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understandings. Points a to g are the key competencies and adopted by SKKNI as the key competency criteria that constitute the requirements to be fulfilled by a person to
achieve the required performance in the task implementation in a certain competency unit.
In the construction of a physical facility, the characteristics of the production process of construction service work are known as a hierarchy of construction scope
that is used to make the division of authorities and resources in planning, implementation and control. A work team who come to the location where a project will
be constructed always implements the work of construction service. A work team with such special task will leave a half-finished product of his resulting task to another work
team that will then continue on completing the project. Every work team remains contribute to the component addition or to the quality of end product. This process of
production is called ‘Parade of Trades’ Abduh: 2007. In this parade, it seems that a team will provide the next work team with a work place. If this work place does not
exist, since the previous team has not been completing it in conducting its work, then the next team cannot undertake its duty. This condition is an idle or a pending activity,
so it is time wasting. If this process of construction repeats, it is possible to count how many idles for each work team. It is necessary to consider that all construction service
works are tied to time target and to limited resources. The more idles, the greater its impact on the resource increment for the completion of the project.
With the actual description of the characteristics of the production process of the construction service and the generic competencies as mentioned above, it may be said
that the success of a work is largely determined by the soft skill competencies identified as the competency criteria to be acquired by the workers on the construction service
work in order for them to completing their works in a proper way. The identification of soft skill attributes relevant to the construction service work includes: 1
communication skills, 2 cooperation in the team work, 3 work ethics, 4 honesty, and 5 ability to work under time pressure.
C. The Characteristics of the Vocational High School Curriculum
The vocational school aims at increasing the learners’ aptitude, knowledge, personality, mentality, and skills to enable them to live a self-reliance life and attend the
advanced education according to their individual vocational program. To achieve this
ISBN
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978-602-97249-0-5
International Seminar on Vocational Education and Training
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target, the curriculum should be designed to facilitate the learners to learn in an effective and efficient way, be able to develop their skills and specialties in line with the
requirements of work world, and acquire the capacity for self-improvement.
The basic characteristics of the vocational curriculum according to Finch 1979 are as follows: 1 the orientation of the vocational school curriculum to the output, 2
The curriculum development to the external activities and the local people on the basis of work world fulfillment, 3 focus on the extensive development of knowledge, skills,
attitude, and value that give useful contribution to the work capacity of the graduates, 4 In-School success standards are closely related to the expected performance at work
place, 5 out-school success standards orients to the graduate outcome after working, 6 School-community relationship, where the vocational school curriculum should be
responsive to the society needs, 7 government involvement in the vocational school is manifested in its role in developing, monitoring, guiding, and standardizing the national
graduation, 8 the curriculum should be responsive to the changing technology in society and changing work world, 9 the provision of facilities and infrastructures and
the proper learning sources in the implementation of the vocational school curriculum, 10 expenditures needed for the implementation of the vocational school curriculum
are considerably large, including the costs for the process of learning-teaching in the classroom, laboratory practiceworkshop job, equipment usage, maintenance, and
equipment improving process. The basic characteristics of the vocational school curriculum are references in developing a curriculum responsive to the dynamic of work
competency requirements especially in the construction service industry. The integration of soft skill competencies in the VHS curriculum is one form of curriculum
development responsive to the requirements of workforce competencies at work place.
The structure of the vocational school curriculum, in this case that of the VHS is targeted to achieving the objectives of the vocational program. The VHS curriculum
contains compulsory subjects, vocational subjects, local contents, and self-development. The subjects in the structure are divided into three groups including normative,
adaptive, and productive. The normative group of subjects is the lessons that are allocated permanently, whereas the adaptive and productive ones are subjects allocated
in line with the specialty program requirements, and may be conducted in time block or other alternatives. The learning subjects in the productive group involving basic
vocational competency and vocational competency are adjusted to the requirements of
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978-602-97249-0-5
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the specialty program to meet the competency standards of work place Regulation of National Education Minister No. 22; 2006. Viewed from the characteristics and
structure of the vocational school curriculum, the soft skill can be integrated in the curriculum development in the groups of adaptive and productive subjects.
D. Integration of Soft Skills in the Vocational High School Curriculum
