The Integration of Learning in VET and in the Workplace

Currently, there have been many studies focusing on different issues regarding the role of Vocational Education and Training (VET) in preparing young people to acquire the vocational skills and knowledge required in the workplace. A number of studies particularly pay close attention to competence-based education (CBE) in the VET system (Biemans et al, 2004, 2009; and Wesselink et al, 2007). Biemans et al (2004) and Velde (1999) note that the CBE is seen as a better solution for the transition of students from school to workplace because this approach can bring a better link between the competence-based learning in the VET system and the economy, in a rapid change and complexity of labour market. Similarly, Evans et al (2010) argue that there is a greater need for VET to integrate its learning practices and practical learning in the workplace. In addition, some researchers are concerned about the implications of the context of the workplace in relation to the skills formation of students (for example, Billet, 1993; Dall’Alba and Sandberg, 1996; and Eraut, 1999).

In the context of the present study, the introduction of the School-based Curriculum (SBC) into the Indonesian VUSS system has had a significant influence on the learning and teaching activities in the classroom. For example, self-directed learning has been particularly emphasised (see Biemans et al, 2004, 2009). Moreover, the SBC emphasises generic skills and a broad range of competences reflecting on the failures of the previous curriculum in

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helping students learn. The idea is to equip students with broader vocational skills and knowledge so that they can easily adapt to the workplace situation (Depdiknas, 2006). Based on these premises, the SBC has prescribed the learning and teaching activities that encourage:

student-oriented, creativity development; a conducive and challenging learning atmosphere;

a contextual, diversified learning experience; and learning by doing (BSNP, 2006).

Currently, VET provides broad learning access for students to develop their practical vocational skills and knowledge. In the Netherlands, for example, the provision of access to the workplace for practical experience is becoming essential (Onstenk and Blokhuis, 2007).

Descy and Tessaring (2001), Onstenk (2001), and Onstenk and Blokhuis (2007) note that within the VET, a competence-based system, the concept of generic skills is believed to enable students to develop their employability. Similarly, Hyland (1999) and Keep (1999) particularly relate the concept of generic skills adopted in the VET system and its transferability of the skills in the workplace context. The underlying idea of the concept, as stated in Depdiknas (2007), is to equip students with skills that are needed in their career and in society as a whole (see Biemans et al, 2004). Based on this recognition, the government of Indonesia places VUSS in a position to provide an effective integration between school learning experience of students and their learning in the workplace.

However, the integration does not necessarily work effectively. Onstenk and Blokhuis (2007) note that the quality of the workplace learning (content, guidance, and assessment) and the quality of the connection should be improved, so as to better equip students with the vocational skills and knowledge required in the workplace once they leave school. Dall’Alba and Sandberg (1996), for example, question the adequacy of the traditional approaches used for promoting competent practice. They argue that the traditional approach typically place competence in terms of attributes, such as knowledge, skills, and attitudes. Pointing to the knowing-in-action of Schon (1987), Dall’Alba and Sandberg (1996) argue that the integration between knowing and doing a particular task cannot simply be at the level of presenting information and explanation to students (p. 431) as currently in place in many Indonesian VUSSs. Rather, the experience of doing task is needed in order to bring

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understanding and facilitate knowledge transfer in the workplace. Therefore, a change is needed, so as to develop competence-based learning by enriching more practical experience.

Similarly, Taylor (2006) notes that there is a need to look at the relationship between school, trainers, employers and government and examine challenges in the partnership. She found that there was a gap between the value placed on formal certification by educators (teachers) and the values embraced by trainers and employers. Taylor (2006) points out, for instance, that some employers give low value to the apprenticeship certification. Nevertheless, Abdullah (2013) argues that relationship between VUSSs (learning providers) and employers (apprenticeship providers) can be a mutual strategy to provide workforce training and maintain knowledgeable apprentices.

In the VET system, Engestrom and Gronin (n.d. cited in Guile and Griffiths, 2001) note that there is an existing practice where vocational skills and knowledge are viewed as separate entities and can be taught independently. The context is not seen as an important aspect in the knowledge transfer of students. This practice also occurs in the AD department of the SMK1GT despite the fact that the concept of learning by doing has been officially adopted.

This practice can be seen in separation between theories and practical experience in vocational subject delivery where the learning activities of the two are alienated. The vocational skills and knowledge taught to students mainly focus on the students’ cognitive structure (theory).

Students’ experience of assessment is another prevailing problem in the current VET system.

Sandal et al (2014) found that the culture of school assessment practice and that of the workplace are largely different. They explain that from the students’ perspective, all types of assessment at school lead to final grading at the end of the term (Sandal et al, 2014: 249). By contrast, as Sandal et al (2014) observe, the purpose of assessment in the workplace is not always clear to students: for example, several students did not fully understand how a portfolio (normally containing reflective logs of students and documentation of their work tasks during work placement) could improve their skills (p. 250). In the context of the present

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study, although SMK1GT have developed criteria for the assessment of the students’ learning progress, it does not seem applicable in the workplace because instructors have their own strategies to assess students’ learning progress.

The following section summarises the literature review to understand the importance of the study in relation to the contemporary views of learning.