English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

University and industry collaborations are rapidly becoming a common practice worldwide as a response to the increased of competition resulted from globalization and constant technological advancement. This collaboration is mainly undertaken to enhance the diffusion of knowledge, increase research and development, patent innovations, create higher numbers of skillful and knowledgeable candidate workers. In order to extend the benefit of this collaboration, the collaboration should be designed by involving the vocational school due to their strategic position as skilled labor supplier for the industry. Therefore, the graduates will fulfill the job positions in the industry according to the required competence qualifications and finally encourage the development of the industry. The collaboration pattern between the analytical chemical vocational high schools (SMK, SMAK) and the polytechnics under the ministry of Industry (AKABO) in line with the development of the larger collaboration with the industry is analyzed here. Using qualitative descriptive method, the collaboration pattern among those institutions covers several layer, i.e. outcome, outputs, product, process by using national competency standard as basis. The form of collaboration were : 1) National competency standard (SKKNI) formation at mega/outcome level, 2) Curriculum based competencies (CBC) design and review, production based curriculum (industrial working practices, teaching factory) design, implementation and review at macro/outputs level, 3) Teacher/lecturer internship at macro/outputs level, and 4) Industry visitation, seminar, training, workshop, relationship with alumni who work in industry, employee competency test, and joint research and publication at process level. To meet the need for recognition of Indonesia Qualification Framework (IQF) at the CBC design, some materials that have been followed in SMK SMAK also recognized by AKABO a total of 20 credits.

Collaboration of vocational education between schools, universities and industry in Indonesia qThe case of analytical chemistry schools and polytechnics under the Ministry of Industryq