TVET TEACHER EDUCATOR'S CRITERIA AND ROLES FOR SUSTAINABLE TVETTEACHEREDUCATION PROGRAM

The 21st Century has so many things to offer. Among them are the new technologies that have emerged with the discovery of an advance system, which will lead to rapid changes in many aspects, including education. Ranging from the new theoretical framework of the best teaching and learning practices up to the latest technological hardware, these new developments challenge the capability of those who will entirely involve with it, the educators. Thus, this study aims to verify the criteria and roles important for the TVET-teacher education educators in ensuring the sustainability of the program. The data collection process involves the distribution of a set of questionnaires among experts. The data analysis was done using Fuzzy Formula, which is Triangular Fuzzy Number and Defuzzification. The findings indicate that there are three verified criteria for sustainable TVET-TE educators, namely adaptable to changes, interactive skillset and intellectual in academic and technical fields. As for the roles of sustainable TVET-TE educator, there are four verified roles, which is the relationship with students, upgrade and reskilling, pedagogical and classroom skills and environment relationship. It is hoped that these findings may contribute to the stakeholders, especially the TVET-TE educators themselves in improving the quality and performance of the TVET system.