Rido, Akhyar and Hatmannaja, Hatmannaja THE DEMANDS FOR 21 st CENTURY GLOCAL WORKFORCE VIS A VIS SECONDARY VOCATIONAL SCHOOL 2013 CURRICULUM:SCHOOLS AND INDUSTRIES? VOICES. In: The 1st Sriwijaya University Learning and Education International Conference (SULE-IC) 2014, 16-18 May 2014, Palembang.
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Abstract
As stated in the Blueprint of Smart and Competitive National Education 2005-2025,the mission of Indonesian education is to nurture smart and competitive Indonesians (Insan Kamil/Insan Paripurna) who are qualified and relevant to the demands for global and local(glocal) communities. One of the priorities of the blueprint is the development of vocational sector which is expected to contribute in decreasing the high unemployment rates among youth andfulfilling the demands for more globally competitive young-skilled human capital. This preliminary study attempts to explore the schools(teachers and school authorities) and industries? (employers and employees)voices toward young human capital—secondary vocational school graduates—demanded skills, predominantly in manufacturing and service sectors. Their voices are, then, linked with some issues in the latest 2013 curriculum.This study collects data through interviews (primary data) and documents of Indonesia Employer/Employee Survey of Skills/Labor Demand and Job Vacancies 2008 (secondary data)which involve schools and industries in DKI Jakarta, West Java, Central Java, East Java, Banten, Riau Islands, Lampung, and South Sulawesi. The findings reveal that schools principally claim that technical (job-related) and generic/life (communication, public speaking, attitude, and computer literacy) skills are the most important and demanded by industries. Meanwhile, industries mostly demand academic (English language skill), generic/life (creative thinking, problem solving, and behavior), and technical (mix of specific knowledge and skills to perform job). Great emphasis is put on technical, English, computer, and behavior skills. In addition, according to industries, for vocational school graduates, among those skills, technical skill is regarded as the strongest while English language skill is reported as the weakest, followed by computing and behavior skills. In addition, according to schools, the curriculum puts more weight on character building by extending the teaching hours of religion and Bahasa Indonesia subjects, which are good for students. However, a number of teachers highlight some concerns in terms of the reduction of teaching hours of English language and computer subjects ,complicated assessment, and outdated school infrastructure. Based on the findings, this study concludes that there are still gaps between schools and industries? voices towards demanded skills vis a vis the 2013 curriculum. Keywords: demanded skills, 2013 curriculum, vocational school, industry
| Item Type: | Conference or Workshop Item (Paper) |
|---|---|
| Subjects: | L Education > L Education (General) > L7-991 Education (General) |
| Divisions: | 06-Faculty of Education and Educational Science > 88201-Indonesian Culture and Linguistics Education (S1) |
| Depositing User: | Dr, M.A. Hartono Hartono |
| Date Deposited: | 01 Nov 2019 06:36 |
| Last Modified: | 03 Jul 2024 02:41 |
| URI: | http://repository.unsri.ac.id/id/eprint/13732 |
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