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All Journal The International Journal of Education Management and Sociology Jurnal Internasional
Mohd Imraan
Laxmi College of Education, Kasan, India
Religion Humanities Education Physics Social Sciences

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Educational Management Strategy in the Implementation of Recognition of Prior Learning (RPL) in the Modern Education Era Lina Sukanti; Mohd Imraan
The International Journal of Education Management and Sociology Vol. 5 No. 2 (2026): March - April : The International Journal of Education Management and Sociology
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v5i2.314

Abstract

This study aims to examine educational management strategies in the implementation of Recognition of Prior Learning (RPL) in the modern education era. RPL has emerged as an innovative approach that recognizes knowledge, skills, and competencies acquired through formal, non-formal, and informal learning experiences. In the context of rapid technological advancement and globalization, effective management strategies are essential to ensure that RPL programs are implemented efficiently, transparently, and in alignment with labor market demands. This research employs a qualitative approach with a descriptive-analytical design, utilizing data collected through literature review and document analysis. The findings indicate that successful RPL implementation depends on several key factors, including institutional commitment, clear regulatory frameworks, standardized assessment procedures, competent assessors, and the integration of digital technologies. Furthermore, effective management strategies contribute to improving access to education, enhancing student competence, and supporting lifelong learning. However, challenges such as limited awareness, lack of standardization, and administrative complexity continue to hinder optimal implementation. Therefore, strengthening governance, enhancing collaboration among stakeholders, and leveraging digital innovation are necessary to maximize the effectiveness of RPL programs in the modern education era.
Educational Management Strategy in the Implementation of Recognition of Prior Learning (RPL) in the Modern Education Era Lina Sukanti; Mohd Imraan
The International Journal of Education Management and Sociology Vol. 5 No. 2 (2026): March - April : The International Journal of Education Management and Sociology
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v5i2.314

Abstract

This study aims to examine educational management strategies in the implementation of Recognition of Prior Learning (RPL) in the modern education era. RPL has emerged as an innovative approach that recognizes knowledge, skills, and competencies acquired through formal, non-formal, and informal learning experiences. In the context of rapid technological advancement and globalization, effective management strategies are essential to ensure that RPL programs are implemented efficiently, transparently, and in alignment with labor market demands. This research employs a qualitative approach with a descriptive-analytical design, utilizing data collected through literature review and document analysis. The findings indicate that successful RPL implementation depends on several key factors, including institutional commitment, clear regulatory frameworks, standardized assessment procedures, competent assessors, and the integration of digital technologies. Furthermore, effective management strategies contribute to improving access to education, enhancing student competence, and supporting lifelong learning. However, challenges such as limited awareness, lack of standardization, and administrative complexity continue to hinder optimal implementation. Therefore, strengthening governance, enhancing collaboration among stakeholders, and leveraging digital innovation are necessary to maximize the effectiveness of RPL programs in the modern education era.
Curriculum Management and Its Relevance to Workforce Demands: A Case Study at SMK Al-Barokah Hilmi Sudarjat Barokah; Mohd Imraan
The International Journal of Education Management and Sociology Vol. 5 No. 3 (2026): May - June : The International Journal of Education Management and Sociology
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v5i3.341

Abstract

This study aims to analyze curriculum management and its relevance to workforce demands through a case study conducted at SMK Al-Barokah. A qualitative approach using a case study design was employed to obtain a deeper understanding of curriculum management practices within the context of vocational education. Research participants were selected through purposive and snowball sampling techniques, involving the school principal, vice principal for curriculum affairs, vocational teachers, heads of vocational programs, students, and Business and Industrial Sector (Dunia Usaha dan Dunia Industri/DUDI) partners. Data were collected through observations, in-depth interviews, and documentation studies. Subsequently, all data were analyzed using the interactive model developed by Miles, Huberman, and Saldaña, consisting of data reduction, data display, and conclusion drawing processes. The findings indicate that curriculum management at SMK Al-Barokah is implemented through stages of planning, implementation, evaluation, and curriculum adjustment directed toward workforce needs. The study identified three major factors influencing curriculum relevance, namely school–industry partnerships, teachers’ abilities to adapt instructional practices, and curriculum development flexibility. The school has integrated Industrial Work Practice (Praktik Kerja Lapangan/PKL), project-based learning, and work-oriented skill enhancement into instructional activities. However, industrial involvement in curriculum development remains largely consultative and has not yet fully contributed to strategic decision-making processes. Simultaneously, the rapid pace of industrial transformation frequently causes delays in curriculum adjustment processes. From a theoretical perspective, this study strengthens the social constructivist perspective by conceptualizing curriculum as a social practice that evolves through interactions among educational stakeholders. From a practical standpoint, the findings highlight the importance of strengthening school industry collaboration, enhancing teachers’ competencies, and developing more adaptive curriculum systems to improve the relevance of vocational education to workforce demands.
Curriculum Management and Its Relevance to Workforce Demands: A Case Study at SMK Al-Barokah Hilmi Sudarjat Barokah; Mohd Imraan
The International Journal of Education Management and Sociology Vol. 5 No. 3 (2026): May - June : The International Journal of Education Management and Sociology
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v5i3.341

Abstract

This study aims to analyze curriculum management and its relevance to workforce demands through a case study conducted at SMK Al-Barokah. A qualitative approach using a case study design was employed to obtain a deeper understanding of curriculum management practices within the context of vocational education. Research participants were selected through purposive and snowball sampling techniques, involving the school principal, vice principal for curriculum affairs, vocational teachers, heads of vocational programs, students, and Business and Industrial Sector (Dunia Usaha dan Dunia Industri/DUDI) partners. Data were collected through observations, in-depth interviews, and documentation studies. Subsequently, all data were analyzed using the interactive model developed by Miles, Huberman, and Saldaña, consisting of data reduction, data display, and conclusion drawing processes. The findings indicate that curriculum management at SMK Al-Barokah is implemented through stages of planning, implementation, evaluation, and curriculum adjustment directed toward workforce needs. The study identified three major factors influencing curriculum relevance, namely school–industry partnerships, teachers’ abilities to adapt instructional practices, and curriculum development flexibility. The school has integrated Industrial Work Practice (Praktik Kerja Lapangan/PKL), project-based learning, and work-oriented skill enhancement into instructional activities. However, industrial involvement in curriculum development remains largely consultative and has not yet fully contributed to strategic decision-making processes. Simultaneously, the rapid pace of industrial transformation frequently causes delays in curriculum adjustment processes. From a theoretical perspective, this study strengthens the social constructivist perspective by conceptualizing curriculum as a social practice that evolves through interactions among educational stakeholders. From a practical standpoint, the findings highlight the importance of strengthening school industry collaboration, enhancing teachers’ competencies, and developing more adaptive curriculum systems to improve the relevance of vocational education to workforce demands.
Co-Authors Hilmi Sudarjat Barokah Lina Sukanti