Contents

CHAPTER I................................................................................................................................................ 2
A. BACKGROUND. ............................................................................................................................ 2
B. PROBLEM IDENTIFICATION. ........................................................................................................ 3
CHAPTER II .............................................................................................................................................. 4
DISCUSSION ............................................................................................................................................ 4
A. THE UNDERSTANDING OF VOCATIONAL AND TECHNOLOGY EDUCATION................................. 4
CHAPTER III ............................................................................................................................................. 7
CONCLUTION....................................................................................................................................... 7

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 CHAPTER I

INTRODUCTION
A. BACKGROUND.

Indonesia is a metropolitan country, where in indonesia there are many

competitive industries. Not only a local industry but also international industry. As a
developing county, it has to be having a place to produce the workers who is having
a good skill, and competitive ability. In this thing, Indonesia has had some places to
put the best workers , one of them is Vocational school.

Based on history, vocational technology education come from colonialism of

Netherlands, it was built by the Netherlands government named Ambachts school
van soerabaia which was buit for indo-netherlands children. For understanding this
increase the educational orientation vocational and technology in Indonesia
connected by educational characteristic / curriculum in every period, explained by :

- 1964 - 1968 (STM-SMEA) social demand approach ; how to the children school ;
vocational technology could produced the graduation which was getting a job
after finishning from the school : the facilities of vocational education was
extremely alarming because of the facilities limited, in order that on that
circumstance appeared “STM sastra”.

- 1972 - 1973 (STM-SMEA) manpower demand approach ; on this period the

process to find out the exact form for industry technician education, on that
condition, the economic developing in Indonesia were good and the level of
economic 7 % per year, in order that at the time industries needed many workers
to fill on it. But once upon the time, vocational education only fill it a half from the
proportion, and the involvement of working word unrecognized as a institution.

- 1976 manpower demand approach (to school was pemitted to attend the
practical tools for school which was not have it). Produced as well as possible
technician industry (STMP, SMEA, SMTK), technician specialist (STM-BLPT,
SMEA, SMKK), used personal approach for society (for school wich was hadn’t
rehabilitationed) : SMEA, SMKK, SMPS, SMM, SMIK, SMSR, on this period the
involvement of industry had not cleared as well as formalible form.

- 1984 humaniora approache combined between, cognitive, affective, and

psycomotoric, : theory dan practical are made in one semester; industry involved
on vocational uducation forum.

- 1994, on this year, showed competency based curriculum, called KBK, as we

know that on 2004, beside that there is another term, it’s called broad based
curriculum, where was the education has large principle, strength, and
fundamental, this era vocational school made agreement with industry in order
that it could be a best way between vocational school and industry,
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 - 1999, orientation change from supply-driven to demand-driven, from subject /
learning topicto competency, from measured the result of learning to measured
competency, it could be separate from polytechnic, courses, and another
institution.

- 2000, on this year, vocational education had a significantly change, including the
relationship between industry world. The government had been realized about
vocational school must be developed in Indonesia.

B. PROBLEM IDENTIFICATION.

- How many teachers are needed in SMK Negeri 2 Makassar.

- How far the existence SMK on south Sulawesi province.

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 CHAPTER II

DISCUSSION

A. THE UNDERSTANDING OF VOCATIONAL AND TECHNOLOGY EDUCATION

According djoyonegoro (1998 ), vocational of education is the section of

education system in which set up the students to be able to work on occupation team
or one occupation place on another part.

Previous that, Hamalik, (2001 : 24 ) on same interprentation said : vocational

education is one of cultivation ability of design. Intrinsic of education and the Habbits
in which direct to world working which is regarded as skill exersices. While according
the constitutions no 20, 2003 cocerning system of education national “ vocational
education is the education in which to prepare the students for working in specific
part”. The meaning of education had translated more specifically by the regulation no
29, 1990 concerning on senior school education “ vocational education is the
education on level of education in which the improve of ability students as priority for
implementing a kind of education.

Vocational education is the education in which directed for learning a specific

section, in order to all the graduates have a certain ability, consist of : bussines,
industrial, agriculture, domesticity, telecommunication, electrical, and the others
(snedden, 1917;8).

Vocational of education and technology is a part of education to obtain the

individuals in order that the students get work on specific place. ( evans, 1978)

Vocational of education and technology is one of program in which attended

beneath the high education organization in which organized for preparing all the
students to get into working world (Good, 1959).

Based on this research conducted by all the writers, we allow the describe
that the vocational of education and technology is the education which is established
for all the students who is planning and developing their carrier on spesifically
expertise secsion by working on productivity and professional to continue in the high
level education.

B. The projection of teacher proportion in SMK Negeri 2 makassar.

As a institution education, vocational school has important role to improve

Indonesia economic level, but nowadays it has a significant trouble, one of them is
teacher proportion. According rosemarie (2009 : 80) said, education could stand in
itself because in it had many components in connection with the other components in
order that it had to be managed as well as possible.

Teachers deficiency will affected the job of teacher be 2 parts, giving a

mission to incompetent teacher , and can’t do in one program. This case will make
the learning process off, on the other hand the excess teacher make the finance

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state is waste, including human resources and restlessness social. Beside that the
effort to useful the competency teacher is weakness caused by the placement
teacher is not good. This case can be showed on reality there are deficiency and
overplus teacher in remote area and the other area, for example in big city, and there
is a deficiency teacher in specifically part.

This circumstance be extremely complicated, because the government will be

making the attended teachers without good planning, it almost take in to account to
get teacher need correctly. On SMK negeri 2 makassar has 83 classes.

Based on constitutions no 20 : 2003, about education national system part C,

declared education national system must be able to ensure the equalization of
education, quality improvement, relevancy, efficiency the management education for
facing the challenges and the change of local live, national, global in order that the
government needs a good planning education system, directional and continuously

Nationally, the guidance which is used to account the teacher needs, base on
regulation of the education national ministry no : 053/U/2001, on 9 April 2001 about
the minimal guidance of forming serve standard education elementary, junior, and
senior, explained to account the teacher needs in institution or system needed
database, comprised :

a. Enrollment school
b. Totally subject that students need in a week.
c. Teaching load to all teachers weekly.
d. Totally classes which is effective to understanding the subject as well as
possible.
e. Total teacher.
f. Total teacher who will be retiring.
g. The kind of school which is need a form teachers in specific level
generally, as follows :

teacher needs on study field, to measure it, the total of ( learning group x
learning load : time in a week.
The pattern :

∑ 𝑅𝑏 𝑥 𝐵𝑀𝐺
KGbs = 𝐽𝑊𝐺

KGbs : teacher needs per subject

Rb : Learning Group.
JWG : the teacher’s time to learn in a week.

The formula in above, we have be measuring and predicted the total of

learning group in every class, by define total student and ratio student per
class.
∑ 𝑀𝑢𝑟𝑖𝑑
∑ 𝑟𝑜𝑚𝑏𝑒𝑙 =
𝑠𝑡𝑢𝑑𝑒𝑛𝑡 𝑟𝑎𝑡𝑖𝑜 𝑝𝑒𝑟 𝑐𝑙𝑎𝑠𝑠

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 Base on data in above, we can explain that the proportion of teachers in SMK
negeri 2 makassar 9,18 teacher per subject. In this case SMK negeri 2 have fulfilled
the teacher needs.

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 CHAPTER III
CLOSING

CONCLUTION

Teachers are the first person in which have important thing to produce the
best students that is why, teachers on vocational school must have good competency
in specific field, therefore they are charged to always improved their capacities to
application their knowledge as well as possible.

Vocational and technology of education as one of education national system

is expected to provide dan develop human resources which has productive capcity,
good skill, good attitude, and morality in order to the graduation of vocational and
technology of education allow compete in this globalization era. Beside that they are
charged to provide and produce the workplace.

By the exsperince of vocational and technology of education have many

challenges on the future in order that after finishing from vocational and technology of
education always increase their capability, and the government must be always
amandement the regulatioan as well as possible and such as demands of the times
because the pattern and the requirement of industries unpredictable.