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VOCATIONAL EDUCATION CHARACTERISTICS IN NATIONAL
EDUCATION CONTEXT AS A HUMAN RESOURCES DEVELOPMENT
PLATFORM
Nur Endah Purwaningsih
University State of Malang
Titolo originale
VOCATIONAL EDUCATION CHARACTERISTICS IN NATIONAL EDUCATION CONTEXT AS A HUMAN RESOURCES DEVELOPMENT PLATFORM
VOCATIONAL EDUCATION CHARACTERISTICS IN NATIONAL
EDUCATION CONTEXT AS A HUMAN RESOURCES DEVELOPMENT
PLATFORM
Nur Endah Purwaningsih
University State of Malang
VOCATIONAL EDUCATION CHARACTERISTICS IN NATIONAL
EDUCATION CONTEXT AS A HUMAN RESOURCES DEVELOPMENT
PLATFORM
Nur Endah Purwaningsih
University State of Malang
Reformulating the Paradigm of Technical and Vocational Education
104
VOCATIONAL EDUCATION CHARACTERISTICS IN NATIONAL EDUCATION CONTEXT AS A HUMAN RESOURCES DEVELOPMENT PLATFORM Nur Endah Purwaningsih University State of Malang
Abstract Vocational education is part of the whole education system, but it also has specific characteristics which differentiate it from other form of education. Those differences are (1) vocational education curriculum specifically has characters that lead to shaping students skills which related to the particular job; (2) vocational education has roles in preparing students to work either independently (entrepreneur) or filling up an available job vacancy; (3) vocational education is able to create alumni who fit with certain requirements of workplace as human resource who has work competencies, has ability to adapt and has a high competitiveness.; (4) vocational education is a platform in which a high quality of human resources are developed . It is expected that alumni of vocational education can become a productive person who can work as a middle level worker and has an ability to face work competition. Research in west Java has shown that 5-10 % of vocational educations alumni work as an entrepreneur and other findings also suggested that SMKs alumni (alumni of secondary vocational education) were able to create their own workplaces and for others. About 15 % of SMKs alumni aged 17-22 were able to open their own businesses.
Keyword: SMK = Sekolah Menengah Kejuruan (secondary vocational education level)
Background Chapter 2 Verse 4 of The Regulation of National Education System explain that National education aims to educate nation and develop Indonesian human resources completely i.e. religious human being who supplicate to a Sole God and has good characters, has knowledge and skills, has a perfect physical and mental health, has a perfect personality, independent and has sense of responsibility towards his society and nation. Verse 10, education is conducted in two main methods that are formal education and non formal education. Formal education is classified into general education, vocational education, special education, normative education, religious education, academicals and professional education. Vocational education is an education that prepares its students to work in particular jobs (Chapter IV Verse 11). One of the formal education institutions that prepare its alumni to have an exception in workforce throughout vocational education is SMK. Part 3 verse 18, secondary education form Sekolah Menengah Atas (SMA), Madrasah Aliyah (MA), Sekolah Menengah Kejuruan (SMK) and Madrasah Aliyah Kejuruan (MAK) or other forms within the same level. SMK is secondary schools established by the government to prepare young employees who skilful and are able to correspond to industrial needs. Recent advancements in education have entered a new era which is initiated by fast innovation in technology which demanding a corresponding changes in education systems which appropriate with workplace demands. Education has to reflect a process of humanization in terms of actualization of all humans potencies to become abilities that can be applied in everyday life of people. Sudrajat (2003) said that the mainstream of educational process, whether it is an academic or vocational education, is workplace either formal or non-formal sectors. The achievement level of national development is affected by nation assets to optimize and maximize developments of human resources. These attempts can be pursued through education, formal or non-formal. One of INTERNATIONAL SEMINAR Reformulating the Paradigm of Technical and Vocational Education
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the formal institutions which prepared their alumni to be successful in workplace is vocational education. Vocational education is an education that prepares their students to be able to work in particular job (Wikipedia.com). Vocational education which is developed in Indonesia is Sekolah Menengah Kejuruan (SMK) which is designed to prepare student in the workplace and they expected to manage to develop professionalism in vocational fields. Alumni of vocational education are expected to become a productive human being that can work in middle level of workplace and has an ability to face work competitiveness.
Discussion Mahfud (2010) said that it is undeniable that vocational education contributed to develop and increase peoples economy. Related to this, Carr and Hartnett (2002) wrote the paradigm of vocational education is economic; to contribute to the generation and modernization of industry and so advance the economic development and the growth of modern society. Competitiveness of a nation is affected by knowledge and skills of their workers which can be achieved through improvement in education and training, especially vocational education. Trained and skilful workers will add value to the product produced and indicated by improvement in productivity and production cost reduction, better quality of product and faster returned investment. Likewise, vocational education is also believed as a key factor in economic development in some countries especially developed countries as said by Wilkins (2001), vocational education is one of the key factors in ensuring economic development, competitiveness and social stability in all countries, both developing and industrialized. This is based on the believe that the successful of vocational education in producing skilful worker is an important part in human resources development in providing provision of knowledge and skills that further needed by the students. Vocational education is part of the whole education system, but it also has specific characteristics which differentiate it from other form of education. Those differences are (1) vocational education curriculum specifically has characters that lead to shaping students skills which related to the particular job. These skills have been facilitated by SMKs curriculums that are differentiated into normative, adaptive and productive groups. Curriculum used by SMK is KTSP arranged by education units according to SI and SKL and based on guidelines made by Badan Standar Nasional Pendidikan (National Education Standardization Bureau); (2) Vocational education has roles in preparing students to work either independently (entrepreneur) or filling up an available job vacancy; (3) SMK is one of institution which created alumni who fit with certain requirements of workplace. Workers which are needed is human resources who have work competencies, have ability to adapt and have a high competitiveness. Demand of having alumni who fit with job requirements need to be set as the base to divine vocational educations goals. SMK as one form of vocational education, as suggested in verse 15 UU SISDIKNAS, SMK is a secondary education which prepared student to work in specific jobs. Based on education needs perspectives and accessibility workplace/ industry, at least there are 3 challenges for SMK in regional and national context i.e. (a) implementation of educational programs and training need to focus on empowerment of local potency along with optimization link with partner institution. (b) Implementation of the curriculum has to be flexible according to current trend and development in technology so then the competency achieved by the students during and after study programs has a high adaptation ability. (c) Education and training program should be oriented to master learning which involving active participation of the stakeholders. An attempt to provide SMK which meets public demands, SMK has to play its proper roles and functions. INTERNATIONAL SEMINAR Reformulating the Paradigm of Technical and Vocational Education
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REGULATIONS RELATED TO VOCATIONAL EDUCATION 1. UU Number 20 in 2003 about National Education Systems Chapter II Verse 4 National education aim to educate nations and develop Indonesian human resources. verse 10, education is conducted in two main methods that are formal education and non formal education. Chapter IV Verse 11 Vocational education is an education that prepares its students to work in particular jobs 2. PP Number 19 in 2005. Education National Standard KTSP KTSP in basic and secondary level is arranged by education units according to SI and SKL and based on guidelines made by Badan Standar Nasional Pendidikan (National Education Standardization Bureau); 3. PP No. 8 (2012) about KKNI Chapter I Verse 1 Sub verse 2, Learning Achievements Ability achieved from internalization of knowledge, attitude, competency and accumulation of work experiences. Verse 4 Sub verse 1 Learning achievement which is reached through education or work training is approved by certificate. Qualification Level Verse 5 KKNI Alumni of secondary level at least at the level equal to second qualification level Qualification level 2 1. Are able to finish one specific task using tools and information and procedures that is commonly used and also shown measured level of quality under supervision 2. Has knowledge on basic operational and knowledge in specific workplace so then is able to choose available problem solving for common setback. 3. Taking responsibility on their own job and can be given responsibility to assist others
According to Djohar (2007: 1295-1297), characteristic of vocational education are: (1) education which is aimed to provide workers. Therefore, their alumni should be able to assimilate with the workforce, (2) justification of vocational education is the actual need of workforce in industry, (3) The successful of vocational education is measured by two criteria i.e. students success in school and out school. The first criteria covers students success to meet curricular requirements whilst second criteria indicated by alumni performance in the workplace; (4) Vocational education has sensitivity/ responsiveness to the development of workplace. Therefore, vocational education has to be responsive and proactive to the development of science and knowledge and concern more on adaptation and flexibility attempts to face upcoming careers of students; (5) Work stations and Laboratories are the main investments in vocational education, to achieve perfect condition that imitate the real-life working stations; (6) Corporation between industry and vocational institution should inline with high demand in relevance among vocational education and industry. INTERNATIONAL SEMINAR Reformulating the Paradigm of Technical and Vocational Education
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In reality, SMK is still a second option after SMA; therefore students in SMK are those who can enter SMA. Nazar and Wicaksono (2008) suggested that student from SMP assumed that SMA is better in terms of flexibility in work and possibility to engage in higher education. SMK alumni are thought to go directly to work market and not to the high education institution. In 2007, young generation aged 15-24 was about 44 millions and half of them have already entered work market. But only 1 in 4 that enter that work market in unemployed. One of government attempt to reduce unemployment and low-quality employees is to produce alumni who can work through developing secondary education especially SMK. Regulation of National Education Department is to increase number of SMK though proportion programs in 2010 which targeted the ration of 50:50 (SMK :SMA) and further 67: 33 in 2014. Realization of these targets is to develop some strategies i.e. (1) students ratio, (2) numbers of SMK students (3) numbers of SMK (4) developments of SMKs students (5) numbers of SMKs teachers by 2010. Those steps were written in the roadmap of Direktorat Pembinaan SMK 2010-2014. One study conducted by Demography Department of FEUI (2009) had showed that SMKs expansion was determined by the SMK themselves. The public interest in SMK is affected by SMKs images, competency of SMKs alumni, workplace acceptance of SMKs alumni and capacity of SMKs alumni to opening business and the relevancy of SMKs graduated to use local potencies. In another word, public interest would be improved if SMK manage to increase their quality. Strategies to develop SMK is to make better of the inputs such as facilities, improving number and quality of teachers and curriculums, collaborate with DUDI in terms of improving curriculums and acceptability of alumni in the workplaces, improve students qualification (not only those who cannot enter SMA), and advocating regulation to support SMK development.
Five Strategies in Developing SMK First, to create better images for the SMK through brochures, pamphlets, TV, and directly go to SMP to offer scholarship. For the end-use of SMKs alumni involving DUDI and competency grading, internships and developing curriculum. Second, improving quality of SMK through improving infrastructure, and supporting equipments in line with advancement in information technology used by DUDI and improvements in quality and numbers of SMKs teachers. Third, relevancy of SMK with DUDI needs. Development of SMK with the national perfectives to meet competencies that support industry. For instance, the need of experts in computer and pharmacist that would further develop, therefore SMK should put their priority on them. Developments of SMK with local perspectives in which SMK is established base on local needs. According to local potencies mapping, SMKs alumni should need to accommodate the need of their local industries. Forms of collaboration with industries are to provide internships to SMKs students. Four, Coordinate with the government to accommodate SMK development. Persuade PEMDA (local government) to allocate 20% of APBD for education sector to improve SMK. Five, Entrepreneurship ability of the headmasters in establishing partnership with DUDI to accommodate internship programs (PSG) and to provide workplace for the alumni. This entrepreneurship is needed to sell SMK and its products. For example, every SMKs products exhibitions should invite DUDI, government and DEPDIKNAS. Demand on vocational education should follow link and match policy i.e. continual changes from the old way education method to the new one focused on development of human resources.
New dimension integrated from link and match policy has to fit with SMK curriculum orientation (Dirjen Pendidikan Dasar dan menengah, Direktorat Pembinaan Sekolah Menengah Kejuruan 2005; 37-39) i.e. changes from supply driven to market demand. With this demand INTERNATIONAL SEMINAR Reformulating the Paradigm of Technical and Vocational Education
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driven, it is expected that business and industry worlds will involve more in deciding and pursuing vocational education because of their needs in employees. In reality, workplace involves because educational process determine quality of alumni, evaluation education results, workplace also determine the acceptability and measurability of vocational educations. One of the applications of demand driven is in developing curriculums which should be done through synchronization and applied in Pendidikan Sistim Ganda programs (Double Education System). By doing synchronization in curriculum, SMK education is expected to be able to imitate condition in industry and also has relevancy and high flexibility with real-life demand. Through this synchronization, it is expected that school can determine skills and performances needed by the industry. Changes from school based program to dual based program go in line with link and match policy suggesting vocational education to be conducted in two places. Half of the program is conducted in school (theories and basic practical jobs) and half is conducted outside the school that is productive skills are achieved through learning by doing principles. Learning by doing practice will given skills and values which is difficult to obtain in school namely formation quality knowledge, market knowledge, and competitiveness knowledge, value added knowledge and professionalism. Changes of general learning systems to competency based learning, is made to guide learning process to those skills oriented capabilities. This competency based system has lead to changes in vocational curriculum which now is in competency packages. Changes from Narrow based to Broad based is part of link and match policy. New system which is based on human resource, quality knowledge and competitiveness adapting principles suggesting that it is impossible to create a good quality and high competitiveness human resources without a strong base. Therefore, students should be given strong basic abilities that act as a value add so then they can adapt to advancement of technologies and strengthen their ability in mathematics, science, English and computers. This new system should create strong base that allowed SMKs alumni to adapt changes in workplaces. Changes from formal to flexible systems are involving multi entry, multi exit principles. With the changes from supply driven to demand driven, from school based program to dual based program, from general learning systems to competency based learning, needing flexibility that allows internships and multi entry multi exit. These principles allow students who have had special ability (do to competency based programs), to be able to get jobs, even if they left schools. If they want to continue their schools, the school should give them a chance even giving them appreciation and acknowledge their skills which they obtain from their works. On the other hand, dual based program also need internship management according to industrys schedules which would be different from schools schedules. Changes from systems that do not take into account previous experiences into systems that acknowledge the prior learning, vocational education should manage to appreciate those competency obtained by someone. This systems will motive many people who have already had particular competency for instance from work experience that they want to achieve certain acknowledgement as their foundation for ongoing education and training. For SMK should provide methods of measurements to test someones competency from wherever and however ways they got it. Changes from system that separate education and vocational training to system that think them as a whole, has package their method of education into vocational competency packages, which make it easier to recognize and appreciate vocational education and vocational training INTERNATIONAL SEMINAR Reformulating the Paradigm of Technical and Vocational Education
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programs. This new system requires competency standardization which can be achieved through education, training or even work experiences supported by students initiative to learn. Changes from terminal to sustain system, new system still wants new graduates to work directly so then they can become productive workers and give return to SMK. New system also admits that many SMK alumni have potencies which can develop much more after they work. Therefore, these alumni have to be given opportunity to continue their study in higher level of education (for instance Diploma), through an articulation that appreciate competency obtained from SMK and from previous works. To achieve acculturation system, a bragging program should put in place to ensure basic knowledge of alumni who have done prior jobs so then they are ready to enter high education level. Changes from center management to private management (decentralization), this private management is aimed to given opportunity to local government (province) or even schools to decide their own operational policies within national policies frameworks. National policies are limited to certain strategic steps to allowed stakeholder to improvise and innovate. SMK reformation should stress more on increasing self-esteem of the schools therefore they can make right steps which based on accountability principles and given appreciation to those who should be appreciated and punished those who do not. Changes from solely depend on governments budget to self- proficient. In line with demand driven to dual based program, reformation school management, and development schools production unit, new system is expected to support self proficiency in SMK and governments budget can become supporting sources. This system is expected to allow SMK to think and act more economized. To create skilful and professional workers in SMK, appropriate inputs should be obtained. These inputs namely students, teachers, curriculum, teaching methods, infrastructures, and policies, environmental inputs including families, schools, and society. Learning process in schools is the main factor in determining students success as expected by the government and department. In doing so, schools will be affected by students as the main characters in learning process so then the goal can be achieved. Learning achievements according to PP No. 8 in 2012 about KKNI chapter 1 verse 1 sub verse 2, are skills achieved from internalization of knowledge, attitude, competency, and accumulation of job experiences. Verse 4 sub verses 1, learning achievement which is reached through education or work training is approved by certificate. Competency certificate is an acknowledgement of learning achievement through education or training. Learning achievement trough education with multi level qualivication (verse 5) , in KKNI, SMKs alumni is a graduate of the lowest education level equal to second level which has qualification i.e. (1) are able to finish one specific task using tools and information and procedures that is commonly used and also shown measured level of quality under supervision; (2) has knowledge on basic operational and knowledge in specific workplace so then is able to choose available problem solving for common setback; (3) taking responsibility on their own job and can be given responsibility to assist others. Output expected from SMKs alumni is a professional worker who is independent and can become an entrepreneur, s able to work in industry, governments offices, and business and even can continue study; alumni that are ready to enter workforce and develop professionalism attitudes in vocational areas. Alumni are expected to become a productive person and manage to work in middle level and are prepared to face work competition. Currently SMA graduates are more than SMK graduates therefore it is difficult for them to enter workplace because SMA alumni are directed to more general knowledge. As for SMK alumni are trained to master skills which are needed by the industry and business. This leads to increase in INTERNATIONAL SEMINAR Reformulating the Paradigm of Technical and Vocational Education
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unemployment number which is worsen by global economy crisis. Until mid 2008, there have been nine millions people or 8.39 % of total Indonesian workforce who are not working. Almost two third works in informal sectors with low wedge and no appropriate protection. Thus one available option proposed by the government is to increase number of SMK therefore it is expected to provide human resources who are ready to work. Waulat (2009) suggested that number of alumni underemployed is a parameter to measure successful of learning process in school; to achieve optimal outcome multi level steps should be undertaken to measure level of achievements. Akbar (2008) said that outcome can be seen from: (1) number of students given scholarship; (2) number of students worked in industry; (3) number of students who received certificates and scores over 300; (4) number of students have business; (5) number of student given loans. Research in west Java has shown that 5-10 % of vocational educations alumni work as an entrepreneur and other findings also suggested that SMKs alumni (alumni of secondary vocational education) were able to create their own workplaces and for others. About 15 % of SMKs alumni aged 17-22 were able to open their own businesses. These numbers is not significantly different than those from SMA. Depdiknas has pointed out that SMK alumni are not in worker level. Therefore, they added entrepreneurship subjects in SMKs curriculum.
Conclusion To reach National Education goal that is to educate nation and develop Indonesian human resources completely, especially in SMK, appropriate inputs and programs are needed. These inputs namely students, teachers, curriculum, teaching methods, infrastructures, and policies, environmental inputs including families, schools, and society. Learning process in schools is the main factor in determining students success as expected by the government and department. Moreover, recently SMK has made many changes before and after UUSPN No.20 in 2008. Vocational education is part of the whole education system, but it also has specific characteristics which differentiate it from other form of education. Those differences are (1) vocational education curriculum specifically has characters that lead to shaping students skills which related to the particular job; (2) vocational education has roles in preparing students to work either independently (entrepreneur) or filling up an available job vacancy; (3) vocational education is able to create alumni who fit with certain requirements of workplace as human resource who has work competencies, has ability to adapt and has a high competitiveness.; (4) vocational education is a platform in which a high quality of human resources are developed. It is expected that alumni of vocational education can become a productive person who can work as a middle level worker and has an ability to face work competition. Research in west Java has shown that 5-10 % of vocational educations alumni work as an entrepreneur and other findings also suggested that SMKs alumni (alumni of secondary vocational education) were able to create their own workplaces and for others. About 15 % of SMKs alumni aged 17-22 were able to open their own businesses.
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