Malaysia economic grew at an average 6.2 percent per annum during the 1991-2005
period as in Ninth Malaysia Plan. Malaysia now at the mid-points in its journey towards 2020 and is just transforming to the second fifteen year phase.
Vocational Education and Technical Skills Training for Indigenous in MalaysiaNorwaliza Abdul Wahab
This paper discusses the participation of Indigenous community in the field of Technical and Vocational
education (TVE) and in the specialized programs in Skills Training Institutions (STI) in Malaysia.
Marginalization of Indigenous youth in terms of education and employment in Malaysia is critical and needs to
be addressed. High unemployment among the Orang Asli youth may be attributed to their lack of proper skills
required by the employers. Thus, vocational training is needed to ensure the competitiveness of these people in
the era of globalization to live a more comfortable life and have a better socio-economic status (SES). This paper
also deliberates on the developmental history of TVE, the aims and the objectives of its implementation in the
education system. Apart from these, the training and skills programs for the Indigenous youth who are drop-outs
and have completed schooling were also discussed. This paper also presents the conclusion and
recommendations to improve the participation of Indigenous community in the TVE and STI. If the
recommendations are taken positively by the relevant authorities in-charge of the Indigenous people, the future
of Indigenous youth will be brighter because it will improve their employment prospects and enhance their social
mobility and status.
Abstract
Youth age group (15-24) is a great asset to a nation, because youth being a working age population if properly trained and prepared for world of work could bring revolution in the economy of a country. Therefore, developed countries give greater emphasis to youth’s training and education to prepare youth for world of work. In develop countries, to prepare youth, especially school leaver’s vocational training schemes were introduced at secondary and high school level. However, in developed countries the ratio of edging population is increasing as compared to the youth working age population, whereas in developing countries including Pakistan the youth population is rapidly increasing. There is a need that we take advantage of this demographic dividend and prepare our youth for world of work. This paper highlights the importance of vocationalization in youth employment. In the paper youth’s employment trend and its relation with education and training were discussed. In the country, causes for failure of past efforts made for vocationalization of general education were examined. Worldwide available different modes for vocational training and effective models were analyzed and suitable model for vocationalization of general education in the country is proposed in this paper.
Ppt report on current issues (reforms on tech-voc education and training)Lyn Agustin
Technical-Vocational Education and Training Reforms
The Technical Vocational Education and Training reforms consists of four (4) major components, namely:
1. Quality Assured Philippine TESD System
2 .TESDA Occupational Qualification and Certification System
3. Unified Program Registration and Accreditation System
4. TVET Quality Awards
Centum Learning offers end-to-end skill building programmes focusing on improving the employability quotient of aspirants. Centum Learning‘s proven expertise in capability building can partner you to fulfill both business and CSR goals.
Vocational Education and Technical Skills Training for Indigenous in MalaysiaNorwaliza Abdul Wahab
This paper discusses the participation of Indigenous community in the field of Technical and Vocational
education (TVE) and in the specialized programs in Skills Training Institutions (STI) in Malaysia.
Marginalization of Indigenous youth in terms of education and employment in Malaysia is critical and needs to
be addressed. High unemployment among the Orang Asli youth may be attributed to their lack of proper skills
required by the employers. Thus, vocational training is needed to ensure the competitiveness of these people in
the era of globalization to live a more comfortable life and have a better socio-economic status (SES). This paper
also deliberates on the developmental history of TVE, the aims and the objectives of its implementation in the
education system. Apart from these, the training and skills programs for the Indigenous youth who are drop-outs
and have completed schooling were also discussed. This paper also presents the conclusion and
recommendations to improve the participation of Indigenous community in the TVE and STI. If the
recommendations are taken positively by the relevant authorities in-charge of the Indigenous people, the future
of Indigenous youth will be brighter because it will improve their employment prospects and enhance their social
mobility and status.
Abstract
Youth age group (15-24) is a great asset to a nation, because youth being a working age population if properly trained and prepared for world of work could bring revolution in the economy of a country. Therefore, developed countries give greater emphasis to youth’s training and education to prepare youth for world of work. In develop countries, to prepare youth, especially school leaver’s vocational training schemes were introduced at secondary and high school level. However, in developed countries the ratio of edging population is increasing as compared to the youth working age population, whereas in developing countries including Pakistan the youth population is rapidly increasing. There is a need that we take advantage of this demographic dividend and prepare our youth for world of work. This paper highlights the importance of vocationalization in youth employment. In the paper youth’s employment trend and its relation with education and training were discussed. In the country, causes for failure of past efforts made for vocationalization of general education were examined. Worldwide available different modes for vocational training and effective models were analyzed and suitable model for vocationalization of general education in the country is proposed in this paper.
Ppt report on current issues (reforms on tech-voc education and training)Lyn Agustin
Technical-Vocational Education and Training Reforms
The Technical Vocational Education and Training reforms consists of four (4) major components, namely:
1. Quality Assured Philippine TESD System
2 .TESDA Occupational Qualification and Certification System
3. Unified Program Registration and Accreditation System
4. TVET Quality Awards
Centum Learning offers end-to-end skill building programmes focusing on improving the employability quotient of aspirants. Centum Learning‘s proven expertise in capability building can partner you to fulfill both business and CSR goals.
Ministry of labor and employment in pursuance of excellence in vocational training has developed Skill Development initiative (SDI) scheme based on Modular Employable Skills (MES) framework in close consultation with industry, state governments and experts. SDI scheme is a five year project during which one million persons would be trained for their existing skills, tested and certified under Modular Employable Skills (MES) framework. Under this scheme.
More than 1400 courses listed under MES scheme
550 crores allotted for the scheme .
1 Million students will be trained per year
Vocationalization of Secondary Education: The Open Schooling PerspectiveCEMCA
Presentation by Dr. SS. Jena at the National Consultative Workshop on Developing NVEQF Implementation Strategy for Open Schooling, 20-21 June, 2013, Kochi.
The Role Of Vocational And Technical Education For Improving National Economy...iosrjce
This paper focuses on the role of vocational and technical education for improving national economy
for sustainable development and the curriculum issues. Curriculum is based on the needs of the labour market
and that government responds to the needs of Vocational and Technical Education through sufficient funding
and provision of adequate facilities, equipment and resources. Recommendations were given for further
improvement
OPPORTUNITIES IN HUMAN CAPITAL INVESTMENT FOR INCLUSIVE GROWTH
Educators must be transformed from those who impart knowledge to those who facilitate learning. Curricula must be transformed from mechanisms to deliver facts into mechanisms to promote and facilitate learning and thinking.
Experts assert that a Competency-based Approach to curriculum development can facilitate this transformation. Education and training integrated (a sound general education and broad-based initial training are essential bases for lifelong continuing learning).
TVET Role to meet the need of emerging industry:
Demand-driven approach
Learning for employability
Concept of continuing life-long learning
Self-learning and focus on the learner
A search for multi-skilling
Recognition based on competency and prior learning
Recognition of the need to focus both on formal and informal sectors
Training for wage and self-employment
Decentralized system requiring both strong national and decentralized institutions
Policy and delivery separate, market-driven
Participatory governance, recognition of multiple actors, social dialogue
21st Century Filipino Skilled Workforce Characteristic:
Technically competent
Innovative and creative
Knowledge-based, with higher order thinking skills
With foundational life skills
In pursuit of lifelong learning opportunities
Possessing desirable work attitudes and behavior
TVET Trends & Specific Skills Interventions :
KNOWLEDGE-BASED ECONOMY - Higher Order Thinking Skills (HOTS) are introduced to advocate critical thinking, analysis and problem solving to augment and enhance learning outcomes in TVET. They have also become common feature of standard-based education reforms.
RAPID TECHNOLOGICAL CHANGE - Possession of Generic Soft Skills has become a pre-requisite in the new work place. Skills including cognitive, interpersonal, attitudes, values work habits and enterprise, innovation and creativity are very much embedded in capacity building in TVET.
GLOBAL WARMING - Sustainable Development as key agenda of UNs and other development organizations education provisions, significantly calls upon reorienting TVET curriculum towards sustainability while maintaining the principles of 6Rs: Reduce, Reuse, Renew, Recycle, Repair and Rethink perspective.
POVERTY ALLEVIATION - Entrepreneurship, Modular Employable Skills and Informal Sector skills are largely considered to advance poverty reduction mechanisms and create gainful opportunities particularly in unorganized sectors.
Presentation of Vocational Education and Training in Catalonia at the Study Visit Group No: 183 (CEDEFOP) , “Educational cooperation with professional institutions to promote language skills 2014″.
Market Research Report : Vocational Training Market in India 2012Netscribes, Inc.
For the complete report, get in touch with us at : info@netscribes.com
Vocational training market in India was valued at INR 90 bn in 2011 and is slated to grow at a CAGR of 23%. Government has set a target of preparing 500 mn skilled workers by 2022, as around 75-80 mn jobs will be created over the next 5 years and 75% of them will require vocational training. The market is poised for strong growth over the next few years owing to favourable government support.
The report begins with an introduction to the education market in India and its various sub-segments. Indian education system largely consists of formal and informal sectors, with the formal sector accounting for the major share. A macro overview of the Indian education system is also included, which throws light on some of the key indicators such as literacy rate in India, demographic split in education, budget allocation for education and five year plan outlay for education. This section also includes the vocational training policy framework present in India.
The market overview section gives an insight into the overall education market in India along with the vocational training market, their market size and growth. This is followed by the key segments and applications of vocational training. In India, it is present in both formal and informal sectors and has wide applications in areas such as IT, BFSI, retail, aviation and others. The education and vocational training structure in India is also provided. Additionally, an analysis of Porter’s Five Forces provides an insight into the competitive intensity and attractiveness of the market.
An analysis of the drivers and challenges explains the factors leading to the growth of the market including huge demand for skilled workers, low vocational training penetration, increasing government expenditure, growth in service sector and inefficiency in formal education system. The key challenges identified are low quality of inputs and lack of finance.
The government participation in this sector has also been highlighted in the report, and includes government bodies, government initiatives and associated bodies. Ministry of Human Resource Development and Directorate General of Employment & Training are the two key government bodies in this sector. Government initiatives largely comprise of National Policy on Skill Development, Skill Development Initiative Scheme, Craftsmen Training Scheme, National Vocational Qualification Framework and National Vocational Educational Qualification Framework. Industry associations impacting vocational training segment constitutes of FICCI, CII and ASSOCHAM. Foreign collaborations in this sector include countries like UK, Canada, Germany, Switzerland and Australia. International bodies like International Labour Organization, World Bank and European Union, also contribute to the vocational education and training segment in India.
Entrepreneurship in Malaysia Polytechnicsalihamzahali
The Malaysia polytechnics is expected to lead the field of thrust programs (niche area) and specific technology that can produce quality graduates with entrepreneurship abilities. The paper seeks answers how current entrepreneurship education in Malaysia polytechnics encourages the development of entrepreneurship education in the institutions. In this study, data were collected from Higher Learning Institutions Tracer Study Report from 2012 until 2015 and Key Performance Index (KPI) 2016 and 2017 for Entrepreneurship in Malaysian Polytechnic. A finding shows that entrepreneurship has inclined in Malaysia Polytechnics according to industrial needs and based-on the development of the country. The establishments of Malaysian Polytechnic Entrepreneurship Centre (MPEC) become a great achievement for polytechnic education system in Malaysia. The findings will draw a clearer understanding and better picture of the common features exist in what seems to be a fragmented field of study.
Ministry of labor and employment in pursuance of excellence in vocational training has developed Skill Development initiative (SDI) scheme based on Modular Employable Skills (MES) framework in close consultation with industry, state governments and experts. SDI scheme is a five year project during which one million persons would be trained for their existing skills, tested and certified under Modular Employable Skills (MES) framework. Under this scheme.
More than 1400 courses listed under MES scheme
550 crores allotted for the scheme .
1 Million students will be trained per year
Vocationalization of Secondary Education: The Open Schooling PerspectiveCEMCA
Presentation by Dr. SS. Jena at the National Consultative Workshop on Developing NVEQF Implementation Strategy for Open Schooling, 20-21 June, 2013, Kochi.
The Role Of Vocational And Technical Education For Improving National Economy...iosrjce
This paper focuses on the role of vocational and technical education for improving national economy
for sustainable development and the curriculum issues. Curriculum is based on the needs of the labour market
and that government responds to the needs of Vocational and Technical Education through sufficient funding
and provision of adequate facilities, equipment and resources. Recommendations were given for further
improvement
OPPORTUNITIES IN HUMAN CAPITAL INVESTMENT FOR INCLUSIVE GROWTH
Educators must be transformed from those who impart knowledge to those who facilitate learning. Curricula must be transformed from mechanisms to deliver facts into mechanisms to promote and facilitate learning and thinking.
Experts assert that a Competency-based Approach to curriculum development can facilitate this transformation. Education and training integrated (a sound general education and broad-based initial training are essential bases for lifelong continuing learning).
TVET Role to meet the need of emerging industry:
Demand-driven approach
Learning for employability
Concept of continuing life-long learning
Self-learning and focus on the learner
A search for multi-skilling
Recognition based on competency and prior learning
Recognition of the need to focus both on formal and informal sectors
Training for wage and self-employment
Decentralized system requiring both strong national and decentralized institutions
Policy and delivery separate, market-driven
Participatory governance, recognition of multiple actors, social dialogue
21st Century Filipino Skilled Workforce Characteristic:
Technically competent
Innovative and creative
Knowledge-based, with higher order thinking skills
With foundational life skills
In pursuit of lifelong learning opportunities
Possessing desirable work attitudes and behavior
TVET Trends & Specific Skills Interventions :
KNOWLEDGE-BASED ECONOMY - Higher Order Thinking Skills (HOTS) are introduced to advocate critical thinking, analysis and problem solving to augment and enhance learning outcomes in TVET. They have also become common feature of standard-based education reforms.
RAPID TECHNOLOGICAL CHANGE - Possession of Generic Soft Skills has become a pre-requisite in the new work place. Skills including cognitive, interpersonal, attitudes, values work habits and enterprise, innovation and creativity are very much embedded in capacity building in TVET.
GLOBAL WARMING - Sustainable Development as key agenda of UNs and other development organizations education provisions, significantly calls upon reorienting TVET curriculum towards sustainability while maintaining the principles of 6Rs: Reduce, Reuse, Renew, Recycle, Repair and Rethink perspective.
POVERTY ALLEVIATION - Entrepreneurship, Modular Employable Skills and Informal Sector skills are largely considered to advance poverty reduction mechanisms and create gainful opportunities particularly in unorganized sectors.
Presentation of Vocational Education and Training in Catalonia at the Study Visit Group No: 183 (CEDEFOP) , “Educational cooperation with professional institutions to promote language skills 2014″.
Market Research Report : Vocational Training Market in India 2012Netscribes, Inc.
For the complete report, get in touch with us at : info@netscribes.com
Vocational training market in India was valued at INR 90 bn in 2011 and is slated to grow at a CAGR of 23%. Government has set a target of preparing 500 mn skilled workers by 2022, as around 75-80 mn jobs will be created over the next 5 years and 75% of them will require vocational training. The market is poised for strong growth over the next few years owing to favourable government support.
The report begins with an introduction to the education market in India and its various sub-segments. Indian education system largely consists of formal and informal sectors, with the formal sector accounting for the major share. A macro overview of the Indian education system is also included, which throws light on some of the key indicators such as literacy rate in India, demographic split in education, budget allocation for education and five year plan outlay for education. This section also includes the vocational training policy framework present in India.
The market overview section gives an insight into the overall education market in India along with the vocational training market, their market size and growth. This is followed by the key segments and applications of vocational training. In India, it is present in both formal and informal sectors and has wide applications in areas such as IT, BFSI, retail, aviation and others. The education and vocational training structure in India is also provided. Additionally, an analysis of Porter’s Five Forces provides an insight into the competitive intensity and attractiveness of the market.
An analysis of the drivers and challenges explains the factors leading to the growth of the market including huge demand for skilled workers, low vocational training penetration, increasing government expenditure, growth in service sector and inefficiency in formal education system. The key challenges identified are low quality of inputs and lack of finance.
The government participation in this sector has also been highlighted in the report, and includes government bodies, government initiatives and associated bodies. Ministry of Human Resource Development and Directorate General of Employment & Training are the two key government bodies in this sector. Government initiatives largely comprise of National Policy on Skill Development, Skill Development Initiative Scheme, Craftsmen Training Scheme, National Vocational Qualification Framework and National Vocational Educational Qualification Framework. Industry associations impacting vocational training segment constitutes of FICCI, CII and ASSOCHAM. Foreign collaborations in this sector include countries like UK, Canada, Germany, Switzerland and Australia. International bodies like International Labour Organization, World Bank and European Union, also contribute to the vocational education and training segment in India.
Entrepreneurship in Malaysia Polytechnicsalihamzahali
The Malaysia polytechnics is expected to lead the field of thrust programs (niche area) and specific technology that can produce quality graduates with entrepreneurship abilities. The paper seeks answers how current entrepreneurship education in Malaysia polytechnics encourages the development of entrepreneurship education in the institutions. In this study, data were collected from Higher Learning Institutions Tracer Study Report from 2012 until 2015 and Key Performance Index (KPI) 2016 and 2017 for Entrepreneurship in Malaysian Polytechnic. A finding shows that entrepreneurship has inclined in Malaysia Polytechnics according to industrial needs and based-on the development of the country. The establishments of Malaysian Polytechnic Entrepreneurship Centre (MPEC) become a great achievement for polytechnic education system in Malaysia. The findings will draw a clearer understanding and better picture of the common features exist in what seems to be a fragmented field of study.
Accreditation Concept and Processes in MalaysiaGhazally Spahat
The development of unified standard among different qualifications is only realized quite recently in Malaysia. However, there are a number of teething problems
that needs to be tackled among the main providers of training and education as well as the main stakeholders such as professional bodies and Ministries.
Industry Based Vocational Higher Education Management Model (IVHEMM) On Engin...AM Publications
Industrial participation in an educational development remains low. This case caused by the absence of clear and detailed provisions of the Government about industrial involvement in the development of vocational higher education. There are several factors that influence the success of a cooperation program in vocational higher education with industry, such as : discrepancy of competency which is produced by higher education with the needs of industry, the lack of industry concern on education, the implementation of quality culture, the application of ICT technology, poor attitude of entrepreneurs, and the work of higher education which do not have commercial value. The research objective is to develop a vocational higher education management model on engineering industry. Preliminary studies conducted at several vocational universities namely Semarang State Polytechnic, ATMI Polytechnic, Bandung Manufacture Polytechnic, Ceper Manufacture Polytechnic and Academy of PIKA. The method of this research apply R & D (Research and Development) with the phases of conducting some preliminary research, developing and testing the product of vocational higher education management model research on engineering industry. Results of the research formulate vocational higher education management model on engineering and guidebooks. The novelty of this study is the importance of improving management performance in vocational higher education. The factors that influence the performance improvement of vocational education management are (1) the level of better industrial relations; (2) the application of quality culture in vocational higher education, (3) strategic technological adaptation to the environment, and (4) the improvement of the quality of education through the implementation of Total Quality Management Education.
Industry Based Vocational Higher Education Management Model (IVHEMM) On Engin...AM Publications
Industrial participation in an educational development remains low. This case caused by the absence of clear and detailed provisions of the Government about industrial involvement in the development of vocational higher education. There are several factors that influence the success of a cooperation program in vocational higher education with industry, such as : discrepancy of competency which is produced by higher education with the needs of industry, the lack of industry concern on education, the implementation of quality culture, the application of ICT technology, poor attitude of entrepreneurs, and the work of higher education which do not have commercial value. The research objective is to develop a vocational higher education management model on engineering industry. Preliminary studies conducted at several vocational universities namely Semarang State Polytechnic, ATMI Polytechnic, Bandung Manufacture Polytechnic, Ceper Manufacture Polytechnic and Academy of PIKA. The method of this research apply R & D (Research and Development) with the phases of conducting some preliminary research, developing and testing the product of vocational higher education management model research on engineering industry. Results of the research formulate vocational higher education management model on engineering and guidebooks. The novelty of this study is the importance of improving management performance in vocational higher education. The factors that influence the performance improvement of vocational education management are (1) the level of better industrial relations; (2) the application of quality culture in vocational higher education, (3) strategic technological adaptation to the environment, and (4) the improvement of the quality of education through the implementation of Total Quality Management Education.
From Global Educational Experiences in the Development of National Education ...ijtsrd
This article describes in detail the necessary methods of using global educational experience in the development and progress of the national education system on the basis of the decrees and decrees of the President. Also, large scale reforms in the national education system in recent years the establishment of a new vocational education system, for the first time since the current academic year, entrepreneurship oriented curricula in vocational education institutions to be introduced as an experimental test. along with the creation and implementation of curricula based on a competency based approach from the new academic year, there was a detailed discussion of the achievements and shortcomings of Distance Education. Samatova Shohsanam Kholmuhammad Qizi "From Global Educational Experiences in the Development of National Education Methods of Use" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-1 , December 2021, URL: https://www.ijtsrd.com/papers/ijtsrd48063.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/48063/from-global-educational-experiences-in-the-development-of-national-education-methods-of-use/samatova-shohsanam-kholmuhammad-qizi
We're providing all kinds of information regarding traveling in Pakistan. You can visit our site for more details. https://travelblog04.000webhostapp.com/
This study analyzes Indonesian and Malaysian universities in order to evaluate the reality of higher education in both countries, uncover the dynamics and causes influencing higher education, and disclose the similarities and contrasts between the Indonesian and Malaysian systems. Birdy's comparative descriptive method was used. This research relies on trustworthy global rating websites, statistics from the Indonesian and Malaysian Ministries of Higher Education, high-quality publications, and authoritative news. Indonesian higher education is largely entirely supported by the government and tuition fees at private universities. Due to a lack of collaboration between universities and industry groups, Indonesian higher education lacks a connection between scientific research, technical education, and the job market. Unlike Malaysia, it stresses scientific research, community service, and labor market demands. The researchers hypothesized the following processes based on the comparator countries: Adopting a productive university focused on output application via instruction and advice. Community-government and private-sector connections using research to enhance firm products collaboration with a firm or group to provide services that benefit them in exchange for participation in higher education goals, payment of expenditures, and use of outcomes. Through cooperative education, businesses and institutions may train and prepare university students for the job market.
This research aims to create the 8+i link and match model as an embodiment of a healthy learning ecosystem between schools and the worlds of business and industry. The research technique is a mix of quantitative and qualitative research methodologies. The qualitative technique develops a basic list of success characteristics using meta-ethnography, whereas the quantitative approach defines the link between the variables under examination by establishing or building many latent variables that explain the relationship between variables using Aiken's formula and SPSS version 26. The study's findings demonstrate the success of the 8+i link and match model between Muhammadiyah 1 Ciputat vocational high school/Sekolah Menengah Kejuruan (SMK) Muhammadiyah 1 Ciputat and industry in generating efficiency and mutual benefits for both parties, not just ordinary collaboration, but intense collaboration from the curriculum development, learning, and industrial work practices designed collaboratively. The Implication of the 8+i link and match model if correctly implemented is that the industry will profit because the training expenses is reduced, and vocational high schools will benefit because their graduates is absorbed by the industry. Recommendations for the vocational high school curriculum must include schools, and industry, also Teaching personnel must include practitioners from industry as well as instructors from schools.
Teachers' Quality and Graduates Employability The Case of Public Universities...ijtsrd
This study aimed at investigating the impact of teachers' quality on graduates' employability the case of public universities in the North West and South West regions of Cameroon. The purpose of the study was to examine the extent to which lecturers' teachers' quality affect the quality of training of graduates. The survey research design was adopted for the study. Data was successfully collected from 361 graduates, 385 final year undergraduate students preparing for graduation in 2019 and 56 academic staff. Questionnaire was the instruments used for the study. Instruments consisted of both closed and opened ended items. The reliability statistics for graduates and students from the University of Buea was 0.876 and 0.827 respectively while that for graduates and students from the University of Bamenda was 0.871 and 0.894 respectively. Data from closed ended questions was analysed using SPSS 23.0, with the aid of descriptive and inferential statistical tools while the opened ended questions were analysed thematically. Findings showed that lecturers' teachers' quality R = 412 , P = 0.000 strongly and significantly affect the quality of training and employability chances of graduates with all P values 0.001, far 0.05. Aside this relationship, a significant proportion of graduates, students and academic staff indicated that not all teachers employed in the University and in their department are qualify to teach. Therefore, it was recommended that adequate measures should be adopted to improve on teachers' quality by creating a teacher education center. Nyenty Stephen Atem | Joseph Besong Joseph ""Teachers' Quality and Graduates Employability: The Case of Public Universities in the North West and South West Regions of Cameroon"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30009.pdf
Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30009/teachers%E2%80%99-quality-and-graduates-employability-the-case-of-public-universities-in-the-north-west-and-south-west-regions-of-cameroon/nyenty-stephen-atem
Brain Rules (What all presenters need to know?)Ghazally Spahat
Brain Rules is one of the most informative, engaging, and useful books of our time. Required reading for every educator and every business person. My favorite book of 2008!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Digital Tools and AI for Teaching Learning and Research
Technical & Vocational Education & Training (TVET) from Malaysia Perspective
1. 2nd
International TT-TVET EU-Asia-Link project Meeting, VEDC Malang
Technical & Vocational Education & Training (TVET) from Malaysia Perspective
by
Prof. Dr. Jailani Bin Md. Yunos,
Assoc.Prof.Dr.Wan Mohd Rashid Bin. Wan Ahmad,
Assoc.Prof.Dr. Noraini Binti Kaprawi,
Assoc.Prof.Dr.Wahid Bin Razally
Kolej Universiti Teknologi Tun Hussein Onn
(KUiTTHO), Malaysia.
Introduction
Malaysia economic grew at an average 6.2 percent per annum during the 1991-2005
period as in Ninth Malaysia Plan. Malaysia now at the mid-points in its journey towards 2020 and
is just transforming to the second fifteen year phase. Everything in the world now in the rapid
change of technological development and most of the work need to operate globally. For example
local businesses competing with multinationals and businesses need to think globally in order to
promote their product. Due to the changes, there have an impact in the nature of work where
highly using of the technology to compete on global arena and it redefines time and location of
work
Another aspect that will change because of the technology development is the working
environment with a global workforce and this will be related to the implications on human capital.
A more flexible workforce with advanced technical skills coupled with well developed generic
skills such as creative thinking, problem solving and analytical skills among others is highly
needed from the employer in the industry in order to meet the challenges faced by businesses.
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Global economic competition increase and give an impact to the economic growth and
emphasis to produce high quality products. Core economic success for 21st
century of economies
has drawn from high quality products and high quality values added all over the world. Similarly,
an improvement participation of national education in Malaysia also increases with significant
level at pre-school and tertiary-level. Furthermore, in order to improve the teaching skills and the
utilizations of ICT in schools, various measures have been taken to review the curriculum. It is
also being highlighted in Ninth Malaysia Plan that an opportunities and skill enhancement and
lifelong learning also expanded through the establishment the community colleges and open
universities.
During 1991-2005 in Ninth Malaysia Plan, a number of 597,384 skilled workers are
produced by training institution and 4.8 million places are provided by Pembangunan Sumber
Manusia Berhad to upgrading the workers skill and to meet the demand for skilled human
resources. Nowadays employers want to recruit multi-skilled (academic skills, teamwork skills,
and personal management skills) with leadership qualities and functional knowledgeable.
Besides, the workers should be creative and innovative and knowledgeable in using the ICT.
Thus in education, it is important for us to develop our labour force towards requirements and
needs in the industries. However the education institution and training institution need to have
working relationship with the industry in order to meet better needs of employers. Therefore with
this good relationship, the developing processes for the labour force align with the needs from the
employers.
Overview of Technical and Vocational Education and Training
Vocational education first appeared in the Malaysian education in 1897 when the British
initiated the training for Malay youths as mechanics and fitters to manage the railway lines in
Malaya (Federation of Malaysia, 1956; Zakaria, 1988). In 1906 the first public technical school
was opened to train technicians for government sectors (Lourdesamy, 1972). The comprehensive
education and training was introduced in 1965 and this gives an impact to the vocational
education scenario.
The development of education in Malaysia change due to the changes in economic,
social, number of population, technology and the needs of the education development itself. In
the table from Economic Planning Unit (2006) in Ninth Malaysia Plan, there are levels of
education regarding to the technical and vocational education and training in Malaysia. Education
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phase in Malaysia begin with the pre-school, primary school, secondary school, Post-secondary
(Certificates), university level for diploma, degree, masters and PhD (Refer Table 1). There has
an increase number expected for teacher education in year 2010 from 34,672 teachers to 45,899
teachers. We can also see that, the number of students expected in 2010 also rise for the upper
secondary level at Mara Junior Sciences Colleges and Government and Government aided
Schools (Technical and Vocational) from 12,145 students to 21,470 students and 72,827 students
to 85,227 students.
Table 1: Student Enrolement In Public Education Institutions, 2000-2010
Source: Ministry of Education (EPU, 2006), Ninth Malaysia Plan
Technical Education Schools in Malaysia is a post-PMR course for 2 years at the
Technical Secondary schools. It is aiming to sit for the SPM examination at the end of course.
Among the courses offered are Mechanical Engineering Studies, Civil Engineering Studies,
Electrical Engineering Studies, Agriculture and Commerce.
Vocational Education Schools is the school where the student is studying vocation skill. It
is a post-PMR course for 2 years at Technical Secondary Schools. It is also aiming to sit for the
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SPM examination at the end of course. Vocational Education Schools has 5 fields to be offered,
and among the courses offered are (Table 2):
Table 2: Courses Offered at the Vocational Education Schools
Field of
Engineering
Craftsmanship
Field of Home
Economics
Field of
Commerce
Field of
Agriculture
Farm Machinery
• Electricity
• Electronics
• Machine
Workshop
Practices
• Metal
Welding and
Fabrication
• Automation
• Construction
of Buildings
• Air-
Conditioning
• Catering and
Preparation of
Food
• Fashion
Designing and
Clothes-
making
• Cosmetics
• Child-care
• Bakery and
Confectionery
• Business
Management
• Decorative
Horticulture
• Farm
Management
The formation of Polytechnic Ministry of Higher Education (MoHE) was aimed at
providing skilled semi-professionals in engineering, commercial and hospitality at Diploma and
Certificate levels to meet the nation’s demand both in the public and private sectors. To date
there are 20 Polytechnics MoHE operating nationwide.
Intake into Polytechnic MoHE is twice yearly. At each intake, Polytechnic MoHE offers
20,000 places of study for SPM/SPM(V)/MCE holders, Polytechnic and Community College
MoHE certificate.
Polytechnic MoHE offers 24 Certificate courses and 40 Diploma courses in various
disciplines. It also offers courses for the special needs. To date, there are 59,000 students
currently studying in Polytechnics MoHE nationwide. As stated in Table 3 is the duration of the
programme offered in the Polytechnic MoHE. At the certificate level, the duration taken for the
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programme is four semesters, while the diploma programme is six semesters. Instead of that, for
the Diploma in Secretarial Science the duration taken is four semesters and Diploma in Shipping
Engineering is seven semesters. For the duration for post certificate in Polytechnic is two
semesters while the post certificate in Community College is three semesters including one-
semester for Bridging Programme.
Table 3 : Duration of Programme Offered in the Polytechnic MoHE.
Source: Ministry of Education (EPU, 2006), Ninth Malaysia Plan
Bil Programme Duration
1 Certificate. Four Semesters.
6 Diploma. Six Semesters.
2 Diploma in Secretarial Science. Four Semesters.
3 Diploma in Shipping Engineering Seven Semesters.
4 Post Certificate (Polytechnic) Two Semesters
5 Post Certificate (Community College)
Three Semesters (including a One-Semester Bridging
Programme).
Malaysia has public education sector and private education sector. According to
Economic Planning Unit in Ninth Malaysia Plan 2006, the number of public education increases to
the large number from 22 institutions in year 2000 to 71 institutions in year 2005. The institution
includes universities, university colleges, polytechnics and community colleges (Refer Table 4).
Table 4: Tertiary Education Institutions, 2000 & 2005
Source: Ministry of Higher Education (EPU, 2006), Ninth Malaysia Plan
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According to Table 5, the number of students participating in the certificate level, diploma
level, degree level, master level and PhD level also increase from year to year according to
needs of education itself and people now more focus to the technical and vocational education
scenario of study. It is expected that, by 2006 until 2010, the percentage of enrolment at Master
Degree level will be increase from 7.5 % up to 26.5 % in Public Tertiary Education Levels. In
addition of that, at the PhD level, the enrolment percentage also is expected to be up to 26%.
Table 5: Enrolment In Tertiary Education Institutions By Levels Of Study, 2000-2010
Source: Ministry of Higher Education (EPU, 2006), Ninth Malaysia Plan
In Malaysia, the quality of the nation’s human capital will be the most critical element in
the achievement of the National Mission. It is believe that, the human capital development will be
a key thrust in the Ninth Plan period in Malaysia. Due to that, the best way in developing the key
thrust is by the expenditure allocation for education and training. By referring Table 6, the tertiary
education is having up to RM 16069 Million expenditure allocation. For teacher education itself it
has RM 577.7 Million allocation. The technical and vocational government schools were allocated
about RM 629.2 Million for their development expenditure. This expenditure allocation figure
shows that a huge development will be carried out in the ninth plan period to produce better
quality of the nation’s human capital.
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Table 6: Development Expenditure Allocation For Education And Training, 2001-2010
(RM Million)
Source: Ministry of Higher Education (EPU, 2006), Ninth Malaysia Plan
Employment Circumstances in Malaysia
The graduates employment becomes more competitive nowadays. It has been an issue
now where the current graduates now do not match the needs of the industries. Kamal Khir
(2006) said that Graduates now are lacking in both technical know-how and generic skills.
Competence is the fusion of both domain specific knowledge and generic skills, so efforts to
increase graduates’ competence must cover both areas. The competence needs to be learnt in
the environment and context that they are to be used and to demonstrate application of the
knowledge or skill. There are a number of competencies and they are usually defined by the
clusters and not in isolation. The field of training and development has undergone changes that
reflect the dynamics factors in the world economy. In training and development perspective, there
are an increasing scope of training and development to stay competitive in today’s global
economy (Zane Berge et al, 2002). As Malaysia is aiming to be a developed economy country,
the needs on certain competency may vary in term of the usefulness for the teacher, trainer or
coach.
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The life or sustainability of a particular competency, may differ as the work requirement
changes. Continual research into these competencies is therefore an important issue in the
training of TVET teachers and instructors. Foresighting and refining the competencies cluster
required enable us to identify the criticality of each competency.
A list of competencies in Table 7 was gathered from literature reviews. Broad clusters of
skills, knowledge, and attitudes were grouped together.
Table 7: Critical Competency Groups Suggested for Graduates
Main Competency
Groups
Skills
Subject Matter
Ability to have technical subject matter understanding
Ability on content analysis
Ability to have technical skills and knowledge
Ability to understands the knowledge and skills requirements of
jobs,tasks, roles
Practicum
Industrial experience
Teaching experience
Competent in his own specialisation
Research Skills
Ability to have research culture
Ability to understands the research concepts and theories
Ability to research to find the necessary sources/ information.
Ability to critically evaluate information sources for reliability
Ability to critically reading of literature
Ability to applies fundamental research skills to instructional design
project
Ability to have problem solving through research
Ability to do research proposal
Ability to do project development
Ability to manage research
Having the knowledge of the principles of qualitative research including
in-depth interviews, focus groups and content analysis
Ability to interpret the results from qualitative research including in-depth
interviews, focus groups and and content analysis
Ability to interpret statistical results to reach logical conclusions
Ability to interpret qualitative information to reach logical conclusions
Generic Skills
Ability to understand cross culture
Ability to communicate effectively in visual, oral and visual form
Facilitates implementation of team-based processes
Ability to create networking
Ability to identify and resolve ethical and legal implication of design in
the worplace.
Having the knowledge of Interpersonal relationship skills
Ability to handle conflict
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Ability to develops and sustains social competences
Ability to provides leadership intradepartmentally and
interdepartmentally.
Having the knowledge of negotiation skills.
Ability to demonstrates effective writing skills and techniques.
Ability to exercise judgment and critical thinking about data and result.
Ability to be innovative.
Ability to think critically when making decisions and solving problems.
Having the knowledge of the management skills
Ability to demonstrates effective questioning skills and techniques.
Knowledge of entepreunership skills
Organisational
Management
Having the knowledge of human resources development theories and
practices
Ability to have commitment to HRD principles and practices
Having the knowledge on industrial psychology
Ability to demonstrates effective presentation and platform skills
Ability to manages the learning environment
Having the knowledge of professionalisme
Having the knowledge of trust and integrity
Having the knowledge of ethical
Having the knowledge of the concepts of objectivity in an organisation
Having the knowledge of the concepts of philosophy in an organisation
Ability to determine development needs of employee population
Ability to develop curiculum to meet organisation need
Ability to manage information
Ability to manage workshop / laboratory
Knowledge on quality in an organisation
Instruction
Having the knowledge of learning theories and practices
Ability to delivers the training programs
Ability to designs and implements training for specific learners
Ability to designs, develops and produces instructional materials
Ability to select and uses a variety of techniques for determining and
sequencing instructional content and strategies
Ability to utilizes performance based tools(just-in-time training,
organizational development tools, expert systems)
Ability to conducts skills inventories
Ability to understands how to improve performance in situations where
training and instruction are inappropriate
Ability to performs job, task and/or content analysis
Ability to analyzes learning situations using appropriate needs
assesment, task, learner and environmental analyses
Ability to facilitates the diagnosis of problems
Ability to have effetive use of interactive media skills to deliver instruction
and engage learners
Ability to selects and utilizes appropriate technologies for instruction
delivery
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As noted by Kamal Khair (2006), that lack of these competencies lead to a new issue for
the graduates becoming unemployed. Table 8 shows that in 2005, there are about 3.5 %
graduates are on unemployment. It can also be seen that, in 2005, 28.7 % of the labour force is in
the manufacturing sector. This followed by Wholesale and Retail Trade, Hotels and Restaurants
17.7 % and Agriculture, Forestry, Livestock & Fishing 12.7%. As we can see, all these sectors are
the sectors that are related to the technical and vocational education. These demanding situation
has a contribution to a need where a better labour force should be produced by the technical and
vocational education and training system in Malaysia. In Table 9, the demand in 2010 for
Technicians and Associate Professional occupational group is 13.2 % which include non-
graduate teachers, supervisors and engineering and computer support technicians. While the
demand for the Professionals occupational group is 6.5%. Related to this, the demand for Plant
and Machine Operators and Assemblers in 2010 is 13.6%.
Table 8: Employment by Sector, 2000-2010 (‘000 Persons)
Source: Economic Planning Unit 2006, Ninth Malaysia Plan
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Table 9 : Employment by Major Occupational Group, 2000-2010 (‘000 Persons)
Needs in Technical and Vocational Education and Training System in Malaysia
As a middle income country, Malaysia economy is an investment-economic growth. It will
concentrate on the manufacturing and the outsourcers service export. It will have production of
high value-added goods and services. The technology driven in Malaysia is imported
technologies. The competition based mainly on efficiency in producing standard products. High
quality is technology advanced, and the flexible production becomes more important, but the
technology and design is largely still imported.
The challenges in this investment-economic growth are to attract foreign direct
investment and to link the national economy with the international production systems and the
global economy. Due to these challenges, a universal secondary education, deepening on
vocational and technical education, particularly at post secondary technician levels should be
arranged. It is also needed to up-skill the labour force through life-long learning to retool and
update skills. The broaden skills require is also including teamwork, communications and
problem-solving (Schwab et al., 2002).
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Mustapha et al. (2001) indicated that Malaysia was short of skilled workers to meet the
demands of economic growth. In the industrial sectors, the ratio is one engineer to three
technicians to 20 operators (1:3:20) (Asian Development Bank Report, 1999). However, with the
recent development in new technologies and the need for workers with intensive knowledge and
high skills, the demand for the workforce structure has changed. The ratio is one engineer to five
technicians to twelve operators (1:5:12). According to Asian Development Bank (2004),
developing countries are not ready to move towards becoming a knowledge-based economy if
the numbers of low skilled workers are large. Economic growth at this stage witnesses an
acceleration of demand for skills particularly at the higher levels, technicians and above and a
corresponding decline in demand for unskilled or low-skilled production workers and craftsman
(Figure 1).
Figure 1: Economic Labour Force for Industrializing Economy.
Source: Asian Development Bank (2004).Improving Technical Education and Vocational Training Strategies
for Asia
This transformation is also been supported by Wan Seman (2005) that indicated the
number of semiskilled, skilled and highly skilled or multiskilled worker should be increased (Figure
2). The transitional phase towards Vision 2020 is the phase to transform the developing
economy of Malaysia becoming developed economy with high-quality skilled workers to support
the industrializing economy. This conclude a high demand for TVET system in Malaysia.
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27 July 2006 Huma n Resources Policy Division, MHR
Ma laysia
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M alaysian W orkforce Transform ation
Technologist
(23% )
Highly Skilled/
M ulti-skilled
Skilled
Semiskilled
(23%)
Unskilled
WorkerstoProfessionals
V ISIO N 2020
D eveloping
Econom y
D eveloped Econom y
(60% + Skilled W orkers)
20201975
Source: Mr. Reinhardt Sachs, Germ an Consultant for Career &
Technical Education
Transitional Phase
Skill Vacuum
-
Figure 2: Malaysian Workforce Transformation
Source: Wan Seman Wan Ahmad (2005). The New Sectors of Economic Growth: The Contributing Role of
Technical and Vocational Education. Paper presented at National Technical & Vocational Education
Conference, 11-12 January 2005, Crown Princess Hotel, K.L.
References:
Economic Planning Unit (2006), Ninth Malaysia Plan.
Asian Development Bank (2004).Improving Technical Education and Vocational Training
Strategies for Asia , http://www.adb.org/Publications.
Md Jaffar Abdul Carrim (2006), ‘Training employable graduates: innovation in training
methodology’. Paper presented at National Conference on Continuing Technical
Education & Training 2006, Challenges in Technical Education and Training: Enhancing
Employability among Graduates 28-29 July 2006, The Katerina Hotel, Batu Pahat Johor
Kamal Khir (2006), Training Approach for the Employability of Graduates: Critical Graduate
Competencies in the Changing World, Paper presented at National Conference on
Continuing Technical Education & Training 2006, Challenges in Technical Education and
Training: Enhancing Employability among Graduates 28-29 July 2006, The Katerina
Hotel, Batu Pahat Johor
Kandan Saikon (2006), “Marketable Curriculum in Technical Training”, Paper presented at
National Conference on Continuing Technical Education & Training 2006, Challenges in
Technical Education and Training: Enhancing Employability among Graduates 28-29 July
2006, The Katerina Hotel, Batu Pahat Johor
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Schwab, Klaus, Michael Porter and Jeffrey Sachs, eds. 2002. The Global Competitiveness
Report, 2001-2002. Geneva: The World Economic Forum
Zakaria Kasa and Ab. Rahim Bakar (2006), Vocational and Technical Education and Career
Development: Malaysian Perspectives.
Zakaria, A. (1988). Perceptions of industrial training and employability skills: A comparative study
of the vocational schools and the MARA vocational institutes students in Malaysia.
Doctoral Dissertation, University of Pittsburgh.
http://www.moe.gov.my/tayang.php?laman=sek_teknik&bhs=en
http://www.moe.gov.my/tayang.php?laman=sek_vokasional&bhs=en
http://www.politeknik.edu.my/webjan06/02_english/
http://www.unikl.edu.my/unikl/eng/ctl_overview.php
www.emoe.gov.my
www.emohr.gov.my
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