The purpose of this study is to gain an understanding of the teaching strategies used by lecturers in Indonesia and Malaysia during the COVID-19 pandemic. Many lecturers must consider the amount of teaching they can provide. The transition from offline to online learning, which is accompanied by extensive technological use, is extremely challenging. A survey study was designed using an online questionnaire. Thequestionnaire is including items on learning objectives, lesson materials, teaching and learning activities, learning design, media, resources, and learning evaluations. A Google form-based online questionnaire is used to collect the data. The research participants are TVET lecturers from two universities in Indonesia and Malaysia with 200 valid responses. Descriptive statistics such as frequency distribution, mean, and standard deviation are used to analyse the research data. Inferential statistics, t-test is used to investigatethe difference between two countries, Malaysia and Indonesia on the teaching strategies during the pandemic. The results show that Indonesian and Malaysian lecturers have similar preferences for lesson material, learning resources, teaching and learning activities. While learning objectives, learning design, media, and learning evaluation are all distinct and interconnected. Most Malaysian lecturers agree that online learning allows for greater teaching flexibility, more caring, and is more open to meetthe needs of students. Other than that, the t-test show no difference in teaching strategies between Malaysia and Indonesia. For the conclusion, lecturers at both universities adapt quickly to the changes that occur during each phase of the pandemic. The most effective teaching strategies are presented to ensure that educational services and processes continue to perform.

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This study was designed to see the learning readiness of vocational education students who were carried out online during the Covid-19 pandemic. Vocational education which has a peculiarity is the mastery of skills, so we want to see the extent of students' readiness to carry out online learning. In a quantitative research approach with a survey method, a survey was conducted on 247 vocational education students via a google form. The collected data were analyzed, then the results of the study revealed that students were fully ready to carry out online learning, starting with digital literacy, independent learning, and communication. Overall students are ready to do online learning, Judging from the characteristics of vocational education, there is practicum material that can be handled by the use of several supporting learning media. But in controlling themselves during the learning process (learning control), students have not been able to fully control themselves during the learning process. The online learning process provides various facilities for students, but still, the teacher has a role as a guide and guides students so that the learning process is following the expected goals. Keywords: covid-19, online learning, readiness, vocational education

This study highlighted the discrepancies of education outcomes in urban-suburban settings and the differences between the graduates of vocational high schools and general high schools from 2011 to 2016 in Erie County, New York State, United States. Erie was infamous for racial segregation and the discrepancy of school quality between urban, suburban, and rural areas. New York State Department of Education has invested efforts to improve the education outcomes of vocational and high school education in the region. However, the education outcome gap still existed between those schools. The data source was derived from the School Report Card from 2011 to 2016 published by New York State Department of Education. The outcome variable was the percentage of high school graduates who attained Regent diploma (New York State standard) or the graduation rate. Methods utilized were an independent sample t-test, an analysis of variance, and a hierarchical linear model to measure the difference in longitudinal growth of graduation rate from 2011 to 2016. The results showed that there was a significant difference in the means of the graduation rate between vocational and general high schools. Teacher academic qualifications and certifications had a positive relationship with the graduation rate. The implication of this study called for tremendous efforts to improve the educational outcome, leverage teacher competencies, and close the gap.