How Does Vocational Upper Secondary School (VUSS) Influence The Learning Experience Of Students In Workplace?

Abstract

In Indonesian vocational education system, Vocational Upper Secondary School (VUSS) plays an institutional influence on the learning experiences of students. The influence of the institution can be seen in numerous policies and practices. This article was aimed to examine the influence of VUSS as an institution on the learning experience of students in the workplace. It was examined through how its institutional policies affected the implementation of the apprenticeship programme. In particular, it is aimed to look at the position of VUSS from structural point of view in the light of the Indonesian Education Law, 2003, whether their policies were put into practices, and to what extent their policies (e.g. the SBC, entry requirement, teaching and learning activities, assessments, and the apprenticeship programme) influenced the learning experience of students in the workplace during the apprenticeship program. This research employed a library research-based design. The data and information were derived from different journal articles, books, chapter books, proceedings, handbooks, and other relevant resource. The data was analysed by mapping out the information obtained from the resource and then aligning the information with the issues investigated. The findings of the research suggest that the institutional roles of VUSS and its pedagogical framework and practices in Indonesian VUSSs strongly contributed to the knowledge and skills development of students in the workplace. In addition, it was important for VUSSs to contextualize the skills the students learned by integrating these skills and their context.