In Indonesia, Vocational High School (VHS), or generally known as Sekolah Menengah Kejuruan (SMK), is a formal vocational education program which aims to educate and to prepare well-qualified graduates who are capable of attending to all aspects of workspace in accordance with their competences. Furthermore, they are expected to serve as a competent person in business and industry for facing global. In order to achieve these objectives, the government had tried several times to restructure the education system. However, there are constant problems emerged, for example changes in qualification requirements of business and industry bring out a not demand-oriented of the existing vocational education system. Requirements for the qualifications and skills of employees will be higher than at present. Changes in technology and changing work concepts in companies call for cooperation between vocational schools and Industry. This research focuses on the cooperation between learning places namely Vocational High School and Industry in the area of Hotel Management in Indonesia. The main aim of this research is to examine the cooperation activities of selection schools and hotels in four Provinces namely Maluku, Papua, Yogyakarta, Ost Java. To be closely examined and analysed are design of vocational training and education, implementation, financing, organizational structures and personnel development. Another major focus of the research is analysing of national regulations related to cooperation between the learning places. The project carries out an extensive of literature on cooperation in vocational training and education such as definition, objective, intensity, main and relevant components, factors influencing the realization of cooperation of learning places, and international perspective on cooperation between learning places. This research used a qualitative and quantitative approach. Content Analysis was used to get the data about the cooperation of learning places in the Education Law and Regulation of the Republic of Indonesia. Qualitative expert interviews were carried out to get the information about best practice of learning places cooperation from the experts of vocational education. Quantitative questionnaire was used to do the comparative study. The questionnaire was divided into 4 indicator aspects, including industry participation in planning, implementation, finance and organizational structure and human resource development using a Likert Scale. Respondents are teachers of vocational schools and hotel experts in Maluku, Papua, East Java and Yogyakarta Provinces. Furthermore, to compare, especially to find out whether there was a difference between the four provinces in the activities of cooperation between industry and vocational schools on each aspect mentioned above, Kruskal Wallis test was used, while the Mann Whitney test was used to compare two provinces. Welch Test was used to find out the difference in the overall aspects of industry participation for vocational education between the four provinces and the Tukey Test was used to compare two provinces. All tests were carried out with a significant level of alpha 5%. In terms of findings, it has been revealed that there was a significant difference between the activities of cooperation between Industry and Vocational High Schools in Maluku, Papua, East Java and Yogyakarta in terms of planning, implementation, finance and organizational structure and human resource development. The content analysis showed that there are only general formulation of the objectives and characteristics of the cooperation between learning places in education law and regulation, while the clear statements about it emerge in the national framework curriculum. The best practice approaches of the cooperation activities according to the experts of the Indonesian Ministry of Education are based on the new educational framework and the revitalization of the vocational school. The revitalization of the vocational school is an optimization of all related elements of vocational education of secondary level, which aims to strengthen the role of business and other interested parties in vocational training and to improve the quality and competitiveness of vocational school graduates’ qualifications. Based on the results of the research, a feasible concept for cooperation between learning places for Vocational school in Indonesia was developed. While it is conceded that the model developed cannot be implemented by the vocational school and industry in total from beginning, it is recommended that some of the inherent suggestion at micro level be taken up immediately.:Danksagung ii Abstract iv Inhaltverzeichnis vi Abbildungsverzeichnis x Tabellenverzeichnis xi Abkürzungsverzeichnis xxi 1 EINLEITUNG 1 1.1 Ausgangslage und wissenschaftliche Problemstellung 1 1.2 Fragestellungen und Hypothesen 12 1.3 Zielsetzungen der Arbeit 15 1.4 Aufbau der Arbeit 15 1.5 Forschungsstand 16 1.6 Publikationsliste 18 2 LOKALER KONTEXT DER UNTERSUCHUNG 19 2.1 Überblick über das indonesische Bildungssystem 19 2.1.1 Aufbau des schulischen Bildungssystems in Indonesien 19 2.1.2 Vorschulische Bildung 20 2.1.3 Primarstufe 21 2.1.4 Sekundarstufe I 21 2.1.5 Sekundarstufe II 21 2.1.6 Tertiärstufe 22 2.2 Historischer Hintergrund der beruflichen Ausbildung in Indonesien 24 2.2.1 Quantitative Entwicklung der beruflichen Ausbildung 24 2.2.2 Qualitative Entwicklung der beruflichen Ausbildung 35 2.3 Die gegenwärtige Situation der beruflichen Ausbildung in Indonesien 39 2.3.1 Revitalisierung der Berufsschule 39 2.3.2 Revitalisierung der Humanressourcen 42 2.4 Überblick über die berufliche Bildungskooperation in Indonesien 43 2.4.1 Rechtliche Grundlage der Lernortkooperation in der Berufsausbildung in Indonesien 43 2.4.2 Implementierung der Kooperation der Berufsausbildung in der Berufsschule 49 3 THEORETISCHER BEZUGSRAHMEN 53 3.1 Zum Begriff des Lernortes 53 3.2 Begriff der Lernortkooperation 57 3.2.1 Ziele der Lernortkooperation 60 3.2.2 Intensität von Lernortkooperation 62 3.2.3 Hauptkomponenten des kooperativen Ansatzes in der beruflichen Ausbildung 63 3.2.4 Einflussfaktoren für die Realisierung der Lernortkooperation 66 3.2.5 Rahmenbedingungen der Kooperation in der beruflichen Ausbildung 68 3.2.6 Kooperation der Lernorte aus internationaler Perspektive 79 3.3 Zur beruflichen Ausbildung 87 3.3.1 Definition der Berufsausbildung 87 3.3.2 Zusammenhang zwischen beruflicher Ausbildung und Wirtschaft 88 3.3.3 Onlinemedien in der beruflichen Ausbildung 91 3.3.4 Zum Curriculum der beruflichen Ausbildung 95 3.3.5 Organisationsentwicklung und Personalentwicklung in der beruflichen Ausbildung 102 4 METHODISCHER AUFBAU UND FORSCHUNGSMETHODEN DER ARBEIT 104 4.1 Methodische Vorgehensweise und Aufbau der Arbeit 104 4.2 Forschungsmethoden der Arbeit 105 4.2.1 Literaturanalyse 105 4.2.2 Auswahl der Fallstudie als Forschungsansatz 105 4.2.3 Indikatoren der Hypothesen 108 4.3 Auswahl der Stichprobe 110 4.3.1 Population 111 4.3.2 Stichprobe 111 4.4 Forschungsinstrumente für die Datenerhebung 112 4.4.1 Schriftliche Befragung 112 4.4.2 Qualitatives Interview 115 4.4.3 Gütekriterien des Forschungsinstruments 118 4.5 Durchführung der Untersuchung 123 4.6 Datenauswertung 124 4.6.1 Auswertung der Fragebogen 125 4.6.2 Auswertung des Experteninterviews 126 5 DARSTELLUNG, AUSWERTUNG UND INTERPRETATION DER UNTERSUCHUNGSERGEBNISSE 128 5.1 Analyse der Bildungsordnung 128 5.1.1 Nationales Bildungsgesetz 128 5.1.2 Nationale Regierungsordnung 131 5.1.3 Rückschlüsse Auf Hypothese 1 140 5.2 Quantitative schriftliche Befragung 142 5.2.1 Ergebnisse der schriftlichen Befragung (Fragebogen Typ I) 146 5.2.2 Die Auswertung des Fragebogens nach vorgegebenen Antwortkategorien (Fragebogen Typ II) 186 5.2.3 Die Auswertung des Fragebogens nach vorgegebenen Antwortkategorien (Fragebogen Typ 1) 212 5.2.4 Ergebnisse der schriftlichen Befragung Nach Antwortkategorien (Fragebogen Typ II) 243 5.2.5 Auswertung und Interpretation der Untersuchungsergebnisse des Themenblocks 1 jeder Provinz 270 5.2.6 Rückschlusse auf Hypothese 2 276 5.2.7 Auswertung und Interpretation der Untersuchungsergebnisse des Themenblocks 2 jeder Provinz 276 5.2.8 Rückschlüsse auf Hypothese 3 281 5.2.9 Auswertung und Interpretation der Untersuchungsergebnisse des Themenblocks 3 jeder Provinz 282 5.2.10 Rückschlüsse auf Hypothese 4 287 5.2.11 Auswertung und Interpretation der Untersuchungsergebnisse des Themenblocks 4 jeder Provinz 288 5.2.12 Rückschlusse auf Hypothese 5 293 5.2.13 Auswertung und Interpretation der Ergebnisse des gesamten Fragebogens (35 Items) jeder Provinz 293 5.3 Ergebnisse der Experteninterviews 300 5.3.1 Leitkonzept zur Gestaltung der Lernortkooperation 301 5.3.2 Kooperationsformen 303 6 RICHTLINIEN UND PRAKTIKABLE VERFAHREN EINES LERNORT- KOOPERATIONSKONZEPTS FÜR INDONESISCHE BERUFSBILDENDE SCHULEN 312 6.1 Best-Practice-Weiterbildungsansätze der ausgewählten untersuchten Schulen und Hotels in Maluku, Papua, Ost-Java und Yogyakarta 312 6.1.1 Gestaltung 313 6.1.2 Durchführung 313 6.1.3 Finanzierung 313 6.1.4 Leistungsfähige Organisationsstrukturen und Personalentwicklung 314 6.2 Die angenommenen Grundlagen basierend auf den Experteninterviews 314 6.3 Theoretisch begründetes und praktikables Lernortkooperationskonzept für die berufliche Ausbildung 316 6.3.1 Makroebene 319 6.3.2 Mesoebene 322 6.3.3 Mikroebene 323 7 ZUSAMMENFASSUNG UND AUSBLICK 330 7.1 Zusammenfassung 330 7.2 Ausblick 336 8 LITERATURVERZEICHNIS 338 9 ANLAGE 346

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This study will be investigating the perceptions of the implementation and modelling of best practices in technical vocational education and training (TVET) areas of endeavour. Four lecturers from three selected programmes will be investigated see how well they are preparing their students to enter the technically advanced workplace in an urban tertiary TVET institute in Jamaica. It has been reported by employers that graduates’ performance has been unsatisfactory in the sectors which require technically skilled professionals (HEART Trust, 2012). This investigation will incorporate a literature review of the apprenticeship system, and the current occupational training requirements as well consider competency based methods of teaching used in the TVET classroom. This will be in the context of career development theories, and constructivist and social learning theories. A qualitative research design method will be applied, using a case study approach. In addition to data collected from the lecturers, interviews, observation and focus group discussions with three groups of 15 students will also be collected. Additionally, the Director/ Principal of the Vocational Development Training Institute (VDTI) will be interviewed. Finally, a stakeholders’ report based on employee attitudes in various industries will be used to attain their perspectives on the preparedness of the TVET graduates for the workplace. The results and recommendations will be used to evaluate the best practices of the TVET lecturers. / Educational Leadership

Introduction: Intellectual disability causes performance problems in several domains of everyday life. Vocational training and rehabilitation can facilitate the process of employment for individuals with this diagnosis. Technology offers many possibilities in this process. Aim: The aim was to identify digital tools used in the field of vocational rehabilitation and work adaptation applicable for individuals with intellectual disability. Method: Scoping review was used, following the methodological framework of Arksey and O’Malley (2005) with the five steps process. Thematic analysis was used to categorize and present the identified data. Results: Fifteen sources were identified. Findings are presented in the themes of work preparation, generic work-related skills, support during employment and access barriers. They include devices, applications and websites used in intellectual disability or other disabilities with similar impairments. However digital tools were not always accessible due to economic factors, lack of time and knowledge. Conclusions: Different digital tools including software and hardware were used with positive implications. Further research is needed to identify appropriate digital tools to facilitate vocational/employment opportunities for people with ID. Significance: Occupational therapy community, individuals and society may benefit from using this review as a guide to facilitate opportunities for using technology to support employment of individuals with ID.

The purpose of this study was to analyse the effectiveness of Statistics South Africa's internship programme in developing the statistical skills of interns. A mixed method approach which included semi-structured interviews, document study and electronic questionnaires was used to gain insight into the thoughts and perceptions of 38 participants. The study revealed that many of the crucial elements for a successful internship programme are present in the current internship programme. It was also found that the interns do not get the opportunity to implement or utilize their skills in the areas in which they are being placed. The absorption and retention strategy also seems to pose a challenge for the internship programme of which the goal is to retain as many statisticians as possible. Finally, a proper absorption strategy, better and more formal assessments, and a higher salary level for interns being absorbed into the organization should also be considered / Language Education, Art and Culture / M. Ed. (Adult Education)

The development in the Kingdom of Saudi Arabia has been associated with its growing petroleum industry since late 1930s. This development has created a sudden wealth in the country that shaped its labour market as well as its skill formation systems in the years after. It has also, thanks to the government involvement, developed the country’s world class economy and its evolving private sector. However, this involvement has also created a duel labour market in which Saudis expect employment in the government while expatriates are continuously employed in private organizations. Employment in the government was always available to Saudis regardless of their qualifications which are dominated by theoretical literary majors over scientific and technical degrees. In the early days of the country’s development this did not produce major concerns to the government nor to Saudis. However, the country is producing one of the highest growth rates in the world with the majority of its citizens are under the age of 19. Government employment is always limited as the majority of employment opportunities are available in the country’s private sector. Since the late 1980s, this has generated high rates of unemployment among Saudis as government employment reached its peak and as the private sector continues in recruiting millions of cheap expatriates to increase its profits and competitiveness. This is creating an unbalanced labour market structure as well as economic, political and social problems. A number of government initiatives have been introduced to rectify such dilemma. One of which is Saudization to replace the country’s 4.7 million of expatriates recruited mainly (95%) in the private sector with as many qualified Saudis as possible. However, such efforts has not yet produced fruitful results as the private sector is still recruiting expatriates and as skill formation systems are still producing Saudis with incompatible skills, knowledge and attitudes with the private labour market needs. This research assumes that ineffective Saudization in the private sector is not the core problem of the employment process in Saudi Arabia. In fact it is the outcome of the government’s heavy and unnecessary involvement and control over skill formation systems in the Kingdom especially over the General Organization for Technical Education and Vocational Training (GOTEVT) which is the main skill formation provider for the private labour market This involvement imposes the government’s rigid bureaucracy and limited funding on a very dynamic, flexible and self-sufficient economy like the private market in Saudi Arabia that is operating in a very competitive and changeable environment. Investigation of such argument against empirical findings from interviews with a number of government, quasigovernment and private sector managers supports such conclusion. It even illustrates that government involvement and bureaucratization is hindering the implementation of Saudization strategy itself in private organizations. Recommendations are made about changing the role of GOTEVT to create industry-led training organizations to serve and link the outcomes of this skill formation organization to the employment needs of the labour market and to the needs of the economy in general.

Basée sur une approche sociologique, cette recherche a pour objet l'analyse et la compréhension du parcours scolaire des élèves de Section d'Enseignement Général et Professionnel Adapté (SEGPA) à l'île de La Réunion. Nous nous sommes principalement intéressé aux élèves en fin de scolarité dans douze SEGPA. Notre approche en termes de processus nous permet de montrer que l'histoire et le parcours scolaires des élèves rencontrés ne se réduisent pas à une aventure individuelle, mais sont le résultat d'un processus global construit dont les dynamiques sont à chercher dans la combinaison et l'interaction complexes d'un grand nombre d'éléments, de phénomènes, d'événements. Ainsi, même s'il apparaît que le fonctionnement institutionnel de l'orientation influence fortement les destins scolaires, il ressort de cette recherche que ce qui rend possibles le parcours scolaire et les sorties sans qualification des élèves de SEGPA, n'est pas réductible aux seules caractéristiques personnelles des élèves, ni à celles de leur cadre familial de socialisation, et encore moins à ce qui se joue dans l'espace scolaire ; nous y voyons plutôt le produit d'un processus global dont les dynamiques interdépendantes se conjuguent, s'imbriquent, se cumulent et s'influencent. / Through a sociological approach, this research intends to analyse and better understand the school career of SEGPA students in Reunion Island. Our study mainly focuses on students about to leaving school in 12 different SEGPA. This approach, in terms of process, demonstrates that the personal history and the school career of the students we met cannot be reduced to an individual adventure, but are the result of a comprehensive process whose dynamics are to be found in the combination and interactions of a variety of elements, phenomena and events. Even though the institutional functioning of school guidance influence school destiny, this research shows that school career and the failure of students leaving SEGPA without any qualification are not reducible to the student's personal characteristics or social family context, but is due to a comprehensive process whose interrelated dynamics combine, interact, cumulate and influence each other.

Le développement de l'usage de simulateurs dans les formations techniques et professionnelles tend, pour des raisons économiques et de modernité, à se généraliser. Cette tendance est perceptible dans les établissements gabonais sans que l'on puisse savoir si cette introduction est justifiée, que l'on considère le point de vue didactique - qu'est-ce que leur introduction modifie dans le rapport au savoir ? – ou du point de vue de l'enseignement – qu'est-ce que cela modifie dans les pratiques des enseignants ? – ou encore du point de vue des élèves – quel impact ont-ils sur les apprentissages ? La thèse présentée vise à comprendre les conditions de légitimation de cet usage dans la formation des élèves de la filière maintenance des systèmes motorisés et dans quelles logiques de formation ils s'inscrivent. Paradoxalement, les résultats montrent que, d'une part, les simulateurs pallient dans une certaine mesure les déficits chroniques d'équipement des établissements gabonais. Mais, d'autre part, ces résultats soulignent toute l'ambiguïté que leur usage véhicule. En effet, cet usage impacte le processus d'enseignement apprentissage qui se déconnecte des besoins de formation. Pour les enseignants, les simulateurs ne sont que peu utilisés lorsqu'ils existent alors que ceux qui n'en ont pas ont tendance à leur prêter de nombreuses vertus pédagogiques. Cette tendance se retrouve à peu près à l'identique chez les élèves. / The development of the use of simulators in technical and vocational trainings tends to generalize, for economic and modernity reasons. This tendency is perceptible in the Gabonese schools without one being able to know if this introduction is justified, if we consider the didactic point of view - what does their introduction modify in the report with the knowledge ? - or from the point of view of teaching - what does that modify in the practices of the teachers ? - or from the point of view of the pupils - which impact have do on the learning ? The presented thesis aims at understanding the conditions of legitimation of this use in training of the pupils of the sector of the maintenance of the motorized systems and in which logics of formation they fit. Paradoxically, the results show that, on the one hand, the simulators mitigate to a certain extent the chronic deficits of Gabonese equipment of the vocational schools. But, in addition, these results underline all ambiguity that their use conveys. Indeed, this use impacts the process of teaching-learning which is disconnected from the needs for training. For the teachers, the simulators are little used when they exist whereas those which do not have any tend to lend many teaching virtues to them. This tendency is found about with identical at the pupils. In fact, the only equipment of the establishments is not enough ; it is clear that their introduction must be thought in terms of curricula, of teacher training and of acculturation of the pupils through the development of a technology education in their general education.

Réalisée en lien avec une activité professionnelle au sein d'un observatoire régional emploi formation, cette thèse porte sur l'émergence et le fonctionnement de dispositifs visant à coordonner des politiques publiques d'éducation-formation, d'emploi et de développement économique, sur des espaces infra régionaux en Provence-Alpes-Côte d'Azur. Couvrant la période de 2005 à 2010, elle part de l'hypothèse selon laquelle, s'appuyant sur des apprentissages résultant d'expériences antérieures, ces dispositifs instrumenteraient un nouvel « espace fonctionnel » qui décloisonnerait ces trois secteurs de l'action publique autour d'un référent commun consistant à développer les possibilités d'accès à l'emploi. Cette perspective se nourrit d'initiatives locales qui, d'emblée, visent à intégrer la formation, l'emploi et le développement économique. La réussite de cette intégration dépend de la capacité conjointe des promoteurs des dispositifs et des acteurs locaux à construire des liens de confiance au cours de leurs interactions grâce, notamment, à la mobilisation de connaissances et d'expertises en phase avec les spécificités de ces nouveaux instruments. Au travers de ce processus, se joue la convergence entre la promotion d'initiatives locales « intégrées » et la recherche d'un ancrage territorial de la part des acteurs qui, comme la Région, n'en disposent pas. / This thesis, undertaken together with a professional activity with a regional employment-vocational training observatory, deals with the emergence and functioning of devices aimed at coordinating public policies for education-training, employment and economic development within Provence – Alpes – Côte d'Azur region. Covering the period between 2005 and 2010, the idea is that, based on social learning from passed experiences, these devices would be instrumental in creating new “functional space” de-compartmentalizing these three sections of public action around a common denominator aiming at developing employment accessibility. This perspective would benefit from local initiatives, which from the start, focused on integrating vocational training, employment and economic development. The success of the integration depends on the joint capacity of both the devices instigators and the local actors to build a trusting relationship by interacting and mobilizing their knowledge and expertise in accordance with the specificities of these new tools. Through this process, the issue at hand is the convergence between promoting local “integrated” initiatives and finding a territorial foothold for the actors, who, like the PACA regional council, have none.

Made available in DSpace on 2016-08-10T10:32:23Z (GMT). No. of bitstreams: 1 LUIZ GUSTAVO SANTANA.pdf: 873664 bytes, checksum: 58b9341fc9c348cac9bbfcf60b2eaef0 (MD5) Previous issue date: 2014-09-26 / The subject of this dissertation, presented at the Graduate Program in Social Work PUC Goiás, fell on the examination of new determinations (impacts) that focus on vocational training social worker, evidenced in the internship process. The investigation thus was based on the prospect of seizing the stage in Social Work, as a component of vocational training which tends to materialize trends arising from the dynamics inherent to the context of the crisis of capitalism, counter-reform of the state and its expressions in politics higher education. This condition is analyzed considering the distance of the stage of their theoretical and academic approach to an ever-increasing, the interests and demands of labor markets. Developed studies were based on analyzes that emphasize the Brazilian reality in their social, economic, political and cultural aspects, as well as research on the experience of Academic Units Training in Social Work, located in the state of Tocantins. It has been assured that such studies make the results always provisional and subject to revision. It is this wealth that research brings to the continuation of studies on the subject of stage and vocational training. / O objeto de estudo desta dissertação apresentada ao Programa de Pós-Graduação em Serviço Social da PUC Goiás, voltou-se para o exame de novas determinações(impactos) que incidem sobre a formação profissional do(a) assistente social, evidenciadas no processo do estágio. A investigação, assim, se fundamentou na perspectiva de apreender o estágio em Serviço Social como um dos componentes de formação profissional que tende a materializar as tendências da dinâmica inerente ao contexto de crise do modo de produção capitalista, da contrarreforma do Estado e suas expressões na política de educação superior. Tal condição é analisada considerando o distanciamento do estágio de seus fundamentos teóricos e acadêmicos para uma aproximação, cada vez maior, aos interesses e demandas dos mercados de trabalho. Os estudos desenvolvidos tiveram por base as análises que enfatizam a realidade brasileira em seus aspectos sociais, econômicos, políticos e culturais, assim como a pesquisa sobre a experiência de Unidades de Formação Acadêmica em Serviço Social, situadas no Estado do Tocantins. Tem-se a garantia de que os estudos dessa natureza tornam os resultados sempre provisórios e passíveis de revisão. É essa a riqueza que a pesquisa traz para a continuidade dos estudos sobre a temática do estágio e a formação profissional.