COMPARATIVE STUDY ON THE CONCEPT OF LITERATURE AND

TECHNICAL AND VOCATIONAL EDUCATION TECHNOLOGY

IN THE ASEAN

Dian Wahyu *)
e-mail: dianwahyuni74@gmail.com
*) Graduate Student, State University of Surabaya

Abstract
The development industry is increasingly rapidly affect the workforce in many countries.
This can be seen from the unemployment rate of a country. Labor required of developed
countries is a skilled workforce to improve the quality of a product. Technical and Vocational
Education and Training (TVET) has been adopted by some developed countries, including
countries in the ASEAN region. Some countries in the ASEAN region has a different concept in
the implementation of TVET. This is influenced by several factors that exist in the country.
From the above description can be formulated research problem as follows: [1] What is
meant by the concept of Technical and Vocational Education and Training (TVET) ?; [2] How
the implementation of the Technical and Vocational Education and Training (TVET) in the
ASEAN region ?; [3] Is the implementation of Technical and Vocational Education and Training
(TVET) affect the progress and the economy of a nation ?. This study aimed to compare the
concept and implementation of technology and vocational education in the ASEAN region. This
research uses descriptive analysis method.
The results of the analysis and study of literature that has been done can be concluded
that: [1] What is meant by the concept of Technical and Vocational Education and Training
(TVET) ie a collection of ideas or draft TVET TVET system is perfect and meaningful, so ready
to be applied in the field; [2] the implementation of TVET in various countries at the vagueness
of job qualifications framework, mismatches TVET systems and curricula, the distance only
between the world industrial and vocational education; [3] The application of TVET affect a
country's economy due to the faster and effective measures to overcome the constraints on TVET
system the faster increase in the country's economy. Because the population possessed skills to
match those needed in the world of work

Keywords: Technical and Vocational Education and Training (TVET), ASEAN, concept and
implementation
I. Introduction
1.1 Background
Development of the industrial world
today is increasing rapidly. Indonesia to face
global competition is increasingly widespread
in various forms in the form of goods and
services flow of labor and capital flows.
ASEAN Economic Community (AEC) is one
opportunity for Indonesia to address this Asian
economic competition. Through the MEA,
there will be the integration of economic
sectors. In Indonesia as the central voting
MEA free trade, the Indonesian government
needs to prepare, starting from the preparation
of infrastructure to the preparation in creating
a Human Resources (HR) Indonesian people
who are skilled, and professional mempuni. To
create skilled human resources, mempuni and
professionally, regardless of quality education.
Many ways in which the government in
improving the quality of education one of
them set up technology and vocational
education. Besides, the government
cooperates with foreign countries for the
program Technical and Vocational Education
Training (TVET).
Technology and vocational education is
expected to create a skilled workforce
candidates and understand the needs of the
industrial world. According to Supriya (2002:
17-18) that the technology and vocational
education aims to produce a productive
human, human labor and not human burden
for the family, community, and nation. Realize
the goal of technological and vocational
education is required willpower to change the
mindset in developing vocational education
and training system in order to catch up in
preparation of qualified human resources. This
is in accordance with RI Government
Regulation No. 73 of 1991, article 3,
paragraph 6 states that "technology and
vocational education is an education that
prepares learners to be able to work in a
specific field." Vocational education to teach
skills in live performance. Starting with the
provision of material up to training in the
industry.
Technology and vocational education
has been implemented in various countries
including the ASEAN region. The term or
mention of technology and vocational
education in ASEAN countries was different.
Similarly, the concept and implementation of
technology and vocational education in each
country. Therefore, the author will compare
the concept and implementation of technology
and vocational education in the ASEAN
region.
1.2 Formulation of the problem
1. What is meant by the concept of Technical
and Vocational Education and Training
(TVET)?
2. How the implementation of the Technical
and Vocational Education and Training
(TVET) in the ASEAN region?
3. Is the implementation of Technical and
Vocational Education and Training
(TVET) affect the progress and the
economy of a nation?
1.3 Research purposes
1. To discuss more clearly the concept of
Technical and Vocational Education and
Training (TVET)
2. To compare the concept and
implementation of Technical and
Vocational Education and Training
(TVET) in the ASEAN region.
3. To discuss the effect of the implementation
of the Technical and Vocational Education
and Training (TVET) to the progress and
the economy of a nation.
1.4 Scope of problem
Given the extent of the problems
involved in writing this paper, the authors
make a boundary problem, that the discussion
and the preparation can be done in a focused
and achieved in accordance with the expected
goals. The limit these problems include:
1. Definition of technological education
and vocational or Technical and
Vocational Education and Training
(TVET) in the ASEAN region.
2. The concept and implementation of
technology education and vocational or
Technical and Vocational Education and
Training (TVET) in the ASEAN region.
3. The influence of progress and the
country's economy in the ASEAN region
are already implementing TVET.
2. Studies Theory
2.1 understanding TVET
In the literature relating to vocational
education in foreign language (English) often
encountered the term TVET. TVET is an
extension of the Technical and Vocational
Education and Training. The term is composed
of four (4) core word, namely: (1) Technical;
(2) Vocational; (3) Education, and (4)
Training. When studied in depth there is very
much meaningful difference between the
Technical Vocational Training and the
Education with.
When translated into the Indonesian,
education means education, and training
means training. Education and training have a
common goal of behavioral change towards
more as desired. In general, both are related to
learning and change in a human being, but in
particular have different specific objectives to
be achieved. More education leads to
knowledge and the things that are common,
associated with widespread personal life, and
less tangible. Training is more directed to
behave in particular skills and no right or
wrong size, and more tangible. In simple
terms means that the training is part of the
education that is more specific (micro).
Then, when translated into the
Indonesian, technical means technical,
vocational and vocational meaning. Both of
these terms will have obvious limitations
when combined with the word education so
that a technical education and vocational
education. Technical education is defined as
educational programs aimed at preparing
workers or sub-level professional technicians,
who usually level is one level above the
craftsman will however be under the
professional level. Vocational education
means education program that aims to prepare
the workforce at the level of craftsman or the
company on a basic level.
In the context of the Indonesian nation,
based on the Law on National Education
System No. 20 of 2003 Article 15, vocational
education has terkontekskan as vocational
education, while technical eductaion have
terkontekskan with vocational education.
Vocational education is secondary education
that prepares students primarily to work in a
particular field. Vocational education is higher
education that prepares students to have a job
with a certain applied skills equivalent to the
maximum degree program.
Thus, when the term is defined in full
TVET into Indonesian will be Education and
Technical and Vocational Training or
abbreviated PPTK. In concept, the term PPTK
an umbrella for all education in Indonesia that
aims to produce labor. However, in a variety
of Indonesian literature, the use of the term
PPTK very rare. In this literature more likely
to use words rather than PPTK Vocational
Education. Likewise on the official website
UNEVOC, vocational education and
vocational education called in one term,
namely Vocational Education, which means
the Vocational Education .Apabila deeply
understood, will be found a real confusion
when we return oriented to the explanation of
the National Education System No. 20 of 2003
Article 15 that the term is only limited
vocational education at secondary level.
Later in the various countries or
organizations many variations of the terms are
intended to refer to TVET. TVET is a term
used by UNESCO. CTE (Career and
Technical Education) is a term used in the
United States. FET (Further Education and
Training) is a term used in the UK and South
Africa. VTET (Vocational and Technical
Education and Training) is the term used in
Southeast Asia. VET (Vocational Education
and Training) and VTE (Vocational and
Technical Education) is a term used in
Australia.
2.2 Basic Philosophy TVET
Figure 1 Basic Philosophy TVET
Figure 1 is an overview of the three basic
philosophies that form the conceptual
framework of TVET. The three basic
philosophies among others: (a) Essentialism;
(B) Pragmatism; and (c) Pragamatisme
(Reconstruction) / Existentialism. In view
Esensialime, TVET aim to meet the needs of
the labor market. Its characteristics include:
(a) the reference curriculum; (B) intrusktur
who have experience in the industry; and (c)
a separate system of academic education
environment.
In view of Pragmatism, TVET has the
objective to bring together the needs of
individuals, for personal fulfillment, and
preparation for life. Its characteristics
include: (a) emphasize problem-solving; (B)
in higher order thinking; and (c) learning is
constructed from previous knowledge. Then
in view of Pragmatism (Reconstruction) /
Existentialism, TVET has the aim of
changing the workplace as a more democratic
place and as a place for learning and not just
the usual practice of the workplace and
eliminate discrimination in recruitment.
3.Metode Research
3.1 Types of Research
 This research includes the study of research
literature to find references relefan theory to
the case or the problems found. References
theory obtained by the research literature
studies serve as the basic foundation and a
major tool for research practices middle of
the field.
3.2 Data Collection Methods
The type of data used by the author in this
study are primary data by observation and
secondary data is data obtained from
journals, books documentation, and internet.
3.3.1 Documentation
Documentation is a method for
finding documents or data that are
considered important by article
newspaper / magazines, journals,
literature, brochures, books and
documentation via electronic media,
namely the Internet, in connection
with the implementation of this study.
3.3.2 Literature
The study of literature is the means
used to collect data or resources
related to the topics raised in a study.
The study of literature can be
obtained from various sources,
journals, books documentation,
internet and library.
3.4 Data Analysis Methods
The data has been obtained and analyzed by
descriptive analysis method. Descriptive
analysis method is done by describing the
facts which are then followed by analysis,
not merely outlines, but also provide
sufficient understanding and explanation.
4. Discussion
4.1 Draft Implementation of TVET
The concept of the implementation of TVET
is a collection of ideas or draft TVET TVET
system is perfect and meaningful, so ready to
be applied in the field. TVET Implementation
of the concept itself is made also see from the
conditions that exist in the field or issues that
arise in the country. This concept should be
considered carefully so as not to cause new
problems. Besides this TVET concept needs
the cooperation of many parties to improve the
welfare and economy of the country.
4.2 Implementation of TVET
TVET has some education coverage
includes:
a. Technical education and training, both
formal and informal
Term technical education and technical
training are used interchangeably and are
specifically related to trade-related program,
technicians, and fields of other disciplines
such as electrical, machinery, civil, etc.
Formal education and training is the
education and training provided by public or
private school / training institution. Formal
education and training is usually under the
Ministry of Education or its equivalent
involve a highly structured program that is
defined with a good purpose, feedback input
and clear graduation criteria, and
performance-based examinations and
assessment. Education and training Informal
education and training received outside of
public or private school / training institution.
It is relatively unstructured and usually takes
place in the workplace, in places where rural
and urban communities, through the mass
media, in the community and as a part of
everyday life as incidental.
b. Education and Vocational Training, both
formal and informal
The term vocational education
(Vocational Education) or vocational
training (Vocational Training) will be used
interchangeably and are specifically related
to the study program for non-engineering /
non-technical. Education and Vocational
Training includes work in areas such as
agriculture, trade, business, tourism,
hairdressing, family welfare science, and
information systems. Education and
Vocational Training (VE and VT) are
divided into three categories. Vocational
education and training is divided into three
categories, namely:
a) Education and training (Agricultural
Education and Training).
Education and training includes all
agricultural extension programs and
those that provide training for jobs in
forestry, fisheries and horticulture.
b) Education and Training Commercial or
Business (Commercial Education and
Training).
Education and commercial training
includes courses for work in areas such
as wholesale and retail trade companies,
restaurants, hotels, transportation,
business companies, law firms,
information processing operations, social
services and personal services.
c) Education and Training Home
Economics or Science Household (Home
Economic Education and Training).
 Education and Training Home
Economics includes programs aimed at
home-based industrial activities, such as
cooking, sewing, cosmetology, etc.
3. Education and training Pre-vocational
Education and Pre-vocational training
provides preparation for vocational
education and training in the future. Its
implementation is part of a good general
education at vocational schools or
immediately postschool, aims to develop
basic skills and practical to introduce
students to nature and require additional
experience of the working world. It is
usually not intended to prepare people to
work directly, but is intended to facilitate an
interest in vocational education in the
national territory and to develop attitudes
and basic skills that will enhance the success
both in vocational further and finally when
students enter the workplace ,
4. Diversification SMK (Diversified
Vocational Secondary Education).
The vocational diversification has the
sense of removal or diversification of
vocational and vocational less promising
vocational promises to be referring to the
potential of the area owned.
5. TVET coordinated between the
Department of Education and Employment
(School-DU / DI).
TVET in its development was motivated
by several factors, namely the economic,
social, and political factors. TVET is also in
development is influenced by developments in
technology, availability of resources, and
government policy.
1. Context Economic (economic sector,
economic development policy studies, and
studies of labor empowerment (man-
power) .Evolusi and TVET development in
both developed or developing countries
largely depends on the economic context of
the country. The two countries have never
been in a state of are identical or similar.
Some things need to be evaluated in nature
to see, the success or appropriateness of
TVET system in the country to assess the
specificity of the economic situation of the
country. These include:
a) Gross National Product
Gross National Product or Gross
Domestic Product (GDP) according to
McEachern (2000: 146) means to
measure the market value of final goods
and services produced by resources that
are within a country during a certain
period, usually one year. GDP can also
be used for studying the economy over
time or to compare several economies at
a time.
b) Distribution of wealth throughout the
population of the State
c) The level of domestic and foreign
investment
d) Natural resources
e) The country's potential for
diversification
f) Labor costs
g) The unemployment rate
In the context of the implementation and
acceleration of the economy are economic
factors to TVET include:
a) Regional Economy
The regional economy has
implications for the balance of world
trade, thus, the need for identification of
market opportunities for industry
restructuring. Regional economics is a
branch of economics in the region
pembahasannyamemasukkan element.
Regional economic science discusses the
differences between the economic
potential of the region with other regions
and analyze the possibility of a policy to
regulate and economic growth in these
regions. Discussion area and space
becomes an important element in the
economy for all human economic
activity is always associated with the
earth's surface space.
By gaining a clear picture of the
economic potential of each region of the
relevant parties whose role is to promote
the economy to sort out the right strategy
for equity and accelerate economic
growth. The purpose of the regional
economy is to choose which should have
an economic activity and why the region
of choice. Here the role of regional
economics for the effective planning and
appropriate in determining the measures
taken.
b) Increased productivity, management
development and performance
management.
The shift of the productivity of the
secondary or manufacturing industry
 (product) of the tertiary industry-oriented
service.
c) Increased specificity competencies that
support productivity (multiskills).
Increasing awareness that higher
productivity can be achieved where the
workers carry out a wide range of skills
in teamwork. It is claimed, and
supported by some evidence, that the
level of employee satisfaction and
commitment to the work when the
worker is able to practice a variety of
tasks in the composition of the team.
This leads to output high-quality work
and a general increase in productivity
levels. In addition to the ability of each
worker multiskilled allow the completion
of an integrated series of related tasks
that previously might have been done
sequentially by a number of different
specialized staff. Restructuring work to
achieve new working arrangements is
having a major impact on how schools,
institutions and other organizations such
as TVET.
In the development of TVET are required
to:
a) Provides course organized in a modular
format, the development of skills that
match the needs.
b) Module expressed in terms of
knowledge, attitudes and skills with
clear standards.
c) Allow students to access training in
specific areas where a need for skills
d) Achievement of competence within the
stipulated time,
e) Modules are based on the knowledge
and skills provided are gradually able
to assess, recognize and give credit for
the knowledge, skills, and attitudes that
reached from sources other than the
TVET system
1. Social context
The social context behind TVET due to
several factors including:
a) The gap between TVET output with
industry requirements that impact
many who are unable to work and in
the end the government's burden
b) Relevance productive competence
(industry needs) and implementation of
the budget for education and training
Social factors associated with the
development of TVET, namely:
a.The cultural diversity of a country
b.The level of unemployment, especially
youth unemployment.
c.Standard communication and transport
d.Social status of citizens educated or
trained.
e.Population balance between the young
and the elderly in the population.
f. The values of ethical standards of society
g.Stabilitas family relationships
h.Luasnya law and order
2. Political context
Political context behind TVET due to
several factors including:
a) Agenda Politics always involves
tension between the objectives of the
various policies. One example of such
political tension:
1) good economic management
requires strict control of
government spending
2) Education is the means to develop
skills and form attitudes necessary
for a productive and competitive
industry.
3) The debate on whether TVET should
be directed at a specific special
skills when needed.
b) The political system influence
government policy objectives relating
to TVET, aims to
1) social reform
2) Industrial restructuring and
development
3) Pengurangi youth unemployment
4) Improving the export capacity
5) Ensuring adequate technical
support for the military
6) Rising levels of adult literacy
7) The achievement of environmental
policy
8) Achievement of effective
technology transfer.
2. Concept Implementation of TVET in
ASEAN
 Each ASEAN countries have differences in
the implementation of the concept of TVET.
This is due to several factors, one of which the
number of residents and human resources.
2.1 TVET in Indonesia
Implementation of TVET in Indonesia
applied at a level above high school
(SMP). At the level of Vocational High
School students are divided according to
keahlihannya respective fields.
Graduates of secondary vocational
schools (SMK) can continue their
education in polytechnics or vocational
training. Constraints TVET in Indonesia,
namely: lack of competence of teachers,
at least more jobs, and difficult to
operate the technology. Of the existing
problems with the government pursuing
a policy of printing competent teachers
in a short time to send the teacher
training in the industry. Besides
imposing Teaching Factory system in
vocational schools (SMK). The
government hopes that the future
cooperation between vocational schools
and World Industries.
2.2 TVET in Singapore
Implementation of TVET in Singapore
under the minister of education was
developed as an educational institution
technique (ITE) and 5 special polytechnic
supply needed skills to enter the industry in
Singapore. At the junior high school
education, students are classified based
capabilities. The division levels as follows:
a. Accelerated high school (4 years).
b. Normal academic secondary school (4-5
years).
c. Normal technical secondary school (4
years).
d. Vocational school (2-4 years). Graduates
can be directly employed in the
institutions or the world of work. It is
different from other levels should
continue to ITE or polytechnic first.
By grouping based skills to enter the
labor candidate can focus on the skills to
enter the field only. So the work is more
efficient and also reduce the occurrence
of failed products. On the rising levels of
skills to prospective workers must
perform the update skills to be adapted to
the technological advances developed in
that time. Implementation of TVET in
Singapore better than in Indonesia
because of the direct secondary
education are grouped based skills to
owned. So that prospective workers
obviously choose based capabilities.
2.3 TVET in Brunnei Darussalam
Brunei has the TVET system under the
supervision of Brunei Technical Education
Institutions (IBTE) is divided into two levels
of the program. The first program is the
National Technical Education Certificate
(Ntec) for 1-2 years. The second program is
the National Technical Certificate of Higher
Education (HNtec) for 2 years. This level
has the skills to more than Ntec. Brunei
made changes to the TVET system to
improve the relevance of the curriculum,
responding to job qualifications framework
reforms, as well as the skills to calculate
learned throughout life. In Brunei job
qualifications frameworks, level 2 for the
program ISQ equivalent to Junior High
Schools. Level 3 graduates Ntec program. At
level 4 for graduates HNtec and also
Diploma of Health Sciences are continuing
their education at the Polytechnic Brunei.
Level 5 for General Diploma of Polytechnic
Brunei. It is almost the same as the
implementation of TVET in Singapore
which divide into specialized institutions of
engineering education and polytechnics.
What distinguishes the implementation of
TVET in Indonesia, namely the percentage
of technical education in Brunei more than
general education.
2.4 TVET in Cambodia
Country Cambodia has 55 TVET
institutions include 38 institutions and
training venues, 24 training institutions basic
to difficult level under the supervision of the
Minister of Employment and Vocational
Training (MLVT). Problems faced by
Cambodia namely the distance skills to enter
the world of work. Prospective workers find
 it difficult to find a job where professional
employees should be good in analyzing and
making decisions. In addition the distance
between TVET system with job
qualifications framework. Therefore, the
Cambodian government imposed a Diploma for engineering education: 2-3
decentralized management system, improve
the analytical skills to the population, and
create a flexible TVET systems. Other
policies that support the growth of the
industry with the necessary skills to enter
and leave school at a young age. Chronology
of technical and vocational education in
contrast to Indonesia and Singapore.
Diploma, bachelor, and master in Cambodia
only be gone for two years. For the doctoral
program applied for 3 years. When viewed
from the job qualifications framework
Cambodian many similarities with
Indonesia.
2.5 TVET in Laos
Formal Education System in the State of
Laos is much faster one year at the
elementary school level. However, more
than 1 year at junior high and senior level
undergraduate. As for vocational and
vocational education is divided into three
levels namely basic level, intermediate level
and high level. Problems in the
implementation of TVET in Laos include:
a. The weak relationship between TVET
policy and developing industrial policy.
b. Weak regulations on the development of
skills to job seekers.
c. At least training providers
d. The low qualification and vocational
education teachers' salaries.
If in view of the existing problems are not
much different from the problems faced by
some other Negar. But the country of Laos
tend to obscurity difference TVET program
at each level. This is done revamping by the
Laotian government to be more specific in
the target skills to each level. For vocational
technical education training levels as
follows:
a. Training skills to worker
 Certificate 1: 6 months
 Certificate 2: 6 months for the semi skills
to work.
 Certificate 3: 12 months for the skills to
work.
b. Vocational education diploma for 3
years.
c. Technical and Vocational Education.
years. High diploma engineering: 2-3
years.
Laos National Qualifications Framework has
eight levels.
 TVET: Levels 1 through 5: 1-3
Certificate, Diploma, Higher Diploma.
 HE: Level 5-8: Bachelor's, Master's,
doctorate.
2.6 TVET in Malaysia
Since it was first launched in 2012, the
education minister of Malaysia has 71
secondary vocational schools level with the
junior high schools (SMP) but specifically
vocational. So Malaysia has the skills to
prepare the population from an early age.
Constraints implementation of TVET in
Malaysia together with other countries that
lack skills to teachers have at least
vocational and vocational education and
industrial relations. This is addressed by
Malaysia to build Malaysia Technology
Agency (MBOT), strengthen the curriculum,
improving industrial relations and individual
personal world. And introducing a flow of
skills to the public schools. So that on public
education also understand the classification
of skills to be easy will proceed according to
the required areas of the world of work. It
makes a little different with the
implementation of TVET in another country.
Malaysia tend to emphasize the skills to
enter the classification have on every level.
So that the population of Malaysia which did
not come from vocational education is
already thinking about a suitable work area
for the future. Malaysia's National
Qualifications Framework is similar to
Indonesia. Only distinguishing from level 1-
3 for a certificate of technical and
vocational. Level 4 to level 5 for the
diploma and higher diploma.
2.7 TVET in Myanmar
 Plans and management of technical and
vocational education in Myanmar under the
auspices of three different agencies that
technology and science minister, minister of
labor, industrial entrepreneurs Myanmar.
TVET in general in Myanmar more
emphasis on technical and vocational
education department. Actually the concept
of TVET with other countries. If the other
countries put more emphasis on training and
cooperation of industry and vocational
education. Myanmar is more inclined to the
department of vocational education. In
addition, if compared with Indonesia,
Malaysia Myanmar almost equal to that
shorten the time of education. Problems in
the implementation of TVET is also the
same with other countries. So the step taken
by the Myanmar government does not vary
much. Myanmar government introduced a
competency-based curriculum and new
training. As well as increasing opportunities
for the unemployed.
2.8 TVET in the Philippines
The education system in the Philippines has
managed by three government agencies:
a. Department of Education (DepEd)
b. The development department of
engineering education and skills to
c. Commission on Higher Education
(CHED)
Students in high school can choose 3
spealisasi skills to: academic; technical-
vocational; sports and the arts. Constraint
concept in the Philippines TVET and skills
to enter the job mismatch. Many countries in
the ASEAN region that has not fit between
the skills to enter and work in the absence of
management focused on the field at every
level. TVET systems in the Philippines tend
to be on the provision of high thinking
keahliah Anat analysis, technology-based
skills to enter, as well as the skills to enter
environmentally friendly. Judging from the
national qualifications framework in the
Philippines together with other ASEAN
countries. The difference in the level of
education at the secondary level. Time to
take similar education Junior High School
that is 4 years older. As for the level of high
school is only taken 2 years. National
Certificate I and II are given to students of
technical and vocational education.
2.9 TVET in Thailand
TVET system in Thailand is under the
supervision of the Ministry of Education are
grouped into three levels: lower secondary
school, medium, and high. In the review of
the age ladder, TVET system in Thailand the
same as in Indonesia. What distinguishes the
concept of TVET in Thailand is more
emphasis on the factory within schools and
schools in the factory. Usually we know the
term teaching factory and Teaching Industry.
Overall problems encountered with
countries in the ASEAN region. The Thai
government build vocational qualifications
or competence standards. Besides
developing a competency-based curriculum.
Under the supervision of the Prime Minister,
founded the Institute of Professional
Qualifications Thailand (TPQI) which has a
mission to develop competency standards,
monitor employee assessment,
mengkolaborasi between vocational and
higher education in the development of
curriculum standards under the Ministry of
Labor kompetensi.di are skills to
Development Department (DSD) , DSD
tasked to develop skills to new graduates in
the world of work, creating opportunities for
the unemployed, and the development of
skills to enter the promotion.
2.10 TVET in East Timor
The concept of TVET in East Timor
undergone many developments. At least
training and employment opportunities for
young people as well as new developments in
the process of making the Timorese
government take intervention measures.
Development of skills to perform these steps,
the development of educational institutions
and training capacity, facilities.
Developments that were once centralized in
five regions, now it is evenly distributed in
each area. Improve career opportunities and
job opportunities for young people.
Development measures undertaken in East
Timor emphasizes equity training facilities in
 the regions. Because there are still many
areas in East Timor who still have not found
a training institute. Besides competence of
vocational teachers needs to be improved. If
viewed from the level of education the same
age with the Indonesian state and the State
Thailand.
2.11 TVET in Vietnam
TVET administrative functions from central
to local made more complicated system is not
effective. In addition obscurity make the
difficult job of job qualifications. This
problem is experienced in the implementation
of the TVET IN Vietnam. This makes the
Vietnamese government re-structure change
TVET systems ranging from administration
to implementation. Another policy that is to
build a national qualification framework, the
development of curricula and textbooks, as
well as change the thinking people in the
development of TVET. Besides developing
cooperation between vocational schools and
TVET, universities and industry. TVET in
Vietnam in the supervision of the Ministry of
Education and Training.
4.3 Influence the implementation of TVET to
progress and economy of a nation
From concept to implementation of TVET in
each country would ake effect on the country's
economic progress. For example, the
Singapore state which has a small area he was
able to build a more advanced economy. This
can be seen from the salary per capita
population of Singapore said two levels above
the salary resident of Indonesia, East Timor
and Cambodia. The Singapore government is
able to overcome the problem of
implementation of TVET in the State. So that
almost the entire population of Singapore is
absorbed in the world of work and each year
the number of unemployed is resolved.
Another example of Malaysia that emphasizes
early recognition of vocational education in
public education. So early the Malaysian
population can be grouped by skills to which
are owned respectively. With so after
graduation they know what job that matches
their skills to enter. This can be seen from the
number of unemployed in Malaysia are
relatively low compared to the Philippines.
Welfare economy can also be seen on more
and more in the wake of technological
development agencies in Malaysia.
5. Conclusion
Based on the literature described above, it can
be concluded that:
1. The concept of the implementation of the
collection of ideas TVET TVET TVET
system or design a perfect and meaningful,
so ready to be applied in the field.
2. Implementation of TVET in ASEAN has
the same problem that mismatch
curriculum, lack of teacher competence
and qualifications, the distance between
the industrial world and the world of
vocational education. Besides national
qualification framework unspecific based
skills to enter and work that is needed in
the industry. Overall the pace of
development is done in each ASEAN
country. Starting from the development of
facilities, reconstruction of TVET systems
and curricula to emphasize teaching
factory system and the teaching industry.
Every country has an effective manner
respectively in addressing the
implementation of TVET in the country.
3. Implementation of TVET to the economy
of a country is very influential. The more
rapid and effective measures undertaken
development of a country, the more
quickly also increase the country's
economy. The unemployment rate can also
be reduced because of skills to which
every person meets the requirements of
industry in the country.
BIBLIOGRAPHY
Sinha, Ramswarup. TVET 2013. Policies in
Developing Countries. TVET
Development Journal. 23-29.
Sharma, Tanka Nath. 2013. Connecting TVET
with Local Economic Trends. TVET
Development Journal. 38-51
ASEAN TVET. http://seatvet.seameo.org/