The purpose of this study was to (1) reveal the history of the establishment
of SMK (Vocational High School) Telkom Purwokerto, (2) reveal the
development of the components in the profile of SMK Telkom Purwokerto,
(3)reveal the role of the school in community, Business and Industry World (DU /
DI) and student guardian. Thisstudy used historical research methods consisting
of four stages: (1) heuristics, (2) criticism or verification, (3)interpretation, and (4)
historiography. The location of this study was in D. I. Panjaitan street number
128Purwokerto Selatan Banyumas. The results of this study revealed that this
school was established in 1993 and itdeveloped year by year. The development of
this school can be seen from the progress relationship of this schoolin business
and industry world. This school is a superior telecommunication- based school in
Banyumas. It wonmany achievements in the level of district, province, national,
and even international. The vision of this school wassuccessfully achieved for
each period of the principal leadership. It was marked by alumni working
professionallyin the field of telematics, performing excellent work, having a high
work ethic and being able to compete in theglobal era. The mission that had been
achieved by the school was the learning process that was in accordancewith local
and national culture. This school successfully established relationship with
business and industry worldin curriculum development, teacher selection and
student facilities and infrastructure. There were differences insystems or policies
applied in school as well as the number of educators, students, infrastructure
andachievements in each of the principal's leadership period. In the first principal
leadership period, facilities andinfrastructure were still very simple. The second to
the sixth principal leadership period developed more completeand adequate
facilities, such as laboratory and classrooms. Educators were also required in this
school to buildprogress in the future. Furthermore, the number of educators
graduating from D3, S1 and S2 was no longerlimited from the second period to
the sixth period. The curriculum development of the first to the sixth period
canserve as a guide in delivering material during the learning process. The
learning process in school was able toprovide practical skills and adjustments to
the expected criteria of DU / DI. Students developed for each perioddue to the
effort and participation from Public Relations and alumni as well as the
achievement progress obtainedfrom the beginning of the period of this school.