The main purpose of this study is to describe the perceived competencies and gaps of Civil Service Vocational School teachers at State Vocational Schools (SMKN) implementing Continuing Education Programs (CPD) in the context of Indonesian policy. The surveyed population was civil service vocational teachers of the Vocational Schools (SMKN) who taught vocational areas. Surveys are used to collect data and analyze data with descriptive statistics, using comparative hypothesis testing (t-tests) with pairwise difference tests. Her seven dimensions of adequacy and gap levels in the implementation of CPD program policies consist of:(1) Understanding CPD. (2) Purpose and Benefits of CPD. (3) CPD patterns and activity. (4) CPD Content. (5) CPD support. (6) Effects of CPD. ( 7) her CPD performance of the teacher; The average score for the seven-sided gap is 0.75 points. The seven-sided fit value was assessed as 80%. This indicates that there is still a 20% gap in the implementation of CPD program policies by his VET teachers in the public sector. in the meantime. The largest discrepancy in implementing the additional training concept with a value of 0.85 points or achieved fitness value is 76.96% in terms of additional training support. We also find differences in the implementation of program guidelines for in-service teacher training based on the results of the paired-sample t-test. From this it can be concluded that there should be a difference in the current state of implementation regarding aspects of programs and political further training measures for teachers of public sector vocational schools. This means that there is a discrepancy in teachers' perceptions of current CPD practices and what CPD practices should be.
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