The Application of Work-Based Learning Model in Education and

Training Institutions

Neng Desi Aryani, Oong Komar

Universitas Pendidikan Indonesia

Keywords: Work-Based Learning, Competence, Human Resources Management

Abstract: This study aims to describe the implementation of the function of management of work-based learning

model in the Education and Training Institutions. The contribution of the Course and Training Institutions to

the development of Human Resources (HR) is done through the development of vocational skills with 70%

practice and 30% theory. Work-Based Learning has provided great benefits for the needs of the company,

especially in absorbing the necessary competence required. However, it is necessary to study more deeply

the Work-Based Learning approach which is used as the best practice. This study employed a qualitative

approach with case study in which the goal is to reveal more in-depth data on the implementation of the

function of work-based learning model management. The results showed that the principles of Andragogy

learning are the basis of success of the Work-Based Learning approach. The implementation of participative

management function is done through the following steps: 1) participatory planning, 2) participative

organizing, 3) participatory implementation, and 4) participatory evaluation.

1 INTRODUCTION

Education is a key factor in supporting human life

and their livelihood. Moreover, education is a

lifelong activity for them. Education in general is an

activity undertaken in school which is better known

as formal education. However, to shape the mental

attitude and behavior, education outside the school

plays a more important role in finalizing those two

things. Out of school education is better known as

non-formal education that puts forward the concept

of continuous and lifelong learning. Lifelong

learning becomes the 'main concept' that has to

shape the education system (UNESCO 1972: 182).

Non-formal education is a matter that recognizes the

importance of education, learning, and training that

takes place outside of educational institutions. For

nearly twenty years, the distinction between 'formal'

and 'non-formal' education has become the

illumination of educational planning, funding and

evaluation of developing countries. It is possible that

no other educational or ideological program (not

even 'popular education') receives such intensive

discussions and such broad support (Rogers, 2004:

3). Regardless of formal or non-formal education,

many developing countries have fully supported the

education planning in their country. However, what

becomes the serious discussion is the designation of

non-formal education itself, whether it is for

children or adults? The flexible mode of providing

schools for the younger generation now is what

many governments see for non-formal education,

especially in terms of population growth, increased

cost of education combined with more limited

funding, the search for partnerships with civil

society, and new education targets which is set

internationally (Rogers, 2004: 3). As quoted from

Rogers (2004: 3), the Education for All (EFA)

Program, launched in 1990 with a commitment to

equalize the educational needs of young people and

adults has concentrated on education for youth, and

pressure groups such as the Global Campaign for

Education has led to an increased focus on basic

education. 'Non-formal education' often means 'basic

or alternative basic education for youth dropout from

formal school'.

In Indonesia, non-formal education is often

associated with training activities or skills courses. It

can be said to be an additional skill for those who

have attended formal education or education

required for the independence of an individual in

form of skills training because they cannot continue

to the formal education. In addition, training can

Desi Aryani, N. and Komar, O.

The Application of Work-Based Learning Model in Education and Training Institutions.

DOI: 10.5220/0009015900002297

In Proceedings of the Borneo International Conference on Education and Social Sciences (BICESS 2018), pages 28-35

ISBN: 978-989-758-470-1

also provide skills to compete in the world of

industry and business. Regarding the low quality of

the workforce in Indonesia, especially in terms of

skills, this training institute becomes a reference to

enhance the quality of workforce. According to the

statistics, Indonesia's labor force in February 2015

was 128.38 million people. The working population

reached 114.82 million and the unemployment rate

was 56 million. The working population is

dominated by people with junior and senior

secondary education with a total number of 3523624

people compared with the population working with

undergraduate education, 495143 people (BPS,

2015). The high number of labors with high school

and junior high school educational background

indicates that the current workforce still lacks the

necessary skills to work. The labor and social trends

data by ILO in August 2014, reveals that 55.5% of

factory and machinery operators and assemblers do

not meet DUDI requirements. Moreover, 52.5% of

technicians and professionals in companies do not

meet the requirements. Fortunately, the data shows

that 39.1% of the administrative staffs in office have

fulfilled DUDI requirements. Of 147298 people

graduates of Course and Training Institute (LKP),

68215 people worked, 13672 people developed their

independent business, while 18344 people are

attending their education and training, and 47065

people are unemployed (source: Recap of most LKP

information graduates, infokursus.net: April 4,

2016). The data shows that 40% of LKP graduates

are still unemployed. It can be caused by various

things, one of them is the lack of competence of

LKP graduates with the demand of the work.

Not only in formal education, but in non-formal

education also has to make many changes to

improve the quality of the learners as those in the

institution of the course or training. The

development of learning from time to time rapidly

requires a variety of new breakthroughs such as

approaches and innovative learning that can become

a medium of knowledge for learners regionally and

globally. This condition becomes an opportunity for

the course and training institution to provide skills

for the workforce in accordance with the needs of

the business world. If the expectations of the

business world are workers with good knowledge,

skills and attitude of the workplace, then the

application of learning should be able to provide

knowledge and experience directly from the real

world of work. Many models and methods that can

be applied in the learning process, one of which is

work-based learning (hereinafter abbreviated as

WBL), is a model of learning that is well integrated

with formal educational institutions and the world of

industry. As quoted from Bailey et al. (2004: 2),

some educational reformers argue that integrating

school experiences with classroom learning is an

effective approach to engage students with their

studies and help them to prepare their education and

work after high school (Hamilton, 1990; Jobs for the

Future, 1994). This experience frequently involves

employment in private and public sector

organizations. The reformers made various claims

about the educational benefits of this type of work-

based learning, and in many cases, these things have

touched a responsive tone. As quoted from Quick

(2010: 259), a unique way of work-based learning

that integrates individual learning needs with role

needs makes the ideal choice award for Advanced

Perioperative Practitioners who want to combine

academic studies with professional development, as

an experienced and professional-quality practitioner

(Boud and Solomon, 2001: 5; Thatcher 2003). Thus,

education is not just a matter of transfer of

knowledge in simple way, but there are separate

processes and mechanisms for the purpose of

learning that can be achieved according to

predetermined targets. It involves the mastery and

alteration of knowledge, skills, strategies, beliefs,

attitudes, and behaviors (Schunk, 2012: 2). In

education, all processes in it are systematic and

planned which are all summarized by the model of

learning. Learning model is a whole series of unity

among learning approach, learning strategy, learning

method, learning technique, and learning tactics.

(Komalasari, 2013).

The learning model is basically a form of

learning illustrated from beginning to end that is

typically presented by the teacher. Thus, in order for

educators to perform their duties professionally, they

must understand and be skilled in developing

various models of learning effectively, creatively

and fun. They must use and develop models that are

appropriate to the real conditions in the classroom

and are assumed to achieve targets in learning.

Instruction is the domain of educators, which is

primarily concerned with the direct application of

teaching methods in the classroom and other

learning settings. This applied focus is not always

good for exploring how the learning process is

influenced by instructional variation (Schunk, 2012:

18). Educators should also know how the brain

develops because developmental change should be

considered in planning instructions to ensure student

learning (Schunk, 2012: 50). Thus, teachers or

educators should be able to make careful planning of

learning, especially in the application of the model

The Application of Work-Based Learning Model in Education and Training Institutions

or method of learning so that the instructions given

refer to the concept of the model used.

Non-formal education institutions should be able

to implement participatory management functions in

their management processes that include planning,

organizing, implementing and evaluating. The

application of WBL model has relationship with

other institution. Therefore, the course and training

institutions must prepare and provide resources in

accordance with the needs of the planned WBL

model. Because educational organizations are more

focused on the learning process, it is more directed

to the preparation of human resources compared to

other resources. The effectiveness of education as a

productive system in which the available material

and human potential are transformed into

educational outcomes simultaneously considers

these processes in contextual specific conditions

(Scheerens, 2004). Without human resources having

high competence in the field of work and

responsibility, the organization will fail to realize its

existence (Sedarmayanti, 2017: 19). Educational

organizations will be more recognized in the public

eye because it can create graduates who have the

quality that is ready to answer the demands of

industry needs if it can apply the management

education well. It means that courses and training

institutions can provide quality assurance to the

community and industrial sector with good graduate

competence.

This effort is the basic capital of development as

an institution which conducts learning activities

outside school especially related to HR (Human

Resources). Organizing is the best step in placing

human resources in accordance with the field of

work, and the management of the head of the

institution functions to ensure the implementation of

learning which is in accordance with the plan set

followed by supervision and evaluation to know the

performance given as a corrective step. This paper

leads to the application of the WBL model through a

participatory management function.

2 LITERATURE REVIEW

2.1 Work-Based Learning (WBL)

Some definitions of researchers and education

practitioners related to WBL are all in forms of

learning through the workplace, whether in the form

of work experience or work shadowing within a

certain time. WBL is a learning that occurs as a

result of activity at work (Little, 2006: 4-6). David

Boud (Boud & Solomon, 2003) describes that work-

based learning (WBL) programs typically have the

following characteristics:

1) It is a partnership between an external

organization and an educational institution

established by contract;

2) Learners are engaged as workers (by making

negotiated learning plans);

3) The learning program is formulated from the

needs of the workplace and the participants, and

not only from the academic curriculum that has

been developed;

4) The learning program is adapted to each learner

according to their previous educational / work /

training experience;

5) Learning programs as integrated projects / tasks;

6) Learning outcomes are measured by educational

institutions.

There are some benefits of WBL learning

model as stated by Morley (2010) as follows:

1) Benefit for students

a) Increasing motivation.

b) Developing responsibility and maturity by

strengthening human resources, problem-

solving skills, confidence, and self-

discipline.

c) Providing an opportunity to develop

occupational options in long-term education

and training or future investment.

d) Offering planning for training organizations

in jobs in actual business conditions.

e) Developing human relations skills through

personal interaction in job settings.

f) Providing professional skills to help

learners make the transition from school to

work.

g) Increasing social awareness and community

responsibilities.

h) Increasing the chances of getting a job and

expertise.

i) Adding financial resources.

j) Reducing the risk of students retained in

the class/grade.

k) Providing more technical education than the

school provides.

l) Making academic instruction more

relevant and applicable in the work.

2) Benefits for the Entrepreneur or DUDI

a) Getting better job candidates.

b) Reducing training costs.

c) Having a screening/selection function of

workers with educational and training

institutions.

BICESS 2018 - Borneo International Conference On Education And Social

d) Providing an opportunity to assess workers

before they are decided to be employed as

full-time workforces.

e) Preparing workers with better attendance

records.

f) Testing employers to obtain

compensation tax.

g) Giving workers new ideas, fresh

approaches, and enthusiasm in working.

h) Offering direct input in education and

training provided by course and training

skills institutions.

i) Improving the image and prestige of

industry and business among fellow

learners and with the community.

3) Benefits for Institute for Skills Training (LKP)

a. Improving relationships and networking

with the business world or industry.

b. Developing a partnership between LKP and

the community.

c. Creating a relevant curriculum by

extending classroom experience with

integrated theory and practice.

d. Tutors get better information and care about

the current trend of the business/industry.

e. Building positive public relations, so the

reputation of LKP increases and attracts

new students.

f. Improving the quality of graduates.

g. Providing business and industry training

facilities that are generally difficult to

provide financially by schools.

h. Creating flexibility of individual student

needs with goals.

4) Benefits for Community

a) Improving prospects for graduates to stay

in the community.

b) Engaging the community in finding suitable

training needs.

c) Increasing the courage of young

community members to keep concerning

about formal school in order to reduce

community problems in the risk of drop

out.

d) Producing more responsible citizens at an

earlier age.

e) Promoting closer links between

communities and LKP.

2.2 The Implementation of Work Based

Learning (WBL)

There are various models that can be applied in

WBL as follows:

1) Role Playing is a model of mastery of learning

materials through the development of

imagination and appreciation which is done by

students. The development of the imagination

and appreciation is done by the students by

playing it as a living figure or inanimate object.

This game is generally played by more than one

person, it depends on what is played. One of the

advantages of role playing is involving all

students where they can participate and have the

opportunity to advance their ability to work

together.

a) Students are free to make decisions and

expression as a whole.

b) The game is an easy discovery and can be

used in different situations and times.

c) Teachers can evaluate each student's

understanding through observation at the

moment the game is being played.

d) Games are a fun learning experience for

children. For example, students play the

characters involved in the trial process

(judges, prosecutors, defendants, witnesses,

defenders, clerks, etc.) and understand the

role functions of each character in the trial

process and understand the flow of the trial

process.

2) Bringing the Workers Model to the classroom

so students can understand the particular type of

job and its function and role directly from the

worker as a model brought in into the

classroom. For example, for learning about

legislation, teachers bring the members of

parliament. Meanwhile, for learning about

Indonesia's law system, teachers bring judges or

prosecutors.

3) Through Employment Study (visiting the

workplace), students can understand the

particular type of work and its functions directly

by visiting the location or agency where they

work. For example, to learn about village

governance, students make visits to the village

office. To study the trial process, students can

be invited to the district court.

4) Extracurricular Activities and Self-

Development Activity can be used as a vehicle

for Civic Education learning. It can be used as a

means for learning about leadership,

responsibility, cooperation, tolerance,

appreciation of dissent, etc. Therefore, in

learning Civic Education, teachers should

provide an assessment and appreciation of

students who are active in extracurricular

activities. Self-development activities are

The Application of Work-Based Learning Model in Education and Training Institutions

activities of habituation of values, attitudes, and

behaviors that are in accordance with school

norms, religion, and law in life. Therefore,

teachers should have a diary of students'

attitudes and behaviors. These extracurricular

activities and self-development support the

achievement of Civic Education learning

outcomes primarily related to the formation of

civic skills and civic dispositions.

2.3 Management at Course and Training

Institute

A good organization cannot be separated from how

the organization utilizes the available resources to be

efficient and effective. Similarly in educational

organizations such as courses and training

institutions, through the implementation of good

management, it is not only beneficial to the

organization itself, but also to the learning

community, the environment, and other related

organizations. Management is controlled by people,

so the success of management depends on how great

the person's ability to run the management process.

It is influenced by the insights and experiences of

the person (Drucker, 2008: 4). Basically, the

objective of LKP is to provide opportunities for

every citizen to learn to acquire practical knowledge

and functional skills and create the right attitude for

a job so that the application of management must be

tailored to that purpose based on the main function

of management. According to the Ministry of

Education and Culture of Republic of Indonesia

(1981) in Neni Sri Mulyani (2003: 34), the

objectives of the course are:

1) Expanding community participation in equity of

learning opportunities and improving the quality

of citizens learning through out-of-school

education.

2) Improving teaching-learning process to achieve

the optimal community use.

3) Preparing citizens to develop themselves for

greater employment opportunities.

Based on the objectives of the course and also

the objectives of the organization, the organization

must be able to apply the basic functions of

management well to obtain good organizational

performance as well.

In the beginning of the twentieth century, Henri

Fayol proposed that all managers should perform

five functions: planning, organizing, leadership,

coordination, and control. In line with the

development of the organization with the various

problems that arise, these functions then adjusted.

Koontz and Weihrich and Daft share the same views

of managerial principles. Although some

management theorists identify additional

management functions, such as staff placement,

communication, or decision-making, the auxiliary

functions as a subset of the four main functions

(planning, organizing, leading, and controlling)

(Koontz and Weihrich, 2012: 4; , 2008: 7). As an

organization, a course and training institute must

also apply good management education in

accordance with the clear objectives of the

organization. Participatory management functions

that can be applied in this institution are planning,

organizing, implementing, and evaluating.

First, planning deals with setting clear goals of

an organization in regard to future organizational

performance and determining the tasks and

resources needed to achieve. There are three

strategies that managers can formulate, namely

strategic planning strategy, strategic business unit

planning (or competitive), and functional strategic

planning (or department) (Dessler, 2013: 76). The

effectiveness and efficiency of education as a

productive system in which the available material

and potential human are transformed into

educational outcomes, simultaneously consider these

processes under specific contextual conditions.

Starting at the goal, the manager's role is to collect

what and who is needed in the pursuit of the

expected achievement.

Second, the organization is concerned with

assigning tasks and allocating resources into the

matter. In educational institutions, the assignment of

tasks is more focused on the role of educators, so

that educators must prepare teaching materials and

learning methods that will be given to learners to

obtain the target that has already been set. In

professional education, teachers can follow the

expertise and methodology of evaluation

researchers, because when they consider themselves

to be the best medium and service knowledge of

what happens in the classroom (Scheerens et al.,

2005: 27). In a competitive strategy, human resource

is a competitive advantage. Thus, the best

competitive advantage is often the knowledgeable,

skilled human capital, and the hard workers who

also involve self-discipline.

Third, the implementation relates to what and

how the process can be done in accordance with the

plans and resources of the organization. Departing

from the purpose of the education and training

institutions, the implementation focuses on the

learning process in the classroom. This implies the

BICESS 2018 - Borneo International Conference On Education And Social

central role of educators because it is directly related

to the learners. Not only in formal education, but

also in non-formal education the educators must

have the competence required by both government

and society regulations, including minimum

qualifications and certification in accordance with

the authority of teaching, physical and spiritual

health, and have the ability to realize the educational

objectives (Team Education Administration Lecturer

UPI: 233). In this implementation function, the

quality of educators is tested and how far they can

meet the expectations of the organization.

Fourth, evaluation is related to the measurement

between the objectives and the results of the

obtained implementation. All forms of evaluation

collect systematic information and make some sort

of judgment on the basis of this information. The

further hope is that this "valuable information" is

used for decisions about the day-to-day educational

system or to further involve decisions about system

revisions and changes (Scheerens et al., 2005: 2).

Reeves (2009 in DiPaola and Hoy, 2015: 39) finds

that the successful school districts continue to

monitor and evaluate progress toward goals as a part

of the strategic planning process.

Through this participative management, courses

and training institutions can carry out the process of

operational activities in a patterned and organized

way. Institutions can obtain valuable information in

form of inputs to implement the learning process

well. Moreover, the agency can prepare the steps

and actions to achieve the expected output.

3 DISCUSSION

3.1 WBL Learning Model in Institute

of Course and Training (LKP)

Course and training institutions in Indonesia

generally implement the development of vocational

skills competence with 70% practice and 30%

theory. This means that this activity is more likely to

be directed to actual workplace activity, which is

very much in line with the concept of the WBL

learning model. The WBL approach is a learning

that can occur in a variety of situations and settings,

and is not limited to being developed through the

classroom only. All WBL programs use various

tools to assist and enhance guided learning activities.

WBL is a practical and successful way to create

learning that is directly related to the workplace

(Fink, Rokkjaer, & Schrey, 2007 in Siswanto, 2011).

The reality on the ground shows that in general,

instructors or educators in LKP rarely understand

and apply methods or learning models that can

improve the quality of the graduates. There are a lot

of learning methods that can be applied, more

specifically WBL, because WBL is very appropriate

with the model of learning in LKP.

The WBL approach leads learners to a learning

environment which is rich of real workplace

situations so as to shape and facilitate learning

opportunities, and highlight many levels of learning

that can occur. In order for the learning process to

run properly, the LKP must establish partnerships

with companies or industries to provide a real

learning environment through the provision of

facilities from the company concerned. The benefits

that can be derived from this relationship is that

learners can directly connect with workers and

enable to share the information related to the work

that makes the experience valuable for the learners.

As quoted from O'Donovan, 2018: 26), in

investigating student learning paths (newcomers) in

WP, it is interesting to note that in a relatively short

period of time, driven by their prior knowledge and

skills and with the support of their co-workers, many

who have achieved full participation in their

respective training communities. For managers in

industry and host organizations, it demonstrates the

importance of providing newcomers with prior

knowledge and skills, the freedom and responsibility

to assert themselves. There are clear advantages to

organizations that promote learning and that are

open to new ideas and skills especially in industries

that are in the development stage of applying new

technologies. In planning WPs, educational

institutions should seek to ensure they maximize

students' opportunities for personal learning and

development and minimize the risk of engaging with

firms that cannot provide supporting environments

needed.

In the course of the teaching process especially

the WBL approach, the role of educators is very

essential. Educators should be able to design

teaching materials which are in accordance with the

curriculum for the transfer of knowledge to learners

through a mature learning strategy, so that learners

feel happy to follow the learning process both in the

classroom and outside the classroom. In addition,

educators must have experience in industrial world

and be involved in education for several years (Aini

et al., 2016: 5). The role that curriculum design can

play positively affects the learning path of students

(and graduates) ... (O'Donovan, 2018: 26). The

learning approach today is more student-centered,

therefore, the teacher should be more understanding

The Application of Work-Based Learning Model in Education and Training Institutions

about student-centered learning and the cooperation

between parents and society in building the quality

of students (Alsammarry et al., 2016: 250). Thus, in

the WBL learning approach, attention should be paid

to the competence of educators and the cooperation

of industry, government, society, and parents.

3.2 The Implementation of

Participative Management in LKP

To strengthen the existence of the organization in

the eyes of competitors and the public, the

organization must implement management functions

well. Similarly, LKP, although is not a large

organization but the management functions should

not be ignored. First, the agency should plan for its

organization, what it wants to achieve. If the

organizational goals to be achieved are to improve

the vocational skills such as the knowledge, skills,

and attitudes of learners, then the organization must

provide resources to achieve that purpose. The plan

directs the organizational goals and establishes the

best procedures through the preparation of the

resources and methods chosen to be used as a means

of achieving the goals (UPI Administrative Teaching

Team: 93). Without careful planning in goal setting,

the organization will lose its focus on achievement.

Second, the institution must be able to organize

the available resources well. This paper is focused

more on human resources although other resources

are also important. There are three points that the

manager should pay attention to, as quoted from

Dunham (2015: 33), that for effective staff

management, the manager's team should regard as

important as these three important factors: tasks,

teams and individuals in the team. The tasks should

be well understood by the task doers, there must be a

clear commitment of each team member to do the

task, and clarify the goals to be accepted by each

individual.

Third, the institution should be able to ensure

that its staff can perform tasks which are in

accordance with the organization's objectives. In the

learning process, teachers or educators have a more

dominant and crucial role. Therefore, the institution

should be able to ensure that teachers have the

competence and are ready to perform their basic

duties properly. In regard to the approach of WBL

learning, teachers should be familiar with the

concept and characteristics of this model.

Fourth, the institution must always evaluate each

achievement and compare it with the target set. This

activity is considered effective to measure the extent

to which the results of implementation with the

expected goals. Through the evaluation of the

institution obtains valuable information to undertake

corrective measures at this time or in the future.

4 CONCLUSIONS

The Course and Training Institute is a place for

vocational education, so in its lesson it emphasizes

practice rather than theory. The WBL is an

appropriate model to apply to this institution, as it is

designed to provide learning that is directly related

to the actual work environment. What is important

for institutions in approaching the WBL is to

establish partnerships with industry and government

sectors so that both can provide facilities that can

support this learning model. To carry out this

training process, it requires good management of the

institution concerned with attention to the function

of participative management, namely planning,

organizing, implementation, and evaluation. A good

school management involves staff members, both

teaching and non-teaching, government, parents and

students in all activities related to the effective use

and development of school resources, such as

people, buildings, equipment, money, space, and

time.

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