From Classroom to Sustainable Plantation: Vocational Education–Oil Palm Industry Partnerships for Building Skills, Professionalism, and Sustainable Plantation Management in Indonesia-A Review

Loso Judijanto

doi:10.59890/ijsss.v4i4.331

Authors

Loso Judijanto IPOSS Jakarta, Indonesia

DOI:

https://doi.org/10.59890/ijsss.v4i4.331

Keywords:

Plantation Vocational Education, Oil Palm, Sustainable Plantation Management, TVET, Work-Integrated Learning, Industry–Education Partnership

Abstract

Indonesia’s transition toward sustainable oil palm production depends not only on regulation, certification, technology, and corporate commitments but also on the competence of people who translate sustainability principles into everyday plantation decisions. This qualitative literature review examines the strategic role of plantation-based vocational education in developing such human capital and assesses how structured cooperation between vocational institutions and oil palm companies can enhance graduate competence and professionalism. Drawing on recent literature published predominantly between 2020 and 2026, the review integrates scholarship on sustainable palm oil, vocational education and training, work-integrated learning, green skills, agricultural competencies, digitalization, and graduate employability. The thematic synthesis identifies seven interrelated findings. Sustainable oil palm has become increasingly competency-intensive; graduates require multidimensional technical, environmental, digital, social, managerial, safety, and ethical capabilities; industry collaboration can reduce education–workplace mismatches; work-integrated learning supports professional identity formation; teaching factories and authentic industry projects can improve occupational currency; partnership quality matters more than workplace exposure alone; and vocational–industry collaboration can produce sustainability benefits extending beyond individual companies. The paper proposes a Sustainable Plantation Vocational Partnership framework linking sustainability requirements, curriculum design, authentic workplace learning, competency assessment, professional formation, and plantation outcomes. The review concludes that plantation vocational education should be treated as part of Indonesia’s sustainability infrastructure and recommends institutionalized, accountable, inclusive, and sustainability-oriented partnerships among education providers, plantation companies, government, certification bodies, smallholders, and communities

References

Albertz, A. (2025) ‘Green alignment, green vocational education and training, green skills and related subjects: A literature review on actors, contents and regional contexts’

Apriani, E., Kim, Y-S., Fisher, L.A. and Baral, H. (2020) ‘Non-state certification of smallholders for sustainable palm oil in Sumatra, Indonesia’, Land Use Policy, 99, 105112.

Azahar, R., Hariyanto, V.L., Prayogo, W. and Fitria, L. (2026) ‘Fostering green skills in vocational students: The impact of learning environment, attitudes, and competence’, Indonesian Journal on Learning and Advanced Education, 8(1).

Billett, S. (2025) ‘Constituting integration in work-integrated education and learning’, Studies in Continuing Education, 47(3), pp. 513–530.

Björck, V. (2021) ‘Taking issue with how the work-integrated learning discourse ascribes a dualistic meaning to graduate employability’, Higher Education, 82, pp. 307–322.

Björck, V. and Willermark, S. (2025) ‘Where is the “WIL” in work-integrated learning research?’, Studies in Continuing Education, 47(3), pp. 531–545.

Chandra, A., Grabs, J., Meemken, E-M., Hidayat, N.K., Dharmawan, A.H., Mardiyaningsih, D.I. et al. (2026) ‘Limited reach of zero-deforestation commitments to Indonesian oil palm smallholders’, Nature Sustainability.

Chinedu, C.C., Saleem, A. and Wan Muda, W.H.N. (2023) ‘Teaching and learning approaches: Curriculum framework for sustainability literacy for technical and vocational teacher training programmes in Malaysia’, Sustainability, 15(3), 2543.

Choi, S., Li, H. and Ogawa, K. (2023) ‘Upper secondary vocational education and decent work in Indonesia: A gender comparison’, International Journal of Educational Development, 101, 102833.

Choi, S., Li, H., Ogawa, K. and Tanaka, Y. (2024) ‘Secondary vocational education and decent work in Indonesia: Differences between urban and rural areas’, International Journal of Training Research, 22(2), pp. 125–146.

Díaz, B., Delgado, C., Han, K. et al. (2026) ‘A scaffolding model for designing and implementing work-integrated learning experiences based on the analysis of the university and company’s arrangements’, Higher Education, 91, pp.

Em, S. and Khampirat, B. (2026) ‘Cooperative education: A mini review of benefits and challenges for the developing countries’, Frontiers in Education, 11, 1794804.

Ernah, Parvathi, P. and Waibel, H. (2020) ‘Will teaching sustainability standards to oil palm smallholders in Indonesia pay off?’, International Journal of Agricultural Sustainability, 18(2), pp. 196–211.

Forsler, A., Nilsson, P. and Walan, S. (2025) ‘Teaching for sustainable development in vocational education’, Journal of Biological Education, 59(2), pp. 268–281.

Fosch, A., Ferraz de Arruda, G., Aleta, A. et al. (2023) ‘Replanting unproductive palm oil with smallholder plantations can help achieve Sustainable Development Goals in Sumatra, Indonesia’, Communications Earth & Environment, 4, 378.

Fuchs, M. (2024) ‘Green skills for sustainability transitions’, Geography Compass.

Hasmin, H., Salman, D., Demmallino, E.B., Nurung, J. and Darhamsyah, D. (2026) ‘Digital inclusion and ecosystem-based incentives as predictors of smallholder readiness for sustainability-oriented change in Indonesian oil palm landscapes’, Discover Environment, 4, 134.

Hendrawan, D. and Musshoff, O. (2024) ‘Smallholders’ preferred attributes in a subsidy program for replanting overaged oil palm plantations in Indonesia’, Ecological Economics, 224, 108278.

Hwang, W., Aguinalde, P., Crippen, K.J., Shin, J. and Carroll, B.F. (2026) ‘Systematic review of work-integrated learning in undergraduate engineering education’, Journal of Engineering Education, 115(1), e70050.

Iskandar, Wahyudiono, Y.D.A., Widajati, N. and Zulkifli (2023) ‘Factors related with unsafe action in palm oil harvesters at PT. Priatama Riau Kebun Rupat Island’, The Indonesian Journal of Occupational Safety and Health, 12(2), pp. 246–255.

Jackson, D. (2024) ‘Work-integrated learning: opportunities and challenges in Australia’, Higher Education Research & Development, 43(3), pp. 767–773.

Jackson, D. and Bridgstock, R. (2021) ‘What actually works to enhance graduate employability? The relative value of curricular, co-curricular, and extra-curricular learning and paid work’, Higher Education, 81, pp. 723–739.

Jackson, D. and Dean, B.A. (2023) ‘The contribution of different types of work-integrated learning to graduate employability’, Higher Education Research & Development, 42(1), pp. 93–110.

Jelsma, I., Turinah, Gay, F., Ollivier, J. and Rapidel, B. (2024) ‘Collective action, replanting and resilience: Key lessons from 40 years of smallholder oil palm cultivation in the Ophir plantation, Indonesia’, Agricultural Systems, 213, 103801.

Kebede, A., Asgedom, A. and Asfaw, A. (2024) ‘Is linking technical and vocational training with industry a bridge to employability? Lessons from a literature review for Ethiopia’, Cogent Education, 11(1), 2406721.

Kligyte, G., Bowdler, B., Baumber, A., Pratt, S., Allen, L., Buck, A., Le Hunte, B., Melvold, J. and Key, T. (2024) ‘Work-integrated professional learning: Shifting paradigms through transdisciplinary engagement’, Studies in Continuing Education, 46(3), pp. 396–413.

Luk, L.Y.Y. and Chan, C.K.Y. (2024) ‘Assessing student learning in work-integrated learning (WIL): A systematic review on assessment methods and purposes’, Studies in Educational Evaluation, 81, 101345.

McDonald, N., Luke, J. and Cosby, A. (2024) ‘Non-technical skills needed for the current and next-generation agricultural workforce’, Agriculture, 14(7), 1106. Available at: https://doi.org/10.3390/agriculture14071106.

McGrath, S. and Ramsarup, P. (2024) ‘Towards vocational education and training and skills development for sustainable futures’, Journal of Vocational Education & Training, 76(2), pp. 247–258.

Mehraban, N., Kubitza, C., Alamsyah, Z. and Qaim, M. (2021) ‘Oil palm cultivation, household welfare, and exposure to economic risk in the Indonesian small farm sector’,

Mohamad Zaki, M.A.B., Ooi, J., Ng, W.P.Q., How, B.S., Lam, H.L., Foo, D.C.Y. and Lim, C.H. (2025) ‘Impact of Industry 4.0 technologies on the oil palm industry: A literature review’, Smart Agricultural Technology, 10, 100685.

Monavvarifard, F. and Alibaygi, A. (2023) ‘TVET model for building safety and sustainable agriculture in Iran by 2030 and beyond’, Environmental Education Research, 29(3), pp. 423–450.

Muchlis, F., Destiarni, R.P., Napitupulu, D.M.T., Zainuddin, A., Aziz, M.A. and Meilin, A. (2026) ‘The sustainability of palm oil farming by certified independent smallholders in Jambi’, Frontiers in Sustainability, 7, 1717610.

Nahriana, N. and Arfandi, A. (2020) ‘The cooperation of vocational high schools and industries in achieving graduates competence’, Journal of Educational Science and Technology, 6(3).

Ngadi, N. and Nagata, J. (2022) ‘Oil palm land use change and rice sustainability in South Sumatra, Indonesia’, Land, 11(5), 669.

Nurliza, N. (2020) ‘Creating strategic competence of independent smallholders for sustainable palm oil’, Jurnal Penyuluhan, 16(1), pp. 1–15.

Nurliza, N., Nugraha, A., Muthahhari, M., Pamela and Suyatno, A. (2022) ‘Do sustainability standards provide environmental, social and economic benefits for independent oil palm smallholders?’, Jurnal Penyuluhan.

Nyamweru, J.C., Ndayitwayeko, W.M., Kessler, A. and Biemans, H. (2024) ‘Fostering sustainable agriculture in Burundi: Which competencies for change-agents should vocational agriculture education prioritize?’, The Journal of Agricultural Education and Extension, 30(3), pp. 341–361.

Nyamweru, J.C., Ndayitwayeko, W.M., Kessler, A. and Biemans, H. (2025a) ‘Fostering students’ competencies in sustainability in vocational agriculture education in Burundi: Effects of a Participatory Integrated Planning module’, International Journal of Training and Development,

Nyamweru, J.C., Ndayitwayeko, W.M., Kessler, A. and Biemans, H. (2025b) ‘Competence-based vocational agriculture education for sustainability in Burundi: Perspectives from different educational stakeholders’, Journal of Vocational Education & Training, 77(4), pp. 1166–1188.

Oliphant, E. and Simon, A.C. (2022) ‘The cost of sustainable palm oil: Should an Indonesian smallholder pursue RSPO-certification?’, World Development Perspectives, 26, 100432.

Owusu-Agyeman, Y. and Aryeh-Adjei, A.A. (2024) ‘The development of green skills for the informal sector of Ghana: towards sustainable futures’, Journal of Vocational Education & Training, 76(2), pp. 406–429.

Petri, H., Hendrawan, D., Bähr, T., Musshoff, O., Wollni, M., Asnawi, R. and Faust, H. (2024) ‘Replanting challenges among Indonesian oil palm smallholders: A narrative review’, Environment, Development and Sustainability, 26, pp. 19351–19367.

Purnomo, H., Okarda, B., Dermawan, A., Ilham, Q.P., Pacheco, P., Nurfatriani, F. and Suhendang, E. (2020) ‘Reconciling oil palm economic development and environmental conservation in Indonesia: A value chain dynamic approach’, Forest Policy and Economics, 111, 102089.

Qaim, M., Sibhatu, K.T., Siregar, H. and Grass, I. (2020) ‘Environmental, economic, and social consequences of the oil palm boom’, Annual Review of Resource Economics, 12, pp. 321–344.

Ramsarup, P., McGrath, S. and Lotz-Sisitka, H. (2024) ‘A landscape view of emerging sustainability responses within VET’, Journal of Vocational Education & Training, 76(2), pp. 259–280.

Reich, C. and Musshoff, O. (2025) ‘Oil palm smallholders and the road to certification: Insights from Indonesia’, Journal of Environmental Management, 375, 124303.

Rienties, B., Divjak, B., Iniesto, F., Pažur Aničić, K. and Žižak, M. (2023) ‘Online work-based learning: A systematic literature review’, International Review of Education, 69, pp. 551–570.

Runcieman, A. (2022) ‘Developing students’ professional identities through work integrated learning: “Small story” research from an ethnographic perspective’, Journal of Education and Work, 35(5), pp. 559–571.

Safitri, L., Galdos, M.V., Pradiko, I., Comber, A. and Challinor, A. (2026) ‘Assessing climate-smartness of agronomic practices in oil palm production under changing climate conditions’, European Journal of Agronomy, 174, 127966.

Saputro, I.N., Soenarto, Sofyan, H., Riyanita, M.C., Rebia, P.S. and Listiana, A. (2021) ‘The effectiveness of teaching factory implementation in vocational education: Case studies in Indonesia’, Universal Journal of Educational Research, 9(11), pp. 1841–1856.

Saragih, I.K., Rachmina, D. and Krisnamurthi, B. (2020) ‘Analisis status keberlanjutan perkebunan kelapa sawit rakyat Provinsi Jambi’, Jurnal Agribisnis Indonesia, 8(1), pp. 17–32.

Scriven, S.A., Butarbutar, R.B., de Vos, R.E., Newing, H., Scholtz, O., Lasmana, F.P.S., Meijaard, E. and Hill, J.K. (2026) ‘Addressing the challenges of managing and monitoring biodiversity in High Conservation Value areas and High Carbon Stock forests within oil palm landscapes’, Ecological Solutions and Evidence, 7(1), e70162.

Siregar, A.A., Halimatussadiah, A., Moeis, F.R., Anky, W.A.K. and Nainggolan, D. (2024) ‘The oil palm replanting imperative: Are smallholder farmers willing to participate?’, Forest Policy and Economics, 169, 103362.

Sudarsono, B., Ghozali, F.A. and Saputra, W.N.E. (2026) ‘Bridging the education-industry gap: A rolling-cycle teaching factory model to occupational competence development in vocational schools’, Higher Education, Skills and Work-based Learning, pp. 1–15.

Suharno, S., Ihsan, F., Himawanto, D.A., Pambudi, N.A. and Rizkiana, R. (2025) ‘Sustainability development in vocational education: A case study in Indonesia’, Higher Education, Skills and Work-based Learning, 15(3), pp. 668–689. Available at: https://doi.org/10.1108/HESWBL-01-2024-0018.

Supriatna, J., Djumarno, D., Saluy, A.B. and Kurniawan, D. (2024) ‘Sustainability analysis of smallholder oil palm plantations in several provinces in Indonesia’, Sustainability, 16(11), 4383.

Suud, H.M., Defrian, A., Puspito, A.N. and Ginting, A.S. (2026) ‘Precision agriculture implementation to improve sustainability and productivity of oil palm plantations in Indonesia: A review’, Journal of Oil Palm Research, 38(1), pp. 35–52.

Syahputra, A.R., Nurkhoiry, R., Amalia, R. and Pradiko, I. (2026) ‘Limitations of sustainability certification on Good Agricultural Practices adoption among certified and noncertified oil palm smallholders’, Jurnal AGRISEP, 25(1), pp. 289–306.

Vitalocca, D., Suherman, A., Rohendi, D., Yulia, C. et al. (2026) ‘Integrating computational thinking and green skills in vocational education through the bridging learning green informatics framework’, Discover Education,

Wahyuningsih, S.E., Rachmawati, R., Saptariana, Sholikhah, R., Karend, K.A.A., Tumangger, M.H. and Ghazali, A. (2026) ‘PRIGEL: A work-integrated learning model for collaborative and professional competence in vocational education’, Frontiers in Education, 11, 1812349.

Watts, J.D., Pasaribu, K., Irawan, S., Tacconi, L., Martanila, H., Wiratama, C.G.W., Musthofa, F.K., Sugiarto, B.S. and Manvi, U.P. (2021) ‘Challenges faced by smallholders in achieving sustainable palm oil certification in Indonesia’, World Development, 146, 105565.

Weijzen, S.M.G., Onck, C., Wals, A.E., Tassone, V.C. and Kuijer-Siebelink, W. (2024) ‘Vocational education for a sustainable future: Unveiling the collaborative learning narratives to make space for learning’, Journal of Vocational Education & Training, 76(2), pp. 331–353. Available at: https://doi.org/10.1080/13636820.2023.2270468.

Wong, Y.B., Gibbins, C., Azhar, B., Phan, S.S., Scholefield, P., Azmi, R. and Lechner, A.M. (2023) ‘Smallholder oil palm plantation sustainability assessment using multi-criteria analysis and unmanned aerial vehicles’, Environmental Monitoring and Assessment, 195(5), 577. Available at: https://doi.org/10.1007/s10661-023-11113-z.

Xin, Y., Sun, L. and Hansen, M.C. (2022) ‘Oil palm reconciliation in Indonesia: Balancing rising demand and environmental conservation towards 2050’, Journal of Cleaner Production, 380, 135087. Available at: https://doi.org/10.1016/j.jclepro.2022.135087.

Yoto, Marsono, Suyetno, A., Mawangi, P.A.N., Romadin, A. and Paryono (2024a) ‘The role of industry to unlock the potential of the Merdeka curriculum for vocational school’, Cogent Education, 11(1), 2335820. Available at: https://doi.org/10.1080/2331186X.2024.2335820.

Yoto, Suyetno, A., Wibawa, A.P., Paryono and Romadin, A. (2024b) ‘Unveiling the distinctive impact of vocational schools link and match collaboration with industries for holistic workforce readiness’, Open Education Studies, 6(1), 20240045. Available at: https://doi.org/10.1515/edu-2024-0045.