ABSTRACT
Indonesia is a developing country that is trying to solve main issues in education. Indonesian people are heterogeneous and Indonesian society has established vocational high school with various competencies/skills. However, the number of LPTKs (Lembaga Pendidikan Tenaga Kependidikan: Teacher Education Institution) as providers of teacher-candidates are still limited. As a result, there is no balance between the number of vocational teacher-candidate providers and vocational high school users of LPTK graduates. In reality, a number of vocational high schools in certain provinces do not have productive teachers. The government has made many efforts with various programs but they still do not overcome the problems. Thus, it is necessary to have alternative models of community-based vocational education. The development of these models starts from the real needs of the community and proceeds to curriculum planning based on multi-competence and skills. As a result, the LPTK must integrate its curriculum with various skills/competencies to solve imbalance issues between teacher-candidate providers and vocational high schools as users of university graduates. Vocational education using this model will yield graduates who have not only one competence but also value-added competencies/skills based on society’s needs.
