<span>The 21st century learning requires complex competencies, transformations of technology-based learning and non-cognitive skills need. This situation makes it difficult for teachers of Indonesian vocational education apply 21st century skills. This study aimed to analyze the level of difficulty of teachers and students in vocational education and analyzing the differences in the difficulties faced in vocational education. This research used survey research with a quantitative approach. A total of 178 people participated in the study consisting of two public vocational high schools and two private vocational schools with the distribution of respondents consisting of 155 students and 23 teachers. Collecting data using a questionnaire in the form of a statement of difficulties faced by teachers and students, including creativity skills, critical thinking, problem solving, communication, collaboration, and digital literacy or information and communication technology (ICT) as many as 50 items. The instrument used was a Likert scale with very difficult, difficult, easy, and very easy categories. The findings of the study showed: i) All skills were identified on the “easy” criteria; and ii) There were significant differences between the difficulties faced by teachers and students, especially communication skills. The recommendation in this study is the need to improve 21st century skills to produce competitive graduate candidates in vocational education.</span>

<span>This study aimed to explore the implementation of the 2013 curriculum in vocational schools, Banten in terms of the readiness and quality of the learning tools that have been prepared. A total of 957 respondents from 2017 to 2018, consisting of four cities and three districts in Banten Province were involved in the training and mentoring program, namely vocational teachers and vice-principals in the curriculum field. Data were collected using questionnaire sheets, FGD notes, and observation check dates. The data obtained are analyzed and interpreted based on the specified categories. The results showed that: 1) Teacher readiness for learning tools in the components a) Core Competencies (CC) and Basic Competencies (BC) analysis of 45.31%, b) Program mapping of 38.37%, learning plan preparation of 39.45% and c) Learning evaluation of 36.78%; 2) The quality of lesson plan (LP) the science lesson plan analysis instrument (SLPAI) based is divided into two groups. The category "Quality" in the instructional program and instructional plan aspects, and the category "Moderate" in the instructional media and assessment and others aspects; and 3) The difficulty of learning device components, including authentic assessment, use of methods, literacy approaches, and lesson planning. The implementation of training, mentoring, and supervision programs are adjusted to the experience of vocational teachers taking into account the teacher's involvement in the implementation of the curriculum, age, and school readiness.</span>

Now days, the integration of technology in the concept of learning is the trend in global education. The conceptual framework model is a general reference, and the only concept is Technology, Pedagogy, and Content Knowledge (TPACK). However, vocational education has knowledge of specific content, so adjusting conceptual models in professional learning is important to learn and offer. The purpose of this study is to evaluate the concept of TPACK into the concept of vocational education to improve the professionalism of vocational teachers in content knowledge. The author discusses the knowledge structure of vocational fields that are built based on work, content, technology, and the suitability of the learning approach. Based on the results of the article found a new construction in building knowledge in the field of vocational education with special expertise characteristics and shifting pedagogical concepts towards andragogy in learning concept. The results of the analysis recommend the TPACK concept transformed into the Technology, Andragogy, Work, and Content Knowledge (TAWOCK) concept in vocational learning.

Nowadays, the ICT is an important part of the 21st century and teacher learning and industry 4.0 challenges must involve technology in their teaching and learning. Previous research on the involvement of technology in the learning process is generally known as TPACK, Technology – Pedagogy – Content - Knowledge. However, the specific objectives of implementing vocational learning are specific to certain occupations. The purpose of this study is to analyse the teaching and learning needs of students in professional vocational education with the revised TPACK new model approach. The study of qualitative methods in the form of document analysis is used to construct a new theoretical conceptual framework. Important findings offered in the concepts of teaching and learning of vocational students were adopted based on work, content, technology, and learning approaches which were conceptualized as TAWOCK.The work as a new domain shows the characteristics of student teaching and learning while the learning approach has shifted from the level of engagement - Pedagogy to the level of cultivation - Andragogy. The study explains that vocational education with the TAWOCK concept is an ideal model for developing depth.

The focus of this research is the skills learning model used by teachers, especially those who teach practical subjects. In accordance with the purpose of vocational education which says that graduates from vocational high schools are graduates who are ready to work in the industrial and business world. The purpose of this study is to describe the skills learning model strategy used by teachers when Covid-19 hit Indonesia. The research method used is a qualitative research method with a descriptive approach. Collecting data using observation, interviews, and documentation. The results obtained are: (1) teachers who teach subjects related to the practice of getting obstacles and difficulties because online learning is very influential on internet networks, (2) teachers only use online learning models using video learning media, so that the teacher only sends a learning link to students via WhatsApp Class group, (3) some students experience difficulties in learning online because the internet signal or network is not always good. (4) with the covid-19 all learning in schools is required online, so that teachers must be proficient in using technology.