Unveiling the Distinctive Impact of Vocational Schools Link and Match Collaboration with Industries for Holistic Workforce Readiness

VS is challenged to prepare its graduates to meet the requirements of the Industry 4.0 revolution. Jackson, Sibson, and Riebe (2013) state that industries worldwide lament the deficiency of graduates in specific job-related skills and the prevalent lack of readiness among them for the workforce. Hence, the educational process in VS must ensure that its graduates possess job readiness, a term derived from being capable of performing tasks correctly (Dudley, Khaw, Botti, & Hutchinson, 2020). According to previous study, readiness involves the knowledge and skill combination required to meet the minimum qualifications for specific job targets.

Readiness is a term used to describe the process of equipping individuals with all the necessary skills, independence, and preparedness, resulting in effective and flawless performance (Akaba, Peters, Liang, & Graves, 2020). Every Industry, with its diverse array of jobs, demands work-ready graduates (Cavanagh, Burston, Southcombe, & Bartram, 2015). Collaboration between industries and VS is crucial, necessitating significant resource investment to produce truly prepared individuals for the workforce. One manifestation of such collaboration is the Link and Match program. VS’s policy on Link and Match is utilized and developed to enhance the alignment and relevance of competencies between VS and the workforce’s needs (Azman, Simatupang, Karudin, & Dakhi, 2020).

The research findings indicate that implementing collaboration programs based on Link-and-Match policies is a form of industrial participation in building human resources through educational pathways. The Link and Match collaboration program is designed to synchronize vocational education with industrial demands. This program guarantees the relevance of the curriculum, training modules, and skill development activities to the present job market by promoting strong cooperation between VS and industries (Subkhan, 2023). This alignment facilitates the integration of theoretical information obtained in educational institutions with the practical abilities required in professional settings. Industries can offer insights into the most recent technical breakthroughs and trends, which VS can use in their teaching. This proactive strategy guarantees that graduates are thoroughly equipped to fulfill the requirements of Industry 4.0.

The Link-and-Match program also provides VS students with opportunities to participate in real-world projects and internships, boosting their practical experience and employability. Industries can benefit from a consistent supply of competent and job-ready people by participating in this program. Moreover, industries are urged to provide resources, knowledge, and mentorship, thus promoting a mutually beneficial relationship in which educational institutions and the industry may thrive. This partnership enhances the caliber of vocational education and fosters the cultivation of a skilled labor force capable of propelling economic expansion and innovation.

This collaboration encompasses the placement of internship students, competency skill assessments, and workforce recruitment. The Link-and-Match program positively impacts the output of VS graduates who subsequently pursue careers in the Industry (Romadin, Yoto, & Nurhadi, 2021). An essential consideration for industries is the certification of internship experiences. The Internship Certificate is tangible evidence of the candidate’s (student’s) experience learning the culture, skills, and knowledge within the industrial domain.

The certification of internship experiences is essential to the vocational education framework. An Internship Certificate formally acknowledges the skills, knowledge, and work culture that students gain throughout their internships. This certification serves to authenticate not only the practical experience acquired but also to increase the employability of graduates by offering visible evidence of their competencies (Billett, 2020). Employers highly regard these credentials due to the assurance they provide that the individual has completed thorough Training and has met the criteria set by the industry.

Furthermore, the certification of internships can serve as a source of motivation for students, assuring them that their diligent work will be formally acknowledged. Furthermore, it motivates industries to uphold rigorous standards in their training programs, as the certification shows their dedication to cultivating proficient people. Continuous evaluations and constructive comments throughout the internship guarantee that students fulfill the necessary competencies and achieve the intended learning outcomes (Santoso, Wibawa, & Pujianto, 2018). This methodical certification process facilitates the establishment of a more lucid and responsible system, ultimately resulting in a more adept workforce at addressing the demands of the contemporary industry.

An in-depth analysis of the data on the variable “Industry Readiness in the Implementation of Collaboration Programs” is presented in Table 6.

Table 6 reflects the data analysis of the perception of implementation learning variables. The “Readiness in Confirming Collaboration Proposal Submission” indicator averages Conversely, the “Implementation of Link and Match Collaboration Programme” indicator achieved an average score of 62.93%, which is the scope for enhancing the program’s implementation. This analysis can be enhanced by further examining the factors contributing to the lower scores of specific indicators, such as insufficient resources, communication obstacles, or difficulties in implementing programs. The table provides the mean values for each indicator and the total mean value for all indicators, yielding a mean of 70.20% for all indicators combined. This indicates that the Industry’s readiness for collaboration programs is in the high category and well-established.

Furthermore, Christopher (2020) suggest that implementing VS policies regarding Link and Match can uncover relevant competencies in the workforce and align with VS’s goal of supplying productive and creative labor. According to the Ministry of Education and Culture, the goals of VS graduates include (1) becoming professional workers, (2) choosing and developing their careers, (3) holding positions as operators and technicians in the workforce, and (4) being innovative, characterful, and skilled workers (Pambudi & Harjanto, 2020). Consequently, VS is responsible for producing graduates who can develop the knowledge, skills, attitudes, and competencies required by the workforce. The role of VS includes enhancing skills oriented toward productivity improvement and developing skills aimed at creating new job opportunities (Bonvin, 2019).

The global acknowledgment of a skills gap and a lack of workforce preparedness underscores the imperative for VS to produce graduates ready for the demands of Industry 4.0 (Tjiptady & Yoto, 2019). The study focuses on the Link and Match program, a collaborative effort between industries and VS, as a strategic initiative to bridge this gap and ensure graduates are equipped with the necessary skills and qualifications.

The positive impact of the Link-and-Match program is evident in the high readiness level of industry collaboration programs, as indicated by the mean value of 70.20%. This suggests that the collaborative efforts between VS and industries, especially in internships, competency assessments, and workforce recruitment, have fostered industry-ready graduates.

As an integral part of VS strategies, the Link and Match policy aligns with the broader goals of the education system and industry expectations. It is not merely a collaboration mechanism but a transformative initiative that enhances the relevance of competencies, ensuring that VS graduates contribute productively to the workforce. This aligns with the Ministry of Education and Culture’s objectives for VS graduates to be professional, career-oriented, and innovative.

The readiness of industries to collaborate with VS holds significant implications for vocational education, highlighting the importance of aligning educational programs with industry demands. This readiness underscores the need for VS to develop agile curriculum frameworks that respond effectively to evolving industry requirements. By integrating industry input into curriculum development processes, vocational education institutions can ensure they have the skills and knowledge necessary to succeed in the workforce.

The VS benefit because this research confirms that the collaboration between industries and VS through internship programs, such as Link and Match, significantly enhances students’ job readiness. This finding fills a gap in the literature by providing concrete evidence of the positive impact of structured internship programs in preparing students for the workforce. However, industries may not directly benefit as they have to allocate additional resources, including time and workforce, to support such programs. Nevertheless, in the long run, industries also reap benefits by having access to a more skilled and job-ready workforce, which, in turn, can enhance productivity and innovation within their organizations.

In conclusion, the study affirms the importance of strategic collaborations like Link and Match in the educational landscape, emphasizing the need for such initiatives to be integrated into educational policies. It underscores the symbiotic relationship between VS and industries, highlighting the positive outcomes in terms of workforce readiness. This research contributes to the discourse on effective educational strategies, emphasizing the significance of industry collaboration for preparing students for the evolving demands of the workforce.

Implementing the Internship Program positively impacts VS graduates’ quality, work culture, work experience, creativity, and industry-expected competencies (Borg & Scott-Young, 2020). The internship program provides students with knowledge and understanding of the working world, encompassing planning and job opportunities and ensuring active participation in the professional sphere (Shevtshenko et al., 2019). The success of the Internship Program relies on meticulous planning and readiness on the part of students, supervising teachers, and the Industry itself (Adeosun, Shittu, & Owolabi, 2022). The placement and location of Internship students in industries are determined based on their expertise background or academic specialization during the VS’s skill programs (Kapoor & Gardner-McCune, 2020). This aligns with industry research findings, indicating that the facilities and infrastructure utilized by Internship students are tailored to their specific expertise backgrounds.

In support of the Center of Excellence for VS, industries actively participate in the link-and-match program. Partner industries have collaborated over the past 5 years to map the locations for placing internship students. The execution of the Internship is based on the scope of work available in the Industry. Industries prepare the facilities and infrastructure used by students during the Internship activities. The mapping details are elaborated in Table 7, outlining the correlation between VS’s skill programs, Internship spaces, and the tasks undertaken by Internship students during their time in the Industry.

The detailed mapping provided in Table 7 offers a comprehensive overview of the meticulous planning process underlying the internship placement of VS students within industries. Mapping outlines the physical allocation of internship manducation. Moreover, this collaborative effort between industries and education substantially shapes and contributes to the educational journey of VS students. By tailoring internship placements to correspond with VS programs’ curriculum and skills, industries play an integral role in providing students with relevant, hands-on learning opportunities that prepare them for workforce success. This symbiotic relationship fosters a dynamic learning environment wherein industry expertise enriches vocational education, ensuring that graduates emerge with theoretical proficiency and practical skills that meet industry standards and expectations.

The symbiotic relationship between VS and industries, as demonstrated through the Internship Program, underscores the crucial role of experiential learning in shaping VS graduates’ competence and work ethic. The positive impact of Internship on graduates, as indicated by enhanced work culture, practical experience, creativity, and industry-relevant competencies, aligns with the overarching goals of vocational education in preparing students for the workforce (Kayyali, 2024).

The success of the Internship Program is contingent upon the careful planning and readiness of students, supervising teachers, and the Industry itself (Sirk, Liivik, & Loogma, 2016). This holistic approach ensures that students gain theoretical knowledge and develop practical skills and insight professionally. The strategic placement of internship students in industries based on their expertise and background further enhances the relevance and effectiveness of the program, allowing students to apply and consolidate their skills in real-world settings (Ranabahu, Almeida, & Kyriazis, 2020).

The active participation of industries in the link and match program, particularly in collaboratively mapping Internship locations over the past 5 years, underscores a commitment to aligning educational offerings with the dynamic needs of the workforce. The mapping of international students’ work locations and jobs is presented in Table 7.

Internship programs bridge theoretical learning and practical application, offering students invaluable industry exposure and hands-on experience. The implication for vocational education lies in recognizing internships as integral components of the learning journey, enhancing students’ employability and readiness for the workforce. By incorporating structured internship programs into their curriculum, VS can allow students to apply classroom knowledge in real-world settings, fostering a seamless transition from education to employment.

In essence, the discussion illuminates the multifaceted benefits of the Internship Program, emphasizing its role in bridging the gap between classroom learning and practical application. The justification lies in the tangible outcomes observed in graduates, positioning them as industry-ready professionals equipped with theoretical knowledge and hands-on experience – a testament to the efficacy of experiential learning in vocational education.

Facilities refer to all direct equipment used to facilitate production activities. The completeness of facilities and infrastructure is manifested in the competitive development of industries at both national and international scales (Yang & Ge, 2020). Facility completeness and technological sophistication are critical elements in facing industrial competition. The success of production quality in an industry is influenced by several factors, including the completeness of the rooms and facilities it possesses (Dubey, Gunasekaran, Childe, Blome, & Papadopoulos, 2019).

The presence and standard of industrial facilities are crucial factors in determining the effectiveness of vocational training programs. The well-equipped facilities allow students to engage in hands-on practice and enhance their abilities by utilizing the same equipment and technologies they would encounter in professional settings. Hands-on experience is crucial for cultivating expertise and self-assurance in their particular domains. Access to sophisticated machinery in disciplines such as machining engineering or welding can significantly benefit the educational process and guarantee that students are well-prepared for the industry upon completing their studies.

Nevertheless, the research emphasizes the discrepancies in the availability of amenities, with specific industries excelling in offering top-notch machinery and others falling behind in infrastructure facilities. It is essential to address these gaps in order to establish a comprehensive training environment. Industries ought to allocate resources towards modernizing and upkeeping their facilities to establish a secure and productive learning environment for students. Moreover, it is crucial to establish and enforce comprehensive Occupational Health and Safety Management Systems (OHSMS) to safeguard students’ and employees’ health and welfare. Adopting this comprehensive approach to facility management can result in enhanced productivity, superior learning outcomes, and a more skilled staff.

In the research findings within the machinery and construction engineering sector, various workspaces in the industry are where VS students carry out their internship activities. The workspace allocation for internship students is based on their expertise and background. An industry is a place capable of producing goods or services using facilities, equipment, machines, and effective marketing management (Di Benedetto & Lindgreen, 2018). Furthermore, the research results in the machinery and construction engineering sector highlight that the completeness of equipment/machinery in the Industry aligns with the planning, production, and modification processes of construction machinery.

The feasibility and reliability of equipment in the Industry can be assessed through its usage history. Implementing maintenance information systems and industrial equipment inventories can reduce additional repair costs, making equipment effective and yielding high-quality industrial products. This is consistent with the machinery and construction engineering industry findings, where the suitability and modernity of equipment/machinery can be observed through the Industry’s success in manufacturing machine and construction products. However, there is still much room for improvement in implementing Occupational Health and Safety (OHS) for equipment/machinery. Industries have not yet implemented a comprehensive OHSMS. OHSMS is an organizational structure within a company with authority, policies, regulations, placement, and Training for OHS, aiming to minimize workplace accidents (Uhrenholdt Madsen, Kirkegaard, Dyreborg, & Hasle, 2020).

The allocation of various workspaces for VS students during internships has been well-prepared by the Industry. The distribution of internship students is based on their expertise and background, with the number of placements adapting to the tasks performed by industrial employees. This distribution includes (1) Internship students with a background in Automotive Engineering placed in the production section for modifying transport trucks/manufacturing and welding production, (2) Internship students with a background in machining engineering placed in the production section for machine production and construction, and (3) Internship students with a background in welding engineering placed in the welding production section.

The completeness of equipment/machinery in the industry aligns with construction machinery’s planning, production, and modification processes. The equipment in the Industry is prepared based on the scope of the work performed. The equipment internship students use in the production section includes Lathe Machines, Milling Machines, Shielded Metal Arc Welding, Gas Metal Arc Welding, Bending, Blender Cutting, and Grinding. The feasibility and modernity of equipment/machinery in the Industry can be considered appropriate. This is evident from the Industry’s success in producing machine and construction products. However, there is still much room for improvement in implementing OHS for equipment/machinery. Industries have not yet adopted a robust OHSMS. An analysis of the data on the perception implementation variable can be seen in Table 8.

Table 8 examines the “Readiness of Facilities and Infrastructure Provision in Industry.” It reveals an average score of 71.71% overall, with the “Machine Facility” indicator achieving a score of 80.26% and the “Infrastructure Facility” earning 63.15%. This suggests that although the machine facilities in the sector are of high quality, there are shortcomings in the infrastructure facilities that require attention. Additional inquiry could involve analyzing the specific categories of deficient infrastructure facilities, such as physical workspaces, safety provisions, or logistical assistance. A comprehensive understanding of these elements enables industries and VS to work together more efficiently to improve the still deficient areas. This, in turn, provides more comprehensive support for internship programs and enhances the students’ overall learning experiences. Additionally, it facilitates more precise and demand-driven strategizing for investment and enhancements in infrastructure.

The readiness of Facility Provision in the Industry is a critical aspect that significantly influences the quality and efficiency of industrial operations. The research highlights the importance of well-equipped facilities and modern machinery to ensure smooth and productive manufacturing processes. It is evident that the completeness of facilities, including workspace allocation and sophisticated machinery, is vital for industry competitiveness.

The allocation of workspaces for VS students during internships is commendable, as it aligns with their expertise backgrounds. The industry’s consideration of adapting the number of placements to the tasks performed by its employees ensures that each workspace has a unique mix of internship students. This tailored approach enhances the learning experience for students and contributes to a more comprehensive understanding of the Industry.

The alignment of equipment with the construction machinery sector’s planning, production, and modification processes is crucial. The specific tools and machinery internship students use in different production sections demonstrate the Industry’s commitment to providing hands-on learning experiences. The industry’s success in producing high-quality machines and construction products is a testament to the suitability and modernity of its equipment.

However, a notable concern arises in OHS. The lack of implementation of a comprehensive OHSMS requires urgent attention. Ensuring the health and safety of workers is paramount in any industrial setting, and adopting robust OHSMS is essential to minimize workplace accidents. The data analysis indicates that, overall, the industry’s readiness in facility provision is high, with a mean value of 71.71%. This suggests that the Industry has made significant strides in addressing facility-related challenges. However, ongoing efforts are needed to enhance OHS practices, such as implementing a robust OHSMS.

The availability of well-equipped facilities within industries directly impacts the quality of vocational education and Training. Adequate facilities enable hands-on learning experiences, allowing students to develop practical skills for their chosen fields (Asheela, Ngcoza, & Sewry, 2020). For vocational education, the implication lies in investing in modern infrastructure and resources to ensure that students receive high-quality training aligned with industry standards. By prioritizing facility provision, VS can create conducive learning environments that prepare students for successful careers in their respective industries.

In conclusion, the discussion emphasizes the crucial role of well-equipped facilities and modern machinery in ensuring the competitiveness and success of industries. The study highlights positive aspects of Facility Provision in the Industry, such as tailored workspace allocation and the adaptation of equipment to specific production processes. It also identifies areas for improvement, particularly in OHS. The research contributes to the broader discourse on industry preparedness and serves as a basis for further initiatives to enhance facility-related aspects in industrial settings.

The VS Center of Excellence’s specialized programs are designed to provide vocational education that aligns with and meets the needs of the surrounding industries. These programs focus on machining engineering, welding engineering, automotive engineering, and heavy equipment engineering. The hope is that graduates from these programs can fulfill and leverage the existing workforce demands in the Industry. With curricula and Training designed to equip graduates with skills and knowledge aligned with the job requirements in the industrial world to achieve this, vocational programs must be genuinely relevant to the local Industry’s needs. Collaboration between VS and industries is acknowledged as key to ensuring that vocational programs can meet industry standards and expectations.

Moreover, vocational programs should also focus on developing soft skills. Soft skills, such as proficient communication, collaborative teamwork, efficient time management, and effective leadership, are essential in the contemporary workplace and frequently act as a significant distinguishing factor among applicants possessing comparable technical expertise. Industries require personnel with technical proficiency and the ability to acclimate to work culture, cooperate proficiently with teams, and communicate successfully (Munir, 2022). Practical communication skills are crucial to facilitate the seamless execution of projects, ensuring that all team members comprehensively comprehend their objectives and duties (Hindarto, 2023). In addition, acquiring time management skills enables workers to accomplish their activities within designated timeframes efficiently and following established priorities.

Furthermore, companies heavily prioritize interpersonal skills such as empathy, work ethic, and problem-solving ability. Employees possessing these competencies can foster a favorable work atmosphere, effectively handle conflicts, and offer inventive ways to solve intricate issues. VS programs should prioritize cultivating these soft skills through many approaches, including collaborative projects, public speaking engagements, and realistic simulations of professional environments. By engaging in this practice, students will enhance their readiness to confront professional obstacles and contribute more to the company’s achievements.

The role of periodic curriculum updates and adequate practical facilities and infrastructure is also emphasized to ensure graduates remain relevant and competitive in the job market. Through monitoring and evaluating the performance of graduates, it is expected that the VS Center of Excellence can continually enhance the quality of the vocational education it provides, enabling graduates to be optimally absorbed into the local Industry (Ubaidah, Trisnamansyah, Insan, & Harahap, 2021).

Implementing vocational programs or majors at VS consistently follows the developments of the times and industry demands, as highlighted by (Billett, 2011). The primary background for organizing vocational education is in response to the job market’s needs, especially in providing a workforce with skills and knowledge aligned with industry demands. This approach aligns with the principles outlined in the Curriculum Document (DIDUKA) issued by the Ministry of Education and Culture (Misbah, Gulikers, Dharma, & Mulder, 2020). At the VS Center of Excellence, expertise fields and vocational programs are implemented to meet the standards set, ensuring that students can acquire relevant and up-to-date learning following the workforce’s needs.

Regarding industry expectations, the VS Center of Excellence specifically tailors its vocational programs to the needs of the local Industry, as reflected in the demands of the Industry in Tulungagung Regency. Industries around Tulungagung Regency desire a skilled and trained workforce in fields such as Machining Engineering, Welding Engineering, Automotive Engineering, Heavy Equipment Engineering, and Business and Office Management. Therefore, the vocational programs offered by the VS Center of Excellence aim to ensure that its graduates can easily integrate and make positive contributions to the local industrial work environment.

Understanding and meeting industry expectations are fundamental to the effectiveness of vocational education programs. By aligning curriculum offerings and Training initiatives with industry needs, VS can ensure that graduates possess the skills and competencies employers value (Arthur-Mensah, 2020). The implication for vocational education is the importance of fostering strong partnerships with industries to facilitate ongoing dialogue and collaboration. By staying attuned to industry trends and expectations, vocational education institutions can adapt their programs to meet evolving workforce demands, ultimately enhancing graduates’ employability and career prospects.

By maintaining a solid connection between VS vocational programs and industry needs, it is expected that VS Center of Excellence graduates will enter the workforce with relevant skills, contributing to the development of the local Industry and responding to the evolving dynamics of the job market. This alignment is crucial for fostering a symbiotic relationship between vocational education and the ever-changing landscape of industrial requirements.

The conclusions presented in this research point out several important features concerning the functioning of the VS-industry interface, particularly the placement of interns, joint programs, infrastructure, and industry needs. It is necessary to attach national and international studies related to this subject to increase the understanding and deepen the exploration of these findings. This comparative study confirms the results and illustrates how this study’s problems and achievements are similar to those in the existing literature on vocational education in general and workforce preparedness in particular.

Table 9 explains how the present findings differ or agree with those made in national and international studies. It points out both convergence and divergence in critical aspects, helping to address how the vocational education systems in Indonesia stand against the rest of the world regarding best practices and what opportunities are available for further enhancement.

The comparison shown in Table 9 supports the conclusions of this study, validating that the issues and possibilities discerned in vocational education in Indonesia fit into a more comprehensive description. Many countries share such tendencies as the need for more ICT, more effective cooperation, more comfortable surroundings, and a dual focus on technical and soft skills. These comparisons raise the issue that while significant progress has been recorded in bringing the vocational education system in mute with the current industry demands and needs, there remain enormous gaps.

Thus, the analysis of foreign countries and internal specialists helps this study acquire those aspects in which the Indonesian vocational education can be enhanced and provide best practices from other countries. Once implemented, this can help policymakers and educators address gaps in vocational education programs to produce learners equipped with skills that meet the requirements of the current workforce.

Overall, the results and discussions of this research offer significant implications and limitations that need consideration. Firstly, the collaboration between industries and VS through internship programs like Link and Match can enhance graduates’ readiness for the workforce. This ensures graduates possess skills aligned with industry expectations, mitigating skills gaps. Additionally, recognizing the importance of developing soft skills, such as communication and teamwork, underscores the necessity of a holistic approach in vocational education, which goes beyond technical skills to encompass other vital aspects. The discussion on the provision of adequate facilities in industries highlights the importance of efficient utilization and maintenance of equipment and infrastructure for sustainable investment in infrastructure, enhancing production efficiency and workplace safety. Lastly, the acknowledgment of the need for periodic curriculum updates to ensure relevance to rapidly evolving industry needs is crucial.

However, the research also has limitations, including tendencies towards generalization, narrow focus on specific sectors, data limitations, and failure to account for the specific contexts of the regions or countries where the research was conducted. Therefore, carefully interpreting research findings and considering broader contexts are essential when planning educational policies and collaboration strategies between industries and vocational education institutions. These limitations suggest avenues for future research to delve deeper into diverse industries, incorporate broader geographical contexts, and employ more extensive data collection methods to enhance the robustness and applicability of findings.