Wamendiknas di Saras.. - Fakultas Ilmu Komputer Universitas

January 5, 2018 | Author: Anonymous | Category: Engineering & Technology, Computer Science
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Menyiapkan Pendidikan bidang Informatika dan Komputer di Abad 21 Fasli Jalal Wakil Menteri Pendidikan Nasional

Sarasehan APTIKOM, 14 April 2011 1

1 Kebutuhan Skill Abad 21

kompetensi dasar abad 21

Matematika, IPA, Bahasa, dll.

3 http://www.21stcenturyskills.org

st 21

Century Essential Skills

Learning & Innovation “4Cs”

Digital Literacy

Career & Life

Critical thinking & problem solving Information literacy

Flexibility & adaptability

Creativity & innovation

Media literacy

Initiative & self-direction

Communication

ICT literacy

Social & cross-cultural interaction

Collaboration

Productivity & accountability Leadership & responsibility [Bernie & Charles, 2011]

4

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

Digital Age Literacy Functional literacy

Ability to decipher meaning and express ideas in a range of media; this includes the use of images, graphics, video, charts and graphs or visual literacy

Scientific literacy

Understanding of both the theoretical and applied aspects of science and mathematics

Technological literacy

Competence in the use of information and communication technologies

Information literacy

Ability to find, evaluate and make appropriate use of information, including via the use of ICTs

Cultural literacy

Appreciation of the diversity of cultures

Global awareness

Understanding of how nations, corporations, and communities all over the world are interrelated 5

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

Inventive Thinking

Adaptability

Ability to adapt and manage in a complex, interdependent world

Curiosity

Desire to know

Creativity

Ability to use imagination to create new things

Risk-taking

Ability to take risks

6

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

Higher-Order Thinking • Creative problem-solving and logical thinking that result in sound judgments

7

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

Effective Communication Teaming

Ability to work in a team

Collaboration and interpersonal skills

Ability to interact smoothly and work effectively with others

Personal and social responsibility

Be accountable for the way they use ICTs and to learn to use ICTs for the public good

Interactive communication

Competence in conveying, transmitting, accessing and understanding information

High Productivity

Ability to prioritize, plan, and manage programs and projects to achieve the desired results Ability to apply what they learn in the classroom to real-life contexts to create relevant, high-quality products 8

DEVELOPMENT OF ICT SECTOR IN INDONESIA 9

Perkembangan pasar telekomunikasi di Indonesia

• Perkembangan pelanggan telekomunikasi hingga 2010 – Sambungan telp tetap kabel (fixed/PSTN) : 8.674.228 – Telepon tetap wireless: 21.703.843 – Mobile Cellular: 140.578.243 – Pengguna Internet: ~40.000.000 – Pengguna broadband: ~8.000.000 10

ICT indicators

Source: International Data Center

Halaman 15

ICT HUMAN RESOURCE - DEFINED

16

Types of ICT-HR

ICT-HR

Halaman 17

ICT Workers or ICT Professionals

ICT-Enabled Workers or ICT Users

PROFESSION-BASED INDIVIDUAL

COMPETENCIES-BASED INDIVIDUAL

Source: The United Nations

ICT Worker Taxonomy Executives

Managers

Supervisors Assistant Managers Administrators Staffs - Coordinators Operators – Specialists Technicians - Clerks

Halaman 18

10 professions

74 professions

33 professions

84 professions Source: Internet and Information Technology Position Descriptions HandiGuide, 2006 Edition

ICT-Enabled Worker Taxonomy core competencies Network-Based Operating System Facilities Utilisation • • • • •

Managing file Connecting device Trouble shooting Maintaining technology Operating features

Personal Computer(s) and Digital Peripherals Operations • • • • Halaman 19

Personal computer PDA & Smart phones Input/output interface: Printers, scanners, LCD, etc Data storage (hardisk, flash disk, smart card, etc)

ICT-Enabled Worker Special Skills Distributing

Transfering

Synthesising

Accessing

Selecting

Organising

Storing

Gathering

Information Management

Halaman 20

Synchronus M-M (e.g. IRC)

Synchronus M-1 (e.g. telereporting)

Synchronus 1-M (e.g. teleconference)

Synchronus 1-1 (e.g. chatting)

Asynchronus M-M (e.g. mailing list)

Asynchronus M-1 (e.g. website)

Asynchronus 1-M (e.g. newsgroup)

Asynchronus 1-1 (e.g. email)

Communication Media

Personal Assistance

e-CRM

Publication

e-Telephony

Internet Browser

e-Broadcasting

Application #6

Image Processor

e-Public Relations

Application #5

Database

e-Journalism

Application #4

Presentation

e-Publication

Application #3

Spreadsheet

e-Advertisement

Application #2

Word Processor

e-Marketing

Application #1

Productivity Tools

Cyber Discourse

Various Applications

Application #N

. . .

ICT- Worker Professions

No Category

Sub category

1.

Executives

2.

Manager

3.

Staff

Chief Executive Off. Vice President Director Manager Supervisor, Assistant manager, Administrator, Coordinator, Operator

Halaman 21

Nbr of professions 4 6 12 62 33

High demand, low supply 4 2 5 20 11

SUPPLY SIDE Higher Education Institutions

22

Growth of HEI Type of HEIs Academy Institute Polytechnics School of HL University

Total Growth rate

Halaman 23

2004 731 47 123 1,072 407 2,380 5%

2005 794 49 130 1,117 415 2,505 5%

2006 874 50 137 1,170 424 2,655 6%

2007 956 52 155 1,237 448 2,848 7%

2008 1,034 54 162 1,306 460 3,016 6%

growth of student number Component Age 19 – 24 Year old Public HEIs Private HEIs Official Institutions Religious HEIs Open University TOTAL Gross Enrollment (%)

Halaman 24

Year

2005

2006

25.347.200 805.479 2.243.761 48.493 508.545 262.081 3.868.359

25.349.300 824.693 2.567.879 51.318 518.901 322.854 4.285.645

15.26%

16.91%

2007

2008

2009

25.350.900 25.359.000 25.366.600 978.739 965.970 1.011.721 2.392.417 2.410.276 2.451.451 66.476 47.253 47.253 503.439 506.247 556.793 624.401 450.849 521.281 4.375.505 4.501.543 4.657.488 17.26%

17.75%

18.36%

Number of IT institutions Higher Learning Institutions

725 Study Programs

1,431

Total Student Body

695,000 Annual Graduate Number

~100,000 Halaman 25

Sebaran Program Studi Bidang Komputer dan Informatika dan Jumlah Penduduk

4.486

12.985

2.633 5.543

4.846

3.550

1.685

4.393

1.035 3.089

2.202

760.855

4.393 3.626

7.446 1.713

2.266 1.038

7.596

8.033

9.588

2.231

2.851

1.531

32.380 10.644

43.021

37.476

3.891

3.452 4.496

4.679 1.415

273.348

Jumlah Program Studi Jumlah Penduduk

26

ISU STRATEGIS

27

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

Halaman 28

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) Struktur dan isi kurikulum kurang adaptif terhadap dinamika perubahan dan perkembangan teknologi yang cepat – Staff yang memenuhi kualifikasi berpusat di perguruan tinggi tertentu saja, terutama di Jawa – Lulusan belum siap untuk menjadi wirausaha

Halaman 29

Apa yang harus dilakukan • 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)

30

Terima Kasih

31

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