Problem Identification
World of work generally have the expectation that higher education graduates, ready to work.
Ability to Communicate
Readiness for Entering the
World of Work
Factors that influence the readiness to enter the world of work Hardjono, 1990: 23 The students readiness to enter the world of work can not be separated from some of the
factors that influence such:
Adapting to the Environment Capabilities
Adaptation Ability to Work Ability to Work
Work motivation
J
ob description in the Workplace
Opportunity to Obtain Employment Opportunities
Perceptions Career Prospects
Mastery of information about the World of Work
• the needs of industry
• Teaching methods do not keep up with
todays technology. •
Improving knowledge of the need for teachers to renew the theory and practice of
learning methods. •
Lack of enthusiasm of teachers to seek new knowledge in order to support student
achievement. •
Lack of control to guarantee the quality of graduates.
• The low awareness of the industry both
government and private companies provide opportunities to students and college students
to carry out the practice of industry experience.
• Concepts such as Work Based Learning:
Apprenticeship and Internship has not been fully implemented.
Figure 1. Problem Identification In figure 1 above describe there are nine
factors that influence the readiness to enter the world of work influence the Readiness for
Entering the World of Work: 1.
Ability to Communicate, 2.
Adaptation Ability to Work, 3.
Ability to Work, 4.
Job description in the workplace, 5.
Opportunity to
obtain employment
opportunities, 6.
Adapting to the Environment Capabilities, 7.
Work motivation, 8.
Mastery of information about the world of work,
9. Perceptions Career Prospects.
The whole factors that influence to enter the world of work should be answered by arranging
training and skill programs. In addition, the programs should support the ability that are
needed by the world of work which have high competitiveness.
3. Discussion of problems
Technical education
and vocational
training institutions should ideally have to devise their technical education and vocational training
exactly according to the requirements of industry in the context of globalization Javied and Hyder,
2009.
Guthrie argues
that professional
development is just one approach to improving the quality of the VET workforce. A strong
professional culture in the workplace and better approaches to recruitment, job design, industrial
relations
and workplace
and performance
management also need to play their part. Whatever the approach, professional development
needs adequate resourcing if it is to be effective. NCVER 2010;46
Vocational training will play an important part in helping local people to make the most of
the employment opportunities to find alternative employment and livelihoods in the long-term.
Targeted schemes now in place, or in planning, are designed to improve basic numeracy
and literacy skills, prepare local people for employment during the construction phase, and to
equip them with broader skills that will help them find
new employment
opportunities and
livelihoods following completion of the project. It’s likely that training will focus on
helping people develop technical trade skills in construction including masonry, carpentry,
electrical fitting and plumbing and service industries.
We believe that vocational training of this kind will help to reduce the dependency of people
living in the work place by helping them to take up alternative employment opportunities.
4. Vocational
Education Strengthening
Project of Government of Indonesia
National and
local governments
are concerned that too many graduates are leaving
high school without the skills necessary to ensure their economic welfare, and to contribute to
national economic and industrial development. The Governments policy to strengthen the quality
and relevance of vocational education and training is part of its broader social and economic
policy.
The vocational
education system
Indonesia largest investment in sub professional skills development has more than 6,800 public
and private vocational schools with a total enrollment of over 2.86 million. Ensuring that the
system responds to Indonesia economic and employment needs is therefore a high priority
Government consultations with industry indicate
43
i some industrial developments are constrained due to Indonesia comparative lack of skilled
workers, and ii widespread concern about the lack of relevance of some vocational schools
courses to industry requirements. The need to strengthen ties with local industry is strong; the
Project will provide continuous upgrading courses for vocational schools graduates and other
workers. Growth in formal sector employment opportunities has stagnated in recent years with
unemployment and underemployment becoming significant social concerns and slowing poverty
reduction. Vocational schools graduates are considered to have strong potential for generating
self-employment and for small-scale employment creation. To strengthen entrepreneurship skills,
the Project will ensure the introduction of entrepreneurship training in all model schools,
supported by productive activities in school production units and business incubators.
Assessment of potential measures will cover advantagesdisadvantages of different
modality of program delivery formalnon- formal, integrating assessment involving the
beneficiary communities. Assessment of optimal link and match with industry for the technical and
vocational students will be made.
Government needs to monitor its own performance against its policy objectives and
support schools to improve the quality of what is being taught and the effect this has on local labor
markets, this can be measured through revised curriculum, endorsement of curriculum by
industry and through tracking the employment activities of graduates.
Training and Skills development:
• Similar to development:
• Provides new skills for the employee
• Keeps the employee up to date with
changes in the field •
Aims to improve efficiency •
Can be external or ‘in-house’ The result of training will get the formula below:
Figure 2 Triangle Model Work Culture. Individual’s Productive Capacity can be
achieved when labor forces have performance like in figure 2 Triangle Model Work Culture above.
According to this formula: •
Between Accountability and Responsibility there is Honesty.
•
Between Responsibility and Authority there is Fairness
•
Between Accountability and Authority there is Wisdom.
Productivity a job is supported by a good performance, when it is done by a labor force that
has Honesty, is Fairness, and Wisdom.
Those are can be formed from Education
and Training. 5.
Problem solving
For that human resource development should include the five areas:
1. Quality of work
2. Productivity
3. Satisfaction Resources
4. Resource development
5. Readiness for change
If it can be developed into nine aspects: 1.
Exercise and development through a planned educational identify, assess, and help to
develop students abilities knowledge, skills and attitudes therefore they have ability to
perform their works now and future.
2. The availability of institutions that organize
the development of healthy relationships between groups to initiate change and manage
change.
3. Planning work that focuses how the work can
be done, and how the system and authority in distributed
and arranged
between the
organization and duties of each individual. 4.
Planning human resources in charge of determining the basic needs, strategies, and
philosophies of human resource development. 5.
Selection and appointment of a man with a ladder match in charge of his career through
the consideration of abilities and career path available.
6. Manpower information system that provides
necessary information about the world of work.
7. Wages that ensure fairness and stability
remuneration. 8.
Assistance provided to individuals in the form of counseling for the rise of problems and the
impact of the work. 9.
Organization healthy workers who establish rights and obligations of a worker.
There are six concepts are formulated Rupert Evans in the world of vocational
education:
44
