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Menyiapkan Pendidikan bidang Informatika dan Komputer di Abad 21

Menyiapkan Pendidikan bidang Informatika dan Komputer di Abad 21. Fasli Jalal Wakil Menteri Pendidikan Nasional. Sarasehan APTIKOM, 14 April 2011. 1. Kebutuhan Skill Abad 21. kompetensi dasar abad 21. Matematika , IPA, Bahasa , dll . . http://www.21stcenturyskills.org.

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Menyiapkan Pendidikan bidang Informatika dan Komputer di Abad 21

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  1. MenyiapkanPendidikanbidangInformatikadanKomputer di Abad 21 FasliJalal WakilMenteriPendidikanNasional Sarasehan APTIKOM, 14 April 2011

  2. 1 Kebutuhan Skill Abad 21

  3. kompetensidasarabad 21 Matematika, IPA, Bahasa, dll. http://www.21stcenturyskills.org

  4. 21st Century Essential Skills • [Bernie & Charles, 2011]

  5. Skills needed in the workplace of the Future (1/4)

  6. Skills needed in the workplace of the Future (2/4)

  7. Skills needed in the workplace of the Future (3/4)

  8. Skills needed in the workplace of the Future (4/4)

  9. Development of ict SECTOR in inDONESIA

  10. Perkembanganpasartelekomunikasi di Indonesia • Perkembanganpelanggantelekomunikasihingga 2010 • Sambungantelptetap kabel (fixed/PSTN) : 8.674.228 • Telepontetapwireless: 21.703.843 • Mobile Cellular: 140.578.243 • Pengguna Internet: ~40.000.000 • Pengguna broadband: ~8.000.000

  11. ICT indicators Source: International Data Center

  12. ICT Human resource - defined

  13. Types of ICT-HR ICT-HR ICT Workers or ICT Professionals PROFESSION-BASED INDIVIDUAL ICT-Enabled Workers or ICT Users COMPETENCIES-BASED INDIVIDUAL Source: The United Nations

  14. ICT Worker Taxonomy Executives 10 professions Managers 74 professions Supervisors Assistant Managers Administrators 33 professions Staffs - Coordinators Operators – Specialists Technicians - Clerks 84 professions Source: Internet and Information Technology Position Descriptions HandiGuide, 2006 Edition

  15. ICT-Enabled Worker Taxonomycore competencies

  16. ICT-Enabled WorkerSpecial Skills Distributing Synchronus M-M (e.g. IRC) Personal Assistance e-CRM Application #N Transfering Synchronus M-1 (e.g. telereporting) Publication e-Telephony . . . Synthesising Synchronus 1-M (e.g. teleconference) Internet Browser e-Broadcasting Application #6 Accessing Synchronus 1-1 (e.g. chatting) Image Processor e-Public Relations Application #5 Selecting Asynchronus M-M (e.g. mailing list) Database e-Journalism Application #4 Organising Asynchronus M-1 (e.g. website) Presentation e-Publication Application #3 Storing Asynchronus 1-M (e.g. newsgroup) Spreadsheet e-Advertisement Application #2 Gathering Asynchronus 1-1 (e.g. email) Word Processor e-Marketing Application #1 Information Management Communication Media Productivity Tools Cyber Discourse Various Applications

  17. ICT-WorkerProfessions

  18. Higher Education Institutions SUPPLY SIDE

  19. Growth of HEI

  20. growth of student number

  21. Number of IT institutions 725 1,431 695,000 ~100,000

  22. Sebaran Program StudiBidangKomputerdanInformatikadanJumlahPenduduk 4.486 12.985 2.633 2.266 3.550 5.543 1.685 1.038 4.393 1.035 4.846 760.855 3.089 2.202 4.393 3.626 7.446 2.231 2.851 1.713 7.596 8.033 9.588 1.531 32.380 10.644 43.021 37.476 3.891 3.452 4.679 4.496 Jumlah ProgramStudi 1.415 Jumlah Penduduk 273.348

  23. Isu strategis

  24. Isu strategis dari sisi demand • Demand: • Perkembangan sains dan teknologi informatika dan telekomunikasi yang sangat pesat • Laju keusangan pengetahuan dan ketrampilan yang tinggi • Integrasi berbagai disiplin ilmu: komunikasi,informasi, multimedia, industri kreatif, animasi, akunting, bisnis, rekayasa, elektronika, dsb. • Munculnya sertifikasi oleh perusahaan software & hardware (Microsoft, cisco, ibm, dsb.) • Spektrum kebutuhan yang sangat beragam dari perusahaan multi nasional sampai UMKM

  25. Isu strategis dari sisi suplai • Supply: • Banyak sekali institusi pendidikan tinggi TIKOM • Variasi nama program studi • Quality gaps antar institusi • Kurikulum non standar, kerangka kualifikasi belum baku • Unreadable degree (kompetensi lulusan tidak baku) • Strukturdanisikurikulumkurangadaptifterhadapdinamikaperubahandanperkembanganteknologi yang cepat • Staff yang memenuhi kualifikasi berpusat di perguruan tinggi tertentu saja, terutama di Jawa • Lulusan belum siap untuk menjadi wirausaha

  26. Apa yang harusdilakukan • Pengembangan kurikulum yang adaptif& fleksibel untuk menghadapi lingkungan, iptek yang dinamis • Landasan sains yang kuat • Kompetensi inti yang jelas dan mudah difahami publik • Mata kuliah pilihan yang relevan dengan tren dunia TIK dan dunia kerja • Student centered learning untuk menyiapkan life-long learners • ICT-enabled resource sharing antar institusi • Menyiapkan program-program retraining (bagi life-long learners) untuk beradaptasi dengan perubahan ipteks • Mendekatkan perguruan tinggi dengan dunia industri • Membangun jejaring yang kuat di antara institusi pendidikan tinggi dan antara IPT dan DUDI • Membangun sistem informasi yang baik bagi publik baik dari sisi demand (kebutuhan DUDI) maupun suplai (perguruan tinggi)

  27. TerimaKasih

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