Enhancing SOFT SKILLS EDUCATION FOR PREPARING VOCATIONAL SECONDARY HIGH SCHOOL IN PRODUCING SKILLED GRADUATES

performances, and improve quality of national workforces that will help country’s prosperity. In the past, material forces were dominant in national growth, prestige, and power; now products of the mind take precedence. Previously, developed countries were thinking hard about how to continuously improve the quality of products while the developing countries were focusing on producing cheaper products. In this era, where knowledge economy is getting more dominant, the dichotomy between “head” or thinking countries and “body” or manufacturing countries including the types of work that TVET graduates perform is getting blur. The results of this blurring dichotomy are new and productive partnerships between developed or nations, which design products, and the developing nations Brown Lauder, 2010. TVET, therefore, can be the mediator between developed and developing nations by exchanging their workforces and expertise to complement each other. In this 21st century where technological changes are fast moving and labour mobility is continuously increasing, TVET should be able to address the current trends and issues. From the ten selected trends and issues identified by SEAMEO VOCTECH, CPSC, and UNESCO-UNEVOC, this paper offers some initiatives in response; among others are the needs to integrate 21st century skills in the curriculum. To integrate these skills, TVET institutions should integrate academic learning with technical learning across the curriculum, maintain high academic standards for all students, and focus on careers in growing or emerging industries. To address TVET efficiency and effectiveness, we can introduce articulation, both horizontal and vertical, initiate National Qualification Framework, enhance partnership with industry, and reaching the unreached especially by using ICTs. Allowing students to earn college credit for college-level courses taken in high school can promote TVET and attract students. Continuous improvement of TVET through research and sharing should be encouraged, starting from institutional research, classroom action research, and can be expanded to applied research. This 21st century is an era full of challenges; innovations are happening all the times and in large scale; the world becomes “smaller” and “flatter” in the sense that people can access to information easier and can participate in collaborative works across nations regardless of their differences. To face this era, TVET practitioners should think and practice differently to prepare graduates with competencies, not only relevant skills but also general knowledge that can be applied in the fast changing working environment. References: [1] Atchoarena, D. UNESCO. 2010. Strategies for school-to-work transition. A paper presented at HR Forum, Seoul, Korea. 26-28 October 2010. [2] Brown, P. Lauder, H. 2010. Globalization, Corporate Strategies and the Future of Work. A paper presented at HR Forum, Seoul, Korea. 26-28 October 2010. [3] Directorate of Management for Secondary Technical and Vocational Education PSMK. 2006. Education Strategic Plan. Jakarta: Department of National Education [4] Friedman, T.L. 2005. The world is flat: A brief history of the twenty- first century. New York: Farrar,. Straus and Giroux. [5] ILO2011. Decent work agenda. Retrieved on July 3, 2011, fromhttp:www.ilo.orgglobalabout-the- ilodecent-work-agendalang--enindex.htm [6] Inkson, K. Arthur, M. 2001. How to Be a Successful Career Capitalist. Organizational Dynamics 301: 48-61. [7] Khambayat, R.P. Majumdar, S. 2010. Preparing teachers of today for the learners of tomorrow. Journal of Engineering, Science and Management Education, 2, 9-16. [8] Landes, David S. 1998. The Wealth and Poverty of Nations: Why Some Are So Rich and Some So Poor. New York: W.W. Norton [9] Majumdar, S. 2010. TVET Response to global trends in Colombo Plan region. Manila: CPSC. [10] National Quality Council TVET Australia. 2010. Foundation skills in VET products for the 21 st century. [11] Parson, T.L. 2008. Definition: Soft Skills. Retrieved on July 1, 2011 from http:searchcio.techtarget.comdefinitionsoft-skills [12] Paryono Benjamin, Q. 2010. Meta-analysis of ICT Integration in Vocational and Technical Education in Southeast Asia. A paper presented at International Conference on VTET Research and Networking 2010, SEAMEO VOCTECH, Brunei Darussalam on 23-24 June 2010. [13] Roseveare, D. 2010. VTET for skills and green growth: OECD perspectives paper presented and Global. A paper presented at HR Forum, Seoul, Korea. 26-28 October 2010. 77