The effectiveness of problem-based learning in technical and vocational education in Malaysia

2019 ◽  
Vol 61 (5) ◽  
pp. 552-567 ◽  
Author(s):  
Noor H. Jabarullah ◽  
Hafezali Iqbal Hussain
Keyword(s):  
Experiential Learning ◽  
Vocational Education ◽  
Student Performance ◽  
Problem Based Learning ◽  
Vocational Education And Training ◽  
Kuala Lumpur ◽  
Content Type ◽  
Hands On ◽  
Technical And Vocational Education ◽  
The Impact

PurposeThe purpose of this paper is to examine the impact of the use of problem-based learning (PBL) with engineering students at a technical university in Malaysia.Design/methodology/approachThe setting provided a unique opportunity to evaluate the impact of PBL, since Universiti Kuala Lumpur offers both the traditional, predominantly classroom-focussed approach to engineering and the more hands-on approach referred to as Higher Technical and Vocational Education and Training (HTVET). The study sample consisted of 453 third-year students’ enroled in both programmes at Universiti Kuala Lumpur.FindingsStudents in the HTVET programme responded better to PBL teaching methods, as evidenced by improved performance on written as well as lab-based assessments. This result indicates that students using the hands-on approach advocated by HTVET tend to obtain the greatest benefit from experiential, student-centred learning approaches. The analysis suggests the possibility that the PBL approach is a moderator of student performance in HTVET programmes. This possibility merits further investigation.Research limitations/implicationsThe sample included students from only one institution of higher learning, which was chosen because both types of programmes are offered there. In addition, the current study does not consider potential mediating or moderating variables.Originality/valueThe findings provide an empirical basis for implementing PBL as a form of experiential learning at higher education institutions, especially those using the HTVET model. Furthermore, they provide a justification for designing curriculum structures and student learning time with an emphasis on active and experiential learning, thereby maximising the effectiveness of a hands-on approach, rather than the “minds-on” theoretical approach advocated by traditional engineering programmes in enhancing the teaching and learning experience.

Reasons Behind a Career Change Through Vocational Education and Training

2021 ◽  
pp. 244-259
Author(s):  
kinza Yousfani ◽  
Thembisile Ernest Gweyi ◽  
Khair un Nisa Noonari
Keyword(s):  
Vocational Education ◽  
Vocational Education And Training ◽  
Career And Technical ◽  
International Labor ◽  
Hands On ◽  
Professional Degree ◽  
General Training ◽  
Technical And Vocational Education ◽  
Government Websites ◽  
The Government

Current changes in the education system and increased competition for employment have pressurized the government to produce major skills among the youth to make them employable. Moreover, technical and vocational education (TVE) worldwide is being used to resolve the problems of unemployment, poverty, and increased competition in the international labor market. Also, technical and vocational education is called career and technical education (CTE), which enables students to get a professional job without graduating or acquiring any other professional degree. Furthermore, it is an education that provides a hands-on experience that helps individuals to get a desirable job easily in the future. This chapter highlights how Pakistan has developed TVE and has taken several initiatives like TEVTA and NAVTTC (National Vocational and Technical Training Commission), which are taken for providing skills to the local people for their better career building. The data is collected from several official government websites of Pakistan which are mentioned further in the chapter and also provided on the reference page. Also, the study supports different previous research articles. To empower women and adolescent girls, TVE has been considered an important factor. So, it is important in every country to include both general training and vocational education for the growth of society.

Perception gaps on employable skills between technical and vocational education and training (TVET) teachers and students: the case of the garment sector in Ethiopia

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shoko Yamada ◽  
Christian S. Otchia
Keyword(s):  
Vocational Education ◽  
Addis Ababa ◽  
Education And Training ◽  
Capital City ◽  
Vocational Education And Training ◽  
Oriented Growth ◽  
Content Type ◽  
Teachers And Students ◽  
Technical And Vocational Education ◽  
And Training

PurposeThis article focuses on the perception gaps between teachers and students of technical and vocational education and training (TVET) related to garment production and the reasons behind such gaps. Garment production is the priority sector for the Ethiopian government, which plans to make it the driver of export-oriented growth. At the same time, it is among the programs that demonstrate the lowest employment rates.Design/methodology/approachA questionnaire was developed by the authors. It was completed by 162 students and 53 teachers in garment-related programs of seven TVET colleges in Addis Ababa, the capital city of Ethiopia.FindingsThe findings show that while teachers tend to highlight the importance of practical skills, students desire broader coverage of practical and managerial skills and entrepreneurship. The expectations differ not only based on the person's recognition of labor market conditions but also by the conviction of the efficacy of the education and training system itself. Teachers tend to be persistent on conventional approaches of teaching, while the advanced training on new approaches based on the competency-based training (CBT) significantly impacts on their attitude. Meanwhile, students' perceptions are largely based on their job aspirations and motivations for schooling.Practical implicationsThe authors’ findings may serve to improve the relevance of the Ethiopian Occupation Standards.Originality/valueThe unique feature of this study is that the authors measure skills from multiple dimensions. While the authors examine participants' perceptions of occupation-specific skills, they also analyze the relationships of these perceptions with attitudinal and cognitive skills.

Examining the impact of goal attainment and training goal on overall training satisfaction among vocational education and training completers

2019 ◽  
Vol 61 (4) ◽  
pp. 523-532 ◽  
Author(s):  
Jason Skues ◽  
Sarah-Louise Alexander ◽  
Lisa Wise
Keyword(s):  
Vocational Education ◽  
Goal Attainment ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Content Type ◽  
Learning And Teaching ◽  
Training Satisfaction ◽  
Final Sample ◽  
The Impact ◽  
And Training

Purpose The purpose of this paper was to examine whether there is a relationship between goal attainment and overall training satisfaction among vocational education and training (VET) completers, and in turn whether this relationship varies across the different goals for undertaking training in a VET course. Design/methodology/approach A request was made to the National Centre for Vocational Education Research in Australia for access to the unit record data from the 2016 Student Outcomes Survey. Approval was obtained. The final sample comprised 149,632 students who completed a VET course in 2016, where 55 per cent of the sample were women and the average age was 36.55 years (SD=13.17). Findings Students who achieved or did not yet know whether they had achieved their training goal were more satisfied with their overall training compared with those who partly achieved their goal, who in turn were more satisfied than those who did not attain their goal across the various training goals. However, participants who were training for personal reasons or reasons other than for employment or pursuing further study, and either partly achieved, did not achieve or did not know yet whether they had achieved their training goal reported the lowest levels of training satisfaction, although these participants were still satisfied overall with their training. Originality/value These results highlight the importance of understanding the impact of goals on achievement-related activities and should be used to inform learning and teaching approaches as well as the provision of support services in the VET sector.

The impact of digital technologies on vocational education and training needs

2019 ◽  
Vol 61 (2) ◽  
pp. 222-233 ◽  
Author(s):  
Claudia Achtenhagen ◽  
Leona Achtenhagen
Keyword(s):  
Vocational Education ◽  
Business Models ◽  
Digital Technologies ◽  
Education And Training ◽  
Training Needs ◽  
Vocational Education And Training ◽  
Content Type ◽  
Plant Operator ◽  
The Impact ◽  
And Training

Purpose Currently, the hype surrounding digitalization proclaims that the way in which companies create and capture value will change dramatically. Companies that adjust their business models to embrace digital technologies will need different skill sets and competences. Current research tends to focus on the impact of digital technologies on corporations or more generally the labor market, but the authors lack detailed insights into how companies perceive this development to influence their needs regarding employee qualifications. Therefore, the purpose of this paper is to explore how companies perceive the impact of digital technologies on the education and training needs of current and future employees. Design/methodology/approach This study draws on eight case studies from the food industry. It focuses on one occupation certified within the German “dual system” of vocational education and training (VET), the machine and plant operator with focus on food technology. Findings The findings suggest that the impact of different digital technologies on employees’ job positions, working tasks and training needs is carefully considered in decisions regarding the implementation of digital technologies. Despite some company-specific contingencies, the perceived implications for VET needs are largely similar across the sample. Originality/value This study draws attention to the importance of reviewing VET needs in relation to the decision of implementing digital technologies.

The Roles of an Effective Supervisor in Technical and Vocational Education and Training

2020 ◽  
Vol 24 (02) ◽  
pp. 2328-2334
Author(s):  
John Nehemiah Marwa ◽  
Hanifah Jambari ◽  
Ishak Taman ◽  
Nur Hazirah Noh@Seth ◽  
Mohd Zolkifli Abdul Hamid ◽  
...  
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Technical And Vocational Education ◽  
And Training

Workplace learning for pre – service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Theresa Chinyere Ogbuanya ◽  
Taiwo Olabanji Shodipe
Keyword(s):  
Professional Development ◽  
Vocational Education ◽  
Workplace Learning ◽  
Teaching And Learning ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Quality Teaching ◽  
Content Type ◽  
Technical Vocational Education ◽  
And Training

Purpose With critical reviews of previous studies in workplace learning, this paper aims to investigate workplace learning for pre-service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development. Design/methodology/approach The study adopted multistage sampling technique to select sample for the study. Empirical analysis was adopted to analyse the data collected from technical vocational education and training pre-service teachers. Findings The result of the study revealed that the constructs of social learning theory had a stronger linkage with the constructive teaching than traditional management. Originality/value This study emphasizes the need to adequately train pre-service teachers on instructional delivery processes, building strong relationship with learners and build the ability to organize and execute necessary actions required to successfully carry out a specific educational task in a particular context.

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