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This study was conducted to generate empirical evidence on the validity and reliability of the items of a new vocational pedagogy instrument. Two stage processes were used to identify and validate constructs. The first stage involved the identification of constructs using exploratory factor analysis (EFA) method and the second stage was construct validation stage using the Rasch measurement model. Construct validity was examined by analyzing the point-measure correlation index (PTMEA), infit and outfit MNSQ values; while the reliability was examined by analyzing item reliability index. The instrument was distributed to 183 teachers from Malaysian and Indonesian vocational institutions.

EFA indicate the presence of construct from 2 sections (Learning Content and Pedagogical Decision). Further analysis using the Rasch measurement model indicates that the reliabilities were between 0.77 to 0.91 and 0.97 to 10.13 for the Learning Content and Pedagogy Decision constructs respectively. PTMEA values were positive for Learning Content constructs, indicating that all items are able to distinguish between abilities of respondents but three items from Pedagogical Constructs shows these were not moving in line with other items to measure the constructs. However, that item was retained with refinement. In conclusion, this study has established valid constructs for development of an instrument for assessing vocational pedagogy.

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The World Technical and Vocational Education and Training (TVET) Database is an online repository developed by UNESCO-UNEVOC. It aims to provide up-to-date information on TVET systems worldwide. This country profile for Indonesia was first published in 2013 and updated in 2020. The 2020 profile contains: Statistics; TVET systems; TVET strategy and key policy documents; Governance and financing; TVET teachers and trainers; Qualification system and quality assurance; Current reforms and policy discussion; References and further reading. Show less

A teacher's pedagogical decisions determine the quality and effectiveness of the teaching and learning process while academic content (practical or theories), as well as teachers cultural background (as indicated by teacher's nationality), can influence teachers' decision makings. Thus, the aim of this study was to identify the dominant pedagogical decisions as practiced by non-engineering [technical and vocational education and training] TVET teachers in two countries namely Malaysia and Indonesia. A survey was conducted on 312 Malaysian Vocational College (VC) and 200 Indonesian Vocational Senior Secondary School (VSSS) teachers. A questionnaire consisting of 33 items on pedagogical decisions was used to gather data on teacher's pedagogical decisions. Descriptive analysis conducted on the data indicate that the findings indicate that there are similar in vocational pedagogical decisions used by Malaysian-Indonesian respondents based on 'Role of Teacher', 'Nature of Knowing', 'Organization of Time', 'Content of Curriculum', 'Organization of Space', 'Approach to Task' and 'Visibility of Processes'. In addition, this study found that Malaysian non-engineering TVET teachers are more likely to use student-centered teaching to deliver 'theory'. While Indonesian non-engineering TVET teachers are more likely to use teacher-centered teaching to deliver 'theory'.

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This study was conducted to generate empirical evidence of the differences of teaching and learning methods used by engineering TVET teachers of Malaysia and Indonesia. This study applied quantitative method that involved data collection through the newly developed instrument of teaching and learning strategies. A survey technique was used as the research design in which a total of 183 teachers from Malaysia-Indonesia vocational institutions were involved in this research. The results have shown that there were similarities and differences of the method used by the teachers. There are several teaching and learning methods used by Malaysian and Indonesian [teachers] respectively. Meanwhile, there is one similar method used by both countries which is practicing. In conclusion, Vocational Pedagogy plays a crucial role in this context, and this is why the teaching and learning is very important in educating young Malaysians and Indonesians to become successful technical and vocational trainers, instructors and teachers.

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Prospective vocational teachers must have technical expertise in their fields. However, efforts to achieve the competencies of prospective vocational teachers have always lagged behind industries. This is due to the difficulty of teacher training institutions in providing facilities that meets industry standards. Partnership with industry in teacher training is thus, a solution to improve the competency of prospective vocational teachers, both in knowledge, skills and corporate culture. The current industrial attachment practice lacks a mutually beneficial model partnership model. The purpose of this study is to develop a new institution-industry partnership model. The three stage model development methodology was used to guide the model development process. Model development stage was based on findings from field study and literature review. The model validation stage was conducted via focus group discussion with industry players and institutions, and the model implementation stage was conducted with nine automotive authorized dealers in Yogyakarta. At the end, learning four-element internship model was established which includes organizing internship programme, conducting internship, mentoring, and monitoring-evaluation elements. Evaluation of the model indicates that implementation of the model promoting vocational teachers competences via mutually beneficial partnership programme.

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