OVERVIEW OF TVET PROGRAM USING E-LEARNING APPOACHES IN MALAYSIAN TECHNICAL HIGH SCHOOLS Presenter: Md Nasser bin Samsudin
LIST OF TECHNICAL SCHOOLS IN MALAYSIA
Agricultural Sciences Mechanical Engineering Electrical Engineering Perdagangan Civil Engineering PROGRAMS OFFER IN TECHNICAL SCHOOL
LIST OF TECHNICAL SCHOOLS IN MALAYSIA • TAR PUTRA PENANG TECHNICAL SCHOOL • KUALA LUMPUR TECHNICAL SCHOOL • TUANKU JAAFAR TECHNICAL SCHOOL • KUANTAN TECHNICAL SCHOOL • TERENGGANU TECHNICAL SCHOOL • Civil Engineering • Electrical and Electronic Engineering • Mechanical Engineering • Perdagangan • SEJINGKAT TECHNICAL SCHOOL • Civil Engineering • Electrical and Electronic Engineering • Mechanical Engineering • ALOR SETAR TECHNICAL SCHOOL • MELAKA TECHNICAL SCHOOL • JOHOR BAHRU TECHNICAL SCHOOL • Civil Engineering • Electrical and Electronic Engineering • Mechanical Engineering • Perdagangan • Agricultural Sciences
MALAYSIAN EDUCATIONAL BLUEPRINT
THE 10 SHIFTS IN MALAYSIAN EDUCATIONAL BLUEPRINT
How Will We Achieve The 4th Shift? • The Ministry will intensify: – industry involvement and partnerships, – streamline qualifications, –improve coordination across the Ministry’s TVET providers and –enhance branding efforts.
How Will We Achieve This? • Key initiatives include: 1. Enabling industry to lead curriculum design and delivery : • increased apprenticeship, • hands-on training, • real-life simulations, and • specialised employer training programmes;
How Will We Achieve This? • Key initiatives include: 2. Enhancing coordination across the Ministry’s various TVET providers : • to eliminate duplication of programmes and resources, • enable greater specialisation in areas of expertise,
How Will We Achieve This? • Key initiatives include: 3. Coordinating with other ministries and agencies: • ensure alignment with major industry associations, and • pursue international accreditations for TVET programmes
THE 10 SHIFTS IN MALAYSIAN EDUCATIONAL BLUEPRINT
How Will We Achieve The 9th Shift? • The Ministry will intensify: – Blended learning models (a style of education in which students learn via electronic and online media as well as traditional face-to-face teaching.) – streamline qualifications, – improve coordination across the Ministry’s TVET providers and – enhance branding efforts.
WHAT IS TVET PROGRAMME IN MALAYSIA?
UNESCO (2002b) those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences; acquisition of practical skills, attitudes; understanding knowledge related to occupations in various sectors of economic and social life. 14
TVET is known by many other names in some countries and regions. Among the names are: Apprenticeship Training, Vocational Education, Technical Education, Technical-Vocational Education (TVE), Occupational Education (OE), Vocational Education and Training (VET), Professional and Vocational Education (PVE), Career and Technical Education (CTE), Workforce Education (WE Even though TVET is known by different names, essentially TVET means the same. 15
vocational education educational provision that is directed to occupational learning for types of work that are seen as requiring only lower-level skills, commonly ‘manual’ rather than ‘intellectual’ skills, and which may be taught, because of that, through focused ‘training’, rather than through a more expansive engagement in ‘education’ (Moodie, 2002). current changes in the world of work and labor market, the orientation of TVET has changed. TVET does not engage itself entirely on the preparation of workforce for lowlevel jobs. Now TVET is recognized as one of the most important keys to sustainable development. In fact, TVET enhances human capital development for industrialization 16
TVET is entrusted to provide those workers needed by the nation’s vision that is to become a fully developed and a high income nation by 2020. TVET helps develop the economy of a country by providing skilled workers for the labor market. However, as stated by the National Economic Advisory Council (2010), at that time the country was experiencing a shortage of skilled labors and over reliant on low skilled and low-wage migrant workers. The Government also wants to increase enrollment in TVET programs in schools from currently 10% to 20%. a) In many countries, TVET is changing, particularly regarding curriculum and delivery approach. b) Malaysia, especially has converted some of its technical schools to become vocational schools. c) TVET curriculum is becoming increasingly industry and market-driven with an emphasis on new technology. Currently, Malaysia has 405 public skill training institutes and 584 private skills training institutes. Various ministries are working toward ensuring that Malaysia achieves this objective of having 3 million skilled workers by 2020. 17
BREAKDOWN OF EMPLOYMENT BY SKILL Source: https://www.talentcorp.com.my/key-figures/key-figures
Thus, the government wants skills training to be given special emphasis under the 10th MP to ensure Malaysia develops the needed human resources. The Government keeps encouraging more school leavers to enroll into Technical and Vocational Education and Training (TVET) and skills training courses to facilitate the creation of a skilled workforce essential for the country to scale up the value chain and achieve high-income nation status. 18
School-based TVET a. Comprehensive high/ secondary schools b. Vocational and Technical Schools 19
HOW TO ACHIEVE?
The Ministry through its community colleges, vocational colleges, and polytechnics will be a premier higher education TVET provider that develops skilled talent to meet the growing and changing demands of industry, and promotes individual opportunities for career development. Enrolment in TVET programs will expand significantly, through extensive partnerships with industry, to ensure supply matches demand. To achieve these outcomes, the Ministry will intensify industry involvement and partnerships, streamline qualifications, improve coordination across the Ministry’s TVET providers and enhance branding efforts. Key initiatives include: a) Enabling industry to lead curriculum design and delivery through new partnership models and lifting the quality of delivery through increased apprenticeship, hands-on training, real-life simulations, and specialized employer training programmes; b) Enhancing coordination across the Ministry’s various TVET providers to eliminate duplication of programmes and resources, enable greater specialization in areas of expertise, and improve cost efficiency; and c) Coordinating with other ministries and agencies offering TVET programmes to streamline the national qualification framework, ensure alignment with major industry associations, and pursue international accreditations for TVET programmes. 21
WHAT IS ELEARNING ?
Internet penetration in Malaysia currently stands at 67% The seventh highest penetration rate across Asia. This puts Malaysia in a good position to harness the power of online learning to widen access There are significant opportunities to achieve the desired outcomes first set forth in the National e-learning Policy (Dasar e-Pembelajaran Negara or DePAN). One of the e-learning is blended learning. Robust cyber infrastructure that can support the use of technologies like videoconferencing, live streaming and Massive Open Online Courses (MOOCs). Malaysian SE will also develop MOOCs in their niche areas of expertise. • To achieve these outcomes, the Ministry will work with HLIs to build the capabilities of the academic community, and explore the establishment of a national e-learning platform to co-ordinate and spearhead content development. • Key initiatives include: – Launching MOOCs in subjects of distinctiveness for Malaysia such as Islamic banking and finance, in partnership with high-profile international MOOC consortiums like EdX and Coursera, so as to build Malaysia’s global brand; – Making online learning an integral component of higher education and lifelong learning, starting with the conversion of common undergraduate courses into MOOCs, and requiring up to 70% of programmes to use blended learning models; and – Establishing the required cyber infrastructure (physical network infrastructure, info structure, platform, devices and equipment) and strengthening the capabilities of the academic community to deliver online learning at scale. 23
WHAT ARE THE APPROACHES USED IN TECHNICAL SCHOOLS?
1)Technology Integration 2)TPACK in Teaching and Learning 3)E-portfolio 25
Technology Integration Education involves the use of digital or analog equipment (Plair, 2010) as well as the use of information and communications technology (ICT) such as animation and simulation software (Khan, 2011) to facilitate teaching and learning process implementation as well as daily tasks. 26
TPACK in Teaching and Learning TPACK provides : • Instructors with strategies to match learning content with specific teaching techniques using appropriate technology (Archambault & Crippen, 2009; Koh, Chai, & Tsai, 2010). With TPACK: • Instructors are able to re-evaluate the purpose of learning and make students think outside the box (Mishra et al., 2011). 27
TPACK in Teaching and Learning 28
TPACK in Teaching and Learning
TPACK in Teaching and Learning https://youtu.be/rmF9o0JrUYA DIY MADE SIMPLE 2021
E-portfolio E-portfolio is an educational product that use ICT service based on e-learning. It can store all kinds of information in digital form, flexible in nature, can be accessed at anytime and anywhere (DiMarco 2006 : Me & Wen 2011; Montgomery & Wiley 2008; Stefani et al. 2007). Eportfolio is the result of the transformation of a previously written portfolio has long been used in assessing the activities of one’s personal activities and one’s professional evaluation. 30
THANK YOU Presenter: Md Nasser bin Samsudin