History of the Study Program Management Unit

The background to the formation of the Diponegoro University Vocational School began with conditions at Diponegoro University regarding the governance of the Diploma program. Until 2016, the Diploma program at Diponegoro University was managed by each faculty. With clear boundaries between education at the vocational level and academic level, the Diploma program at Diponegoro University is collected under one management of the Diponegoro University Vocational School. Along with the change in the status of Diponegoro University from a Higher Education Institution (PT) as a Public Service Agency (BLU) to a university with the status of a Legal Entity State Higher Education Institution (PTN BH) in 2015, based on the Government Regulation of the Republic of Indonesia Number 52 of 2015 concerning the Statute of Diponegoro University, and Chancellor’s Regulation no. 4 of 2016 regarding the Approval of the Academic Senate regarding the Establishment of Vocational Schools, Diponegoro University needs to develop an integrated system regarding the management of Diploma study programs that have been run in each faculty. Based on the Decree of the Chancellor of Diponegoro University Number 1250/UN7.P/HK/ 2016 concerning the Establishment of the Diponegoro University Vocational School, the Diponegoro University Vocational School was established as the manager of the Diploma program at Diponegoro University. The Vocational School was formed as a forum for applied study programs, including third diploma, applied bachelor’s degree, professional program, applied master’s (specialist) and applied doctoral (sub-specialist) programs. By being established as a separate faculty, the development of applied/professional programs can more easily be carried out in a more integrated and focused manner.

Current world industrial developments and government programs that will fully develop human resources so that they are able to compete with other developed countries require skilled and professional graduate graduates in their fields. Answering these challenges really requires vocational education graduates from various scientific fields. The Asian region is recognized by European Union countries as a producer of vocational workers who are very reliable, competent and have high integrity. Therefore, there needs to be a framework that must be created to sharpen the skills of graduates, so that they can increase productivity for industrial progress. Progress in the development of vocational education in the Asian region has begun to be taken into account since the enactment of AFTA and MEA. The competency of vocational graduates is very influential, along with the increasing demand for skilled workers by domestic and foreign industries.