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All Journal Journal of Educational Management Research
Anita Fitri Rahmawati
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Humanities Education Social Sciences

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Management of Teaching Factory (TEFA) for Achieving Vocational School Graduate Competencies Ade Tutty Rokhayati Rossa; Danang Ari Wibowo; Finsa Muhamad Pratama; Anita Fitri Rahmawati
Journal of Educational Management Research Vol. 4 No. 3 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i3.1100

Abstract

This study aims to analyse the implementation of Teaching Factory (TEFA) management to achieve graduate competencies at vocational schools. Teaching Factory (TEFA) is a production and service-based learning model that integrates school learning with the needs of the industrial world. This approach aims to produce graduates who are competent, work-ready, and possess skills according to industry standards. The results of this study indicate that the implementation of TEFA management at schools, encompassing planning, organising, implementation, evaluation, and follow-up, has been carried out effectively. The research used a descriptive method with a qualitative approach, involving observation, interviews, and documentation. The findings reveal that TEFA management implementation in schools includes planning based on industry needs, integrating learning with real-world projects, and evaluating outcomes based on work performance. Supporting factors for TEFA's success include close cooperation between schools and industries, the availability of supporting facilities, competent teachers, and effective follow-up management. However, this study also identified several obstacles, including limited facilities, a lack of continuous teacher training, and challenges in meeting the evolving needs of industry. Through optimal management, the Teaching Factory is expected to enhance the competitiveness of graduates and address labour market needs.
Management of Education and Training Centers in Improving Vocational School Teacher Competence Finsa Muhamad Pratama; Danang Ari Wibowo; Anita Fitri Rahmawati; Lilis Suwandari
Journal of Educational Management Research Vol. 4 No. 3 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i3.1101

Abstract

This study aims to analyze the management of education and training centers in improving vocational school teachers’ competencies. Using a qualitative descriptive approach, data were collected through in-depth interviews with training center managers and vocational school teachers, direct observation of training activities, and document analysis, including training modules and evaluation reports. The key findings indicate that effective management of training centers is characterized by strategic planning based on training needs analysis, the implementation of professional development programs with industry collaboration, and the application of both formative and summative evaluation systems. The study highlights the importance of aligning training management with ongoing curriculum developments, technological advancements, and industrial requirements. The novelty of this research lies in its integrated approach that links managerial strategies directly with measurable improvements in teacher performance and learning outcomes in vocational education. The results show that adaptive and responsive training systems, strengthened by sustainable school-industry partnerships, are essential to guarantee continuous competence development among vocational teachers. The study recommends further research on the implementation of more flexible and scalable digital-based or hybrid training models to reach a broader range of educators across different regions and sectors.
Co-Authors Ade Tutty R. Rosa Danang Ari Wibowo Finsa Muhamad Pratama Suwandari, Lilis