9
with the classical form of report specifications, the trainees also document in the web form on a regular
basis the temporal and material process of its apprenticeship. The special feature is the virtual
representation of the entire process of using the record book. This means that not only the time and
location independent performing and reading the report booklet is made possible through the online
training certificate, but also the legally binding acceptance of the report issue by the instructor and
the transfer of the record books contents to the
examiners in the respective chambers and guilds. Figure 1 shows a screenshot of the report book in
the weekly issue. Besides the view of a single weekday there is a possibility to select the form of
training and the type of presence for example, vacation or illness. In addition, the trainee can
insert an unlimited amount of additional contents notes, documents etc. in his record book, which
allows building an extensive but highly individual documentation
.
Figure 1: Implementation of the report in the online record of formal qualification Main goal is the reliable collection and presentation
of subject specific competences in the context of the vocational training. The measure of
professionally applicable,
well-trained competencies is based upon the trainees initially
assignment in the record book. Here the entries are linked to so-called qualifications, i.e. vocational
training positions from the regulations, which are stored in the system according to the professions
temporal and subject related structure. This assignment requires active reflection of the training
content edited by the trainees and can thereby
strengthen their ability to reflect their own vocational development.
Captured by the accumulation in the record book and the professional profiles positions assigned
work or study hours in each area, the corresponding actual state is represented as achieved by the
trainees. With the target actual status indicator both the trainees and trainers are able to identify
whether the trainee has worked according to training policy curriculum at the particular time
and on the necessary activities to a sufficient extent. Through the resulting transparency differences may
be easily detected and corrected by the student in a mostly self-determined way.
10
Figure 2: Screenshot of the online TVET competency development portfolio Figure 2 shows a screenshot of the development
portfolio presented in relation to the job description for each position of activity as defined by the
training regulations and, secondly, its completion
measured by the amount of workload completed in of the overall amount demanded.
3. Conclusions
1. The German vocational education system offers a strong basis for a high quality
approach to TVET when principally involving both, the schools and the industry. However
the system does also show some weakness in the context of an effective collaboration of
both partners. Another demand is linked to the localization of the TVET in the overall
education system. 2. Recent developments concerning both new
organisational principle and new media technologies allow the development of better
solutions for the near future. One can also speak of a slight renovation of the dal system
in Germany to trigger its classical strength.
3. Moreover such
provides additional
opportunities to re-define the role of the trainee as a self-steered and self-reflected
learner who becomes more and more an active partner of both, the teacher and the vocational
trainer.
R
EFERENCES
Arbeitskreis Deutscher Qualifikationsrahmen 2011. Deutscher Qualifikationsrahmen für lebenslanges Lernen. URL:
http:www.deutscherqualifikationsrahmen.ded e?t=documentManagersfdoc.file.supplys=H
xwGFRqbZxGqJ6PkNfileID=132324800936 8
download 12.02.2012. Albrecht. C., Börner, C. Köhler, T. 2012. Ein E-Portfolio als
Instrument für die berufliche Ausbildung. Konzeption, Umsetzung und Potenziale; In: Zeitschrift Berufsbildung in
Wissenschaft und Praxis, Themenheft 32012: Lernen mit digitalen Medien - Medienkompetenz als neue
Kulturtechnik. Bundesministerium für Bildung und Forschung BMBF 2005.
Berufsbildungsgesetz BBiG.
http:www.bmbf.depubRDbbig.pdf Stand: 12.02.2012. Esser, F. H. 2012. Die Umsetzung des Deutschen
Qualifikationsrahmens. Hintergrund, Sachstand und anstehende Aufgaben; In: Zeitschrift Berufsbildung in
Wissenschaft und Praxis, Themenheft 32012: Lernen mit digitalen Medien - Medienkompetenz als neue
Kulturtechnik. European commission 2008: Recommendation of the European
Parliament and of the Council of 23 April 2008 on the Establishment of the European Qualifications Framework
for Lifelong Learning. Frindte, W., Köhler, T., Marquet, P. Nissen, E. 2001. IN-
TELE 99 - Internet-based teaching and learning 99; Frankfurt am Main, Peter Lang Verlag.
Hampel, T., Kahnwald, N., Roth, A. Köhler, T. 2005. An Adaptable Platform for Digital Community-Development;
In: International Reports on Socio-Informatics IRSI. Special Issue Digital Communities, Vol. 2 Iss. 2.
Kersten, S., Köhler, T. Simmert, H. 2011. E-DIDACT –
Engineering pedagogy at universities in Saxony. A research and further education project of TU Dresden and
University of applied sciences ZittauGörlitz; In: Paulsen, M.F. Szücs, A. Eds.: Learning and sustainability. The
new ecosystem of innovation and knowledge, Dublin: EDEN Publishers.
Köhler, T. 2006. From learning to practice. New strategies for knowledge management in the digital economy; In:
Frontiers of e-Business Research, vol. 4. Köhler, T., Mohamed, B., Börner, C., Simmert, H. Kersten, S.
2011. Sustainable learning on Ph.D. level. Project based online research training in the education technology
research network; In: Paulsen, M.F. Szücs, A. Eds.: Learning and sustainability. The new ecosystem of
innovation and knowledge, Dublin: EDEN Publishers. Lave, J., Wenger, E. 1991. Situated Learning. Legitimate
peripheral participation. Cambridge, MA: Cambridge University Press.
Mohamed, B. Köhler, T. 2010: The effect of project based web 2.0-
learning on students’ outcomes, In: Kinshuk, Sampson D.G., Spector, M.J., Isaias, P., Ifenthaler, D.
Vasiu, R. 2010. Proceedings of the IADIS international Conference on cognition and explanatory learning in the
digital age CELDA 2010. Mohamed, B. Köhler, T. 2011. The effect of project based
web2.0 learning on student outcomes; In: Sampson et al.: Towards Learning and Instruction in Web 3.0. Advances in
Cognitive and Educational Psychology; New York, Springer.
O’Reilly, T.
2005: What
Is Web
2.0., cp.
http:www.oreillynet.compubaoreillytimne ws20050930what-is-web-20.html
download 12.05.2012.
11
INDUSTRIAL SUPPORT IN VOCATIONAL EDUCATION AND TRAINING DEVELOPMENT
TO ACHIEVE QUALITY ASSURANCE OF INDONESIAN PROFESSIONAL LABOR FORCE
Muhamad Thaufiq Pinat
Mechanical Engineering Department, Faculty of Engineering State University of Padang
mtpinatyahoo.com Abstract
High quality of labor force can be formed through quality assurance of the education vocational and training system. Vocational education and training can help individuals to generate income and contribute towards
economic growth and social development of a country by acquiring knowledge and skills. Trend analysis is needed and very important to face globalization competitiveness of labor force in order to become ready to fulfill
demand driven in workplace. Government Policy and Planning Development will be created based on the result of trend analysis to sustain vocational and technology education development in Quality Assurance Industry
Based. Vocational education and training to effectively support industrialization, economic growth, wealth creation and poverty eradication, skills training must be of high quality and competency-based. Vocational
education and training development is needed in the preparation professional labor force in the field of engineering for national development purposes to fulfill demand driven. Technical and vocational education and
training TVET has emerged as one of the most effective human resource development strategies that Indonesia country need to embrace in order to train and modernize their technical workforce for rapid industrialization and
national development. The impact of globalization on technical and vocational education in Indonesia and how skills training in developing countries can benefit from a globalizing economy. Technical and vocational
education play a vital role to effectively support industrialization, economic growth, skills training must be of high quality and competency-based. Consequently, cooperation among industrial, Government Institutions,
C
hamber of Commerce and Industry should be managed by a clear government policy to prepare professional
labor force to fulfill demand driven correspond with national development purposes. Keywords:
quality assurance, vocational education and training, income, economic growth, labor force, professional, industrial.
1. Introduction
Education aims to complete the personal in the balance, trade, organic, harmonious, and dynamic
to achieve the purpose of human life. Educational philosophy is the philosophy used in the study of
educational problems. Characteristics are thought of philosophy:
a. Think by using the high discipline of thinking,
b. Think systematically, and c. Compile a comprehensive conceptual
schema. So through a persons vocational education will be
expected to be competent professional fields, confident
confident in his ability, consistent steady stanceistiqomah, has a commitment in
the promiseresponsibility and have credibility
trustworthytrustfulal-amin in performing their duties.
Knowledge and skills of vocational education and training can help individuals to generate
income that contributes to economic growth and social development of a country. Educated
workforce will be better and become critical if we are to meet the requirements of labor demand with
a more rapid growth. A countrys economic growth is crucially dependent on the ability to produce
goods and services of better quality with competitive price.
Training and skills development play an important role in the productive capacity of
individuals and is an integral part of Human Resource Development. Vocational education and
training to effectively support the industrialization,
