CURRICULUM VITAE

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CURRICULUM VITAE

• 1. Name Prof. Drs. Jalius Jama, M. Ed.,Ph. D.
• 2. TTL Bukittinggi, February 05, 1942
• 3. Education SR SMP dan SMA Negeri 1 BKT
  (1961)
• 4. Sarjana Pendidikan Teknik Mesin UGM dan IKIP
  Yogya (1966)
• 5. Diploma Technical Teacher, Manchester
  University (1978)
• 6. Master of Education (M. Ed) Texas, USA
  (1983)
• 7. Doctor of Philosophy, Ohio State University,
  USA (1987)
• Occupation
• Lecturer Technical Faculty IKIP Padang
  (1967)
• Professor Auto-Technology FT-UNP (2001)
  
• Vice Dean I FKT IKIP Padang (1967-73)
• Dean FKT IKIP Padang (1973-75) (1979-82)
• Dean FKIP Univ. Bengkulu (1991-96)
• Head of Voc. and Technical Educ. Program
  (2002-2009)
• Head of Graduate Voc. Tech Educ.
  FT-UNP (2010-upnow)
• Books Technology Motor Bensin
• Motor cycle Technology Motor Volume 123 2008
• Research The Identification of Vocational and
  Technical Student Teachers Competencies

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SEMINAR PENDIDIKAN TEKNIKAL DAN
VOKASIONALMALAYSIA DAN INDONESIACABARAN DAN
HALA TUJU

• Anjuran bersama
• INSTITUT PENGAJIAN SISWAZAH (IPS)
• DAN FAKULTI PENDIDIKAN TEKNIKAL
• DAN VOKASIONAL (FPTV)
• FAKULTAS TEKNIK
• UNIVERSITAS NEGERI PADANG
• 1 DECEMBER 2010
• 8.30 PAGI 1.00 PETANG

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TO INTELLECTUAL DIALOGUE PHILOSOPHY OF VOC.
EDUCATION
WHY???
THE IMPORTANCE OF PHILOSOPHY
WHAT???
HOW???
Prof. Jalius Jama, Ph.D. DECEMBER 01, 2010
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WHAT IS VOCATIONAL EDUCATION ?

• A. EDUCATION FOR EMPLOYEMENT (lower-level)
• To train people to take a specific job
• It can be in formal education or non-formal
• Mostly by experiential training/by doing
• Minimum Competency testing for a certificate
• B. EDUCATION FOR EMPLOYABILITY (upper-level)
• Prepare students to enter the world of work
• More in intellectual skill rather than manual
• Learn concepts and principles of technology
• Be able to step beyond, to adapt and adopt
• new technology
• C. VOCED TO BRIDGE SCHOOL ANDTHE WORLD OF WORK
• D. ENTERPRENEURSHIP Self-Employment

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WHAT IS VOCATIONAL EDUCATION ?

• The UNESCO Convention described vocational
  education
• and training as
• All forms and levels of the educational process
  involving, in addition to general knowledge, the
  study of technologies and related sciences, the
  acquisition of practical skills, know-how,
  attitudes and understanding relating to
  occupations in the various sectors of economic
  and social life.
• In the UK, vocational education and training
  includes commercial, technical and professional
  development as well as transferable personal
  skills. And in our system, nothing stays still
  for long. Thats because the skills needed by the
  economy are constantly evolving in line with
  global trends and technological advances. So the
  system ensures we can be responsive to these
  needs within a quality framework which ensures
  that standards are kept consistently high.

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Where Does Ones Philosophy Come From?

• Your life experiences
• Parents
• Friends
• Religion
• Schools
• Organizations
• Work or Profession
• Media, TV, Radio, books, Newspaper, etc

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Who has a Philosophy?

• Individuals
• Families
• Institutions
• Professions
• Religious groups
• Political parties
• Nations

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GENERIC COMPETENCIES
Written Communication
Work in team
Analitical thinking
Knowledge And Science
Technology
Logical Thinking
Intrapersonal skill
Oral Communication
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PRINCIPLES OF VOCED (PROFESSIONAL DEVELOPMENT)
Created by Prof. Jalius Jama
Accomplished (Learning to be)
P O T E N C Y
INTELLIGENCE Spiritual Intellectual Spatial Socia
l Artistic Intra/Inter personal Physical
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THE PHILOSOPHY of EDUCATION
(SPIRIT-ROH)
PHILOSOPHY THEORIES PRACTICES
PRACTICES
EXPERIENCES
KNOWLEDGE
SCIENCE OF EDUC. (ILMU PENDIDIKAN)
CONCEPTS
PRINCIPLES
???
???
PHILOSOPHY THE SPIRIT (ROH)
???
???
???
???
STRATEGIES
WAYS
TRADITION
Created by Prof. Jalius Jama
METHODS
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Educational philosophy in workforce education

• Why we do as we do
• A way of applying what we believe to be real,
  true, of value
• A way of shaping the world

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Here is One Definition

• Putting the nature of the universe, including
  meaning, people, and relationships, into an
  understand-able or explainable perspective
• What is your definition???
• Dewey
• All teachers have a personal philosophy that
  colors the way they teach
• Engaging in philosophy helps clarify what they
  do or intend to do, justify or explain why they
  do what they do in a logical, systematic manner

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WHY IS IT IMPORTANT TO CONSIDER PHILOSOPHY?

• To establish standard by which we live
• To find the meaning
• To guide in decision making and problem solving
• All action in everyones life and at work
  originate from a philosophy or view of the world

• In institutions it becomes a statement of who we
  are and how we interact with others
• Provide clarification for what is or has been
  done by others
• Provides a framework for life and our action
• Can be useful in solving educational problems
• A good mental activity

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Why is Philosophy Important? Continued2

• Dealing with students
• How to schedule classes
• What to do in certain situations
• What methods to use
• Who comes first
• Students?
• Faculty?
• Convience?

• Job searches, interviews
• Affects how we deal with problems
• Basis for decisions
• Many job applications ask for a statement of your
  philosophy
• Written or verbally
• Asked directly or Indirectly in situational
  questions

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What is Philosophy?(By Roger Hiemstra, January,
2009)

• Wisdom
• Reality
• Theories
• Principles
• Best practice
• Meaning of Life
• Nature of being human
• Life perspectives

• Philosophy has been called many things and it can
  have many meanings

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Philosophy an activity in 3 styles

• Speculative a way of thinking systematically
• Prescriptive establish standards to assess
  values judge conduct
• Analytic words and meaning

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The Philosophic Attitude, Values and Disposition

• Frequent Reflection (Reflective Practitioners)
• Critical Inquiry, seeks knowledge understanding
• No stone left unturned in quest for truth
• No scared cows, Everything is up for grabs
• Thinks outside the box
• Answering Questions vs. Questioning Answers
• Questions Party Line?
• Open minded
• Reluctant to Assume
• Altruistic, Not self centered,

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PRINCIPLES OF VOCED DISCUSSIN GRADUATE CLASS

1. HISTORY OF VOC-TECHNICAL EDUCATION IN INDONESIA
2. THE IMPORTANCE OF VOCATIONAL PHILOSOPHY
3. CONTEMPORARY ISSUES VOCATIONAL AND TECHNICAL
   EDUC.
4. PROSSERS 16 THEOREMS
5. MELVIN MILLER 24 PRINCIPLES
6. JOHN DEWEYS PHILOSOPHY OF EDUATION
7. VOCATIONAL CHOICE JOHN HOLLAND
8. MULTIPLE INTELLIGENCE HOWARD GARDNER
9. COMPE-BASED EDUCATION AND TRAINING
10. COMPE-BASED CURRICULUM
11. MASTERY LEARNING AND CONSTRUCTIVISM IN VOTECH
    EDUC.
12. CAREER AND VOC. EDUCATION
13. MINIMUM COMPETENCY-TESTING
14. EFFECTIVE VOCATIONAL SCHOOLS
15. EFFECTIVE VOCATIONAL TEACHERS
16. EFFECTIVE TEACHING AND LEARNING

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• PROSSERS 16 THEOREM
• Effective vocational training can only be given
  where the
• training jobs are carried on in the same way,
• with the same operations, the same tools,
• and the same machines as in the occupation
  itself.
• 2. Effective vocational training can only be
  given
• where the training jobs are carried on in the
• same way, with the same operations, the same
  tools,
• and the same machines as in the occupation
  itself.
• 3. Vocational education will be effective in
  proportion as it trains
• the individual directly and specifically in the
  thinking habits
• and the manipulative habits required in the
  occupation itself.
• 4. Effective vocational education for any
  profession, trade,
• occupation, or job can only be given to the
  selected group
• of individuals who need it, want it, and are
  able to profit by it.

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• 5. Effective vocational education for any
  profession, trade,
• occupation, or job can only be given to the
  selected
• group of individuals who need it, want it, and
  are able
• to profit by it.
• Vocational training will be effective in
  proportion as
• the specific training experiences for forming
  right habits
• of doing and thinking are repeated to the point
  that
• these habits become fixed to the degree
  necessary
• for gainful employment.
• 7. Vocational education will be effective in
  proportion as the
• instructor has had successful experiences in
  the
• application of skills and knowledge to the
  operations
• and processes he undertakes to teach.
• 8. For every occupation there is a minimum of
  productive ability
• which an individual must possess in order to
  secure or
• retain employment in that occupation.

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• Vocational education must recognize conditions
• as they are and must train individuals to meet
  the
• demands of the market even though it may be
  true
• that more efficient ways for conducting the
• occupation may be known and better working
  conditions
• are highly desirable.
• 10. The effective establishment of process habits
  in
• any learner will be secured in proportion as the
• training is given on actual jobs and not on
  exercises
• or pseudo jobs.
• 11. The only reliable source of content for
  specific training
• in an occupation is in the experiences of
• masters of that occupation.
• 12. For every occupation there is a body of
  content which is
• peculiar to that occupant-ion and which
  practically
• has no functioning value in any other
  occupation

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. 13. Vocational education will render efficient
social services in proportion as it meets the
specific training needs of any group at the
time that they need it and in such a way that
they can most effectively profit by the
instruction, meets the specific training needs
of any group at the time that they need it and
in such a way that they can most effectively
profit by the instruction. 14. Vocational
education will be socially efficient in
proportion as in its methods of instruction and
its personal relations with learners it takes
into consideration the particular
characteristics of any particular group which it
serves. 15. The administration of vocational
education will be efficient in proportion as it
is elastic and fluid rather than rigid and
standardized.
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16. While every reasonable effort should be made
to reduce per capita cost, there is a
minimum level below which effective
vocational education cannot be given, and
if the course does not permit this minimum of per
capita cost, vocational education should
not be attempted.
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John Dewey

• Education is a social process education is
  growth education is not a preparation for life
  but is life itself.

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Experiential learning takes place
when a person involved in an activity looks
back and evaluates it, determines what was
useful or important to remember, and uses
this information to perform another
activity. JOHN DEWEY
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• The Need for a Philosophy of Education
• Philosophy needs to define what education is,
• moreover, any ideal that is a genuine help in
• carrying on activity must rest upon a prior
• knowledge of concrete actual occurrences
• Education is a process of development,
• but it is a directed growth, which is meant
• to be directed by educators
• All students are different from one another
• and will not learn in one standard, uniform way

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Course Objectives Philosophy of Voc.
EducattionGraduate Program-Padang State
University

• At the completion of the lesson you should be
  able to
• Define terms associated with philosophy.
• Name and describe the four major branches of
  philosophy.
• Explain why and how philosophy is important to
  educators.
• Describe the major educational philosophies and
  their origin.
• Name the leading philosophers which have shaped
  thoughts about education.
• List the major questions about education that
  philosophy attempts to answer.
• Identify the major principles that define the
  parameters of vocational education and
  distinguish it from other types of education.
• Compare and contrast the early philosophical
  viewpoints concerning vocational education.
• Identify your educational philosophy.
• Write a personal philosophy statement

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The purpose of this presentation is to acquaint
you with various philosophical systems or models.
Each system or model can be interpreted in terms
of the education or training of adults. Once you
examine a particular system or model, ask
yourself such questions as (a) With what parts do
I agree and with what parts do I disagree? (b)
How might they impact on or affect the way I
train or educate adults? (c) What does the model
have to say for my role as an adult educator or
trainer? Examine the visual representation of
these notions in the next slide.