Trust as Foundation and Limit: An Informal School and Business Vocational Partnership

Abstract

Vocational training can enhance the independence and work readiness of students with mild intellectual disabilities through authentic workplace learning supported by school–business collaboration. Previous studies have largely focused on vocational schools partnering with large industries through formal agreements, while partnerships between special schools and micro-enterprises remain underexplored. This study examines collaboration between SLB Negeri Kabupaten Bekasi and Purple Steam in motorcycle pressure-washing training at the SMALB level, focusing on partnership arrangements, training implementation, supporting and inhibiting factors, and impacts on students’ work readiness. A descriptive qualitative case study was conducted with purposively selected informants, including the principal, vocational and shadow teachers, business owner, field instructor, parents, and three students with mild intellectual disabilities. Data were collected through observation, interviews, and documentation, validated through source and technique triangulation and informant reconfirmation, and analyzed using the Miles and Huberman model. Findings reveal that the partnership operates through an oral agreement based on trust, sustained communication, and role division. The school provides guidance and assessment, while the business provides facilities, equipment, and technical instruction. Training uses demonstrations, hands-on practice, simplified work stages, repeated instruction, gradually reduced assistance, and adjusted water pressure. Partnership commitment, authentic workplace experience, and family support sustain the program, whereas differences between school and workplace equipment create challenges. Students demonstrate improvements in technical skills, independence, and confidence, although achievement varies individually. The study concludes that informal collaboration can effectively bridge students to local employment opportunities, but written institutionalization is needed to strengthen occupational safety responsibilities and ensure program continuity.