Vocational Education and Training and Human Capital Development: current practice and future options

Developing human capital through education is very important for Malaysia. Technical and Vocational Education and Training (TVET) is one of education lines that is aimed to produce skilled workers for our country. This education platform is hoped not only to develop students’ academic and technical knowledge, but also to help students acquire high employability skills. Thus, the purpose of this article is to discuss the sustainability for Malaysian TVET as one of its aspirations is to produce more skilled workers for our country, in near future.

Download Full-text

INTEGRATING VULNERABLE AND MARGINALIZED GROUPS INTO VOCATIONAL EDUCATION AND TRAINING THROUGH INNOVATIVE SOLUTIONS

Problems of Education in the 21st Century ◽

10.33225/pec/13.56.42 ◽

2013 ◽

Vol 56 (1) ◽

pp. 42-58

Author(s):

Alexandra David ◽

Ileana Hamburg

Keyword(s):

Social Capital ◽

Social Networks ◽

Human Capital ◽

Vocational Education ◽

Knowledge Base ◽

Education And Training ◽

Vocational Education And Training ◽

Marginalized Groups ◽

Highly Skilled ◽

And Training

There is high (youth) unemployment in several EU countries. These present the latest examples from e.g. Greece, Spain or Italy. Other countries such as Germany or Austria are suffering a brain drain, and consequent depletion of knowledge sources, due to emigration of highly skilled and knowledgeable people. To ensure a broad and productive regional knowledge base, which would enable innovation, regions should develop an integrated human capital agenda. A main pillar of such an agenda is the use of regional untapped potential. To date scholars have only examined the meaning of highly skilled workers as knowledge-holders thereby neglecting the role of vulnerable and marginalized (VAM) groups. This paper focuses on the (re-)integration of vulnerable and marginalized groups to the vocational education and training (VET) system and labour markets using innovative VET solutions such as the approach of mentoring, social media (Web 2.0 and 3.0) as well as social networks. Social networks in particular, contain potential such as the formation of regional social capital through the ability of learners to interact in common learning situations, which may raise regional human capital of vulnerable and marginalized groups. Vice versa, if human capital accumu-lates into a strong regional knowledge base, which can be used for regional (economical) issues, the result will be regional social capital increases. Key words: integration of vulnerable and marginalized groups, vocational education and training, social capital, human capital.

Download Full-text

TVET Approaches: A Diagnosis through the Lens of Human Capital, Right Based and Capability Approach

Journal of Training and Development ◽

10.3126/jtd.v4i0.26830 ◽

2019 ◽

Vol 4 ◽

pp. 12-23

Author(s):

Binayak Krishna Thapa ◽

Aishwarya Rani Singh

Keyword(s):

Human Capital ◽

Human Rights ◽

Vocational Education ◽

Human Development ◽

Capability Approach ◽

Well Being ◽

Education And Training ◽

Vocational Education And Training ◽

Technical And Vocational Education ◽

And Training

The key approaches utilised for the understanding and implementation of a Technical and Vocational Education and Training (TVET) are primarily human capital and human rights approaches. While human capital approach advocates enhanced skills for the productivity, human rights approach systematically demands distributed enhancement of skills through short- or long-term trainings for all. The former approach connotes economic growth through better employment and income opportunity, whereas the latter situates itself for distributive opportunity, social inclusion and social justice. Both approaches target increasing employment and enhancing chances for better livelihood and well-being. These two approaches, however, are not the ultimate and only approaches for understanding the technical and vocational education and training. The major limitations of these approaches are that they conceptualize employment, income, better opportunity and even distribution to be ends or goals, while in this paper, the authors argue that the mentioned concepts are just means to a general end that is human development. Given this context, this paper offers an alternative lens to look at technical and vocational education and training. This alternative lens is arguably capability approach. The capability lens potentially explains how skill enhancement improves the ‘being’ and ‘doing’ of a person who engages in taking training and how the trained person can implement the learned skills to improve his/her well-being. In this regard, this approach helps understand how TVET can directly be linked with human development. This paper finally argues that TVET is also a tool for human development, albeit it is primarily, still concerned with productivity, employment and better incomes.

Download Full-text

KEPUASAN PELAJAR TERHADAP PERKHIDMATAN PENDIDIKAN TEKNIKAL DAN LATIHAN VOKASIONAL (TVET) DI RANGKAIAN UNIVERSITI TEKNIKAL MALAYSIA

Journal of Nusantara Studies (JONUS) ◽

10.24200/jonus.vol4iss2pp410-428 ◽

2019 ◽

Vol 4 (2) ◽

pp. 410-428

Author(s):

Mohamad Zuber Abd Majid ◽

Muhammad Hussin ◽

Muhammad Helmi Norman

Keyword(s):

Higher Education ◽

Human Capital ◽

Service Quality ◽

Vocational Education ◽

Education And Training ◽

Vocational Education And Training ◽

Educational Services ◽

Education Services ◽

Technical Vocational Education ◽

And Training

Modal manusia berpengetahuan dan berkemahiran merupakan indikator penggerak kepada perkembangan ekonomi negara. Justeru itu, institusi pendidikan memainkan peranan penting dalam penyediaan perkhidmatan pendidikan untuk melahirkan produk modal manusia seperti mana yang dikehendaki oleh industri. Tujuan kajian dijalankan adalah untuk membuat penilaian perkhidmatan pendidikan dalam kalangan pelajar aliran Pendidikan dan Latihan Teknikal dan Vokasional (TVET) di IPTA dalam aspek penerimaan dan perbandingan kepuasan perkhidmatan pendidikan berdasarkan demografi jantina. Populasi kajian yang dilibatkan seramai 6252 orang pelajar dengan saiz sampel seramai 448 sampel. Kajian ini melibatkan kaedah pensampelan rawak berstrata dengan menggunakan instrumen soal selidik sebagai kaedah pengumpulan data. Kebolehpercayaan instrumen adalah baik pada nilai alfa Cronbach = 0.887 bagi kualiti perkhidmatan institusi pengajian dan nilai alfa Cronbach = 0.918 bagi kualiti perkhidmatan latihan dan amali. Analisis deskriptif yang dilibatkan adalah min, peratusan dan kekerapan manakala analisis inferensi melibatkan pengujian MANOVA sehala. Hasil dapatan menunjukkan tahap kepuasan perkhidmatan pendidikan yang sederhana dan tidak terdapat perbezaan yang signifikan kepuasan perkhidmatan pendidikan berdasarkan demografi jantina. Penemuan kajian jelas menunjukkan bahawa IPTA perlu meningkatkan keberkesanan pelaburan dalam perkhidmatan pendidikan yang ditawarkan dalam usaha mempromosikan pendidikan tinggi di negara ini. Kata kunci: Jantina, kepuasan perkhidmatan pendidikan, pendidikan tinggi, penilaian, TVET ABSTRACT A knowledgeable and skilled human capital is a driving indicator of the country's economic development. Hence, educational institutions play an important role in the provision of educational services to produce human capital products as required by industry. The purpose of the study was to evaluate the educational services among Technical Vocational Education and Training (TVET) university students in terms of acceptance and delivery satisfaction based on gender demographic. The study population involved 6,252 students with a 448 sample size. This study involved random stratified method, and questionnaires were used to collect data. The reliability of the instrument is good as Cronbach's alpha value = 0.887 for the quality of the institution's services and the alpha value of Cronbach = 0.918 for the training and practical service quality. Descriptive analysis involved mean, percentage and frequency while inference analysis involved one-way MANOVA testing. The finding shows that the level of satisfaction of education services is moderate and there is no significant difference in satisfaction of educational services based on gender demographic. The findings clearly show that the universities need to increase the effectiveness of investment in education services offered in the efforts to promote higher education in the country. Keywords: Assessment, education services satisfaction, gander, higher education, TVET Cite as: Abd Majid, M. Z., Hussin, M., & Norman, M. H. (2019). Kepuasan pelajar terhadap perkhidmatan pendidikan teknikal dan latihan vokasional (TVET) di rangkaian universiti teknikal Malaysia [Learner satisfaction of service quality in technical vocational education and training (TVET) in Malaysian technical universities]. Journal of Nusantara Studies, 4(2), 410-428. http://dx.doi.org/10.24200/jonus.vol4iss2pp410-428

Download Full-text

Transitions to professional education in Switzerland: the influence of institutional characteristics of the Swiss VET system.

Swiss Journal of Sociology ◽

10.2478/sjs-2020-0031 ◽

2020 ◽

Vol 0 (0) ◽

Author(s):

Fabian Sander ◽

Irene Kriesi

Keyword(s):

Human Capital ◽

Vocational Education ◽

Professional Education ◽

Training Programs ◽

Education And Training ◽

Vocational School ◽

Vocational Education And Training ◽

Institutional Characteristics ◽

Final Exams ◽

And Training

AbstractBased on human capital and institutional theory, this article investigates whether transitions into professional education depend on institutional characteristics of the preceding initial vocational education and training program. The empirical analyses make use of the SLFS data. They show that vertically non‐differentiated initial vocational education and training programs with high shares of vocational school and standardized final exams increase the probability to enter professional education.

Download Full-text