education certainly should not just wait information from industrial world, instead it should proactively
search for information on what industrial world needs related to the potentials of human resource as
the actors in industrial world according to their areas of competences.
5. Industrial World as a Learning Source for Candidate Vocational Education Graduates
Currently, vocational education has indirectly conducted interactions and cooperation with some
industries in attempt to realize its mission and the desired performance. In the context of promoting an
interaction between vocational education and industrial world in order to make the latter as a
learning source for vocational education graduates, there are at least four things to attend. First, the
performance that has been achieved in a context of historically good cooperation between vocational
education and industrial world should be promoted and improved further. The empirical experience
from the implementation of interaction above is important as a means of systematical approach in
order to promote cooperation. Second, the experience and historical approach vocational
education has with certain industries should be followed up by a systematic approach with
interaction with other industries. Third, vocational education should continuously conduct planned,
continuous evaluations such as by research, in order to reduce the barriers encountered and to
eliminate those aspects in the program that are irrelevant to the existing development. And fourth,
other forms of cooperation that are not yet existent conceptually but essential and highly needed should
be sought in a form of programs.
To support the achievement of the four things above
it needs
for vocational
education management to conduct the following: a
Sustainable evaluation
and development
of curriculum to narrow the discrepancy with
technology development in industrial world, analysis of the periods of the existence of students,
lecturers, administrative
staffs, infrastructuresfacilities,
management, organizations, and finance. All the components are
directed to support the concept of promoting interaction between vocational education and
industrial world, as far as it is not in contrary with the prevailing legislations; b. The management of
vocational education should pay a special attention on the last-year learners. They should early do so
because labor market is increasingly narrowing, besides from increasingly intensive competition.
The learners should be made aware to be prepared to anticipate the development of employment world
in 21st century where competition is very intense, and that they should prepare themselves mentally
not to easily give up and are ready to work hard. By working hard a candidate vocational education
graduate may achieve the expected competence; c the interaction between vocational education and
industrial world as a learning source for the learners of vocational education provides three functions for
learners in relation to employment in community. First,
to further
enhancesupplement the
competences obtained from vocational educational institution. Second, they get opportunity to search
for employment in industrial world that is suitable with their professions. Third, there are also the
graduates of vocational education who are capable of creating new employment either by themselves
or in cooperation with their colleagues; d The vocational education may spend some time
specially to develop communication with its graduates that are spreading in various industries
and companies. Thus, and interaction between vocational education and industrial world and
businesses can be created that has a positive impact and provides opportunities for growing and
developing the actualization of interaction between vocational education and industrial world and
businesses. 6. Conclusion
In attempt to promote the implementation of competence-based curriculum CBC, vocational
educational institution should pay more attention on the implementation of the programs of cooperation
and interaction with industrial world and businesses based on the following understandings:
1. In vocational education area, the development of competence becomes urgent given that at
present recruitment and selection, assessment of performance, promotion and career planning are
made based on the criteria of competence. The profile of graduates of ideal competence
becomes a basis in developing an educational process by implementing a competence-based
curriculum, both in theory and in practice.
2. The development of competence involves: an emphasis on the achievement of competence of
learners, individually and in groups; learning outcomes- and diversity-oriented; applying
varied learning approaches and methods; learning source is not only teachers, but also
other learning sources that meet educative elements, and emphasize learning assessment
against competences mastering and achievement target.
3. Currently, vocational education has developed some cooperation and interactions with some
industries, but such programs should be widened and intensified further, because those
candidate vocational education graduates who conducted an on-the-job training may utilize
industrial world as a learning source in developing their competences.
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4. For a cooperation and interaction program with industrial world may achieve the expected
objectives, the vocational education should firstly internally consolidate in which an
institution building should be conducted, that is, by looking at what potential academic strengths
it owns to develop, what weaknesses to solve, and what opportunities to utilize optimally.
[1] Mulyasa, E. Competence-Based Curriculum. Bandung:
Rosdakarya, 2002. [2]
Sitompul, C and Wibisono, Y.Y.: The Competences of Unpar’s Industrial Engineering Graduates. A Paper in the
Proceeding of A National Seminar on Technology Higher Education, Bandung: 2003, pages 142-143.
[3] Spencer, L.M. and Spencer, S.M. Competence at Work:
Models for Superior Performance of United States: John Wiley Sons, 1993 pages 9-10.
[4] Tola, Burhanudin. Competence-Based Assessment. A
Paper in the Proceedings of A National Seminar on Natural Sciences Education. Bandung: HISPIAI, 2003
pages 27-29.
[5] Law of Republic of Indonesia, No. 5 Year 1984 on
Industrial Affairs, Gazette of Republic of Indonesia Year 1984 NO. 22. Jakarta: Department of Industrial Affairs.
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