Proceedings of the 1 UPI International Conference on Technical and Vocational Education and Training Bandung, Indonesia, 10-11 November

2010

st

ANALYSIS OF TEACHERS EDUCATION INSTITUTIONS (LPTKs) CAPABILITY TO SUPPORT INCREASING PROPORTION OF VOCATIONAL HIGH SCHOOL (SMK) STUDENTS M. Syaom Barliana & Johar Maknun Indonesia University of Education, Bandung ABSTRACT This survey method research focuses on the availability of the amount, type, qualifications, and competences 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 of vocational students with SMA will be 70:30. The results have shown that the reality of the disparity in 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 SMA 70:30. The implications are, first, need extraordinary efforts from the Ministry of National Education and 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 and open the new study programs by considering the internal and external resources and markets are formed, namely market-driven knowledge-based economy. Keyword: Increasing Proportion Vocational School Students, LPTK Capability, Study revitalization Program INTRODUCTION: The development of SMK and teacher In the context of the relationship between education and employment, Indonesia is confronted with a number of issues. Namely, the high unemployment rate, which is about 49 million people 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 wide gap 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%) directly enter the labor market. Until 2007, the proportion of vocational high school by nationally is still very unequal, it is about 70% high school and vocational school 30%. It is an irony. The majorities of high school graduates who do not have the skills because it is not prepared to enter the labor market 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 the work 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 high school, 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 the family in vocational skills. Second, the quality of vocational school graduates not yet in line with expectations and requirements of the industrial world. Third, the labor market itself has not grown significantly 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 school compared 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 years have frequently appeared on television to promote Vocational School (SMK). Supported by a number of other programs, promotional activities for the imagery it is the right step and proven effective. In a number of vocational school, started an increase in public interest (graduates) junior school for continuing education to vocational school.

503

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

st

The problem is that vocational development is not just about increasing the number of students, but must be followed by service quality education and learning. On that basis, the analysis of the implications of the program increased the proportion of vocational students, seems to be placed at the level of public imagery on the one hand, by improving the quality, effectiveness and efficiency, relevance, and sustainability on the other. This is certainly related to curriculum development and diversification of study programs, increasing the number and qualifications of teachers, improving infrastructure, and so forth. These are old issues are increasingly relevant in respect of the program. This study focuses on the availability of teachers today, when the ratio of vocational school and high school students in Bandung is 50: 50, and the projected need for teachers in 2014 when the proportion of vocational students: SMA to 70: 30. The study includes the availability of the amount, type, qualifications, and competence of teachers. The implication analysis was continued on the capacity LPTKs as providers of teachers, in providing the number, type, teacher qualifications that are relevant to those needs. Studies carried out comprehensively and proportionally cover all aspects relating to the policy of increasing the ratio of vocational school and high school students become 70:30. But in this paper, only present on aspects of teacher. With such an approach, it is a combination of research methods that quantitatively and qualitatively. The combination of the combined model was specifically mentioned by Creswell (1994) as a dominant-less dominant design. Quantitative methods are used as the primary method of research, while qualitative methods only for supporting. Quantitative methods implemented by means of the survey, which presents data in a descriptive-explanatory. The population is all vocational schools in the city of Bandung, with a total sample of 15 vocational schools. Primary data collection through the documentation and study other ways to support the validity of data in order to obtain accurate results and data collection and study of literature or a literature review and review of systems / policies. Data is collected from sources which consist of: Department of Education, BPS, and CMS. Quantitative analysis using statistical methods set forth in forms of l tables, graphs, and other forms to describe the results of the study. B. THEORY: The Number, Qualifications, and Teachers Competencies Indonesia since 2005 has had the Law on Teachers and Lecturers, which is the policy of direct intervention to improve the quality of teacher competence through mandatory policy of teachers qualified Tier 1 or D4, and has a professional certificate. With this professional certificate as well, teachers are entitled to a professional allowance amounting to one month basic salary of teachers, in addition to the Law on Teachers and Lecturers (UUGD) also set a variety of benefits that eligible teachers accepted an effort to improve the financial welfare of teachers. The policy in this UUGD in essence is to improve the quality of teacher competence in line with the improvement of their welfare. As professionals, teachers are expected to have academic qualifications, competencies, and certificates in accordance with the authority to teach. Act No. 14 of 2005 on Teachers and Lecturers article 7 mandate, that the teaching profession is a specialized area of work undertaken on the basis of principles, among others, have academic qualifications, educational background in their respective sectors and have the necessary competence to carry out field duties . In article 9 states that the qualification referred to is obtained through the higher education level S1 / D4. This is further confirmed in the Government Regulation No. 19 Year 2005 on National Education Standards Article 29 which states that educators in early childhood education (PAUD), SD/MI, SMP/MTs, SMA/MA, SDLB/SMPLB/ SMALB and SMK/MAK each having: (1) The minimum academic qualification S1 / D4, (2) The background of higher education in accordance with the subjects taught, (3) Certificate of the teaching profession according to the type and level of school work. Accordingly, Powers (1992:14-15) in Sartika (1999:100-101) states the areas which become the responsibility of educators are placed in the three following main areas, namely: (1)

504

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

st

Preparing teaching, this field covers all activities which must be a university lecturer before providing or submitting material doctrine; expand the limits of training or planning; ensure that all materials, training aids and classroom space has been prepared; prepare a list of values to determine the levels of skills and knowledge training to trainers and others, (2) Carrying out teaching, 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 of effective questions and use the training aids in enhancing the learning process, (3) Assessing the results -learning outcomes, the responsibility it involves an objective assessment of the achievement of participants, collecting data and teaching materials and to predict lecturer of performance itself. In connection with the duties and responsibilities of the lecturers, Powers continuously explains that educators must meet the following requirements: (1) Qualification, (2) Knowledge, (3) Experience, (4) Skills, (5) Character In connection with the vocational school, compared with 1980 or 1990's, it is clear that the development of vocational school today is far more advanced, both in terms of concept and paradigm change, curriculum development, program development, development of education quality, 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 by the 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 be anticipated. Firstly, the infra-structure improvements which is either in the form of repair rehabilitation/renovation of old buildings, or in the construction of a new unit of vocational school building that includes classroom, laboratory, workshop and studio. In this aspect, including increased quality and quantity of learning tools, whether updating old equipment and the provision of 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, and global. 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 to increase the number of vocational students. If using the comparison scheme with high school to vocational students (60: 40), for projection in 2007/2008, the ideal requirement of the addition of students is as many as 52,752 people. This is an ambitious figure and perhaps utopian, and therefore 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 the next analysis should more depth the issue of diversity of expertise, qualifications, and competence that 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 study programs that already exist, which tend involution. Indeed, the most important is to develop relevant spectrum of expertise competence to the contemporary study of the context of local resources 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 Martins analysis (1994/2008), has shown that it is often an increased need for skilled manpower due to changes in world economy, as opposed to vocational technology education programs that still rely on craft-based skills, manufacturing assembly, and traditional agriculture. Development plan until a balanced proportion with the number of vocational school to high school or even exceed the high school, actually not only vocational interests itself. LPTKs (Institute of Education Workforce Education), particularly the vocational universities ex-IKIP, as an institution that produce teacher candidates, also concerned with it. However, so far, seems LPTKs more focused attention to issues which relating to education for high school teacher, junior and primary schools, including the development of study programs. Is the fact, that more than 40 study programs in vocational and obviously this number will continue to grow in the future in accordance with the direction of vocational development as mentioned above, LPTK until now only provide prospective teachers to less than 10 courses, and generally focused on such traditional study program, namely, Mechanical Engineering, Electrical

505

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

st

Engineering, Civil Engineering / Architecture Engineering / Building Engineering, PKK (Catering and 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 from 2004 to 2009. In 2004, the number of teachers 912 people, increasing each year until the year 2009 to 1321 people, an increase of 30.96%. In terms of student numbers, there is increased number of students is quite large from 2004 until 2009. The increase can be seen from the number of students in 2004, amounting to 11 313 students, 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 that is just 50: 50, there were disparities between the number of students and teachers, and because of the increase that occurred in the number of students is greater than the increase in the number of teachers. Growth in student numbers over 5 years, which reached 46.50%, growth in the number of teachers increased by only 30.96%. Diagram C1. Differences of Teacher and Student Increasing Number from 2004 tol 2009 In Percent

Teacher

30.96%

Student

46.5%

10

20

30

40

50

Reviewed in terms of qualification, there has been a decline in the number of teachers who are not relevant with the minimum qualifications of S1/D4 from 2005 until 2009. The decline can be seen from the number of teachers who do not fit in 2005 that is equal to 7.01% of the total 942 teachers of teachers, to 5.37% from a total of 1321 teachers of teachers in 2009. The reduction amount is because a number of recent education teacher Diploma 3 (D3) or baccalaureate, go to college 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 minimum qualifications (left), with the number of teacher development (right).

8.00% 7.00% 6.00% 5.00% 4.00% 2005 2006 2007 2008 2009

1400 1300 1200 1100 1000 900 800 700 600 500 2005 2006 2007 2008 2009

506

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

st

From the aspect of the competency certification, there has also been an increase in the number of teachers who are certified from 2007 until 2009. Improvement can be seen from the number of teachers certified in 2007 as many as 133 people or by 12.29% of the total current teachers at that time and increased in 2008 to 249 people or by 21.23% of the total teachers at that time. Last can be seen in the year 2009 with a teacher who already has a certificate of an educator is 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 the number of teacher development (right).
450 400 350 300 250 200 150 100 50 0 2005 2006 2007 2008 2009 1400 1300 1200 1100 1000 900 800 700 600 500 2005 2006 2007 2008 2009

Based on this educational background, an increasing number of teachers who are not relevant with the certain field of subjects study taught in school. Improvement can be seen from the number 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 educational background does not match with field of study that is taught (left), with the number of teacher development (right).
40 35 30 25 20 15 10 5 0 2005 2006 2007 2008 2009 1400 1300 1200 1100 1000 900 800 700 600 500 2005 2006 2007 2008 2009

Referring to the facts mentioned above, it can be concluded that the balance in the position of high school students: SMK at 50: 50, only in 2009, has occurred disparity in the availability of teachers, 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 that the 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 competencies with new skills spectrum. This trend will continue to happen until 2014. In fact, in the meantime,

507

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

st

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 and vocational school in the city of Bandung, 50: 50. Disparity is projected to further widen in the year 2014, 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, it needs an extraordinary effort of the Ministry of National Education and the stake holders to meet the needs of teachers and close the gaps that occur. Efforts to cut corners, such as the provision of temporary teachers who were recruited from students at the end, are the paradox with the policy of increasing the quality and professionalism of teachers. For LPTKs, especially FPTK UPI, two steps need to be anticipated due to the fact the results of this research. First, the need to revitalize the traditional study programs must be adapted to the industrial market development, technology, images are expected by society, and the terminology concept of academic integration and vocational. If necessary, closing some courses that are no longer relevant to the needs should be taken into action. Second, the opening new courses through in-depth review of internal and external resources and markets are formed, namely market-driven knowledge-based economy. Literature Asari, Deny Kurniawan (2009). Mengembangkan SMK Berbasis Industri. Tersedia di http//: ispi.or.id Budiwati, Neti (2009). Kontribusi Pendidikan terhadap Pembangunan. Tersedia di http//:netibudiwati.blogspot.com/2009/4 Butler, F.C. 1979. lnstructional Systems Development for Vocational and Technical Training. Englewood Cliffs, N.J.: Educational Technology Publication. Calhoun, C.C., Finch, A.V. 1982. Vocational Education: Concepts and Operations (2nd ed.). Belmont, California: Wadworth Publishing Company. Creswell, John (1994). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Approaches . Hicks, N.L. 1992. Education and Economic Growth. Dalam Psacharopoulos, G. (Ed.), Economcis of Education, Research and Studies. Elkins Park, PA: Franklin Book Company, Inc. Mulyadi, Yadi (2007). Ketersediaan Guru Teknologi dan Kejuruan dengan Proyeksi Pertumbuhan Siswa Memakai Skema SMA (40) : SMK (60). INVOTECH, Jurnal Pendidikan Teknologi dan Kejuruan, FPTK UPI. PP 15 tahun 2005, tentang Standar Pendidikan Nasional Technical and Vocational Education for The Twenty First Century. Section for Technical and Vocational Education, Unesco. Tersedia di http://www.unesco.org /education. In Focus Programme on Skills, Knowledge and Employability, ILO. Tersedia di http://www.ilo.org/skills/ The World Bank. 1991. Vocational and Technical Education and Training. Washington, D.C.: The World Bank. Trout, Jack (2004). Trout on Strategy: Capturing Mindshare, Conquering Markets. London: McGraw Hill Undang-Undang No. 14 tahun 2005 tentang Guru dan Dosen Departemen Pendidikan Nasional. 2008. Rencana Strategis Departemen Pendidikan Nasional Tahun 20102014. Jakarta: Depdiknas.

508