Conformity Between The Choices Of Entering Majors With Employment After Graduation At Non-Technology And Industrial Vocational Schools In Indonesia

Abstract

The high open unemployment rate of vocational graduates in the two semesters of August 2018 and February 2019 is an anomaly, Indonesia government through presidential instruction No. 9 of 2016 concerning vocational revitalization which imposes four national development priorities on vocational education, they are Agriculture, maritime, tourism, and creative industries. Indonesia Ministry of Education also targets vocational graduates in Indonesia absorbed by industry. Non-technology and industrial vocational schools are an inseparable part of the four priorities of Indonesia’s national development mentioned earlier. This research tries to describe the problems that suffer from vocational schools, more specifically the relationship and appropriateness of the majors they choose with their work after graduation. This research with a sample of 1398 non-technology and industrial vocational high school, 629 alumni and 769 students. This research found 938 respondent who choose to study at non-technology and industrial vocational schools for reasons of interest, and only 283 alumni work according to their chosen majors, or only 45 percent. A more sad number was found in the overall sample, where only 55% percent of alumni were employed in accordance with their chosen majors. For this reason, revitalization of non-technology and industrial vocational schools in Indonesia is required.

Bibliometric analysis of maritime tourism research

“…This may be one of the reasons why the maritime tourism industry trails behind the other industries. This was corroborated by Ariyani (2021) that governments only focus on industrial and technology vocational education in universities and schools. Furthermore, a lack of specialised maritime tourism schools and institutes will cause a lack of English proficiency in non-English speaking countries (Sofiana et al, 2018;Drosos, 2020;Jeevan et al, 2022).…”

“…Firstly, due to a lack of government initiative to support and train more tour guides in vocational schools, many tour guides lack maritime tourism knowledge, and are unable to communicate effectively. According Ariyani (2021), governments hesitate to support or establish more marine and tourism vocational schools as they do not realise the importance of the maritime tourism market and the human resource requirement to run it. This is because governments still view the maritime industry simply as a medium with which to trade business via transportation and supply chains.…”

Overcoming the Challenges of Vocational Education in Indonesian SMK: Ideas on Curriculum Improvement, Teaching Quality, And English Language Teaching

“…Pertama, keterbatasan kompetensi guru bahasa inggris: (a) pelatihan guru, menyediakan pelatihan lanjutan dan pembinaan kepada guru bahasa Inggris agar mereka dapat meningkatkan kompetensi mereka dalam mengajar bahasa Inggris (Putri Ramadhani et al, 2022). Pelatihan ini dapat mencakup pemahaman tata bahasa yang lebih mendalam, metode pengajaran yang inovatif, dan penggunaan teknologi dalam pengajaran bahasa Inggris (Ariyani et al, 2021); (b) rekrutmen guru berkualitas, bekerja sama dengan lembaga pendidikan yang berkualitas dan program pertukaran guru untuk mendatangkan pengajar berpengalaman atau native speaker yang memiliki kompetensi bahasa Inggris yang tinggi; dan (c) mentoring dan kolaborasi, mendorong guru bahasa Inggris yang berpengalaman untuk menjadi mentor bagi guru-guru yang kurang berpengalaman. Kolaborasi antar guru juga dapat meningkatkan kualitas pengajaran bahasa Inggris.…”