Inkoherensi Sistemik dalam Pembiayaan Pendidikan Vokasi Berbasis Kemitraan pada Teaching Factory Perikanan dan Kelautan

Dani Darmawan; Dedy Achmad Kurniady; Taufani Chusnul Kurniatun; Aan Komariah

Inkoherensi Sistemik dalam Pembiayaan Pendidikan Vokasi Berbasis Kemitraan pada Teaching Factory Perikanan dan Kelautan

Dani Darmawan, Dedy Achmad Kurniady, Taufani Chusnul Kurniatun, Aan Komariah

Abstract

Abstract: This study aims to analyze systemic incoherence in partnership-based vocational education financing for fisheries and marine Teaching Factories. The study was conducted using a qualitative case study design to understand how financing mechanisms, industry partnerships, production-based learning, governance practices, and institutional arrangements interact within a real vocational education setting. Data were collected through semi-structured interviews, field observations, document analysis, and stakeholder confirmation involving school leaders, finance officers, productive teachers, Teaching Factory managers, and industry partners. The findings show that the Teaching Factory was supported by multiple financing sources, industry collaboration, and real production-based learning through vaname shrimp farming. However, these components had not yet formed a fully coherent and integrated financing system. Five main forms of systemic incoherence were identified: misalignment between policy direction and production needs, administrative financing and productive financing, industry partnership and learning design, formal planning and field dynamics, and formal governance and adaptive coordination. The study concludes that the main challenge in partnership-based vocational education financing is not merely funding adequacy or the existence of industry partnership, but the weak integration among financing, production, partnership, governance, and learning. Therefore, vocational schools and policymakers should develop an integrated financing governance model that connects accountability with operational flexibility, institutionalises industry partnership, supports production risk management, and strengthens the sustainability of production-based vocational education.
Keywords: Fisheries and marine Teaching Factory; Industry partnership; Production-based learning; Systemic incoherence; Vocational education financing.

Abstrak: Penelitian ini bertujuan menganalisis inkoherensi sistemik dalam pembiayaan pendidikan vokasi berbasis kemitraan pada Teaching Factory sektor perikanan dan kelautan. Penelitian ini menggunakan desain studi kasus kualitatif untuk memahami interaksi antara mekanisme pembiayaan, kemitraan industri, pembelajaran berbasis produksi, tata kelola sekolah, dan pengaturan kelembagaan dalam konteks pendidikan vokasi nyata. Data dikumpulkan melalui wawancara semi-terstruktur, observasi lapangan, analisis dokumen, dan konfirmasi pemangku kepentingan yang melibatkan pimpinan sekolah, pengelola keuangan, guru produktif, pengelola Teaching Factory, serta mitra industri. Hasil penelitian menunjukkan bahwa Teaching Factory didukung oleh berbagai sumber pembiayaan, kolaborasi industri, dan pembelajaran berbasis produksi nyata melalui budidaya udang vaname. Namun, berbagai komponen tersebut belum membentuk sistem pembiayaan yang sepenuhnya koheren dan terintegrasi. Lima bentuk utama inkoherensi sistemik ditemukan, yaitu ketidaksesuaian antara arah kebijakan dan kebutuhan produksi, pembiayaan administratif dan pembiayaan produktif, kemitraan industri dan desain pembelajaran, perencanaan formal dan dinamika lapangan, serta tata kelola formal dan koordinasi adaptif. Penelitian ini menyimpulkan bahwa tantangan utama bukan semata-mata kecukupan dana atau keberadaan kemitraan industri, melainkan lemahnya integrasi antara pembiayaan, produksi, kemitraan, tata kelola, dan pembelajaran. Oleh karena itu, sekolah vokasi dan pembuat kebijakan perlu mengembangkan model tata kelola pembiayaan terintegrasi yang menghubungkan akuntabilitas dengan fleksibilitas operasional, melembagakan kemitraan industri, mendukung manajemen risiko produksi, dan memperkuat keberlanjutan pendidikan vokasi berbasis produksi.
Kata kunci: Inkoherensi sistemik; Kemitraan industri; Pembelajaran berbasis produksi; Pembiayaan pendidikan vokasi; Teaching Factory perikanan dan kelautan.

Full Text:

PDF

References

Abd Rahman, N.H. et al. (2025) ‘Governance structures and systemic challenges shaping the future of the technical and vocational education and training (TVET) workforce’, Education + Training, pp. 1–21. Available at: https://doi.org/10.1108/ET-11-2024-0508.

Bank, W. (2025) Unlocking the Potential of Results-Based Financing in TVET. Washington, DC: World Bank. Available at: https://documents1.worldbank.org/curated/en/099751305052525457/pdf/IDU-b94fa771-9ea3-481f-affa-4db3a4b79e58.pdf.

Bano, N. (2025) ‘A comparative study of TVET systems in China and Pakistan: Lessons for Pakistan’s economic development’, Frontiers in Education, 10, p. 1646617. Available at: https://doi.org/10.3389/feduc.2025.1646617.

Bowen, G.A. (2009) ‘Document analysis as a qualitative research method’, Qualitative Research Journal, 9(2), pp. 27–40. Available at: https://doi.org/10.3316/QRJ0902027.

Braun, V. and Clarke, V. (2022) Thematic Analysis: A Practical Guide. London: SAGE Publications.

Creswell, J.W. and Poth, C.N. (2024) Qualitative Inquiry and Research Design: Choosing Among Five Approaches. 5th edn. Thousand Oaks, CA: SAGE Publications.

Dzebo, A., Shawoo, Z. and Browne, K. (2025) ‘Does policy coherence make national implementation of global sustainability agendas more successful?’, Annual Review of Environment and Resources, 50, pp. 539–562. Available at: https://doi.org/10.1146/annurev-environ-111523-102337.

Estriyanto, Y. (2021) ‘Realizing the demand-driven paradigm in vocational education: A case study on vocational high school teaching-industry partnership program’, Jurnal Pendidikan Vokasi, 11(2), pp. 146–154. Available at: https://doi.org/10.21831/jpv.v11i2.39980.

Holst, J. (2023) ‘Towards coherence on sustainability in education: A systematic review of Whole Institution Approaches’, Sustainability Science, 18, pp. 1015–1030. Available at: https://doi.org/10.1007/s11625-022-01226-8.

Jreifi, K. and Lakrarsi, A. (2025) ‘Public-private partnerships in vocational education and training: Toward efficient governance and enhanced performance’, International Journal of Accounting, Finance, Auditing, Management and Economics, 6(10), pp. 63–81.

Klassen, J. (2025) ‘International organisations in vocational education and training: A literature review’, Journal of Vocational Education & Training, 77(3), pp. 792–818. Available at: https://doi.org/10.1080/13636820.2024.2320895.

Koff, H. et al. (2022) ‘Promoting participative policy coherence for sustainable development: Inclusive dialogue through the pull-push-match methodology’, Regions and Cohesion, 12(1), pp. 1–24. Available at: https://doi.org/10.3167/reco.2022.120102.

Lavía, C. et al. (2021) ‘Exploring the intensity of relationships with vocational education centres: A typology of Spanish SMEs’, Sustainability, 13(16), p. 9287. Available at: https://doi.org/10.3390/su13169287.

Liao, X. et al. (2026) ‘Creating a sustainable vocational education ecosystem from the perspective of enterprise perceptions’, Humanities and Social Sciences Communications, 13, p. 453. Available at: https://doi.org/10.1057/s41599-026-06779-y.

McGrath, S. and Yamada, S. (2023) ‘Skills for development and vocational education and training: Current and emergent trends’, International Journal of Educational Development, 102, p. 102853. Available at: https://doi.org/10.1016/j.ijedudev.2023.102853.

Mende, C., Oswald-Egg, M.E. and Caves, K. (2025) ‘Vocational education and training (VET) system governance: A systematic literature review’, Journal of Vocational Education & Training, 77(5), pp. 1419–1453. Available at: https://doi.org/10.1080/13636820.2025.2461586.

Miles, M.B., Huberman, A.M. and Saldaña, J. (2020) Qualitative Data Analysis: A Methods Sourcebook. 4th edn. Thousand Oaks, CA: SAGE Publications.

Müller, A. (2024) ‘Cooperation between colleges and companies: Vocational education, skill mismatches and China’s turnover problem’, The China Quarterly, 260, pp. 986–1004. Available at: https://doi.org/10.1017/S0305741023001868.

Njengele, T., Engel-Hills, P. and Winberg, C. (2024) ‘Technical and vocational education and training (TVET) colleges and industry: Strengthening partnership-building practices’, Journal of Vocational, Adult and Continuing Education and Training, 7(2), pp. 1–23. Available at: https://doi.org/10.14426/jovacet.v7i2.418.

OECD (2023) Building Future-Ready Vocational Education and Training Systems. Paris: OECD Publishing. Available at: https://doi.org/10.1787/28551a79-en.

OECD (2025) Fostering Excellence in Higher Education and VET: Going Beyond Quality Assurance, OECD Education Policy Perspectives. Paris: OECD Publishing. Available at: https://doi.org/10.1787/e6862056-en.

Okoye, M.C., Hui, X. and David, A.M. (2025) ‘Comparative analysis of technical and vocational education and training systems in China and Sub-Saharan Africa for sustainable development’, Discover Education, 4, p. 1. Available at: https://doi.org/10.1007/s44217-025-00965-x.

Ramsarup, P., McGrath, S. and Lotz-Sisitka, H. (2023) ‘Reframing skills ecosystems for sustainable and just futures’, International Journal of Educational Development, 101, p. 102836. Available at: https://doi.org/10.1016/j.ijedudev.2023.102836.

Saputro, I.N. et al. (2021) ‘The effectiveness of Teaching Factory implementation in vocational education: Case studies in Indonesia’, Universal Journal of Educational Research, 9(11), pp. 1841–1856. Available at: https://doi.org/10.13189/ujer.2021.091104.

Smith, E., Smith, A. and Callan, V.J. (2025) ‘The nature and benefits of partnerships between employers and training providers’, Journal of Vocational Education & Training [Preprint]. Available at: https://doi.org/10.1080/13636820.2024.2417224.

Storonyanska, I. et al. (2025) ‘Redesigning sustainable vocational education systems to respond to global economic trends and labor market demands: Evidence from EU countries on SDGs’, Sustainability, 17(21), p. 9530. Available at: https://doi.org/10.3390/su17219530.

Sutianah, C., Nurhutami, M.A. and Yamin, A.A. (2023) ‘Implementation of BMC-based teaching and learning factory model in increasing student competencies in leather creative skills concentration and imitation in vocational school’, Jurnal Pendidikan Vokasi, 13(2), pp. 178–191. Available at: https://doi.org/10.21831/jpv.v13i2.56001.

Yang, C. et al. (2023) ‘Sustaining the quality development of German vocational education and training in the age of digitalization: Challenges and strategies’, Sustainability, 15(4), p. 3845. Available at: https://doi.org/10.3390/su15043845.

Ye, J.-H. et al. (2024) ‘Sustainability of technical and vocational education and training (TVET) along with vocational psychology’, Behavioral Sciences, 14(10), p. 859. Available at: https://doi.org/10.3390/bs14100859.

Yin, R.K. (2018) Case Study Research and Applications: Design and Methods. 6th edn. Thousand Oaks, CA: SAGE Publications.

Yoto et al. (2024) ‘The role of industry to unlock the potential of the Merdeka curriculum for vocational school’, Cogent Education, 11(1), p. 2335820. Available at: https://doi.org/10.1080/2331186X.2024.2335820.

Zoellner, D. (2022) ‘Mature Australian VET markets: A data-driven case study of public policy implementation’, Empirical Research in Vocational Education and Training, 14, p. 5. Available at: https://doi.org/10.1186/s40461-022-00133-7.