School and Industries Collaboration on Implementing Vocational Education Internship Program: Best Practice in Indonesia

Abstract

This study aims to describe the collaboration of schools and industry in planning student internship program, implementing student internship program, and evaluating student internship program. This study uses descriptive methods with a qualitative approach. Correspondents in this study include the Chairperson of the Student Internship Program, Vice Principal of Public Relations, Vice Principal of Curriculum, Tutor of Student Internship Program, and Industry Representatives. The technique of collecting data are done by interviews, observations, and documentations. Data analysis uses data reduction, data presentation, and conclusion. To maintain the validity of the data, this study uses triangulation data collection techniques and data collection sources. The results of the study show that; 1) planning of vocational student internship program starting from school preparation which includes preparation of cooperation and administration in the form of letters, Memorandum of Understanding, and application proposals for student internship program; 2) The implementation of vocational student internship program includes placement of students in industries that are in accordance with competencies in schools, submission of students to industry, guidance of students by tutor, monitoring of students during practices, and student pick up; and 3) Evaluation of vocational student internship program is carried out by the school and industry.

Industry and Education Practitioners’ Perceptions Regarding the Implementation of Work-Based Learning through Industrial Internship (WBL-II)

“…The difference is the competence achieved according to the profile of the graduate. WBL is implemented in the industry according to the field [4]. The main goal is to gain work experience and form a network with the industry according to the field [5], [6].…”

Internship for Profesional Career: Learning From Vocational High School 1 Kademangan Blitar East Java

“…Limited collaboration with industry regarding programs in vocational high schools has resulted in limited opportunities for schools to place students for internships in the industrial world (Faculty et al, 2018;Marsono et al, 2019;Sadewo et al, 2018;Ubaidah et al, 2021). So the opportunity to improve walking skills is less than optimal.…”

Integrated solution model to support competitiveness and relevance of vocational education in the era of technological disruption

“…This makes the industry pay extra if they accept street vendors, because their skills are still lacking or can be said to be zero. Doubts from the industry must be overcome with good communication from the parties involved, especially the school that works together (Marsono, et al, 2019). With this collaboration, it is important for schools to develop partnerships with industry to turn their students/graduates into quality human resources.…”

“…Career development services that are programmed and measured are urgent in developing superior vocational education and ready to compete with other nations in the era of globalization. Vocational schools are considered capable of preparing creative students, mastering science and technology, and having competencies that are in accordance with the demands of the world of work (Sutrisno, 2013;Indriaturrahmi, 2016;Marsono. et., al., 2019;and Mihaela, and Cristina, 2015).…”