teacher as guide to learning and development, teacher as subject expert), others are poorly represented (e.g.
Whereas some competences are clearly present in the institutions’ policies and practices (e.g. However, the process has not yet come to an end. Ten years after the decree was issued, results show that competence-based education has become a reality in terms of its implementation. An online survey inquiry was set up in eight elementary teacher education institutions using two questionnaires one for final year elementary institution pre-service teachers, who were about to graduate at the time of completing the questionnaire (N = 218), the other for teacher trainers throughout the elementary teacher training program (N = 51). However, have they succeeded in implementing them? This is the research question that is central to the current study. Since then, years have gone by, and institutions have acted in order to achieve the competence-based goals. Since 1998, the Flanders’ educational government in Belgium has been urging teacher education institutions by decree to implement competences in teacher training programs. The results were following: a) 75% of respondents have ever experienced the after-school learning b) only 23% of the surveyed considered after-school learning is needed c) the critical obstacles to after- school learning were deficiency of time(32.5%) and finance obstacle(28.2%) d) four underlying types of motivation to after-school learning were identified, namely, Class І(job Search), Class ІІ(leisure centered job skill), Class ІІІ(civic competency), and Class ІV(lack of motivation) e) Based on multiple regression analysis, as a predictor of effect on lifelong learning, variables including experience of after -school learning were significant. I conduct frequency analysis, latent class analysis, and multiple regression analysis as methodology. This research analyzed after-school deeply as one of lifelong learning activities. The aim of this research is to analyze Korean Vocational Secondary School Students’ metacognition, attitude toward lifelong learning, and motivation factor to lifelong learning, and investigate whether these had an effect on their lifelong learning. The results of the study show that the multimedia skills students competency test in SMK Yogyakarta in terms of (1) aspects of the context fall into the very appropriate category (84.7 %) (2) the input are in the very appropriate category (87.61%) (3) the process are the excellent category (89.94%) (4 ) the product are the excellent category (82.78 %) (5) aspects of CIPP cumulatively are the excellent category (86.62%). The data analysis technique used is descriptive analysis. Test reliability was carried out with Alpha Cronbach. Test validity of the content validity is expert judgment and construct validity with product moment correlation formula. Data collection techniques used questionnaires. The sample used saturated or total sample. The population was assessors, amounting to 44 people. This study was conducted at eight vocational schools in the city of Yogyakarta. EVALUATION OF MULTIMEDIA SKILLS STUDENTS COMPETENCY TEST IN SMK YOGYAKARTAAbstractThis study aims to evaluate the multimedia skills students competency test in SMK Yogyakarta, in terms of (1) aspects of the context (2) the input (3) the process (4) the product and (5) CIPP aspects cumulatively. Hasil penelitian ini menunjukkan bahwa uji kompetensi siswa keahlian multimedia di SMK Se-Kota Yogyakarta ditinjau dari aspek: (1) context termasuk kategori sangat sesuai (84,7%) (2) input termasuk dalam kategori sangat sesuai (87,61%) (3) process termasuk kategori sangat baik (89,94%) (4) product termasuk kategori sangat baik (82,78%) (5) CIPP secara akumulatif termasuk kategori sangat baik (86,62%). Teknik analisis data dengan analisis deskriptif. Uji reliabilitas menggunakan Alpha Cronbach. Uji validitas dengan validitas isi melalui expert judgement, validitas konstruk dengan uji terbatas, dan dianalisis dengan korelasi Product Moment. Teknik pengumpulan data menggunakan angket. Populasi adalah asesor, yang berjumlah 44 orang. Penelitian ini dilaksanakan pada delapan SMK di kota Yogyakarta. Penelitian ini bertujuan untuk mengevaluasi uji kompetensi siswa keahlian multimedia di SMK SeKota Yogyakarta, ditinjau dari aspek: (1) context (2) input (3) process (4) product dan (5) CIPP secara akumulatif.