Industry Perceptionson the Need ofGreen Skills inAgribusiness Vocational Graduates

Abstract

One of the global issue trends in vocational education is greening to support the achievement of sustainable development. Industry as one of the main stakeholders of vocational schools needs to know their views regarding the skills of prospective workers they need. This study aims to identify industry perceptions on the necessity of green skills in agribusiness vocational graduates. Five elements of green skills studied here are environmental awareness, innovation skills, communication skills, adaptability, and management of waste. A descriptive research design with quantitative approach was used in this research. Data was be gathered through a questionnaire involving fifty practitioners from various types of food industries. The result showed that the industry practitioners agreed that green skills is required by agribusiness vocational graduates. This finding can be used as a guide in integrating green skills into the agribusiness vocational curriculum by considering the skills most needed based on industry perceptions.

Empowering business education students for decent work and productive employment: Nigeria example

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“…Haron, Hussein, Zulkifli, Nashir and Ma'arof (2019) came up with the findings that employers perceive communication skills, critical thinking and problem-solving skills as highly necessary for employability by college graduates. The industry stakeholders' perception of the skills that can empower vocational education graduates for the achievement of sustainable development in the society, as reported in the study carried out by Handayani, Ali and Mukhidin (2020), are environmental awareness, innovation skills, communication skills, adaptability and management of waste. In assessing the potentials of technical vocational education and training graduates for the labour market, Chukwu, Anaele, Omeje and Ohanu (2020) discovered that only 18% had the abilities for self-employment due to irrelevant employability skills acquired, poor learning environment and labour market misinformation by teachers.…”

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