Wamendiknas di Saras.. - Fakultas Ilmu Komputer Universitas

Report
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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