 concerning Content Standards for Primary and Secondary Education
Units, the structure of the vocational education curriculum is as follows:
Vocational education aims to improve the intelligence, knowledge,
personality, noble character, and skills of students to live independently and
follow further education in accordance with the vocational program. In order
to work effectively and efficiently and develop skills and skills, they must

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have high stamina, master their expertise and the basics of science and
technology, have a high work ethic, and be able to communicate in
accordance with the demands of their work, and have the ability to develop
self.
Based on the Regulation of the Minister of Education and Culture of the
Republic of Indonesia number 60 of 2014 concerning the 2013 Vocational
High School Curriculum Establishes on the Vocational Secondary Education
Curriculum Structure which contains General Content which consists of
National Content and Regional Content that will be developed in accordance
with regional needs and Contents of Vocational Interest consisting of Basic
Expertise, Basic Expertise Program and Expertise Competency as attached to
this decision. The contents of a good curriculum in accordance with the
objectives of implementing vocational education need to consider several
aspects in its application. The policy of logical curriculum content are
influenced by time and cost factors, the possibility of pressure conflicts from
within institutions and outside institutions, the demands of local and national
content, skills needed by the world of work, and the content of curriculum
that is able to be provided by the institution (Dharma, 2013).
1. Availability of time and cost
Time is a critical element in the curriculum planning process. The
curriculum content needs to consider an effective time calendar that can
be used by curriculum implementers so that the design of curriculum
content can be implemented in sufficient time. The curriculum content
determines the cost. Vocational education curriculum designers need to
pay attention to the ability of the costs that can be borne by the
government or the community if it will determine the proportion of the
contents of the theoretical and practical subjects. In general, practice
lessons require expensive fees so they must be adapted to the ability of
the curriculum implementers.

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 2. Internal and external pressure
A well-designed curriculum still has the possibility to get internal
pressure from within educational and external institutions from outside
educational institutions. The pressure that will occur needs to be
anticipated so that the impact of the curriculum is sufficiently neutral, not
too detrimental to certain parties. Curriculum developers need to learn
from several examples of cases that cause the curriculum to be supported
or rejected to continue.
3. Demands for local and national content
The demands of the contents of the national curriculum are regulated by
the central government to be a core curriculum that must be implemented
to achieve the goals of national education. The demands of the contents of
the local content curriculum are adapted to the regional potential, the
school environment chosen by the school to be applied. The government
regulates the standards of curriculum content that apply nationally while
the materials and methods used to achieve educational goals are the
authority of the relevant educational institution
4. Skills needed by the world of work
The demands of workforce qualifications every year continue to change in
accordance with the changes in science and technology that continue to
advance. The curriculum content must be able to prepare a workforce that
has the ability in accordance with the demands of the job. In general, the
workforce graduates of vocational education, in addition to being required
to have technical skills in accordance with their fields are also required to
have non-technical skills that support. General competencies in the field of
technical expertise have been widely studied, among others, by labor
associations such as the American Society for Training and Development
(ASTD) and the Secretary's Commission on Achieving Necessary Skills
(SCANS). According to (SCANS) or the secretary of the labor
commission on the achievement of the necessary skills.

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5. Fill in the curriculum that can be provided by the institution
Institutions need to consider their capacity before offering curriculum
content. Curriculum content needs to consider the availability of human
resources, infrastructure, learning resources / material so that the
application of the curriculum can run smoothly. The curriculum content is
realistic enough to ensure that learning activities can be carried out
properly.
6. The process of determining curriculum content
After going through screening of various factors that need to be considered
in the preparation of curriculum content, a decent curriculum is needed and
needs to be offered.
7. Basic Curriculum Framework and Curriculum Structure
In accordance with Government Regulation No. 19 of 2005 concerning
National Education Standards article 6 paragraph (1) stated that the
curriculum for general, vocational, and special types of education at the
primary and secondary education levels consists of five groups of subjects,
namely: a. groups of religious subjects and noble character; b. group of
subjects of citizenship and personality; c. group of subjects in science and
technology; d. group of aesthetic subjects; e. groups of physical subjects,
sports and health
8. Learning burdens for students in education units
The number of effective learning hours of the 3-year Vocational School
Program is set every week for levels I, II, and III, each of which is at least
50 hours of study, with an allocation of 45 minutes of lesson time; The
number of hours of effective learning for one year for level I and II with
the time allocation of each of the 2000 lesson hours. The number of hours
of effective learning for one year for level III is at least 1,800 hours of
study. Vocational school / vocational learning expenses include face-to-
face learning activities, school practices and practical work activities in the
business / industry equivalent to 36 lesson hours per week.
9. Educational unit level curriculum developed

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 In the preparation of the TVET school curriculum, subjects are divided
into three groups, namely normative, adaptive and productive groups.
Normative groups are subjects that are allocated regularly which include
Religious Education, Citizenship Education, Indonesian Language, Sports
Physical Education and Health, and Cultural Arts. Adaptive groups consist
of subjects in English, Mathematics, Science, Social Sciences, Computer
Skills and Information Management, and Entrepreneurship. The
productive group consists of a number of subjects grouped in the Basic
Vocational Competencies and Vocational Competencies.
10. Educational calendar
Educational calendar is determined by a Ministerial Decree. Decree
number 125 / U / 2002 concerning the educational calendar and the
number of hours of effective study in the School establishes a new student
admission calendar, the beginning of the school year, study time, and
midterm activities. Learning time is determined by using a semester
system that divides 1 year into semester 1 (one) and semester 2 (two). The
number of effective study days in a school year of at least 200 days and as
many as 245 learning days used for learning activities, in accordance with
the applicable curriculum.

D. Recommendation for TVET Policies of Curriculum

The following are generally recommendations that must be in Policies of TVET
curriculum:
 TVET curriculum must attend to the specific employment needs of both
rural and urban situations and take account of belief and value systems,
religions and customs, and different (particularly in relation to gender
and social dimensions in training and employment) regional and indeed
climatic variations between regions within a country.
 Establishing national coverage of branch-specific regional initial and
continuing training centres.

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  The government makes a law that regulates the obligation of cooperation
between industry and vocational education curriculum to support
students to get the skill competencies needed to work. Where cooperation
is sought to make mutually beneficial cooperation.
 Curriculum development based on the latest issues around technological
and industrial developments. Vocational education is not only adaptive to
change but also must be anticipatory.
There is a research that doing to TVET teacher in Africa, the study found the
following key challenges in relation to initial and in-service teacher education
programmes. The focus it’s not just about to see the policy of TVET curriculum
for student, but it have to see the teacher policy curriculum too. In some
countries, no specific curricula for TVET teachers were found. Instead, all
teachers are prepared as general school teachers. Where TVET teacher
programmes do exist, these curricula tend to focus more on general teaching
pedagogy instead of technical and practical skills needed to teach a particular
trade (European Commission, 2014). Based on the conclusions and findings by
that research, the following learning elements can be seen as policy pointers in
the area of relevant TVET teacher curricula are :
 Strengthen employer and industry involvement in TVET in general, by
(1) aligning TVET teacher education, and TVET as a whole, with
industry demands and needs; (2) allowing employers to be involved in
trade-related courses; (3) involvement of industry to provide staff
placements during initial teacher education.
 Improve sectoral labour market and employment information systems to
support the industry – TVET – teacher education dialogue.
 Ensure effective feedback loops involving industry/business; TVET
colleges and TVET TE providers by involving stakeholders in
development and updating of curricula for TVET training, both initial
and in-service.

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 CONCLUSION

Policies related to TVET curriculum are different from other general education
curricula. Various countries have similar policies on TVET curriculum. Some
things that can be used as a policy in the TVET curriculum are establishing
national coverage of the initial regional and continuing training centers and the
government making law that regulates the obligation of cooperation between
industries and vocational education to support students to get the skills
competencies needed to work. To ensure a successful TVET curriculum or
TVET system, we should not only pay attention to existing curriculum policies
to be applied to students, but also need to establish policies for curriculum that
must be applied for prospective TVET teachers. Because teachers are the most
important in-school factor influencing the quality of student learning and
training.

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