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Individual learning preferences and learning styles have been defined in several different ways according to theoretical models. In the context of vocational education, students have different characteristics compared to their counterparts in other fields of education, since learning orientation is more on job focused. However, the cognitive dimension still needs to be measured especially for learners at school level.

This article addresses the relationship between learning styles and cognitive dimension in vocational education at secondary school level. Based on the Felder-Silverman learning styles and Cognitive Dimension Model, the authors highlight students' dimension of learning styles, students' preferences on learning preference, and the conceptual of knowledge, skills and problem solving construct according to taxonomy. It is concluded that the vocational students are more inclined to be visual learners. This learning preference and learning style will contribute to their engagement on the concept of learning in vocational education.

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The purpose of this research is to identify the key elements of an employability skill which is important and should be mastered by trainee teachers in the field of technical and vocational education. These research also can produce instruments to measure the employability skills for the trainee teachers. These instruments can also be used to identify the extent to which lecturers integrate the skills employability that is important in the student. Modified Delphi Techniques and Rasch model approach was used to examine the reliability, validity and suitability of individual items. The final instrument of employability skills measurement among trainees in technical and vocational education field has been verified which encompasses nine key elements of employability skills consists communication skills, critical and creative thinking, information management, teamwork and collaboration, self-management, professional ethics and morals, leadership, entrepreneurship and social skills and representing 81 skills items. Verily, all these elements of employability skills need to be mastered by graduates in order to produce highly qualified and competitive professionals teachers.

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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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The results of the previous study showed that the implementation of the project which is based on the potential of the students' region was better in improving soft skills, engagement and core competencies of learning for students. This study aims to continue the investigation on revealing the effectiveness of the model in improving the students' 4Cs skills. It is driven by educational needs in this 21st century which requires vocational students to have those skills to adapt to the complexities of the real industry.

This study was conducted by using a quasi-experimental method. The potential of the students' region-based project was implemented to an experimental group; meanwhile, the free theme-based project was administered to a control group. Upon completion of the assessment, each student's 4Cs skill in the experimental group had higher scores than those of the control group. Overall, after being analysed by using ANCOVA, there were significant differences found between the 4Cs skills scores of the experimental group and those of the control group.

Therefore, it can be concluded that the project which is based on the potential of the students' region is more effective in improving the 4Cs skills of vocational students in higher education than the free theme based-project is. The syntaxes of the project based on the potential of students' region explained here can be a reference for teachers and lecturers in implementing it. In addition, as it is being developed, it can also inspire and be a reference for other researchers focusing their study in the learning quality development at vocational education.

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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 Green Skills Module (GS) is a teaching module of the Design and Technology (DT) subjects developed to introduce green skills and foster a positive attitude towards the environment. This article is intended to obtain the consensus of a panel of experts on the content analysis of the GS module. Modified Delphi Technique was used to analyse the contents of the GS Modules. Nine experts in the curriculum, Technical Vocational Education and Training (TVET), Environmental Education as well as DT excellent teachers were selected through the method of purposive sampling. The data were collected using a semi-structural interview method for the first round and questionnaires for the second round. Based on the findings, two elements, namely knowledge and practice of green skills included in the GS module, are analysed using IBM SPSS version 21 to get the value of 'Inter Quartile Range' (IQR) and the Wilcoxon Test. The findings show that all the items for practice have been agreed upon by the experts while two items of knowledge have been rejected. This study indicates that the application of Modified Delphi Technique can be a new alternative method in analysing programme content in the development of a module.

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A thinking style is the way an individual acquires, processes and organises information, as well as forming ideas and views, solving problems, making decisions and articulating self-expression. Each individual has his or her own style of thinking in learning, solving problems, or even in designing products. The purpose of this study is to analyse the pattern of Chua thinking styles among technical students. A total of 351 technical students comprising of civil engineering, mechanical engineering and electrical engineering students at Sultan Abdul Halim Muad'zam Shah Polytechnic were randomly selected as the study sample. The design of this study was a form of survey study using a quantitative approach. The Yan Piaw Creative-Critical Styles Test, developed by Chua (2004), was used as the research instrument. Data were analysed using SPSS software and presented in the form of mean, frequency, and percentage. The findings show that the dominant thinking style is the balanced thinking style, with 166 respondents (47.3 per cent). It is followed by the critical thinking style in 153 respondents (43.6 per cent) and the creative thinking style in 32 respondents (9.1 per cent). However, none of the students has a high creative thinking style and a high critical thinking style. The findings also show that there is no statistically significant difference in Chua thinking styles by gender, age, years of study and field of study. In general, it can be concluded that technical students are most inclined to a balanced thinking style, which is to have a balanced thinking in terms of creative and critical thinking styles. As such, an individual's thinking style will have an impact on learning to solve problems in product design.

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Model of Pedagogical Reasoning and Action (MPRA) is a model of effective teaching where teaching activities are aimed at understanding, transformation, evaluation and assessment, and reflection on teaching of new knowledge which supports competency of teachers. The aim of this study is to identify the extent to which teaching practices of technical and vocational teachers are aligned with the process proposed by MPRA. The specific objectives of the study were to identify the level of knowledge and competencies of teaching, differences in practices between teachers of different technical and vocational subjects and also in their relationships to teachers' demographic information such as teaching experiences, courses attended and skills' certificate. The respondents were 160 teachers of technical and vocational education from eight subjects are as who were selected using the convenience sampling method. The findings indicate that the competency and knowledge of teachers are at a high level. Differences in teaching practices are found according to vocational field and significant relationship between competency and knowledge with teaching experience. In conclusion, teachers are able to apply their knowledge and skills in teaching and use their working experience in industry to contribute to a broader interpretation of knowledge and teaching to produce effective strategies for technical and vocational education field.

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Teachers play an important role to help student in solving problem in school and consequently preparing for their future career. Teachers can be the most important feature to expose thinking style in class. This is the implication of Technical and Vocational Education and Training programme which requires the students to be able to think creatively and critically in problem-solving. As inventive problem solving is known to be creative assessment methods for innovation, it is needed to guide Design and Technology teachers to expose the student new technique of solving a problem. This study attempts to investigate teachers' perception of their thinking style and inventive problem-solving skill. The importance of thinking styles in inventive problem-solving skill and the factors contributing to the achievement to inventive problem solving are also discussed. Data were collected from 367 Design and Technology teachers across Malaysia. Data obtained were analyzed descriptively. This study confirmed that teachers know the role of thinking style in solving a problem. They also admit that inventive problem-solving skill is important but half of them still having problem to master the skills. Problem identification is claimed to be a vital process in solving a problem but yet, majority of them still facing problem in finding the root cause. As a counter-measures on this miss-alignment, modules are needed by teachers to help them integrating their thinking styles into teaching and learning in class. Module also acts as teaching aids for teachers in guiding them solving inventive problems.

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