PROSPEK KERJA

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Peluang kerja apa saja yang bisa diperoleh setelah LULUS dari STIBA-IEC?

Sudah banyak perusahaan, institusi pemerintah dan lembaga-lembaga lainnya yang sudah merasakan manfaatnya dari ilmu yang diperoleh oleh para alumni STIBA-IEC karena STIBA-IEC memberikan peluang kerja dan profesi yang cukup menjanjikan berdasarkan pengetahuan yang diperoleh dari masing-masing mata kuliah yang diantaranya yaitu menjadi:

  • Pengajar bahasa Inggris;
  • Penerjemah/Interpreter;
  • Karyawan Perhotelan;
  • Staf Kemenlu RI;
  • Tour Guide;
  • Penyiar/Reporter TV;
  • Staf Bahasa di Kedutaan Asing;
  • Editor Bahasa Inggris;
  • Entrepreneur & Pengelola Kursus Bahasa Inggris;
  • Karyawan BANK dan masih ada beberapa lagi profesi yang mendukung.

Info Tambahan:

Ada beberapa mata kuliah unggulan yang sangat diminati yaitu diantaranya:

  • Broadcasting
  • Internet blogging
  • Public speaking
  • English for Tourism
  • Entrepreneurship
  • dan masih ada beberapa lagi yang lainnya.

BEASISWA

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BEASISWA STIBA-IEC JAKARTA
TAHUN AKADEMIK 2020/2021
 Beasiswa Awal KuliahPersyaratan
Potongan/Diskon Rp. 2.000.000 untuk biaya Semester 1a. Hasil test masuk STIBA-IEC Jakarta min. 90 atau;b. Nilai Ijazah min. 90
Potongan/Diskon Rp. 1.000.000 untuk biaya semester 1a. Hasil test masuk STIBA-IEC Jakarta min. 80 atau;b. Nilai Ijazah min. 80
Beasiswa Khusus
Bantuan biaya kuliah1.Mahasiswa berprestasi
2.Mahasiswa kurang mampu

PENDAFTARAN MAHASISWA BARU

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Apa saja program yang ditawarkan?

  • S1 Bahasa dan Sastra Inggris
  • D1 bahasa Inggris
  • Transfer D3 (dari pergurua tinggi lain) ke S1
  • Pindahan dari perguruan tinggi ke STIBA-IEC.

Bagaimana system Perkuliahannya?

Perkuliahan di STIBA-IEC Jakarta sangat fleksibel khususnya bagi yang sudah bekerja/karyawan.

  • Regular pagi       : 08.00 – 12.00
  • Regular malam : 18.10 – 21.00
  • Weekend              : 08.00 – 17.00

Bagi yang kerja kena shift dapat menyesuaikan dengan pekerjaannya.

Bagaimama sistem pembayaran kuliahnya?

STIBA-IEC memberikan kemudahan dalam membayar biaya kuliah, bisa system bulanan atau semester. Kedua pembayaran biaya tersebut harus ditransfer melalui bank yang telah ditentukan.

STIBA IEC JAKARTA

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SEJARAH SINGKAT

Pendirian Sekolah Tinggi Bahasa Asing IEC tidak dapat dipisahkan dari keberadaan Lembaga Pendidikan Bahasa Inggris IEC (Intensive English Course). IEC  didirikan pada tahun 1968. Selama itu pula IEC telah berkembang dengan bertambahnya jumlah cabang-cabang. Pengalaman IEC dalam mengelola pendidikan Bahasa Inggris juga semakin matang. Oleh karena itu timbul pemikiran untuk mendirikan lembaga pendidikan formal yang dapat menampung keinginan lulusan IEC maupun masyarakat luas untuk melanjutkan pendidikan tinggi. Keinginan itu mulai dirintis dengan mempersiapkan segala suatu yang diperlukan untuk mendirikan perguruan tinggi, mulai dari penyusunan studi kelayakan, pengajuan ijin ke Direktorat Jenderal Perguruan Tinggi, presentasi, dan sebagainya.

Proses memperoleh ijin pendirian lembaga dan pembukaan program studi ternyata tidak sederhana dan mudah. Banyak tahap harus dilalui dan banyak persyaratan harus dipenuhi. Pertama, kita harus memiliki yayasan yang akan mengelola perguruan tinggi yang akan didirikan. Kedua, kita harus memiliki fasilitas minimal yang diperlukan seperti lahan calon kampus, gedung, ruang-ruang, perpustakaan, laboratorium, dan sebagainya. Ketiga harus tersedia calon dosen tetap dengan kualifiksasi tertentu.

Berkat usaha keras, bantuan, dan do’a banyak pihak, akhirnya pada tanggal 30 Agustus 2001, kami mendapat Surat Keputusan Menteri Pendidikan Nasional Republik Indonesia nomor: 144/D/O/2003 tentang Ijin Pendirian Sekolah Tinggi Bahasa Asing IEC dan Pembukaan Program Studi Bahasa Inggris dan Bahasa Cina. Dengan bekal SK itu kami berusaha mempromosikan lembaga ini kepada masyarakat melalui media Koran, radio, spanduk, brosur, dan lain-lain. Kami membuka pendaftaran mahasiswa baru selama satu bulan dan mendapatkan jumlah mahasiswa sebanyak tujuh puluh mahasiswa. Sayangnya Program Studi Bahasa Cina belum mendapatkan jumlah mahasiswa yang memadai sehingga belum dibuka kelas Bahasa Cina. Namun, kami baru merintis melalui kursus Bahasa Mandarin.

Pada tahun kedua kami mencoba membuka program-program baru seperti Diploma I dan Transfer dari D3 ke S1.  Dengan dibukanya program tersebut kami mendapat mahasiswa baru sejumlah 100 orang. Pada tahun ketiga kami mencoba membuat program baru lagi yaitu D1 untuk guru Bahasa Inggris TK atau SD. Seiring dengan minat masyarakat yang tinggi terhadap pendidikan perguruan tinggi dan memahami pentingnya bahasa Inggris, maka dari tahun ke tahun jumlah mahasiswa meningkat. Akhirnya di tahun ke enam tepatnya pada tanggal 10 Agustus 2006 Badan Akreditasi Nasional Perguruan Tinggi menyatakan bahwa program studi sarjana bahasa sastra Inggris STIBA-IEC memperoleh Akreditasi B yang dinyatakan dengan nomor . 09942/AK-X-S1-011/ BAABES / VIII / 2006.

Di tahun 2008, karena berkurangnya peminat jurusan bahasa mandarin,  kami putuskan untuk menutup program tersebut.  Di tahun 2009  kami mendapatkan izin pendirian untuk diploma III Bahasa Inggris berdasarkan Surat Keputusan Direktur Jenderal Pendidikan Tinggi Departmen Pendidikan Nasional Republik Indonesia nomor 1712/D/T/2009 tertanggal 17 September 2009. Dengan bervariasinya program ini kami berharap dapat mengakomodasi berbagai kepentingan masyarakat.

Untuk memberi kesempatan kepada mereka yang sudah bekerja kami juga membuat variasi waktu dan hari kuliah. Bagi mereka yang tidak bekerja di pagi hari, kami sediakan kelas pagi, sedangkan yang bekerja di siang hari kami sediakan kelas malam.

NON-FORMAL EDUCATION

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Non-formal education refers to education that occurs outside the formal school system. Non-formal education is often used interchangeably with terms such as community education, adult education, lifelong education and second-chance education. It refers to a wide range of educational initiatives in the community, ranging from home-based learning to government schemes and community initiatives. It includes accredited courses run by well-established institutions as well as locally based operations with little funding.

As non-formal education is diverse, this element has many aspects in common with other elements, particularly Lifelong learning. For the purposes of these guidelines, this element focuses on non-formal education for children and young people outside the regular school system. However, CBR personnel need to be aware that non-formal education reinforces marginalization and stigmatization, so if possible it should not be offered as the only educational option for children with disabilities. Inclusion in a regular school should be prioritized as every child’s right.

While non-formal education is often considered a second-best option to formal education, it should be noted that it can provide higher-quality education than that available in formal schools. Non-formal education can be preparatory, supplementary or an excellent alternative (where necessary) to formal schooling for all children.

INFORMAL EDUCATION

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Informal education is the wise, respectful and spontaneous process of cultivating learning. It works through conversation, and the exploration and enlargement of experience.

See, also, what is education?


So what is informal education?

In the examples above we can see that whether we are parents or specialist educators, we teach. When we are engaged in learning projects we teach ourselves. In all of these roles we are also likely to talk and join in activities with others (children, young people and adults). Some of the time we work with a clear objective in mind – perhaps linked to some broader plan e.g. around the development of reading. At other times we may go with the flow – adding to the conversation when it seems right or picking up on an interest.

These ways of working all entail learning – but informal education tends to be unpredictable – we do not know where it might lead – and spontaneous.

Conversation

Informal education, we argue, is driven by conversation and being with others. It develops through spending time with people – sharing in their lives – and listening and talking. Catherine Blyth has described conversation as ‘the spontaneous business of making connections’ (Blyth 2008: 4). It involves connecting with both ideas and other people. When we join in conversation it is often difficult to predict where it will lead. As such it can be a very powerful experience – ‘conversation changes the way you see the world, and even changes the world’ (Zeldin 1999: 3).

As well as talking and listening to others, we also have conversations with ourselves. We can watch ourselves as we go about our lives, as we talk and think. People ‘have, as it were, two internal voices, so they can both create new ideas and look at them, criticize and admire’ (Zeldin 1999: 57).

When we put conversation at the centre of education something very important happens. It is the exchanges and the thoughts they provoke that leads us – not some predetermined curriculum or plan. In conversation we, as educators, have to catch the moment where we can say or do something to deepen people’s thinking or to put themselves in touch with their feelings. For the most part, we do not have lesson plans to follow; we respond to situations, to experiences.

Spontaneity – exploring and enlarging experience

‘Going with the flow’ opens up all sorts of possibilities for us as educators. On one hand we may not be prepared for what comes, on the other we may get into rewarding areas. There is the chance, for example, to connect with the questions, issues and feelings that are important to people, rather than what we think might be significant.

Picking our moment in the flow is also likely to take us into the world of people’s feelings, experiences and relationships. While all educators should attend to experience and encourage people to reflect, informal educators are thrown into this. As such they look to what lies at the heart of education. As John Dewey once wrote,the ‘business of education might be defined as an emancipation and enlargement of experience’ (1933: 340). Our task is to work with people so that they may have a greater understanding or appreciation of their experiences. Through coming to understand what might be going on people can begin to be ‘set free’ – not be dictated to by, or victims of, experience (Jeffs and Smith 2005: 58-9).

Anywhere, any time

Such conversations and activities can take place anywhere and at any time. This contrasts with formal education which tends to take place in special settings such as schools. However, we should not get too tied up with the physical setting for the work. Formal education can also take place in almost any other location – such as teaching someone to add up while shopping in the market. Here it is the special sort of social setting we have to create that is important. We build an atmosphere or grab an opportunity, so that we may teach.

Obviously, informal educators work informally – but we also do more formal things. We spend time with people in everyday settings – but we also create opportunities for people to study experiences and questions in a more focused way. This could mean picking up on something that is said in a conversation and inviting those involved to take it further. For example, we may be drinking tea with a couple of women in a family or health centre who are asking questions about cervical cancer. We may suggest they look at some materials that we have and talk about they see. Alternatively, it could mean we set up a special session, or organize a course. We may also do some individual tutoring, for example, around reading and writing. Just as school teachers may work informally for part of their time, so informal educators may run classes or teach subjects. The difference between them lies in the emphasis they put on each.

So what is informal education? From what we have looked at so far we can say the following. Informal education:

  • works through, and is driven by, conversation.
  • is spontaneous and involves exploring and enlarging experience.
  • can take place in any setting.

However, there is more – purpose.

… and the purpose of informal education?

At one level, the purpose of informal education is no different to any other form of education. In one situation we may focus on, say, healthy eating, in another family relationships. However, running through all this is a concern to build the sorts of communities and relationships in which people can be happy and fulfilled. John Dewey once described this as educating so that people may share in a common life. Those working as informal educators have a special contribution to make here.

A focus on conversation is central to building communities – and forms of cooperation that enhance the quality of social life (Sennett 2012: 273). The values and behaviours needed for conversation to take place are exactly what are required if neighbourliness, cooperation and democracy are to flourish. What is more, the sorts of groups informal educators such as youth and social action workers work with – voluntary, community-based, and often concerned with mutual aid – are the bedrock of democratic societies. They also places where friendship can flourish, support be given and recieved, interests deepened, and changes made. As Hemmings (2011: 280) has commented ‘remarkable things can happen when we come together in small groups’.

It comes as no surprise then, that those working as informal educators tend to emphasize certain values. These include commitments to:

  • work for the well-being of all.
  • respect the unique value and dignity of each human being.
  • dialogue.
  • equality and justice.
  • democracy and the active involvement of people in the issues that affect their lives. (Jeffs and Smith 2005: 95-6)

As informal educators we have to spend a lot of time thinking about the values that run through our work. We do not have a curriculum or guiding plan for a lot of the work, so we have to consider how we should respond to situations. This involves going back to core values. Reflecting on these allows us to make judgements about what might best help people to share in a common life.

Why have specialist informal educators, what sets them apart?

As we have seen, everyone is an educator – but some people are recognized or appointed to teach and to foster learning. There are three main reasons why specialist informal educators may be needed. First, it may be that some situations demand a deeper understanding or wider range of skills than many of us develop in our day to day lives. Through reflection and training specialists can become sophisticated facilitators of groups and of conversations with individuals. They can also develop a certain wisdom about people and situations because of the opportunities they have. In many communities the role may be fulfilled and developed by ‘elders’ or by those who are recognized to be wise. In other situations, often linked to the development of capitalism, there has been an increased division of labour. Additional or alternative forms of learning and teaching are needed.

Second, it may be that people do not have the time to spend exchanging and learning with others in the ways they wish or need. Because of their situation, they may not have a chance to engage in the sorts of conversations they find fulfilling. Where we, for example, have to work some distance from home, deal with complex systems or have so much to do simply to get by, the amount of time we can spend in open talk can shrink. In addition, we may choose not to spend time in conversation or doing things with others. With our increased use of different (and often individualized) entertainment media such as television, the amount of time we spend directly engaging with others may well be lessened.

Third, a good deal of the work that informal educators engage in is with other professionals. For example, an informal educator working in a school will have to spend a lot of their time deepening and extending the understanding and orientation of teachers and other staff. With the pressure to produce results and to achieve good test scores, relationships and processes can be easily neglected. Furthermore, there can be a narrowing of educational focus. In these situations, while informal educators may be appointed to work with students, they have to encourage and educate staff so that the needs of students can be recognized and, hopefully, met. To do this informal educators will often need both to develop a detailed understanding of the situation, and (in that status-conscious world) have some sort of professional qualification.

Looking forward

So what sets informal educators apart? If we examine what they are doing, a number of characteristics emerge. They:

  • place conversation at the centre of their activities.
  • operate in a wide range of settings – often within the same day. These include centres, schools and colleges, streets and shopping malls, people’s homes, workplaces, and social, cultural and sporting settings.
  • look to create or deepen situations where people can learn spontaneously, explore and enlarge experience, and make changes
  • place a special emphasis on building just and democratic relationships and organizations that allow people to share in community.

We can also see that they:

  • use a variety of methods including groupwork, casual conversation, play, activities, work with individuals and casework. While their work for much of the time is informal – they also make use of more formal approaches to facilitate learning.
  • work with people of all ages although many will specialize around a special age range e.g. children, young people or with adults. In other words informal education is lifelong education.
  • develop particular special interests such as in children’s play and development; community development and community action; literacy and basic education; advice; outdoor and adventure activities; arts and cultural work; and youth work

FORMAL EDUCATION

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Formal education is a structured and systematic form of learning. This is the education of a certain standard delivered to students by trained teachers. To make sure formal learning is standardized and all learning institutions (e.g. schools, colleges, universities, etc.) comply with these standards, formal education in a country is governed by organizations.

In the case of the US, the Department of Education oversees formal education in all states. However, there are school districts and school boards to oversee schools on a smaller scale to handle problems that may arise in schools that the Department of Education doesn’t necessarily have to handle themselves.

Formal education is classroom-based, meaning everything a student learns comes books and other educational materials with the sole purpose of educating students. All teachers are trained and licensed to teach children, and they’re the same teachers the students will see every day to keep their education and training consistent.

Attendance is mandatory and non-optional for children ages 17 and below. If a child fails to show up to class for several days in a row, they may be considered truant. Because it is mandatory, they may be sent to juvenile centers or counseling. Parents may also be charged if they fail to do their duty as a parent and send their children to school. This can result in fines or other penalties on the parents.

EDUCATION

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Education is about learning skills and knowledge. It also means helping people to learn how to do things and support them to think about what they learn. It’s also important for educators to teach ways to find and use information.

Through education, the knowledge of society, country, and of the world is passed on from generation to generation. This may include education in morality, for example learning how to act as loyal, honest and effective citizen.Learning in a library

Education may help and guide individuals from one class to other. Educated individuals and groups can do things like, help less educated people and encourage them to get educated.

MOSTLY MIDNIGHT

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Relax. Everyone had their own fortune, blessings came from different backgrounds. Not everyone is as lucky as her, to have so many things in life I could only imagine. Yet even if one does, you don’t know the struggle behind it. Whatever it is, don’t overthink it. No need to be insecure. I’m reminding myself since it doesn’t take long every once in a while to get hit by them insecurities. I found that I’m indeed a speck of dust. And all I want is to make every day count. Being a better version of myself every single day. And that’s not gonna happen unless I stop. Being insecure and instead, get up and find what I can do to make things better. We can do everything. All it takes to be better is a bigger heart that is joyful and content. That’s my life purpose in the long haul.

BROKE UP

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“What was the reason for you to break up?”, they asked.
” He took me for granted but never tried to grant our relationship in front of people. He touched me but never tried to stay in touch with me. He slept with me but never tried to make me sleep on his lap.” I replied coldly.