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Proceedings of the 1 st UPI International Conference on Technical and Vocational Education and TrainingBandung, Indonesia, 10-11 November 2010

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ANALYSIS OF TEACHERS EDUCATION INSTITUTION S (LPTKs) CAPABILITY TO SUPPORTINCREASING PROPORTION OF VOCATIONAL HIGH SCHOOL (SMK) STUDENTS

M. Syaom Barliana & Johar MaknunIndonesia University of Education, Bandung

ABSTRACT

This survey method research focuses on the availability of the amount, type, qualifications, andcompetences of teachers at this time, when the ratio of high school (SMA) student and vocational(SMK) students in Bandung is 50:50, and the needs of teachers in 2014 when the proportion ofvocational students with SMA will be 70:30. The results have shown that the reality of the disparityin the number, qualifications, and competences of teachers with current vocational needs. Further,disparity is widely projected in the year 2014, when the ratio of vocational students with SMA70:30. The implications are, first, need extraordinary efforts from the Ministry of National Educationand the stake holders to meet the needs of teachers and to close the gaps that occur. Second,LPTK, especially FPTK UPI, needs to increase its capacity to revitalize the study program andopen the new study programs by considering the internal and external resources and markets areformed, namely market-driven knowledge-based economy.

Keyword : Increasing Proportion Vocational School Students, LPTK Capability, Study revitalizationProgram

INTRODUCTION:The development of SMK and teacher

In the context of the relationship between education and employment, Indonesia isconfronted with a number of issues. Namely, the high unemployment rate, which is about 49 millionpeople in 2006 (Rinakit, 2007), while the works were also more on working in the informal sector

which has relatively low incomes compared to the formal sector. This reality has indicated a widegap between the number, types, and expertise qualification to the needs of the labor market.These disparities in employment and the labor market are caused by too wide gap between

the graduates of general education (high school) with graduates of vocational education (SMK).High school education program which prepares graduates to continue to pursue higher education,in reality only produces 30% of graduates who continue their education, the rest (70%) directlyenter the labor market. Until 2007, the proportion of vocational high school by nationally is still veryunequal, it is about 70% high school and vocational school 30%. It is an irony. The majorities ofhigh school graduates who do not have the skills because it is not prepared to enter the labormarket in droves to enter the job market and narrow the spectrum needs of different expertise.Consequently, unemployment continues to rise. Even if high school graduates get jobs, but thework itself under the category of type, level, and respect that they should earn.

Meanwhile, with the number of vocational school graduates are much less than highschool, also not fully accommodated in the working world. This fact is caused by several things.First, the diverse spectrum of expertise required labor market, which cannot be fulfilled by thefamily in vocational skills. Second, the quality of vocational school graduates not yet in line withexpectations and requirements of the industrial world. Third, the labor market itself has not grownsignificantly due to the real sector is still underdeveloped.

With a number of issues that are still wrapped around the development of vocational,educational development direction that will increase the ratio of students to vocational high schoolcompared to 70: 30 until 2014, is very precise. On that basis, Soebronto Laras, Harry Darsono,Tantowi Yahya, Dewi Yull, Farhan, and a number of other public figures, in the last three yearshave frequently appeared on television to promote Vocational School (SMK). Supported by anumber of other programs, promotional activities for the imagery it is the right step and proveneffective. In a number of vocational school, started an increase in public interest (graduates) juniorschool for continuing education to vocational school.


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Preparing teaching, this field covers all activities which must be a university lecturer beforeproviding or submitting material doctrine; expand the limits of training or planning; ensure that allmaterials, training aids and classroom space has been prepared; prepare a list of values todetermine the levels of skills and knowledge training to trainers and others, (2) Carrying outteaching, this responsibility includes providing a large participation by using the foundation skills,understanding of matter and the order of teaching, the implementation of the techniques ofeffective questions and use the training aids in enhancing the learning process, (3) Assessing theresults -learning outcomes, the responsibility it involves an objective assessment of theachievement of participants, collecting data and teaching materials and to predict lecturer ofperformance itself.

In connection with the duties and responsibilities of the lecturers, Powers continuouslyexplains that educators must meet the following requirements: (1) Qualification, (2) Knowledge, (3)Experience, (4) Skills, (5) CharacterIn connection with the vocational school, compared with 1980 or 1990's, it is clear that thedevelopment of vocational school today is far more advanced, both in terms of concept andparadigm change, curriculum development, program development, development of educationquality, diversification of skills offered, quality of graduates, as well as the destination labor market.However, with the plan "ambitious" increase in the proportion of vocational school, encouraged bythe improving image of CMS, the demands on quality will also be much higher.

To meet the demands of quality, at least there are two crucial factors that must beanticipated. Firstly, the infra-structure improvements which is either in the form of repairrehabilitation/renovation of old buildings, or in the construction of a new unit of vocational schoolbuilding that includes classroom, laboratory, workshop and studio. In this aspect, includingincreased quality and quantity of learning tools, whether updating old equipment and the provisionof new equipment. Equipment also includes information and communication technology equipment,which will place the existence of vocational school in the context of local networks, national, andglobal.

Second, the factor of the number of students and teachers quality. This analysis, was

adopted from Mulyadi (2007), shows the framework of teachers' needs in accordance with plans toincrease the number of vocational students. If using the comparison scheme with high school tovocational students (60: 40), for projection in 2007/2008, the ideal requirement of the addition ofstudents is as many as 52,752 people. This is an ambitious figure and perhaps utopian, andtherefore difficult to meet, both in terms of procurement and recruitment, especially budget.

This analysis is just to see aspects of teachers' needs in terms of number. Of course thenext analysis should more depth the issue of diversity of expertise, qualifications, and competencethat must be adjusted to increase the diversity of study program/competency own vocational skills.Clearly that is the growth of vocational students, not just to increase capacity in traditional studyprograms that already exist, which tend involution. Indeed, the most important is to developrelevant spectrum of expertise competence to the contemporary study of the context of localresources but has national and global benefits also, as well as tracking changes in the global

economy, such as creative industries for example. The analysis of Martin s analysis (1994/2008),has shown that it is often an increased need for skilled manpower due to changes in worldeconomy, as opposed to vocational technology education programs that still rely on craft-basedskills, manufacturing assembly, and traditional agriculture.

Development plan until a balanced proportion with the number of vocational school to highschool or even exceed the high school, actually not only vocational interests itself. LPTKs (Instituteof Education Workforce Education), particularly the vocational universities ex-IKIP, as an institutionthat produce teacher candidates, also concerned with it.

However, so far, seems LPTKs more focused attention to issues which relating toeducation for high school teacher, junior and primary schools, including the development of studyprograms. Is the fact, that more than 40 study programs in vocational and obviously this numberwill continue to grow in the future in accordance with the direction of vocational development asmentioned above, LPTK until now only provide prospective teachers to less than 10 courses, andgenerally focused on such traditional study program, namely, Mechanical Engineering, Electrical


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Engineering, Civil Engineering / Architecture Engineering / Building Engineering, PKK (Cateringand Clothing), Management, and Accounting. The rest, of higher education provided by non LPTKs

C. RESEARCH RESULTS:Disparity in Teachers and Students

The results showed that in terms of number, an increase in the number of teachers from2004 to 2009. In 2004, the number of teachers 912 people, increasing each year until the year2009 to 1321 people, an increase of 30.96%.

In terms of student numbers, there is increased number of students is quite large from 2004until 2009. The increase can be seen from the number of students in 2004, amounting to 11 313students, increasing each year until the year 2009 to 21,147 students, an increase of 46.50%.

Based on these data above, the position of high school students are: vocational school thatis just 50: 50, there were disparities between the number of students and teachers, and because ofthe increase that occurred in the number of students is greater than the increase in the number ofteachers. Growth in student numbers over 5 years, which reached 46.50%, growth in the numberof teachers increased by only 30.96%.

Diagram C1. Differences of Teacher and Student Increasing Number from 2004 tol 2009In Percent

Reviewed in terms of qualification, there has been a decline in the number of teachers who arenot relevant with the minimum qualifications of S1/D4 from 2005 until 2009. The decline can beseen from the number of teachers who do not fit in 2005 that is equal to 7.01% of the total 942teachers of teachers, to 5.37% from a total of 1321 teachers of teachers in 2009. The reductionamount is because a number of recent education teacher Diploma 3 (D3) or baccalaureate, go tocollege again to meet the requirements of qualified teachers with a Diploma 4 (D4) or graduate(S1).

Diagram C.2. Comparison between diagrams teacher development that does not meet minimumqualifications (left), with the number of teacher development (right).

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From the aspect of the competency certification, there has also been an increase in thenumber of teachers who are certified from 2007 until 2009. Improvement can be seen from thenumber of teachers certified in 2007 as many as 133 people or by 12.29% of the total currentteachers at that time and increased in 2008 to 249 people or by 21.23% of the total teachers at thattime. Last can be seen in the year 2009 with a teacher who already has a certificate of an educatoris as much as 426 people or 32.25% of the total teachers at that time.

Diagram C.3. Comparison between diagrams of certified teacher development (left), with thenumber of teacher development (right).

Based on this educational background, an increasing number of teachers who are notrelevant with the certain field of subjects study taught in school. Improvement can be seen from thenumber of teachers who do not fit in 2005 is 1.80% of the total 942 teachers of teachers, to 2.65%from a total of 1321 teachers of teachers in 2009.

Diagram C.4. Comparison between diagrams number of teacher development that educationalbackground does not match with field of study that is taught (left), with the number of teacher

development (right).

Referring to the facts mentioned above, it can be concluded that the balance in the positionof high school students: SMK at 50: 50, only in 2009, has occurred disparity in the availability ofteachers, qualification, suitability of areas of study, and certification of competence.

In terms of the number of study program/competency skills, also show substantial progress.The development occurred in number and skill competencies name change. The data show thatthe number of competency skills in 1999 Public Vocational School in Bandung City as much as 54,

increasing slightly to 57 competencies in 2004, and increased sharply in 2009 to 71 competencieswith new skills spectrum. This trend will continue to happen until 2014. In fact, in the meantime,

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courses in LPTK, especially FPTK UPI, as a provider of vocational school teachers institution,never to grow with new spectrum, except for Agro Industries.

D. CONCLUSION:Implications for the Ministry of National Education & LPTKs

The results mentioned above shows the reality of the disparity in the number, qualifications,and competencies with the needs of vocational teachers, at the ratio of high school students andvocational school in the city of Bandung, 50: 50. Disparity is projected to further widen in the year2014, when the ratio of vocational students with SMA 70: 30. It's only in terms of teachers;research has not been indeed in terms of facilities, curriculum, management, and others.Therefore, if education is to remain oriented toward quality, and not just a project approach, itneeds an extraordinary effort of the Ministry of National Education and the stake holders to meetthe needs of teachers and close the gaps that occur. Efforts to cut corners, such as the provision oftemporary teachers who were recruited from students at the end, are the paradox with the policy ofincreasing the quality and professionalism of teachers.

For LPTKs, especially FPTK UPI, two steps need to be anticipated due to the fact theresults of this research. First, the need to revitalize the traditional study programs must be adaptedto the industrial market development, technology, images are expected by society, and theterminology concept of academic integration and vocational. If necessary, closing some coursesthat are no longer relevant to the needs should be taken into action. Second, the opening newcourses through in-depth review of internal and external resources and markets are formed,namely market-driven knowledge-based economy.

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http//:netibudiwati.blogspot.com/2009/4Butler, F.C. 1979. lnstructional Systems Development for Vocational and Technical Training .Englewood Cliffs, N.J.: Educational Technology Publication.

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54 Johar Barliana Nrvd