Rabu, 28 Juli 2010

Populist TECHNOLOGY AND ENGINEERING socio-cultural CRAFT-BASED LABORATORY FOR EDUCATION vocational incubator optimization CREATIVE INDUSTRY AND PRESE

CHAPTER I
INTRODUCTION
I.1. Background
Today, creative industries start getting full attention, especially by the government. This is based on the potential of creative industries in Indonesia, which contributed approximately 6.3% of National GDP data based on Central Statistics Agency (BPS), between the years 2002 to 2006 (http://duniaanda.com, 2008).

Creative industries is considered as an important pillar in stimulating job creation and economic growth of a country. Therefore not surprising that the current creative industries continue to squirm around the world. In developed countries like the United States, Australia, Singapore and countries in Europe, the creative industries continue to be optimized in moving the country's economy. Now, the creative industries have contributed to world gross domestic product (GDP), the global amount of U.S. $ 2 trillion and the next two years will reach U.S. $ 10 trillion. In the UK, is currently the creative industries can contribute up to 8.2% in the country's national income. This industry has even become the largest sector after banking services, to absorb about 2 million workers. So also the creative industries in developing countries like Colombia, Mexico, the Baltic states, India and the Philippines which contributes up to 4% -5% of the GDP of these countries (http://swa.co.id, 2010).

Potential of creative industries in Indonesia was incredible. Indonesia has great potential by using cultural diversity as a means of driving the creative industry. The government projected foreign exchange income from development of creative industries to reach U.S. $ 6 Billion in 2010. Currently only around U.S. $ 2 billion. According to Minister of Trade Mari Elka Pangestu, Indonesia's creative industries contributed only about 1.9% of GDP. Targeted in the coming 5-8 years, this creative industry can contribute to GDP amounted to 10%. To achieve this target, according to Mari, have made a clear roadmap with lintasdepartemen discussion. Department of Commerce to register the 15 sectors into the category of creative economy, ie, advertising services, art, design, film, performing arts, research and development, television and radio, video games, architecture, handicrafts, fashion (fashion), music, publishing, software , as well as games (http://swa.co.id, 2010).

Of the 15 sectors are the potential development of creative industries, one of them is art. Indonesia has a diverse culture that followed also a variety of craft arts as a result of these local cultural civilization. Small and medium business with one of prodaknya are various types of crafts are spread throughout the archipelago with a local culture based on their respective regions. But unfortunately, the management of SME handicraft industry has not been done in a modern way. Young people also lack the attention to the cultural heritage of the wealth of local handicrafts. This is influenced by the pressure of modern trend of distracting attention from the younger generation's interest. Therefore, the need for coordination between local crafts and traditional culture with the trends of society are correlative. Integration can be done at one place of a mixture of education as an academic and cultural areas (traditional crafts) as the object of research. This then becomes a laboratory container-based craft vocational education as an incubator for creative optimization and conservation of small and medium industries (SMEs) locally based.
I.2. Problem Formulation
a. Development of creative industries.
b. Traditional Crafts and Small and Medium Enterprises.
c. Vocational education.
d. Integration of vocational education with industry development efforts keratif traditional handicraft SMEs.

I.3. Goal
a. As one of the central place of development (incubation) of creative industries.
b. Preserve traditional crafts and Small and Medium Enterprises (SMEs).
c. As a training center (vocational training).
d. Container development and educational integrity of the creative industries SMEs traditional craft-based.

I.4. Expected Outcome
The outcome is expected, this laboratory into containers that incorporate the development of education and creative industries SMEs traditional craft-based.













CHAPTER II
LITERATURE STUDY

II.1. Development of Creative Industries
Indonesia has the opportunity to rise and the economy grows faster the better. Therefore, event promotion of national products needed to keep the transaction and producers can survive. Based on data from the Central Statistics Agency (BPS), between the years 2002 to 2006, creative industries contribute approximately 6.3% of national GDP. Figures considerable and must continue to encouraged to see the potential of creative industries in Indonesia, which is remarkable. Nothing wrong if the government launched Visit Indonesia program in 2008 to an exciting world of tourism as well as the creative industries in Indonesia (http://duniaanda.com, 2008).

In accordance with Indonesian Standard Industrial Classification (SIC) sectors including creative industries, including:
a. Advertising
b. Architecture
c. Art Goods Market
d. Craft
e. Design
f. Fashion
g. Video, Film, and Photography
h. Interactive Games
i. Music
j. Performing Arts
k. Publishing and Printing
l. Computer Service and Software
g. Television and Radio
n. Research and Development
(Http://ramakertamukti.wordpress.com, 2009).

II.2. Trasidional Crafts and Small and Medium Enterprises
Small and Medium Enterprises (SMEs) play an important role in Indonesia, both in terms of types of businesses and job creation. These SMEs have a major role in the Gross Domestic Product (GDP), contribution to the regional economy, donations to the export, use of resource-efficient production, and its impact on equitable income distribution patterns. (Three Kian Wie, 2001).

Currently, the number of SMEs 37 million units or 99% of total business units in Indonesia to provide employment for 60.4 million or 87.5% of the total labor force overall. There are 5 (five) pillars of empowerment of the poor who will be implemented, namely:
a.Pemberian opportunities;
b.Diikutsertakan to participate;
c.Ditingkatkan ability;
social d.Proteksi; and
e.Berkelanjutan.

II.3. Vocational Education
Vocational education is higher education that is directed at a certain mastery of applied skills, which includes an education program diploma, diploma second, third diploma, and diploma four, a maximum equivalent to the undergraduate education program. Vocational education graduates will get a vocational degree (http://id.wikipedia.org, 2010).

National Education Department adopted a policy that is directed at three main objectives, namely: (1) equity and access expansion, (2) the quality, relevance and competitiveness; (3) good governance, accountability and public image. In order to realize the third policy, the Directorate General of Non-formal and Informal Education, Directorate of Course and Institutions, adopted a policy in the form of Life Skills Education program with the three spectra, namely, (1) rural spectrum, (2) urban spectrum, and. (3). national and international spectrum (Ministry of National Education, Directorate General of Non-formal and Informal Education, Directorate of Institutional Course, 2009).

II.4. Vocational Education Alloying with Creative Industries Development Efforts Traditional SMEs


CHAPTER III
METHOD

CHAPTER IV
ANALYSIS AND DISCUSSION
BPS strategic data in August 2008 indicated that the labor force
Indonesia as many as 111.4 million people. From this amount was recorded 9.42 million
(8.48%) people, are openly unemployed who live in rural areas
4,186,703 people (44.4%) and 5,240,887 people in urban areas (55.6%), then
Indonesia's poor population has reached 34.96 million people (15.42%) with
composition of 22,189,122 people (63%) are in villages and 12,770,888 people (37%)
in the city.
Based on the above facts is necessary efforts to reduce
unemployment and poverty both in urban and rural areas. Effort
The course pursued by the Directorate of Development and Institutional Directorate
General Non-Formal and Informal Education, Ministry of National Education
namely by organizing courses and training programs based
life skills education (Lifeskills). These programs include courses
Entrepreneurial Village (KWD), Course Entrepreneurial City (KWK), PKH cooperation
Vocational / Polytechnic / BLK, course through the Youth Entrepreneurial Institute
Youth, Youth for Productive Business Group, through the Entrepreneurial Course
Degree of Acceleration of Rural Development (SP3) that has the objective
so that learners can work and / or independent business / entrepreneurship, as well as
Para-Professional Course Program (KPP) is expected to generate participant
students who can work within and outside the country.
In this context, it is deemed necessary to issue guidelines for
provides guidance to institutions wishing to
access the programs above, as well as other stakeholders,

Village is an area vocational education
vocational skills that are intended to
develop human resources to be able to
produce product / service or other valuable works
high economy, is unique and has the advantage
with the local potential comparative advantage.
2. Area vocational skills education
is a rural area
organizing various types of education
skills are integrated with production process
and marketing of products, services or works; as
become a social laboratory where testing and /
or development of products, services or works, and
as a place to learn skills of service providers
or internships for the community.

Village administering vocational institutions are
which is engaged in the development of model
non-formal education and the dedication and empowerment
communities, among others;
1. Institute for Development of Non-formal and Informal Education
(BPPNFI), Education Development Center
Non-formal and Informal (P2PNFI)
2. Organizations / institutions engaged in
community service in education
In which the implementation can work together
with individuals / institutions that support success
rural vocational programs, among others:
1. Village Government
2. Professional organizations / Orsos / CBOs
3. Courses and training institutions
4. community leaders, technical resource persons

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