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RESEARCH REPORT

INDUSTRIAL-EDUCATIONAL COOPERATION AND KEY

INSTITUTIONAL FACTORS FOR VOCATIONAL EDUCATION AND

TRAINING IN INDONESIA AND CHINA

Research Team:

Dr. Moch. Brury Triyono, M.Pd

Li Jun

Darmono, M.T

Achmad Arifin, M.Eng

Tafakur, M.Pd

Nur Hasanah, M.Cs

Eko Prianto, M.Eng

FACULTY OF ENGINEERING

YOGYAKARTA STATE UNIVERSITY

AND

INSTITUTE OF VOCATIONAL AND TECHNICAL EDUCATION

TONGJI UNIVERSITY

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RCP Research Project P1.2 2016

institutions in the implementation of TVET, (2) HR requirements from industry which influence industry

involvement in TVET, (3) improvement of pedagogic competence of trainer in TVET programs (4)

appropriate curriculum design that can produce qualified and skilled graduates, (5) economic and institutional

elements which are crucial to the successful implementation of PPP in VET.

This study used mix methods which are survey method with a qualitative approach conducted byYSU’s team,

and mainly literature review and expert interview conducted by CDIBB’s team. In YSU’s team, the

population is from parties involved and interested in the implementation of vocational education and training

program in heavy equipment field in Indonesia. The sample of the research consisted of three parties, namely:

vocational high school, heavy equipment distributor’s company or mining company, and the university as a

producer for vocational teachers.Meanwhile, the population in CDIBB’s team is based on the information

obtained from literature review, relevant practitioners in the field of VET in government, and interview with

vocational schools and companies.

The study results showed that industrial-educational cooperation on TVET program in Indonesian context

can be described as follows: (1) The pattern of relationships are: (a) fully collaborate and (full partnership)

and (b) partial partnership (2) Graduates competences of vocational education and training program in the

field of heavy equipment according to the needs of the industry are: (a) Knowing and understanding how to

use tools and equipment, master the concept of electricity, the power train and hydraulic system, the basic

maintenance and troubleshooting (b) be able to apply the knowledge to repair and maintenance, and (c) able

to work independently with periodic monitoring. (3) Development of curriculum can be conducted on five

stages, those are: (a) current conditions analysis, (b) development phase #1-extended intersection of

competences, (c) development phase #2-a novel curriculum of university, (d) curriculum implementation on

learning process, and (e) evaluation. (4)To facilitate firms’involvement in VET in the Chinese context, or

generally speaking the Public Private Partnership in VET, the following institutional factors can be useful: imperfect labor market institutions which constrain the labor mobility and guarantee the benefits of the involved enterprises, standardization and certification of VET program as well as interest

representation mechanism.

Keywords: cooperation programs, graduates competences, heavy equipment, curriculum development, firm

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