Signature Pedagogies in Vocational Learning

This section will look at differing concepts of pedagogy using research data collected at a college that is at the forefront of using technology as a tool for learning. The data collected was originally analysed using the concepts of Pedagogical Content Knowledge (PCK), Technological Pedagogical Content Knowledge (TPCK), Signature Pedagogies and expansive vocational education to see how these concepts applied to practice. The research indicated that whilst there were differences in the pedagogical content approach, the concept of signature pedagogies was strong across all the vocational curriculum areas looked at. It highlighted several instances where the teachers were using an ‘implicit structure’ in their pedagogy to draw out the moral aspects of the profession and the inherent principles that guide a professional in a particular field. Finally, it confirms that through using signature pedagogies teachers are able to develop habits of the heart, mind and hand in their learners and to cultivate learners who ‘think like professionals’.

Development of Student Worksheets (LKPD) Based on Problem Based Learning to Improve Learning Outcomes in Business Economics Subjects

The curriculum in Indonesia is currently curriculum 2013, especially on the basic framework and structure of the vocational curriculum that states that the 2013 curriculum was developed with the improvement of mindset, among others: educationthat focuses on teachers so focused on students, as well as passive learning so active learning. Therefore, as a teacher can develop the learning process, especially learning resources that are able to explore the ideas of students into an innovative and critical so that they can produce and solve theirown problems,through problem-based LKPD learning. This method and type of research is a development study with a 4-Dmodelby Thiagarajan and Semmel. The findings in this study are the use of problem-based learning-based LKPD and the response of students who were found to be positive or good

Are Inclusive Education or Special Education Programs More Likely to Result in Inclusion Post-School?

The main goal of both special education and inclusive education for young people with learning or behavioral difficulties is their maximum inclusion in the community as adults. The question of which of these two approaches is more likely to achieve this goal is addressed by considering the findings of three outcome studies of young people with moderate to severe levels of learning or behavioral difficulties who experienced either option, or some combination of the two. The overall findings indicate that students who left school from a special education setting had better outcomes than those who completed their education in mainstream schools. This is considered to be due to the vocational curriculum and work experience they gained in their final years of special education, which those in mainstream schools did not receive. This suggests that a policy of full inclusion, with the closure of special classes and special schools, will result in less inclusion in their communities post-school for young people with moderate to severe levels of learning or behavioral difficulties.

Fluctuations in the wage gap between vocational and general secondary education: lessons from Portugal

We document and analyse the wage gap between vocational and general secondary education in Portugal between 1994 and 2013. As Portuguese workers have been educated in different school systems, we have to distinguish between birth cohorts. Analysing the wage gaps within cohorts, we find no support for either the human capital prediction of crossing wage profiles or the hypothesis that general graduates increasingly outperform vocational graduates in late career. We discover that the lifecycle wage profiles have shifted over time. We link the pattern of shifting cohort profiles to changes in the school system and in the structure of labour demand. We conclude that assessing the relative value of vocational education requires assessing how the vocational curriculum responds to changes in economic structure and technology. We show that the decline in assortative matching between workers and firms has benefited vocationally educated workers.

Tracer Study Analysis for the Reconstruction of the Mining Vocational Curriculum in the Era of Industrial Revolution 4.0

The Diploma in Mining Engineering Study Program at Padang State University is a vocational education at the diploma three (D3) and has been around since 2001. The graduates have worked in various places, both in mining companies and in government, as civil servants and entrepreneurs. The educational process has always been carried out following developments and market demands in its development to date. Various improvements continue to be made in various ways to meet good accreditation standards. Curriculum reconstruction and adjustments are always carried out by receiving various inputs from graduate users, alumni, students, lecturers, and all existing academicians. Through tracer study activities for graduates, various input data can be collected, which are very useful for improving the standard of services provided. This study reveals the results of implementing a tracer study on graduates, which will be used in reconstructing the curriculum to answer the challenges of changing times in the era of the industrial revolution 4.0.

The Implementation of Local Wisdom-Based Vocational Hospitality Curriculum Development Model

Vocational higher education has a strategic role and is at the forefront in handling the age of the workforce and educating them into skilled, professional, and highly competitive persons who will enhance the nation's competitiveness. This study aims to formulate a design model for the development of a vocational hospitality curriculum based on local wisdom for students of the Tourism Department. The vocational curriculum development model will be highly useful for determining measures or policies to improve the quality of human resources hospitality industry fields. The research method used is research and development, which includes a descriptive method, action research, and experimentation. This curriculum development model emphasizes the development of broader methods of not only how to teach but also how to build students’ character.

E-Module Development on Hydrocarbon Compounds Material for Class X Agricultural Vocational High School

The research on the development of e-modules on hydrocarbon compound material for agricultural vocational school education units aims to develop e-modules that are in accordance with the demands of the agricultural vocational curriculum. This study used a research and development (R&D) method with the ADDIE development model which only consists of 3 stages, namely analysis, design and development. The object of research was the e-module on the material of hydrocarbon compounds. The research subjects were 3 educators who taught chemistry subjects at the Agricultural Vocational School and 23 Agricultural Vocational Schools students. Data collection was done through validation sheets and response questionnaires. The results showed that the e-module developed was very valid or very feasible to be tested in the field with an overall average percentage value of material validation of 91.69% and an overall average percentage of media validation of 94.13%. Based on the results of the test, the response of educators obtained an average percentage of 85.18% with the very good category and the results of the students' responses obtained an average percentage of 72.72% with the attractive category. Thus it can be concluded that the e-module of hydrocarbon compounds is very good and interesting to be applied in the learning process on a larger scale.