Uncovering the Challenge of Vocational Education Policy

Abtract This study aims to describe the challenges faced by educational actors in developing vocational education mainly in the political perspective of vocational education. This research is a qualitative research. Data were collected using open interviews with 16 participants. Participants in this study came from the government, schools, industry, professional associations, media, the community, and non-governmental organizations. The results showed that the interest groups in vocational education faced four challenges in the development of vocational education. The challenges are in the form of bureaucratic challenges, management challenges, collaborative challenges, and trust challenges. This challenge arises because the development of vocational education is closely related to the allocation of resources including, human resources, budget, and facilities. The implications of this research can be used to improve communication between interest groups in the development of vocational education that can be used at the national and global levels.


Introduction
The development of education especially technical and vocational education (TVET) became an interesting discussion in the 21 st century. In various countries, the development of education including TVET was faced with various and varied challenges. Vocational education must be a personal, local, national and global victory (White, Bruce, & Ritchie, 2000). At the global level, discussions of TVET are still often separate.
A number of opposites that show fundamental contradictions. Discussion of TVET at the national or international level is not finished because it only involves a number of interest groups (Grollman & Rauner, 2007). While TVET is very vulnerable to group interests (Ozurumba & Ebuara, 2014), it 78 www.scholink.org/ojs/index.php/elsr Education, Language and Sociology Research Vol. 2, No. 3, 2021 cannot be separated from the interests of the community (Shan, Liu, & Li, 2015;Shavit & Müller, 2000).
The goals are various goals for person development, sociopolitical goals, and economic goals (Lauglo & McLean, 2005) and give value to the skills provided (Clarke & Winch, 2007;Murgor, 2013). The exclusion of interest groups in education which tends to often damage the organizational structure (Hoy & Miskel, 2013).
Ideally, all groups are involved in the development of TVET. This engagement is assumed to be the politics of TVET and plays a role in shaping educational policy (Zajda & Jaja, 2010) and resolving TVET problems (Porter & Hicks, 1997;Kingdon, 2003;Richardson, 2008). Problem solving and TVET policy making are expected to include all interested and competent TVET actors so that they can respond to challenges in TVET (Chan & Emzir, 2010). Some of the intended actors are the private sector, community or public, and the government including the regional government (Galey, 2015).
It is this group that is expected to answer the challenges facing TVET at the national and global levels.
The challenges of developing TVET are felt by many stakeholders. However, challenges in developing TVET still pay more attention to external factors than internal factors, namely the challenges faced by actors and stakeholders of TVET. For example, Chapman (2004) states that the challenges facing education are contributions from external environmental factors. The intended environment is not derived from the TVET subsystem. This study does not in detail look at the challenges and obstacles experienced by TVET.
The same thing happened in Indonesia. Research on the challenges of educational development including TVET is rarely seen from within. Like the research conducted by Rosmaladewi and Abduh (2017) who explored external factors in educational challenges. Investigations carried out more on cultural aspects. Dollah, Abduh, and Talib (2017) also examined the same aspect of intercultural study.
From various existing studies, the focus is illustrated on the external aspects that become challenges and obstacles in the development of education. This is the basis of this research to see clearly the challenges experienced by interest groups in the development of TVET related to patterns of interaction between factors. This research further explores the challenges facing vocational education in its involvement in the politics of education.

Research Goal
This research encourages qualitative research developed by Denzin and Lincoln (2008)

Participant
Participants in this study came from these interest groups. The number of participants in this study were 16 participants as below.

Analyzing of Data
Data collection in this study using open interviews. Open interviews are used to map the challenges faced by interest groups in developing vocational education in South Sulawesi Province. Data analysis techniques used in this study follow the principles of data analysis developed by Corbin and Strauss (1990). The data coding structure is used to describe relationships between categories so that it can help researchers think systematically. Corbin and Strauss (1990)  concepts based on nature and dimensions (Strauss & Corbin, 1998). The researcher also compared the incidents in the data with the existing research literature.

Results and Discussion
The findings of this study show some of the challenges faced by interest groups by stakeholders in developing vocational education. The challenges faced in the development of vocational education are as follows:  The transfer of management of secondary education from the district government to the provincial government is still lacking with the transfer of assets. Some assets are still administered at the district level, even though the management of vocational education has been taken over by the provincial government (Dep, 2018).
We can see, for business help. So far, it is said that the management is easy. But it turns out that to get the people's business credit is very complicated and tends to be complicated management of administration (Zkd, 2018).
From the description of the interview above, it can be explained that the bureaucracy has a role in advancing and developing TVET. Supporting administration, easy bureaucracy, greatly supports the sustainability of TVET. Bureaucracy will guide the process of managing policies. Bureaucratic challenges are closely related to the government system. Does not involve all teachers. Only a small part. Tend to be the only one involved. Finally, management is not effective. The problem again is because of the budget he said (Eja, 2018).
Vocational education facilities and infrastructure are underdeveloped. Tend not to follow the speed of the times. This is the challenge of our future vocational education (Ewa, 2018). Another challenge that we see is the teacher gap. There is a difference between civil servants and temporary workers. Though they are the spearhead of vocational education. There should be no distinguishing status among them (Iwt, 2018).
From the interviews extract above, shows that the TVET development management challenges are related to resource allocation. Allocation of facilities and infrastructure, allocation, human resources, and budget allocation. This indicates that, the challenges of developing TVET related to resource allocation have to do with the politics of education. The linkages are mainly aimed at aspects of political will to manage resources. Existing management functions in the development of TVET have not been optimal because of political will. Companies need workers who are ready to use. What is available so far from vocational education graduates still needs development. Still not skilled in skills to be employed (Mpr, 2018).
The public has never listened to the legislature recess the development of vocational education. They finally did not know the problem of vocational education graduates. Teacher competency issues are not addressed. This ultimately weakens mutual trust between interest groups in vocational education (Lsm, 2018).
The results of the interview summary show that the lack of collaboration between interest groups in the development of TVET is due to distrust. Each actor became doubtful about other interest groups because of the motive for the difference in vision in developing TVET. Each actor is interested in discussing their respective interests and tends to forget the goal of TVET.

Conclusion
From the findings of this study, it can be concluded that the challenges of managing and developing TVET stem from more internal factors. Challenges generally consist of allocating resources in the form of human, budget and facilities. If seen in more detail, the challenges of TVET stem from berauracratic challenges, management challenges, collaboration challenges, and challenges of trust. To answer the challenges in TVET, ideal patterns of partnership and collaboration between groups in TVET are needed.
Based on the conclusions, suggestions for future research include: (i), partnership and collaboration patterns between vocational education interest groups, (ii) interest management models in the development of vocational education, (iii) optimizing the role of vocational education resources, and (iv) models interest group communication in vocational education.