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Abstract—Indonesian construction industries is one of the

industries that will be affected by the implementation of the AFAS

in late 2015. Indonesia's position as ASEAN member countries

which going to implement AFAS might giving of profit or loss for

Indonesian construction industries. Advantage that the

construction industries Indonesia might get is a major

opportunities of construction job in Indonesia. But if this

opportunity is not followed by the readiness of Indonesian workers

and enterprises to compete with foreign construction workers and

enterprises, it would be a deficiency that must be anticipated by

the Indonesian government and construction enterprises. The

increasing of competence and matching competence to meet the

needs of workers who will carry out the construction work is the

best solution of the problems to be faced by the construction

industries in the future. Building Competence Vocational

Education is one of the prospective providers of construction

workers which prepare their graduate to be directly employed,

means high chance of employment and having capability of

carrying out the work and survive to work in accordance with

their competence. The greater the congruence of students

graduated competence standard from vocational education (SKL)

with the industrial competency standard of workers (SKKNI), the

more likely students vocational school graduates get employed, in

this case for working in construction industries. Therefore, it is

important for a proper congruence analysis of SKL and SKKNI to

improve the competence of vocational school graduates especially

Building Competence Vocational Education which followed up

with close cooperation between government and industries, in this

case with construction industries.

Keywords-Congruence Analysis, Competency Standards, SMK

Building, Construction Industries

I. INTRODUCTION

ndonesia is a members of the Association of Southeast

Asian Nations (ASEAN) which going to implement the

ASEAN Framework Agreement on Services (AFAS) in late

2015. The AFAS is a consent to establishing the unity of

ASEAN economic region (ASEAN Economic Community,

AEC) and focused on free flow of services within ASEAN. One

of the Mutual Recognition Agreements (MRA) associated

AFAS is the unification of the ASEAN market services in the

engineering services, nursing, architecture, land surveying,

medical practices, dental practices, and accounting fields

(ASEAN Secretariat: 2008 and 2010) [1, 2]The approval of

AFAS give the most impact on job search sector by increasing

job and work competition in domestic and abroad, especially

for the work and jobs in fields that have been agreed in the

MRA, construction work included.

The construction work is a high risk job which executed by

worker with good working competence and have quality to do

so. Employment in the construction industries requires not only

the knowledge, but also the skills to perform the job well,

communicate, etc. There are several competencies that can only

learned and developed by carry out work in a real project

construction work, but there are the competence that can be

taught eg vocational competence.

Vocational High School (SMK) as organizers of Indonesia

vocational education in secondary level education prepares

their graduate students to be directly employed, which defined

as having acceptable to work and capable of carrying out the

work in accordance with theirs areas of competence. Vocational

competence is a peculiarity of the vocational graduates which

valueing more to be directly hired in industries. Vocational

programs related to construction field are building competency

vocational education which divided into four sections, namely

Wood Engineering, Stone and Concrete Engineering,

Architecture Engineering and Steel Engineering [3].

The closeness of the construction industries interests with

building competence vocational education as provider of

candidates for employment should improve involvement of

industries in vocational learning by giving some advices to raise

competences of SMK graduate so they prepared for work in the

construction industries. Some SMK have involved construction

enterprises in vocational learning by placing some students in

construction work the enterprises have as part of Industrial Job

Training were followed up with the construction enterprises

giving some consideration inputs, which later developed into a

local subject contents and included in the relevant subject

matter. Inputs from the construction enterprises as a user of the

students of vocational graduates can be used to improve

curriculum especially vocational competencies that must be

owned by a graduate student. The higher the congruence of

vocational graduates competency, the higher the chance of

employement in the construction industries.

Urgency in Congruence Analysis of Vocational

Graduates Competency Standards for Building

Competence to Work in Construction Industries

Metha Wijayanti, Students, UNY Graduate Program

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II. INDONESIAN LABOR CONSTRUCTION CONDITION

Indonesia have a high prospects in construction work in

which the Indonesian government was and still carrying out the

equitable development plans in all regions of Indonesia and are

expected to give work for construction enterprise in the country.

This manner have began to increase in various regions in

Indonesia but this condition is not supported by sufficient

construction workers prior to certified construction workers [4].

Construction workers are entitled to a competence certificate

when registering to institutions which allowed to issue

competency certificates and qualify for the minimum

educational requirements, work experience requirements, and

vocational test [5]. The minimum educational requirement is a

key condition that must be met before other requirements and

influence the type of certificate obtained. Certificate type affect

the type and level of work which worker can obtain in a

construction work. Work experience requirement can be

verified from the company recommendations or work document

that has been carried out. The last is a requirement of vocational

test carried out in accordance with the Indonesian National

Work Competence Standard (SKKNI) that already exist.

Vocational test are scheduled which carried out by and take

place in qualified institutions. Data corrected for certified

construction work force in July 2015 is shown in Table 1 and

the data of the workforce by the highest educational degree

corrected in August 2014 is shown in Table 2.

TABLE I

CERTIFIED CONSTRUCTION WORKERS (PEOPLE) [6]

Certificate Qualifikasi

Minimum

Education

Degree

Sum

Expert Worker

Prime D4/S1 Graduate 3 375

Medium

D3 Graduate

42 580

Novice 51 095

Skilled Worker

Class I D1 Graduate 35 915

Class II SMA/SMK Graduate

11 464

Class III SD Graduate 5 616

Explanation of the first table above that competence

certificate is most widely made for novice expert certificate

type with a higher education degree (above the secondary

education). In other words, workers who have and consciously

apply for the competence certificate are those who have higher

education levels. This statement concluded based on two things;

first, the ownership proportion of expertise certificates far more

than the ownership of skilled certificate, and second, the trend

of skilled certificate ownership follows the trend of the

minimum educational degree of the skilled competence

certificate owner where the higher minimum education of

construction worker, the higher they tried to owned competence

certificate which shows their awareness to have competence

certificate.

TABEL II

CONSTRUCTION WORKERS PROPORTION BASED ON MINIMUM EDUCATION

DEGREE FINISHED (PEOPLE AND PERCENT) [7]

Highest Education

Degree Finished

Workers

Male Female Sum Percentage

1. Never /Have not

finished SD 974 620 252 84 999 904 13,735

2. SD and on an equal 2 663 172 45 716 2 708 888 37,210

3. SMP and on an equal

1 700 065 27 691 1 727 756 23,733

4. SMU and on an

equal (SMK include) 1 477 768 47 624 1 525 392 20,953

5. Diploma I/II/III Gradute

52 661 15 600 68 261 0,938

6. University Graduate

(D4/S1/S2/S3) 209 297 40 588 249 885 3,432

Total 7 077 583 202 503 7 280 086

Explanation for the table above that the hierarchy proportion

sorted from the largest are construction workforce from primary

school graduates and on an equal, the second largest proportion

are junior high and on an equal graduates, then from high school

and on an equivalent graduates (SMK, MAK, and Education

Package C include), and followed by construction workers who

did not complete elementary or having no education degree at

all. Far adrift from the other group mentioned above are

University graduates and the least were Diploma I to III

graduates. The conclusion stated from data above are Indonesia

construction workers having low education levels where the

number of workers who are not educated at all and those have

primary education degree reaches 50% of the total workforce

Indonesia.

The number of workers certified in Indonesia is far smaller

than the number of construction workers in the same year.

Minimum education level and a low ownership competence

certificate may hamper the future development of the

construction industries, primarily related to the employability

of Indonesian workers when having construction work bid. The

needs for certified construction workers will increase rapidly

when Indonesia implement AFAS which certified construction

worker is a prerequisite to be able to having construction work

bid throughout the ASEAN region.

III. STANDARDS COMPETENCE THAT ACT IN INDONESIA

Indonesia has two competence standards made by two

ministries with the different competencies description. The first

competency standards were the Indonesian National Work

Competence Standards made by the Ministry of Manpower and

Transmigration and used by the construction industries,

especially in getting the expertise and skills competence

certificates. The second competency standards created by the

Ministry of Education and Culture as foundation to determine

competence of school graduates. SMK students need to

completing two test, National Examination (UN) and Work

Competency Exam (UKK) based from Graduation Competency

Standards (SKL) for vocational high school.

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A. Indonesian National Work Competence Standards

Indonesian National Work Competence Standards (SKKNI)

is a derivative of existing occupational qualifications

framework in Indonesia, the Indonesian National Qualifications

Framework (KKNI). KKNI have not specifically mention the

work domain that belongs to each qualification, it stated the

parameters or criteria of competencies that each worker

required. The first parameter indicates activity or application of

competencies owned by worker, the second parameter indicates

the level of knowledge (skills included) and problems solving

thinking, and the third is the responsibility and accountability

required by worker in those qualification level. Qualification

level 3 to level 6 has four parameters where the third parameter

in the form of further application of knowledge and supportive

skills, while the fourth parameter in the form of one's own

responsibility in those qualification level. Qualification level 7

to level 9 has three parameters in which the parameters of

knowledge and responsibility dissolved with the application

parameters. [8]

The construction field has 138 SKKNI set by the Minister of

Manpower and Transmigration alone, although there is still

construction work has not having SKKNI yet. SKKNI created

with the aim to made construction worker mastering

competence as stated in SKKNI thus construction workers

having capability of carrying out the work according to job title

and description of job responsibilities. Competences in SKKNI

divided into 3 groups, namely the General Competence Group,

Core Competence Group, and the Special Competence Group.

General Competence Group is a competency associated with

the discipline to carry out the work according to regulations and

competence related to the ability to communicate in the

workplace. Group core competencies are competencies that are

closely related to the ability to implement work job in the

construction work. Special Competence Group is a competence

that is closely associated with high-level communication skills

(discussion, decision making, etc.) and the depth of workers

knowledge.

B. Competence Standard of Vocational High School

Graduates

Competence should be taught by school standardized and

regulated by the Government of Indonesia [9] through the

Ministry of Education and Culture Directorate General of

Secondary Education as the basis to education delivery in

Indonesia and translated into Graduates Competency

Standards. Indonesian governments in the same regulations

states that Graduates Standard Competency is the criteria about

qualifications of ability students owned when they completed

some educational unit. SKL is the main reference in the

development of Core Competencies (KI) and the Basic

Competency (KD). KI is the student abilities must own to

achieve SKL in any grade level or any education programs. KI

is the basis for developing basic competency. KI include

spiritual attitudes, social attitudes, knowledge, and skills

functioned as integrator of learning contents, subjects, or the

mission and vision of the program in achieving SKL. KD is the

ability to achieve KI that learners have to acquire through

learning. KD has three domains that should be measured as

follows:

1) Attitude (affective) is a behavior, emotions or feelings are

visible in the behavior and sensitivity around that hierarchical

begins accepting, responding, valuing, organizing /

internalizing, and characterizing / actualizing. Vocational

graduates at least have to reach the characterizing / actualizing

of attitudes.

2) Knowledge (cognitive) is an intellectual capability in the

form of knowledge or thingking. The development of learners

intelectual start from knowing / remembering, understanding,

applying, analyzing, evaluating, and creating. The highest

levels to be achieved by vocational graduates is ability to

evaluate.

3) Skills (psychomotor) is a manual or motoric skills within a

body to do a job. The realm of skills that lead to the formation

of abstract skills started from observing, questioning,

experimenting, associating, communicating, and creating. The

highest level should be achieved vocational school graduates

are creating. [10]

IV. VOCATIONAL EDUCATION DILEMA

Vocational education is an education that focuses on

strengthening vocational competence in their students so they

would be ready to work. Vocational competence in vocational

learning is simplified work competence in industries and

elaborated by the Ministry of Education and Culture in order to

facilitate the assessment of learning. Yet when a student of

SMK graduation, he will find work using vocational

competences possessed (SKL elaborated by the Ministry of

Education and Culture), which the industries uses its own work

competency standards (SKKNI) which is part of the Ministry of

Manpower and Transmigration.

Until now, there has been not found research with intention

to find correspondence between vocational competency

standards (SKL SMK) with work competency standards

implemented by the industries (SKKNI). Research related to

this subject is urgent and necessary to do since Indonesia

prepared to join the AES. The greater the congruence between

competence standard in vocational education (SKL) and

competency standards in the industries (SKKNI), the more

likely vocational school graduates to work in the industries

because of their competence sufficient to be accepted and

survived in accordance with the fields of competence especially

in jobs with high risk and complexity of such construction

work.

The construction work is a job with a lot of risk and

vulnerable to changes that lot of competences related to

construction work can only be learned and developed in

practical working. If an employee does not have the necessary

competence to work in construction work, it would be difficult

for those workers to perform the job well, moreover to survive

in the construction industries. There are four factors related to

urgency of research about congruence of SKL in SMK and

SKKNI in industries, especially used in the construction

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industries, among others are:

1) The number of SMK will be added to approached

proportion 70:30 in comparison of vocational and high school

number. In other words, Indonesian government are focus on

expanding the number of candidates for employment,

especially for the construction industries which is experiencing

a shortage of worker.

2) Increasing the number of graduates of vocational school

students need to be followed by an increase in vocational

competencies the students own. The number of vocational

graduates entering in construction industries is relatively low

when compared to other graduate level. The value of vocational

graduates unemployment is also high [11]. The cause might due

to the inability to do job in the construction work from

incongruency of workforce competences with industrial work

competence.

3) The increasing competition in the construction industries

after Indonesia implement AFAS. This is related to the content

of the AFAS agreement to form unification services markets

across the region which implemented AFAS. The unification of

the services market is not only about the freedom to do bidding

and auction of construction works throughout ASEAN, but also

freedom in recruitment and employment. In other words, all

candidates for construction labor and construction enterprises

can seek construction work throughout the region that have

implemented AFAS.

4) The increasing construction worker requirements related to

the needs of expert and skilled competency certified workers.

Competence certificate of is a prerequisite in the offering

documents of construction enterprise in winning construction

work tender which is the reason of higher selling value of a

competency certificate than an education certificate in getting

the construction work.

V. CONCLUDING REMARKS

Competence standards is a tool to determine the qualification

or the extent to which the ability to think, act, etc. a person own

to solve problems or to carry out a job well. Competency

standards in education are used to test the student whether he

has the competence to pass vocational education and be able to

enter the world of work (industries). Competency standards in

the industries can be interpreted in two ways, the first is a

workforce minimum competencies required in order to do job

and survive in construction industries while the second

interpretation are as recognition in the form of certificate that

indicates the type and level of work competence that someone

able to do in work. Competency standards in the industrial

world emphasis more on competencies to survive in the

industries. Thus the competence standard for the industries

tends to be more complex and comprehensive accordance to the

type of work performed. The greater congruence between the

two competence standards, the more likely a vocational

graduate's ability to get employment to work and endure for

surviving working in the industries, especially in the

construction industries.

The construction industries has an interest to get worker to

carry out the demands of the job well. SMK need to cooperate

with the industries to developing students' learning material and

competence of vocational graduates in which governments need

to facilitate in order to create mutual cooperation. Cooperation

between the vocational and the construction industries that can

be done include:

1) Cooperation in the implementation of the Field Work

Practice in which the amount and a certain period of vocational

students can be entrusted to work in the industries. This is

necessary because there are competencies that can only be

learned and developed while working in the industries.

2) Cooperation in monitoring and evaluating the

implementation of Field Work Practice. Industries in the end of

the implementation of the Field Work Practice can provide

input to the school about the advantages and disadvantages of

having the student during the execution of the Job Training. In

addition, the industries could be asked for giving inputs on the

curriculum or learning materials or competencies that may be

relevant and necessary to implemented in accordance with the

needs of industries.

3) SMK cooperation with industries as the user of vocational

graduate in which colleagues industries get priority to have

early recruitment. Thus after the implementation of the Job

Training if industries taken interest to some students who have

competence needed in the industries, right after completing

vocational education, they can be directly employed in the

industries. This cooperation will reduce the waiting period and

improves uptake of vocational graduate to work in accordance

with their areas of competence.

Indonesian government need to solve the workers problems

in the construction industries, by doing:

1) Considering in increase number of SMK based from local

conditions and improving the work quality of vocational

graduates.

2) Promote coordination between the Ministry of Education

and Culture as executive in education and the Ministry of

Manpower and Transmigration and or industries that are

involved in describing integrated Competency Standards used

in Indonesia. Need to remember that prepare students to be able

to hired moreover survive to work in the industries is much

more difficult than preparing students to complete their

education. The greater congruence between SKL SMK with

SKKNI prevailing in the industries not only further increase the

number of vocational graduates uptake but also the

sustainability of employment in the industries. The closer

relationships with industries related, the easier SMK to put their

graduates to work in areas of their competence. This action

reduces the risk of worker shortages especially in the

construction industries while increasing productivity because

the industries does not need to do intensive initial training to

their workers.

3) Other coordination between the two ministries is about the

Job Training and competencies certification. The construction

industries in the future will require more certified workforce.

The filing of the registration certificate of competency can only

be done after a person has been working in the industries with

specified minimal experience. If the time spent on the Job

Training in equal with the normal working hours in the

construction industries, building vocational graduates can filing

the registration of a competence certificate more quickly in

accordance with the time working in the industries for Job

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Training. This will increase the number of recipients of

competency certificates, reduce the lacks of certified

construction workers, and improving the ability of construction

enterprises in bidding construction work.

VI. REFERENCES

[1] ASEAN Secretariat, Master Plan on ASEAN

Connectivity, Jakarta: ASEAN Secretariat, 2010.

[2] ASEAN Secretariat, ASEAN Economic Community

Blueprint, Jakarta: ASEAN Secretariat, 2008.

[3] Minister of Education and Culture, Regulation of the

Minister of Education and Culture of the Republic of

Indonesia Number 70 Year 2013 concerning Basic

Framework and Curriculum Structure Vocational High

School / Madrasah Aliyah Vocational, Jakarta, 2015.

[4] P. Kesai, "Penyiapan SDM Konstruksi Dalam Kerangka

Masyarakat Ekonomi ASEAN," Juli 2014. [Online].

Available:

http://konstruksiindonesia.net/file/Ka_PUSBINKPK_Se

minar_LKTKI.pdf. [Accessed 14 Juli 2015].

[5] Lembaga Pengembangan Jasa Konstruksi, Peraturan

Lembaga Pengembangan Jasa Konstruksi Nomor : 5

Tahun 2013 tentang Perubahan Peraturan Lembaga

Pengembangan Jasa Konstruksi Nasional Nomor 05

Tahun 2011 tentang Tata Cara Registrasi Ulang,

Perpanjangan Masa Berlaku dan Permohonan Baru

Sertifikat, Jakarta: Lembaga Pengembangan Jasa

Konstruksi, 2013.

[6] Lembaga Jasa Konstruksi Nasional, "Geospacial

Information System LPJK," Lembaga Jasa Konstruksi

Nasional, Juli 2015. [Online]. Available:

http://gis.lpjk.net. [Accessed 21 Juli 2015].

[7] Badan Pusat Statistik, "Konstruksi Dalam Angka 2014,"

Badan Pusat Statistik, Jakarta, 2014.

[8] Direktorat Jenderal Pendidikan Tinggi Kementrian

Pendidikan dan Kebudayaan, "ebijakan Ditjen Pendidikan

Tinggi Tentang Kerangka Kualifikasi Nasional Indonesia

(Indonesian Qualification Framework) Dan Arah

Kurikulum LPTK," Universitas Gunadarma, 2011.

[9] Menteri Pendidikan dan Kebudayaan, "Lampiran

Peraturan Menteri Pendidikan Dan Kebudayaan Nomor 54

Tahun 2013 tentang Standar Kompetensi Lulusan

Pendidikan Dasar dan Menengah," Kementerian

Pendidikan dan Kebudayaan, Jakarta, 2013.

[10] A. B. Susanto, "Direktorat Pendidikan Sekolah Menengah

Kejuruan," 2014. [Online]. Available:

http://www.ditpsmk.net/images/keselarasank13.pdf.

[Accessed 21 Juli 2015].

[11] Badan Pusat Statistik, "Laporan Bulanan Data Sosial

Ekonomi Agustus 2015," Badan Pusat Statistik, Jakarta,

2015.