ABSTRACT
Vocational graduates supposedly have the competencies following the purpose of vocational education: preparing medium-skilled labour in a particular area that corresponds with the industrial needs. In the 21st century, businesses and industries tend to demand skilled labours in digital literacy and human literacy. Thus, vocational education should be able to innovate to respond to the challenge and opportunity from the 21st-century implication through revitalizing the vocational education, involving: learning system, education units, learners, educators, and educational staffs. A suitable learning system for the 21st century is a life-based learning model. Life-based learning in vocational education could be performed through industrial practice, industrial class, and teaching factory activities. These three approaches aimed to bring the learning activities closer with real-life work at the workplace through field practices. With life-based learning at the real workplace, students would develop a discipline and work culture habits as provisions after finishing the vocational education.
