VOCATIONAL SCHOOL, INDUSTRIAL AND GOVERNMENT SECONDARY

SCHOOL REORIENTATION MANAGEMENT TO IMPROVE GRADUATES

COMPETENCY

Shohihatur Rohman1)
1) Vocational Education Study Program Students
Postgraduate Program in Semarang State University
prof.shoheh@gmail.com

Abstract

Industrial practice is a structured part of each vocational school learning

curriculum. This allows students to apply the theories they obtain, skills and attitude
formation to the real conditions of work in a Business World / Industrial World (Du/Di).
The biggest challenge faced today is "how to organize well on the management side"
in every aspect of industrial practice carried out by students. The urgency of
strengthening the pattern of cooperation between vocational, industrial and
government secondary schools to improve graduate competencies is needed to
strengthen the nation's competitiveness in facing global competition.
The pattern of cooperation that occurs between vocational schools and
industries in developing countries, is only limited to formality without the actual
realization of agreed cooperation programs. Industry still does not believe in
vocational high schools to become partners in the development of competencies in
Human Resources which are basically needed by the industry.
The strategy for developing a pattern of cooperation that has been carried out
in strengthening cooperation between Vocational and industrial sectors is as follows:
(a) Government intervention as outlined in policy, must be able to make the industry
want to cooperate with educational institutions, especially Vocational Schools, (b)
Vocational schools as vocational institutions, must be able to optimize the learning
process in order to strengthen graduate competencies to strengthen individual trust in
Vocational High Schools, (c) Industrial development patterns for Vocational Schools
need to be developed, in order to optimize the role of industry.

Keywords: Governance, Cooperation, Industrial Practice, Vocational School, Industry

A. Background
Industrial practice is a structured part of each existing learning curriculum. This
allows students to apply the theories they have acquired, skills and attitude formation to
the real conditions of work in a Business World / Industrial World (Du / Di). The biggest
challenge faced today is "how to organize well on the management side" in every aspect
of industrial practice carried out by students. The core of these problems are two
important elements that exist on the side of management planning and management of
the implementation of industrial practices, so that this activity is meaningful and useful
towards improving the competency capacity of students [1].
The partnership between educational institutions and the business world / industry
is the key to the success of Dual System Education in Vocational Schools, where
education is designed, implemented and evaluated together, so that the relevance of
graduates' competencies to the demands of the labor market increases. Relevance
indicators are related to the waiting period for graduates to get jobs.
 In order for Dual System Education to be relevant for Vocational Schools and the
needs of the workforce, the school needs to: 1) Understand the industrial work culture
encapsulated in learning patterns, 2) Introduce schools with existing expertise programs
in the world of work, 3) Promote the workforce which contains the competencies
possessed by students, 4) Invites industry in speech to inform the program and as a
bridge for the implementation of internship and recruitmen. [2]
Education that is integrated with industry is the essence of the quality of vocational
education. Vocational education is the backbone of the development of science and
technology to support the future of the nation and state. Learning will never be
complete, when students who graduate have not been able to meet the demands and
needs of the industry. This indicates that Industrial Practice is an important program that
must be carried out by students to improve their competencies, in order to meet the
demands of an advanced and dynamic industry in modern change. The importance of
industrial and vocational cooperation to improve graduate competency. In this study
also, it was revealed that schools and industries must equip students with
entrepreneurial abilities, so that graduates are able to create jobs creatively. [3] [4] [5]
The main purpose of vocational education is to develop individual abilities in the
knowledge, abilities and skills needed in the industry. Another goal of vocational
education is to improve a person's standard of living through their abilities, so that they
can be accepted by the industry or develop certain entrepreneurship. In developing
countries, vocational education still has a central function in developing the ability of
learners who have certain conformity and standardization. This is the key to the
development of the progress of a nation and country.
Based on the description above, the strategic role of Vocational School needs to
be strengthened with industry as the main supporter in developing graduate
competencies from hard skills and soft skills aspects, as well as complementing
students' abilities in terms of entrepreneurship. The strategic role is also owned by the
government, as a policy regulator in this case a policy that supports strengthening the
role of industry in Vocational Schools. The urgency of structuring and strengthening the
pattern of cooperation between vocational, industrial and government secondary
schools to improve graduate competency is needed to strengthen the nation's
competitiveness in facing global competition. In reviewing this article, it is expected to be
able to take the essence of each research that has been carried out, in order to be able
to formulate strategies for structuring and strengthening the pattern of cooperation
between Vocational, Industrial and Government Vocational Schools.
B. Purpose of Study
1. Knowing the pattern of organizing an internship program carried out by several
vocational education institutions across developing countries.
2. Knowing the strategies developed to strengthen cooperation between industry,
vocational schools and the Government in order to improve the competence of
graduates of Vocational High Schools (SMK)

C. Literature Review
1. Pattern of Cooperation between Vocational High Schools (SMK), Industry and
Government
Collaboration between SMK and industry is a must. This becomes very necessary,
because the learning process that is in the Vocational School must be in accordance
with the real conditions in the industry. The pattern of cooperation in vocational and
industrial education is basically influenced directly by three important aspects,
namely: 1) a country's economic policy, 2) employment policies, 3) government
policies related to work culture. [15]

2. Vocational High School (SMK)

Vocational High School (SMK) is defined as education that focuses on the application
of skills, knowledge and attitudes that are appropriate to the needs of the industry in
certain fields that have a direct impact on the socio-economic conditions of society
(Fien et al., 2009). The scope of the implementation of vocational education in
general is all types of education that carry out certain types of education with specific
expertise specifications tailored to the needs of the industry.
In vocational schools, students get education in skills and expertise in certain fields
and levels, so that they are expected to be able to answer industry needs. On the
other hand, vocational education carried out in Vocational Schools is also
inseparable from the pattern of education in general, where students are also given
material about general knowledge and attitude development (Kotsikis, 2007). [6] [7]
[8] [9]
The output of the benefits of vocational education carried out in Vocational Schools
can be categorized into two classifications, namely: economic benefits and social
benefits. Both can be analyzed and derived in three different levels, namely: 1) micro
level (special benefits for individuals), 2) meso level (benefits for an organization or
group) and 3) macro level (benefits for the general public in general). To clarify the
perspective of the benefits of vocational education which is an effort to improve the
quality of life, both individuals and communities can be seen in the picture below. [13]
 Figure 1. Diagram of Vocational Education Use at various levels for two categories
(Source: Cedefop: 2011)

3. Competence
Competence is the ability to carry out one task, role or task, the ability to integrate
knowledge, skills, attitudes and personal values, and the ability to build knowledge
and skills based on experience and learning undertaken. In general, the competency
of expertise possessed by someone, will make it easier for the person to find work
that is in accordance with their field of expertise. On the managerial side,
competencies are divided into two broad categories, namely organizational
competencies and personal individuals. [10] [11] [12]
The key to the conceptual framework of competence is not based on aspects of
knowledge, attitudes and work performance from individuals or from an organization.
This can also be referred to as a competency profile that must be elaborated and
become a vision of an individual's or an organization's ignorance. Competence
inherent in someone, can describe the ability of someone at a certain level, in
managing all the resources that exist in him, in order to be used as optimally as
possible for the improvement of life levels or wider benefits. [14]

D. Method
1. Observation Subject
In this observation, the subject of observation is journals or scientific articles that
have been produced by researchers who focus on vocational education, specifically
the problem of internship programs. The reviewed journals or scientific articles are
taken from various scientific backgrounds, as well as across countries to be able to
find relationships and interrelationships between the studies that have been
conducted.
 2. Observation Procedure
The procedure applied in this observation consists of several steps, namely: a)
preliminary study, b) documentation, and c) review process, d) conclude. In the
Preliminary Study, studies were carried out on the focus of the problems to be raised
in the observations to be carried out, then in the documentation, scientific articles
were collected from various existing sources and at the review stage, an in-depth
study of scientific articles or journals was conducted documented, so that the
essence of each article is obtained, in order to reveal the main objectives of the
observations carried out.

E. Finding
In the research article which was the subject of the study, it was found that the
concept of collaboration between Vocational Schools, Government and industry should
be built continuously based on the industrial needs of qualified Human Resources and
improving the quality of education through increasing the role of industry in improving
learning in Vocational School. The strategic role of the government as a policy maker
should be able to be used to the maximum extent possible to intervene in the industry to
be willing to cooperate openly with the world of education, especially Vocational High
Schools.

Figure 2. Existing Condition of the Pattern of Cooperation between

Vocational – Industry in the Implementation of Industrial Work Practices

In developing countries, the majority of SMKs seek and create patterns of self-
cooperation with industry without any interference from the government. Collaboration is
only limited to formality, which at any time can change or even be canceled. Industrial
 openness in collaborating with Vocational Schools seems very difficult to reveal. This
happened due to a feeling of industrial distrust to the Vocational Schools that were
collaborating partners. The role of the government, as policy makers is very necessary
in this case. In developed countries, if the industry does not want to cooperate with
Vocational Schools, it will get sanctions that weigh on business continuity in the
industry.

Figure 3. The expected pattern of cooperation between SMKs and industries in

the implementation of internship

F. Conclussion
1. The pattern of cooperation that occurs between Vocational and Industrial in
developing countries is still limited to formality without the actual realization of the
agreed cooperation program. Industry still does not believe in Vocational High
Schools to become partners in the development of competencies in Human
Resources which are basically needed by the industry.
2. The strategy for developing a pattern of cooperation that has been carried out in
strengthening cooperation between Vocational and Secondary Schools is as follows:
a) Government intervention as outlined in binding policies and regulations, and must
be able to make the industry want to cooperate with educational institutions,
especially Vocational Schools.
b) Vocational schools as vocational institutions, must be able to optimize the
learning process in order to strengthen the competence of graduates to
strengthen industry confidence in Vocational School.
 c) The pattern of industrial and SMK coverings needs to be further developed, in
order to optimize the role of industry and government in developing the learning
process of Vocational Schools based on Teaching Factory or Industry Class.

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