International Conference on Vocational Education of

Mechanical and Automotive Technology, 12 October 2019

by:
Prof. Slamet PH, MA, MEd, MA, MLHR, Ph.D
(HP 0811181320)
State University of Yogyakarta
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 POWER POINT AT GLANCE
1. Prologue
2. Skills toward 2020 (Indonesian Case)
3. Link and match: Vocational education and the
world of work
4. Characteristics of the 21st Century
5. The 4th Industrial Revolution (Klaus Schwab,
2016)
6. Types of future jobs
7. Multiple intelligence required by the 21st
Century
8. Paradigm Shifts of Vocational Education
9. Extended functions of vocational education
institution
10.Epilogue 2
 PROLOGUE
We are all now witnessing that the 21st century is
entering in us, in which, the merger of technology
revolution (known as the fourth industrial
revolution) and globalization has caused significant
changes to our works, social relations, government
policies, life styles, and no exception to vocational
education. Due to technology revolution, many
repetitive jobs can be replaced by technology.
Likewise, globalization has caused distances are
shrinking. The merger of technology revolution and
globalization has also caused the pace of change
becomes faster and faster, and many jobs can be
replaced by technology. This important happening
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requires that we rethink and redefine the

meaning of vocational education and rebalance what
to teach and how to teach to our children due to
technology revolution and globalization. Many routine
jobs can be replaced by technology, while non routine
jobs and local non routine jobs can not certainly be
replaced by technology. This short paper will provoke
ideas to innovate or to renew vocational education
paradigm in order to keep up with technology
revolution and globalization in these times of change.
To do this, I would like to restrict my discussions on
paradigm shift of vocational education from the past to
future. In doing so, I would like to discuss the merger
of technology revolution and globalization, skills
required by the 21st era, and its implication to the
development of vocational education paradigm.
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 SKILLS TOWARD 2020:
THE PAST PARADIGM OF VOCATIONAL
EDUCATION REFORM IN INDONESIA
Indonesia embarked the reform of vocational
education in 1993 (formally), but in reality, the
1997 white paper was just produced to provide
general direction of vocational education
development in Indonesia. Although the white
paper was written in 1997 where I was one of the
taskforce members and as one of the three
secretaries, but the concept is still relevant to the
current situation with some additional thoughts to
be more entrepreneurial than just preparing
students to be employees who just work for
the money and not to make money.
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6
LINKING AND MATCHING VOCATIONAL
EDUCATION AND THE WORLD OF WORK

Vocational The World

Education of Work

Degree of
Link & Match

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LINK AND MATCH BETWEEN VOCATIONAL
EDUCATION AND THE WORLD OF WORK

Vocational Link The World of

Eduction Work (Demand)
&
(Supply)
Match

Quantity
The World of
Vocational Quality Work
Education Location Formal, Informal,
Public,
Time Private
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CHARACTERISTICS
OF THE 21st CENTURY
• Unpredictability
• Uncertainty
• Complexity
• Interdependency
• Complicated
• Borderless
• Accelerative changes
• The merger of technology and
globalization will drive our lifes 9
SUBSYSTEMS OF A SOCIOCULTURAL SYSTEM
(Carey, 1966)

TECHNOLOGICALl
SYSTEM
Resources : Science
and invention
Function:
innovation

EDUCATIONAL ECONOMIC
SYSTEM SYSTEM
Resources : Knowled Resources: Products
ge, Attitudes and & Services
Skills Function:
Function: Allocation
Facilitation

RELIGIO ETHICO- POLITICAL

MORAL SYSTEM SYSTEM
Resources : Normstive Resources : Public
Values and beliefs Policy & decision
Function: Function:
Interpretation Integration
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 Evolution of technology development

Environment
(When is done)

Future

tive
Present Global p ec
e rs ne)
National y P do
Past g s
o lo re i
e
Local
c hn Wh
Te (
Pri. Sec Ter. Quar.

Types of technology
(What is done)

Picture 3: Symbiosis relationships between technology

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revolution, types of technology, and technology
THE 4th INDUSTRIAL REVOLUTION
(Klaus Schwab, 2016)
• The 1st Industrial Revolution (1760-1840):
construction of railroad and invention of steam
engine, and mechanical production;
• The 2nd Industrial Revolution (late 19th into
early 20th): mass production due to electricity
invention and assembly line;
• The 3rd Industrial Revolution (1960s):
computer or digital revolution catalyzed by the
development of semiconductors, mainframe
computing (1960s), personal computer (1970s
and 1980s), and internet (1990s);
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• The 4th Industrial Revolution: the fuse/
merger of diverse technologies such as
manufacture, construction, communication,
transportation, biology, energy, and material
engineering) become merger and more
complicated. Several examples of 4th IR are
nternet of (things, services, data, people),
driver less truckts, big data, artificial
intelligence, human machine interface, robotic
and sensor, drone, and machine learning.
Biometry is being infused into other technology
in order to get better understanding of
mechanistic technology and humanism.
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 TYPES OF FUTURE JOBS
1.Non routine jobs: requires diverse thinkings
such as creativity, innovation, imagination,
invention, inspiration, initiative, etc. In
addition, non routine jobs also involves heart
set such as curiosity, tolerance, compassion,
emotion, motivation, attitude, etc. In essence,
non routine jobs can not be replaced by
technology. Non routine jobs include non
routine local jobs, that is, the non routine local
jobs that requires creative and innovative
thinking that can not be replaced by 14
technology due to its unfitness. Arts, clothing,
tourism guides, and dances are such examples
of local non routine jobs that can not be
replaced by technology.
2.Routine jobs: this type of job is repetitive,
procedural, regular, and this jobs can be
replaced by technology. As we see right now,
many vocational jobs are repetitive in nature
and we have to rethink and reconsider whether
the content of current vocational curriculum
are still relevant with the future job types.
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MULTIPLE INTELLIGENCES REQUIRED
BY THE 21st CENTURY

Intellectual
Quotient
Curiosity Quotient Emotional Quotient

Passion Quotient Human Spiritual Quotient

Intelligences
Kinesthetical
Collective Quotient
Quotient
Aesthetical Quotient Love Quotient
Moral and
Ethical Quotient

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Paradigm Shifts in Vocational Education
The Past
• Competency based system
• More focus on preparing
to be employees
• Very limited money
literacy
• Current friendly
• Preparing for jobs ready
• What to think
• Rigid and specific
curriculum
• Singled technology
teaching
• Conventional learning
• Limited learning resources
• Focus on teaching
• Individual intelligence
• Voluntary roles of the
world of work
The Future
• Capability based system
• More focus on preparing to
be entrepreneurs
• Broad money literacy
• Future friendly
• Preparing for future ready
• How to think
• Flexible and broad
curriculum
• Fused technology teaching
• Blended learning
• Diverse learning resources
• Focus on learning
• Collective intelligence
• Broad based curriculum
• Legalized roles of the
world of work 17
Extended Functions
of Vocational Education
Institutions

Skill training
Others as center
needed Production
center
Labor market
information center Training material
Voc Ed development center
Functions
Professional
certification center Teaching industry

CPD center Industry training

partner
Career
education
center
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 EPILOGUE
The future challenges of vocational
development are multifolds, but one urgent
thing is about redefining the concept of
vocational education for future ready and new
paradigm shift of vocational education must be
produced as soon as possible to confront the
21st Centeury.

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