Cianjur, September 12, 2026 — Vocational high school teacher competency should not be limited to mastering theory and practice in the training room. Teachers also need to understand how skills can be applied, developed, and even have economic value in the real world. This was one of the main messages of the 4th Offline Workplace-Based Vocational Teacher Competency Improvement Training at the Cianjur Agricultural Training Center (BBPPMPV).

A total of 147 vocational high school teachers participated in training covering seven areas of expertise: Bakery & Pastry , Melon Hydroponics, Fruit Processing, Orchids, Egg Hatching, Animal Feed, and Artificial Feed Engineering. The training was designed as a series of 120 hours of lessons, consisting of 40 sessions of briefing, 70 sessions of work experience, and 10 sessions of competency testing and certification.

Deputy Minister of Primary and Secondary Education Atip Latipulhayat said that mastery of competencies needs to be accompanied by a business mindset , namely a way of thinking that encourages someone to continue to see opportunities and create added value from what they have.

"If we have production competency but can't commercialize it, that's frustrating. Ultimately, competence is just lip service," said Atip.

According to Atip, a business mindset isn't solely about trade or profit. More than that, this way of thinking encourages someone to actively seek out opportunities to benefit existing resources.

In the agricultural context, Atip believes that teachers' competencies can be developed far beyond the production process. Agriculture can grow into agribusinesses and even agrotourism. Therefore, technical competency must go hand in hand with the ability to see the process from upstream to downstream.

The Director General of Secondary and Special Education, Tatang Muttaqin, who also attended the event, said that direct experience is necessary so that the competencies acquired by teachers do not stop as knowledge, but are actually put into practice and brought back to schools.

"The most important thing, besides teaching, is to try and put it into practice. Because if you upskill here and then go home and never practice it in class, just watching the students, you won't develop much," said Tatang.

According to Tatang, the competencies teachers learn can be developed into real-world practices, including business opportunities that can involve students. Therefore, he urged teachers not to stop after acquiring the knowledge from the training.

"So, ladies and gentlemen, connect with the knowledge and, if possible, implement it," he said.

Following the briefing, participants will undergo 70 hours of on-the-job experience before taking the competency and certification exams. This phase provides teachers with the opportunity to experience firsthand the practices, processes, and work culture of the industry.

Joko Ahmada Julifan, Head of the Cianjur Agricultural Education and Training Center (BBPPMPV), stated that workplace-based training is part of an effort to improve the competency of vocational teachers. Participants are expected to bring the experience they gain back to their educational institutions and apply it in their teaching.

For Tatang, this experience can also change the way students view the agricultural sector, which has often been perceived conventionally.

"If we show them that I can do something like this, then the kids will think, 'How come farming is so much fun?'" said Tatang.

Thus, training doesn't stop at simply enhancing teacher competency. Industry experience is expected to be incorporated into the classroom, while a business mindset helps teachers demonstrate to students that skills can develop into products, innovations, and opportunities.*** (Author: Uly/Photographer: Yuswan Rosepi)

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Source: Siaran Pers Kementerian Pendidikan Dasar dan Menengah Nomor: 803/sipers/A6/IX/2026

Writer: Morecka

Editor: Denty Anugrahmawaty

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