CURRICULUM VITAE

1. 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 1–2–3 2008 Research: The Identification of Vocational and Technical Student Teachers Competencies

2. 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

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

4. 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

5. 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. That’s 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.

6. Where Does One’s Philosophy Come From? • Your life experiences… • Parents • Friends • Religion • Schools • Organizations • Work or Profession • Media, TV, Radio, books, Newspaper, etc…

7. Who has a Philosophy? • Individuals • Families • Institutions • Professions • Religious groups • Political parties • Nations

8. GENERIC COMPETENCIES Written Communication Analitical thinking Work in team Knowledge And Science Technology Logical Thinking Intrapersonal skill Oral Communication

9. PRINCIPLES OF VOCED (PROFESSIONAL DEVELOPMENT) CREDIBILITY COMPETENT Created by Prof. Jalius Jama Accomplished (Learning to be) COMMITMENT P O T E N C Y INTELLIGENCE Spiritual Intellectual Spatial Social Artistic Intra/Inter personal Physical CONSISTENT CONFIDENT

10. 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

11. 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

12. 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

13. To establish standard by which we live: To find the meaning To guide in decision making and problem solving All action in everyone’s 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 WHY IS IT IMPORTANT TO CONSIDER PHILOSOPHY?

14. 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 Why is Philosophy Important?Continued…2

15. What is Philosophy?(By Roger Hiemstra, January, 2009) Philosophy has been called many things and it can have many meanings Wisdom Reality Theories Principles; Best practice Meaning of Life Nature of being human Life perspectives

16. Philosophy: an activity in 3 styles • Speculative – a way of thinking systematically • Prescriptive – establish standards to assess values & judge conduct • Analytic – words and meaning

17. 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,

18. PRINCIPLES OF VOCED DISCUSSIN GRADUATE CLASS • HISTORY OF VOC-TECHNICAL EDUCATION IN INDONESIA • THE IMPORTANCE OF VOCATIONAL PHILOSOPHY • CONTEMPORARY ISSUES VOCATIONAL AND TECHNICAL EDUC. • PROSSERS 16 THEOREMS • MELVIN MILLER: 24 PRINCIPLES • JOHN DEWEY’S PHILOSOPHY OF EDUATION • VOCATIONAL CHOICE: JOHN HOLLAND • MULTIPLE INTELLIGENCE: HOWARD GARDNER • COMPE-BASED EDUCATION AND TRAINING • COMPE-BASED CURRICULUM • MASTERY LEARNING AND CONSTRUCTIVISM IN VOTECH EDUC. • CAREER AND VOC. EDUCATION • MINIMUM COMPETENCY-TESTING • EFFECTIVE VOCATIONAL SCHOOLS • EFFECTIVE VOCATIONAL TEACHERS • EFFECTIVE TEACHING AND LEARNING

19. PROSSER’S 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.

20. 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.

21. 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

22. . 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.

23. 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.

24. John Dewey • Education is a social process; education is growth; education is not a preparation for life but is life itself.

25. “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

26. “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

27. 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

28. 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.