TERM OF EDUCATION AND TRAINING

competence is very little that is less able to adapt when faced with changes in working conditions. Although there are differences especially in terms of objectives and implementation time, but the process of learning to equip students with the skills of participants have in common, even for vocational education students achieving competency based curriculum will not only but combines with the achievement of competence training model. Mapping of competence based curriculum alone will keep control of the competence of learners with competency requirements in the world of work. In the same area of expertise with the world of work, competencies can be planned together but the determining indicator of competence can use the competency requirements in accordance with the development needs in the world of work, this condition is the same as the determination of competence to make the instructional design training.

4. DESIGN

INSTRUCTIONAL IN VOCATIONAL EDUCATION Vocational education is a different kind of education with general education in terms of providing learning experiences that must be mastered by learners. Vocational education graduates have specific skills that can be used for work, while general education graduates do not have the skills to work. These conditions correspond to one of the twelve characteristics of vocational education Proser: 1980, which provides learning experiences of learners in the form of mastery of both physical and intellectual skills are measured in accordance with the desired skills and competencies needed the world of work. The following types of skills competencies required by the type of work the working world, more and more areas of work with various skills in the workforce will affect the variation of the type area of expertise held or opened by a vocational education. On the other hand, general education provides the same mastery of knowledge for learners and variations in the type of education do not have certain skills that are used for work, basically a learning experience that they get used to pursue higher education in college. The difference of education is certainly a consequence of learning at least when viewed from the side of methodology, teaching materials, media and equipment used. The difference is clearly seen in the practice of learning, whereas most of the subjects of learning in vocational education are equipped with practical activities. Practical activities in vocational education used to train the appropriate skills with skills in the world of work and held in laboratories, studios, and workshops are made similar to the operation later. While in general education, learning practices largely implemented only in a laboratory to prove the concept. These conditions require different instructional design prior to the time when deciding on the indicators of competence and the learning stage. In general, educators have to understand how to teach the subjects of study or training or specific subjects based on the experience and the content of teaching materials, but whether they regularly update the content tailored to the needs of learners, technological developments, the demands of employment, whether the media and materials are always updated in order not boring, whether the learning experience of students is in conformity with the purpose of learning, and many other questions surrounding the success of learning. Check the condition and this will always be repeated recheck accordance with the course of the cycle in the learning system Figure1. Yet a review of what is taught is an obligation that should consciously be implemented by educators periodically or according to the development of the environmental conditions studied. Figure 1. Learning cycle Preparation Implementation Supervision Evaluation Revision 131 The preparation stage is the completeness of the activities of educators to prepare various learning and provide information about learning activities that will be carried out to students, the implementation phase is the delivery of core activities subject lessons, stage inspection is an activity to know how far learners have mastered the learning. Phase checks are not always carried out after all the explanations given will be completed but more a part of that learning can be partially successful. Stage of the evaluation carried out on two conditions ie conditions mastery learners after learning through formative and summative tests, and the condition of interaction and learning materials themselves through questionnaires or interviews with learners. The data from the evaluation stage coupled with the information needed data were then analyzed to determine the content or activities on the revision stage. The results of the revision are materials for learning in the next period.

5. CONTENT OF INSTRUCTIONAL DESIGN