Revitalization of Vocational Education and Training in Link and
Match Vocation with Business and Industrial World
Hendra Utama
Universitas Pembangunan Panca Budi, Medan, Indonesia
Keywords: Revitalization, Vocational Education, Vocational Training, Link and Match
Abstract: Revitalization of Vocational Education and Training is carried out through efforts to improve Vocational
Education and Training in a comprehensive, continuous, integrated, and coordinated manner. In that case, it
is necessary to harmonize vocational education and training with the business world, industry, and the world
of work carried out in: a). curriculum preparation and adjustment; b). preparation of Work Competency
Standards; c). providing access to apprenticeships and industrial work practices; d). recognition of
competency/professional certificates for graduates of Vocational Education and Training; e). job recruitment
for graduates who meet the required qualifications; f). establishment of Vocational Education and Training
institutions according to the needs of the business world, industry, and the world of work; g). placement of
experienced and retired practitioners or industry experts as educators and instructors; and h). research and
downstream activities with educational institutions. Through revitalization, the education system that prepares
graduates for the world of work must be able to produce learning outcomes that are relevant to the needs of
the world of work as part of efforts to increase competitiveness.
1 INTRODUCTION
Presidential Regulation (Perpres) Number 68 of 2022
concerning Revitalization of Vocational Education
and Vocational Training comes into force on the date
of its promulgation, namely April 27, 2022. This
Presidential Decree simultaneously revokes
Presidential Decree Number 68 of 1998 concerning
Development of Job Training Courses and
Institutions, which was issued on May 2, 1998 .
The revitalization of vocational education and
vocational training is carried out to prepare a
workforce that is competitive, skilled, qualified, and
relevant to the demands of the growing world of
work. The revitalization of vocational education and
vocational training is projected to prepare an
additional 58 million workers with 21st century skills
in the next 15 years. The target is for Indonesia to
become a country with the world's number seven
economic power by 2030. (Revitalization of
Vocational Education, Ministry of Education and
Culture, 2016)
The implementation of this revitalization will be
the joint responsibility of the stakeholders and
therefore there is a need for a partnership pattern
between Vocational Education and Vocational
Training institutions with the Business and Industrial
World (DUDI) or related stakeholders. DUDI as the
driving force of the economy is in dire need of a
workforce with qualified and certified human
resources
In fact, many higher education institutions are
unable to produce quality human resources, which are
hampered by the funding factor. When it comes to the
issue of higher education autonomy, universities must
be able to read future opportunities and be able to
optimize strengths and minimize weaknesses and
inefficiencies in all fields, be creative in finding other
sources of funds outside of SPP, among others, by
collaborating with outside parties, selling scientific
services. , as well as business cooperation in the
marketing activities of research-oriented science and
technology products. Cooperation or partnership with
the world of industry and education is one of the
strategic issues in education services at this time,
because the world of education like this very quickly
changes human resources with a human character of
burden into human assets. so that the community and
vocational education institutions can provide hope
and support in terms of reducing unemployment by
forming human beings who are burdened with
becoming human assets.
Utama, H.
Revitalization of Vocational Education and Training in Link and Match Vocation with Business and Industrial World.
DOI: 10.5220/0011565200003460
In Proceedings of the 4th International Conference on Social and Political Development (ICOSOP 2022) - Human Security and Agile Government, pages 251-254
ISBN: 978-989-758-618-7; ISSN: 2975-8300
Copyright
c
 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)
251

One of the criticisms by users of graduates of
educational institutions or DUDI is that the
competence of graduates produced by educational
institutions is still far from the competency standards
set by DUDI. Human Resources as a qualified and
certified workforce is very difficult to obtain by most
of the world of work or industry. The solution to
bridge the mismatch or gap between the needs of
professional human resources in the industrial world
and the output of educational institutions requires a
synergy of strengths between the world of education
and training and DUDI. The role of developing
human resources is a shared responsibility between
the government, DUDI, the community, educational
institutions and training institutions. In producing
professional human resources, educational
institutions must be encouraged by industry (DUDI)
as well as to win the competition, industry must be
driven by the world of education. The link and match
program in the world of education and industry must
be realized. Therefore, good, mutually beneficial and
sustainable partnerships are needed between DUDI,
educational institutions and training institutions.
In Presidential Decree No. 68 of 2022 it is stated
that the revitalization of vocational education and
vocational training is carried out with the aim of:
a. improve access, quality, and relevance of the
implementation of Vocational Education and
Vocational Training in accordance with the
needs of the labor market;
b. encourage the development of specific
advantages in each Vocational Education and
Vocational Training institution according to
regional potential and labor market needs;
c. strengthen the synergy between the Central
Government, Regional Governments, the
business world, the industrial world, the world
of work, and other stakeholders in improving
the quality and competitiveness of Indonesian
workforce human resources; equip human
resources/labor with competence to work
and/or entrepreneurship; and encourage the
participation of the business world, industry,
and the world of work in the context of
implementing Vocational Education and
Vocational Training.
Revitalization of Vocational Education and
Vocational Training is carried out through efforts to
improve Vocational Education and Vocational
Training in a comprehensive, continuous, integrated,
and coordinated manner. In that case, it is necessary
to harmonize vocational education and vocational
training with the business world, industry, and the
world of work carried out in:
a. curriculum preparation and adjustment;
b. preparation of Work Competency Standards;
c. providing access to apprenticeships and
industrial work practices;
d. recognition of competency/professional
certificates for graduates of Vocational
Education and Vocational Training;
e. job recruitment for graduates who meet the
required qualifications;
f. establishment of Vocational Education and
Vocational Training institutions according to
the needs of the business world, industry, and
the world of work;
g. placement of experienced and retired
practitioners or industry experts as educators
and instructors; and
h. research and downstream activities with
educational institutions
Alignment of Vocational Education and
Vocational Training is the responsibility of the
minister who carries out government affairs in the
field of education and the minister who organizes
government affairs in the field of manpower.
Alignment of Vocational Education and Vocational
Training is carried out in collaboration with relevant
ministries/institutions with KADIN and may involve
employers' associations and professional/industry
associations.
2 DEVELOPMENTS OF
VOCATIONAL EDUCATION
The development of vocational education in the
future certainly cannot be separated from the
characteristics of the world of work and the
workforce needed in the future era. From the point of
view of vocational education, the fundamental
question that needs to be answered is how relevant the
learning outcomes produced by the world of
education are with the characteristics of the
workforce needed in the future. Various studies have
formulated the learning outcomes needed for
graduates to face future employment challenges. The
Partnership for 21st Century Skills
(www.21centuryskills.org; Wagiran, 2012)
formulated the 21st century student outcomes and
support system as shown in Figure 1.
ICOSOP 2022 - International Conference on Social and Political Development 4
252

Figure 1. 21st Century Student Outcomes and Support
System
The thoughts contained in Figure 1 show a holistic
perspective on learning that is needed to realize
graduates who have comprehensive competencies.
These competencies include aspects of basic abilities
(language, art, mathematics, economics, science,
geography, history, and citizenship); learning and
innovation skills (creativity and innovation, critical
thinking, communication, and collaboration); ability
to manage information, media, and information
technology; and life and career skills. When viewed
from the dimensions contained in the expected
competencies, it is clear that character cultivation is a
demand for graduates to be able to succeed in the
future era.
Bernie & Charles (Djoko Suyanto, 2012)
formulated 21st Century Essential Skills including:
learning & Innovation, digital literacy, career & life,
digital age literacy, inventive thinking, and high order
thinking. Meanwhile, Kay as quoted by Zamroni
(2009) formulated 5 new conditions or contexts in the
life of the nation, each of which requires certain
competencies and becomes the task of education to
prepare citizens in the 21st century. The five
conditions are: (1) conditions of global competition
(need to global awareness and independence), (2)
global cooperation conditions (needs global
awareness, ability to cooperate, mastery of ICT), (3)
information growth (needs technology literacy,
critical thinking & problem solving), (4) work and
career development (needs critical thinking &
problem solving, innovation & improvement, and,
flexible & adaptable), (5) service-based economic
development, knowledge economy (requires
information literacy, critical thinking and problem
solving). Under these conditions, educational
institutions must prepare students with the following
abilities: (1) global awareness, (2) independent
character, (3) the ability to cooperate globally, (4) the
ability to master ICT, (5) technology literacy skills,
(6) intellectual abilities that are emphasized on
critical thinking and problem solving skills, (7) the
ability to innovate & perfect, and, (8) have flexible &
adaptable knowledge and skills.
3 PARTNERSHIP MODEL
Educational institutions have a strategic function in
providing competent workforce in the labor market.
However, based on the facts above, there is still a gap
between the needs of human resources in industry and
the human resources produced by educational
institutions. As a result, the supply-demand function
between the world of education and the industrial
world does not run smoothly. The flow of the multi-
entry multi-job placement education process will be
very difficult to achieve if the output of the education
process in Indonesia has not been able to meet the
competency standards required by the job market.
Meanwhile, Rieger (2008) states that there are 4 main
focus needs that encourage collaboration between
educational institutions and industry which include:
1. Based on student needs.
Focus on improving student competencies
related to human resource needs in industry
and for apprenticeship programs and work
placements after graduation.
2. Based on program needs.
Develop programs or collaborations to
educate/print researchers or establish
research centers together.
3. Based on research needs
Based on the need for research to solve
various cases that occur in the industrial
environment and disseminate the results to
the wider community.
4. Based on relationship needs
Collaborating with various companies at all
levels to obtain sponsorship funds to finance
research activities.
In order that the link and match can be realized
immediately, Suharto (2004) revealed that there are 6
models of partnership between educational
institutions and industry based on the principle of
equality and opportunity to be applied which include:
1.Training models
Partnership activities that develop the capabilities
of the participating institution's personnel, preceded
by the qualification of personnel in fields relevant to
the needs of the participating institutions or clients.
2.Twinning model
Partnership activities that implement special
programs approved by participating institutions to
increase the efficiency and effectiveness of
innovative programs, so that there is an increase and
Revitalization of Vocational Education and Training in Link and Match Vocation with Business and Industrial World
253

acceleration of the impact of an activity. The mutual
need between the two institutions is a factor that
drives activities, so that symbiotic benefits are
obtained between the allied parties.
3.Research models
Partnership activities to conduct research by
identifying research topics originating from
developing problems and in line with the interests of
partner institutions.
4.Resource sharing
Partnership activities to achieve goals based on
shared needs and using available resources in
participating institutions.
5.Community development model
Partnership activities that lead to mutual benefits
to improve socio-economic conditions and support
the community being served.
6.Built -Operation and Transfer
Joint efforts in using the more advanced resources
of the institution for production purposes and
purposes, but later the profits will be shared by the
participating institutions.
4 CONCLUSIONS
Vocational education and vocational training as part
of the education system that prepares graduates for
the world of work must be able to produce learning
outcomes that are relevant to the needs of the world
of work as part of efforts to increase competitiveness.
For this reason, revitalization of vocational education
and vocational training is needed with a synergistic
partnership strategy with various actors, including the
government, the business world, non-profit
organizations, and the wider community. It is hoped
that the revitalization will foster innovation and
creativity as part of efforts to increase the nation's
resilience, competitiveness, and progress.
REFERENCES
Ace Suryadi dan Ecep Idris. 2004. Gender Equality in
Education. Bandung: Genesindo 21st Century Student
Outcome and Support System. taken from
www.21stcenturyskills.org., on 23 April 2011
Djoko Santoso. 2012. The Development of Higher
Education in National and International Scale
Internasional. Paper. Delivered in Management
Training for Officer in UNY, on 13 February 2012.
Kemendikbud. 2016. Revitalization of Vocational
Education. Ministry of Education and Culture.
Lindmark, A., Sturesson, E., & Roos, M.N. 2009.
Difficulties of Collaboration for Innovation. Land
University
Presidential Regulation No. 68 of 2022 about
Revitalization of Vocational Education and Vocational
Training.
Rieger. 2008. “Models for Academic/Industry
Partnerships”.
Soeharto. 2004. “Partnership & School Laboratory”. Paper.
Yogyakarta: Electtical Engineering Major. Grant
Program A2. Yogyakarta
Wagiran. 2008. Points of Thought for the Development of
Holistic Vocational Education. Paper. Presented in the
International Seminar on Vocational Education
Revitalization in National HR Development. Hosted by
Aptekindo in State University of Padang, 2008.
Zamroni. 2009. The Policy of School Quality Improvement
in Indonesia. Paper. Presented in National Seminar in
45 Dies Natalis of State University of Yogyakarta at
Auditorium of State University of Yogyakarta on 25
April 2009.
ICOSOP 2022 - International Conference on Social and Political Development 4
254