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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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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.1968 (STM-SMEA) social demand approach . it has to be having a place to produce the workers who is having a good skill. SMEA. vocational technology education come from colonialism of Netherlands. on this period the involvement of industry had not cleared as well as formalible form. technician specialist (STM-BLPT. strength. BACKGROUND. SMTK). For understanding this increase the educational orientation vocational and technology in Indonesia connected by educational characteristic / curriculum in every period. explained by : . SMKK). Produced as well as possible technician industry (STMP. it was built by the Netherlands government named Ambachts school van soerabaia which was buit for indo-netherlands children. and competitive ability. one of them is Vocational school. . 2 . 1994. .1973 (STM-SMEA) manpower demand approach . and the involvement of working word unrecognized as a institution. Based on history. 1972 . it’s called broad based curriculum. . cognitive. But once upon the time. SMPS. on this period the process to find out the exact form for industry technician education. beside that there is another term. industry involved on vocational uducation forum. CHAPTER I INTRODUCTION A. where was the education has large principle. the economic developing in Indonesia were good and the level of economic 7 % per year. As a developing county. this era vocational school made agreement with industry in order that it could be a best way between vocational school and industry. . vocational education only fill it a half from the proportion. affective. Not only a local industry but also international industry. : theory dan practical are made in one semester. SMKK. 1964 . on this year. SMSR. used personal approach for society (for school wich was hadn’t rehabilitationed) : SMEA. SMIK. In this thing. called KBK. SMM. and psycomotoric. as we know that on 2004. in order that on that circumstance appeared “STM sastra”. 1976 manpower demand approach (to school was pemitted to attend the practical tools for school which was not have it). showed competency based curriculum. where in indonesia there are many competitive industries. Indonesia is a metropolitan country. SMEA. 1984 humaniora approache combined between. how to the children school . in order that at the time industries needed many workers to fill on it. on that condition. Indonesia has had some places to put the best workers . and fundamental.

on this year. . and another institution. PROBLEM IDENTIFICATION. vocational education had a significantly change. B. it could be separate from polytechnic. from subject / learning topicto competency. How many teachers are needed in SMK Negeri 2 Makassar. . courses. The government had been realized about vocational school must be developed in Indonesia. 2000. . 3 . 1999. orientation change from supply-driven to demand-driven. . How far the existence SMK on south Sulawesi province. including the relationship between industry world. from measured the result of learning to measured competency.

Intrinsic of education and the Habbits in which direct to world working which is regarded as skill exersices. 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. in order to all the graduates have a certain ability. CHAPTER II DISCUSSION A. 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. Vocational of education and technology is a part of education to obtain the individuals in order that the students get work on specific place. giving a mission to incompetent teacher . one of them is teacher proportion.8). electrical. Based on this research conducted by all the writers. While according the constitutions no 20. The projection of teacher proportion in SMK Negeri 2 makassar. As a institution education. Previous that. domesticity. 2003 cocerning system of education national “ vocational education is the education in which to prepare the students for working in specific part”. 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. Hamalik. The meaning of education had translated more specifically by the regulation no 29. consist of : bussines. 1959). THE UNDERSTANDING OF VOCATIONAL AND TECHNOLOGY EDUCATION According djoyonegoro (1998 ). industrial. This case will make the learning process off. B. on the other hand the excess teacher make the finance 4 . ( evans. Teachers deficiency will affected the job of teacher be 2 parts. (2001 : 24 ) on same interprentation said : vocational education is one of cultivation ability of design. telecommunication. 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. 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. and the others (snedden. Vocational education is the education in which directed for learning a specific section. agriculture. but nowadays it has a significant trouble. 1917. and can’t do in one program. vocational school has important role to improve Indonesia economic level. According rosemarie (2009 : 80) said.

to measure it. This circumstance be extremely complicated. on 9 April 2001 about the minimal guidance of forming serve standard education elementary. we have be measuring and predicted the total of learning group in every class. Based on constitutions no 20 : 2003. d. Totally subject that students need in a week. directional and continuously Nationally. the guidance which is used to account the teacher needs. because the government will be making the attended teachers without good planning. junior. comprised : a. as follows : teacher needs on study field. The pattern : ∑ 𝑅𝑏 𝑥 𝐵𝑀𝐺 KGbs = 𝐽𝑊𝐺 KGbs : teacher needs per subject Rb : Learning Group. The kind of school which is need a form teachers in specific level generally.state is waste. Total teacher who will be retiring. global in order that the government needs a good planning education system. Total teacher. g. quality improvement. explained to account the teacher needs in institution or system needed database. e. Teaching load to all teachers weekly. Enrollment school b. relevancy. national. declared education national system must be able to ensure the equalization of education. by define total student and ratio student per class. base on regulation of the education national ministry no : 053/U/2001. JWG : the teacher’s time to learn in a week. This case can be showed on reality there are deficiency and overplus teacher in remote area and the other area. it almost take in to account to get teacher need correctly. Beside that the effort to useful the competency teacher is weakness caused by the placement teacher is not good. f. the total of ( learning group x learning load : time in a week. The formula in above. c. Totally classes which is effective to understanding the subject as well as possible. including human resources and restlessness social. ∑ 𝑀𝑢𝑟𝑖𝑑 ∑ 𝑟𝑜𝑚𝑏𝑒𝑙 = 𝑠𝑡𝑢𝑑𝑒𝑛𝑡 𝑟𝑎𝑡𝑖𝑜 𝑝𝑒𝑟 𝑐𝑙𝑎𝑠𝑠 5 . efficiency the management education for facing the challenges and the change of local live. about education national system part C. On SMK negeri 2 makassar has 83 classes. and there is a deficiency teacher in specifically part. and senior. for example in big city.

Base on data in above.18 teacher per subject. In this case SMK negeri 2 have fulfilled the teacher needs. 6 . we can explain that the proportion of teachers in SMK negeri 2 makassar 9.

Beside that they are charged to provide and produce the workplace. 7 . teachers on vocational school must have good competency in specific field. good attitude. 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. and morality in order to the graduation of vocational and technology of education allow compete in this globalization era. CHAPTER III CLOSING CONCLUTION Teachers are the first person in which have important thing to produce the best students that is why. 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. 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.