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 ( )
Dean FKT IKIP Padang ( ) ( )
Dean FKIP Univ. Bengkulu ( )
Head of Voc. and Technical Educ. Program ( )
Head of Graduate Voc. Tech Educ. FT-UNP (2010-upnow)
Books: Technology Motor Bensin
Motor cycle Technology Motor Volume 1–2–
Research: The Identification of Vocational and Technical Student Teachers Competencies

2. INSTITUT PENGAJIAN SISWAZAH (IPS) DAN FAKULTI PENDIDIKAN TEKNIKAL
SEMINAR PENDIDIKAN TEKNIKAL DAN VOKASIONAL MALAYSIA DAN INDONESIA CABARAN 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
WELCOME
TO INTELLECTUAL DIALOGUE
PHILOSOPHY OF VOC. EDUCATION
WHY???
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. (PROFESSIONAL DEVELOPMENT)
PRINCIPLES OF VOCED
(PROFESSIONAL DEVELOPMENT)
Created by
Prof. Jalius Jama
CREDIBILITY
Accomplished
(Learning to be)
COMMITMENT P O T E N C Y
INTELLIGENCE
Spiritual
Intellectual
Spatial
Social
Artistic
Intra/Inter
personal
Physical
CONSISTENT
CONFIDENT
COMPETENT

10. PHILOSOPHY THEORIES PRACTICES
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 12

13. 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 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

14. Why is Philosophy Important? Continued…2
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
Dealing with students
How to schedule classes
What to do in certain situations
What methods to use
Who comes first
Students?
Faculty?
Convience?

15. 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 15

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 DISCUSS IN 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,
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. in proportion as it meets the specific training needs of any
. 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. per capita cost, there is a minimum level below which
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. 23

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

25. when a person involved in an activity
“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
Course Objectives Philosophy of Voc. Educattion Graduate 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. Examine the visual representation of these notions in the next slide.
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. 28