VOCATIONAL EDUCATION MANAGEMENT FOR SANTRI SELF-RELIANCE: INTEGRATING CURRICULUM, RESOURCES, AND PESANTREN PARTNERSHIPS
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This qualitative case study examines how curriculum, personnel, facilities, financing and partnerships organize vocational learning for santri self-reliance at an Islamic boarding school. Purposively selected institutional perspectives were documented in eleven interview records, supported by programme documents and direct observations focused on dressmaking and graphic design; the other five fields were examined mainly through interviews and documents. Data were reduced, displayed and verified through source and method triangulation. The integrated KMI–national curriculum was operationalized through schedules, teaching assignments, practical spaces and learning resources. Dressmaking and graphic design combined explanation, productive tasks and assessment, while a vocational training centre and an agricultural school contributed field-specific training opportunities. Resource constraints included uneven practical-session schedules, some subject–instructor qualification mismatches and insufficient consumable materials for calligraphy and reverse-glass painting. Reports of alumni enterprise illustrated possible applications rather than systematically measured long-term independence. The main finding is that coordination among scheduling, relevant teaching expertise, usable materials and partner contributions enables practical instruction; self-reliance remains an educational objective requiring more systematic follow-up. These findings inform feasible programme monitoring through practice completion, material readiness and practical-output assessment.
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