Das Corporate Social Responsibility CSR Programm der deutschen Unternehmen in

257 freiwillige Aktivitäten der Unternehmen berücksichtigt werden. Auf der Ebene der Verbände wird auch über die Ansätze für innovative und effiziente CSR-Aktivitäten diskutiert. Für deutsche Unternehmen und deutsche Organisationen, die in Indonesien tätig sind, ist Corporate Social Responsibility auch ein wichtiges Thema. Mit der CSR kann eine Strategie für verantwortungsvolle und nachhaltige Unternehmens- bzw.Firmenpolitik genutzt werden. Um die Corporate Social Responsibility in Indonesien weiter zu verbessern, hat die indonesische Regierung im Jahr 2007 eine neue CSR-Regelung bzw. ein neues Firmengesetz verabschiedet. Bei diesem neuen Firmengesetz wird die Mehrzahl der Unternehmen außerhalb des Finanzsektors zu CSR-Aktivitäten verpflichtet. Nach Artikel 74 des Gesetzes sind nicht nur Rohstoff- und Plantagenbetriebe, sondern alle Unternehmen, deren Aktivitäten die Umwelt beeinflussen, zu CSR-Programmen verpflichtet. Als Reaktion auf dieses neue Firmengesetz hat die Deutsch-Indonesische Industrie- und Handelskammer DIHK-EKONID ein eigenes CSR-Department gegründet, um die CSR- Aktivitäten der deutschen Unternehmen in Indonesien kräftig zu fördern. Durch die Förderungen der DIHK hat sich die Zahl der deutschen Unternehmen, die gesellschaftliche Verantwortung übernehmen und freiwilliges, gesellschaftliches Engagement in ihrer Unternehmensstrategie integrieren, stetig gesteigert. Mit Unterstützung bzw.Förderung der DIHK von CSR-Aktivitäten findet alle zwei Jahre eine sogenannte Charity Gala statt. Nach der großen Tsunami-Katastrophe gründete die Kammer das „The Indonesian-German Disaster Relief Committee“ INDOGERM-direct. Etwa 30 verschiedene CSR-Projekte hat das Komitee mit einem Volumen von 6.500.000 EUR gefördert und wurde darin von Unternehmen wie BASF, Bayer, Siemens, Mercedes Benz, der Deutschen Bank, Schering und Porsche unterstützt [10] . In Bezug auf Arten der CSR-Maßnahmen der deutschen Unternehmen in Indonesien sind z.B. Stipendienprogramme für Kinder aus wirtschaftlich schwachen Familien, Unterstützung von Kleinunternehmen und Kooperationen durch Beratung, Weiterbildung und Kredite sowie diverse Umweltschutz-, Entwicklungs- und Sozialprogramme umgesetzt worden. Für die Durchführung der Maßnahmen haben die deutschen Unternehmen dabei häufig die Zusammenarbeit mit Nichtregierungsorganisationen und lokalen Regierungen genutzt. In folgender Tabelle werden einige Beispiele von CSR-Aktivitäten der deutschen Unternehmen in Indonesien präsentiert. Tabelle 1. CSR-Programm Deutscher Unternehmen in Indonesien [15] . Unternehmen CSR Programm Bayer AG Strategische Partnerschaft mit United Nations Environment Programme im Bereich Jugend und Umwelt Allianz PT Asuransi Allianz Indonesia Wiederaufbau einer Schule in Tibang, Banda Aceh Merck Kg Aa PT Merck Tbk Kämpfen für Anämie Blutarmut, Programm für Steigerung der Lernleistung Yayasan German Garment Training Center GGTC Ausbildung von unterprivilegierten Schülern Siemens Stiftung Einsatz für Wasser und Gesundheit Randstand Deutschland GmbH Co. KG-VSO = Voluntary Service Overseas BWM Group “BINTANG” Lernmobile für Aceh Schering AG Tsunami Aufbauprojekte, Aceh Daimler Tsunami Auf- bauprojekte, Aceh Pflanzen 1.000 Bäumen für Stadt Jakarta PT. Holcim Indonesia Strukturelle Wieder- aufbauhilfe Aceh Quelle: CSR-weltweit 2009 4. Fazit Die bilateralen Beziehungen zwischen Indonesien und Deutschland, die in diesem Jahr ihr 60jähriges Bestehen,ist eine denkwürdige Leistungvoneiner langenBeziehungundZusammenarbeit [16] . Es ist festzustellen, dass die deutschen Unter- nehmen in Indonesien eine große Rolle bei der bilateralen Kooperation zwischen Indonesien und Deutschland spielen. Außerdem gelten die deutschen Unternehmen in Indonesien als eine „Brücke“ zur Verbindung der Entwicklung der ökonomischen und wirtschaftlichen Beziehungen bzw. Zusammenarbeit beider Länder. Daneben zeigt sich eine Tendenz, dass das Engagement von deutschen Unternehmen in Indonesien sich nicht auf Handelsaktivitäten bzw.wirtschaftliche Aktivitäten beschränkt, sondern sich auch auf andere Aktivitäten, z.B. in sozialen und Bildungsbereich erstreckt. 258 Die langen, guten und vertrauensvollen Beziehungen zwischen beiden Ländern sollen weiterhin in der Zukunft in verschiedenen Bereichen der Zusammenarbeit genutzt und ausgebaut werden. Dies soll nicht nur auf der Ebene der Regierung Government to Govermenterfolgen, sondern auch auf anderen Ebenen, wie z.B. Private Partnerschaft private to private oder individuelle Partnerschaft people to people contact [17] . LITERATURVERZEICHNIS [1] Dorn, Barbara: 2003. Standortfaktor Weiterbildung. Die Internationalisierung des deutschen Weiterbildungsmarktes, in: Deutsche Weiterbildungsanbieter auf internationalen Märkten, Daten-Fallstudien-Perspektiven. Bundes-ministerium für Bildung und Forschung BMBF, Referat Öffentlichkeitsarbeit, Bonn. [2] AHK Medien Gruppe: 2004. AsienPazifik im Brennpunkt. International Business Directory Press Release, Bonn, Service-Stelle AHKDIHT. [3] EKONID Deutsch-Indonesische Industrie- und Handelskammer: 2007. Liste der deutschen Unternehmen in Indonesien. Jakarta; EKONID - Market Research and Publications. [4] Bayerische Landesbank: 2005. Länderinformationen Indonesien Stand: 072005. http:www.bayernlb.deinternetrenderdeRese archvolkswirtlaenderlaender.xml?xsl.lcnode= 29 . [5] Deutsche Botschaft Jakarta. 2009. Kurzbeschreibung und allgemeine Hinweise, http:www.jakarta.diplo.deVertretungjakarta de04Leben__und__ArbeitenKurzbeschreibun g_20und_20allgemeine_20Hinweise.html. [6] Badan Pusat Statistik Indonesia Indonesian Central Statistics Agency BPS. 2009.Proyeksi Penduduk Menurut Kelompok Umur dan Jenis Kelamin Tahun 2008. Jakarta. Badan Pusat Statistik Indonesia. [7] Deutsche Botschaft Jakarta. 2009. Deutsche Spuren in Indonesien. Internet Resources: http:www.jakarta.diplo.deVertretungjakarta de06Bilaterale__Kulturbeziehungendeu__spu ren.html. [8] Auswärtiges Amt. 2009. Beziehungen zwischen Indonesien und Deutschland, Auswärtiges Amt, Stand: November 2009, Internet Source: http:www.auswaertiges- amt.dediplodeLaender informationenIndonesienBilateral.htmlt1. [9] Deutsche Bank, Jakarta, Deutsche Bank - ein starker Partner in Indonesien, Deutsche Bank Jakarta, Stand. 27. Oktober 2009. Ineternet resources: http:www.deutsche- bank.dedecontentcompanynachrichten_1284 9.htm?groupnewscounter=DEU_12849_27_okt ober_2009_deutsche_bank___ein_starker_partn er_in_i. [10] EKONID Deutsch-indonesische Industrie- und Handelskammer-DIHK. 2010. Information about EKONID. Internet Sources: indonesien.ahk.de index.php?id=30type=123attachment. [11] Chahoud, Tatjana. 2005. Internationale Instrumente zur Förderung von Corporate Social Responsibility CSR, Analysen und Stellungsnahme, Deutsche Institut für Entwicklungspolitik German Development Institute, DIE, Bonn. [12] Ulrich, Peter. 2006 Auf der Suche nach einem guten .CSR-Profilin Corporate Social Responsibility, Gesellschaftliche Verantwortung Der Betriebe, Media Planet, Juni 2006. [13] Kommission der Europäischen Gemeinschaften. 2001. Grünbuch Europäische Rahmenbedingungen für die soziale Verantwortung der Unternehmen, European Union EU Brüssel. [14] Bundesministerium für wirtschaftliche Zusammenarbeit und Entwicklung BMZ. 2009 Unternehmerische Verantwortung aus entwicklungspolitischer Perspektive Ein Positionspapier des BMZ, BMZ SPEZIAL 167, Bonn, 2009. [15] CSR Weltweit, Fallstudien, Indonesien, Internet Resources: http:www.csr weltweit.de datensammlungliste-fallstudienindex.nc.html. [16] Sekretariat Negara Republik Indonesia. 2012. Momentum 60 Tahun Hubungan Bilateral Indonesia-Jerman. Internet Source: http:www.setneg.go.idindex.php?option=com _contenttask=viewid=6018Itemid=29. [17] Tabloid Diplomasi. 2012. KBRI Berlin : Hubungan Ekonomi RI - Jerman Semakin Intens. Diplomasi April 2012. Internet Source: http:www.tabloiddiplomasi.orgcurrent- issue155-diplomasi-april-20121395-kbri- berlin--hubungan-ekonomi-ri-jerman-semakin- intens-.html. 259 STRENGHTENING COLABORATION PARTNERSHIP FOR VOCATIONAL SCHOOL QUALITY IMPROVEMENT ZainalArifin Automotive Engineering Department, Faculty of Engineering State University of Yogyakarta Abstract Cooperation between vocational high schools and industries is built to improve the efficiency and effectiveness of education in providing qualified education by making use of all available resources and performing power-sharing with stakeholders within the framework of partnership. Partnership that has been established between industry and vocational schools provides considerable benefits for both parties, especially as improvement tools in developing competence-and-industrialneeds-oriented education, to produce students who have properattitude and skills needed by industry and businesses. Forms of cooperation between vocational school and industry in developing and aligning those goals are aligning and developing sustainable communication on the condition and development of industry and it’s competence needs and adjust them with the educational program in secondary vocational schools SMK, that the students acquire proper and sufficient knowledge to compete on work market. On the other side, bussiness sector obtains employee in accordance toitsspecifications and requirements. Reliability of the development of cooperative partnerships between vocational high school SMK and business sector is pursued through a more professional collaboration management including planning, organizing, development, implementation and supervision, as a reference for the development of vocational education and skills training to improve the relevance and quality of vocational school graduates. Key Word : partnership colaboration, vocational school

1. Introduction

Education is the most strategic sector in the national development since improvement in the quality of people who become the subjects of development can only be achieved through education.Educationmay providesufficient knowledge, skills and attitudes as well as develop a variety of skills needed by every member of society. In global perspective, education plays roles in: 1 personal development, 2 employability or work skills development, 3 nationality development citizenship, and 4 culturetranssmision and transformation. The most appropriate education to face globalizationchallengesis vocational education which is oriented to the industry andput an emphasis on learning approach and is supported by an appropriate curriculum. Education in Indonesia, particularly vocational education is supposedly able to prepare skilled workforce that can fill the needs of development, changing the status of the student from load status into the nations assets, create reliable and superior professional human resources to face global competition. Currently, the development of vocational education organization of has shown encouraging results. However, it must be admitted that on its implementation there are still some problems faced, so the effectiveness is still questionable, even the existence of vocational education as one of the pathways leading to improvement of competence and competitiveness of human resources is still questionable. Sumarno 2008 said that currently vocational education still faces obstacles of qualitative and quantitative equivalence. Qualitative equivalence emerges because of quick technological developments in the industry resulting in gaps between the competency of vocational high school graduates with the competencies required by the industrial world, while quantitative equivalence ocuurs due to the imbalance of number of existing jobs with number of education outputs who are looking for a job.Table 1 below shown the condition of vocational high school in Yogyakarta. Table 1. Number of schools, students and teachers of vocational school in City of Yogyakarta 2008-2010 Item Status Year Growth 2008 2009 200920 10 Schools State 7 7 1,02 Private 20 19 Number 27 26 Students State 9500 9915 2,41 Private 5732 5946 Number 15232 15861 260 Teachers State 887 868 0,5 Private 656 649 Number 1543 1517 Source : Yogyakarta education office Louis L Warren 2004 argues that some of the problems which often come to the surface, among others, is limited infrastructures and facilities owned by vocational education which is still far behind the condition in the industry. Sulipan 2004 concluded that the gap between the available equipment owned by vocational schools and by the industry is still wide apart. In addition,Sulipan 2004 also stated that vocational schools have not been able to empower all of potential and resources existing in their environment. If students are only given the opportunity to develop themselves according to the capabilities of the school, theirunderstanding quality will not be optimal. It happens because the ability of tools and resources owned by the school are very limited. Therefore,to achieve the expected competency, Sulipan recommendsa cooperation with industry to empower all of available potentials and resources.

2. Cooperation on Vocational School

According to Thomson and Perry 2006, Cooperation have different degrees, ranging from coordination and cooperation to a higher degree of collaboration. The differences lie in the depth of interaction, integration, commitment and complexity in which cooperationlies in the slightest degree, while collaboration at the highest level. In this sense, it isshown that collective action is in a higher level of collaboration rather than cooperation and coordination. Collaboration is a collective process in the formation of a unity that is based on mutually beneficial relationships mutualism and acommon purpose of organizations or individuals who have autonomous power, so conceptuallycollaboration is much more effective than cooperation which must be directed and harnessed for greater common interest. For vocational education, the cooperation that is built with the industry is very proper, especially in developing resources Lawrence C. Scharmann, 2007. According to Marilyn J. Amey, Pamela L, C. Casey Ozaki 2007, with the cooperation between vocational education and industry, it is expected that there will be a benefit to use variousfacilitis. Meanwhile, according to Trace Allen 2007 and McLean 2004a cooperation between vocational schools and the industry has considerable benefits for both parties, especially as tools of improvement. Industrial world as a partner should be able to walk along and grow with vocational education. Therefore, both sides should be able to work together in achieving common goals. An approach that can be used for vocational education and the industryd world according to Ian Smith 2006 is a partnership approach. In line with that according to Henrietta Bernal 2004 and Susan Bodilly, et. al 2004 forms of cooperation between educational world and the industrial world can be developed through a community framework around the school environment in order to utilize and empower all potential and resources around the school. As a community, according to Suzanne R. Hawley 2007 and Jason, Leonard, 1997: 89, schools and businesses can establish mutually beneficial cooperation in solving any problems encountered together. Departing from some of these problems, there is a need of efforts from educational institutions and businesses to jointly develop education, so that the purposes of business and educational institutions can be achieved and harmony. Form of cooperation between education and industry in developing and aligning the goals is aligning and developingsustainable communication towardindustrial conditions and development as well as industrial competence needs with the educational program in secondary vocational schools SMK so that students can acquire adequate and sufficient knowledge to compete in work market. On the other side, business world will get proper employment in accordance to its the specifications and requirements. Vocational education should be able to develop networks of cooperation in promoting the organization and achieving educational goals OriEyal, 2008. Networking is very important for the sustainability and advancement of an organization and even a nation. Cooperation is a basic requirement for vocational schools as a follow upof productive learning aspects as the hallmark of vocational schools. Development of braided network of cooperation between vocational schools and industrial world is possible for schools to provide greater opportunities for the students to obtain productive skills that matchwith the needs of the community. School is a systematically social institution which consists of interrelated and inter-influenced components t. The main components of the school are students, educators and other education personnel, curriculum, and educational facilities. In addition, the community as a stakeholder also has a considerable influence on the process of organizing and improving the quality of education. In this case, the community is a stakeholder who should be able to work together in synergy with the schools Educational activities undertaken at the school is essentially a continuous process of student learning, which led to the goal to produce qualified output. In the organization of educational activities, there is a functional relationship between other