Proceedings of the 1st Vocational Education International Conference (VEIC 2019)

Teacher Skills Through the Development of Design and Develop Learning Program Taedes 401 (gov.au) for Building Core Skill and Employability Skills for Vocational High School

Authors
Asep Yudi Permana, Dini Injani Aprilia, Nuruh Qolbu Irbani Teniola
Corresponding Author
Asep Yudi Permana
Available Online 19 December 2019.
DOI
https://doi.org/10.2991/assehr.k.191217.062How to use a DOI?
Keywords
Practical skills, Supporting competencies, Practical Equipment, Effectiveness, Facilitators
Abstract

The demand for policy reform in the midst of increasingly dynamic currents and waves of modernization is urgently needed in the development of the industrial revolution 4.0 based on this cyber-physical system. The product of the industrial revolution is closely related to the practical equipment used in Vocational High Schools (SMK) as supporting student competencies. The aim of vocational education is to provide practical skills in mastering the use of practical equipment as supporting competencies because vocational secondary education is actually an escalation to channel human resources ready to enter the workforce. Thus, updating learning programs in vocational education has become a necessity. True teachers, as facilitators in learning in vocational schools, are expected to provide understanding and work skills. The learning process does not only fill the material alone but is able to provide skills and work skills in accordance with what is needed in the business world and the world of work. Therefore, teachers must be able to conceptualize, design, develop, and study learning programs to meet identified needs for a group of students. Model TADES401 (gov.au) as one program in designing and developing learning programs. This model discusses the skills and knowledge needed to identify the parameters of a learning program, determine its design, describe content, and review its effectiveness. There are 4 (four) units of skills, namely: (1) define the essential outcomes; (2) work within the VET policy framework; (3) develop program content; (4) design the structure of the learning program. Of the four skill units, they are derived into 15 (fifteen) skills of a teacher that must be done in developing this learning model. In the process of implementing the TAEDES401 model, teachers are required to be able to complete their tasks to (1) designing, developing and reviewing learning programs within the vocational education and training (VET) context; (2) preparing and developing a minimum of two learning programs: and (3) that contain differentiated learning program designs to reflect particular needs, contexts and timelines. Through the design and development of the TADES401 learning program, it will be a variant and not monotonous, the teacher's skills in managing the class will have a positive impact on core skills and employability skills (CSaES).

Copyright
© 2019, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

Volume Title
Proceedings of the 1st Vocational Education International Conference (VEIC 2019)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
19 December 2019
ISBN
978-94-6252-865-9
ISSN
2352-5398
DOI
https://doi.org/10.2991/assehr.k.191217.062How to use a DOI?
Copyright
© 2019, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Cite this article

TY  - CONF
AU  - Asep Yudi Permana
AU  - Dini Injani Aprilia
AU  - Nuruh Qolbu Irbani Teniola
PY  - 2019
DA  - 2019/12/19
TI  - Teacher Skills Through the Development of Design and Develop Learning Program Taedes 401 (gov.au) for Building Core Skill and Employability Skills for Vocational High School
BT  - Proceedings of the 1st Vocational Education International Conference (VEIC 2019)
PB  - Atlantis Press
SP  - 385
EP  - 395
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.191217.062
DO  - https://doi.org/10.2991/assehr.k.191217.062
ID  - Permana2019
ER  -