Education Perspective in the Development of Vocational Education in

North Sulawesi

Billy Morris Harold Kilis, Djubir Ruslan Eddy Kembuan, Martinus Maxi Mintjelungan, and Iszach

Roy Perry Tarandung

Universitas Negeri Manado

Keywords: Education Perspective, Development, Vocational Education, Service Education

Abstract: Service education in the province of North Sulawesi, among others, the School of Nursing / Nursing gear

(Ministry of Health), agricultural high schools, Secondary schools fishery, mining etc. Secondary school.

The schools are managed directly by the Ministry / Department concerned, the foundation of the department

and the department of education and culture. In the observations the author schools is included in the field

of vocational and managed directly by the foundations and institutions and have not or do not have a direct

relationship with the city manager or county vocational schools in the province. Results in the development

of teachers often have to supply constraints. Vocational development and provision of teachers carried out

independently, and there is no direct relationship with LPTKs or education office. Therefore, this study will

create a pattern of relations in the service educational institution or vocational education floating in the

North Sulawesi.

1 INTRODUCTION

The existence of various forms of service education

provides consequences on the continuity of

providing relevant teaching staff. Such conditions

create new problems for LPTKs throughout

Indonesia to provide various kinds of competencies

that are very varied. On the other hand, the essence

of national education is a mandate that contains a

moral message as the basis for the implementation

of education and a means of achieving the ideals of

the struggle for national civilization. The process of

achieving educational goals refers to several things

including Law No. 20 of 2003 concerning the

national education system and the 2012 director

general of higher education law which describes the

institutional structure of national education

implementation. The development of vocational

education in North Sulawesi is always based on

needs and conditions that are relevant to the

environment, culture and natural resources potential.

Development of education must refer to UUSPN No.

20 of 2003 article 15 b concerning vocational

education. As for HR issues, it is still placed on

secondary factors, especially in supporting

vocational education. On the other hand the main

problem in the development of vocational education

is the availability of adequate human resources,

relevant to the needs, in addition to facilities or

supporting infrastructure. This problem is still a

national problem or in most regions in Indonesia,

which is still in the stage of reform. Of course

various efforts are made to overcome this problem,

in addition to the assistance of the central and

regional governments; there must also be efforts by

the education office, LPTK and all relevant

stakeholders. Regional potential must be mobilized

both available HR and existing facilities. The LPTK

as a component that has competence in vocational

development must be involved in planning to

develop vocational education. On the other hand

today there are several types of vocational education

managed by the foundation or a ministry that is

structurally not related to the existing education

office or LPTK. There is no direct relationship, both

in terms of providing human resources, cooperation

in the form of partners and in its development.

Therefore the importance of the education

relationship is in the form of partnerships with the

local government, LPTK and local education offices.

So far, official education or vocational school

managed by the Foundation or a Ministry as if there

was no relationship or cooperation in the

490

Kilis, B., Kembuan, D., Mintjelungan, M. and Tarandung, I.

Education Perspective in the Development of Vocational Education in North Sulawesi.

DOI: 10.5220/0009013904900495

In Proceedings of the 7th Engineering International Conference on Education, Concept and Application on Green Technology (EIC 2018), pages 490-495

ISBN: 978-989-758-411-4

development of education even though both became

important vocational education practitioners. The

form of the relationship must be based on at least

two main things, namely the provision of human

resources, as well as the provision of facilities in

addition to other mutually beneficial relationships

such as: planning, collaboration in curriculum

preparation, teacher exchange, joint training etc. The

form of cooperation can be developed sustainably

with a pattern of mutual benefits between the local

government, LPTK and foundations or the existing

vocational schools. Planning a vocational teacher

education program according to Kemp (1994) must

consider several things, namely: budget, facilities,

materials, equipment, HR services and program

planning schedules to development. Planning to

develop the program, it must be done in synergy

involving all stakeholders, let alone be done in an

integrated / integrated manner and adapt to local

conditions. From the opinion of supporting services,

it can be ascertained that the budget is available; the

facility utilizes all that is owned by the business

world / world of industry and existing Vocational

Schools. HR, utilizing all that is available in the

existing Education and Vocational Office, of course

by choosing according to the functions needed in an

education program. The place or administrative

centre can utilize the education office in the City

District, which is certainly controlled by the LPTK

as the executor. Other equipment can be done using

a loan system, at all institutions that allow lending.

To develop long-term and sustainable development

programs, the LPTK must plan all aspects of support

by including the LPTK (project list) and the regular

education service budget. The problem in this study

is how the relationship of official education /

vocational school in the development of vocational

education in North Sulawesi.

2 METHOD

Literature study was conducted to obtain a

theoretical picture of various official education.

While the survey was conducted to examine the real

reality of official education in the province of North

Sulawesi.

The method used in this study is literature study

and survey of HR needs in several vocational

schools in North Sulawesi. The development of

vocational education requires at least a number of

things other than funds, namely: facilities, materials,

equipment, employee administration and the

schedule from the planning stage to development.

(Kemp, J. 1994). At the time of development after a

number of these things need to be reviewed several

specific things including: teaching materials,

development of assessment instruments, costs of

consulting services, trial costs, time for instructor

and staff training, coordination and supervision and

administrative costs.

3 RESULTS AND DISCUSSION

Surveys in several Vocational Schools in North

Sulawesi show several things, namely: the concept

of establishing a vocational school, variations of

study programs, and available teacher potential,

teacher perceptions of required vocational human

resources and their relevance. The potential of

vocational education in North Sulawesi are:

Fisheries, shipping, agriculture, shipping and

automotive and mining technology. Besides the

potential intended in the economic field, it cannot be

ignored for development in services, such as

tourism, trade and hospitality, accounting, health /

nursing. Some of these potentials have been

exploited by building several vocational schools,

both by the government, foundations and ministries

that are related to the intended potential.

Table 1: Number of vocational high schools in north

Sulawesi.

No District/

City

School Amount

Public Private

1 Kab. Kepl.

Talaud

5 3 8

2 Kab. Kepl.

Sangihe

5 1 6

3 Kab. Kepl. Sitaro 4 - 4

4 Kab. Minahasa 8 4 12

5 Kab. Minahasa

Utara

1 3 4

6 Kab. Minahasa

Selatan

5 2 7

7 Kab. Minahasa

Tenggara

2 1 3

8 Kab. Bolaang

Mongondow

3 9 12

9 Kab. BolMut 1 - 1

Education Perspective in the Development of Vocational Education in North Sulawesi

491

10 Kab. BolTim 1 2 3

11 Kab. BolSel 1 2 3

12 Kota Manado 5 27 32

13 Kota Bitung 4 7 11

14 Kota Tomohon 1 4 5

15 Kota

Kotamobagu

1 5 6

Province 47 70 117

From these data, the most vocational schools are

in Manado City, both State 5 and private 27. Most

are State Vocational Schools in Minahasa and

Bolaang Mongondow, because there are districts

with relatively large numbers of students. In the

survey conducted the existence of vocational

education is still partial and also not directly related

to the LPTK, so that the availability of human

resources and competency evaluation systems still

do not meet the aspects of accountability as well as

measurable competency guarantees. Vocational

schools that are built are still short-term oriented, so

that in the next few years will experience an HR

crisis to meet needs. The role of government through

the education office is still very limited, because in

general vocational education is managed by the

foundation independently. Each Vocational School

also seems to have the authority in determining the

guided study program, so that in the search of the

author is very varied. In some findings there are

several vocational schools that have technical

tendencies, but principals come from vocational

schools that are irrelevant such as accounting, on the

contrary there are tourism vocational schools whose

principals come from agricultural graduates. The

condition in question certainly disrupts the

development of education, as well as the quality

produced.

In the context of the availability of human

resources, it is still very limited, in addition to the

unavailability of permanent teachers in most of the

study programs; the average vocational school in the

survey only has 1-2 teachers who are competent.

The survey also found most principals who were not

in accordance with vocational competencies so that

in turn it would be difficult to develop schools both

in terms of roles and quality in order to exist as a

vocational school. The competencies that are also

taught are very varied, making it difficult to provide

facilities that can be used together. There are

vocational schools in which there are accounting /

office competencies, then there is Information

Technology, then there are also automotive and

nursing techniques. Such variations will lead to

greater facility costs, and less economical.

The concept of vocational education, from the

aspects of education, training and development is

explained as follows: Buckley and Caple (2004), in

Kuswana (2013), states that education is a process

and a series of activities that direct potential,

individual opportunities to assimilate and develop

knowledge skills and attitudes. Training is a

systematic effort that is planned to modify or

develop knowledge, skills and attitudes through

learning experiences, to achieve effective

performance in an activity (Kuswana 2013).

Development is a general improvement of an

individual's ability, skills through learning both

consciously and unconsciously. (1978 department of

employment). Vocational education has a

characteristic so that on the management side it will

show different characteristics of general education.

3.1 Management of Vocational and

Vocational Technology Education.

Law Number 20 of 2003 concerning the national

education system, article 15 states that the type of

education includes general, vocational, academic,

professional, vocational, religious and special

education. Academic education, profession and

vocational education are managed by the directorate

general of higher education and in the explanation,

among others: vocational education as secondary

education to prepare students to work according to

their fields. Professional education is higher

education after undergraduate education and

preparing students to have special skills

requirements. Vocational education is a tertiary

education that prepares students to have jobs with

certain applied skills at a maximum equivalent to an

undergraduate program. In this explanation means

vocational education is not the same as

undergraduate education or lower. Management of

technology and vocational education includes broad

problems, namely leadership issues, planning,

organizing, supervision, HR management,

performance management, student management,

curriculum, counselling guidance, preventive care of

facilities and infrastructure, integrated finance and

quality in context and characteristics special.

(Wibawa, B. 2017). Characteristics of vocational

education in terms of management are very clearly

seen in the planning including the preparation of

facilities and infrastructure, providing relevant

EIC 2018 - The 7th Engineering International Conference (EIC), Engineering International Conference on Education, Concept and

Application on Green Technology

492

human resources, managing funds. Complexity in

management is often an obstacle in the development

of vocational education, so it requires an effort and a

strong desire from the local government.

3.2 Vocational Education in North

Sulawesi

Vocational education includes vocational and

vocational MA institutions, and vocational schools

that hold community colleges (Kuswana 2013).

Vocational education studies should also elaborate

the education and training arrangements governed

by RI law number 13 2003 concerning manpower

which includes, among others, rights and

recognition; independent work competency

certification and BNSP. As the development of

vocational education in North Sulawesi is increasing

rapidly in line with the expansion of several city

districts, the development of business, industry and

services, as well as the transfer of high school to

vocational high schools, changes and transfer of

management from the foundation to the government

specifically for schools -vocational schools. The

direct consequence of the condition is: lack of

teachers for all study programs, inadequate quality

of graduates, lack of preparedness of teacher

education which results in relatively inadequate

quality of implementation and results. LPTKs cannot

directly meet the relevant HR needs, due to various

limitations both relevant human resources,

infrastructure and fund facilities as carrying

capacity. Besides that, it still needs a comprehensive

study of all stakeholders of vocational education that

involves not only the government, and the business

world but the entire education community. LPTKs

need to be mediators / facilitators in planning and

implementing the process until the evaluation or

assessment of the program.

Figure 1: Vocational education in North Sulawesi.

Vocational schools in North Sulawesi consist of

schools that change from general high schools, and

schools that are held through planning. In addition

there are several official schools in which there is

vocational education, which is managed directly by

the ministry's institutions through the educational

institutions they own.

3.3 The Concept of Partnership

between Institutions

The potential of a number of institutions engaged in

education, needs to be driven through a partnership

concept. The concept of partnership is one solution

to overcome the availability of human resources,

especially from the aspect of facility fulfilment.

Administration activities, practicum etc. These

activities should involve all institutions that have

educational facilities, no exception, specifically but

up to those who have only practical facilities. Of

course, hotels, airports, Telkom, PLN, hospitals,

clinics and so on need to be involved in developing

vocational education. Such institutions are

institutions that manage special education, or those

that have facilities that are appropriate to educational

needs or those that are not related and manage

education. Partnerships between institutions, of

course, are intended to utilize facilities in certain

institutions that are available for practical

equipment. In addition to institutional partnership

facilities can also be an effort to collaborate and

exchange information and competencies owned by

each institution. The partnership concept is shown in

Figure 2.

Figure 2: Reciprocal Relations between the government,

LPTK and partnership institutions (SMK, industry and

business world).

Education Perspective in the Development of Vocational Education in North Sulawesi

493

3.4 Decentralization of Education

Conceptually there are two types of educational

decentralization, namely the first decentralization of

authority in terms of policies and funding aspects

from the central government to the second area of

decentralization of authority by granting greater

authority to schools (Wibawa, B. 2017).

Decentralization of education will include a process

of granting wider and greater authority and funds to

the central government to regional governments that

are simultaneously provided at the education unit

level. In the development of vocational education

decentralization is important to be carried out in line

with regional autonomy. Burki et al 1999 in

Wibawa, B (2017) has examined several aspects and

authorities when education can be decentralized.

Table 2: Typology of decentralized education authority.

No Aspect Authority

1 Organization

and PBM

Determine the school that

students can follow

Study time at school

Determination of the book

used

Learning methods

2 Teacher

management

Choose and dismiss the

principal

Choose and dismiss the

teacher

Determine teacher salary

Give responsibility to the

teacher

Conduct training for

teachers

3 Planning

Structure

Open / close school

Determine the program

Definition of content of

learning material

Supervision of school

performance

4 Resource School development

Budget allocation for

teachers / staff

Budget for teacher training

In Table 2 some authority has been applied even

though it is still within certain limits, as in no. 1 and

2. But for salaries and budget allocations, there are

still obstacles to the rules and laws. The

improvement of decentralization was indeed carried

out with the Local Government Law No. 23 of 2014,

concerning the division of regions which had an

effect on the development of education in the newly

created regions.

3.5 Service Education Relationship in

Vocational Development

The development of vocational education in the

regions still faces various obstacles, including:

availability of facilities and infrastructure,

availability of teachers relevant to the competence

and ability of the LPTK to plan until development.

In addition to these matters, the availability of funds

and government support is still a problem that needs

to be examined to find a solution. A simple and

relatively short solution to overcome some of these

problems is to build partnerships with several

existing official education, so that the need for

facilities and human resources can be fulfilled.

Practicums can utilize the facilities available in areas

or areas that are easily accessible. The next effort of

the collaboration is to jointly prepare the teacher for

the long term, maintenance of equipment must get

the support of government funds through the district

education office. The official education relationship

must be accommodated by the government and the

LPTK, so that in the implementation of vocational

development in addition to obtaining direct support

from the official education in question, it also

benefits the institution. The joint solution must be

compiled and binding for a certain period of time. It

is known that vocational development is very varied,

so that LPTKs cannot meet teacher needs quickly

and in accordance with their competence. LPTKs at

least only prepare one or several competencies,

namely: didactic method (pedagogic), social and

personality. LPTKs can also develop curricula that

are appropriate to the needs and conditions that exist

in schools. Curriculum development must involve all

parties including from the school in question

(stakeholder). Professional competence is obtained

from the teacher / instructor and the practices that

are owned by existing service schools. The function

of the school is in addition to human resources and

facilities, as well as administrative management,

finance including staff management.

Figure 3: Relations of service education and LPTK for

development in vocational fields.

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Application on Green Technology

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All official schools have adequate teachers /

instructors and facilities including curriculum and

management, administrative staff. Service schools

are built because of the availability of instructors,

facilities, and infrastructures are oriented to the

ministry's tasks and functions where there is activity.

The role of the LPTK is in methodical or pedagogic

didactic training, the development of vocational

curriculum and can be applied according to the

needs of local conditions by involving both in

planning and evaluation.

4 CONCLUSIONS

Changes in the education paradigm and with the

increase of autonomous regions provide

opportunities for several vocational schools to be

built according to the needs of the area in question.

Vocational education in North Sulawesi has rapidly

developed indications of community academies

located in the city of Bitung, which is specifically

oriented towards the logistics sector, showing the

government's attention to the development of

education. Therefore vocational education needs to

be supported by the provincial government through

the government in each city and district by

allocating a special budget. Service education in

North Sulawesi is still limited, so to become a center

for vocational development, there are still obstacles.

In addition, the existence of vocational schools and

official education is still based in Manado and

Bitung.

Partnerships between institutions need to be

improved as well as models of mutually beneficial

relationships in the form of mutualism symbiosis.

Service education needs to give other parties the

opportunity, to utilize available facilities in the

context of developing vocational education. On the

contrary, Unima through the faculty of engineering

provided methodical didactic training and

curriculum development.

There needs to be cooperation in the form of

partnerships with LPTK, along with all stakeholders

both in terms of planning, development and

evaluation.

ACKNOWLEDGEMENTS

The authors would like appreciate to Rector of

Universitas Negeri Manado which has given

financial in this research by fund PNBP.

REFERENCES

Kuswana,W.S., 2013. Dasar-dasar Pendidikan Vokasi dan

Kejuruan, Alfabeta. Bandung.

Buckley, R and Jim, C., 2004. The Theory & Practice of

Training. Kogan Page; Revised Edition.

Helmut, N., 1989. Pendidikan Kejuruan, Gramedia.

Jakarta.

Kemp, J., 1994. Perancangan Pengajaran, ITB. Bandung.

Wibawa, B., 2017. Manajemen Pendidikan Teknologi

Kejuruan dan Vokasi, Bumi Aksara. Jakarta

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