The role and function of teaching factory and technopark for improving the competence of vocational school

2.3. The role and function of teaching factory and technopark for improving the competence of vocational school

graduates According to (Singh, 1998) the

principle of school enterprises can be interpreted as serving a variety of economic, educational and social objectives. There are three main functions of teaching factory implementation at SMK as follows: (a) The Academic Functions include: The students learn directly as well as in industrial and developing himself, for example through; managerial ability, accounting, leadership, creativity, character formation, work culture, motivation, and work ethic. (b) Economic Functions include: become a business unit which is the source of funds for schools, into business units to improve the welfare of the school community; and provider of jobs for people in schools and surrounding communities. (c) Social functions include: Improve the performance of schools in the people so that will be the pride of the school community and Increasing public confidence, workplace, and industry on the quality of vocational school graduates.

Based on the explanation there are three fundamental things that become the primary function technopark and teaching factory at vocational high school are as a academic, economic, and social function. Teaching factory at vocational high school is the thing that distinguishes it from Junior High School (SMU), as an academic function technopark and teaching factory is expected to be a means of research and hands‐on training for teachers and students in the business world in order to become independent and successful man. In technopark and teaching factory students can learn a lot of things they need for development for example through managerial ability, leadership, creativity, character formation, work culture, motivation, and work ethic. As the economic function of teaching factory and technopark as business units can be a source of funds for schools, and became a business unit. Profits used to help finance education and improve the welfare of the

school

community

(headmaster, employees,

teachers,

and students). Technopark and teaching factory may improve the performance of SMK and appeal to the public so that the opportunity to develop SMK will be easily.

Fig. 8 Triple Helix of Teaching Factory and Technopark Implementation

The goal of the Technopark in vocational high school are to create a permanent link between school, industry/ business/financial,

and

government.

Technopark tried to combine ideas,

innovation, and know‐how of vocational high school and financial ability (marketing) of the business world. It is expected from this merger can improve and accelerate product development and reduce the time required to innovation, and know‐how of vocational high school and financial ability (marketing) of the business world. It is expected from this merger can improve and accelerate product development and reduce the time required to

own jobs through entrepreneurship. Whereas between SMK and industry, resulting in

social competence is when vocational school clustering and critical mass of researchers

graduates have the knowledge and skills and and companies. This makes the company

adequate economic performance it is easy to become stronger. Collaboration pattern A‐B‐G

get a place in society, wherever they are

(Academia‐Business‐Government) an

optimum for Indonesia in the early stages

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