INDUSTRY BASED CURRICULUM FOR VOCATIONAL SCHOOL STUDENTS

Pikir Wisnu Wijayanto, M.Hum.#

#
Information System Program, Information and Technology Department
Telkom Polytechnic Bandung
Jl. Telekomunikasi, Ters. Buah Batu, Bandung, 40257, Indonesia
Telp.: +62-8122777622, E-mail: pww@politekniktelkom.ac.id and pikirwisnu@yahoo.com

ABSTRACT
This research aims to identify the needs of industries in term of core competencies (hard skills)
and soft skills from the feedback form of industries and analyze Telkom Polytechnic curriculum, in order
to give the recommendation of an appropriate curriculum by a perfect blend of inputs from renowned
academicians and the needs of industries. By identifying the feedback form of industries and analyzing
Telkom Polytechnic curriculum, Telkom Polytechnic alumni are expected to have competencies and skills
in Information Communication Technology and Management (ICTM) fields in a global standard. They
are expected not only to contribute directly to the development of the nation, but also be able to fill in and
compete in the global marketplace.
Telkom Polytechnic curriculum has big portion of hard skill competency development. Based on
the needs of the industry, soft skill competencies have big portions, especially for alumni of vocational
schools. There are several essential soft skills recommended such as academic base, self-awareness,
communications standards, problem solving and critical thinking, leadership and teamwork, goal setting,
and employability and career development. Telkom Polytechnic should develop the curriculum based on
the needs of industry (industry-based curriculum) in terms of core competencies (hard skills) and soft
skills in order to suit the needs of the industry.

Keywords: Vocational school curriculum, skills and competencies needed by industries.

I. INTRODUCTION
Telkom Polytechnic is one of the educational institutions under the auspices of the Telkom
Education Foundation, which has a focus on vocational education in the field of Information
Communication Technology and Management (ICTM). Telkom Polytechnic alumni are expected to
have competencies and skills in ICTM fields in a global standard, religious character, and good
nationality. They are expected not only to contribute directly to the development of the nation, but
also able to fill in and compete in the global market-place. Telkom Polytechnic has versatile concept,
namely the emphasis on professional development of ICTM fields in, business insight that is based on
a strong mental attitude and have the ability to involve in international industries.
Industries need some requirements and qualifications from Telkom Polytechnic alumni to
become their workers in term of core competencies (hard skills) and soft skills. Types of skills that
must have for the alumni are; integrity (ethical and moral), expertise based disciplines (core
competencies), ability in English communication, the use of information technology communication,
teamwork, and self-development. According to the needs from industries, the curriculum of Telkom
Polytechnic must adopt it in order to meet the requirements and qualifications in term of ICTM fields.
This research aims to identify the needs of industries in term of core competencies (hard
skills) and soft skills from the feedback form of industries and analyze Telkom Polytechnic
curriculum, in order to give the recommendation of an appropriate curriculum by a perfect blend of
inputs from renowned academicians and the needs of industries. In doing limitation of the research
findings, the research only focused on the requirements and qualifications of industries needed in
term of core competencies (hard skills) and soft skills and the grand design of curriculum
recommended in order to meet the industries’ needs.
The research problems are formulated as follow:
 a. What were the needs of industries in term of core competencies (hard skills) and soft skills for the
Telkom Polytechnic alumni?
b. How was the grand design of curriculum recommended for Telkom Polytechnic in order to meet
the industries’ needs?
By identifying the feedback form of industries and analyzing Telkom Polytechnic curriculum,
Telkom Polytechnic alumni are expected to have competencies and skills in Information
Communication Technology and Management (ICTM) fields in a global standard. They are expected
not only to contribute directly to the development of the nation, but also be able to fill in and compete
in the global marketplace.

II. THEORETICAL REVIEW

A. Vocational School
Vocational school for higher education in Indonesia commonly called Polytechnic.
Polytechnic is a college of vocational education in a field of specialized knowledge. Polytechnic is
part of a national education system that aims to prepare students to become members of society who
have the ability to apply professional, develop and disseminate science and technology and its use to
seek improve people's lives and well-being of mankind and enrich the culture nationwide (UU RI No.
20 Sisdiknas. Year 2003).
A vocational school providing vocational education is a school in where students are taught
the skills needed to perform a particular job. It means that they specialize in teaching a certain skill
instead of many different skills. A vocational school offers instruction and practical introductory
experience in skilled trades such as mechanics, technicians, programmer, and etc.
Polytechnic is a professional education that is directed at the application readiness skills. Other
than that, the Polytechnic is a university of applied education in a specialized field of knowledge. To
achieve this purpose, Polytechnics provide a learning experience and adequate training for the
establishment of professional skills in the field of science and technology.
B. Curriculum
According to Stern (1983) the field of curriculum studies is part of the discipline of
educational studies. In its broadest sense, it refers to the study of goals, content, implementation and
evaluation of an educational system. In its restricted sense, curriculum refers to a course of study or
the content of a particular course or program.
UU RI No. 20 Sisdiknas. Year 2003 stated that curriculum is a set of plans and arrangements
regarding the purpose, content, and teaching materials as well as the way used as a guide
implementation of learning activities to achieve particular educational goals. The curriculum prepared
in accordance with the level of education within the framework of the Unitary State of the Republic
of Indonesia which taking into several account such as demands of the workplace; development of
science, technology, and art; and the dynamics of global development.
C. Competency-Based Learning in Telkom Polytechnic
Competence is the accumulation of a person's ability to carry out the job description is
measured, through aspects of independence and individual responsibility on the job.
There are some competencies standards for Diploma degree according to the Indonesian
National Competency of Work Standard;
a. Being able to complete the extensive work, by selecting the appropriate method of the various
options by analyzing the data, and demonstrate the performance with measurable quality and
quantity.
b. Mastering the theoretical concept of a particular field of knowledge in general, as well as to
formulate procedural in problem-solving.
c. Able to manage group work and prepare a comprehensive written report.
d. Responsible for own work and able to be given responsibility for the achievement of the group's
work.
 D. Self-evaluation Components Identification
In the accreditation process conducted by BAN-PT, self-evaluation carried out by assessing,
reviewing and analyzing the overall system courses/colleges, including inputs, processes, outputs,
outcomes, and impacts (input, process, output, outcome, and impact) based on data, information and
other evidence pertaining to the systemic components of the entire organization of courses/colleges.

Chart 1 - Systemic analysis of the self-evaluation component

(Source: BAN-PT. 2010. Self-evaluation guidelines for the Accreditation of Study Programs and Institutions of
Higher Education)

In The National Accreditation Agency for Higher Education (National Accreditation Board
for Higher Education - BAN-PT). 2010 about Self-evaluation guidelines for the Accreditation of
Study Programs and Institutions of Higher Education stated:
1. Competence and ethical alumni expected.
2. In term of learning outcomes:
a. Competence is achieved compared with the expected.
b. Suitability competencies with the needs and requirements of alumni.
c. Data on the progress, success, and completion of the study period students.
d. Alumni satisfaction.
3. Alumni and employer satisfaction absorption sustainability alumni.

III. METHODOLOGY
The research was descriptive-qualitative method. The qualitative method is a research
procedure that results a descriptive data in the form of written words or statements from people and
behavior observed. This research was concerned with the requirements and qualifications of
industries needed in term of core competencies (hard skills) and soft skills to the Telkom Polytechnic
alumni and the grand design of curriculum recommended. The nature of the research data of this
research was qualitative data. The data were descriptive because the obtained data described the
feedback from industries and the curriculum of Telkom Polytechnic.
The participants involved in this research were the Human Resources Department (HRD)
from 21 (twenty one) industries which engaged in the ICTM fields, head of Information Technology
department and study program at Telkom Polytechnic. Another data is from curriculum existing
documents of Telkom Polytechnic, form accreditation guideline from The National Accreditation
Agency for Higher Education (National Accreditation Board for Higher Education - BAN-PT), and
form feedback industry from some ICTM companies.
The current research implemented three data gathering instruments; they were interview,
observation, and documentary analysis. The research was conducted from January 2013 until June
2013 at the Telkom Polytechnic Bandung. It was done by conducting the interview guideline with
 HRD industries and head of Information Technology department and study program at Telkom
Polytechnic. It also was done by doing observation in curriculum implementation related with
Telkom Polytechnic. Source of data used in this research were the curriculum of Telkom Polytechnic
and the need of industry in term of core competencies (hard skills) and soft skills, as the documents
analyzed.
A pilot study was previously conducted before conducting the research. Pilot study was
defined as a trial run with a few subjects to assess the appropriateness of the data instruments and
procedures (Ary, Jacobs, & Razavieh, 2002). In other words, pilot study was conducted to know
whether the study was feasible and worthwhile to continue. From the piloting, it was found that the
instruments were applicable.
Data Analysis used in this research was descriptive qualitative analysis with interactive
model of analysis. According to Miles and Huberman (1992), there were three analysis components.
They were data reduction, display data, and drawing conclusion that are done as interactive model in
collecting data process as a circle.
In order to ensure the internal validity and reliability, this research used a series of steps
proposed by Dillman (2007) to ensure the content and validity of the instrument. This research used
data verification to check the validity of data that used other source(s) for checking or comparing
data. The purpose of data verification was to check the data validation, therefore the result of this
research are real based on the reality and condition in research setting. The process of data
verification in this study were by comparing and confirming the data gathered from one informant
to other informant.

IV. RESEARCH FINDINGS AND RECOMMENDATIONS

A. Research Findings
1. Need of industries in term of core competencies (hard skills) and soft skills
According to the form feedback of industries got, there are some core competencies (hard
skills) and soft skills must have for Telkom Polytechnic alumni as follow:

Table 1. Hard skill Competencies: Please fill in the blank space (if any)
Strength Weakness
Information Technology: Information Technology:
Telecommunication: Telecommunication:
Language: Language:
Else: Else:

On table 1 above, there are several items in terms of hard skill competencies must have by
Telkom Polytechnic alumni. The industry could add other competencies that emphasize the mastery
of skills and competencies. Industry should evaluate the strengths and weaknesses of competencies
owned by Telkom Polytechnic alumni, therefore, it’s expected that there would be a progress
evaluation of the quality of the alumni as it pertains to the satisfaction of the industry that employs the
Telkom Polytechnic alumni, and it could be used to evaluate Telkom Polytechnic curriculum.

Table 2. Soft skill Competencies: Please put your check mark

No Categories Strength Weakness
1 Interpersonal communication skill
2 Presentation skill
3 Negotiation skill
4 Team work
5 Leadership
6 Tolerance to stress/able to work under
7 Persuasive skill
8 Analytical thinking
9 Adaptation skill
 10 Innovative and creativity
11 Integrity
12 Discipline
13 Learning skill
14 Business sense
15 High achievement orientation
16 Others: …

In terms of soft skills competencies, industries tend to want alumni who have more complex
characteristics. This is evidenced by the categories of soft skills which more than the category of hard
skills needed. There are some reasons of why they prioritize soft skills such as:
a. Industries have already known the standards of diploma quality; therefore they have implemented
their own hard skills training methods. For example, hard skills competencies could be improved
with training and empowerment in the workplace. While soft skill could be described as a basic
character and it’s difficult to change or improve if they are working and usually it takes a long
time.
b. In work environment, all workers are forced to work as team. Soft skills competencies are needed
to blend with the other employees and industry target.

Table 3. Satisfaction with Alumni Skills. Please put your check mark
No Competencies Instruments Excellent Good Fair Poor Very
Poor
1 Integrity Discipline
(ethical and moral value) Honesty
Work motivation
Work ethic
2 Expertise based science Ability to apply skills/knowledge
(professionalism) Innovation
Productivity of work
Ability to solve problems
3 Language skills English (spoken and/or written)
4 Use in IT Able to adapt to the environment and
technology
Able to use information and
communication technology
5 Communicate skills Ability express ideas and opinions
6 Team work Ability to work in teams
Ability to socialize in the workplace
Openness to criticism and suggestions
7 Personal development The ability to adapt to the working
environment
Confidence
Emotional maturity, self-control
8 Quality assessment Overall, the assessment of the quality
of alumni

Table 3 shows about the satisfaction level from industry after evaluating Telkom Polytechnic
alumni. This is very important especially in terms of the absorption of alumni in the industry. This
evaluation form is needed to determine the extent to which the level of satisfaction from the industry
in terms of the quality of core competencies (hard skills) and soft skills have by Telkom Polytechnic
alumni.

Table 4. Satisfaction Level. Please put your check mark

Your
Satisfaction Description
Choice
Excellent Preferred to recruit Telkom Polytechnic Alumni
Good Above average
 Fair Average, no significant differences compared to others alumni
Poor Below average, if there’re any other candidates we’d rather choose them
Very poor Very bad, we won’t choose Telkom Polytechnic alumni

On table 4, the form of satisfaction level would be used by industry to give recommendation
whether they would recruit the Telkom Polytechnic alumni or not as their consideration.

Table 5. Feedback for Telkom Polytechnic Career Service & Alumni:

This form is used to give whole feedback from the industry about the Telkom Polytechnic
alumni objectively. This form contains the strengths and weaknesses of each individual Telkom
Polytechnic alumni in their work.

2. Telkom Polytechnic Curriculum

a. Diploma Degree of Accountancy Computerization
Vision:
"Being a Computerized Accounting Study Program which is able to develop and produce a
professional resource, virtuous, able to adapt to the development of science and technology,
especially Information Systems Accounting, Taxation and Audit, and can be recognized by
both national and international communities."
Mission:
1) Hold the Education programs, research and community services that support the
development and application of science and technology.
2) Create an environment conducive for teaching and learning activities and develop
appropriate research, in order to produce a field of computerized accounting alumni who
are creative and innovative
3) Cooperate with various parties, both nationally and internationally so that the learning
process is always up to date.
Specialization Program:
1. Information Technology of Accounting
Specialization profiles:
a) Have expertise in developing applications to support the business processes of
accounting with a focus on reliability of the application functionality.
b) Have expertise to modify in enterprise resource planning system
2. Information System of Accounting
Specialization profiles:
a) Have expertise in developing applications to support business processes complexity
of accounting with emphasis on accounting cycle.
b) Have expertise in operating the accounting applications on enterprise resource
planning system
b. Diploma Degree of Information System
Vision:
"Being a leading Information Management Study Program in Southeast Asia"
Mission:
1) Produce professionals in a creative, innovative and proactive in creating new works in the
field of Information Management and is recognized internationally.
2) Carry out research and development of innovative works for the advancement of science
and technology in the field of Information Management.
3) Carry out community service.
 4) Cooperate with stakeholders.
Specialization Program:
1) Database Development
Specialization profiles:
a) Have the ability to analyze, model and implement data and information needs of the
organization and business needs,
b) Have the ability to build applications to support the data management needs of
business,
c) Have the ability to build a web service for exchanging data between DBMS to
support business needs
2) Multimedia Creative Content
Specialization profiles:
a) Have a deep knowledge of a wide range of digital media,.
b) Have skill in applying the principles of interface design and mobile web-based
system,
c) Have expertise in building web-based applications and mobile
3) Software Development
Specialization profiles:
d) Have expertise in building software applications (software) according to user needs
e) Have expertise in the installation and development of software according to user
needs,
f) Have the capability and expertise in maintenance, repair, and alteration of existing
software
c. Diploma Degree of Computer Engineering
Vision:
"Being superior courses in the field of computer networking, network programming and
embedded systems within the scope of the Information and Communication Technology
(ICT) and be able to compete in Southeast Asia"
Mission:
1) Produce professionals skilled, creative, independent, empowered perseverance, and
noble,
2) Promote a culture of research and development in the field of computer engineering,
3) Duty the professionalism service to advance public welfare,
4) Align with stakeholders to achieve mutually beneficial cooperation.
Specialization Program:
1) Embedded System
Specialization profiles:
a) Able to manipulate the embedded system applications,
b) Able to build a computer control system,
c) Able to manipulate program on Programmable Logic Controller-based
2) Network Engineering
Specialization profiles:
a) Able to manage and implement computer networks,
b) Able to build computer systems that are tailored to the needs of society and the global
of work
3) Network Programming
Specialization profiles:
a) Able to manipulate a program of cloud computing-based (cloud computing),
b) Able to manipulate a program in network-oriented computer
d. Competence-Based Learning Process in Telkom Polytechnic
 Competence is the accumulation of a person's ability to carry out the job description is
measured, through aspects of independence and individual responsibility on the job.
Competencies to diploma degree by the National Occupational Competency Standards
Indonesia are:
1) Being able to complete the work in extensive scope, select the appropriate method of the
various options by analyzing the data, and demonstrate the performance with measurable
quality and quantity.
2) Mastering the theoretical concept of a particular field of knowledge in general, as well as
to formulate procedural problem solving.
3) Able to manage group work and prepare a comprehensive written report.
4) Responsible for own work and be given responsibility for the achievement of the group's
work.
In Telkom Polytechnic curriculum, every course is divided into a number of study materials
that demonstrate student competencies that must be mastered. To determine the level of
competence, each study will be tested to determine the degree of student understanding.
Degree of student comprehension are divided into three levels, basic competencies,
intermediate, and advanced
e. Learning System in Telkom Polytechnic
Semester is a time unit activities comprising 16 to 20 weeks of lectures or other scheduled
activities, the following supporting activities, including testing activities. One semester can
be divided into two quarters are executed in sequence. When implemented with the quarter
system, college expenses undertaken is half of the normal amount held in a single semester.
Study load each week in a quarter twice the workload if implemented in one semester.
Semester credit system is a system of education by using Semester Credit Units (SCU) to
declare the burden of student, faculty workload, learning experiences, and program
administration expenses.
The implementation of learning process held at the Polytechnic Telkom refers to the
following table:
Table 6. System of Credits in Telkom Polytechnic
Duration Number of Meetings (in
No Credits
(in minutes) a week)
1 1 credit 100 1 time
2 2 credits (theory) 100 1 time
3 3 credits (theory) 100 + 50 2 times
4 3 credits (theory & practice) 100 theory + 100 practice 2 times
5 4 credits (theory & practice) 100 theory + 100 practice 2 times

f. Recapitulation of Lists Subjects Classifications in Telkom Polytechnic Curriculum

Table 7. Recapitulation of Lists Subjects Classifications

Number of Subjects & Credits for each Study Program
No Classification Accountancy Information Computer
Credits Credits Credits
Computerization System Engineering
1 Core subjects 23 66 27 79 26 80
2 Supporting core 7 21 3 7 2 5
subject
Core competencies (hard skills)
3 General subjects 8 21 8 21 8 18
4 Basic subjects 1 3 1 3 3 8
Soft skill competencies
Total 39 111 39 110 39 111
subjects credits subjects credits subjects credits
 The subjects in Telkom Polytechnic are classified as:
1) Core and supporting core subjects for describing the core competencies (hard skills) must
students achieved.
2) General and basic subjects, in term of soft skill competencies.
According to table 7, there are some inconsistencies in term of number of subjects
(classification) and credit in each study program. All of study program only focused on the
core competencies (hard skills).
g. Learning Evaluation in Telkom Polytechnic
Mark subject is determined course of student achievement of competencies in each study.
Competency evaluation or assessment form could be:
1) Written test, used to measure students' understanding of the theory.
2) Presentation, used to measure students' ability to explain the ideas and / or work.
3) Scientific work, used to measure the ability of students to describe the ideas and / or work
in the form of a scientific paper.
4) Essay, used to measure the ability of students to discuss, explain and develop a topic or
problem.
5) Project, is used to measure students' ability to implement the theories that have been
obtained, which is done in a team and presented to the other party (the presentation).

Measured mark of quality student achievement of competencies as listed below:

Table 8. Mark Lists Achievement
Competencies Level
Index Scale Note
Basic Intermediate Advance
A 4.00 100% 100% 100% Pass
A- 3.66 100% 100% 60%-99% Pass
B+ 3.33 100% 100% 30%-59% Pass
B 3.00 100% 100% 0%-29% Pass
B- 2.66 100% 60%-99% - Pass
C+ 2.33 100% 30%-59% - Pass
C 2.00 100% 0%-29% - Pass 1
D 1.00 60%-99% - - Pass2
E 0 0%-59% - - Not Pass
NA Uncounted - - - Not Pass 3

Note:
1. Grades C and D do not pass the final project for the course
2. Grade D does not pass for Religious Subjects, Pancasila and Citizenship, as well as a Scientific Paper subjects.
3. NA value means the value of the transcript has not been approved by the faculty or study program

B. Research Recommendation
According to the needs of industries in term of core competencies (hard skills) and soft skills, Telkom
Polytechnic curriculum should:
1. be developed to suit the needs of the industry.
Education is an ever evolving field and knowledge alone is not important. Industry needs
knowledge and skills, which can be derived from a research-based curriculum.
Industry needs more "up to date" curriculum, since; the industry has grown very much. Therefore,
the continuous process improvement in the curriculum and implementation, are needed.
2. be designed to encourage students to apply theoretical learning to real-life scenarios in the form
of case studies, research, events and live projects.
The students are exposed to current developments as they happen and are able to understand the
concepts, especially in work environment. The industries are invited to offer degree programs to
suit their industry. They are now permitted. Many public sector industries already planned to start
the industry relevant programs.
3. be industry specific, networked, collaborative and flexible.
Telkom Polytechnic has to develop innovation centers for active collaboration with the industry.
The industry representatives are involved in evaluating the existing curriculum. The key
competencies are identified and the program goals and objectives are generated to meet the
industry's key competencies. The developed curriculum is again evaluated carefully against the
industry's needs.
In designing curriculum in term of soft skill development, there are several essential skills
recommended as follows;
1. Academic base
This skill is needed in order to achieve additional academic knowledge and skills required to
pursue the full range of career and opportunities in the future.
The specific instructional objectives of this skill are;
a. Complete required training, workshop, and certification of hard and soft skills to prepare
Telkom Polytechnic alumni for preparing them in a particular career field, especially in
ICTM.
b. Demonstrate language arts, mathematics, and scientific knowledge and basic skills required
as the basic courses or subjects to pursue the full range of career opportunities.
2. Self-Awareness
This aspect of developing self-awareness is needed to help Telkom Polytechnic alumni to prepare
themselves for the demands of college, and identify their strength and weakness.
The specific instructional objectives of this skill are;
a. Know the demands in different colleges with the demands of high school
b. Identify their strengths and weaknesses
3. Communications standards
This skill describes the use of oral and written communication skills in creating, expressing,
interrupting information, giving opinions, and sharing ideas, including technical terminology and
information.
The specific instructional objectives of this skill are;
a. Select and employ appropriate reading and communication strategies to learn and use
technical concepts and vocabulary in the workplace setting.
b. Demonstrate the use of concepts, strategies, and systems for obtaining and conveying ideas
and information to enhance communication in the workplace setting.
4. Problem solving and critical thinking
This skills offers the solve problems using critical thinking skills (analyze, investigate,
synthesize, and evaluate) independently and in teams using creativity and innovation.
The specific instructional objectives of this skill are;
a. Employ critical thinking skills independently and in teams to solve problems and make best
decisions.
b. Employ critical thinking and interpersonal skills to resolve conflicts with co-worker, staff and
clients or customers.
c. Conduct technical research to collect information necessary for decision-making method.
5. Leadership and teamwork
This skill explains the use of leadership and teamwork skills in collaborating with others to
accomplish organizational goals and objectives.
The specific instructional objective of this skill is:
a. Employ leadership skills to accomplish organizational skills and objectives.
6. Goal setting
This skill is necessary to help Telkom Polytechnic alumni in order to determine the goals and
measures of achievements.
The specific instructional objectives of this skill are;
a. Determine the goals to be achieved.
 b. Specify the steps that must be taken to achieve its stated goals.
7. Employability and career development
After learning this essential skill, Telkom Polytechnic alumni are able to know and understand
the importance of employability skills; explore, plan strategy, and effectively manage careers;
know and understand the importance of entrepreneurship skills
The specific instructional objectives of this skill are;
a. Identify and demonstrate positive work behaviors, performance and personal qualities needed
to be employable.
b. Develop skills related to seeking and applying for employment to find and obtain a preferred
job.

V. CONCLUSIONS
In Telkom Polytechnic curriculum, every course is divided into a number of study materials that
demonstrate student competencies that must be mastered. To determine the level of competence, each
study will be tested to determine the degree of student understanding. Degree of student comprehension
are divided into three levels, basic competencies, intermediate, and advanced.
Telkom Polytechnic curriculum has big portion of hard skill competency development. It could
be seen in the big number of courses and credits in the subjects, while the development of soft skills
competence gets a very little portion. Based on the needs of the industry, soft skill competencies have big
portions, especially for alumni of vocational schools. There are several essential soft skills recommended
such as academic base, self-awareness, communications standards, problem solving and critical thinking,
leadership and teamwork, goal setting, and employability and career development. .
Telkom Polytechnic should develop the curriculum based on the needs of industry (Industry-
based curriculum) in terms of core competencies (hard skills) and soft skills in order to suit the needs of
the industry. This should get more attention of the campus, especially in preparing curriculum, because it
is closely related to competence development both hard skills and soft skills in ICTM fields.

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