CBE Paper: Competence-Based Vocational Education and Student Working Readiness: Evidence from Indonesia Agricultural Education

Competence-Based Vocational Education and Student Working Readiness: Evidence from Indonesia Agricultural Education

Introduction

Competence-based education (CBE) has become a dominant trend in vocational education and training (VET) in several countries due to the expected decrease of problems in the transition from school to work (Biemans et. al., 2004; Wesselink et. al, 2007; Biemans et. al 2009). The concept of competence becomes the basis of the (re)design of VET. While competence-based education becomes a popular development, its operationalization in practice (i.e., what it should look like) remains still unclear. Therefore, Wesselink et al. (2007) developed a framework to define explicitly what is meant by competence-based learning in Dutch education context. The framework consists of eight principles describing the essential elements that characterise competence-based VET.

Sturing et al (2011) then developed the Wesselink CBE framework by taking into account teachers' perception of CBE. This results on the ten principles of CBE as follows (1) The study programme is based on core tasks, working processes and competences (the qualification profile); (2) Complex vocational core problems are central; (3) Learning activities take place in different concrete, meaningful vocational situations, (4) Knowledge, skills and attitudes are integrated in learning and assessment, (5) Students are regularly assessed for variously purposes, (6) Students are challenged  to reflect on their own learning, (7) The study programme is structured in such a way that the students increasingly self-steer their learning, (8) The study programme is flexible, (9)The guidance is adjusted to the learning needs of the students, and (10) In the study programme attention is paid to learning, career and citizenship competences. The framework proved to be reliable with good content validity (Sturing et al, 2011).

Indonesia is chosen as the place for the study since there is reform of its system towards a competence-based curriculum since 2004. The aim of this curriculum implementation was to produce the outcome of students with strong personality, and good competences in order that they would be able to develop successfully further such qualities either in workforce or in higher education, and interact with society (Kwartolo, 2002). Thus, the reform is expected to improve human resources to respond to national development needs, global competition, and rapidly changing worlds of work, technology and economy (Raihani, 2007). However, studies investigating the current condition of CBE in vocational schools that also considering its outcome on students working readiness in Indonesia, or any other country, is hardly found. Meanwhile, this information is needed for developing clear policy as well as teacher professional development programs that facilitate the development and implementation of vocational education in Indonesia.

Aims

• To identify the current CBE condition of agricultural vocational education in Indonesia based on the principles of CBE.
• To investigate student’ perception on CBE learning environment and its relation with student working readiness.

Methodology

Based on certain criteria, 41 schools were contacted to participate in this study. Students, teachers and program developers from agricultural schools were asked to fill instruments for measuring 'competentiveness' of their study program as implemented at their schools. The 'competentiveness' instrument was adapted from Sturring et al (2011) framework to self assess a study program, (not competence based - fully competence based). Students were also requested to assess their own working readiness to enter the world of work using a five Likert scale instrument from (1) strongly disagree   to (5) strongly agree. 

To see the relation of competentiveness and working readiness a correlation analysis was conducted using SPSS for windows. Then, students' respond from CBE learning environment was compared to the non-CBE learning environment to see whether there are any differences from these two groups in the work readiness, and find out the plausible explanation from the finding results. 

Results

Students were able to see the implementation of CBE principle in their study program, except principle of ‘flexibility’. Based on students’ perception  from the 41 study programme, schools varied in the implementation but it can be described as from ‘ starting to be competence based’  until ‘partially competence based’. Overall mean score for each CBE principle were above 3, except for principle of ‘flexibility’, students rated low score on this principle.

Students’ expectation after graduate from schools varied: working (55%), continuing study (23%), being a self-worker (13%). There was a significant relationship between students rating of CBE principle and working readiness (r = .612, p (one tailed) < .001).

Correlations
		wr	CBness
wr	Pearson Correlation	1	.612**
	Sig. (1-tailed)		.000
	N	1285	1285
CBness	Pearson Correlation	.612**	1
	Sig. (1-tailed)	.000
	N	1285	1289
**. Correlation is significant at the 0.01 level (1-tailed).

There is a positive correlation between CBE principle and working readiness based on student perception. Therefore, this finding supports argumentation that CBE has a strong position in vocational education (Biemans et. al., 2004; Wesselink et. al, 2007; Biemans et. al  2009, Kouwenhoven, 2011). Policy makers might use the results finding as a policy input for improving vocational education curriculum and its learning environment. 

This study is expected to give empirical evidence of effect CBE implementation outcome in vocational schools related to the student readiness to enter the world of the work. Indonesian national qualification framework, vocational education characteristics, students’ motivation on choosing vocational schools and expectation after graduating from this kind of schools will be taken into consideration to see plausible explanation of the findings.

References

Biemans, H. et al. (2004). Competence based VET in the Netherlands: backgrounds and pitfalls. Journal for vocational education and training, 56:4, 523-538.

Biemans, H., et al. (2009). Towards competence-based VET: dealing with the pitfalls. Journal of vocational education and training, 61:3, 267-286

Kwartolo, Y. (2002). Catatan Kritis tentang Kurikulum Berbasis Kompetensi [Critics on Competence-Based Curriculum]. Jurnal Pendidikan Penabur, 1 (1), pp. 75 – 85

Raihani. (2007). Education reforms in Indonesia in the twenty-first century. International Education Journal. 8(1), 172 – 183.

Wesselink, R; Biemans, H.J.A; Mulder, M. & van de Elsen, E.R. (2007). Competence-based VET as seen by Dutch researchers. European Journal of Vocational Training, No. 40,  1, 38-51.

Wesselink, R. (2010). Comprehensive competence-based education. The development and use of a curriculum analysis and improvement model. Doctoral Degree Dissertation, Wageningen University and Research, the Netherlands.