Mentoring Teachers in Developing Industry-Aligned Skill Competency Test Questions

This article provides an alternative competency test model for vocational education schools in Central Java, Indonesia which particularly for automotive skill competency in order to replace the current competency test model that has been implemented for several decades which the author's concern about the students' accomplishment during the competency test, aimed to improve competency test results to increase the students' job opportunity in the labor market. Currently, the applied competency test model is the ‘Continuity’ model, where the students are given five tasks and should be finished within five hours with limited break time. This model tends to increase students' fatigue and stress levels. Consequently, the students lose their focus and concentration which adversely impacts their competency test results. In this study, the new competency test model namely the ‘Discontinuity’ competency test model was proposed aiming to overcome the issue of the ‘Continuity’ model. To research the effect of the ‘Discontinuity’ model implementation on the students' competency test results and vocational school competency test management, a study was done among 100 students and 50 teachers in 10 vocational education schools around Central Java, Indonesia. The results show that the ‘Discontinuity’ competency test model gives a significant improvement in the students' competency test scores. This reasonably happened due to the implementation of the ‘Discontinuity’ model gives the students time to break for an hour of each competency task. Without this break time, fatigue and stress levels of the students will significantly increase which adversely affect the students' competency final score. In addition, the new management of the competency test was proposed in this research.

BackgroundAuthentic situations are considered a source of learning due to their real world relevance. This can encourage learners to acquire new knowledge. Increasing digitisation and associated resources, such as professional development opportunities for teachers, technology tools, or digital equipment for schools enable the development and implementation of authentic assessments. The basic academic principles for acquiring economic literacy are already provided in lower secondary school. This article examines, using the example of a new authentic technology-based assessment (TBA)—Economic Literacy—Assessing the Status Quo in Grade 8 (ECON 2022) -, the processes involved in constructing a TBA. The purpose is to develop a curricular valid measurement instrument for surveying the current state of economic literacy in the 8th grade of a German federal state. This study explores which economic competencies students—typically between 14 and 15 years of age—possess in Grade 8, and what level of competence can therefore be expected of them at the beginning of a vocational training programme. The assessment is geared toward the curriculum of the subject of economics and is based on a domain model. This article presents the background and construction process for the development of ECON 2022 as a TBA.MethodsTo check the validity of test construction with a focus on the implementation of the authentic assessment and an analysis of difficulty-generating characteristics, the ECON 2022 test items were validated with an expert survey (N = 25). The two-stage data analysis comprised a descriptive quantifying analysis of the rating from the difficulty-generating characteristics specificity, cognitive demand and modelling and the design criterion authenticity. A set of experts rated the criteria. The expert survey was then compared with a previously conducted rating by the research team. The analysis of free-text comments on individual items was carried out discursively and qualitatively by the research team. Both sources of information were used to adapt the test items to measured item difficulties from the field test. For this purpose, items of great difficulty were changed to slightly easier items. In this context, the paper focuses on two central research questions: - How does the authenticity of a test environment relate to difficulty-generating criteria at item level? - Does the authenticity of a test environment have an impact on test results?ResultsResults are as follows. (1) The ECON 2022 assessment offers an example of a test design in which the use of TBAs can support innovative and interactive item development. (2) Using the ECON 2022 assessment enabled the implementation of an assessment of economic literacy using authentic situations and the mapping of different facets of economic competence. (3) The validation study showed that the actual item difficulty did not correlate significantly with the authenticity of the assessment, and authenticity thus did not contribute to item difficulty.ConclusionThe results of the study show that we were successful in developing an authentic TBA in ECON 2022. ECON 2022 allows us to examine economic literacy in schools with a high degree of curricular validity and relevance and to analyse what level of competence and knowledge can be expected of students when they enter a vocational training occupation.

Digital transformation has taken place in various sectors of life, and has also penetrated into Vocational Secondary Schools (SMK). Research on digital maturity in vocational schools is still rare. The purpose of this study is to develop a digital maturity model that includes the dimensions and the level of digital maturity, digital maturity measurement instruments, and to measure digital maturity in vocational schools. The instrument developed has met the validity and reliability test and can be used for quantitative research on digital maturity measurement. The dimensions of digital maturity include: management and organization, people and culture, products and services, technology, and organizational operations. Meanwhile, the maturity level consists of 5 levels: not ready, initial readiness, intermediate readiness, mature readiness, and already implemented. The measurement results showed that the vocational school that was the subject of the study was in mature readiness. This study concludes that digital transformation in vocational schools is a necessity. The resulting assessment models and instruments can be used to measure digital maturity in vocational schools. This study was conducted at a vocational school, which opened up space for future study. The form of research can deepen the dimension of digital maturity, or research for high schools, both public or private high schools.

Vocational education in Indonesia: History, development, opportunities, and challenges

Vocational education, especially at the Vocational High School (SMK) level, plays an important role in preparing young workers who are ready to face the challenges of the world of work. Despite this, SMK graduates have been contributing to Indonesia's Open Unemployment Rate in recent years. One of the contributing factors is students' inadequate work readiness. Previous research found that internal factors have the greatest contribution to work readiness. Hardiness and optimism are two of the internal factors that are still limitedly studied in work readiness. This study aims to determine the relationship between hardiness and optimism in job readiness in vocational students. This study used quantitative methodology, with a research sample of 69 students in class XI at a vocational school in Surakarta obtained through a simple random sampling technique. The measuring instruments used are the Work Readiness Scale (?=0.944), Hardiness Scale (?=0.891), and Life Orientation Test-Revised (?=0,760). The multiple regression analysis results showed a significant relationship between hardiness and optimism in job readiness in vocational students. Hardiness and optimism together contribute an influence on work readiness of 59.7%. When tested partially, only hardiness showed a significant relationship with work readiness, while optimism did not. Educational institutions are advised to increase students' hardiness and optimism to be ready to enter the world of work.

The aim of this paper is to analyze the sociodemographic compositions and labor market entry of low‐educated youth in Japan. The paper specifically focuses on whether vocational education provides a safety net for labor market insecurities during an era of educational expansion. While past literature has shown that vocational education contributes to occupationally specific skills and a smooth transition from school to work, less is known about its effectiveness when low‐educated youth become a minority group. The case of Japan provides a unique perspective, given its historically low youth unemployment rate and strong connections between schools and employers, despite its academically oriented high school education system. The 2015 Social Stratification and Social Mobility Survey in Japan is used to evaluate trends in vocational education and their impact on employment. The key variables under examination are entry‐level job outcomes. The results show that, over the past decades, high school graduates in Japan have become a more disadvantaged group than university graduates. Among high school graduates, those from general schools tend to have more advantageous sociodemographic backgrounds than their counterparts from vocational schools. Despite the limitations, vocational high school graduates have been better rewarded in the transition to work throughout recent decades. Furthermore, the labor market premium for vocational school graduates remains stable even after accounting for the influence of school networks. Sensitivity analysis confirms the robustness of these effects. The implications of the findings are discussed within the context of the skill formation regime in Japan.

The Vocational High School of the Indonesian Teachers Association (SMK PGRI) Amlapura is a vocational school at the upper middle level that has four majors namely, hospitality, catering, computer network and multimedia engineering. Located in Amlapura City, Karangasem Regency, Bali Province. Based on the vocational education that is carried out, all students studying in vocational schools are required to take the expertise competency test (UKK) of each field that is in demand in accordance with the majors they choose. This UKK is carried out nationally and is a national practical test. This is what distinguishes an educational model that exists at the high school level. As for facing the National Practice Examination, schools generally provide assistance for their students.Bali State Polytechnic in this case implementing Tri Dharma Higher Education such as teaching, research and service. One of the Tri Dharma of the tertiary institution is the Commander of the Commander, where the community service aims to play a role and participate in building the welfare of the community. This service activity is carried out in accordance with existing academic culture.Bali State Polytechnic Department of Electrical Engineering Information Management Study Program is willing to accompany the students of SMK PGRI Amlapura in terms of preparing themselves to take part in UKK. This mentoring activity is a service activity. Assistance provided specifically to UKK Computer Network Engineering Program and UKK Multimedia Program. Activities in the form of exposure in theory and direct practice. The continuation of assistance is also done using WhatsApp Group media.

Graduates who are superior, competitive, and ready to work are the goals of vocational education. The purpose of this research is to determine the impact of Teaching Factory (TEFA) implementation with the Context, Input, Process, and Product (CIPP) evaluation model and student work readiness on the Occupational Future Time Perspective (OFTP). Indeed, nowadays, professional/vocational graduates must be ready to enter the industrial world after graduation. This research involved 456 respondents of Vocational High School (VHS) students in South Sulawesi, Indonesia, who were determined using a proportional random sampling technique. This type of research is descriptive quantitative with data analysis using SEM AMOS. The results showed that there was a significant influence between the implementation of TEFA and the level of work readiness up to 57%, while the actual contribution of teaching and work readiness factors to future employment time was 80.7%. Overall, the results show that the implementation of TEFA has successfully helped students become more independent and ready to face the competitive world of work. Although 19.3 factors still influence work readiness and prospects, the research results do not change much. Therefore, the application of a teaching factory in the learning process is highly recommended for teachers and students in vocational schools. The implementation can be adjusted to the learning conditions and resources available in VHS. This research contributes as a source of reference in future studies related to improving practical learning and developing students' entrepreneurial skills.

The aim of the community service program conducted is to enhance the skills of teachers and students at Bina Kusuma Private Vocational High School in Nanga Pinoh by using computer-based tests and improving teachers' skills in analysing the quality of assessment instruments using the Rasch model theory with the assistance of WinStep. The proposed solution to address these challenges involves conducting workshops and assisting in preparing test instruments. This includes guidance on using computer-based tests for both teachers and students, as well as workshops and assistance in applying the Rasch model to determine the validity of instruments. This community service used Participatory Action Research (PAR) method to find problems experienced by partners. The partners' issues consist of instruments from authentic assessments used at Bina Kusuma Private Vocational High School in Nanga Pinoh, which were made independently by the respective subject teachers and were directly used as benchmarks for student achievement, and the assessment instruments still did not utilise the available resources (computers and smartphones). Efforts made to address the partners' issues included developing authentic assessment instruments that were appropriate and valid. Based on the evaluation results of the activity implementation using the Kick Patrick Level 1 method, the average evaluation score for the presenters was 82.125, and the average evaluation score for the method, relevance and usefulness, facilities, and consumption was 88.75. The constraints encountered in this activity were that the community service program implementers needed to consider timing and conduct more in-depth evaluations. Recommendations for implementing community service program activities included developing a more structured community service program and integrating it with routine school activities.

Vocational education is one of the educational institutions that has a high concern for producing graduates with superior competence and competitiveness. The variety of competencies needed in the business and industrial world (DUDI) makes institutions such as vocational and vocational schools have to always innovate in order to be able to provide competences that are truly aligned with DUDI needs. One of them is through the application of innovative learning models which are expected to bring effects and changes to the learning climate. This research is to analyze supporting and inhibiting factors in the implementation of Project Based Learning in Vocational Education, and to identify the understanding of some Educators of PjBL both conceptually and practically. This research is included in the type of qualitative research, and will take a sample of 6 (six) teaching staff in vocational schools, with data collection techniques namely interviews, observation, questionnaires and documentation. Research finding data will be analyzed interactively and described to provide an overview of actual field events. Research results prove that project-based learning can run optimally due to the support of all school members, and commitment from teachers in learning activities. Students are also seen to be very active and skilled in completing a given project. Through the application of project-based learning, it is hoped that students can learn actual competencies or skills. It is hoped that through the results of this research, educators and vocational schools can use the project-based learning model (PjBL) as a learning model that is still relevant to the current curriculum implementation.

The technological transformation of the Industrial Revolution 4.0 era and the shift towards Society 5.0 have fundamentally changed the social, economic, and educational landscape. Vocational High Schools (SMK), as the vanguard of vocational education, play a strategic role in producing skilled workers who are ready to face the challenges of technology-based industries, particularly those related to artificial intelligence (AI). However, there is a gap between industry needs and the competencies of students and teachers at vocational schools. To address this, the Diploma 3 Vocational Study Program in Informatics Management at Widya Dharma University, Klaten (Unwidha) conducted an introductory training on AI technology for students of SMK Negeri 2 Klaten. This activity aims to improve technological literacy and student readiness for the increasingly AI-dominated workforce. The implementation method included lectures, discussions, and practical training, with a focus on introducing basic AI concepts and their practical applications. The results of the activity showed an increase in students' understanding and skills in AI technology, as well as strengthening collaboration between higher education and vocational education. It is hoped that this activity can be continued and integrated into the vocational education curriculum to increase the relevance of learning to industry needs. Keywords : Vocational High Schools, AI skills, AI technology, vocational education

There was no chapter on organization and administration in the October 1962 REVIEW which last summarized research in vocational, technical, and practical arts education, although two studies of this type were reported in an introductory chapter. Many of the studies of educational organization, administration, and finance reported in the October 1967 issue of the REVIEW have implications for vocaticnal education, but few dealt wiih the problems peculiar to vocational education. During the six years since research in vocational education was last reviewed, it has probably been given more attention than it had received during all the years preceding 1962. Funds, personnel, and facilities for research have become available from federal, state, and private sources. Research in the field, long undernourished, developed almost explosively. The period should therefore be treated in an unusual way. Several significant new agencies for research in vocational education have not had time to complete very many projects, but attention will be given to their potential. Public policy decisions condition what can be done in providing organization, administration, finance, personnel, and facilities; hence, studies of policy and planning, organization and administration, public information, and public relationships will be included in this review. Several investigations, including some which have had great impact, are not reviewed in this chapter because they have not been reported in standard publications and are not generally available. These are the studies which have preceded the organization or reorganization of vocational education by school districts, larger areas within states, and states. For example, comprehensive state surveys were made in at least 30 states, most of them contributing to changed state policies relating to organization, administration, finance, personnel, and facilities for vocational education. Many of the state surveys dealt with the organization of area schools to provide vocational and technical education: junior and community colleges, vocational schools, technical institutes, branches of universities, and high schools serving students from a number of local districts. Many other studies were made in areas within states that were planning or replanning schools of these types. In addition, there were a number of significant local studies. About 33 doctoral theses were completed on subjects related to this chapter, and 17 of them dealt with problems of organization and administration.

Vocational High Schools have an important role in improving the quality of human resources to meet industrial needs. However, the current education system in Vocational Schools especially in Purwakarta, Subang, Karawang, Bekasi (PURWASUKASI) still has disadvantages compared to other countries. The government through the ministry of industry has started vocational education for Vocational Schools in Indonesia. Vocational education conducted to support the creation of qualified human resources that can meet the industrial needs related to labor. The implementation of information technology in the field of education is one of the ways to improve the quality of education, including education in vocational schools. E-learning implementation aims to improve the quality of education. E-learning is often used in the application of adaptive learning in the field of education. In this study, an e-learning system model has been created that has been developed to support industrial based adaptive learning for Vocational High Schools in PURWASUKASI. The system that has been developed has been tested from the functional side of the system and shows that the developed e-learning system is ready to use.

Purpose: In 2015, ASEAN economic community was formed to turn the area into a single market and a competitive superior production base to make the region prosperous and stable. The how to do that is through education and applying the appropriate curriculum for industry's needs. This study analyzed and elaborated the curriculum used in vocational schools, especially in countries around ASEAN Economic Community or AEC. Research methodology: This descriptive content analysis study method was done by implementing a literature review. This literature review was to review and analyze the curriculum used in vocational education around AEC in order to fulfill the standards of AEC industry's needs. Results: This study finds that curriculum for vocational schools around ASEAN Economic Community set priority in standard skills and soft skills. Limitations: This study is limited to vocational schools, especially around ASEAN Economic Community. Contribution: This study could be useful for vocational schools around South East Asia and researchers researching curriculum, especially in Asia. Keywords: AEC, Curriculum, Vocational education

This study aims to design a model for knowledge commercialization in Iranian technical and vocational schools to identify and explain its dimensions, components, and requirements. This research is applied in purpose and qualitative in methodology. Data were collected through semi-structured interviews with 12 experts in technical and vocational education, school principals, and entrepreneurship specialists. Data analysis was performed using the grounded theory approach through three stages of open, axial, and selective coding. The instrument’s validity was confirmed by expert opinion, and reliability was established through inter-coder agreement (87%). Findings revealed that knowledge commercialization in vocational schools is a multidimensional phenomenon operating at three levels: individual factors (professional self-concept, entrepreneurial attitude, economic motivation, and skill-based self-confidence); educational and organizational factors (teachers’ professional attitude and commitment, educational flexibility, school infrastructure, and transformational leadership); and environmental and institutional factors (labor market acceptance, legal support, incentive policies, and school–industry collaboration). Successful knowledge commercialization requires the integration of these three levels. Institutionalizing entrepreneurial attitudes among students and teachers, streamlining management structures, and fostering industry–education collaboration are essential pillars for achieving successful knowledge commercialization. The proposed model provides a basis for policymaking and planning to strengthen the role of vocational schools in the national knowledge-based economy.