This document summarizes a study on the sustainability of work-based learning (WBL) programs for diplomas in architectural technology offered as joint ventures between community colleges and industry in Malaysia. The study found that WBL programs help bridge the gap between architectural education and the building industry. WBL equips students with up-to-date skills and knowledge through a blend of classroom learning and real-world work experience. Joint ventures between educational institutions and firms are an important way to support sustainable architecture education by bringing parties together to share resources and expertise. Evaluations of existing WBL programs found benefits like improved student motivation, performance and report writing skills from exposure to practical training. The study concludes WBL can enhance architectural

1. In the name of Allah, Most Gracious, Most Merciful
01

2. The Sustainability of Work-Based Learning (WBL)
for Diploma in Architectural Technology
as a Joint Venture (JV) Programme
at Community Colleges
by
ZULKEFLE BIN ISMAIL
Architectural Studies Programme Leader/
Head of Research & Development Division
Politeknik Sultan Idris Shah (PSIS)
Sungai Air Tawar, Sabak Bernam
Selangor Darul Ehsan
E-mail: zzulkefle@yahoo.fr
02

3. Overview
NATIONAL POLICIES ON TECHNICAL EDUCATION
Cabinet Committee Report, 1979
1 Goals to develop a united and deciplined society & fulfill
trained labourforce to meet the national development
agenda
Policy to Increase the Supply of Workforce
2 to enhance the achievement of a ratio of 60 : 40 (the ratio
of science to arts students)
Various Cabinet Memoranda on Technical/Vocational
3 Schools, Polytechnic and Community Colleges
Education
03

4. Overview
MISSION & VISION OF DEPARTMENT OF
POLYTECHNICS & COMMUNITY COLLEGES (DPCCE)
DPCCE aspires to become a world class education & training
provider to fulfill the human capital needs of the nation
DPCCE is committed to provide education and training at
Polytechnics & Community Colleges to fulfill the human capital needs
of the nation through strategic management, relevant & dynamic
curricular, effective training & career development
programmes, continuous quality assurance & strong support services
based on the National Education Philosophy
04

5. Overview
Industrialized
Building
EDUCATION
Prefabricated
ARCHITECTURE BUILDING
Information
System Bathroom Technology
(IBS) INDUSTRY
(IT)
This study fills the gap between
Architecture Education and Building Industry
05

6. The Sustainability of WBL for Diploma in
Architectural Technology as a JV Programme
at Community Colleges
Lesson Learned
and Benefits
Diploma in Architecture
Architectural Education Towards
Technology Sustainability
Joint Venture Methodology
as a of
Potential Solution Research
Evaluation &
Perception
06

7. Architecture Education
Towards Sustainability
Academic Standard for
Architecture explained
architectural studies requires
inquiry and synthesis, and brings
to bear a wide range of
knowledge, understanding the
issues and skills. It involves an
iteration and integration of specific
subject-based knowledge, with
the aim of applying these to a
design project. 07

8. Architecture Education
Towards Sustainability
DPCCE has initiated a collaborative
programme with the industry aims to
equip students with up-to-date
knowledge and skills. This
initiated, namely WBL, is a form of
pedagogy that blends classroom
instructions with structured real-life
working experience which prepares
students for a competitive edge in
today’s workplace.
08

9. Architecture Education
Towards Sustainability
Architecture is held to be central
to sustainability. All sustainable
development programs must take
into consideration the local
environmental, economic, and
societal conditions, while
knowledge, issues and skills must
all be addressed in a formal
curriculum that has been
reoriented to address
sustainability (Zulkefle, 2008). 09

10. Architecture Education
Towards Sustainability
Towards sustainability, the advantages of knowledge-community
should be considered during teaching and learning. It will need
to identify knowledge, issues and skills central to sustainable
development in each of three components – environment,
economy, and society.
ENVIRONMENT ECONOMY SOCIETY
KNOWLEDGE Technology Training Conflict
Low skill and poor Method of teaching and Changing method of
ISSUES
productivity learning teaching and learning
The ability to produce The ability to identify the The ability to think
SKILLS students according to new and effective critically about value added
competency standard approach in delivering and its issues
10

11. Architecture Education
Towards Sustainability
Three (3) conceptions of the
Nature of Competence
Task based Competence is defined in Webster’s
or Behaviourist dictionary as ‘fitness or ability’.
Words given as synonyms or related
terms are ‘capability’, ‘capacity’,
Perform a
‘efficiency’, ‘proficiency’ and ‘skill’.
concrete job
optimally
Synthesis
between
these approaches
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12. Architecture Education
Towards Sustainability
Performance has divided into
Two (2) sections
Institution Performance can be defined in terms
performance of the behaviour of individual displays
at work, and such behaviours must
contribute to an institution’s goal in
Individual’s order to be considered in the domain
behaviour of task performance (Campbell et
al., 1993).
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13. The Sustainability of WBL for Diploma in
Architectural Technology as a JV Programme
at Community Colleges
Lesson Learned
and Benefits
Diploma in Architecture
Architectural Education Towards
Technology Sustainability
Joint Venture Methodology
as a of
Potential Solution Research
Evaluation &
Perception
13

14. Diploma in Architectural
Technology
Diploma in Architectural Technology is the skill course to draw
and understanding plans for buildings according to
specifications. The students would understand an extensive
knowledge of building construction before they could
understand the plans. Besides that, the students would flair
for drawing, ability to translate concepts, be able to visualize
three dimensionally object accurately, have good hand
skills, good eyesight, patience, an eye for detail, and be
computer literate (BPPK, 2008).
14

15. Diploma in Architectural
Technology
The graduates will have knowledge, skill and attitude that will
allow them to make tangible contributions and meet new
technical challenges. The graduate will continuously enhance
their knowledge and skills for adaptable to a new changes at
the workplace. As a team member, the graduates will also
communicate effectively and interact responsibly with
colleagues, clients, employers and society. In addition, they
will possess good ethical values and entrepreneurial
awareness to commercialize their skills (BPPK, 2008).
15

16. Diploma in Architectural
Technology
Careers in architectural and construction
industry require a huge amount of
scientific knowledge and technical
experiences. Upon completion of this
programme, the graduates will acquire
wide knowledge and skills in their field of
studies. Hence, they can venture
successfully in the following careers such
as draughtsperson, CADD
operator, graphic illustrator, building
technician, site supervisor, contractor etc.
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17. Diploma in Architectural
Technology
17

18. The Sustainability of WBL for Diploma in
Architectural Technology as a JV Programme
at Community Colleges
Lesson Learned
and Benefits
Diploma in Architecture
Architectural Education Towards
Technology Sustainability
Joint Venture Methodology
as a of
Potential Solution Research
Evaluation &
Perception
18

19. JV as a
Potential Solution
The objectives for JVs include:
Encourage
Growth & Encourage growth
Advancement and expansion
Promote
Interactions &
Cooperation Explore, expand
Act as conduit for & share
the Advancement knowledge, experienc
e & expertise
19

20. JV as a
Potential Solution
In architectural studies and construction industries, JV
between institutions and firms is important to determine the
successful of the efforts towards sustainability of the
architecture education. The arrangement will bring various
parties to joint forces and work together as a team. It also
involves closer integration and recognition that each party has
something the other needs. Each JV entities will benefit from
each other and contributes towards achieving the objectives.
JV will be an alternative to help the DPCCE encourage more
companies to venture into WBL.
20

21. The Sustainability of WBL for Diploma in
Architectural Technology as a JV Programme
at Community Colleges
Lesson Learned
and Benefits
Diploma in Architecture
Architectural Education Towards
Technology Sustainability
Joint Venture Methodology
as a of
Potential Solution Research
Evaluation &
Perception
21

22. Methodology of
Research
A series of observation and
informal discussions as well as
semi-structured interview with
Architects, Lecturers at
Community Colleges, Officers
at Curriculum Development and
Evaluation Division of DPCCE
and students were conducted.
Consequently the following self
evaluation are formed
22

23. The Sustainability of WBL for Diploma in
Architectural Technology as a JV Programme
at Community Colleges
Lesson Learned
and Benefits
Diploma in Architecture
Architectural Education Towards
Technology Sustainability
Joint Venture Methodology
as a of
Potential Solution Research
Evaluation &
Perception
23

24. Evaluation &
The Advantages of JV Concept Perception
offers a good has also report writing
measure of strengthened has improve the
control over the partnership quality of student
what students do with practice in report-writing
report describing the students the curriculum
work experience expose about have improved
is a valuable 50% towards the student
learning real on-job motivation
outcome training during WBL
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25. Evaluation &
Students’ Performance in WBL Perception
grades of the
students are
near the worth of
the scale of
grade
students of
Community
Colleges good in
draughtsmanship!
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26. Evaluation &
Studies Course in WBL Perception
Can I do this kind of thing
earlier on in my WBL?
architect cannot start too soon in
inculcating the broad concept of
an architectural training
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27. Evaluation &
Actual Workplace Activities Perception
curriculum should be
improved towards health and
safety before its
implementation
form of joint courses in
Construction Technology, Interior
Design or Landscape Architecture
allied to the built environment
27

28. The Sustainability of WBL for Diploma in
Architectural Technology as a JV Programme
at Community Colleges
Lesson Learned
and Benefits
Diploma in Architecture
Architectural Education Towards
Technology Sustainability
Joint Venture Methodology
as a of
Potential Solution Research
Evaluation &
Perception
28

29. Lessons Learned
and Benefits
By combining WBL within the academic structure of Diploma in
Architectural Technology, a better quality of integration is
achieved between practical training and more formal academic
studies.
By acting as the tutor to a group of students, each member of staff
involved has a direct hands-on contribution to make to student
learning when the student is away from the department. The
adoption of distance-learning procedures (notably e-mail) enables
students to keep in touch with their tutor and thereby to resolve
issues that require tutor-guidance and input.
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30. Lessons Learned
and Benefits
The written reports that students submit at the
end of their studies have raised the quality of
student work related to WBL. In addition, the
students’ work is preserved in the
departmental library where it can be consulted
and serves as a guide to other students when
they are planning their own work-experience
Curriculum and teaching and learning procedures in polytechnics
should be revised towards closer working relationships with the
architectural practices who participate in WBL scheme.
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31. THANK YOU
&
wassalam
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