Training Needs Analysis For Identifying Vocational Teachers' Competency Needs in ICT Expertise Program in Vocational High Schools in Bali Province

The aims of this study to reveal (1) the description of characteristic vocational teacher, (2) the criterion competency, (3) the account of important competency, (4) the description of actual competency performance, (5)the identification of competency gaps, (6) the determination of training priority order, (7) the recommendations regarding with training methods and training organizerThis study employed a mixed method with exploratory sequential combination. The research subjects comprised the Vocational Technical Teachers with ICT expertise program especially for Network and Computer Engineering expertise competence. This study devised competency needs for training program incorporating Training Needs Analysis. The data were collected through FGD, questionnaires and an interview guide. The data were analysed using Fuzzy Delphi method to determine criterion competency by screening process. Analytic Hierarchy Process method was conducted for determining the important competency. 360-degree rater as evaluation teaching performance. Importance Performance Analysis diagram were used for describing the competency gaps. The determination of Training Priority Order based on quadrant in IPA diagram. The results of this study showed that: (1) Vocational teachers from multiple expertise program are still lack of ICT knowledge and practice mastery especially in network engineering field because they had no ICT educational background. They still look confused and nervous in teaching and practicing in front of the class. (2) criterion competency consists of pedagogy-andragogy aspect with 11 domain areas and 34 sub-domain, professional aspect with 3 domain areas and 7 sub-domain, vocational aspect with 3 domain areas and 8 sub-domain and technology aspect with 4 domains. (3) the order of importance in terms of competency aspect is pedagogy-andragogy with weight of 0.466, vocational around 0.300, professional with weight of 0.172, technology approximately 0.063. (4) the lowest performance in pedagogy-andragogy aspect is ability in guidance and supervision internship program with 3.19 total performance, Whereas in professional aspect is the competency in application of vocational content with 3.35 total performance, in vocational aspect is competency in networking and collaboration with 2.82 total performance and In technology aspect is ability using and utilizing ICT for self-development with 3.56 total performance. (5) the competency gaps fall into the vocational knowledge & skills, application of content, content knowledge, networking and collaboration, continuing professionalism development and entrepreneurship. (6) TPO based on competencies needs has described in IPA diagram most of training needs is located in vocational and professional aspect. (7) In House Training, specific training, and short courses training were recommended as effective training methods. The training organizers may come from P4TK BMTI, P4TK BOE, Private Institutions, Universities/LPTK, Industry.:CHAPTER I INTRODUCTION A. Research Background B. Problem Identification C. Research Focus D. Formulations of the Problem E. Research Objectives F. Significances of the Research CHAPTER II LITERATURE REVIEW A. Theoretical Review 1. The Concept of Vocational 2. Philosophy of Vocational Education 3. Theory and Assumption of Vocational Education 4. The Theory of Adult Learning 5. Adult Learning Frameworks in Vocational Education 6. Andragogy in Vocational Education 7. Employability Skills 8. Human Resource Management –Vocational Teacher 9. The Professional of Vocational Teacher 10. Needs Analysis 11. Competencies Needs Analysis 12. Training Needs Analysis 13. Fuzzy Delphi Technique 14. Analytic Hierarchy Process 15. Vocational Teacher Performance Evaluation 16. Importance Performance Analysis B. Conceptual Framework C. Relevance Research D. Research Question CHAPTER III RESEARCH METHOD A. Research Approach B. Qualitative Method 1. Research Location 2. Source of Data 3. Data Generating Technique 4. Analysis Data Technique 5. Data Credibility 6. Preliminary Findings Formulation C. Quantitative Method 1. Data Collecting Technique 2. Research Instruments 3. Analysis Data Technique D. Time and Place Research E. Data Analysis in Qualitative Quantitative Method CHAPTER IV FINDINGS AND DISCUSSION A. Findings 1. Vocational Teacher Conditions 2. Teachers Competency with Balinese Local Wisdom 3. The Criterion Competencies of Vocational Teacher 4. The Importance Competencies of Vocational Teacher 5. The Actual Competency of Vocational Teacher 6. Competency Gaps Analysis using IPA 7. Training Priority Order B. Discussion C. Limitation of Research CHAPTER V CONCLUSIONS AND RECOMMENDATIONS A. Conclusions B. Recommendations REFERENCE

Developing competency-based assessment at Vocational High School (VHS) in Bali

This paper aims to resolve the difficulties of implementing competency-based assessment (CBA) in vocational high school while practicing in the workplace. This research was performed employing a qualitative exploratory descriptive (QED) method. The respondents are 109 participants from vocational teachers, industry experts, VHS students, and technical certification organizations. The implementation of CBA generates the competency standards of graduates in schools that meet the industry's competency needs. CBA is carried out by creating competency levels, college and workplace learning as students practice doing industrial work. This study's findings suggest aspects of CBA that provide a fair degree of application of the student's business work activities and present an approach to explaining training that is not limited to learning contexts

Training Needs Analysis For Identifying Vocational Teachers' Competency Needs in ICT Expertise Program in Vocational High Schools in Bali Province

The aims of this study to reveal (1) the description of characteristic vocational teacher, (2) the criterion competency, (3) the account of important competency, (4) the description of actual competency performance, (5)the identification of competency gaps, (6) the determination of training priority order, (7) the recommendations regarding with training methods and training organizerThis study employed a mixed method with exploratory sequential combination. The research subjects comprised the Vocational Technical Teachers with ICT expertise program especially for Network and Computer Engineering expertise competence. This study devised competency needs for training program incorporating Training Needs Analysis. The data were collected through FGD, questionnaires and an interview guide. The data were analysed using Fuzzy Delphi method to determine criterion competency by screening process. Analytic Hierarchy Process method was conducted for determining the important competency. 360-degree rater as evaluation teaching performance. Importance Performance Analysis diagram were used for describing the competency gaps. The determination of Training Priority Order based on quadrant in IPA diagram. The results of this study showed that: (1) Vocational teachers from multiple expertise program are still lack of ICT knowledge and practice mastery especially in network engineering field because they had no ICT educational background. They still look confused and nervous in teaching and practicing in front of the class. (2) criterion competency consists of pedagogy-andragogy aspect with 11 domain areas and 34 sub-domain, professional aspect with 3 domain areas and 7 sub-domain, vocational aspect with 3 domain areas and 8 sub-domain and technology aspect with 4 domains. (3) the order of importance in terms of competency aspect is pedagogy-andragogy with weight of 0.466, vocational around 0.300, professional with weight of 0.172, technology approximately 0.063. (4) the lowest performance in pedagogy-andragogy aspect is ability in guidance and supervision internship program with 3.19 total performance, Whereas in professional aspect is the competency in application of vocational content with 3.35 total performance, in vocational aspect is competency in networking and collaboration with 2.82 total performance and In technology aspect is ability using and utilizing ICT for self-development with 3.56 total performance. (5) the competency gaps fall into the vocational knowledge & skills, application of content, content knowledge, networking and collaboration, continuing professionalism development and entrepreneurship. (6) TPO based on competencies needs has described in IPA diagram most of training needs is located in vocational and professional aspect. (7) In House Training, specific training, and short courses training were recommended as effective training methods. The training organizers may come from P4TK BMTI, P4TK BOE, Private Institutions, Universities/LPTK, Industry.:CHAPTER I INTRODUCTION A. Research Background B. Problem Identification C. Research Focus D. Formulations of the Problem E. Research Objectives F. Significances of the Research CHAPTER II LITERATURE REVIEW A. Theoretical Review 1. The Concept of Vocational 2. Philosophy of Vocational Education 3. Theory and Assumption of Vocational Education 4. The Theory of Adult Learning 5. Adult Learning Frameworks in Vocational Education 6. Andragogy in Vocational Education 7. Employability Skills 8. Human Resource Management –Vocational Teacher 9. The Professional of Vocational Teacher 10. Needs Analysis 11. Competencies Needs Analysis 12. Training Needs Analysis 13. Fuzzy Delphi Technique 14. Analytic Hierarchy Process 15. Vocational Teacher Performance Evaluation 16. Importance Performance Analysis B. Conceptual Framework C. Relevance Research D. Research Question CHAPTER III RESEARCH METHOD A. Research Approach B. Qualitative Method 1. Research Location 2. Source of Data 3. Data Generating Technique 4. Analysis Data Technique 5. Data Credibility 6. Preliminary Findings Formulation C. Quantitative Method 1. Data Collecting Technique 2. Research Instruments 3. Analysis Data Technique D. Time and Place Research E. Data Analysis in Qualitative Quantitative Method CHAPTER IV FINDINGS AND DISCUSSION A. Findings 1. Vocational Teacher Conditions 2. Teachers Competency with Balinese Local Wisdom 3. The Criterion Competencies of Vocational Teacher 4. The Importance Competencies of Vocational Teacher 5. The Actual Competency of Vocational Teacher 6. Competency Gaps Analysis using IPA 7. Training Priority Order B. Discussion C. Limitation of Research CHAPTER V CONCLUSIONS AND RECOMMENDATIONS A. Conclusions B. Recommendations REFERENCE

Training Needs Analysis For Identifying Vocational Teachers' Competency Needs in ICT Expertise Program in Vocational High Schools in Bali Province

The aims of this study to reveal (1) the description of characteristic vocational teacher, (2) the criterion competency, (3) the account of important competency, (4) the description of actual competency performance, (5)the identification of competency gaps, (6) the determination of training priority order, (7) the recommendations regarding with training methods and training organizerThis study employed a mixed method with exploratory sequential combination. The research subjects comprised the Vocational Technical Teachers with ICT expertise program especially for Network and Computer Engineering expertise competence. This study devised competency needs for training program incorporating Training Needs Analysis. The data were collected through FGD, questionnaires and an interview guide. The data were analysed using Fuzzy Delphi method to determine criterion competency by screening process. Analytic Hierarchy Process method was conducted for determining the important competency. 360-degree rater as evaluation teaching performance. Importance Performance Analysis diagram were used for describing the competency gaps. The determination of Training Priority Order based on quadrant in IPA diagram. The results of this study showed that: (1) Vocational teachers from multiple expertise program are still lack of ICT knowledge and practice mastery especially in network engineering field because they had no ICT educational background. They still look confused and nervous in teaching and practicing in front of the class. (2) criterion competency consists of pedagogy-andragogy aspect with 11 domain areas and 34 sub-domain, professional aspect with 3 domain areas and 7 sub-domain, vocational aspect with 3 domain areas and 8 sub-domain and technology aspect with 4 domains. (3) the order of importance in terms of competency aspect is pedagogy-andragogy with weight of 0.466, vocational around 0.300, professional with weight of 0.172, technology approximately 0.063. (4) the lowest performance in pedagogy-andragogy aspect is ability in guidance and supervision internship program with 3.19 total performance, Whereas in professional aspect is the competency in application of vocational content with 3.35 total performance, in vocational aspect is competency in networking and collaboration with 2.82 total performance and In technology aspect is ability using and utilizing ICT for self-development with 3.56 total performance. (5) the competency gaps fall into the vocational knowledge & skills, application of content, content knowledge, networking and collaboration, continuing professionalism development and entrepreneurship. (6) TPO based on competencies needs has described in IPA diagram most of training needs is located in vocational and professional aspect. (7) In House Training, specific training, and short courses training were recommended as effective training methods. The training organizers may come from P4TK BMTI, P4TK BOE, Private Institutions, Universities/LPTK, Industry.:CHAPTER I INTRODUCTION A. Research Background B. Problem Identification C. Research Focus D. Formulations of the Problem E. Research Objectives F. Significances of the Research CHAPTER II LITERATURE REVIEW A. Theoretical Review 1. The Concept of Vocational 2. Philosophy of Vocational Education 3. Theory and Assumption of Vocational Education 4. The Theory of Adult Learning 5. Adult Learning Frameworks in Vocational Education 6. Andragogy in Vocational Education 7. Employability Skills 8. Human Resource Management –Vocational Teacher 9. The Professional of Vocational Teacher 10. Needs Analysis 11. Competencies Needs Analysis 12. Training Needs Analysis 13. Fuzzy Delphi Technique 14. Analytic Hierarchy Process 15. Vocational Teacher Performance Evaluation 16. Importance Performance Analysis B. Conceptual Framework C. Relevance Research D. Research Question CHAPTER III RESEARCH METHOD A. Research Approach B. Qualitative Method 1. Research Location 2. Source of Data 3. Data Generating Technique 4. Analysis Data Technique 5. Data Credibility 6. Preliminary Findings Formulation C. Quantitative Method 1. Data Collecting Technique 2. Research Instruments 3. Analysis Data Technique D. Time and Place Research E. Data Analysis in Qualitative Quantitative Method CHAPTER IV FINDINGS AND DISCUSSION A. Findings 1. Vocational Teacher Conditions 2. Teachers Competency with Balinese Local Wisdom 3. The Criterion Competencies of Vocational Teacher 4. The Importance Competencies of Vocational Teacher 5. The Actual Competency of Vocational Teacher 6. Competency Gaps Analysis using IPA 7. Training Priority Order B. Discussion C. Limitation of Research CHAPTER V CONCLUSIONS AND RECOMMENDATIONS A. Conclusions B. Recommendations REFERENCE

Training Needs Analysis for Identifying Vocational Teachers’ Competency Needs in ICT Expertise Program in Vocational High School in Bali Province.

The aims of this study to reveal (1) the description of characteristic vocational teacher, (2) the criterion competency, (3) the account of important competency, (4) the description of actual competency performance, (5) the identification of competency gaps, (6) the determination of training priority order, (7) the recommendations regarding with training methods and training organizer This study employed a mixed method with exploratory sequential combination. The research subjects comprised the Vocational Technical Teachers with ICT expertise program especially for Network and Computer Engineering expertise competence. This study devised competency needs for training program incorporating Training Needs Analysis. The data were collected through FGD, questionnaires and an interview guide. The data were analysed using Fuzzy Delphi method to determine criterion competency by screening process. Analytic Hierarchy Process method was conducted for determining the important competency. 360-degree rater as evaluation teaching performance. Importance Performance Analysis diagram were used for describing the competency gaps. The determination of Training Priority Order based on quadrant in IPA diagram. The results of this study showed that: (1) Vocational teachers from multiple expertise program are still lack of ICT knowledge and practice mastery especially in network engineering field because they had no ICT educational background. They still look confused and nervous in teaching and practicing in front of the class. (2) criterion competency consists of pedagogy aspect with 11 domain areas and 34 sub-domain, professional aspect with 3 domain areas and 7 sub-domain, vocational aspect with 3 domain areas and 8 sub-domain and technology aspect with 4 domains. (3) the order of importance in terms of competency aspect is pedagogy with weight of 0.466, vocational around 0.300, professional with weight of 0.172, technology approximately 0.063. (4) the lowest performance in pedagogy aspect is ability in guidance and supervision internship program with 3.19 total performance, Whereas in professional aspect is the competency in application of vocational content with 3.35 total performance, in vocational aspect is competency in networking and collaboration with 2.82 total performance and In technology aspect is ability using and utilizing ICT for self-development with 3.56 total performance. (5) the competency gaps fall into the vocational knowledge & skills, application of content, content knowledge, networking and collaboration, continuing professionalism development and entrepreneurship. (6) TPO based on competencies needs has described in IPA diagram most of training needs is located in vocational and professional aspect. (7) In House Training, specific training, and short courses training were recommended as effective training methods. The training organizers may come from P4TK BMTI, P4TK BOE, Private Institutions, Universities/LPTK, Industry