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ABSTRACT There has been a global renewed interest in vocational education and, in particular, the adoption of German education policies such as the dual system. Singapore has announced plans to establish a dual system of vocational education and training, although is facing sociocultural resistance as community perceptions that higher levels of education lead to better labour market outcomes, combined with a negative community image of vocational education. This paper questions whether it could be a case of bad policy borrowing or an opportunity for policy learning. In addressing the central question, Singapore's rapid and successful historical policy development is considered, as well as addressing the main drivers in economic development, market expansion and potential underemployment of Singapore's youth. Although adoption of the dual system has failed in many parts of Asia, particularly Korea and Indonesia, Singapore has already adapted several aspects of the dual system in previous policy borrowing during the early period of rapid development in the past 50 years. Recent investigating of dual system policies look to introduce a stronger connection with industry through workplace learning and international internships, particularly in Germany, an important trading partner. Singapore has developed a unique way at learning from international education policies and although faces some resistance to vocational education in favour of academic merit, student enrolment in vocational training is growing, particularly after receiving recognition as a world leader in vocational education and training.
Completed as a part of coursework for Comparative Education Policies, Melbourne Graduate School of Education, University of Melbourne.
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SUMMARY Among the OECD countries, it is generally accepted that the better educated have a lower risk of unemployment and the rate of participation in the work force tends to be higher. Although in Indonesia, indicators contradict the findings with the unemployment rate highest among the tertiary qualified (OECD, 2005). In an effort to reduce unemployment, Indonesia has shifted it's policies to convert high school graduates from 70 percent general academic schools to 70 percent vocational schools by 2015 (Ministry of National Education, 2006 cited in Newhouse D. & Suryadarma D., 2011). This was an ambitious target and, although there is an upward trend towards vocational education, latest estimates suggest it is currently under 50 percent (World Data Bank, 2014).
Higher levels of education tend to lead to better labour market outcomes, evidenced in both Indonesia and globally (OECD, 2014). The Indonesian government contributes a huge amount of funding to the education sector with tertiary education received 24.5 percent of the GDP per capita to provide better quality delivery and reducing unemployment. However, both secondary vocational schools and the tertiary providers are still facing the same problems relating to a lack of facilities, lack of teacher qualifications, lack of connection with industries and employers as well as a negative community image of vocational education. Vocational training providers in public secondary schools (SMK) and tertiary vocational providers appear to be the biggest winners in the government priorities although the paper found that tertiary qualified VET graduates tended to be more employable and generally better skilled than SMK graduates. In addition, SMK graduates were only marginally better than their academic peers due to a poor links to industry and weaker transferable skills and general knowledge. With the recent shifts in Indonesia's education policies, there seems to have been a focus on improving the quantity of vocational training without creating an action plan for the quality. Completed as a part of coursework for Comparative Education Policies, Melbourne Graduate School of Education, University of Melbourne. |
ResearchMaster of Education Policy (International), The University of Melbourne.
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