scholarly journals SUSTAINABILITY FOR MALAYSIAN TVET

2018 ◽  
Vol 2 (1) ◽  
pp. 47
Author(s):  
Khairul Azhar Jamaludin ◽  
Norlidah Alias ◽  
Dorothy DeWitt
Keyword(s):  
Human Capital ◽  
Vocational Education ◽  
Education And Training ◽  
Employability Skills ◽  
Vocational Education And Training ◽  
Technical Knowledge ◽  
Skilled Workers ◽  
Education Platform ◽  
Near Future ◽  
And Training

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.

scholarly journals Cooperation Between Learning Venues and its Limits: The Hotel Industry in Cancún (Mexico)

2021 ◽  
Vol 8 (4) ◽  
pp. 67-89
Author(s):  
Beke Vogelsang ◽  
Natascha Röhrer ◽  
Martina Fuchs ◽  
Matthias Pilz
Keyword(s):  
Vocational Education ◽  
Vocational Training ◽  
Dominant Role ◽  
Hotel Industry ◽  
Education And Training ◽  
Training System ◽  
Vocational Education And Training ◽  
Skilled Workers ◽  
Cooperation Partners ◽  
And Training

Purpose: Recently, high-quality vocational education and training has attracted much attention in Mexico. In this context, more practically applied skills are taught “on a dual basis”, combining classroom-based training with practical, on the job, training within the company. Dual practices are expected to modernize the skills formation system, and simultaneously support companies, while ensuring provision of skilled workers. For this reason, the vocational training system has been reformed in recent years. Hence, it is necessary that schools and universities, as well as companies, closely interact and coordinate their activities. It is also important that there is successful cooperation between vocational training organizations and companies, to contribute to the modernization of vocational training. The aim of this paper is to examine the cooperation between learning venues of vocational education in the hotel industry in Cancún (Quintana Roo, Mexico), one of the most important tourism destinations in Latin America. Research in vocational education and training, reveals a particular focus on the principles that are necessary for successful cooperation between learning venues. This study examines whether the setting of common goals, communication between companies and training organizations and governance are equally important. Methods: In an exploratory approach, based on a qualitative framework, ten face-to-face expert interviews were conducted in Cancún. The interviews were then fully transcribed and evaluated using qualitative methods. The survey is complemented by further document analysis. Findings: The results show that for successful cooperation between learning venues, the coordination of a common goal (to secure the availability of skilled workers) between different actors, and communication between companies and vocational training organizations, are particularly important for successful cooperation. Furthermore, it seems that companies are taking on a more dominant role, so that vocational training organizations must be more in line with the wishes of the hotels. The results indicate that partnership-based action is not very obvious. Accordingly, the aspect of governance plays a subordinate role. Conclusion: The study shows that cooperation between learning venues in other regions and industries, requires certain principles to be successful. In this respect, the duration of the relationship as well as the specificity of a region or sector can influence the required principles. Therefore, the cooperation partners should agree on the principles in advance.

scholarly journals Reforming Technical and Vocational Education and Training (TVET) on Workplace Learning and Skills Development

2020 ◽  
Vol 8 (5) ◽  
pp. 2964-2967
Keyword(s):  
Vocational Education ◽  
Workplace Learning ◽  
New Economy ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Skills Development ◽  
Skilled Workers ◽  
Private And Public ◽  
Technical And Vocational Education ◽  
And Training

Technical and Vocational Education and Training (TVET) plays a crucial role in promoting high-skilled workers in Malaysia. In order to establish and manage TVET, it is significant to revisit in the existing TVET system to make a greater impact to improve TVET ecosystem including governance and management, teacher training, curriculum and pedagogical, social partners, and innovation in TVET provision in the context of private and public engagement. This paper applied systematic review as a methodology. The results, show that TVET ecosystem and interventions need to be implemented in line with the need of 21st century ‘new economy’ skills and challenges will always appear in hindering the success of preparing future skills demand. Hence, this paper further discusses the issues and challenges faced by Malaysia in reforming TVET for the world of work. Additionally, this paper covers strategic planning and recommendations on TVET development that could be beneficial to Malaysia.

scholarly journals From the Reality of Work to Grounded Work-Based Learning in German Vocational Education and Training: Background, Concept and Tools

2015 ◽  
Vol 2 (3) ◽  
pp. 214-238 ◽  
Author(s):  
Michael Gessler ◽  
Falk Howe
Keyword(s):  
Vocational Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Process Analysis ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Skilled Workers ◽  
Work Process ◽  
Starting Point ◽  
And Training

The "Riga Conclusions" of the European Ministries of Education of 22 June 2015 for the orientation of vocational education and training in Europe are promoting work-based learning as one of five "medium-term deliverables" for the next five years. But: How should and can work-based teaching and learning be designed? Our approach was developed within the German Dual VET System. Therefore it is not surprising that the work reality is for us the major principle for designing curricula and learning settings. As a starting point for developing didactical measures in the field of vocational education and training it is crucial in this approach to identify practices, routines and experiences of skilled workers that are experts for what they are doing. What are those people doing when handling a task, how are they acting, what work objects and tools are they operating with, and what requirements do they have to be aware of? To answer these kinds of questions, the real work in practice must be explored. A useful approach for doing this is a vocational work process analysis. The next step comprises developing a workbased learning project for the classroom. These two steps, vocational work process analysis and work-based learning projects, build the core of the article and enable a grounded work-based learning. Additional the changing priorities of curriculum design in the last century are introduced to reach a better understanding of the background and the actual work-oriented focus in German Dual VET. Our key proposition is: If work-based learning in vocational schools is wanted, the gap between the reality of work and the formal learning settings has to be closed. //

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

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.

Vocational Education and Training in India: Prospects and Challenges from an Outside Perspective

2021 ◽  
Vol 15 (1) ◽  
pp. 101-121
Author(s):  
Matthias Pilz ◽  
Julia Regel
Keyword(s):  
Vocational Education ◽  
Skill Development ◽  
Education And Training ◽  
State Policies ◽  
Vocational Education And Training ◽  
Skilled Workers ◽  
Indian Government ◽  
Jel Codes ◽  
Further Development ◽  
And Training

With high economic growing rates and an evident shortage of skilled workers, the modernisation of formal vocational education and training (VET) in India increasingly came into focus. Skill development has been on top of the agenda of the Indian government for more than a decade, resulting in state policies and related schemes to upgrade and develop a system struggling with quantitative and qualitative issues. This article gives an overview of the main pillars of the Indian VET system and addresses policies and initiatives to restructure and upgrade formal VET in India. Finally, the main challenges as well as potential for a further development of the sector are highlighted from different systemic perspectives. JEL Codes: I 210, I 280

scholarly journals A SCIENTIFIC PEDAGOGICAL ANALYSIS OF VOCATIONAL EDUCATION AND TRAINING REFORMS DURING THE EARLY YEARS OF UKRAINE’S INDEPENDENCE (1991-2000)

2019 ◽  
pp. 142-153
Author(s):  
Valentyna Radkevych
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Legal Regulation ◽  
Educational Process ◽  
Early Years ◽  
Vocational Education And Training ◽  
Vocational Schools ◽  
Skilled Workers ◽  
Education Today ◽  
And Training

Relevance. The paper focuses on the structural and content-related changes in the system of vocational education and training at the time of proclaiming Ukraine’s independence. It also analyzes the impact of educational concepts, laws, decrees, state programs and other regulatory documents adopted in the 1990s on this process. The paper aims to study an essential pedagogical issue, that is the process of reforming vocational education and training in the first decade of Ukraine’s independence in the context of enhancing its quality. Research methods. The following scientific methods were used to achieve the research goal: definitive and logical analysis of scientific works – to summarize conceptual views on the training of skilled workers in vocational schools in the 1990s; analysis and synthesis of the legal framework – to explain the functioning of the vocational education and training system, to identify the mechanisms of legal regulation and areas of its reform in the late 20th century; study and analysis of the innovative experience in training skilled workers – to clarify social, economic, pedagogical and other factors in the modernization of professional (vocational) education today. Results. The paper describes the organizational structure and effectiveness of vocational education and training management in the 1990s. It highlights the principles applied to shape the content of professional education in the light of technical and technological changes in the branches of the economy. Besides, it reveals the peculiarities of the educational process in vocational schools and ... Conclusions. Socio-economic and political processes taking place at the beginning of Ukraine’s independence significantly changed all spheres of public life. It also refers to the system of professional training of skilled workers for various branches of the economy and the service sector. Thus, it proves the relevance of applying such experience in the modernization of professional (vocational) education today.

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

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.

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