ENGLISH FOR SPESIFIC PURPOSE

(Concluding survey of the vocational school academic)

Lecturer : Sugeng Riyadi, M.Pd

Arranged by :

Dian Azkiani (2011040298)

Indita Fitria (2011040080)
Tika Febriyani (2011040453)
Winantuningtyas Ratri Pramesti (2011040192)

ENGLISH EDUCATION

TARBIYAH AND TEACHER TRAINING FACULTY

RADEN INTAN STATE ISLAMIC UNIVERSITY OF LAMPUNG

2022

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 PREFACE

Assalamualikum, Wr.Wb

First of all, the writer wants to express his thanks to Allah SWT, because of His bless
and grace, the entitled " Concluding survey of the vocational school academic” can be
finished on time. This paper is a requirement to fulfill the assignment from Mr. Sugeng
Riyadi, M.Pd as the lecturer in English for Spesific Purposes.

Our aim of this paper is nothing but to develop our knowledge. With the completion
of this paper, we should not forget to thank those who played a role in helping the preparation
of this paper until it was completed on time. We realize that in the preparation of this paper
there are still many shortcomings. So with all the criticism and criticism we hope for the
improvement of this paper. Hopefully this paper can be useful and useful for all who succeed.

Wassalamualaikum Wr.Wb

Bandar Lampung, March 19, 2022

Group 6

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 TABLE OF CONTENTS

Preface…………………………………………………………………………………… 2

Table of Contents………………………………………………………………………. 3

CHAPTER I INTRODUCTION

1.1 Background………………………………………………………………………. 4

1.2 Formulation of the Problem……………………………………………………… 5

1.3 The Purpose of the Problem……………………………………………………… 5

CHAPTER II DISCUSSION

2.1 The Definition Academic and Vocational Education……………………………. 6

2.2 The Main Purpose of Vocational Education…………………………………….. 6

2.3 The Difference Between an Academic School and a Vocational School……….. 9

2.4 The Benefits of Vocational Education……………….…………………………. 10

CHAPTER III CLOSING

3.1 Conclusion……………………………………………………………………….. 13

3.2 Suggestion……………………………………………………………………….. 13

Reference………………………………………………………………………………... 14

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 CHAPTER I
INTRODUCTION

1.1 Background

Transferable skills are an essential part of the desirable outcomes of vocational

education and have therefore become the focus of the Indonesian vocational
education system. The concept is expressed through different terms, such as life
skill education, but is still poorly developed in Indonesia. The available educational
regulations provide neither a clear definition nor specific instructional guidelines,
which would enable educators to translate the concept into practice. In fact,
different approaches have been taken to integrating the transferable skills concept
into vocational education in Indonesia, such as structuring and restructuring of
several competencies within the frequently-reformed vocational curriculum.
However, there is still a lack of a clear definition that would guide policy
formulation and ultimately implementation, which is due to the absence of scholarly
discourse and theories on transferable skills. There is no scientific research
community working on defining transferable skills. Instead educational policy
makers rely heavily on international consultants who often lack necessary
understanding of the country context. To improve this situation, human resources capable
of developing the education system need to be fostered in Indonesia.

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1.2. Formulation of the Problem

a. What is the vocational school?

b. What is the purpose of vocational education?

c. What is the difference between an academic school and a vocational school?

d. What is the benefits of vocational education?

1.3. The Purpose of Problem

a. To know the meaning vocational school

b. To know the purpose of vocational education

c. To know the difference between an academic school and a vocational school

d. To know benefits of vocational education

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 CHAPTER II
DISCUSSION

2.1. The Definition Vocational School

A vocational school is a type of educational institution, which, depending on

the country, may refer to either secondary or post-secondary education. Designed to
provide vocational education or technical skills required to complete the tasks of a
particular and specific job. In the case of secondary education, these schools differ
from academic high schools which usually prepare students who aim to pursue
tertiary education, rather than enter directly into the workforce. With regard to post-
secondary education, vocational schools are traditionally distinguished from four-
year colleges by their focus on job-specific training to students who are typically
bound for one of the skilled trades, rather than providing academic training for
students pursuing careers in a professional discipline. While many schools have
largely adhered to this convention, the purely vocational focus of other trade schools
began to shift in the 1990s "toward a broader preparation that develops the academic"
as well as technical skills of their students.

2.2. The Purpose of Vocational Education

All education can be seen as being vocational, insofar as it seeks to realise

individuals’ aspirations and support the personal interests and trajectories that
comprise their vocations. Hence, the purposes of vocational education per se would
include concerns associated with individuals being able to realise their full potential
through their paid work, pursuing their occupational interests and securing their work
life goals and their life goals beyond their paid work. In this way, vocational
education also has purposes associated with assisting individuals overcome
disadvantage through the circumstances of their birth and social positioning, as well
as their earlier educational experiences. Yet, beyond these important personal
imperatives, vocational education is also concerned with reproducing, remaking and

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transforming occupational practices that have historical, cultural and societal geneses
(Thompson, 1973).

Dewey (1916) proposed two key purposes for education for vocations: first, to
identify the occupations individuals are suited to and, second, to assist them in
developing the capacities to be effective in their occupation. However, there are
other, more differentiated and more or less specifically focused purposes that reflect
particular perspectives and needs. Thompson (1973) claims the occupational
purposes of education can be found across all its sectors. For instance, in primary
education, students may learn about the world of work as a set of cultural practices
and the implications for those who practise them; in general education, students may
consider issues associated with the development of skills on the problematic nature
of working life; and in adult education, students may develop the capacity to help
themselves and to assess and further develop their capacities.

the purposes of vocational education encompass assisting individuals identify their

suitability and readiness for occupations, the initial development of occupational
capacities and further development of these throughout individuals’ life histories.
Yet, there are social and environmental purposes as well.

Personal purposes, for particular individuals, are associated variously with:

• Understanding about work life,

• Developing specific capacities to perform a particular occupational role,
• The capacity to engage critically in the world of work,
• Transforming the social practice comprising paid work or specific
occupations,
• Maintaining a capacity for lifelong employment.

Purposes that have a more social orientation comprise:

• Developing the kind of capacities required by employers,
• Developing the kind of capacities needed to sustain and develop further an
industry sector,
• Practising that occupation in ways that are mindful of environmental and
community concerns,
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 • Developing the capacity to contribute towards national economic well-being,
• Assisting workers to resist unemployment.
From these listings and the discussions above, it is possible to delineate a set of
categories that articulate diverse purposes for vocational education. These categories
are held to comprise purposes associated with (i) cultural reproduction, remaking and
transformation of occupational practices, (ii) economic efficiency, (iii) societal
continuity, (iv) individuals’ fitness for particular occupations and readiness to engage
in work life and (v) individual progression and continuity. Each of these purposes has
particular qualities that sometimes overlap, and are outlined below.
a. Cultural reproduction, remaking and transformation of occupational practices
includes.
• The continuity, maintenance and transformation of culturally derived
occupational practices that are essential to countries, communities and
individuals,
• Transformations of practices in response to changing societal concerns and
emerging imperatives that society needs to embrace, such as sustainability.
b. Economic and social efficiency and effectiveness includes.
• Developing capacities to sustain and develop particular industries and specific
enterprises,
• Meeting particular occupational requirements,
• Developing the capacities that enterprises’ need for continuity and expansion.
c. Societal continuity and transformation includes.
• Reproducing societal norms and values,
• Transforming society and its norms and practices,
• Developing the capacity of citizenry to both secure employment and resist
unemployment,
• Meeting the educational and work preparation needs of particular cohorts,
• Securing the range of occupational competence that societies need,
• Contributing to the general education of the citizenry.
d. Individuals’ fitness and work readiness includes.
• Identifying and guiding individuals towards occupations and careers in which
they are interested and are suited for,

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 • Developing individuals’ capacities in occupations to which they are suited and
prefer,
• Gauging and meeting students’ needs and readiness to work and learn,
• Providing experiences of work, in the world of work,
• Engaging reluctant learners in educational activities.
e. Individual progression includes.
• Supporting development across working life,
• Assisting work and occupational transitions,
• Assisting the development of learners whose needs and capacities transform
throughout the life.

2.3 The Differences between an academic school and a vocational school

a. What is academic education?

Of course, any type of learning can be classed as academic. However, the term
“academic education” in relation to vocational training usually refers to learning in a
university to obtain a bachelor’s, master’s, or other types of degrees.

b. Vocational education

Modern vocational education and training (VET) is training for a specific

industry through a combination of teaching and practical experience. The Australian
Government says that VET gives students workplace-specific skills and knowledge.
In many cases, vocational education combines learning in the college environment as
well as practical work experience. Some vocational institutions also offer vocational
training to postgraduates who want to specialise in a specific area — for example, as a
general practitioner (GP).

The basic difference between these two is theory versus practice. An academic school
generally teaches theoretical knowledge and broad-based research skills, while a
vocational school teaches hands-on, applied skills such as carpentry, auto mechanics
and hairdressing.

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 Vocational high School students are trained to become mid-level skilled
workers. By policy Design, the computer major in China is set up to train workers for
entry level Jobs in database management, website administration, software
engineering, advertising (layout, photo-editing), or computer animation This differs
from academic high school, which trains students in academic or general skills,
mainly for entry into higher education.In terms of curriculum, vocational high school
students in the first year of the computing major are supposed to spend roughly equal
amounts of time on academic and computing skills.1 In their second year, students
spend the majority of their time on computing skills. Students spend the third year in
internships.Academic high schools, by contrast, are focused on academic subjects
tested on the college entrance examination, with roughly only 10% of time spent on
subjects like music, computers, or physical exercise.

2.4. Benefits Vocational Education

• Trade Schools Offer Hands-On Knowledge

Traditional universities focus more on theoretical knowledge than hands-on,

practical training. That type of knowledge is great for certain jobs like
engineering. However, for many people who attend universities, their
education is primarily background knowledge so when they get a job, they
will need to learn on the job.

Vocational training schools, on the other hand, have a stronger balance

between background knowledge and hands-on training. As a result, you’re
likely to be better prepared for the day-to-day tasks of your job than someone
whose degree has emphasized theoretical knowledge, whether your job is
in information technology, holistic healthcare, or another field.

• Trade Schools Offer More Direct Training

When a student attends a traditional four-year university, they don’t spend

four years studying their chosen field. The universities focus more on well-
rounded liberal arts to teach students general skills and information.

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 The problem is that on top of your career training, you end up with silly and
sometimes unnecessary classes like pottery-making and frisbee golf solely to
meet your credit requirements.

Vocational training school focuses solely on the training you need for your
job. You learn the practical skills you’ll need day-to-day in your career rather
than skills that are less specific.

• Individualized Attention from Experienced Instructors

In vocational education programs, you will learn from experienced

practitioners who serve as mentors and trainers. Every school is different, but
vocational training schools tend to have lower faculty-to-student ratios than
traditional colleges, allowing each student direct supervision and guidance.
You won’t have the large lecture halls where your needs get lost among 200
other students.

Your instructors are industry professionals, prepared not only to train you in
specific techniques and skills but guide you to overall success in their
particular field. Since they are active members of the industry, they are also
well-placed to provide networking and internship opportunities.

• Education at a Lower Cost / Investment Value

Vocational education is an investment of both time and money towards your

personal growth and to build your career.

Trade schools, on the other hand, are far more cost-effective. The annual cost
is often lower than it is at traditional universities, and you’re also paying for
two years in most cases compared to four or more. On top of this, ICOHS
College offers financial aid as well as military financing options. As a result,
you can start your career with far less debt and enjoy the profits of your
higher income potential sooner.

• Classes for Flexible Schedules

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 Traditional universities are set up for full-time students who have just
graduated from high school and are completing all of their education before
entering the workforce. Many of them have far fewer course options for
students who work a 9-5 job and want to get their education in the evenings.

Vocational training schools have more diverse options because they serve a
wider array of students. Most programs offer flexible full-time, part-time, or
online schedules, allowing students to work around their work schedule or
family needs.

• Successful Job Placement

Career counseling and job placement is a large part of the mission of

vocational schools. The school’s career services center may help with
networking, posting available positions, resume writing, and interview skills
to help you launch your career.

Students may find support through study groups, tutoring, and test-taking
skills practice in industries with professional licensing exams. Some
programs offer career support services not only at graduation but throughout
your career.

• Faster Start to Your Career

The four-year period of traditional colleges is a significant amount of time.

It’s a long time to either be out of the workforce by attending college full-
time or to balance part-time college with a full-time job.

Vocational training schools, on the other hand, have more focused programs.
The program length depends on the certification or degree you choose, but
most trade school programs take less than two years to complete.

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 CHAPTER III
CLOSING

3.1. Conclusion

Vocational education has grown significantly in recent years but has also
faced major challenges. The development of a range of positive programs has been
accompanied by examples of schools struggling to meet the funding, infrastructure
and staffing requirements of VET. This report has emphasised the need for
consolidation and for ensuring the sustainability of vocational education. Removing
the threats to sustainable implementation and improving the quality of teaching and
learning in vocational education should be priorities for the next phase of vocational
education in schools. The facilitation of effective partnerships and better articulation
arrangements are also keys to improved outcomes, as are a diversity of pathways and
greater national consistency in a range of areas.

3.2. Suggestion

The suggestion that the author can convey is that we as prospective educators
must always explore the potential that exists within us. One way to explore potential
can be done by studying this paper. This paper is expected to be input and additional
material in the learning. Hopefully, this paper can be useful for us in the future. The
author also hopes that this paper is useful for people around and beneficial for all of
us.

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 References

https://en.m.wikipedia.org/wiki/vocational_school

Billett, Stephen. 2011. Vocational Education Purposes, Traditions and Prospects. 4112
Griffith Queensland. Australia.

https://www.theclassroom.com/differences-academic-vocational-schools-7864127.html

Huang W.(2015)The Impact of Vocational Schooling on Human Capital Development in

Developing Countries:Evidence from China,article The World Bank Economic Review
Advance Access published August 27, 2015

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