<span>Indonesia faces </span><span lang="IN">vocational teachers’ </span><span>shortage </span><span lang="IN">both </span><span>in the </span><span lang="IN">quantity </span><span>and quality. One of </span><span lang="IN">Indonesian goverments’ </span><span>efforts</span><span>to overcome </span><span lang="IN">that problem </span><span>is hold</span><span lang="IN">ing</span><span> a Dual Expertise Program (DEP) to produce dual expertise teachers for vocational schools. However, the quality of dual expertise </span><span lang="IN">vocational </span><span>teacher is still questionable. </span><span>The purpose of this article is to give an idea related to the conceptual model framework for improving the quality of vocational teachers demonstrated by the teachers</span><span lang="IN">’</span><span> achievements. The authors of this article discuss factors that have an impact on the quality of vocational teachers and describe a framework based on a literature review that might contribute to improving the quality of vocational teachers</span><span lang="IN">, especially dual expertise vocational teachers</span><span>. Based on the results of the article found that to improve the quality of vocational teacher can be improved through increasing self-efficacy and transferable skills, in addition to pay attention to teacher’s initial expertise and teaching experience.</span>

Abstract.Module is the materials which are used as a supplement to the learning in the classroom. Module development with project-based learning approach with the perceived need to ASSURE development model considering learning project is learning that emphasize creativity, independence and teamwork. In project-based learning, there are some steps are: determine which projects will be created, the planning step of the completion of the project, the preparation of a schedule of project planning, completion of the project with the facilitation and monitoring of teachers/instructors, submission of the results of the activities and the presentation/publication of results of the project; and the evaluation of the process and results of the project. So learning that using this module are expected to achieve a desired competency. In development using the ASSURE model of development is in fact a simple learning designs that can be implemented on almost all levels of education unit, where the stages of development: analysis of the characteristics of the learners, establish learning objectives, Selecting methods, media and materials, the utilization of materials and media, involve learners in learning, evaluation and revision.

The research aimed to develop Android-based teaching material to improve the understanding of Software Engineering of Informatics Engineering students whose validity and effectiveness are measured. The method used in this paper is Research and Development (R&D) with the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model which is used to develop An-droid-based teaching material. The validity of teaching material product has con-firmed by media experts and material experts in their fields. The effectiveness of the product was measured through the post-test only control group design with two groups of Informatics Engineering students in Higher Education involving 57 people. Data collection was carried out through questionnaires and tests, with descriptive analysis for the results of the validation of teaching material and pilot tests and t-tests for testing the effectiveness of teaching material. The results showed that Android-based teaching material is easy to use and has video tutorial features and quiz menus that provide direct feedback to users, so teaching materi-al can be applied as a valid and effective learning media in increasing student un-derstanding of Software Engineering material which has never been applied in the research location so far. Based on the results obtained, further research can be carried out on a broader subject and pay attention to other aspects such as increasing motivation and metacognitive students of Informatics Engineering.

This paper presents the competence readiness of the electrical engineering vocational high school teachers in Manado towards ASEAN Economic Community blueprint in 2025. The objective of this study is to get the competencies readiness description of the electrical engineering vocational high school teachers in Manado towards ASEAN Economic Community blueprint in 2025. Method used quantitative and qualitative approach which the statistical analysis in quantitative and the inductive analysis used in qualitative. There were 46 teachers of the electrical engineering vocational high school in Manado observed. The results have shown that the competencies readiness of the electrical engineering vocational high school teachers in Manado such as: pedagogical, professional, personality, and social were 13.04%, 19.56%, 19.56%, and 19.56% respectively. The results were still far from the focus of the ASEAN economic community blueprint in 2025, so they need to be improved through in-house training, internship programs, school partnerships, distance learning, tiered training and special training, short courses in educational institutions, internal coaching by schools, discussion of educational issues, workshops, research and community service, textbook writing, learning media making, and the creation of technology and art.

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