NORMATIVE ANALYSIS MODEL OF THE ROLE OF VOCATIONAL EDUCATION IN UNDERDEVELOPED, FRONTIER, AND OUTERMOST REGIONS

Abstract

This study aims to develop a normative analytical model explaining the role of productive vocational teachers in enhancing the availability of skilled labor in Indonesia’s Underdeveloped, frontier, and outermost (frontier, outermost, and underdeveloped) regions. The research addresses persistent disparities in teacher quantity, distribution, qualifications, and digital competence, which contribute to suboptimal vocational graduate outcomes and limited workforce readiness. Emphasis is placed on examining the causal relationship between teacher competence, digital learning systems, and skilled labor supply. A qualitative descriptive approach was employed. Data were collected through in-depth interviews with key informants, surveys of approximately 50 purposively selected respondents, focus group discussions with experts and stakeholders, field observations, and document analysis of relevant regulations and statistical reports. Data were analyzed using descriptive qualitative techniques, triangulation, and empirical juridical analysis to assess regulatory implementation and practical conditions. The novelty of this study lies in integrating regulatory, human resource management, and digital learning perspectives into a single normative model that links productive teacher competence with skilled workforce formation specifically in Underdeveloped, frontier, and outermost contexts. Unlike prior studies that examine teacher competence or digitalization separately, this research synthesizes both dimensions within a regional development framework. Findings indicate that shortages of qualified productive teachers, inadequate infrastructure (laboratories and workshops), and limited ICT mastery significantly hinder vocational learning effectiveness and skilled labor production. Strengthening industry partnerships, blended and mobile learning adoption, and targeted professional development are critical strategies. Limitations include its qualitative scope and regional focus, which restrict generalizability. Future research should employ mixed-method or longitudinal designs to quantitatively measure the impact of teacher digital competence on vocational graduate employability outcomes across diverse Underdeveloped, frontier, and outermost regions.