The Analysis of Collaboration Needs between Vocational Schools and Industry in Internship Based on the Alignment of Graduates' Competence

Supraptono, Eko; Samsudi,; Sudana, I Made; Rw, Matthews

doi:10.2991/iset-18.2018.23

Cited by 4 publications

(4 citation statements)

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“…Having this in mind, with the help of internships, recent graduates can acquire the real-world work experience required to enter the workforce. An internship is also a programme designed to give recent and old graduates (between 18 and 35 years) the chance to put the work skills they have learned and will use in the future into practice (Supraptono, Samsudi, Sudana & RW, 2018;Clarke, 2018). Accordingly, the primary objective of internships is to ease graduates' transfer from academic institutions to the workforce (Yusuf, Okanlawon & Metu, 2018).…”

Section: The Nexus Between Internship Programme and Skills Developmentmentioning

confidence: 99%

Pondering over the nexus between internship programme and skills development: insights from past and present interns

Mabeba,

Sebola,

Chauke

et al. 2023

IJRBS

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In South Africa, the internship programme was introduced under the Skills Development Act of 1998, with the primary goal of addressing the country's skills shortage and fostering the growth of a skilled workforce. This act laid the foundation for various skills development initiatives, including internships, aimed at enhancing employment prospects and facilitating the transfer and development of essential skills among graduates. As a result, the pursuit of internship programme has become a prevalent practice among university and college graduates in South Africa, as they recognize its significance in securing employment and acquiring the necessary skills. Considering this, the objective of this study was to examine the relationship between internship programme and skills development within three government departments in Limpopo Province. The research employed a quantitative research approach and collected empirical data using semi-structured questionnaires. Seventy-one (71) past and present interns from the three select government departments were surveyed between October and December 2019. The data collected were analysed using Microsoft Excel. The study's findings reveal a positive nexus between the internship programme and skills development. Interns were able to acquire a diverse range of skills. The study recommends that there should be a rotational assignment as part of the internship programme to expose interns to different departments. Internship programme should serve as a valuable platform for the transfer and development of skills, providing interns with meaningful experiential learning opportunities.

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Section: The Nexus Between Internship Programme and Skills Developmentmentioning

confidence: 99%

Pondering over the nexus between internship programme and skills development: insights from past and present interns

Mabeba,

Sebola,

Chauke

et al. 2023

IJRBS

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“…To address this, a comprehensive evaluation of the collaboration program can be conducted using the CIPP evaluation model at the intersection of vocational schools, universities, and industry, thereby facilitating continuous improvement for enhanced cooperation. One strategy to enhance the alignment between student competencies and industr y needs is the optimization of internship programs (Supraptono et al, 2018). While internships allow students to showcase their skills in a real-world setting, a challenge arises as it can potentially create a workforce imbalance (Costea et al, 2012;Chillas et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Industry-university collaboration enables the anticipation of changes in industry trends and facilitates the collection of valuable industry feedback (Haag et al, 2006;Twiner et al, 2022). The challenge lies not only in linking vocational graduates with industry needs (Supraptono et al, 2018) but also in the impact of the program on adapting curricula and programs to align with industry and higher education (Haag et al, 2006). Based on observational results, it is evident that the implementation of cooperation and collaboration programs between schools, universities, and industries faces obstacles related to the components of context, input, process, and product.…”

Section: Introductionmentioning

confidence: 99%

Optimization Of CIPP Evaluation Model as An Escalation of Educational-Industrial Collaboration Program

Rizal,

Verawardina,

Nadawina

et al. 2023

paperASIA

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The importance of industrial and vocational collaboration in producing competent graduates is evident. However, there are still issues with the collaboration between industry and educational institutions, including the lack of appropriateness in the collaboration, the mismatch between student competencies in vocations and industry requirements, and inadequate alignment of graduate outcomes with industry needs. This research aims to explore the differing perspectives of universities, vocational schools, and industries in West Sumatra, Bandung, and Malang on the formation of CIPP components. Additionally, it seeks to reveal the direct and indirect influences between CIPP components—context, input, process, and product—to enhance the quality of cooperation and collaboration between industry and universities in Indonesia. The research employs a mixed-method approach, combining quantitative and qualitative methods. The samples include vocational schools, involving teachers and leaders, and universities, involving lecturers and leaders in West Sumatra, Bandung, and Malang. The research instruments consist of a questionnaire and an interview guide. Both qualitative and quantitative data analysis techniques are applied, including descriptive analysis, difference tests using two-way ANOVA, and factor analysis tests using the SMART PLS application. Based on the findings, it is concluded that the evaluation results encompass the Context, Input, Process, Product (CIPP) variables in an ideal vocational school-university-industry collaboration model. The results indicate a direct and indirect positive influence between CIPP components. However, the evaluation results also highlight existing problems, necessitating improvements. This research contributes by providing recommendations for the collaboration program to enhance input capacity and generate relevant outcomes. In terms of input, the value is classified as very good, emphasizing the need for improvement in the dimensions of the context components, especially the competency environment, stakeholders, and policies that support optimal cooperation. Recommendations in the product section aim to increase student competency achievement.

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“…(3) 18.72% of UKK are fully managed by schools; (4) 17.33% of schools collaborate with LSPs; and (5) 1.84% [1,[3][4][5]. After obtaining a certificate, SMK graduates sometimes still have difficulty getting a job.…”

Section: Introductionmentioning

confidence: 99%

Application of Competency Test Materials Standard Motorcycle Business Techniques with SKKNI Level II Scheme Standards for Excellent and Competitive Vocational High Schools Graduates

Wijaya¹,

Suwahyo²,

Kurniawan³

et al. 2022

Proceedings of the 4th Vocational Education International Conference (VEIC 2022)

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The effectiveness of the application of Competency Test Materials begins with developing, validating and testing the effectiveness of Motorcycle Business Engineering Competency Test Materials based on the Level II SKKNI Scheme for Candidate Graduates of the Motorcycle Business Engineering Skills Program who are competent, superior and relevant to the world of work in the 2020-2024 Era. The Research and Development (R&D) approach was carried out with a series of trials and validations. Limited trials through the application of the Motorcycle Business Engineering Competency Test Material with the SKKNI Level II Level II Professional Certification Institute Scheme standard. In detail, the research phase begins with a preliminary study, carried out with literature studies, field studies, and describes factual findings about the TBSM Competency Test Material with the level II SKKNI Scheme standard that exists through the LSP P1 manager in SMK. Describe the characteristics of the TBSM MUK Trial group in Vocational High Schools and the characteristics of potential stakeholders to support the development of TBSM SMK Competency Test Materials in Central Java. Based on the initial analysis, MUK TBSM was prepared according to the SKKNI Level II LSP P1 scheme. Trial and impact on the model group, intended to test the effectiveness of the TBSM Competency Test Materials developed. To improve the competencies possessed by graduates, it is necessary to carry out further analysis so that TBSM SMK graduates are ready to face the world of work. In addition, from the results of developing TBSM MUK according to the SKKNI Level II scheme standard, it is hoped that it can be a reference for LSP-LSP managers in Vocational High Schools in improving the quality of competency of SMK graduates standardized by the Level II SKKNI scheme and according to DuDi needs.

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The Analysis of Collaboration Needs between Vocational Schools and Industry in Internship Based on the Alignment of Graduates' Competence

Cited by 4 publications

References 0 publications

Pondering over the nexus between internship programme and skills development: insights from past and present interns

Pondering over the nexus between internship programme and skills development: insights from past and present interns

Optimization Of CIPP Evaluation Model as An Escalation of Educational-Industrial Collaboration Program

Application of Competency Test Materials Standard Motorcycle Business Techniques with SKKNI Level II Scheme Standards for Excellent and Competitive Vocational High Schools Graduates

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