205
Figure 2.SlondokMolding Machine
3. 3. Sifter Machine
The second group of students who did the internship in UPT Logam Yogyakarta
designed a sifter machine Fig. 3. This machine is used to sort out aluminum waste.
Traditionally after the casting process, workers sort out the aluminum waste
manually. It takestime and very boring. This manual process is also dangerous, because
some chemical materials can harm the hands of workers.
The sifter machine is operated by using an electrical motor. The operator pours the
waste material into the pouring case. Then a roll crushes the material into small pieces.
Below the crusher, there is a sifter moving back and forward. By this way, sandscan go
through and are felt down, butthe aluminum materialremains. Because of the slope of the
sifter, then the aluminum moves down and it is collected in a bucket.
Figure 3.Sifter Machine
4. Measure of Design Competency
In this study the design competencies assessed were knowledge of procedures,
operational skills, social skills and cognitive skills. Every internship student wrote a
report about how he or she manufactured the parts of the machine. Therefore the
reports
were different
between one
students and others. To assess the knowledge of procedures, the examiner
used the report. To assess the operational and social
skills, the examiner observed the students, when they were working in manufacturing
the machines.
This observation
was intended to know how students chose and
used the machines and tools, how they applied the procedures, the methods, and
the technologies. This observation was also intended to assess every student skills: to
listen and speak to others individually,how to cooperate and to work in team.
The cognitive skills were measured by using oral examination. This examination
was done by presentation of every student based on which parts of the machine they
were responsible to manufacture. The students were asked about how they solved
problem, designed and managed a project, and how they took decisions.
The product performance test was done to assess the quality of the machine. Each
group of the internship students presented their machine. Firstly, they explained how to
operate the machine, how every parts work and it’s utilities and specification. Then the
machine was run to know how well the machine work.
5. Results
Students who take traditional internship program areassessedby industry supervisor
and by faculty supervisor. The results are combined to give final results. The faculty
supervisor examines
the internship
students orally by examining the report written by the internship student. Mostly
there is no direct communication between industry supervisor and faculty supervisor.
Results of the teststo students who took the integrated internship model showed
that in all attributes of the competence
206
knowledge of procedures, operational skills, social skills and cognitive skills of the
students were better than those of students taking
conventional industry
internship. Results from the product performance test showed that the machines
produced by the students taking the program had worked well.
6. Conclusion
Based on the results of this study, it can be concluded that four attributes of the
design competencies could be assessed by using the integrated internship program.
The students who took internship program in local industries were capable in designing
machines. And all machines worked well. It showed that by doing internship program in
local industries the students could increase their design competencies.
Acknowledgements
The author would like to thank the organizers of the international conference,
to collegians and students who did internship
program in
UPT Logam
Yogyakarta and Bengkel Rekayasan Wangdi in Sleman.
R
EFERENCES
O’Neill, Nancy., Interships as a High-Impact Prctice: Some Reflections on Quality
, Peer Review 12.4 Fall 2010: 4-8,
[1] Diambra, Joel F; Cole-Zakrzewski, Kylie G;Booher, Josh.
A Comparison of Internship Stage Models: Evidence from
Intern Experiences , The Journal of
Experiential Education 27. 2 2004: 191-212.
[3] The NSERC
Chairs in
Design Engineering, The Engineering Design
Competenc y
207
CURRICULUM INTEGRATION OF VOCATIONAL TRAINING AND APPRENTICESHIP BASED TRAINING TO FULFILL COMPETENT WORKFORCE MARKET
Cahyani Windarto
1
, Sukiyo
2
1,2
BalaiBesarLatihanKerjaIndustri Surakarta, DitjenBinaLattasKemnakertrans RI
1
cahyaniwindartogmail.com,
2
sukiyo_sukronyahoo.com
Abstract
Vocational training curriculum must be adaptive to industry in order to make competent workforce. Competency based training with apprenticeship program was an approach to
vocational training center to ensure workforce could did activity in the workplace as a result of completing a program of training and matched with industry competency standards. This
integrated system provides many advantages for government, industry and workforce. Involvement of stakeholders and apprentice partnerships started with vocational curriculum to
pursue workforce competency and clear career pathways. Vocational curriculum were co- developed by vocational training center and expert from various industry which has aim to
provide appropriate knowledge from vocational training center to the workplace in form apprentices in the respective industries. In simple word, apprentice partnerships with industry
has encouraged part-time working and promoted flexible pathways of workforce recruitment.
A case study approach has been adopted to examine curriculum impact in fulfilling competent workforce market. Primary data were derived from observations, and conduct focus
group interviews with workforces. Secondary data were obtained from websites, policy documents, curriculum and syllabus documents and teaching materials. This study focused on
understanding of vocational curriculum, level of skill and qualification and apprenticeship outcomes.
Our finding highlight the importance of curriculum integration between vocational training and industry play an important role in improving the competence of the workforce to
meet the needs of the workforce market.
Keywords: vocational training, curriculum, apprentice, competent. 1.
Introduction
Future employment challenges increase heavily and more complex. Availability of
employment opportunities in accordance with the level of workforce education
increased in line with the opening of the free market. So,it was be mandatory to
improve quality in order to compete in the international market and domestic market
[1]. Improving quality of labor is done by holding a job training that aims to improve
and develop competence, productivity, discipline, attitude, and work ethic at a
certain level of skill and expertise and qualifications in accordance with the level of
office or employment.The Association of Southeast
Asian Nations
ASEAN concentrates its emphasis onregional
cooperation on security, sociocultural and economic integration with ASEAN Economic
Community AEC by 2015. Establishing the AEC creates additional values in regional
scope such as a common market economically connected through the basis of
consistent production,
free trade
investment, capital transfer, labor market based on common and samefor all ASEAN
member countries. By 2015,ASEAN will have become a community. In place of ten
heterogeneous labor markets there will be a large labor market in which nations
recognize one another’s qualifications[2].
Vocational training programs should be developed base on labor market demands
and needs of the industry. Thereby industry will get advantages directly when hire
competent worker from vocational training programs.If the graduates have a high
quality, the industry will get benefits directly, because at initial time of
recruitment,industry no need to spend more cost
to provide
industrial training.
208
Therefore it is proper if the industry has a responsibility to care,concern and take
charge together with vocational training institutions.
Three countries have implemented training program which integrated with
industry. First, Australia has implemented major vocational education training reforms
in the last decade, including[3] : 1. introduction of a competence-based
approach to training 2. implementation
of the
Australian Qualification Framework
3. development of the training market with a view to the needs of students and
industry 4. mechanisms
to enhance
learning pathways
5. reform of apprenticeship training new apprenticeship scheme
6. introduction of a national framework for quality
assurance and
nationwide recognition of training providers.
Second, another best practices could be found in dual vocational education training
system in Austrian, which has many commendable features, with well-structured
apprenticeship that integrate learning in schools and workplace training [4]. Third,
the German dual system has made the country has a competitive advantage by
reducing unemployment rate successfully. In German there were no residentover25
years who do not work more than 3 months[5]. To support the dual system,
government has set up a vocational education collaborated with the industry in
social responsibility industryprogram for residents who do not have the ability to
continue to higher education. From the description above defined
problem statements as follows. 1. Vocational
training curriculumswereneeded to match with
labor market demands. 2. Different level of skill and qualification
base on curriculum among vocational training providers.
3. Unstandard apprenticeship
model between training provider and industry
to ensure graduates competency.
2. Methodology
