Mapping Competencies of Vocational Teachers in the Industrial Era 4.0

Abstract

Vocational education is currently the main topic of public discussion at the national education level. The main problem raised to the surface is the gap between graduates of vocational education and the absorption of national industry. The quality of graduate competencies that still do not meet the standards set by the industry while still having a low character, attitude and work ethic of the existing workforce. One of the components highlighted sharply regarding this issue is the capacity of human resources directly involved in the process of vocational education, namely professional vocational teachers. Moreover, entering the industrial era 4.0, the quality of professional vocational teacher competencies is very important to be a more in-depth and real study. Therefore, this study aims to describe comprehensively the efforts to improve the competence of professional vocational teachers in the digital era as an effort to meet the required competency standards. In addition, this study can systematically break down the tangled threads of vocational education that have occurred. The challenge of vocational education going forward is not only in the local, national and regional territorial dimensions, but also has a time dimension that continues to move forward with conditions constantly changing dynamically. For professional teachers, the vocational sector is very important to maintain and renew skills and knowledge in order to overcome the multi-dimensional dynamics of the world of work with a pattern of reform and increasing competition. Answering the challenges of this research will be conducted field observations to vocational high schools to find and explore data in the field. Observations were also made in various related industries to see empirically the vocational graduates in various industries and the labor market.

Mapping professional competency for teachers’ productive arts and culture of vocational school

“…Functional education and training attended by productive arts and culture teachers can improve and evaluate the learning process. This is in line with the results of research which says that professional development is about teachers learning, learning how to learn, and transforming their knowledge into practice to benefit their students' growth (Mulyadi et al, 2019). Teachers' general knowledge in the context of professional development is related to improving the implementation capability of tactical and strategic tasks (Kramarski & Michalsky, 2009).…”

Analysis of E-Learning Activities as School Learning Media in the Era of Society 5.0 Using Big Data

“…Conceptually for a better online learning environment, school teachers must prepare a learning process that brings students into the world of work according to the challenges and needs of the times. Many facts in the field doubt the competence of teachers in the field of study they teach and in other fields (Mulyadi, 2019).…”