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.

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The revitalization program of Vocational High Schools (SMK) in Indonesia is supported by the Presidential Decree in 2017. There are six main elements that have been done by selected SMKs which refer to SMK revitalization guidance in 2017. One of the elements is the alignment of curriculum. Curriculum alignment is an activity in units of time implemented by schools and industry to align the contents of the curriculum so that the graduates can see the needs of the workforce in the industry. By this alignment, the graduates are expected to have certain skills in accordance with the industry requirements and gain expertise certificate from industry accordingly. The survey was conducted in 125 vocational high schools spread out in various regions of Indonesia

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