Wamendiknas di Saras.. - Fakultas Ilmu Komputer Universitas
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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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