Paper presented on TVET International Conference at
Rostock University Germany, August 16-18, 2017
by
Mochamad Cholik, Soeryanto, D.
Ratnadewi, I Wayan Susila, Muchlas Samani*)
*)corresponding autor
.
Abstract
Through
Law no.14/2005,
the Indonesian government wants to improve teachers quality, by enforcing
certification program, providing them
CPD and professional allowance.
Nevertheless, competence test
showed their score
of vocational teachers was very low. The more senior, the lower their test
scores are.
The research
question were
why teacher certification, CPD, and professional
allowances have not improved
their
competence yet. Why the more senior the lower the competence. This study used a
qualitative approach in multiple sites of four vocational high schools in East Java Province.
The
study found vocational teachers were still in their euphoria of having good
income and they
did not
think their professionalism yet.
The competence updating did
not run well, since:
not challenging teacher's job and the less effective off CPD. The training model wass
not fit with
adult learning style.
The pattern of the teacher career
did not stimulate them to
pursue their expertise.
Key
words: competence development, vocational
high school teachers
Introduction
In Indonesia, vocational high schools play an
important role in supplying middle-level skill
workers. In 2016 there are 13.578 vocational
high schools, with 4.684.334 students and 298.896 teachers. Instead of the large
numbers, the quality of the graduates has not yet been good. Based on this
fact, The President of the Republic of Indonesia
issued a Presidential Instruction No.
9/2016 to revitalize the vocational high schools so that
their graduates have appropriate
competence to the needs of the world
of work.
One of the factors mentioned in the Presidential
Instruction is that the vocational high
schools must have enough number of teachers with good competence. The
mention of teachers’ factor in the Presidential Instruction is precise, since
teachers have important role in education. 50% students’ achievement is
determined by the performance of teachers (Moursheed, Chijioke and
Barber, 2010; Pujiastuti, Raharjo and Widodo,
2012).
Through Law No. 14/2005, Indonesia is trying to
improve the performance of teachers by increasing their qualifications of
teachers with minimal bachelor degree plus one year professional training program and
giving professional allowance
as much as one month salary. For existing teachers, the Ministry of Education and Culture has been
implementing certification and professional training program since 2007 and giving them professional allowance since 2008.
Some researches show that after the teachers joined
professional training program and have accepted professional allowance there
has not been any increase of their performance. Teachers’
performance is influenced by two main factors, namely the competence and
commitment. In
2012 teacher competence test was conducted nationally. An average score nationally
for teachers of vocational high school
teachers was 49.10. Therefore the Ministry of Education and Culture underwent
intensive training conducted in Vocational Education and Development Centre. In
2015, the competency test was done again and vocational school teachers earned
a score of 58.30. That was an increase, but still far from ideal.
When the scores are elaborated based on the age of
the teachers, it was found that the older the
teachers, the lower the score. Vocational teachers with age <30 31-35="" 36-40="" 41-45="" 46-50="" 51-55="" 51.32="" 56.83="" 59.45="" 60.28="" 60.72="" a="" ages="" an="" average="" get="" of="" score="" span="" the="" years="">get a
score of 46.88 and aged over 55 to get a score of 46.32.
This study aimed to find the reason why the teacher
certification program, the provision of professional allowances and the training
for vocational high school teachers have not
yet managed to improve their competence. Why are the more senior the teachers,
the lower the competence.
Theoritical Framework
Vocational
Teachers’ Competences
In
general, teachers must master the material taught, be able to guide students to
master the competence in accordance with the curriculum, able to develop
themselves as professional teachers, and play active roles in the community in
accordance with their expertise (Rakajoni in Samani, Cholik and Buditjahjana,
2016). Flander in Day (2017: 170-171) attributes teacher competence to its responsibilities responsibility for learners: (1) the teacher as guide of
learning and development processes, (2) the teacher as educator, (3) the
teacher as subject expert, (4) the teacher as orgabizer, (5) the teacher as
innovators and researcher; its responsibility for the school and educational
community: (6) the teacher as partner of parents/carers, (7) the teacher as a
member of teaching team, (8) the teacher as part of external parties, (9) the
teacher as member of educational community; responsibility for society: (1) the
teacher as culture participant.
Teachers in Indonesia must have four competences,
they are (1)
pedagogic competence that the main content is the competence of educate and
develop students’ potential, (2)
professional competence with the main core is the mastery of teaching materials
and their support, (3)
personality competence that includes the ability to act in accordance with the applicable
norm and values, and (4)
social competence which includes the ability to interact with the community
(Kemdikbud, 2007). While in Australia, The National
Professional Standards for Teachers states that teachers should have: (1) professional
knowledge, professional practice, which
covers: a) plan for and implement effective
teaching and learning, b) create and maintain supportive and safe learning
environment, and
c) assess, provide feedback and report on student learning,
and (2)
professional engagement which covers: a) engage in professional learning,and b) engage professionally
with colleagues and the community (Bostes,
2013).
Vocational teachers have
specific characteristics, as Moris
(2013) states that teachers of Technical and
Vocational Education and Training(TVET) should
have: (1) an understanding of
occupational profiles and content of the occupational field, (2) an understanding and
analysis, shaping and organization of work processes, providing methodological competencies which
are needed and the changes that occur in the occupation, (3)an understanding of the
object of professional work, (4) an
understanding
the processes and nature of the work and work environment, not just the subject
area, (5) an understanding and
analysis, shaping and organization of occupation-related learning processes, (6) TVET instructor must
use their knowledge of the culture, economy and context to develop learning
environments which are appropriate for the occupational field, (7) TVET instructor must
include the definition of educational goals, the selection of appropriate content
and methods of teaching, and (8)
possess the ability to apply appropriate procedures for examination and
assessment. Along
with that, Kurnia (2013: 20-21) mentions that the competence of TVET teachers
in Germany have distinctive competences, they are (1) planning, implementation and evaluation
of vocational learning processes, (2)
developing education and training programs, (3)
planning, developing and shaping of learning environments, and (4) participation in
school development.
As technology evolves rapidly
toward automation and modulation, manual work is significantly reduced. This
change affects the teaching-learning process at TVET, there is a shift from
manual skill to the capability of analysis and synthesis (Samani, 2014). Morris
(2013) says that there is a paradigm shift in vocational learning, from teaching centered into facilitation centered,
teacher centered into leaner centered, reproductive into productive,
behaviorism into constructism, and time based into outcome based. Orientation
to manual skills with low order thinking shifts into high order thinking skills (Neubert, 2017). Teachers must
be able to integrate critical thinking, problem solving and creativity into the
learning process (Samani, Suparji and Rahmadian, 2016). Therefore the ability
to develop oneself sustainably is very important for teachers.
Continous Professional Development
Continuous professional development (CPD) is one of
the keys in improving the quality of teachers. Various studies show a positive
relationship between CPD done by teachers with their students learning outcomes
(Kempton, 2013, Kemdikbud, 2015; Seezink and Poel in Day, 2017: 174). In
addition, some studies also show some other
outcomes of CPD programs, such as the increased
knowledge and skills of teachers, their self-efficacy in the teaching of the
subject and classroom environment (Rose and Reynolds, 2007; Whitehouse, 2011).
Therefore CPD becomes one of the teachers' professionalism improvement programs
in various countries (Creemers,
Kyriakides and Antonio,
2013).
For vocational education teachers, professionalism
improvement should be accompanied by the ability to keep up with technological
developments, as technology greatly influences school curriculum and methods of
learning (Etelapelto and Saarinen, 2006; Samani, 2016). Schmidt and Cohen,
(2014) mentions that in the digital age half the world's population is connected
to the internet, and then schools / universities use it for teaching and learning activities.
Teachers
will interest into CPD when the program is specific
and fit to their
need and concern, the ultimate
goal is sustainable and clear, it has a clear impact on their careers, and it involves outside
experts (Whitehouse, 2011). For TVET teachers who need to train students’ skills
daily, they
require CPD which is
closely related to the improving
their knowledge, insight and
field skills associated with the vocational field taught (Moris, 2013)
CPD can be done through various activities, whether
it is formal such as continuing education, non-formal through various forms of
training, and informal through research and self-development (MSF, 2010, Kemdikbud, 2015). For vocational
education teachers, apprenticeship in industry is one of the most effective
ways, especially to keep up with technological developments, as technological
developments in industry are always faster than at school (Collins and
Halverson, 2009; Samani, 2014).
In Indonesia, the number of large industries which applying new technology
is very limited compared to the number of vocational high school teachers, so the
opportunity for teachers for internships at relevant industries is very small.
Moreover, the industries attention to vocational
high schools have not been good, because they do not
feel the real benefit when helping vocational high schools (Samani, Cholik and
Buditjahjana, 2016). Government encouragement and certain incentives for the
industrial world to help vocational high schools is also not yet effective
(Kemdikbud, 2016)
CPD requires high self-awareness, because it does
not a formal requirement in employment rules (Kemdikbud, 2015). To do CPD
teachers must provide special time
in while they are busy teaching and they often
have to pay personal expenses. Therefore, the "profit-loss"
calculations are often used by teachers to decide whether to attend CPD program
or not. The "profit-loss" calculations are often associated with the
future of their careers (Richter et. all., 2014), which causes a significant difference between teachers who are
diligent to follow the CPD program and who are not (Samani, Cholik and
Tjahjana, 2016)
Methods
This
study used a qualitative approach in multiple sites of four vocational high schools with various conditions
in East Java Province. The four schools
were chosen because they have many teachers who have joined certification
program and received professional allowance, with varying ages. Data from these
schools can describe teachers with different areas of expertise, variations in
age and teaching experience.
Data collected through documents, in-depth interviews and
cross-validated by focus group discussions, between April up to August 2016.
Credibility, dependabiity, and confirmability are implemented simultaneously to
ensure that the data collected actually provide a picture of teachers in these
schools.
Data analysis was done by
qualitative data analysis techniques of Miles & Huberman. Data display,
data reduction and conclusion were done simultantously and over and over again,
so that resulting a
comprehensive conclusion.
Findings
The
study found: (1)
vocational teachers were still
in their euphoria of having good income, after a long period underpaid. Their lives pattern became more
consumptive and most of then did not think about the
development of professionalism yet.
(2) The updating the competence
of the vocational teachers did not run well, due to two factors: the not
challenging teacher's job and the less effective teachers’ professional
training. (3)
The more senior vocational school teachers, the lower their level of IT
literacy, while teachers’ professional
developmentprogram, which is implemented by the Ministry of Education and Culture,
usedIT more. (4) The pattern of
training that have been carried out so far has not been in accordance with the
principles of adult learning which should be more attentive to the needs of
participants both from the material and method of learning. (5) The pattern of the career
of vocational teachers did not stimulate them to pursue their expertise,
because their careers leads to structural positions which contains management load
over vocational skills.
Those five interrelated factors that caused
teachers’ motivation to develop
their competence did not grow significantly,
after recieving professional allowance. Very few of teachers
joined seminars, training or
even bought books to increase their competence. They joined seminars only when
the government appointed them to do so, or when they needed the credit point for
their carrier promotion. They used their extra income for improving their
living standard instead of doing CPD.
Training material available in the Ministry of
Education web was not much used, either because the teachers were not interested or
because they were not able to access. School principal and structural position in
District Education Office were understood as career path for teachers. That why most teachers who
have a good achievement prefer to join training
or even continuing education on school management instead of their subject
matters.
They learned school management as a preparation for their career.
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