Upload
jennifer-ryan
View
220
Download
3
Embed Size (px)
Citation preview
CURRICULUM VITAECURRICULUM VITAE1. Name : Prof. Drs. Jalius Jama, M. Ed.,Ph. D.2. TTL : Bukittinggi, February 05, 19423. Education : SR; SMP dan SMA Negeri 1 BKT (1961)4. Sarjana Pendidikan Teknik Mesin: UGM dan IKIP Yogya (1966)5. Diploma Technical Teacher, Manchester University (1978)6. Master of Education (M. Ed) Texas, USA (1983)7. Doctor of Philosophy, Ohio State University, USA (1987)8. Occupation:
Lecturer Technical Faculty IKIP Padang (1967) Professor Auto-Technology FT-UNP (2001)
Vice Dean I FKT IKIP Padang (1967-73)
Dean FKT IKIP Padang (1973-75) (1979-82)Dean FKIP Univ. Bengkulu (1991-96)Head of Voc. and Technical Educ. Program (2002-
2009)Head of Graduate Voc. Tech Educ. FT-UNP (2010-
upnow)Books: Technology Motor Bensin
Motor cycle Technology Motor Volume 1–2–3 2008Research: The Identification of Vocational and Technical Student
Teachers Competencies
SEMINAR PENDIDIKAN TEKNIKAL DAN VOKASIONAL
MALAYSIA DAN INDONESIACABARAN DAN HALA TUJU
• Anjuran bersama• INSTITUT PENGAJIAN SISWAZAH (IPS)DAN FAKULTI PENDIDIKAN TEKNIKAL
DAN VOKASIONAL (FPTV)FAKULTAS TEKNIK
UNIVERSITAS NEGERI PADANG1 DECEMBER 2010
8.30 PAGI – 1.00 PETANG
TO INTELLECTUAL DIALOGUEPHILOSOPHY OF VOC. EDUCATION
THE IMPORTANCEOF PHILOSOPHY
HOW???
WHY???
WHAT???
Prof. Jalius Jama, Ph.D.DECEMBER 01, 2010
WELCOME
A. EDUCATION FOR EMPLOYEMENT (lower-level)* To train people to take a specific job * It can be in formal education or non-formal* Mostly by experiential training/by doing * Minimum Competency testing for a
certificateB. EDUCATION FOR EMPLOYABILITY (upper-
level)* Prepare students to enter the world of work* More in intellectual skill rather than manual* Learn concepts and principles of technology* Be able to step beyond, to adapt and adopt
new technologyC. VOCED : TO BRIDGE SCHOOL ANDTHE WORLD OF WORKD. ENTERPRENEURSHIP: Self-Employment
WHAT IS VOCATIONAL EDUCATION ?
WHAT IS VOCATIONAL EDUCATION ?
The UNESCO Convention described vocational educationand training as:
• All forms and levels of the educational process involving, in addition to general knowledge, the study of technologies and related sciences, the acquisition of practical skills, know-how,
attitudes and understanding relating to occupations in the various sectors of economic and social life.
• In the UK, vocational education and training includes commercial, technical and professional development as well as transferable personal skills. And in our system, nothing stays
still for long. That’s because the skills needed by the economy are constantly evolving in line with global trends and
technological advances. So the system ensures we can be responsive to these needs within a quality framework which
ensures that standards are kept consistently high.
Where Does One’s Philosophy Come From?
• Your life experiences…• Parents• Friends • Religion• Schools
• Organizations• Work or Profession
• Media, TV, Radio, books, Newspaper, etc…
• Individuals
• Families
• Institutions
• Professions
• Religious groups
• Political parties
• Nations
Who has a Philosophy?
GENERIC COMPETENCIES
TechnologyKnowledge And Science
Work in team
Intrapersonalskill
Logical Thinking
Oral Communication
Written Communication
Analiticalthinking
PRINCIPLES OF VOCED(PROFESSIONAL DEVELOPMENT)
INTELLIGENCE
SpiritualIntellectual
SpatialSocial
ArtisticIntra/InterpersonalPhysical
Accomplished(Learning to be)
Created byProf. Jalius Jama
POTENCY
CREDIBILITY
COMMITMENT
CONSISTENT
CONFIDENT
COMPETENT
THE PHILOSOPHY of EDUCATION (SPIRIT-ROH)
PHILOSOPHY THEORIES PRACTICES
SCIENCE OF EDUC. (ILMU PENDIDIKAN)
PRACTICES
METHODS
STRATEGIES
CONCEPTS PRINCIPLES
TRADITION WAYS
???
?????????
???
???
Created byProf. Jalius Jama
EXPERIENCES KNOWLEDGE
PHILOSOPHY
THE SPIRIT
(ROH)
Educational philosophy in workforce education
• Why we do as we do
• A way of applying what we believe to be real, true, of value
• A way of shaping the world
Here is One Definition:
Putting the nature of the universe, including meaning, people, and relationships, into an understand-able or explainable perspective
What is your definition???
Dewey:• All teachers have a personal philosophy that
colors the way they teach• Engaging in philosophy helps clarify what they do or intend to do, justify or explain why they do
what they do in a logical, systematic manner
WHY IS IT IMPORTANT TO
CONSIDER PHILOSOPHY?
• To establish standard by which we live:– To find the meaning– To guide in decision
making and problem solving
• All action in everyone’s life and at work originate from a philosophy or view of the world
• In institutions it becomes a statement of who we are and how we interact with others
• Provide clarification for what is or has been done by others
• Provides a framework for life and our action
• Can be useful in solving educational problems
• A good mental activity
Why is Philosophy Important? Continued…2
• Dealing with students• How to schedule
classes• What to do in certain
situations• What methods to use• Who comes first
– Students?– Faculty?– Convience?
• Job searches, interviews • Affects how we deal with
problems• Basis for decisions• Many job applications ask
for a statement of your philosophy– Written or verbally– Asked directly or
Indirectly in situational questions
What is Philosophy?(By Roger Hiemstra, January, 2009)
• Philosophy has been called many things and it can have many meanings
• Wisdom• Reality• Theories• Principles; • Best practice• Meaning of Life• Nature of being
human• Life perspectives
Philosophy: an activity in 3 styles
• Speculative – a way of thinking systematically
• Prescriptive – establish standards to assess values & judge conduct
• Analytic – words and meaning
• Frequent Reflection (Reflective Practitioners)• Critical Inquiry, seeks knowledge & understanding• No stone left unturned in quest for truth• No scared cows, Everything is “up for grabs”• Thinks outside the box• Answering Questions vs. Questioning Answers• Questions Party Line?• Open minded• Reluctant to Assume• Altruistic, Not self centered,
The Philosophic Attitude, Values and Disposition
1. HISTORY OF VOC-TECHNICAL EDUCATION IN INDONESIA2. THE IMPORTANCE OF VOCATIONAL PHILOSOPHY3. CONTEMPORARY ISSUES VOCATIONAL AND TECHNICAL EDUC.4. PROSSERS 16 THEOREMS5. MELVIN MILLER: 24 PRINCIPLES6. JOHN DEWEY’S PHILOSOPHY OF EDUATION7. VOCATIONAL CHOICE: JOHN HOLLAND8. MULTIPLE INTELLIGENCE: HOWARD GARDNER9. COMPE-BASED EDUCATION AND TRAINING10. COMPE-BASED CURRICULUM11. MASTERY LEARNING AND CONSTRUCTIVISM IN VOTECH EDUC.12. CAREER AND VOC. EDUCATION13. MINIMUM COMPETENCY-TESTING14. EFFECTIVE VOCATIONAL SCHOOLS15. EFFECTIVE VOCATIONAL TEACHERS16. EFFECTIVE TEACHING AND LEARNING
PRINCIPLES OF VOCED DISCUSSIN GRADUATE CLASS
PROSSER’S 16 THEOREM
1. Effective vocational training can only be given where the training jobs are carried on in the same way, with the same operations, the same tools, and the same machines as in the occupation itself.
2. Effective vocational training can only be given where the training jobs are carried on in the
same way, with the same operations, the same tools, and the same machines as in the occupation itself.
3. Vocational education will be effective in proportion as it trains the individual directly and specifically in the thinking habits
and the manipulative habits required in the occupation itself.
4. Effective vocational education for any profession, trade, occupation, or job can only be given to the selected group
of individuals who need it, want it, and are able to profit by it.
5. Effective vocational education for any profession, trade,occupation, or job can only be given to the selectedgroup of individuals who need it, want it, and are able
to profit by it.6. Vocational training will be effective in proportion as
the specific training experiences for forming right habits of doing and thinking are repeated to the point that these habits become fixed to the degree necessary for gainful employment.7. Vocational education will be effective in proportion as the instructor has had successful experiences in the application of skills and knowledge to the operations
and processes he undertakes to teach.8. For every occupation there is a minimum of productive ability
which an individual must possess in order to secure or retain employment in that occupation.
9. Vocational education must recognize conditions as they are and must train individuals to meet the
demands of the “market” even though it may be true that more efficient ways for conducting the occupation may be known and better working conditions are highly desirable.10. The effective establishment of process habits in
any learner will be secured in proportion as the training is given on actual jobs and not on exercises or pseudo jobs.11. The only reliable source of content for specific training in an occupation is in the experiences of
masters of that occupation.12. For every occupation there is a body of content which is peculiar to that occupant-ion and which practically has no functioning value in any other occupation
. 13. Vocational education will render efficient social services in proportion as it meets the specific training needs of any group at the time that they need it and in such a way that they can most effectively profit by the instruction,
meets the specific training needs of any group at the time that they need it and in such a way that they can most effectively profit by the instruction.
14. Vocational education will be socially efficient in proportion as in its methods of instruction and its personal relations with learners it takes into consideration the particular characteristics of any particular group which it serves.15. The administration of vocational education will be efficient in proportion as it is elastic and fluid rather than
rigid and standardized.
16. While every reasonable effort should be made to reduce per capita cost, there is a minimum level below which effective vocational education cannot be given, and if the course does not permit this minimum of per capita cost, vocational education should not be attempted.
John Dewey
• Education is a social process; education is growth; education is not a preparation for life but is life itself.
“Experiential learning takes place
when a person involved in an activity looks back and evaluates it, determines
what was useful or important to remember, and uses this information to perform another
activity.”
JOHN DEWEY
“Experiential learning takes place
when a person involved in an activity looks back and evaluates it, determines
what was useful or important to remember, and uses this information to perform another
activity.”
JOHN DEWEY
“The Need for a Philosophy of Education”
Philosophy needs to define what education is,moreover, any “ideal that is a genuine help in
carrying on activity must rest upon a prior knowledge of concrete actual occurrences”
Education is “a process of development”, but it is a “directed growth,” which is meant
to be directed by educators
All students are different from one another and will not learn in one standard, uniform way
Course Objectives Philosophy of Voc. EducattionGraduate Program-Padang State University
• At the completion of the lesson you should be able to:
1. Define terms associated with philosophy. 2. Name and describe the four major branches of philosophy.3. Explain why and how philosophy is important to educators. 4. Describe the major educational philosophies and their
origin.5. Name the leading philosophers which have shaped
thoughts about education.6. List the major questions about education that philosophy
attempts to answer. 7. Identify the major principles that define the parameters of
vocational education and distinguish it from other types of education.
8. Compare and contrast the early philosophical viewpoints concerning vocational education.
9. Identify your educational philosophy. 10. Write a personal philosophy statement
The purpose of this presentation is to acquaint you with various philosophical systems or models. Each system or model can be interpreted in terms of the education or training of adults.
Once you examine a particular system or model, ask yourself such questions as (a) With what parts do I agree and with what parts do I disagree? (b) How might they impact on or affect the way I train or educate adults? (c) What does the model have to say for my role as an adult educator or trainer?
Examine the visual representation of these notions in the next slide.