Job Seeking in the Era of Globalization: “SMK Bisa” Slogan

Sumarjo and Nistiarisa Angelina

Department of Sociology, Universitas Gadjah Mada

Keywords: vocational, education, youth, transition, unemployment

Abstract: In the era of globalization, youth transition from education to the world of work becomes uncertainty about

prospect of jobs and the future for them. The fear of being unemployment makes youth had to face the risk

even when they have planning. This study aims to reveal youths who graduated from vocational educations

with “SMK BISA” slogan (ready to work, smart, and competitive) but still find difficulties in early stages of

labour market. This study applied descriptive qualitative approach with literature review method. The data

collection used common reference sources, including theoretical books, previous research journals,

observations, news from printed and online media. The data were analyzed using poststructuralist and

supporting concepts. The results show that vocational graduates always had to face the risk by the educational

decision they took. The risk began when they started the process of education, graduation, and job seeking.

In the other hand, vocational education provides skills required in the workplace but also produces the largest

educated unemployed youths in Indonesia. The fact reveals that government legalized neoliberal system

which narrowed not only the opportunity of youths to enter the world of work but also provides working-class

young people. Vocational schools should be in accordance with region potential and job vacancy. However,

amount of vocational schools always increase year by year with many institution and specific skills.

Compulsory education program through vocational school has been commoditized. This article concludes that

Indonesian youth in vocational schools have had to deal with the uncertainty and risks.

1 INTRODUCTION

In the era of globalization today, youth transition

from education to the world of work is seen as a way

to social mobility. The United Nations defines youth

as those persons between the ages of 15 and 24 years.

Youth is understood as a period of transition from the

dependence of childhood to independence of

adulthood. During the youth stage, a number of social

and economic events may occur, such as education

and preparation for entrance into the world of work

(Chan, 2010). In the Indonesian context, the

successful of an individual's education-work

transition represents an adulthood’s independence. It

is expected to will be able to bring young people had

been carried on the social class the best of what they.

Indonesia is the state rounded out the top five with

a population of the under the age of 30 years. Based

on the data from Badan Pusat Statistik, youth

population between the ages of 15 and 24 years in the

year 2017 over 43 million. Great a population youth

give benefits in the form of a demographic dividend

which is potential in the multitude of your the number

of working age. Labor force data August 2017 from

Badan Pusat Statistik noted the Indonesian labor force

aged 15-24 years old by more than 20 million.

However, the number of jobless at the ages of 15

and 24 years as much as 20,44%. Data from Badan

Pusat Statistik of 2016 put the number of jobless at

currently has a total of age group 67,60% from the

number of jobless people in Indonesia. Level of open

unemployment largest based on the level education is

high school.

Vocational education seen as an alternative

solutions these problems. One contention is that

vocational education can benefit youth by offering

skills that will be of value in local labor markets

(Ainsworth & Roscigno, 2005). The “vocational

effect” as the effect on the success of an individual's

education-work transitions of taking vocational

education (Iannell & Raffe, 2007), can reduces

precariousness during the youth transition from

education to the world of work (Korpi, Graaf,

Hendrickx, & Layte, 2003).

Not surprising if the number of vocational shools

increased in period for 5 years (2011/2012 to

2015/2016) sebesar 23,43%. In the same year period

of students increased sebasar 7,86 % .Type and

majors also increased varied, for example animation,

Sumarjo, . and Angelina, N.

Job Seeking in the Era of Globalization: “SMK Bisa” Slogan.

DOI: 10.5220/0010273200002309

In Proceedings of Airlangga Conference on International Relations (ACIR 2018) - Politics, Economy, and Security in Changing Indo-Paciﬁc Region, pages 68-72

ISBN: 978-989-758-493-0

multimedia, pharmacy, culinary, fashion, automotive

techniques, engineering electronics, hospitality,

tourism, accounting, administration office, banks,

and marketing.

Attention the government back up on vocational

schools the bigger since published Presidential

Iinstruction 9/2016 on Revitalization of Vocational

Schools. “SMK BISA” slogan (ready to work, smart,

and competitive) produces the human capital of

young workers who in accordance with the

regulations industries. Many vocational programmes

have been rolled out by to boost vocational schools.

Vocational schools was an topic of the medium

through his achievement namely ESEMKA car.

However, until now vocational schools have not

been able to meet the hopes. Who had been under the

car ESEMKA proud of is no audible again.There are

indications that general education may be more

beneficial. This is because vocational graduates to

contribute to the largest unemployment in the country

over the last five years. According to Badan Pusat

Statistik in 2017, vocational graduates is the biggest

contributor to the number of unemployment in

Indonesia is about 11,41 %.

This study aims to reveal youths who graduated

from vocational educations with “SMK BISA” slogan

(ready to work, smart, and competitive) but still find

difficulties in early stages of labour market. The

condition is difficult for young people in the period of

transition from education to the world of work

because the Indonesian government does not provide

security social welfare. The number of vocational

graduates always increased every year, but not

followed the provision of employment.

Youth transition from education to the world of

work becomes uncertainty. The transition

problematisations are constructed as the

responsibility of the individual, because youthful

subjects are constructed as responsible for future life

chances, choices and options within institutionally

structured risk environments (Kelly, 2001). Youth

has to experience reduction of the state role both in

education services and jobs opportunity (Sutopo,

Social Generation, Class and Experience of Youth

Transition in Indonesia, 2014). Family increasingly

responsible to support education for their children as

a cultural capital to enter the world of work. The risks

and insecurities in the institutional settings of science,

class, politics, employment, and the family

increasingly define the state of late modernity (Allen

& Henry, 1997).

In the neoliberal era, the government policy

provides two options for young people. First, the

government legalized neoliberal system which

potentially narrowed the opportunity of youths to be

in the labour market career. Moreover, precarious

labour market entry for young people is often

believed to have potential repercussions in terms of

increased psychological distress, delayed family

formation, increased criminality and a general lack of

social integration (Korpi, Graaf, Hendrickx, & Layte,

2003). Second, it may help young people to avoid

unemployment but its effect on other labour-market

outcomes (Iannell & Raffe, 2007) such as

occupational status, wages, and working time.

2 METHODS

This study applied descriptive qualitative approach

with literature review method to reveal youths who

graduated from vocational educations with “SMK

BISA” slogan (ready to work, smart, and competitive)

but still find difficulties in early stages of labour

market. As a qualitative approach, its potential to

transform large segments of descriptive data into

quantified categories (Marvasti, 2004). The data

collection used common reference sources, including

theoretical books, previous research journals,

observations, news from printed and online media.

Triangulation source of data was undertaken through

an election various data sources credible. The method

of analysis the data used was analysis the contents of

or method of the analysis documents that is testing

theoretical to increase the understanding of data to

filter information into category related .The data were

analyzed using poststructuralist and supporting

concepts as a framework think in the following

analysis of vocational schools as contributor largest

unemployment in Indonesia .The next stage is

interesting this final conclusion based on the data

have already been displayed.

3 RESULTS

3.1 Uncertainty and Risks

Vocational schools have “SMK BISA” slogan (ready

to work, smart, and competitive) who prepares

graduates with high capability to enter the world of

work. Undang-undang 20/2003 on The National

Education System Indonesia speaks to the role of

vocational schools as an educative medium sized who

prepares all of their students to work in a particular

field. A graduate of a vocational schools expected to

be able to fill the basis of their structures on the

Job Seeking in the Era of Globalization: “SMK Bisa” Slogan

workforce for individuals is skilled at industry for

increasing the economic growth rate.

Vocational schools have education curriculum

differently from general high schools to produce

graduates thats ready to work, smart, and competitive.

Vocational schools can be conceived of in two basic

ways, (1) as education for jobs; a direct link between

the curriculum and actual jobs in the labour market,

and (2) as education about work; the curriculum

ranges over important facets of work life (Lewis,

1998). Vocational schools presence has to do with

various routes to print a number of experts in in a

given field. On the other hand, vocational schools

also made a program apprentice or internships

partnership using one industries. The program will

bring the could provide the opportunity for a student

to a fuller knowledge of the world of work under the

supervision of the school.

Based on The Education And Culture Ministry

(Kemdikbud), the number of students at a high school

in 2016/2017 are 4.682.913 students of vocational

schools and 4.659.542 students of general schools.

Based on the data represent more youth vote

vocational schools. Vocational schools an alternative

to more easily accepted in the world of work

compared with general schools. Vocational schools is

seen as a short cut to entering the workforce without

having to continuing on to college.

However, vocational school graduates still find

difficulties in early stages of labour market.

Vocational schools graduates always had to face the

risk by the educational decision they took. The risk

began when they started the process of education,

graduation, and job seeking. When youth choose

vocational school means they were dealing with the

risks of opportunities accepted at the university.

Vocational schools are not chartered to prepare

students for college and simply do not teach the

material required of college candidates (Arum &

Shavit, 1995). When they the process of education,

they also must face with the risks of academic

achievement. Academic achievement could serve a

more central role in the lives (Gerard & Buehler,

2004). They must fight during the process education

to get minimum value in accordance the standard of

graduation. They must also obey school’s

regulation.This is because the assessment system of

education schools in Indonesia not only based on the

aspect of cognitive and psychomotor, but also

affective. Some of vocational schools provide

partnership program with industries for graduates

who have a good academic achievement.

Recommendations shall not apply for those who

received low academic achievement. After they

graduated, vocational school graduates are faced with

the risk of being unemployed. In the other hand,

vocational education provides skills its required

return in the workplace but also produces the largest

educated unemployed youths in Indonesia. In fact

employment opportunities not comparable with the

labor force. For those who successfully through this

process, the risk is not subsequently stop. Vocational

schools create working-class young people and

socialize them into subordinate economic roles

(Iannell & Raffe, 2007). Vocational school graduates

occupy positions lowest level in industries. Many of

them are working with various risk, for example

contracting, outsourcing, over work, and under paid.

3.2 Vocational Schools in the

Neoliberal Era

In Indonesian, globalization present since the days of

old order characterized by the relatively the act of

Undang-undang 78/1958 on Foreign Capital

Investment. Globalization is getting felt his presence

since the reign of new order. The reign of new order

in Undang-undang 1/1967 on Foreign Capital

Investment even give assurance looseness of existing

taxes and other charges. The mining industry in old

order period more closed for foreign capital, but in the

era of new order granted permission. The new order

government more intensively in pulling foreign

investors to invest capital in Indonesia.

Unfortunately, the government policy not cover a

welfare for their peoples. The government began to

provide job opportunities for foreign citizens. A

period of time foreign capital investment extended

from the beginning of the 20 year to 30 years. The

government also ensure will not do nationalizing and

are willing to give compensation to companies.

Illustrate that it is assistance policy were closely

foreign financial institutions like the World Bank and

IMF directly engage in a system of Indonesian

economy. A western country strengthen its role as the

actor and the developing states, Indonesia, only able

to perform as an institution to legalized the interests

of expansion market by policies that made, as well as

the exploitation as a target (Giddens, 2005).

Globalization in Indonesia assumed as the

opening of neoliberalism era. Capitalism

characterized by expansion of multinational company

in Indonesia. The direction of development began

emphasis on economic growth, infrastructure

development, and industries. Late modernity seems to

be producing a new kind of capitalism, a new kind of

labour, a new kind of global order, a new kind of

society, a new kind of nature, a new kind of

ACIR 2018 - Airlangga Conference on International Relations

subjectivity, a new kind of everyday life and a new

kind of state (Beck, Bonss, & Lau, 2003). Level of

urbanization continues to increase, especially youth,

to work in industrial areas. However, increasing

amounts of educated young people are let down by

the inability of the government to provide jobs, with

the result that this generated a climate of uncertainty

about prospect of jobs and the future for young people

(Sutopo, Social Generation, Class and Experience of

Youth Transition in Indonesia, 2014).

Vocational schools which all expected as a short

cut to entering the workforce is part of the inability of

the government to provide jobs. In fact the

government only provide education but gave no

warranty employment opportunities for vocational

school graduates. Vocational school designated by

the government to ceate ready to work labor in private

companies. So far there has no government

engagement with a private about security and

protection for ready to work labor. Vocational school

graduates are prone to be printer labor grassroots

level with a low wage that interests foreign investors

to establish companies in Indonesia. However, the

number of an industry that there is could not offset the

total labor force. This will cause the postion fresh

vocational school graduates getting down in labour

market.

3.3 In a World Where Education is a

Commodity

Vocational effect does not apply fully in Indonesia.

Vocational schools has not been successful to reduce

unemployment. Vocational school graduates

increased the number of jobless people secondary

education level there has been increased. This is

supported by the number of students and schools has

been increasing from year 2011/2012 to 2015/2016.

The number of vocational schools increase from year

to year. Field of studyyang offered more vary as

animation, multimedia, pharmacy, culinary, fashion,

automotive techniques, engineering electronics,

hospitality, tourism, accounting, administration

office, banks, and marketing. However, various field

of study is often not in accordance with the local

potential. Vocational schools should be in accordance

with the region and vacancy potential job. Some field

of specific study reserved, but not in accordance with

a vacancy that is in the area. Some vocational school

graduates even can access work as cleaning service

do not reflect the field of study them. Another

problem is the number of school and the students who

rush into not followed the number of teachers. Badan

Pusat Statistik put the number of teachers decreased

by 24,80% of 2014/2015 to 2015/2016.

Various problems pertaining to vocational

education reflect the condition of education system in

Indonesia these days. Education in Indonesia are

experiencing distortion, particularly in terms of

quality. Education have not been able to meet the

society necessity. While in the aspect of quality,

happened distortion because of a lack of thorough

analysis in apply a education policy. Education is

currently a prospects for many people, starting from

institutions education providers to regime of self-

government. Commodification in the world current

education is to commercialize textbooks, stationery,

and school uniforms. The number of students

vocational schools in the year 2017 based on the data

from Badan Pusat Statistik at times be more than 4

million. This is market opportunities to gain more

more revenue for education providers. The demands

of the market encourage the educational institutions

to offers a lot of a new field of study to obtain

students. Educational costs is getting higher. Some of

a field of studies that is considered to be prestigious

and favorite colect educational costs more higher.

The direction and purpose education in Indonesia

depend on the regime. Education is the extension of

government for the benefit of several parties. In the

New order era, education is dominated by the doctrine

Pancasila. In addition, Indonesia is repeatedly

changed the curriculum start of Kurikulum 1947-

1952-1964-1968-1975-1984-1994 and Suplemen

Kurikulum 1999, Kurikulum 2004 (Kurikulum

Berbasis Kompetensi), 2006 (Kurikulum Tingkat

Satuan Pendidikan), and the last Kurikulum 2013 (K-

13). ESEMKA’s car are the product of the regime.

The stakeholder should be aware of their role in the

success of education system, especially the

government. However, it is seen as a utopian today.

4 DISCUSSION

The fundamental problem of vocational education in

Indonesia located on the outcome. Vocational

education produces the largest educated unemployed

youths in Indonesia. In the other hand, vocational

education also provides working-class young people.

It puts this youth is at dilemma between

unemployment and insecure employment.

Vocational education as an alternative solutions to

reduce unemployment rate did not operate effectively

in Indonesia. Vocational education problems in

indonesia are more complex. Financial limitations

made it difficult to access higher education (Sutopo

Job Seeking in the Era of Globalization: “SMK Bisa” Slogan

& Azca, Transisi Pemuda Yogyakarta Menuju Dunia

Kerja: Narasi dan Perspektif Dari Selatan, 2013).

Vocational education from the beginning of serve as

a bridge between these problems. Vocational

education have an appeal very strong for youth that

are in the middle to low social class.This is because

they do not have the ability to access higher levels of

education. They chose vocational education in an

effort to reduce the risk of being unemployment. In

addition, vocational education also synonymous with

the second choice. Students of vocational schools

mostly having academic achievement not as good as

general schools. Instead, among those who do

become unemployed there are indications that general

education may be more beneficial (Korpi, Graaf,

Hendrickx, & Layte, 2003). Vocational education a

lot boarded interests, from institutional education

providers and regime of self-government. It makes

youth always faced with uncertainty and risks.

Youth at risk are assessed of two things which is

reciprocal. First, the risk of understood as time to

producing uncertainty. Second, identification of the

risk factors understood as an effort to make a choice

and responsible. The risk of a major problem now

facing youth was a part of the transaction from the

dependence of childhood to independence of

adulthood. Adulthood achieved not only based on the

aspect of psychological but also aspects concerning

the achievement of independence in economic status.

Individualization provoke responsibility of young

people, and the families of them to be careful to

manage them self. In the neoliberal era, the role of the

state to grow weak, individual must be responsible for

uncertainty and the risks. Management of risks can be

done by actively respond to risk or face the risks in

quick and direct. The role of family cannot be ignored

in this case. Youth and family, free to make the

choice, responsible independently in the late

modernity era. Youth who refused to tending, so they

become more risky. New forms of responsibility on

young people and their families within the

institutionalised risk environments of the risk

society—a problematisation that would look to ways

of refusing risk as signifying individual pathology or

deficits (Kelly, 2001).

5 CONCLUSIONS

Youths who graduated from vocational educations

still find difficulties in early stages of labour market.

Difficulties in the early stages of a labour market

career was caused by youth always dealing with

uncertainty and risks, and they live in the neoliberal

era where education is a commodity. Youth in

vocational schools have had to deal with the

uncertainty and risks. Youth who refuse the

uncertainty and risks to be marked as pathology or

deficits.

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ACIR 2018 - Airlangga Conference on International Relations