Curriculum Policy, Qualification Mismatch, and the Vocational Education Readiness Index in Batam's Free Trade Zone
DOI:
https://doi.org/10.21787/jbp.18.2026.3302Keywords:
free trade zone, qualification mismatch, vocational curriculum policy, vocational education readiness indexAbstract
The phenomenon of qualification mismatch among vocational high school graduates in Batam represents a paradox in the context of the free trade zone (FTZ), which demands skilled technical workers. This study evaluates the quality of vocational education policy and the relevance of vocational high school curricula to industry needs in Batam using an integrative secondary research mixed-methods approach. Administrative data from national and local agencies covering statistics, education, manpower, and professional certification were analyzed through six proxy variables (X1–X6) to construct the Vocational Education Readiness Index (IKPV). The IKPV stands at 0.787, placing it in the optimal category, yet a structural paradox emerges: the Participation dimension achieves a perfect score (1.000) while the Acceptability dimension reaches only 0.559. Only 39.86% of vocational high school graduates are employed in relevant industry sectors, while 52.58% experience vertical mismatch. Three core failures are identified: signaling, curriculum, and regulatory failures. The study recommends evidence-based policy reform—regional regulations compelling industries operating in the FTZ to engage in the vocational education ecosystem, mandatory synchronization of vocational curricula with national competency standards, and a universal competency certification system aligned with industry.
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