Collaboration Of Vocational Education Between Schools .

Advances in Social Science, Education and Humanities Research, volume 2624th International Conference on Teacher Training and Education (ICTTE 2018)Collaboration of vocational education betweenschools, universities and industry in Indonesia"The case of analytical chemistry schools andpolytechnics under the Ministry of Industry"MufidahThe Center of Industrial Education and TrainingMinistry of IndustryJakarta, Indonesiammufidah@gmail.comAbstract—University and industry collaborationsare rapidly becoming a common practice worldwide asa response to the increased of competition resulted fromglobalization and constant technological advancement.This collaboration is mainly undertaken to enhance thediffusion of knowledge, increase research anddevelopment, patent innovations, create higher numbersof skillful and knowledgeable candidate workers. Inorder to extend the benefit of this collaboration, thecollaboration should be designed by involving thevocational school due to their strategic position asskilled labor supplier for the industry. Therefore, thegraduates will fulfill the job positions in the industryaccording to the required competence qualifications andfinally encourage the development of the industry. Thecollaboration pattern between the analytical chemicalvocational high schools (SMK, SMAK) and thepolytechnics under the ministry of Industry (AKABO)in line with the development of the larger collaborationwith the industry is analyzed here. Using qualitativedescriptive method, the collaboration pattern amongthose institutions covers several layer, i.e. outcome,outputs, product, process by using national competencystandard as basis. The form of collaboration were : 1)National competency standard (SKKNI) formation atmega/outcome level, 2) Curriculum based competencies(CBC) design and review, production based curriculum(industrial working practices, teaching factory) design,implementation and review at macro/outputs level, 3)Teacher/lecturer internship at macro/outputs level, and4) Industry visitation, seminar, training, workshop,relationship with alumni who work in industry,employee competency test, and joint research andpublication at process level. To meet the need forrecognition of Indonesia Qualification Framework(IQF) at the CBC design, some materials that have beenfollowed in SMK SMAK also recognized by AKABO atotal of 20 credits.Keywords: School-industry collaboration, polytechnicindustry collaboration.I. INTRODUCTIONThe economic growth target which become theaim of Indonesian government would be achieved bythe growth of industrial sector. One of the industrialgrowth driver is the availability of competentworkforce in accordance with industrial needs [25].Nowadays, the availability of competent workersis still a main problem in Indonesia, there are many ofgraduates from Polytechnics can not be absorbed bythe industry through labor market [25]. This leaded bythe condition that 59% Polytechnic were stillaccredited under B. In order to solve this problem,collaboration between university and industry is anecessary. On the other side, the roles of vocationalschool (SMK SMAK) is also important in providingcompetent workforce mainly for operator level andtechnician level. Some facts tell that the industrialworkforce from the vocational school is more favoredby industry [28]. This is closely related with thetechnical competency offered by the vocationaleducation graduates. Reference [6] said that SMAKgraduates have excellent labor-market outcomes, andthe chemical competence graduates has the skillsneeded by the market. Similar result is also showed bythe survey conducted by SMK-SMTI [15].In addition to the university and industrycollaboration, vocational school should be consideredto put in the collaboration. It is related with theminimum requirement of education level to fulfill theoperator position in Indonesia is vocational secondaryschool (SMK) or general secondary school (SMU).Because of the good relationship betweenvocational schools and universities as a supplier ofindustrial labor and also vocational relationship to theuniversity when students continue their study, thereshould be a link between these three especially thosehaving the same field. The pattern of collaborationamong universities, vocational school and industrieswill makes the effectivity and efficiencies at theprocess by adjusting their learning to be in line andCopyright 2018, the Authors. Published by Atlantis Press.This is an open access article under the CC BY-NC license 12

Advances in Social Science, Education and Humanities Research, volume 262not overlapping to the needs of the industry. Thus,using this pattern, the graduates will be able to fulfillthe job positions in the industry according to therequired competence qualifications and finallyencourage the development of the industry.The Ministry of Industry (MoI) has actuallyinitiated the collaboration with industry since 2012 bythe first phase repositioning program in 2012, andcurrently has run the second phase reposition. Thispolicy would have been influenced the collaborationamong industry and vocational education institution,academy, university under the Ministry of Industry.The discussion how this collaboration taken place isinteresting. It is aimed to make sure the highemployment of industrial workforce.The center of industrial education and training(CIET) with its duty in education and trainingoversees nine schools, nine polytechnics, oneacademy and seven training centers. There are three(3) vocational secondary school and one (1)polytechnic university level that specializes chemicalanalysis including the School of Chemical AnalysisBogor (SMAKBO), School of Chemical AnalysisPadang (SMAKPA) and School of Chemical AnalysisMakassar (SMAKMA) and Chemical AnalysisPolytechnic Academy Bogor (AKABO).Reference [16] uses educational result chain toexplain how curriculum designed in Polytechnic. Thestages in educational result chain are mega/outcomes,macro/ouput, micro/product, process and input. Theregulation as external policies which influence thedesign at mega level is Indonesian Quality Framework(IQF). This research try to find educational resultchain based on National Competency Standard(SKKNI) and how it influence to all stages. BecauseSKKNI made together with industry, this researchalso seek what kind of collaboration betweeneducation institution with industry in every stage ofeducational result chain.The curriculum alignment between SMAK andAKA also need to discover to streamline the learningprocess.II. METHODThis research approach uses qualitative descriptiveapproach to the study sites at SMAKBO, SMAKPA,SMAKMA and AKABO. This method could be usedto discover and understand something behind thephenomenon and it characteristics [7]. This is inaccordance with the purpose of this study which willfind what is required by the education institutions incollaboration with industry and how the relationshipbetween these agencies in curriculum alignment tostreamline the process of learning. Qualitativeresearch, however, is more holistic and often involvesa rich collection of data from various sources to gain adeeper understanding of individual participants,including their opinions, perspectives, and attitudes[7].The data generated in this research is descriptivedata obtained from the data in the form of writing,words and documents derived from sources orinformants being researched and reliable. The sourceof information data obtained from Head ofDevelopment of Vocational Education and VocationalIndustry, Head of Industrial Vocational Education SubDivision,Head of Industrial Human ResourceDevelopment Sub Division, Head of SMAKBO, Headof SMAKPA, Head of SMAKMA and Director ofAKABO along with teachers and lecturers at therespective education institution.III. COLLABORATION PATTERN BETWEEN EDUCATIONINSTITUTION AND INDUSTRYCollaboration can be defined as a form ofintegration with a high degree of horizontalintegration but a low degree of vertical integration.This means that most integration is accomplishedthrough voluntary agreements and mutual adjustmentsbetween the organisations involved [18]. This form ofintegration is based on a willingness to work togetherand it may be implemented through intensive contactsand communications between the rationallows organisations to constructively explore theirdifferences and find solutions that go beyond theirown limited visions of what is possible (Gray, 1989;Huxham, 1996 as cited in [18]). There are lots ofbarriers in establishing such an inter-organizationalcollaboration. According to many researches, thebarriers can be managed by the organisations involvedthrough formal agreements on rules, regulations andfinancial support (van Raak et al., 2003; Hultberg etal., 2003 as cited in [18]), and also can be diminishedthrough long term partnership relationships [10].Collaboration between academia and industry isincreasingly a critical component of efficient nationalinnovation systems. Developing countries face evengreater barriers to such alliances, calling for adifferentiated approach to promoting universityindustry collaboration [9]. By strengtheningconnections between education institutions andindustry, it helps equip students with skills needed forsuccessful recruitments. In this context, private firmscan play multiple roles in supporting educationinstitutions to maximize their contribution toeducation outcomes such as publishing learningmaterials and developing assessment tools andeducational software, building and maintainingschools, and providing scholarships support forstudents [8].The area of collaboration between educationinstitution primarily lies in the area of curriculum as akey element for managing education process to meetthe educational goals [16]. In this context, curriculumis an engine of educational accomplishment whichshould be planned strategically. This begins with anideal vision from which an organization mission isderived. Strategic planning identifies results basedupon an ideal vision. These results must be definedinto measurable descriptions of knowledge, skills,213