Competence Development Program to Promote Collaborative and Agile Production Networks Based on a Learning Factory

2021 ◽  
Author(s):  
Florian Stamer ◽  
Marc Wegmann ◽  
Sina Peukert ◽  
Gisela Lanza
Keyword(s):  
Development Program ◽  
Competence Development ◽  
Production Networks ◽  
Agile Production

scholarly journals PERAN KEPALA SEKOLAH DALAM PENGEMBANGAN KOMPETENSI GURU DI SEKOLAH MENENGAH PERTAMA NEGERI

2016 ◽  
Vol 4 (2) ◽  
pp. 151 ◽  
Author(s):  
Agus Tri Susanto ◽  
Muhyadi Muhyadi
Keyword(s):  
Junior High School ◽  
Professional Competence ◽  
Social Role ◽  
Development Program ◽  
Competence Development ◽  
Principal's Role ◽  
Collection Data ◽  
Teacher Professional ◽  
Study Type

Penelitian ini bertujuan untuk mendeskripsikan peran kepala sekolah dalam pengembangan kompetensi profesional guru di SMP Negeri 4 Pakem Kabupaten Sleman terkait dengan peran kepala sekolah dan perencanaan, pelaksanaan, evaluasi program pengembangan kompetensi profesional guru. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Teknik pengumpulan data melalui observasi, wawancara dan studi dokumentasi. Analisis data yang digunakan model Miles & Huberman, yang meliputi pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan: (1) perencanaan pengembangan kompetensi profesional guru dilakukan dengan pembentukan team; (2) jenis pengembangan kompetensi profesional guru yaitu penguasaan Teknologi Informasi dan Komunikasi dalam pembelajaran; (3) melakukan evaluasi dengan membuat form/angket penilaian guru terhadap proses pembelajaran di kelas yang diisi oleh siswa; (4) peran kepala sekolah sebagai: (a) pendidik; (b) manajer; (c) administrator; (d) supervisor; (e) peran sosial (f) penggiat kewirausahaan; (g) pemimpin; dan (h) pencipta iklim. Kata kunci: peran kepala sekolah, pengembangan, kompetensi profesional guru THE PRINCIPAL’S ROLE IN DEVELOPING TEACHER COMPETENCY IN PUBLIC JUNIOR HIGH SCHOOL Abstract This study aims to describe the principal's role in developing professional competence of teachers in SMP Negeri 4 Pakem Sleman, related to the role of principal’s and the planning, implementation, evaluation of teacher professional competence development program. This study used a qualitative approach, with a case study type. The research data were collected through observation, interviews and study documentation. The data analysis is model of Miles & Huberman, which includes data collection, data reduction, data presentation, and conclusion. Results of the study: (1) the planning of teachers professional competence development is done by forming a team; (2) the type of teachers professional competence development is mastery the Information and Communication Technology (ICT) in learning; (3) evaluates by making a form/questionnaire assessment of the teachers in the classroom learning process which is filled by the students; (4) the principal's role as (a) educators; (b) manager; (c) administrator; (d) supervisor; (e) social role; (f) leader; (g) entrepreneur; dan (h) creator of the climate. Keywords: the role of principal’s, development, professional competence of teachers

scholarly journals Historical Amnesia

2018 ◽  
Vol 2 (2-3) ◽  
pp. 25-38 ◽  
Author(s):  
Eirik Johannes Irgens
Keyword(s):  
Development Program ◽  
Secondary Level ◽  
Competence Development ◽  
Local Union ◽  
School Based ◽  
Start Up ◽  
Cooperation Model ◽  
The 1960S ◽  
Nordic Cooperation

A number of initiatives have been put forth over the last decade to improve quality in Norwegian schools. Many have been nationwide government-initiated programs. However, several studies express concern about the actual effect of these programs, and some also point to a lack of local anchoring and involvement of teachers. In this article, I draw on studies of one such program. Ungdomstrinn i utvikling (Lower Sec-ondary in Development) was a five-year school-based competence development program in more than 1200 lower-secondary level schools. We found that the local start-up phase and the co-determination of the teach-ers were crucial, and few schools drew on knowledge from the 1960s in Norway on how to organize dia-logue seminars so teachers might have a chance to participate in the local design of the program and estab-lish a shared understanding and knowledge of the challenges at hand. Instead, we found examples of a transaction perspective and an “order and deliver” model of competence development. I discuss this as a possible consequence of the influence of instrumental management theory and why the Nordic cooperation model, even though challenging for school leaders, local union representatives and teachers, would be a better approach to school development. Lastly, I argue that we should avoid historical amnesia and that we would probably be better off if we revived the knowledge from the 1960s and after on co-generation and collaboration.

scholarly journals Pengembangan kompetensi dalam menunjang tugas pokok dan fungsi aparatur pemerintah pada badan koordinasi wilayah pemerintahan dan pembangunan

2016 ◽  
Vol 29 (1) ◽  
pp. 22
Author(s):  
Achmad Reza Fachrizi
Keyword(s):  
Program Implementation ◽  
Research Method ◽  
Development Program ◽  
Personal Characteristics ◽  
Sampling Technique ◽  
Competence Development ◽  
Competency Development ◽  
Work Program ◽  
Intellectual Capacity ◽  
Technical Guidance

Work target for Regional Coordinating Bodies (Badan Koordinasi Wilayah/Bakorwil) is not generally realized as it targeted. As an institution with main duties in government development program in the area, there is a strong need to increase Bakorwil Pamekasan personal competence. This article analyzes to what extent officer competence development in Bakorwil Pamekasan and to review factors that influence officer competence development. This research method used was descriptive qualitative. The sample was collected by purposive sampling technique. In this research, Head of Bakorwil Pamekasan, Secretary of Bakorwil, and all the head division in Bakorwil were choosen as informant. Findings show that competency development in Bakorwil had not yet entirely implemented. There are several factors that hinder the competency development, namely: trust and value, skill/expertness, experiences, personal characteristics, motivation, emotional issues and intellectual capacity. This research concludes that the competency development program was still limited to work meeting, technical meeting, congress, seminar, technical guidance, and workshop. Officer's knowledge about their responsibility and work programs were limited. Moreover, further understanding for work program implementation was not yet fully understood.

Digital transformation of libraries services at vocational and secondary specialized educational institutions: the main problems (from andragog's perspective)

2021 ◽  
Author(s):  
Irina Strelkova ◽  
Keyword(s):  
Vocational Education ◽  
Program Development ◽  
Development Program ◽  
Competence Development ◽  
Digital Transformation ◽  
Educational Institutions ◽  
Vocational Schools ◽  
University Libraries ◽  
Top Managers ◽  
Global Problems

The competence development program for top managers and professionals of the libraries at vocational schools and colleges implemented by the Republican Institute for Vocational Education (Belarus) is discussed. The global problems of professional collaborations in the difficult circumstances of instability, uncertainty and ambiguity are examined. The content and stages of the program aimed at building supraprofessional digital competences in librarians at vocational schools and colleges are characterized in detail. The focus is made on andragogical approach toward program development and implementation. Possibilities and experience of cooperation with the coutry’s university libraries are demonstrated.

scholarly journals Pengembangan Kompetensi Pedagogik Guru Sekolah Menengah Kejuruan

2018 ◽  
Vol 2 (2) ◽  
pp. 89
Author(s):  
Jejen Musfah
Keyword(s):  
High School ◽  
Teacher Development ◽  
Teaching And Learning ◽  
Development Program ◽  
Competence Development ◽  
Teacher Competence ◽  
Vocational High School ◽  
Research Subjects ◽  
Pedagogical Competence ◽  
Training Activities

Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan program pengembangan kompetensi pedagogik guru di SMK Islamiyah Ciputat. Metode penelitian yang digunakan adalah pendekatan kualitatif, yaitu untuk mengetahui dan mendeskripsikan mengenai program pengembangan kompetensi pedagogik di SMK Islamiyah Ciputat. Teknik pengumpulan data yang digunakan meliputi wawancara, observasi, dan studi dokumentasi. Pihak yang di wawancara adalah kepala sekolah sebagai subjek penelitian, wakil kepala bidang kurikulum, dan 5 orang guru sebagai sumber data. Observasi yang dilakukan saat aktivitas Kegiatan Belajar Mengajar (KBM) di kelas. Studi dokumentasi dilakukan dengan pengambilan gambar secara langsung dan meminta arsip atau berkas-berkas kepada dewan guru yang di wawancarai terkait dengan kegiatan pengembangan kompetensi pedagogik. Hasil penelitian menunjukkan bahwa program pengembangan kompetensi pedagogik di SMK Islamiyah Ciputat cukup baik. Hal ini terlihat ada beberapa strategi yang dilakukan kepala sekolah dalam mengembangkan kompetensi pedagogik guru diantaranya mengadakan pelatihan, seminar, dan workshop, mengadakan diskusi intern, dan kepala sekolah juga selalu mengikutsertakan guru-guru pada kegiatan pelatihan atau kegiatan pengembangan yang diadakan oleh lembaga lain. Akan tetapi hal ini dilaksanakan hanya sesuai kebutuhan saat itu, dan kegiatan pengembangan kompetensi pedagogik tersebut tidak terjadwalkan secara rutin dan tidak tertulis. Kata kunci: Pengembangan guru, kompetensi pedagogik, sekolah kejuruan Abstract [The Development of Teacher Pedagogical Competence of Islamic Vocational High School]. This study aims to determine and describe the pedagogic teacher competence development program at Vocational High School Islamiyah Ciputat. The research method used is a qualitative approach that is to know and describe pedagogic competence development program at Vocational High School Islamiyah Ciputat. Data collectiontechniques include interviews, observation, and documentation studies. The parties in the interview are principals as research subjects, vice head of curriculum, and 5 teachers as data sources. Observations made during the activities of Teaching and Learning Activities (KBM) in the classroom. Documentation study is done by taking pictures directly and requesting archives or files to the interviewed teacher council related to pedagogic competence development activities. The results showed that pedagogic competence development program at Vocational High School Islamiyah Ciputat was quite good. It is seen that there are several strategies that principals do in developing teacher pedagogic competence such as arranging training, seminars, and workshops, holding internal discussions, and the principal also involves teachers in training activities or development activities organized by other institutions. However, this is done only according to the needs of the time, and the pedagogic competence development activities are not scheduled on a regular or unwritten basis. Keywords: Teacher development, pedagogical competence, vocational school

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