INTERNATIONAL SEMINAR

Reformulating the Paradigm of Technical and Vocational Education

VOCATIONAL EDUCATION AND ENTREPRENEURSHIP

Syamsidah Makassar State University Abstract: The existence of Vocational school has not demonstrated optimal results which are caused by several things, namely: first the negative attitude of some people towards vocational schools; second, superficial interest in vocational schools for entrepreneurship is still low, third, connectivity between the business and vocational schools have not occurred significantly. Therefore, efforts need to be intense and continuing to improve the school image in order to convince society that vocational schools are primary schools is no longer a second choice school. Instead, vocational school is the best choice to equip students for life skills that enable them to work independently as an entrepreneur. Vocational schools need to continually build partnerships with the workplaces so that high connectivity is established between the world of education and the business world, and recent efforts to improve the quality of vocational education outcomes should be done through increased building and laboratory facilities, improving teacher quality and, improving the quality of learning, management improvement and management of schools and so on. Keywords: Vocational education, entrepreneurship Preliminary Government's attention to vocational education rapidly increased. It is because vocational schools are considered to provide solutions to various problems faced by our nation, especially in tackling the problems of unemployment that were increasingly improved. They can generate private vocational school that can produce educated and skilled graduates, and creating middle level workers who can fill the available job opportunities in formal sector, both in industry and commerce. Until now the unemployment rate has reached about 10 million people (BPS, 2010). The figure is certainly among the educated and the uneducated, and it is estimated that number will increase in the incoming years. It will come that the economic growth rate did not change significantly, following the birth rate is also increased caused by family planning programs which are increasingly marginalized, especially after the implementation of regional autonomy since 1998 (BKKBN, 2005). The birth of new industries requiring educated and skilled workforce, a factor that needs attention because in the reality, it shows that the day of the investment rate tends to increase, especially after the economic crisis in America and Europe. This fact forced economic actors in these countries aiming for countries that are growing to invest, including Indonesia (Kompas, January 3, 2012). Another fact that the existence of vocational school has not demonstrated significant connectivity with the school outcomes which are not directly proportional to the

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Reformulating the Paradigm of Technical and Vocational Education expectations of industry and bussines world. The relevance of education is not to generate the appropriate life skills. This cause vocational school outcomes do not have sufficient skill so that many of them are unemployed, while industry and commerce are also busy looking for skilled workers that they need (Beeby,CE,1981). The above fact is unfortunate, especially when the free market increasingly difficult dammed presence, this fact will be resistance in the middle of the abundance of domestic product and labor (man power), both the educated and the uneducated. As we know that imported products are used to only flood the supermarkets, department stores, and the elite shops in major cities which is now the product has penetrated inport and enter the markets traditionally, Unfortunately our nation is still in a sick condition with all people prefer more to the imported products, although we already have sufficient quality of domestic products. This paper will try to see how to to develop vocational school that can cultivate entrepreneurial spirit in order to develop industry and trade in which they work, are also well able to seek independent and develop a talent or talent that was held after obtaining education and skills at the vocational school. Education and Vocational Education. Education, especially higher education level aims to maintain to developing science and technology, the development is intended that science has always been a driving force in human life and controllers. For the purpose of higher education is expected to produce a capable academic outcome, with a mastery of adequate various theories and concepts and skills provision. Higher education, especially at the S1 level is expected to have good cognitive abilities, and by that, they are expected to have three abilities: the ability of descriptive, analytical ability and predictive ability. The first is that a scholar is expected to have in a sense descriptive ability to be able to describe various phenomena that occur in society, then with the phenomenon is able to analyze the causes and solutions, and be able to predict what will happen in the future. Analytical and predictive capabilities are further emphasized in education. To maximize the capabilities mentioned above, the higher education equips students with research skills, as well as hone the student's cognitive skills are also honed their psychomotoric so they not only mastered the theory alone but also to develop and apply the theory in the reality of people's lives. Science is not just for science, but science for people and provides great benefits in people's lives. For the purpose of the above, higher education shall hold teaching , research and community service. These three obligations synergize with the principle of Logico, hipotetico and verification. (Suryasumantri,J.2000). Higher education is also expected to produce simple outcome-oriented professionalism, including the level of education or non-degree diploma. Some experts argue that education is based on a balance between theory and practice, but some are more to the practice. The goal is that students will have good cognitive abilities, and will be supported also by the psychomotor skills or high skills. Outcomes diploma or degree program are expected to be non madia force that can bridge the educational outcomes S1 with secondary vocational education.

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Reformulating the Paradigm of Technical and Vocational Education Moreover, a secondary vocational education is also often referred to vocational education which is a practical-oriented education. Education is oriented towards the development of psychomotor skills that students have to have in particular occupations and with sufficient knowledge and skills that can create job opportunities. For this purpose an open system of vocational education (multi-entry-exit system) and multi-meaning-oriented acculturation, empowerment, formation of character and personality, and lifeskills (Lengeveld,1955). The purpose of vocational education is to prepare students to enter the workplaces and develop the learners to be able to choose a career, competent and develop themselves, to prepare middle-level workers to fill the needs of business and industry. Besides, vocational education aims to prepare graduates to be productive, adaptive and creative citizens. It is necessary to develop qualified human resources, skilled, have high discipline and entrepreneurial spirit, giving individuals the skills and skills provision in force in the community, so that learners can economically sustain its life. (Act No. 20 of 2003 on National Education System). Vocational Education and Entrepreneurship One sector which has always been a concern of government is the informal sector. The concern with respect to growth and development of this sector without good planning, these efforts are usually born and developed in prohibited places such as at the curb, doorways , railway station, and so forth. Characteristic of informal sector workers are generally of the weak economy, small capital, with low education. Yet the informal sector is often surprising, since not a few of them developed into a large business, employing dozens or even hundreds of people, and open branches everywhere. Informal sector was appointed as a comparison, how an individual, without adequate capital and education can be a successful entrepreneur, what would happen if the outcomes of vocational education have to do the same things. It would be more successful because they have been given stock knowledge and skills for entrepreneurship, and yet another reality, just a lot of vocational education outcomes that cannot do, they become the audience, the unemployed, and always wait for formation to become civil servants (Oemar, H. M, 1990). In reality, it is not only one of the many problems faced by graduates of vocational schools, there are many other problems they face and to look for a way out, because if not, the issue of vocational education will never be finished. The vocational education will not be optimal developed as expected. The graduates will not create jobs but adding to the increase in unemployment number. Several studies and research results found that despite the government's serious efforts to anticipate problems in its implementation of vocational education, there are still many problems exists, such as negative attitudes of some people who still consider vocational education as inferior education, undergraduate academic degree which is considered more valuable than expert designations. This problem is more serious because most of this attitude comes from the upper middle class which is then extended to the grassroots. As a result, the input students to the vocational school will come from the middle-class family.

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Reformulating the Paradigm of Technical and Vocational Education Another issue is the number of unemployed vocational school graduates, not only because it is not accepted as a civil servant, but also not accepted in industry as private sector employees, and more than that, although vocational education outcomes have been given the knowledge and skills during the educational process, but still they have less interest entrepreneurship. This situation is partly due to the fact that almost all graduates of any strata-oriented education have interest only to find employment, resulting in an imbalance between an excessive labor supply with labor demand which is likely to become more limited (Suharyadi, 2008). Vocational school problems as described above would be more concern if we talk about connectivity between educational institutions and businesses, as it is known that the connectivity to the present has always been a subject of discussion which is not finished. The dynamics and the business world so high, while education is very slow. Businesses already located in the governance of the information society (information society) and the opposite of education is still in modern society, it is far too late (Toffler, 1998). Based on the above, it appeared that vocational schools face the following problems: first, the attitude of some people who are negative towards vocational schools, second, superficial interest in vocational schools for entrepreneurship is still low, third, connectivity between the business and vocational schools have not occurred significantly. Based on these problems, it is necessary to have an ongoing effort to convince the public that vocational schools are primary schools and it is not a second choice school, vocational school is the best choice to equip students for life skills (life skills) that enable them to work independently as a self-employed, vocational schools have continuously working to build partnerships with the world so high connectivity exists between the world of education with the business world. Recent efforts to improve the quality of vocational education outcomes should be done through increased facilities, buildings and laboratories, improving the quality of teachers and instructors, improving the quality of learning, improving the school management and so on. Armed with an increase in quality as mentioned above, it would have an impact on public and business confidence in the existence of vocational schools. The belief that it would bring directly or indirectly improvement to people's welfare, increase national productivity, encourage growth and development of economy, and encourage regional and national economic productivity (Talib,2011) Conclusions. 1. Vocational schools should get true attention from the government because it is considered that this school gives the best alternative solution based on the skills shortage in science and technology. In addition, vocational schools is to create entrepreneurs and this is considered way out, especially in tackling the problem of unemployment that were increasingly improved, 2. The existence of vocational school attendance has not demonstrated the optimal results which are caused by several things, namely, the first attitude of some people who are negative towards vocational schools, second, superficial interest in vocational schools for entrepreneurship is still low, third, connectivity between the business and vocational schools have not occurred significant.

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Reformulating the Paradigm of Technical and Vocational Education 3. It should be an intense effort and continuing to improve its image, to convince the public that vocational schools are primary schools is not a second choice school, vocational school is the best choice to equip students for life skills (life skills) that enable them to work independently as a self-employed. Vocational schools have continuously working to build partnerships with the world so high connectivity exists between the world of education with the business world, and recent efforts to improve the quality of vocational education outcomes should be done through increased fasilities buildings and laboratories, improving the quality of teachers and instructors, improving the quality of learning, improvement and improved management of the school management and so on. References Beeby, C.E. 2000. Pendidikan di Indonesia: Penilaian dan Pedoman Perencanaan. Jakarta: LP3ES. BKKBN, 2005, Pemberdayaan Kesehatan Keluarga, Pusat PelatihanPegawai Dan Tenaga Program Badan Koordinasi Keluarga Berencana Nasional, Jakarta Brotosiswojo, B.S. 2002. Perkembangan Pendidikan Menengah Kejuruan Selama Pelita V. Direktorat Dikmenjur. Jakarta: BPS Kota Makassar, 2010. Makassar dalam Angka. Makassar. Dedi Supriadi, 2002. Satu Setengah Abad Pendidikan Kejuruan di Indonesia. Dikmenjur. Jakarta Direktorat

Djojonegoro, W. 1997. Link & Match: Kebijakan untuk Meningkatkan Relevansi Pendidikan dengan Pembangunan. Depdikbud. Jakarta Langeveld, MJ. 1955. Beknopte Theoretische Paedagogiek. Jakarta: J.B. Wolters Gronigen. Oemar,H. Malik, 2003. Pendidikan Tenaga Kerja Nasional Kejuruan, Kewirausahaan, dan Management, PT. Citra Sditia Bhakti, Bandung Supriadi, D. (1997). Pelaksanaan Program Keterampilan di SLTP dan Pendidikan Sistem Ganda di SMK: Pengamatan terhadap Beberapa Sekolah. Dikmenjur. Jakarta: Suwarsono , (2000). Perubahan Sosial Dan Pembangunan, LP3ES, Jakarta Suharyadi, dkk, 2007. Kewirausahaan, Membangun Usaha Sukses Sejak Usia Muda, Salemba Empat, Jakarta

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