Vocational Education Model in Indonesian Vocational High Schools Based on Teaching Factory

Abstract

The Vocational education in Indonesian Vocational High Schools (Sekolah Menengah Kejuruan or SMK) has long been expected to produce graduates who are immediately ready to enter the workforce. In practice, however, this expectation has not always been fully realized. Rapid changes in industrial technology, work culture, and competency standards have created a persistent gap between what students learn at school and what industries actually require. One learning approach that has gained increasing attention in recent years is the Teaching Factory model. Teaching Factory refers to a vocational learning model that integrates real production processes into the school environment by adopting industrial standards, workflows, and management practices. Rather than treating practice sessions as simulations, Teaching Factory positions students as active participants in producing real goods or services that respond to market or industry demands. This article aims to explore the Teaching Factory based vocational education model in Indonesian SMK by examining its conceptual foundations, key characteristics, implementation strategies, and educational impacts. Using a qualitative literature-based approach, this article synthesizes findings from peer-reviewed journal articles related to vocational education, work-based learning, and Teaching Factory practices. The discussion suggests that Teaching Factory can significantly enhance students’ technical competencies, work attitudes, soft skills, and entrepreneurial awareness when implemented consistently and supported by strong industry collaboration. At the same time, the article acknowledges several practical challenges, including teacher readiness, infrastructure limitations, and sustainability concerns. Overall, Teaching Factory is presented not as a quick solution, but as a promising long-term strategy for strengthening the relevance and quality of vocational education in SMK.