GRDS Conferences

1. Sharmila Lakshman
Department of Ethics
School of Social Sciences
Fiji National University

2.  Educators who engage in Ethics curriculum
design and implementation for technical
programs are confronted by many challenges.
This includes achieving the curriculum
outcomes to balancing the needs of the
industries. There is growing concern and
recognition of a “gap” between knowledge and
skills acquired through education and training
and those needed by industries.

3.  Transversal Skill

4.  Contribution towards expanding the knowledge
base on transversal competency and focuses on
the implementation of ethics in TVET. It
explores ways in which transversal
competencies are integrated and assessed in
Certificate level ethics course in TVET and in
particular:
1. Analyzes the current status of teaching and assessing
of ethics education in TVET
2. Highlights recommended and
3. Identifies challenges and provides
recommendations.

5. To document our attempt in bridging the “gap”
between knowledge and skills acquired through
ethics education and training and those needed
by industries.

6. I. What are the current trends in approaches of
implementation and modes of integration of ethics
curriculum?
II. What types of pedagogies are being implemented in
the teaching of transversal skills in the current
ethics course?
III. What type of assessment is being used to evaluate
students’ transversal skills in ethics course?
IV. What are the proven pedagogical and assessment
approaches recommended in teaching transversal
skills?
V. What will be the challenges of these recommended
pedagogy and assessment for FNU?

7. (a) (a)Analytical approach
(b) (b)Holistic approach
• Specific Subject
• Cross Subject
• Extra-Curricular
 Approaches to
implementing
transversal
competencies
 Modes of integration

8.  Experiences created blends theory and
practice
 Create awareness and enhance ethical
knowledge
 Knowledge that is developed is transferred into
a right, fair and just action
 Use of high- cognitive level activities

10. Short Test
Role play
Portfolio

11. Biggs & Tang (2007)”fill-
up-tanks model”
Biggs & Tang (2007)“just-
in-time learning”
 “fill-up-the-tanks
model” where
knowledge is built
up first, the
application of that
knowledge second.
 teaching and learning
activities beyond formal
teacher directed
situations
 Situated work activities
(Billet, 2004)
 Workplace learning
( Onstenk, Jeroen &Blokhuis, Franck,
2007)
 Work based learning
( Biggs& Tang 2007)
 Work integrated learning
( Choy and Delahaye,2011)

12.  Increased cost
 Additional adaptation time for both teachers
and students
 Teachers have to leave their comfort zone of
frontal instruction
 Students have to learn to adapt to new learning
environments
 Fairness and validity of the assessment
methods
 Teacher preparedness
 Appropriate attainment goals

13.  This study therefore concludes that to ensure
the development of well-rounded ethical
graduates, transversal skills need to be
developed along with generic and specialized
skills.
 The study substantiates that successful work
based learning meets the needs of individuals
and their workplace but calls for more research
to understand the dynamics and ways to
approach learning partnerships between Fiji
National University and industries in Fiji.

14.  A research on the impact of the ethics course on TVET students.
 A comparative study on the approach to ethics education that will best
help bridge the gap in Fiji situation.
 A curriculum mapping across program level to institutional level and
between institutional level to industry level to compare the intended
goals and objective.
 An analysis of students understanding and perspective of the content,
pedagogy and assessment.
 A study evaluating lectures and program coordinators views and
perceptions.
 A study on industries views and perceptions is also needed.

15.  Biggs, J., &Tang, C. (2007.) Constructive Alignment in action. In Teaching for Quality
Learning in University (pp.284-387). University of Michigan, McGraw-Hill.
 Brandenburg, D. and Ellinger, A. (2003) The future: just-in-time learning expectations
and potential implications for human resource development, Advances in Developing
Human Resources, 5, 3: 308–20.
 Billet, S. (2004) Workplace participatory practices – conceptualizing workplace as
learning environments, The Journal of Workplace Learning, 16, 4: 312–24.
 Choo, S., Sawch, D. & Villanueva, A. 2012. Educating for Twenty-first Century Global
Capacities:
 Summary of Report. New York: Studies in Educational innovation.
http://globalsei.org/WP/wp-content/uploads/2012/07/Educating-for-Twenty-First-
Century-Global-Capacities.pdf
 OECD. 2005. The Definition and Selection of Key Competencies [Executive Summary].
Available online at: http://www.oecd.org/dataoecd/47/61/35070367.pdf
 Pimple, Kenneth D. 2002. “Six domains of research ethics: A heuristic framework for
the responsible conduct of research.”Science and Engineering Ethics 8:191-205
http://poynter.indiana.edu/index.php/download_file
 UNESCO. 2014. Transversal Skills in Technical and Vocational Education and Training
(TVET): Focus on Pedagogies and Assessment in the Asia-
http://www.unescobkk.org/resources/e-library/publications/article/transferable-
skills-in-technical-and-vocational-education-and-training-tvet-policy-implications/