on Vocational Education and Training PR...

4th International Conference on Vocational Education and Training 2016

“Strengthening TVET in ASEAN Economic Community”

Yogyakarta State University, IndonesiaSeptember 15, 2016

ICVETon Vocational Education and Training4 International Conference

th ICVETon Vocational Education and Training4 International Conference

th ICVETon Vocational Education and Training4 International Conference

th ISSN: 2301-7147

PR CEEDINGS

4th International Conference on Vocational Education and Training 2016

Yogyakarta State University, Indonesiawww.icvet.uny.ac.id

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PROCEEDINGS

4thINTERNATIONALCONFERENCEONVOCATIONALEDUCATIONANDTRAINING(ICVET)GRADUATEPROGRAMCOLABORATIONWITHENGINEERINGFACULTY,YOGYAKARTASTATEUNIVERSITYSeptember15,2016STRENGTHENINGTVETINASEANECONOMICCOMUNITYISSN:2301‐7147I.Article II.Title III.AchmadArifin,et.al.CopyrightActprotectedphotocopiedorreproducedbyanymeans,wholeorinpartwithoutpermissionofthepublisherofthisbookisimmoralandagainstthelawTitle:STRENGTHENINGTVETINASEANECONOMICCOMUNITYEditors:AchmadArifinSuronoLayout:AchmadArifinCoverDesigner:Muslikhin

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PREFACE

StrengtheningTechnicalVocationalEducationandTraining(TVET)inASEANEconomicCommunity(AEC)

Welcome to the4th annual INTERNATIONALCONFERENCEONVOCATIONALEDUCATION

ANDTRAINING(ICVET2016)

This proceeding compiles all abstracts and fullpapers from the invited speakers and

partcipantspresenterinthe4thInternationalConferenceonVocationalEducationandTraining

(ICVET)heldbytheGraduateSchoolandFacultyofEngineeringYogyakartaStateUniversityon

15September2016atSheratonMustikaHotelYogyakarta.

ASEANEconomicCommunity(AEC)hasprevailedattheendof2015.Regardingthisissue,

ithassomeconsequences.Oneofthemistheopenflowofproducts,services,andhuman

resourcesacrossASEANcountries.Inaddition,ASEANmemberscanfreelyselltheirindustrial

products. In other words, this policy can increase the degree of products competition

among those countries. The main theme of this conference is “Strengthening Technical

Vocational Education and Training (TVET) in ASEAN Economic Community (AEC)“. Four sub

themesarecoveredinthisconference:1)EstablishingthepolicyofQualityAssuranceinTVETto

prepare Regional Qualification Framework, 2) The Role of TVET to Fulfill National Economic

GrowthandWorkforceinAECEra3)ContributionofInformalSectorsandSkillsVillageinAEC,

4)EmpoweringVocationalTeacherEducationInstitutioninAEC.

Thisconferenceprovidestheopportunityforteachers/lecturers,educationalpractitioners,

industrial practitioners, and the others stakeholders as well to share knowledge,

experiences,andresearchfindingsrelevantincontributingideasandconsiderationsforthe

implementation of VET policy‐making in order to strengthen Technical Vocational

EducationandTraining(TVET)inASEANEconomicCommunity.

Thecommitteewould liketothanktothosewhohaveprovidedassistancewithoutwhich it is

impossibletofinishthisproceeding.Furthercommentsandsuggestionsontheimprovementof

thisproceedingwouldbehighlyappreciated.

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CHAIRPERSONSPEECH

RectorofYogyakartaStateUniversity,

Prof.Dr.PascalMarquet,UniversityofStrasbourg,France

TonyBorkett,Theiss,Australia

Dr.MichaelGrosch,KarlsruheInstituteofTechnology,Germany

Prof.Soenarto,Ph.D.,YogyakartaStateUniversity,Indonesia

Distinguishedguests,Participants,LadiesandGentlements,

It givesme great pleasure to extend to you all a verywarmwelcome to the 4th International

Conference on Vocational Education and Training (ICVET) with the theme “Strengthening

Technical Vocational Education and Training (TVET) in ASEAN Economic Community (AEC)”

heldinSheratonMustikaHoteltoday.

ConsequencesoftheimplementationofASEANEconomicCommunitywhichcameintoforcein

late 2015 are the open flow of products, services, and human resources across the ASEAN

countries. Another consequence is there are many employment opportunities among ASEAN

countries,however,whenonesidecanenlargeemploymentopportunities, itcanthreaten less

skilledhumanresources’positioninaparticularcountry.

The successful fulfillment of skilled human resources is highly dependent on vocational

education. Reputable vocational education certainly is supported by professional teachers.

Basedonthisfact, thestrengtheningofvocationalteachereducationinstitutionsisconsidered

urgent since at this time vocational teacher education institutions have not set up teachers

accordingtoexpertiseprograminvocationaleducation.Thisconferenceoffersanopportunity

forparticipantstosharebestpractices,concepts,andexperiencesinStrengtheningTVETinAEC.

Our technicalprogram is richandvariedwith1keynote speakerand4 invited speakers.170

participants in this conference that involving 4 groups: Graduate School Students,

College/University Teachers, Secondary School Teachers, Vocational High School Teachers. A

totalofthirtypaperswillbepresentedduringtheparallelsession.

Asaconferencechairofthe4thICVET2016,Iknowthatthesuccessoftheconferenceultimately

depends on themany peoplewho haveworkedwith us in planning and organizing both the

technicalprogramandsupportingsocialarrangements.Recognitionshouldgototheorganizing

committeememberswhohaveallworkedextremelyhardfortheconferenceprograms.

I hope that this conference will give benefit to the students, academic staffs and vocational

teachers.

Thankyouforyourattention.Iwishyouaveryfruitfulconference.

Dr.Widarto

Chairpersonof4thICVET2016

DeanofEngineeringFaculty

YogyakartaStateUniversity

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RECTORYOGYAKARTASTATEUNIVERSITYWELCOMESPEECH

Prof. Dr. Intan Achmad, Directorate General of Learning and Student Affairs, Minister of

Research.TechnologyandHigherEducation,Indonesia

Prof.Dr.PascalMarquet,UniversityofStrasbourg,France

TonyBorkett,Theiss,Australia

Dr.MichaelGrosch,KarlsruheInstituteofTechnology,Germany

Prof.Soenarto,Ph.D.,YogyakartaStateUniversity,Indonesia

Distinguishedguests,Participants,LadiesandGentlemen’s,

Iwouldliketosaywelcomeyouwarmlytothe4thInternationalConferenceonVocational

Education and Training (ICVET) with the theme of “Strengthening Technical Vocational

Education and Training (TVET) in ASEAN Economic Community (AEC)” held in Sheraton

MustikaHoteltoday.

ASEANEconomicCommunity(AEC)hasprevailedattheendof2015.Regardingthisissue,

it has some consequences. One of them is the open flow of products, services, and human

resourcesacrossASEANcountries.Inaddition,ASEANmemberscanfreelyselltheirindustrial

products. In other words, this policy can increase the degree of products competition

among those countries. Service industry will take part in all ASEAN countries without

boundaries. Others consequences are several employment opportunities among ASEAN

countries.However,whenonesidecanenlargeemployment,opportunities,itcanthreaten

lessskilledhumanresourcespositioninaparticularcountry.

Toconfronttheinvasionofforeignlaborfromseveralcountries,itisnecessarytoput

upcandidateswhohavequalifiedmanpowerthatcanbeacceptedinothercountries.Inthat

case,itisnecessaryforeducationalinstitutionsatnational,regional,andinternationallevel

tohaveassuredquality.Also,basedonthedemandsoftheregionallaborqualification,itis

expectedthatvocationaleducationgraduatescanimplementqualityassuranceinaccordance

withtheframeworkofregionallaborqualification.

Vocationaleducationaimstoproduceskilledhumanresourcestomeetthedemands.One

of the criteria of successful fulfillment of skilled human resources is depended on vocational

education.Vocationaleducationcertainly is supportedbyprofessional teachers.Basedon this

fact,thestrengtheningofvocationalteachereducationinstitutionsisconsideredurgentsinceat

this time vocational teacher education institutions have not set up teachers according to

expertiseprograminvocationaleducation.

Weknowthatthesuccessoftheconferenceultimatelydependsonthepeoplewhohave

workedwithus inplanning andorganizingboth the technical programand supporting social

arrangements. Recognition should go to the organizing committee members who have all

worked extremely hard for the conference programs. I hope that this conference will give

benefitstothestudents,academicstaffs,industrialpracticesandvocationalteachers.

Thankyouforyourattention.Iwishyouaveryfruitfulconference.

Prof.Dr.RochmatWahab,M.A

RectorofYogyakartaStateUniversity

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CONTENTSTitle.............................................................................................................................................................................. iPreface........................................................................................................................................................................ ivChairpersonSpeech............................................................................................................................................. vRectorWelcomeSpeech.................................................................................................................................... viContent........................................................................................................................................................................ vii

InvitedSpeakersDEVELOPINGACOMPETENCYSTANDARDFORTVETTEACHEREDUCATIONINASEANCOUNTRIESMichaelGrosch.......................................................................................................................................................... 1‐1THEROLEOFTHEPRIVATESECTORINVOCATIONALEDUCATIONAnthonyBorkett....................................................................................................................................................... 1‐9THEROLEOFTVETFORIMPROVINGECONOMICGROWTHANDLABORINASEANECONOMICCOMMUNITYERASoenarto.......................................................................................................................................................................1‐14DIGITALMEDIARESEARCHINEDUCATION:THEUSEFULNESSOFTHEINSTRUMENTALCONFLICTSTHEORYP.Marquet...................................................................................................................................................................1‐28

PaperPresentersTheme1:EstablishingthepolicyofQualityAssuranceinTVETtoprepareRegionalQualificationFrameworkTHEQUALITYOFSTUDENTS’SOCIALCOMPETENCYOFEDUCATIONALEXPERIENCEPROGRAMINVOCATIONALSECONDARYSCHOOLSSuparman,GalehNIPP,DwiW........................................................................................................................... 2‐1CURRICULUMDEVELOPMENTOFVOCATIONALEDUCATIONFORELECTRICALENGINEERINGREFERSTOTHENATIONALQUALIFICATIONFRAMEWORKFORSTANDARIZINGSTUDENTCOMPETENCE'SM.Khairudin,R.Asnawi,HerlambangS.P,TotokHeruTM,A.Candra,T.Sukisno....................... 2‐7EXPLORINGTHEMALAYSIANQLASSICPRACTICALITYSohimi,N.E,Affandi,H.M,Fadzil,H.,MohdSattar,R................................................................................2‐16VOCATIONALSCHOOLQUALITYIMPROVEMENTBYSTRATEGICPARTNERSHIPWITHINDUSTRIALSIDEZainalArifin................................................................................................................................................................2‐24THEQUALITYOFELECTRONICAPPLICATIONCOMPETITIONINVOCATIONALHIGHSCHOOLBASEDONHIGHERORDERTHINKINGSKILLSMuslikhin,Muh.Munir,PoncowaliPranoto..................................................................................................2‐30

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Theme2:TheRoleTVETtofulfillNationalEconomicGrowthandWorkforceinAECEraLABORPRODUCTIVITYUPWITHDEBURRINGTOOLINGEARPROCESSING,ACASEOFSTUDENTINDUSTRIALINTERNSHIPPROGRAMGamawanAnanto,AjiYudistira......................................................................................................................... 3‐1DEVELOPMENTOFCONTEXTUALLEARNINGTOINCREASETHESTUDENTKNOWLEDGEOFPILESINFOUNDATIONENGINEERINGNurlitaPertiwi.......................................................................................................................................................... 3‐6MOBILELEARNINGTRENDSANDCHALLENGESFORVOCATIONALEDUCATIONININDONESIARidwanDaudMahande,HermanDwiSurjono............................................................................................3‐12THEEMPOWERMENTOFVOCATIONALEDUCATIONANDIT’SCONTRIBUTIONTONATIONALECONOMICGROWTHSutartoHp...................................................................................................................................................................3‐20STRENGTHENINGCOMMUNITYCOLLEGETOIMPROVEGROSSENROLMENTRATIO(GER)OFHIGHEREDUCATIONSunaryoSoenarto....................................................................................................................................................3‐28DESIGNEXPERIENTIALLEARNINGONCOMPETENCEBASEDTRAININGCOMPUTERENGINEERINGANDNETWORKSINVOCATIONALHIGHSCHOOLRianaT.Mangesa,DyahD.Andayani...............................................................................................................3‐34MADRASAHALIYAHANALYSISFORTHEIMPROVEMENTOFVOCATIONALGRADUATES’COMPETITIVENESSTOFACEGLOBALWORKFORCEAdhanEfendi,JengIswari....................................................................................................................................3‐40VOCATIONALSTUDENTS’SELF‐AWARENESSANDLEARNINGNEEDSTOSURVIVEANDTHRIVEINTHEIRJOB‐LIFEAdiSuryani,UsmanArief,TriWidyastuti......................................................................................................3‐47THEFACTORSTHATAFFECTSTHESUCCESSOFENTREPRENEURSHIPOFFASHIONPROGRAMATYOGYAKARTAMa’rifatunNashikhah,Moch.BruriTriyono.................................................................................................3‐57IMPROVINGTHECOMPETENCEOFVOCATIONALHIGHSCHOOLGRADUATESBYTEACHINGFACTORYANDTECHNOPARKSanatang......................................................................................................................................................................3‐64Theme3:InformalSectorsandSkillsVillageasDrivesinAECVOCATIONALSTUDENT’sSKILLSENHANCEMENTTHROUGHEMPOWERINGLOCALEXCELLENCEINDEALINGASEANECONOMICCOMMUNITY(AEC)HendraJaya,YasserA.Djawad,IlhamThaief............................................................................................... 4‐1BIGBANGMODELSTRATEGYFORACCELERATIONOFLOCALGOVERNMENTREADINESSFINANCIALACCOUNTINGSYSTEMBASEDACCRUALINTHEDISTRICTKARANGANYARSitiNurlaela,SriHartono,Istiqomah.............................................................................................................. 4‐9

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VOCATIONALVILLAGEINITIATIVESFORCOMMUNITYSKILLDEVELOPMENTBASEDONLOCALRESOURCESINAECSuhendar,SiswoWardoyo,SyadeliHanafi....................................................................................................4‐21STRUGGLINGCREATIVEHOMEINDUSTRYONIMPLEMENTATIONOFMODIFIEDBEANBREAKERTOOLS‐MULTICULTURALCHARACTERBUILDINGBASESOFMERAPIVOLCANICDISASTERZainurRofiq,RA.RahmiDipayantiAndayani,DasSalirawati...............................................................4‐28THEWORKERSCOMPETITIVENESOFSMALLBUSINESSENTERPRISETOFACEASEANECONOMICCOMUNITYAGREEMENTYasrizal.........................................................................................................................................................................4‐33Theme4:EmpoweringVocationalTeacherEducationInstitutioninAECVOCATIONALTEACHERROLEINPREPARINGSTUDENTSINTHEASEANECONOMICCOMMUNITYERAHasanah,MuhammadYahya,MuhammadNasirMalik............................................................................ 5‐1TEACHERSQUALIFICATIONFORVOCATIONALEDUCATIONANDTRAININGPROGRAMINHEAVYEQUIPMENTSECTORSMoch.BruriTriyono,AchmadArifin,NurHasanah................................................................................... 5‐8INFORMATIONSYSTEMMODELOFSELF‐EVALUATIONEFFORTSTOWARDSWORLDCLASSTEACHERS'INSTITUTIONOFVOCATIONALEDUCATIONANDTRAININGEdySupriyadi............................................................................................................................................................5‐15EMPOWERINGINDONESIA’sTVETTEACHEREDUCATIONINASEANECONOMICCOMMUNITYERALutfiyahHidayati......................................................................................................................................................5‐22THECHALLENGESOFMUSICTEACHERCOMPETENCIESFORVOCATIONALSCHOOLSTOFULFILLCREATIVEECONOMYINDUSTRYDEMANDSAyuNizaMachfauzia..............................................................................................................................................5‐27INDONESIANVOCATIONALTEACHERSEDUCATIONDEVELOPMENTPutuSudira.................................................................................................................................................................5‐36

Proceedings4thInternationalConferenceonVocationalEducationandTraining(ICVET)September15,2016

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INDONESIANVOCATIONALTEACHERSEDUCATIONDEVELOPMENT

PutuSudiraElectronicsDepartmentEngineeringFacultyYogyakartaStateUniversity

TechnologyandVocationalEducationGraduateSchoolsYogyakartaStateUniversityEmail:[email protected]

ABSTRACT

ProfessionalteachersinvocationaleducationisonethedeterminantsofthequalityofIndonesian

workers. The quality of vocational education in Indonesia is very dependent on the availability ofprofessionalteachersatallmembershippackages,whichwasheldatVHS.Toproducequalifiedteachersneededstandardizationofvocationalteachercompetence.Provisionofprofessionalvocationalteachersisneededucationvocationalteacherswhoapplytheprinciplesofgoodvocationaleducation.FEandFETVown core business and hold the responsibility as a provider of professional vocational teachers.Vocational teacher education is an education for theworldofwork in vocational education.Vocationalteachereducationisneedtoupholdtheprinciplesofworkplace‐basededucationinthefieldofvocationaleducation.Keywords:vocationaleducation,vocationalteacher,vocationalteachereducation

I. INTRODUCTION

Developing competitiveness andcollaboration capacities of IndonesianworkerscanbedonethroughTechnicalandVocational Education and Training (TVET).HighqualityTVETandrelevanttotheneedsoftheworldofworkbecomingaditerminantfactor employability skills Indonesianworkers. Indonesia has set importantpolicies related to vocational education andtraining. This policy is changes the ratiobetweenVocationalHighSchools (VHS)andHigh School (HS) to 70:30. Implications ofthis policy are very broad in the TVETsystem in Indonesia. The policy causes: (1)the participation of the private communityandlocalgovernmentsincreasedinthebuildVHS;(2) the imageofvocationalschoolasaschoolfortheworldofworkisimproved;(3)increasedpublicconfidenceinthevocationalschool;(4)accesstoeducationmorewidely;(5)thesupplyofskilledlaborinthenumberof middle‐level rise; (6) changing inIndonesia labor structure; (7) vocationalteachers employment increased; (8) occurschallengespreparationofpre‐serviceandin‐service vocational teachers. Changes of theratioinsomeareashasreached68:32.

Increasing the quantity of VHS hashappened in the last eight years is achallenge for TVET Teachers Institute(TVET‐TI) in upgrading TVET teachers

comptence. How TVET‐TI build networksand cooperation with vocational educationfoundations and local governments?Establish partnership with business andindustry? Developing entrepreneurshipamong VHS students? How TVET‐TImentoring the development of qualityvocational education in Indonesia? HowTVET‐TI develop programs to providingprofessional vocational teachers who areready and establish to work at VHS? HowTVET‐TI committed to making thearrangement functions as an institution totrain and educate vocational teachers?Developmentofvocationalteachereducationis important in order to avoid vanity‐sianvocational education services due to pooreducation and learning, bad learningoutcomes, discrimination in access tovocationaleducation inremoteandoutlyingareas, gender, race, and lack of ability.Shifting the focus of several TVET‐TI’s inIndonesia from the principal function as adeveloper of vocational education andvocational teachers to the field of puresubject add complicated problems in thedevelopment of the workforce throughvocationaleducationinVHS.

EducationalandtrainingprogramsforvocationalteachertraininginTVET‐TIbeanimportant variable in improving the qualityof vocational education atVHS. Provisionof


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professional vocational teachers who havethe capability to understand the principles,the objectives, benefits, strategic objectives,and changes in the context of vocationaleducation isan important issue.HowTVET‐TI anticipates and develops vocationalteacher education programs? How TVET‐TIdoing research to mapping the needs ofteachers kualification in all regions ofIndonesia? How can the governmentfacilitate TVET‐TI in the provision ofvocational teacher professional? How todevelop sustainable vocational teacherprofessionalism? This paper discusses thedevelopmentofvocationalteachereducationinIndonesia.

II. DISCUSSION2.1. VocationalTeacherEducationasa

ProfessionIndonesia through the State

Constitution, namely LawNo. 14 Year 2005onTeachersandLecturersenactthatteacherisadignifiedprofession.Workasateacherisa person's source of income. Meaning:Teacherincludingthevocationalteacherisajoborprofessionrecognizedandmaintainedherdignity,verystrategicroleandfunctions,as well as appreciated by the nationconstitutionally. The recognition of thedignity and the teaching professionvocational officially has lasted 11 yearsunfortunatelyhavenotfollowedupwiththedevelopment of education system, training,assignment, andvocational retrainingof theteachingprofessiontoincreasingsustainableandmeasurablequality.

Concrete efforts to realize theeducation, training, and retraining ofqualified vocational teacher face thechangingdemandsof theworldofwork isanecessity.Effortsdevelopingprofessionalismof vocational teachers canbedone through:(1) the provision of university‐basedteacher; (2) school‐based induction ofbeginning teachers; (3) theprofessionalizationof teachersbasedon theinitiative of the institution; and (4) theprofessionalization of teacher based‐onindividualcapability(AgencyPSDMPK‐PMP).The role of the Faculty of Engineering (FE)andtheFacultyofEducationTechnologyandVocational (FETV) at the University of

Teacher Education Institute (TEI), theIndonesianTeachersAssociation(PGRI), theAssociation of Indonesia Technology andVocational Education (APTEKINDO), theAssociation of Lecturers and Teachers ofVocationalIndonesia(ADGVI)iscritical.

Preparing and meeting the needs ofvocationalteachersasadignifiedprofessionareanimportantstaskGovernmenttogetherwith the FE, FETV, APTEKINDO and ADGVI.TheprincipaltasksoftheFEandFETVistoeducate and train prospective vocationalteachers, develop the science of Technologyand Vocational Education (TVE) andconfirms that the Vocational TeacherEducation(VTE)istheVocationalEducation(PV). PGRI, ADGVI, APTEKINDO jointlyoversee the professional development ofvocational teachers. Increasingcompetitivenessandcollaborationcapacitiesof Indonesiaworkers requires the study of:(1)howdoesthemodelofvocationalteachereducation as vocational educationtransformative carried out? (2) How is thecommitmentandconsistencyofFEandFETVin developing vocational teacher educationas vocational education? (3) Howprofessional development and careervocational teacher? (4) How to modelassignmentvocationalteachercandidates?

Development of vocational educationteachersneedtounderstandthenewcontextoftheglobalTVET.TechnicalandVocationalEducationandTraining(TVET)systemisnolonger reserved only to educate and trainpeople to do the jobs that are already wellestablished in the world of work, but todevelop individualcreativityand innovationcommunities to be more productive andready to face any form of change. TVETexperiencedashiftfromtheconceptofTVETfor employment to TVET for employability.EvenUNESCOwantsTVETasaninstrumentfor the promotion of sustainabledevelopment and prepare people becomeindependent learners and responsible tohimself (Hollander & Mar, 2009: 42). TVETfor employability is education and trainingdevelop skills which enable people to gain,keep and progress within employment,including skills in the clusters of workreadiness and work habits, interpersonalskillsandlearning,thinkingandadaptability


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skills. Employability is the degree ofadaptability an individual demonstrates infinding and keeping a job, and updatingoccupational skills. Relates to portablecompetencies and qualifications thatenhanceanindividual’scapacitytomakeuseof the education and training opportunitiesavailableinordertosecureandretaindecentwork(MakKenzie&Polvere,2009:65).

TVET are employability, sustainabledevelopment, self‐reliance and responsibleclearly needs professional teachers andlecturers. Vocational teaching professionoccupiesastrategicpositionintheprocessofeducation, teaching, coaching, training,guidance, assessment, and evaluation ofstudents in vocational education andtraining.Vocationalteacherscandeveloptheskills and capacity of Indonesian workers.Vocational teachers can build learningcommunities, building a knowledge societyand to develop their personal capacity tocontinue to innovate and make changes(Hargreaves, 2003: 9). Professionalvocationalteacherisoneofthedeterminantsof the quality of vocational education. Thedirect impact is the quality of Indonesianworkers. Vocational teaching professionrequires skill, finesse, skill, commitment,idealism, responsibility and competence ofcertified vocational educators with qualityand standardized norms. Standardization ofvocational teacher competence is veryurgenttodoinorderto improvethequalityof vocational education in the country andimprovingthequalityoflabor.

2.2. VocationalTeacherEducationisthe

VocationalEducationVocational teacher education is

education that prepares graduates to work.Vocational teacher education organized forthe development of capabilities (ability andwillingness)thatgrowonthebasisoftalent,interest, call thesoul, idealism, commitmentto improve the quality of vocationaleducation. Vocational teacher education isvocational education for employability aseducators, teachers, counselors, coaches,directors, assessors and evaluators ofeducation and vocational training.Structuring vocational teacher education asvocational education is important to the FE

and FETV. Vocational teacher education isnot education for the sake of education.Vocationalteachereducationisaneducationand training development capability oneselfinto professional vocational teachers whomaster in the principles of vocationaleducation.FEandFETVneeds todeclare itscommitment to make vocational teachereducationasvocationaleducation.Themaintask or core bussiness of FE and FETV iseducate and train vocational teachercandidate.

Vocationalteachereducationisurgentto continue to be developed. Needs ofvocationalteachersisincreasinginlinewiththe policy changes in the ratio of VHS: HS70:30. Vocational teacher educationcurriculumgearedtoachievetheobjectives:(1) understand the working life as avocational teacher in VHS; (2) develop theself capacity as a teacher to be able toperform role as educators, teachers,counselors,directors,trainers,assessorsandevaluators; (3) control of learning in theclassroom, laboratory, workshop,workshops, and field; (4) developing thecapacity of themselves as teachers arecritical in the field of vocational education;(5)transformingthepracticesofsocialworkas a vocational teacher work pays off; (6)taking care of themselves as teachers ofvocational capacity to work long‐term; (7)develop a sustainable professionalismappropriate to the development vocationaleducation; (8) develop their capacityaccording to the needs of vocationaleducationsector; (9)practicing thecapacityasteachersthatworkaseducators,teachers,counselors,directors,trainers,assessorsandevaluators with a full appreciation andconcern inthecommunity;(10)developthecapacity to contribute to the economythroughvocationaleducation.

Professionalvocationalteachersinthe21st century must understand the globaldevelopment of the knowledge‐basedsociety. The development of a knowledge‐based society requires that vocationalteacher education is transformative.Vocational teachereducationshouldbeableto transform the content of education as aprocess undergoing changes. 21st Centuryvocational teacher education is education


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that leads to: (1) build a culturaltransformation of techno‐science‐socio‐cultural; (2) the fulfillment of the socialaspects of efficiency to get a job or have adecent, proper, good, polite (decent work);(3) increasing the capability of careerpositions so self‐sufficient in meeting thewelfare needs; (4) the mastery of skillsthroughandmeettheneedsoflife(lifeskills)privateselfinthefamily,community,nation,and state; (5) the mastery of skills forlifelonglearningfromreallife;(6)increasedinnovation application of critical thinkingskills, creativity, communication, andcollaboration (Piirto 2011; Trilling andFadel,2009);(7)toimprovetheskillstouseinformationandmultimedia.

Vocational teachers as a catalyst forchange to build a new professionalism thatis:(1)promotecognitivelearninguponhighorder thinking skills include creativity,critical thinking, collaboration,communication (Pop, 2005; Cotrell, 2005);(2) teaching in new ways that have neverbeen taught; (3) commitment to continuouslearningas aprofessional teacher; (4)workand studywithother teachers as colleaguesin educating, teaching, guiding, directing,train, assess, and evaluate students; (5) totreatother teachersaspartners in learning;(6) develop collective intelligence; (7) buildthe capacity of teachers who are ready tochangeandareatrisk;(8)encouragemutualtrust among fellow teachers in the learningprocess (Hargreaves, 2003: 24); (9) live uptothemeaningofthewordGuRucomesfromsyllable Gu means darkness and Ru meanslight. Guru are the transformers of societyfromdarktolight(Sudira,2014).

The principle of professionalism ofteacherscontainedinarticle7ofLawNo.14Year 2005, namely: (1) have the talent,interest, call the soul, and idealism; (2) acommitment to improve the quality ofeducation, faith, piety and noble character;(3) has the academic qualifications andeducational background in accordance withthetask;(4)havethenecessarycompetencein accordance with the task; (5) has theresponsibility for the implementationof thetasks of professionalism; (6) earn incomedetermined in accordance with jobperformance; (7) have the opportunity to

develop in a sustainable manner with theprofessionalismoflifelonglearning;(8)havelegal protection in carrying out the task ofprofessionalism;and(9)haveaprofessionalorganization that has the authority toregulate matters relating to the duties ofprofessionalism of teachers. Being aprofessional vocational teacher should havethe talent and the high interest, called hissoulasateacher,highidealsandcommittedto improving the quality of education andresponsibility.

According Day (1997, 52) a keyconcept of professionalism in successfulpolicies and strategies of teacherprofessional development depend on threeaspects: (1) self‐esteem through positiverewards suchasencouragementand support(without political, social, economical andorganizational recognition and support,teachers’ self‐esteemwillbe in jeopardy), (2)teaching skills are not enough maintaininganddevelopingindividualandcollectivevisioncomes through the career‐long committedprofessionalismofteachers;andfinally,(3)forteachers to become experts in learningrequirescontinuingprofessionaldevelopment.

Teachers are not ordinary workers.Teacher jobs more than other workers.Teacher every day faced with a uniquelearnerhimselfeachextraordinarilydiverse.Teachersmusthaveextensiveknowledge inthe process of building a learningcommunity. Teachers candidate must firsttake academic courses at S1. Aftercompleting academic education in S1, thevocational teacher candidates then followtheprofessionaleducationofteachers.Intheprocess of teacher professional educationteachercandidatestolearnanddeveloptheirpersonal capacity corresponding on 10vocational education demands of theworking world above. Vocational educationteacher professional learning outcomes areprogrammed inorder toqualifyandcriteriabecome professional vocational teachers.Vocational teachers have to understand thedevelopmentofbusinessand industry,haveexperience working in business andindustry. Thus the development ofprofessional competence of vocationalteachers through professional developmentof vocational teachers is not enough only


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carriedoutat theschoolalone.Thereneedstobeindustrypracticeandthepracticefieldattheschool.

Vocational teacher education qualityassurance beginswith the selection processof student input‐based talent and interest,competency‐based learning process inuniversities and vocational, measurablelearning outcomes. Selection input of newstudents apply the selection of talent andinterest, so that students who netted trulywho has a calling and idealism as avocational teacher. Other demand that alsoneeds tobe improved is thecommitmentofprospective teachers to improve the qualityof education, faith, piety, and noblecharacter.

Professional education according toJohn (2008, 12) is a university‐basededucation and training with empiricalknowledge,motivated by thewelfare of thepeoplewhoareserved,committedtolifelonglearning, performed independently with ahigh degree of quality self, has a code ofethics.InJavanesephilosophythatteacherisa person who "sugih tanpabandha,nglurugtanpaBala,menangtanpangasorake" whichmeansRich lotofstudentsnotmaterial,hasthe ability to enlighten, independentlyconfront his students, and his bow withoutdefeat. Teacher professional educationincludingvocationalteachingprofessionhadclearlybecomepartofvocationaleducation.Vocational teacher educationwasorganizedto educate and train prospective vocationalteachersincarryingoutitsdutiestoworkasaneducator,coach,tutor,teacher,chaperonestudentsinVHS.

2.3. VocationalTeacherEducation

ProspekProspects of vocational teacher

education are always evolving. Vocationaleducationasaneducationalworldofworkisalways in need of professional vocationalteacherswith high qualifications. Faculty ofEngineering (FE) Yogyakarta StateUniversityandPadangStateUniversitysince1979 was appointed by the Indonesiangovernment as a producer of vocationalteachersthroughaWorldBankproject1979.FEYogyakartaStateUniversityhasproventoproduceexcellencevocationalteachers.They

are a lot of doing well in VHS. Alumni FEYogyakartaStateUniversitysuccessfulworkas teachers in vocational schools in allprovinces in Indonesia, especially in theexpertise areas of Engineering Technologyand Information CommunicationTechnology.

ThesuccessoftheFEYogyakartaStateUniversitygraduatedhighqualityteachersinVHSisanadvantagethatshouldcontinuetobe developed. If FE and FETV formerUniversity Teachers' Training College nolongerfocusonvocationalteachereducationanddevelopmentofeducationalsciencesandvocational technology then almost certainlythe development of vocational education inVHSfuturewewillbeintrouble.Ifvocationaleducation in VHS trouble then our nationaleducation syatem is also facing a bigproblem, because the ratio of VHS: HSalready towards 70:30. In 2025 our nationwill be built and characterized by VHSoutcomes. It takes enforcement thoughtsvocational education program preparation.Enforcement of quality vocational teacherpreparation program requires structuringthe concept of vocational educators and theeducationsystem.

Understanding the philosophy andconcept of vocational teacher education, aseducation for the world of work needs tocontinue to be socialized. Likewise, theunderstandingofvocationaleducationneedsto be deepened and broadened within theteacher education institutions, because notalllecturershaveabackgroundinvocationaleducation.Educationvocationalteachersareno longer enough to run just as regulareducation because education vocationalteachers require planting the values, skills,knowledgeofgoodwork,ableandwillingtoperform or appear educating, teaching,guiding,directing,train,assess,andevaluatestudents in classes in various skills. Valueinvestment in teacher must be built fromscratchenteringeducationcourses.

Vocational education system alsoneeds to be organized and enhanced in linewith the changing educational context. Theprogress of science in giving explanationthrough inquiry and discovery and thedevelopment of engineering and technologyin solving social and economic problems


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through the design and discovery of newtechnologies is of particular interest as adynamic educational context. Input andeducation processes developed to meet thestandards of education including studentselection system. Effective selection systemfor new students and the learning processthat fullyutilizestheprinciplesofeducationandvocationaltrainingtomakegraduatesfitand ready to perform the job duties asteachersandeducationpersonnelinVHS.

New student selection system forvocational teacher candidates is donethrough a selection of the best graduates ofVHS and HS and talented as teachers andinterest in becoming a candidate for allcourses of expertise. Selection VHS and HSgraduategiftedandinterestedinbecomingavocational teacher conducted across theprovince. A bond system also needs to bedone so that after graduation they returnedto their respective regions and serve as aneducator at a local vocational school. Thisway also suppress mutations teachersamong provinces so that ongoingprofessional development of teachers canworkwellatthesametimecanimprovethequalityofschools.

Vocational teacher educationneeds totransform education towards demand andmarketdriven.Vocational teachereducationshouldbemoreresponsiveandadaptabletothe changes anddemandsof thenewworldofworkasavocationalteacherprofessional.Vocational teacher education held in a dualbasediecampus‐based,industries‐basedandschool‐based. Vocational teacher educationprogram organized by the contextualapproachthroughimprovedcommunication,interaction and facilitation between thecampus and the school so that studentsincreasingly familiar with the field and herwork duties. Education model used iscompetency‐basededucationwhereteacherswork profession will be maximized if theacquisitionwentwellcompetence.

III. CONCLUSION

Vocational teachers are a dignifiedprofession and constitutionally appreciatedby the Indonesian nation. Development ofvocational education teachers need tounderstand the new context of the global

TVET. TVET experienced a shift from theconceptofTVETforemploymenttoTVETforemployability. Professional teachers invocationalalwaysdevelopskillstogain,keepand progress within employment, includingskills in the clusters of work readiness andwork habits, interpersonal skills andlearning, thinking and adaptability skills.Professional vocational teacher directlyinfluence thequalityof Indonesianworkers.Preparation of professional vocationalteachers becomes very important.Developing professionalism of vocationalteachers can be done through: (1) theprovision of university‐based teacher; (2)school‐based induction of beginningteachers; (3) the professionalization ofteachers based on the initiative of theinstitution;and(4)theprofessionalizationofteacherbased‐onindividualcapabilityREFERENCESBillet.S. (2011). Vocational education

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