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Vocational education and skills development for new economies in Indonesia: uneasy parallel challenges.

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Název: Vocational education and skills development for new economies in Indonesia: uneasy parallel challenges.
Autoři: Isbah, M. Falikul, Indonesia, Alfath Bagus Panuntun El Nur, Suwandi, Maygsi Aldian, Rahmawati, Desi, Fitramadhana, Rizqyansyah, Savitri, Renny, Ariansyah, Kasmad, Cahyarini, Benedicta Retna, Ahad, Madya Putra Y., Aswin, Azwar, Listanto, Virgiawan
Zdroj: Asian Education & Development Studies; 2026, Vol. 15 Issue 2, p274-287, 14p
Abstrakt: Purpose: This study aims to examine how and to what extent vocational high schools (VHSs) in Indonesia have adapted to respond to opportunities emerging from the development of green, blue and digital economies. Design/methodology/approach: A multi-site case study was conducted across 13 VHSs that were purposively selected for their alignment with the 3 strategic economic sectors. Findings: It highlights the uneven readiness of VHS in Indonesia for the new economies. While most schools demonstrated strong potential and strategic positioning, their efforts to develop a skilled workforce in the three economic domains continue to face various obstacles. A primary challenge is limited partnership with industries, particularly those with substantial capacity, proximity and the ability to offer internships or absorb graduates. Research limitations/implications: The study contributes to the existing body of knowledge by providing context-specific insights into how vocational education systems can adapt to the demands of emerging green, blue and digital economies. It also lays the groundwork for comparative studies across regions or countries. Practical implications: A coordinated, cross-sectoral government response is essential to align vocational education with the new economies. The study highlights the need for equitable funding, stronger industry-school linkages and targeted measures to reduce socio-economic and gender disparities through inclusive programs that advance equity and employability. Originality/value: This study offers a focused analysis of how VHSs engage with global economic transitions, revealing systemic challenges beyond the scope of school-level action. It provides critical insights that enrich current policy and educational discourse. [ABSTRACT FROM AUTHOR]
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Abstrakt:Purpose: This study aims to examine how and to what extent vocational high schools (VHSs) in Indonesia have adapted to respond to opportunities emerging from the development of green, blue and digital economies. Design/methodology/approach: A multi-site case study was conducted across 13 VHSs that were purposively selected for their alignment with the 3 strategic economic sectors. Findings: It highlights the uneven readiness of VHS in Indonesia for the new economies. While most schools demonstrated strong potential and strategic positioning, their efforts to develop a skilled workforce in the three economic domains continue to face various obstacles. A primary challenge is limited partnership with industries, particularly those with substantial capacity, proximity and the ability to offer internships or absorb graduates. Research limitations/implications: The study contributes to the existing body of knowledge by providing context-specific insights into how vocational education systems can adapt to the demands of emerging green, blue and digital economies. It also lays the groundwork for comparative studies across regions or countries. Practical implications: A coordinated, cross-sectoral government response is essential to align vocational education with the new economies. The study highlights the need for equitable funding, stronger industry-school linkages and targeted measures to reduce socio-economic and gender disparities through inclusive programs that advance equity and employability. Originality/value: This study offers a focused analysis of how VHSs engage with global economic transitions, revealing systemic challenges beyond the scope of school-level action. It provides critical insights that enrich current policy and educational discourse. [ABSTRACT FROM AUTHOR]
ISSN:20463162
DOI:10.1108/AEDS-09-2025-0461