Implementation of Policy for the Implementation of Islamic State Vocational School in the Ministry of Religious Affairs of The Republic of Indonesia

Abstract

Policy implementation of Islamic State Vocational School under the management of the Ministry of Religious Affairs of the Republic of Indonesia is expected to contribute to preparing high-quality, competent, and religiously charactered graduates. However, several challenges are faced, including resource limitations and curriculum inadequacies that do not align with the needs of the business and industrial sectors. The research aims to analyze the implementation of Islamic State Vocational School policy implementation and the obstacles encountered, with the subsequent design of an Islamic State Vocational School implementation model. The research uses a qualitative descriptive method with a case study approach. Data research was collected through interviews, observations, and document studies. The purposive sampling technique is employed; the selected informants are individuals who are directly or indirectly involved in the implementation of policies for Islamic State Vocational Schools. They possess the necessary competence, knowledge, insight, authority, or related expertise to manage these schools. The study includes eight informants categorized into three roles: policy makers, policy implementers, and policy recipients. Data analysis techniques use descriptive techniques such as data collection, data condensation, data presentation, and drawing conclusions. The research findings indicate: 1) The implementation of Islamic State Vocational School policy is not yet optimal from a resource perspective, encompassing deficiencies in budgetary, human resources, and infrastructure aspects; 2) Obstacles in the implementation of Islamic State Vocational School policy are identified in relation to the lack of government involvement in collaborating with other parties to create an ecosystem of relationships between vocational education institutions and the business and industrial sector; budgetary resource constraints leading to a shortage of certified professional human resources and infrastructure; poorly structured vocational education systems resulting in curriculum programs that are not in line with the needs of the business and industrial sector.