Organizational work Apprenticeship Training
2.5 Implementation
Strategic planning and quality management are two useful process when applied consistenly and correctly [11]. Strategic planning identifies and defining criteria where to head. Quality management provides power for change and continuous improvement. They have to be synergetic in order to become an efficient and effectiveprogram. The process management of apprenticeship of program at three levels is described in Figure 5. Figure 5. The Process Management of Apprenticeship Program At mega level, implementation of apprenticeship program involve the other organization such as National Professional Sertification Board BNSP and National Education Standar Board BSNP. They are semiformal organization. Implementation at makro level organizational level involves internal organization or consortium polytechnic-industri. At micro level, the management process of program delivery involves individual or small group of students. The training curriculum design must be integrated with the assessment task and learning methode [8]. It will be focused on student learning and therefore must be designed by considering three related components learning and teaching: a. What learning outcomes will they achieve? b. What teaching method we will use to support students to achieve these learning outcomes? c. What assessment task and criteria we will use to show that students have achieved these learning outcomes. According to these assumptions, the curriculum of apprenticeship have to be planned by considering these components learning at each three levels of mission objectives. 241 Figure 6. The Framework of Apprenticship Curriculum Development2.6 Assessment, Evaluation and Recognition
There are two elements of assessing student learning which are considered to assessment method: assessment design to influence student’s learning and feedback to improve stud ent’s learning. Assessment design is assessment to influence learning. Assessment as feedback is focused on practices to improve student learning [8]. Based on these principals, the assessment in higher education is more focused on supporting the student learning than the rate of absorbtion the learning materials. This supoort is realized in the feedback form. The assessment methodes that appropriate to appraise the progress of student’s competences are: 1 easy test: it is to test the students abilities to construct coherent and reason arguments; 2 performance assessment or observation: to test the skills and competences of students; 3 certification test: to recognize the training result. Recognition is one of values that make an apprenticeship has a meaning. Certification purposes to enabling the public including employers and education providers to know that individual has attained an appropriate level of achievment that reflects the academic standard set by awarding institution and agreed the KKNI norm. This may include demonstrating fitness to practice or meeting other professional requirements. D3 completers should be fit to 5 th level of KKNI, and D4 completers should be fit to 6 th level of KKNI norm. Assessment as feedback could be used to improve students performance. In the case of apprenticeship, it is unfair if the assessment only performed once at the end of the program. Students haven’t opportunity to improve their performance. Step by step competence test will be used to assess the progress of competence achievement. The performance test will be used to assess the result of apprenticeship training. Performance test is based on a national qualification standard KKNI. Standardizatation provide a mark or grade that enables a student’s performance to be established. The key principle is to design assessment before designing the content to ensure that both students and lecturers are informed about how they are in progressing. It according to the suggestion of Ramsden 2003 and Birenbaum et.al 2005 [8]. This principle will be used to select and determine the content of training during apprenticeship. The progress of skills or competence achievement must be monitored and observed by advisers and lecturers who are responsible to this program. At macro and mega levels, the fitness of program with the demands must be evaluated periodicly by an external board.3. Conclusion
According to the analysis as describe above, it can be concluded that: Apprenticeship program could be understood more than just open up the view of students. It have opportunities to develop a collaborative program with secondary vocational schools and other institutions that can give more contribution to the applied technology and economic development. Apprenticeship program should be strate- gically planned in order to more efficiently and effectively. The program is more effective and efficient if it met with the KKNI standard’s level and can contribute more heavily on technology and economic development. At the operational level, the curriculum of apprenticeship should be developed by considering three related components: 1 learning outcomes which students have to beParts
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