BARRIERS, OBSTACLES ON THE APPRENTICE
NON FORMAL EDUCATION PROGRAM SKILLS
Abstract: apprenticeship system to improve the quality of graduates of vocational institutions Non Formal Education is something that is relatively long for the world of education in Indonesia, but its implementation will be many obstacles encountered.
Keywords: internships, non-formal education
BACKGROUND
A few years back, the program is a skills major program of Non Formal Education, although packed with names of different programs. This policy is based on the desire of course reduce the number of unemployed who have indicated an increase from year to year. Therefore, programs Non-Formal Education skills are always required a truly needed by the community or in accordance with market demand. To get closer and learning process in educational institutions with business and industry, the common practice of apprenticeship.
In fact, often material that has been given in educational institutions have not fully be used in the workplace. This is because these conditions involve many parties have mutual interests. In order for the original purpose of organizing skills program on Non Formal Education institutions can be achieved, the review and analysis of constraints that would arise in the implementation of an internship is very important.
BARRIERS IN MANAGEMENT
The learning process (learners) in industrial management responsibility entirely on the industry (the instructor) while teaching management at the Institute for Non-Formal Education is fully the responsibility of Non-Formal Education Institution.As a unity of teaching management education in industrial and management of teaching in the (Institute for Non-Formal Education) must each link and match. To create a learning management that reflect the principles of link and match, between the industry and the Institute for Non Formal Education should be involved at the time of planning, implementation and evaluation of teaching. How the involvement of both parties in the planning, implementation and evaluation of teaching? This question should be noted, because so far between the industrial world and the world of Non-Formal Education Institution not known tradition of cooperation. The lack of cooperation between the Institute for Non-Formal Education with the industrial world, certainly is one of the barriers to the implementation of the program PKH. Thus the managers of Non Formal Vocational Education Institute has not yet know about how and what to do in such cooperation. This condition is certainly an obstacle in the effort to create a powerful skills program.
BARRIERS IN CURRICULUM PLANNING
The curriculum is a formal reference in the administration of education in general. It said as a formal reference for curriculum that gives direction and determine where and how the educational process should be directed. In Non-Formal Education, curriculum development is a matter that is often done. With the experience of developing the curriculum, the school curriculum into a systematic and complete. But whether the curriculum content of Non Formal Education Institution in accordance with the rules or work instructions developed by the industry? In this case the problem will arise "the extent to which curriculum Vocational Non-Formal Education Institutions should follow the development of the industry?" Due to curriculum planning that is not able to fill the vacancies, so there is no harmony or a mismatch between educational programs and the demands of the workplace, giving rise to occupational gaps (Buchori, 1990). Such a phenomenon is certainly is one of the obstacles in the implementation of PKH program.
BARRIERS IN TEACHING MATERIALS
As a whole the place of education, teaching content in the industry should be associated with the contents of teaching in Non-Formal Education Institution and vice versa. Thus the teaching of theory must be associated with teaching in the industry that more emphasis on practical problems. This must be considered because it is in line with pradigma teaching theory which says that: practice makes perfect. In order to realize the relevance and similarity between teaching theory and practice, seems to be something that is still very difficult. This difficulty arises because during the Nara Sources Non-Formal Technical Vocational Education Institutions do not ever want to learn from the industrial world. Teaching in Non-Formal Education Institute never noticed its relevance to the needs of the industrial world. Hi is certainly related to curriculum development Non-Formal Education Institutions vocational less emphasis on analysis of needs (needs assessment) labor in the labor market and labor system (Slamet, 1993). The situation and condition, of course, is a challenge in creating linkages between the teaching of teaching content in the industry with teaching at the Institute for Non-Formal Education.
BARRIERS DUE TO ENVIRONMENTAL
Non-Formal Environmental Education Institutions and the environment is very different from the industrial world. In Non-Formal Education Institutions learners interact with peers who are still teenagers, while the industrial environment in the form of an adult environment. The existence of two different environments, it certainly will affect the interaction of learners in the learning process. This situation will certainly affect the company's workers' perceptions of learners apprentices. Do students who intern in fact exploited by the instructor who was a worker who is actually in the company (Suyano, 1993). If this happens dual system of education will lose its meaning.Therefore, setting the working environment is absolutely Haras done so as not to cause negative effects for the mental development of students.
BARRIERS FOR DIFFERENT PURPOSES
The purpose of industry is profit oriented institution in favor of economic principles, while the purpose institution Non-Formal Education Institutions right side with the principles of education. In this case the industry Iembaga goal conflict, between the goals of education / training and economic goals.So there must be engineered to occur intersection of business goals that contradict each other (Suyanto, 1993), for the process of learning by doing can take place optimally. If this is not addressed, could impede the implementation of dual vocational education system, it is a matter that is very difficult to integrate two different interests that can lead to positive effects for the process of working students
Anticipatory steps
Side with the study and analysis of the barriers that may arise in the implementation of anticipatory measures internship program appears to be necessary. This step is necessary for the implementation of the concept of apprenticeship system in the field to run well. Because without thorough preparation and anticipation, program implementation apprenticeship system will not work.
In order to anticipate problems that may hinder program implementation apprenticeship system, needs to be done several steps, among others, as follows: First, the need for dissemination and diffusion of the concept of apprenticeship system to the managers of non-formal educational institutions. This is a major problem and very important for managers of vocational education institutions. This is a major problem and very important for managers of non-formal educational institutions. This is a major problem and very important for managers of non-formal educational institutions to understand in detail about the system of apprenticeship either otologis, axiological and epistemological. Without such understanding, difficult to expect the managers of non-formal education to implement the system of apprenticeship in accordance with the nature and purpose. Do not let happen apprenticeship system program has been designed to implement, but the implementers on the ground do not know what to do. Dissemination and diffusion of this can be done through upgrading courses, workshops, seminars and the like, followed by a bouquet of Nara Technical Resources Institute head of Non-Formal Education, the education agency and the industry as well as other concerned parties. With the dissemination and diffusion of this, some constraints have been analyzed as above to find the solution path.
Second, it should be realized that concrete and institutionalized cooperation between the Institute of Non Formal Vocational Education with the industrial world. In order to realize this cooperation, the existence of the laws or regulations that govern it very desirable.
By doing the steps as above, then the principles of apprenticeship system as expected can be realized. Broadly speaking there are four principles which are very important apprenticeship system are: (1) makes the world of work and society as a learning environment for students, (2) linking work experience with college teaching, (3) to give the role of learners in a constructive way as a worker with real responsibility, as learners in the same time, (4) instill a close relationship between students and working adults who act as instructors.Educational principles must be realized in the implementation of the program internship system in Indonesia. It is important to point out, because only with the principles that students would benefit optimally in an internship program system.
CONCLUSION
Lighting system of apprenticeship is one of the appropriate steps to improve the quality of graduates of vocational institutions Non-Formal Education. However, given the concept of apprenticeship system is something that is relatively long for the world of education in Indonesia. But its implementation will be many obstacles encountered. For the implementation of an apprentice system to run properly, presumably required a review and analysis of barriers that would required a review and analysis of the constraints it would appear. Review and analysis needs to be done carefully and systematically, because the results can be used as the basic foundation in the implementation and development of dual vocational education system.
REFERENCES
Buchori, M. 1990. Toward globalization: It takes a leap of conceptual and intellectual leadership. The chancel of Education, 4, IX., 17-23.
Slamet. 1993. An alternative approach in the preparation and workforce development professionals in Indonesia. Paper presented in National Seminar on Vocational Education and internships System Preparation of Manpower.MALANG: FPTK IKIP Dept.
Suyanto. 1993. Constraints apprenticeship system for Non-Formal Education Institutions vocational.Java Post, 27 September 1993, p. 4.
NON FORMAL EDUCATION PROGRAM SKILLS
Abstract: apprenticeship system to improve the quality of graduates of vocational institutions Non Formal Education is something that is relatively long for the world of education in Indonesia, but its implementation will be many obstacles encountered.
Keywords: internships, non-formal education
BACKGROUND
A few years back, the program is a skills major program of Non Formal Education, although packed with names of different programs. This policy is based on the desire of course reduce the number of unemployed who have indicated an increase from year to year. Therefore, programs Non-Formal Education skills are always required a truly needed by the community or in accordance with market demand. To get closer and learning process in educational institutions with business and industry, the common practice of apprenticeship.
In fact, often material that has been given in educational institutions have not fully be used in the workplace. This is because these conditions involve many parties have mutual interests. In order for the original purpose of organizing skills program on Non Formal Education institutions can be achieved, the review and analysis of constraints that would arise in the implementation of an internship is very important.
BARRIERS IN MANAGEMENT
The learning process (learners) in industrial management responsibility entirely on the industry (the instructor) while teaching management at the Institute for Non-Formal Education is fully the responsibility of Non-Formal Education Institution.As a unity of teaching management education in industrial and management of teaching in the (Institute for Non-Formal Education) must each link and match. To create a learning management that reflect the principles of link and match, between the industry and the Institute for Non Formal Education should be involved at the time of planning, implementation and evaluation of teaching. How the involvement of both parties in the planning, implementation and evaluation of teaching? This question should be noted, because so far between the industrial world and the world of Non-Formal Education Institution not known tradition of cooperation. The lack of cooperation between the Institute for Non-Formal Education with the industrial world, certainly is one of the barriers to the implementation of the program PKH. Thus the managers of Non Formal Vocational Education Institute has not yet know about how and what to do in such cooperation. This condition is certainly an obstacle in the effort to create a powerful skills program.
BARRIERS IN CURRICULUM PLANNING
The curriculum is a formal reference in the administration of education in general. It said as a formal reference for curriculum that gives direction and determine where and how the educational process should be directed. In Non-Formal Education, curriculum development is a matter that is often done. With the experience of developing the curriculum, the school curriculum into a systematic and complete. But whether the curriculum content of Non Formal Education Institution in accordance with the rules or work instructions developed by the industry? In this case the problem will arise "the extent to which curriculum Vocational Non-Formal Education Institutions should follow the development of the industry?" Due to curriculum planning that is not able to fill the vacancies, so there is no harmony or a mismatch between educational programs and the demands of the workplace, giving rise to occupational gaps (Buchori, 1990). Such a phenomenon is certainly is one of the obstacles in the implementation of PKH program.
BARRIERS IN TEACHING MATERIALS
As a whole the place of education, teaching content in the industry should be associated with the contents of teaching in Non-Formal Education Institution and vice versa. Thus the teaching of theory must be associated with teaching in the industry that more emphasis on practical problems. This must be considered because it is in line with pradigma teaching theory which says that: practice makes perfect. In order to realize the relevance and similarity between teaching theory and practice, seems to be something that is still very difficult. This difficulty arises because during the Nara Sources Non-Formal Technical Vocational Education Institutions do not ever want to learn from the industrial world. Teaching in Non-Formal Education Institute never noticed its relevance to the needs of the industrial world. Hi is certainly related to curriculum development Non-Formal Education Institutions vocational less emphasis on analysis of needs (needs assessment) labor in the labor market and labor system (Slamet, 1993). The situation and condition, of course, is a challenge in creating linkages between the teaching of teaching content in the industry with teaching at the Institute for Non-Formal Education.
BARRIERS DUE TO ENVIRONMENTAL
Non-Formal Environmental Education Institutions and the environment is very different from the industrial world. In Non-Formal Education Institutions learners interact with peers who are still teenagers, while the industrial environment in the form of an adult environment. The existence of two different environments, it certainly will affect the interaction of learners in the learning process. This situation will certainly affect the company's workers' perceptions of learners apprentices. Do students who intern in fact exploited by the instructor who was a worker who is actually in the company (Suyano, 1993). If this happens dual system of education will lose its meaning.Therefore, setting the working environment is absolutely Haras done so as not to cause negative effects for the mental development of students.
BARRIERS FOR DIFFERENT PURPOSES
The purpose of industry is profit oriented institution in favor of economic principles, while the purpose institution Non-Formal Education Institutions right side with the principles of education. In this case the industry Iembaga goal conflict, between the goals of education / training and economic goals.So there must be engineered to occur intersection of business goals that contradict each other (Suyanto, 1993), for the process of learning by doing can take place optimally. If this is not addressed, could impede the implementation of dual vocational education system, it is a matter that is very difficult to integrate two different interests that can lead to positive effects for the process of working students
Anticipatory steps
Side with the study and analysis of the barriers that may arise in the implementation of anticipatory measures internship program appears to be necessary. This step is necessary for the implementation of the concept of apprenticeship system in the field to run well. Because without thorough preparation and anticipation, program implementation apprenticeship system will not work.
In order to anticipate problems that may hinder program implementation apprenticeship system, needs to be done several steps, among others, as follows: First, the need for dissemination and diffusion of the concept of apprenticeship system to the managers of non-formal educational institutions. This is a major problem and very important for managers of vocational education institutions. This is a major problem and very important for managers of non-formal educational institutions. This is a major problem and very important for managers of non-formal educational institutions to understand in detail about the system of apprenticeship either otologis, axiological and epistemological. Without such understanding, difficult to expect the managers of non-formal education to implement the system of apprenticeship in accordance with the nature and purpose. Do not let happen apprenticeship system program has been designed to implement, but the implementers on the ground do not know what to do. Dissemination and diffusion of this can be done through upgrading courses, workshops, seminars and the like, followed by a bouquet of Nara Technical Resources Institute head of Non-Formal Education, the education agency and the industry as well as other concerned parties. With the dissemination and diffusion of this, some constraints have been analyzed as above to find the solution path.
Second, it should be realized that concrete and institutionalized cooperation between the Institute of Non Formal Vocational Education with the industrial world. In order to realize this cooperation, the existence of the laws or regulations that govern it very desirable.
By doing the steps as above, then the principles of apprenticeship system as expected can be realized. Broadly speaking there are four principles which are very important apprenticeship system are: (1) makes the world of work and society as a learning environment for students, (2) linking work experience with college teaching, (3) to give the role of learners in a constructive way as a worker with real responsibility, as learners in the same time, (4) instill a close relationship between students and working adults who act as instructors.Educational principles must be realized in the implementation of the program internship system in Indonesia. It is important to point out, because only with the principles that students would benefit optimally in an internship program system.
CONCLUSION
Lighting system of apprenticeship is one of the appropriate steps to improve the quality of graduates of vocational institutions Non-Formal Education. However, given the concept of apprenticeship system is something that is relatively long for the world of education in Indonesia. But its implementation will be many obstacles encountered. For the implementation of an apprentice system to run properly, presumably required a review and analysis of barriers that would required a review and analysis of the constraints it would appear. Review and analysis needs to be done carefully and systematically, because the results can be used as the basic foundation in the implementation and development of dual vocational education system.
REFERENCES
Buchori, M. 1990. Toward globalization: It takes a leap of conceptual and intellectual leadership. The chancel of Education, 4, IX., 17-23.
Slamet. 1993. An alternative approach in the preparation and workforce development professionals in Indonesia. Paper presented in National Seminar on Vocational Education and internships System Preparation of Manpower.MALANG: FPTK IKIP Dept.
Suyanto. 1993. Constraints apprenticeship system for Non-Formal Education Institutions vocational.Java Post, 27 September 1993, p. 4.
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